Technology Plan
Tustin Unified
Table of Contents
1. Plan Duration ... 1
2. Stakeholders ... 2
3. Curriculum ... 5
3a. Current access by teachers and students ... 5
3b. Current use of technology to support teaching and learning ... 8
3c. District curricular goals to support plan ... 9
3d. Teaching and learning goals (Measurable Objectives, Benchmarks) ... 11
3e. Acquiring technology skills AND information literacy skills (Measurable Objectives, Benchmarks) ... 17
3f. Ethical use... 20
3g. Internet safety ... 22
3h. Description of access for all students ... 24
3i. Student record keeping ... 25
3j. Two way home-school communication ... 27
3k. Curriculum Monitoring Process ... 29
4. Professional Development ... 30
4a. Summary of Teacher and Administrator Skills and Needs ... 30
4b. Providing PD Opportunities (Measurable Objectives, Benchmarks)... 32
4c. Professional Development Monitoring ... 43
5. Infrastructure, Hardware, Technical Support, and Software ... 45
5a. Existing Resources ... 45
5b. Needed Resources ... 47
5c. Annual Benchmarks and Timeline for obtaining resources ... 50
6a. Established and Potential Funding Sources ... 54
6b. Annual implementation costs ... 55
6c. District replacement policy ... 56
6d. Budget monitoring ... 57
7. Monitoring and Evaluation ... 59
7b. Evaluation schedule ... 60
7c. Communicating evaluation results ... 61
8. Collaborative Strategies with Adult Literacy Providers ... 64
9. Effective, Researched-Based Methods and Strategies ... 65
9a. Research Summary, District Application ... 65
9b. Technology to Deliver Rigorous Curriculum ... 70
Appendix C - Criteria for EETT Technology Plans... 71
1. Plan Duration
July 1, 2013 - June 30, 2016
The Tustin Unified School District Technology Plan, beginning July 1, 2013 through June 30, 2016, replaces the previous Plan that expires on June 30, 2013. This Plan is a comprehensive technology plan that will guide the District's use and integration of technology for the next three years. This Plan will also be used for E-Rate funding.
2. Stakeholders
Stakeholders
Name Position Location
Dr. Alex Rojas* District Administrator Assistant Superintendent of Administrative Services
District Office
Deena Vela* District Administrator Coordinator of Educational Technology
District Office
Jeremy Powell* District Administrator Director of IT
District Office Kathie Nielsen District Administrator
Chief Academic Officer of Educational Services
District Office
Dr. Grant Litfin* District Administrator
Director of Educational Services
District Office Nancy Lev District Administrator
Director of Educational Services
District Office Dr. Sharon Cordes District Administrator
Director of Educational Services
District Office Sharon Maeda* District Administrator
Coordinator of GATE/BTSA
District Office Cheri Kuntz* District Administrator
Coordinator or Special Education
District Office
Dr. Vivian Choi* District Administrator Coordinator of English Language
District Office
Joslyn Crawford* District Administrator Director of Business Offices
District Office Travis Farnum* Technology Support Staff District Office Joshua Porter* Site Administrator
Assistant Principal
Foothill High School Donnie Rafter* Site Administrator
Assistant Principal
Arnold O. Beckman High School Erick Fineberg* Site Administrator
Principal
Benjamin F. Beswick Elementary Eric Kilian* Site Administrator Robert Heideman Elementary
Dean Crow* Site Administrator Principal
Columbus Tustin Middle School Maggie Villegas* Site Administrator
Principal
Arroyo Elementary Stephanie Yang* Teacher (Non-Classroom)
RTI TOSA
District Office Beth Blackman* Teacher (Non-Classroom)
Science/AVID TOSA
District Office David Waldram* Classroom Teacher Tustin High School Steve Hollingshead* Classroom Teacher Guin Foss Elementary Susan Holliday* District Administrator
Executive Director of IT
Capistrano Unified School District Terry Mullin* Parent
Community Member
Beckman High School Ranjit Mayadas* County Office of Education Staff Orange County
Richard Nelson* Corporate/Non-Profit Irvine Valley College Foundation Bruce Junor* Senior Citizen
Community Member
Retired Brianne Meyer* District Administrator
Executive Director of IT
Irvine Unified School District Julie Sokol* Corporate/Non-Profit Irvine Company
Roger Powell* Corporate/Non-Profit College Professor
The stakeholders of this technology plan include: Teachers
Administrators Parents
Students
Community and Business Leaders District Office Staff
The purpose of technology in schools is to support achievement and empower all students through transforming teaching and learning. The goal of technology planning is to provide technology resources to support District curriculum standards and create measureable objectives for technology integration. Technology is used to assist students in mastering their grade level standards and to prepare them for success in high school, higher education, and beyond as productive, digital citizens in the 21st century.
Committee (ETAC). The Executive Technology Advisory Committee was integral in building and monitoring the District's Technology Plan. (All ETAC members are noted with an asterisk in the Stakeholder's table.)
3. Curriculum
3a. Description of teachers' and students' current access to technology tools both during the school day and outside of school hours.
Today, many students’ lives are filled with technology that provides them mobile access to information and resources 24/7, enables them to create and share multimedia content, and allows them to participate in online social networks where people from all over the world share ideas, collaborate, and learn new things. Outside school, students are free to pursue their passions in their own way and at their own pace. The opportunities are limitless, borderless, and
instantaneous.
The challenge for our education system is to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students’ daily lives and the reality of their futures. In contrast to traditional
classroom instruction, this requires that we put students at the center and empower them to take control of their own learning by providing flexibility on several dimensions.
A core set of standards-based concepts and competencies should form the basis of what all students should learn. Beyond that, students and educators should have options for engaging in learning: large groups, small groups, and work tailored to the individual goals, needs, interests, and prior experience of each learner. Technology should be leveraged to provide access to more learning resources than are available in classrooms and connections to a wider set of "educators", including teachers, parents, experts, and mentors outside the classroom. It also should be used to enable 24/7 and lifelong learning.
All teachers and students have access and availability to appropriate technology during the school day. There are some existing equity issues that this Technology Plan will address.
Currently, not all teachers and students have access to appropriate technology after school hours. This Technology Plan will also address this equity issue.
The following is a brief summary of the technology currently available to teachers:
1) Most teachers have a teacher computer connected to a projector with an interactive whiteboard and its associated software tools for conducting interactive and engaging lessons.
2) Most teachers have a document camera for incorporating objects and print resources into their lessons. The document camera may also be used to scan formative and benchmark assessments into the student assessment system.
3) Some teachers have iPads with Apple TV connected to their SMART Boards.
4) Most teachers have access to at least one printer, scanner, and copier used to provide paper materials to students and forms such as test bubble sheets for scanning by the student data
5) All teachers have access to a telephone in their classroom including voice mail. They can access their voice mail from anywhere.
6) All teachers have access to an email account for communication that is available to them from anywhere.
7) All teachers have access to an internal video distribution system provided through Cisco Show and Share hosting converted videos from the District's media resource center. In addition, all teachers have access to an educational video library through Discovery Education. The Discovery Education videos are available from home.
8) All teachers have access to the Cisco Meeting Place to schedule webinars for professional collaboration both at school and at home.
9) Currently 43% of teachers have audio amplification in their room. This plan will put audio amplification into every classroom district-wide.
10) Currently 11% of teachers have student response systems that can be used to conduct student assessment with immediate results and feedback. We will replace student response systems with student mobile learning devices and software.
11) Most teachers utilize Illuminate, a comprehensive student data management system that stores historical information on classroom formative, benchmark, and standardized test information. This system is available from anywhere at any time.
12) All secondary school teachers have access to an online gradebook that integrates with the student information system and provide for parent access. This plan will expand use of this system to all schools. This system is available anywhere at any time.
13) Some schools and teachers make use of Positive Behavioral Interventions and Supports (PBIS) and School Wide Information Systems (SWIS) to guide positive school wide and individual student intervention.
14) All teachers have access to Haiku, the school district's learning management system, to which rostering information is automatically synchronized and from which gradebook assignment information can be exported. This system is available anywhere at any time. 15) All teachers have access to a social networking platform called Nimbus supporting professional collaboration among all staff. This system is available anywhere at any time. 16) All schools send automated attendance messages home to parents of students who have an unexcused absence using the Blackboard Connect Ed community notification system. In addition, all teachers have 24/7 access to send home progress and other information to some or all of their parents using this system. This system is available anywhere at any time.
17) Most teachers have access to Accelerated Reader and Reading Counts to assess and improve student literacy and reading comprehension. All elementary schools also make use of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to assess students’ basic early literacy skills. In addition, some schools also make use of Earobics and Read Naturally for improving literacy.
18) Some high school teachers make use of Plato online learning for credit recovery and remediation.
19) Each high school and most of the middle schools have a STEM program that makes use of software specific to the program such as SolidWorks and RobotC.
20) Teachers will use VoiceThread and other applications that integrate with Haiku for classroom collaboration, instructional webcasting, and much more. This plan will make this a district standard in the future. This system is available anywhere at any time.
21) All teachers have access to ABC-Clio and Britannica Online, which are reliable research information, databases available anywhere at any time.
22) All teachers utilize PD Express to schedule and track their own professional development. This system is available anywhere at any time.
23) Currently 30% of teachers are using tablets to allow them to be mobile in the classroom while they teach and for targeted student enrichment and remediation using Apps that meet the needs of a given student.
The following is a brief summary of the technology available to students:
1) All schools have access to one or more computer labs. All computer labs come with the Enterprise Microsoft Office Productivity Suite to provide experience with industry standard programs. The computer labs are used for testing at all school sites. At the elementary level, the labs are also used for digital instruction, intervention, remediation, and enrichment. At the middle and high schools the computer labs also have program specific software for Project Lead the Way and SolidWorks for some STEM programs.
2) All students have access to Google Apps for Education and the Haiku Learning Management system. This provides access to email, online productivity tools, and online classroom resources anywhere at any time.
3) All students have access to ABC-Clio and Britannica Online, which are reliable research information, databases available anywhere at any time.
4) All parents have access to an online gradebook, grades, and other student information anywhere at any time.
5) All parents are notified of student absences and school events by the Blackboard Connect Ed community notification system.
6) All online resources are available at local libraries and numerous free business Wi-Fi hotspots in the community.
7) A little fewer than 10% of students have access to iPads/tablets utilizing Apps that target their specific instructional needs or the instructional needs of their program.
8) Accelerated Reader, Read Naturally, Reading Counts, Starfall, BrainPop, Earobics, and many other programs are used for intervention, enrichment, and remediation. Many of these are available inside and outside of school.
Students and teachers currently have wireless access to information from every classroom, library, media center, auditorium, and lab at our schools. Students and teachers have access to all of the resources and systems that include, but not limited to ABC-Clio, Britannica Online, Illuminate, Haiku, Aeries Portals, Discovery Education, Google Apps for Education, online productivity tools, online classroom resources, and online intervention programs. In addition to these programs, students and teachers will have access to the District adopted online library system, Destiny. Schools continue to work to develop support systems for students with limited access from home in the following ways:
1) Open labs during lunch.
2) Access during intervention/enrichment study periods at the secondary schools. 3) Access before and after school library hours.
4) Access during the After School Connection program (state program for Title 1 students). 5) Opportunity to participate in the Connect to Compete program that qualifies Title One students to obtain wireless connectivity for a low monthly cost.
3b. Description of the district's current use of hardware and software to support teaching and learning.
Current Use of Technology to Support Teaching and Learning
At TUSD, technology is a fundamental component of teaching and learning. Most teachers use a computer, projector, interactive whiteboard, and accompanying instructional software to create dynamic, engaging, media rich lessons and activities providing multi-sensory interactive learning for their students. Students regularly utilize educational applications on classroom, hallway, lab computers, and tablets to reach and enrich proficiency in common core standards as well as collaborative analysis and synthesis of knowledge and thought.
In the elementary grades (K-5), student interactions with media ‑rich lessons on t whiteboard are utilized maintaining student engagement and interaction. Use of the document
camera to display objects and supplemental material is routine. Streaming media both from digitized District Media Center videos and Discovery Education appropriately supplements classroom instruction with standard relevant materials. Teachers make extensive use of
Accelerated Reader and DIBELS to assess and improve student literacy. Classroom or hallway computers are used to target specific instructional needs with relevant applications and for directed or self-enrichment. Where available, iPads/tablets and their associated Apps are used for targeted remediation and enrichment. The computer labs are used for computer-based testing,
student digital exploration, and to conduct research. Use of multimedia online class content through the Haiku Learning Management System extends classroom room learning beyond the walls for students. Teachers and administrators utilize Nimbus to create professional learning communities focused on identifying, analyzing, and providing teaching and learning solutions. Teachers and administrators utilize Aeries, Illuminate, PBIS, SWIS, DIBELS, Accelerated Reader, and other technology solutions to assess the targeted educational needs of individual students and intervene appropriately. Teachers make use of interactive online content such as BrainPop and Starfall.
In the secondary grades, the teacher computer, projector, interactive whiteboard, and document camera remain interactive, multi-sensory, and engaging teaching and learning tools. With the exception of DIBELS, almost all the same tools are used by elementary and secondary schools. In addition, specific programs make use of specific technology. For example, depending on grade level and subject the STEM programs make use of RobotC, Autodesk, SolidWorks, and Project Lead the Way digital materials. Plato online learning is used to meet the needs of students who are at risk of failing to graduate high school. Teachers and administrators make extensive use of Aeries, Illuminate, PBIS, SWIS, and Naviance to assess student progress, counsel students, provide targeted interventions, track students' college and career readiness, and track grant eligibility. The secondary grades make extensive use of the Aeries Parent Portal to keep parents informed of student assignments, grades, and other relevant information.
In addition to the above, special needs students are provided with adaptive and assistive technologies in accordance with their IEP and/or 504 plans. The multiple modes of learning afforded through appropriately targeted technology enhanced learning are especially powerful for special needs students. In this arena, tablet solution based applications such as ProLoQuo improve student performance and reduce the cost of providing special needs education. Special Education Teachers and administrators make use of the CEDR Special Education Information System for tracking special need student information including IEP progress.
For all grades and special needs students, administrators and teachers make use of the school district's community notification system to keep parents informed of school events and student performance. Teachers are increasingly making use of the Haiku Learning Management System to create a digital classroom that parents can experience.
3c. Summary of the district's curricular goals that are supported by this tech plan.
Tustin Unified Educational Technology goals follow the National Education Technology Plan (NETP) recommendations on transforming education in schools integrating technology into all strands of the District core curriculum.
National Educational Technology Plan Goals: 1.0 Learning: Engage and Empower
3.0 Teaching: Prepare and Connect 4.0 Infrastructure: Access and Enable 5.0 Productivity: Redesign and Transform.
Tustin Unified School District will use curriculum pacing guides based upon the Common Core State Standards (CCSS) to address TUSD technology goals (NETP). The pacing guides include the following content areas:
• English Language Arts Pacing Guide, Grades K-12 • Mathematics Pacing Guide, Grades K-12
• Science Pacing Guide, Grades K-12 • History/Social Science Pacing Guide K-12
The Educational Technology District Plan will transform education in TUSD schools based upon the District's curricular goals aligned with the California Common Core Standards.
1.0 Learning: Engage and Empower
Students will have mobile access to information and resources 24/7 enabling them to learn beyond the traditional classroom walls. Outside school, students will pursue their passions in their own way and at their own pace. The opportunities will be limitless, borderless, and instantaneous. Whether the domain is English Language Arts, mathematics, sciences, social studies, history, art, world languages, or music, we will integrate 21st century competencies and expertise such as critical thinking, complex problem solving, collaboration, multimedia
communication, and technological competencies. Technology will be leveraged to provide access to learning resources that extend beyond the classroom walls.
2.0 Assessment: Measure What Matters
TUSD will continue to use technology-based assessments to provide data to drive decisions to determine what is best for every student, which will lead to continuous improvement across all content areas. Technology-based assessments will be used formatively to diagnose and adapt learning and instructional practices, while at the same time determining what students have learned for grading and accountability purposes.
3.0 Teaching: Prepare and Connect
All classroom teachers will be fully connected: 1) to learning data and tools for using the data; 2) to the content, resources and systems that empower them to create, manage, and assess engaging and relevant learning experiences; 3) and directly to their students in support of learning both in and out of school. This will also allow teachers to access resources and expertise that improve their own instructional practices and guide them in becoming facilitators and collaborators in their students' self-directed learning.
4.0 Infrastructure: Access and Enable
TUSD will provide a comprehensive infrastructure for learning that provides every student and educator with the resources they need when and where they are needed. The underlying principle
models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administration tools.
5.0 Productivity: Redesign and Transform
TUSD will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money and staff. TUSD will utilize technology to implement personalized learning and ensure that students are making appropriate progress through the system to graduate and prepare for college and careers.
3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals.
Goal 3d.1: (Learning: Engage and Empower) Students and teachers will increase their use of technology to improve teaching and learning of curriculum aligned with Common Core State Standards to enhance student achievement in meeting or exceeding academic content standards.
Objective 3d.1.1: By June 2016, 80% of core subject (English Language Arts, Mathematics, Science, and Social Studies) teachers and students will incorporate technology resources on a daily basis to enhance student learning of curriculum aligned with Common Core State Standards in lesson design and delivery of instruction as measured by the District Annual Technology Use Survey.
Benchmarks:
• Year 1: By June 2014, 60% of core subject (English Language Arts, Mathematics, Science, and Social Studies) teachers and students will incorporate technology resources on a daily basis to enhance student learning of curriculum aligned with Common Core State Standards in lesson design and delivery of instruction as measured by the District Annual Technology Use Survey.
• Year 2: By June 2015, 70% of core subject (English Language Arts, Mathematics, Science, and Social Studies) teachers and students will incorporate technology resources on a daily basis to enhance student learning of curriculum aligned with Common Core State Standards in lesson design and delivery of instruction as measured by the District Annual Technology Use Survey.
• Year 3: By June 2016, 80% of core subject (English Language Arts, Mathematics, Science, and Social Studies) teachers and students will incorporate technology resources on a daily basis to enhance student learning of curriculum aligned with Common Core State Standards in lesson design and delivery of instruction as measured by the District Annual Technology Use Survey.
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument Survey teachers on technology use in the classroom. Annually Educational Technology Coordinator Educational Technology Coordinator and Executive Technology Advisory Committee District Annual Technology Use Survey that was developed as a baseline for this Technology Plan. Review District
state testing reports in the fall of each school year for all content areas in grades 2-12. Although this is an assumption that state scores are improving due to technology use, it will help to confirm that TUSD is advancing students in core content areas. Annually each Fall. Educational Technology Coordinator, Assessment and Evaluation Director Educational Technology Coordinator, Executive Advisory Technology Committee Annual State Testing Reports.
Routinely use data and assessment to guide curricular decision-making in Professional Learning Communities to ensure students are achieving Common Core Standards.
Ongoing Assessment and Evaluation Director, School Site Principals, Teachers Educational Technology Coordinator, Assessment and Evaluation Director, School Site Principals, Teachers Professional Learning Community meeting notes, agendas, informative assessment reports by grade level
Goal 3d.2: (Assessment: Measure What Matters) Students and teachers will increase their use of data management systems to support the academic needs of significant subgroups. Teachers will develop daily/weekly formative assessments on the student management data system with PLCs to target specific needs of all students including significant subgroups. Objective 3d.2.1: By June 2016, 90% of core subject teachers will use the student data
management system to develop and analyze formative assessments with PLCs on a weekly basis as measured by statistics from Illuminate, the District Data Management System.
Benchmarks:
• Year 1: By June 2014, 70% of core subject teachers will use the student data management system to develop and analyze formative assessments with PLCs on a weekly basis as measured by statistics from Illuminate, the District Data Management System.
• Year 2: By June 2015, 80% of core subject teachers will use the student data management system to develop and analyze formative assessments with PLCs on a weekly basis as measured by statistics from Illuminate, the District Data Management System.
• Year 3: By June 2016, 90% of core subject teachers will use the student data management system to develop and analyze formative assessments with PLCs on a weekly basis as measured by statistics from Illuminate, the District Data Management System.
Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument Teachers meet weekly in Professional Learning Communities to monitor data to target students' needs and adjust instruction by analyzing data. Weekly Director of Assessment and Evaluation, Educational Technology Coordinator, Teachers, Principals Principals, Administrative Services and Educational Services
Reports from the data system on the number of assessments developed and Professional Learning Community agendas. Teachers meet weekly in Professional Learning Communities to create assessments in Illuminate to target student needs.
Weekly Director of Assessment and Evaluation, Educational Technology Coordinator, Teachers, Principals Principals, Administrative Services and Educational Services Reports from Illuminate to determine usage by grade levels at various school sites.
Goal 3d.3: (Teaching: Prepare and Connect) Fully integrate the District learning
management system, Haiku, into all curricular areas to assist students in meeting common core standards and enhance teaching and learning.
Objective 3d.3.1: By June 2016 90% of all teachers will be trained on using Haiku to develop/create digital content areas for students to access on a daily basis.
Benchmarks:
• Year 2: By June 2015 80% of all teachers will be trained on using Haiku to
develop/create digital content areas for students to access on a daily basis as measured by annual Haiku Usage Reports.
• Year 3: By June 2016 90% of all teachers will be trained on using Haiku to
develop/create digital content areas for students to access on a daily basis as measured by annual Haiku Usage Reports.
Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument Provide ongoing teacher trainings using Haiku.
Annually Technology Task Force Representatives, Digital Learning Coaches, Educational Technology Coordinator Educational Technology Coordinator Sign-In sheets, District Professional Development System (PDExpress) reports that show us which teachers have and have not taken Haiku Professional Development. Students will access
Haiku on a daily basis. Annually Teachers, Principals, Educational Technology Coordinator Principals, Educational Technology Coordinator, Administrative Services and Educational Services Haiku usage reports by teacher.
Goal 3d.4: (Infrastructure: Access and Enable) Students will have comprehensive access through mobile devices and wireless connectivity for learning opportunities for all TUSD students.
Objective 3d.4.1: By 2016, 100% students will have comprehensive access for digital learning opportunities with a ratio of 10 devices for every teacher/classroom in grades K-4 and 1:1 mobile device access in grades 5-12 at all TUSD school sites as measured by the District Inventory System, Destiny Asset Manager.
Benchmarks:
• Year 1: By 2014, 90% students will have comprehensive access for digital learning opportunities with a ratio of 10 devices for every teacher/classroom in grades K-4 and 1:1
mobile device access in grades 5-12 at all TUSD school sites as measured by the District Inventory System, Destiny Asset Manager.
• Year 2: By 2015, 95% students will have comprehensive access for digital learning opportunities with a ratio of 10 devices for every teacher/classroom in grades K-4 and 1:1 mobile device access in grades 5-12 at all TUSD school sites as measured by the District Inventory System, Destiny Asset Manager.
• Year 3: By 2016, 100% students will have comprehensive access for digital learning opportunities with a ratio of 10 devices for every teacher/classroom in grades K-4 and 1:1 mobile device access in grades 5-12 at all TUSD school sites as measured by the District Inventory System, Destiny Asset Manager.
Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument 1:1 Devices are ordered and delivered to District Warehouse to be tagged and a distributed to schools. Fall/Winter 2013 Principals, Library Technicians, IT Department
Director of IT Reports pulled from Destiny inventory system.
Administrative Services and Educational Services will meet with teachers and administrators to determine the digital content on the devices. Fall/Winter 2013 Administrative Services, Educational Services, Library Technicians, teachers and administrators. Educational Technology Coordinator, Director of IT
Meeting notes and agendas.
IT will image devices and prepare with District digital content materials for students. Winter 2013 Administrative Services, Educational Services, Library Technicians, IT Department
Director of IT Meeting notes and agendas.
Mobile Device Distribution: 1 device for every student grades 5-12 1 device for every 3 students in grades K-4 Beginning in Spring 2014 Principals, Library Technicians, IT Department
Director of IT Reports pulled from Destiny inventory system.
Goal 3d.5: (Productivity: Redesign and Transform) TUSD students will utilize technology to develop 21st century skills needed for college and careers through digital project-based learning opportunities such as creating Haiku Wikis and Voicethread projects.
Objective 3d.5.1: By June 2016, 75% of students grades 2-12 will demonstrate learning through a minimum of two digital project based learning opportunities using various presentation
software such as wikis or Voicethread projects using various presentation software stored on the Haiku Learning Management System.
Benchmarks:
• Year 1: By June 2014, 25% of students grades 2-12 will demonstrate learning through a minimum of two digital project based learning opportunities using various presentation software such as wikis or Voicethread projects using various presentation software stored on the Haiku Learning Management System.
• Year 2: By June 2015, 50% of students grades 2-12 will demonstrate learning through a minimum of two digital project based learning opportunities using various presentation software such as wikis or Voicethread projects using various presentation software stored on the Haiku Learning Management System.
• Year 3: By June 2016, 75% of students grades 2-12 will demonstrate learning through a minimum of two digital project based learning opportunities using various presentation software such as wikis or Voicethread projects using various presentation software stored on the Haiku Learning Management System.
Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument Develop project
based grade level appropriate learning activities based on California Common Core Standards. 2 activities per year (Grades 2-12) Site Technology Task Force Representatives, Digital Learning Coaches Educational Technology Coordinator Minimum of two project based learning activities per grade level annually stored on Haiku Learning Management System. Train teachers on
how to access and deliver project based learning activities based on Common Core Standards on Haiku. Annually (beginning in Fall 2014) Site Technology Task Force Representatives, Digital Learning Coaches Educational Technology Coordinator
Sign in sheets and evaluations
Teachers use Haiku to deliver grade-appropriate project based learning activities to students. Annually (beginning in January 2015) Site Technology Task Force Representatives, Digital Learning Coaches, Teachers, Principals Educational Technology Coordinator, Principals Statistics from online presentation systems such as Haiku Wikis and Voicethread.
3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace.
Tustin Unified School District will provide opportunities for students to practice 21st century learning skills. Based on the International Society for Technology in Education's (ISTE) National Educational Technology Standards for Students (NETS-S) skills and the Common Core State Standards, students will engage in activities that help promote these skills in daily classroom instruction. The NET-S focuses on six specific areas that include creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem-solving and decision-making; digital citizenship; and technology operations and concepts. Students will experience a variety of 21st century learning opportunities by creating presentations such as Haiku Wikis or Voicethread on the district learning management system to organize, present findings, learn and reinforce curricular skills, collaborate and communicate. Teachers will deliver lessons that promote technologies and information literacy based on the NET-S standards (Appendix).
Students will be provided 21st learning opportunities through school library
programs--collaboratively planned and delivered units of study developed through the shared expertise and partnership of classroom teachers and librarians based on the principles of resource based learning and information literacy. These collaborative efforts will ensure students have the ability to recognize the need for information to solve problems and develop ideas; pose important questions; use a variety of information gathering strategies; locate relevant and appropriate information; assess information for quality, authority, accuracy and authenticity. Students will have the ability to use the practical and conceptual tools of information technology to understand form, format, location and access methods. They will understand how information is produced to publish in textual and multimedia formats and to adapt to emerging technologies.
Goal 3e.1: Students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace. Students will become proficient at locating, accessing, and evaluating information and resources (including online reference databases and practice tests) on the Internet. Search strategies will be taught as appropriate per grade level. Information literacy instruction will include an emphasis on website evaluation and safety and ethics issues.
Objective 3e.1.1: By June 2016, 100% of students will receive regular instruction aligned with the NET-S in the classroom to acquire the technology skills needed to succeed in the classroom and the workplace as measured by the District Technology Standards Matrix.
Benchmarks:
• Year 1: By June 2014, develop a District Technology Standards Matrix that identifies specific skills and expectations at each grade level that aligns with the NET-S Standards. • Year 2: By June 2015, 80% of students will receive regular instruction aligned with the
NET-S in the classroom to acquire the technology skills needed to succeed in the classroom and the workplace as measured by the District Technology Standards Matrix. • Year 3: By June 2016, 100% of students will receive regular instruction aligned with the
NET-S in the classroom to acquire the technology skills needed to succeed in the classroom and the workplace as measured by the District Technology Standards Matrix. Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument Develop a District Technology Standards Matrix that identifies specific skills at each grade level.
Begin Fall 2013 Educational Technology Coordinator, District Technology Task Force Representatives, Digital Learning Coaches Educational Technology Coordinator Meeting Notes, Sign In Sheets, published product In fall 2015, District Technology Task Force representatives will train site teachers on using the District Technology Standards Matrix. Train in Fall and begin using the grade level matrix. Site Technology Task Force Representatives and Educational Technology Coordinator Educational Technology Coordinator
End of the year checklist matrix will be submitted to Technology Task Force representative at the end of each year.
Students will use developmentally appropriate software and hardware (e.g. productivity tools, web research and applications, presentation and multimedia software, interactive whiteboards, scientific probeware etc.) to research, organize, and creatively present products that exemplify proficiency in information literacy and NET-S for students.
Annually Technology Task Force Representatives, Teachers, Educational Technology Coordinator Educational Technology Coordinator and Technology Task Force Representatives Presentation products shared on Haiku sites, school websites, or school technology
showcase nights.
Objective 3e.1.2: By 2016, 90% of students will be access reliable information using ABC-Clio or Britannica Online, the District electronic research databases, for research and information as measured by electronic database usage reports.
Benchmarks:
• Year 1: By 2014, 70% of students will be access reliable information using ABC-Clio or Britannica Online, the District electronic research databases, for research and information as measured by electronic database usage reports.
• Year 2: By 2015, 80% of students will be access reliable information using ABC-Clio or Britannica Online, the District electronic research databases, for research and information as measured by electronic database usage reports.
• Year 3: By 2016, 90% of students will be access reliable information using ABC-Clio or Britannica Online, the District electronic research databases, for research and information as measured by electronic database usage reports.
Implementation Plan
Activity Timeline Person(s) Responsible
Monitoring & Evaluation
Evaluation Instrument Students will access
information from ABC-Clio or Britannica Online for reliable information.
Daily Students, teachers and school site librarians.
Educational Technology Coordinator and District Librarian will provide annual usage reports to Administrative Services and Educational Services. Discovery Education, ABC-Clio and Britannica Online usage reports.
3f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use
All TUSD staff will receive professional development on the importance of understanding Copyright Laws, including Fair Use and respect for intellectual property rights. Through real-world use of multimedia in lessons and projects, students are taught the importance of intellectual property rights. The District will provide online resources on copyright issues for educators posted within the Haiku Learning Management System. This information will be presented yearly to staff through the Technology Task Force representatives and the resources will be revised to reflect current copyright issues and emerging technologies.
Schools have policies on academic dishonesty and deterring plagiarism, but many students still don't understand why it is improper to utilize the work of others; this includes using commercial music, video clips, and images in multimedia projects. A renewed effort to educate students on citing sources, doing their own work, and on general copyright laws will help students be responsible digital citizens. Emphasis will be placed on peer-to-peer sharing of music and videos. The District Educational Technology Coordinator and the Library Media Supervisor will continue to work with the Technology Task Force and the Digital Learning Coaches to develop the Copyright and Fair Use Haiku class as an updated resource for teachers and students.
Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument Design trainings focusing on ethical use of information technology including the following topics: copyright and fair use, downloading and file sharing, and plagiarism. Pre and Post Tests will be a component of each training. Fall 2013 Educational Technology Coordinator District Directors of Curriculum, Educational Technology Coordinator, Library Media Technology, Digital Literacy Coaches
Annual Post Tests will be a
component of each training.
Train all teachers and administrators on ethical use of information technology to integrate with 21st century instruction. Two hour training provided to school sites from Task Force representati ves sometime in fall/winter 2013 and ongoing as needed. District Directors of Curriculum, Educational Technology Coordinator, Task Force Representatives District Directors of Curriculum, Educational Technology Coordinator oversee the rollout of this training day.
Sign in sheets for Staff Development
Train Library Media Techs on Ethical Use of Information Technology
Annually District Directors of Curriculum, Educational Technology Coordinator and District Library Media Tech Evaluations and successful implementation of program as indicated by student post test results.
Sign in sheets, test reports, evaluations
Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument All students participate in Haiku Class on Ethical Use of Information Technology including topics: copyright and fair use, downloading and file sharing, and plagiarism.
Annually and
ongoing as needed.
Site Library Media Tech, Site
Administrator and Site Task Force Representatives
Teacher will provide an online Haiku assessment to each student check for understanding. Technology Task Force
representatives will review results of post tests and modifications will be made as needed to the program.
Online Haiku Assessment
3g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307)
The District Office Educational Technology Coordinator and Library Media Supervisor will work with Technology Task Force representatives and Digital Literacy Coaches to continue to raise awareness about Internet safety, online privacy and online predators. Information,
resources, and lessons will be presented to parents, teachers, and students. All students and parents will sign the Acceptable Use Policy (AUP) to reinforce the importance of Internet safety both at home and school.
The Digital Learning Coaches and Educational Technology Coordinator will use Common Sense Media, a free toolkit supported by reputable educational organizations, to create lesson plans and resources in Haiku at each grade level to parallel Digital Citizenship guidelines that address specific responsibilities--from plagiarism and multiple point of view consideration to digital footprints and avoiding phishing scams--to ensure that students are prepared to participate effectively and ethically in the online environment. We want our students to navigate safely and ethically in the digital world to prepare them for job opportunities and success in the global economy. We want our students to know how to protect their online privacy and avoid online predators and bullies.
Goal 3g.1: All students in our district will be educated to be safe responsible users of digital tools in the 21st century; students will be knowledgeable of internet safety including
awareness, dangers, and consequences of cyber-bullying, protection against online predators, and how to maintain online privacy.
Implementation Plan
Activity Timeline Person(s) Responsible
Monitoring & Evaluation
Evaluation Instrument Review and update
(if needed) District Acceptable Use Policy (AUP). Ensure that
administrators along with the technology committee address the AUP in staff meeting and have every employee sign agreement. Verify that each student has a signed AUP on file with parent or guardian signature. Annually (Sept.) Educational Technology Coordinator and Site Administrator
Review of AUP will be done by Educational Technology Coordinator and Technology Task Force Representatives Updated Annual Copies Digital Learning Coaches will work with Educational Technology Coordinator and District Library Media Tech to create online lessons by grade level stored in Haiku to include internet safety.
Fall 2013 Digital Learning Coaches
Educational Technology Coordinator and District Media Tech
Grade Level Haiku Online
Assessments
Students will log onto Haiku and access an online class on internet safety including awareness and dangers of cyber bullying, protection against online predators and how to maintain online privacy at the beginning of each Annually (Beginning winter 2013) Educational Technology Coordinator, Ed Services Directors, District Media Tech, Site Library Media Techs
Site Library Media Techs will have students complete class and assessment at the beginning of each school year. Online Assessment Reports on Haiku
Provide training and information focusing on internet safety for community members. Annually (Sept.) Educational Technology Coordinator, Ed Services Directors, Principals, Task Force Representatives Task Force representatives oversee the roll out of this training day for each school site.
Sign-In Sheets from Parent and Community Meetings on Cybersafety
3h. Description of the district policy or practices that ensure equitable technology access for all students.
All students at all sites will have equitable access. Students and teachers will have wireless access to information from every classroom, library, media center, auditorium and lab at our schools. Schools will work to develop support systems for students with limited access from home in the following ways:
1) Open labs during lunch.
2) Access during secondary intervention and flexible grouping tutorial periods. 3) Before and after school library hours.
4) After School Connection (ASC) Program where Title One students have accessibility to complete homework and projects using the school's computer lab facilities to complete work after school hours.
5) Opportunity for low income families to participate in the Connect to Compete Program that qualifies Title One students to obtain wireless connectivity for a low monthly cost from the local cable company.
Special needs students are provided with adaptive and assistive technologies in accordance with their IEP and/or 504 plans. The multiple modes of learning afforded through appropriately targeted technology enhanced learning are especially powerful for special needs students. In this arena, tablet solution-based applications such as ProLoQuo improve student performance and reduce the cost of providing special needs education. Special Education Teachers and
administrators make use of the CEDR Special Education Information System (SEIS) for tracking special need student information including IEP progress.
The District Acceptable-Use Policy for access to the Internet is updated annually. Every computer/device is networked and monitored by the IT department. Access to appropriate websites is controlled by District firewall filters.
3i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.
The District currently uses Illuminate and Aeries to keep track of student records, benchmarks, and statewide assessment data. All secondary teachers use Aeries Gradebook as their grading program. Parents have online access to completed grade data through the ABI Parent Portal. Approximately 33% of the elementary teachers (K-5) have been trained on ABI (Aeries) for grade reporting. The plan is to extend trainings to 100% of both secondary and elementary teachers using ABI for teachers. The use of technology has helped site and district
administrators, teachers, and other district personnel to easily access and obtain data to track student achievement and growth.
The District puts an emphasis on the use of data-driven decision-making. Principals and teachers will continue to spend time analyzing results of benchmarks and statewide testing to ensure that students are showing growth and instruction is focused on student needs. In Professional
Learning Community (PLC) meetings, teachers analyze test results and determine specific students who may need a modified curriculum, re-teaching, and reinforcement. Additionally, teachers are given time to determine if there are any specific areas to re-teach the entire class. The use of Illuminate and Aeries reporting features help to facilitate the easy analysis of trends in student achievement, benchmarks and state testing.
Goal 3i.1: All teachers and administrators will create, administer and analyze common assessments through the District's electronic data management system to students on a daily basis to monitor performance and immediately respond to student needs.
Objective 3i.1.1: By 2016, 90% of core subject teachers will use the Illuminate Student Data Management System to develop and analyze formative assessments with PLCs on a weekly basis measured by Illuminate Usage Reports that report how many assessments were used by grade level each month.
Benchmarks:
• Year 1: By 2014, 70% of core subject teachers will use the Illuminate Student Data Management System to develop and analyze formative assessments with PLCs on a weekly basis measured by Illuminate Usage Reports that report how many assessments were used by grade level each month.
• Year 2: By 2015, 80% of core subject teachers will use the Illuminate Student Data Management System to develop and analyze formative assessments with PLCs on a weekly basis measured by Illuminate Usage Reports that report how many assessments were used by grade level each month.
• Year 3: By 2016, 90% of core subject teachers will use the Illuminate Student Data Management System to develop and analyze formative assessments with PLCs on a
•
Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument Teachers meet weekly in PLCs to create assessments on a weekly basis.
Weekly Teachers, Principals Principals Meeting Notes, Agendas, Illuminate Usage Reports Teachers meet weekly in PLCs to monitor data to target students' needs and adjust instruction by analyzing data.
Weekly Teachers, Principals Principals Meeting Notes, Agendas
Annually, review the usage report of the number of monthly
assessments used by grade level (grade level target is 4 per month).
Annually Technology Task Force Representatives, Principals, Teachers Director of Assessment and Evaluation, Educational Technology Coordinator, Principals, Teachers Usage report of monthly assessments by grade level.
Goal 3i.2: All teachers and administrators will use specific features of the student information system (SIS) to support student learning.
Objective 3i.2.1: All teachers will use the SIS to generate report cards, and 90% of core
secondary teachers will use the Gradebook feature to support student learning as measured by the District Technology Use Survey.
Benchmarks:
• Year 1: By June 2014, 100% of teachers will use the SIS to generate report cards, and 70% of core secondary teachers will use the Gradebook feature to support student learning as measured by the District Technology Use Survey.
• Year 2: By June 2015, 100% of teachers will use the SIS to generate report cards, and 80% of core secondary teachers will use the Gradebook feature to support student learning as measured by the District Technology Use Survey.
• Year 3: By June 2016, 100% of teachers will use the SIS to generate report cards, and 90% of core secondary teachers will use the Gradebook feature to support student learning as measured by the District Technology Use Survey.
Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument Provide trainings on SIS system Gradebook features. Each reporting period. Teachers, Trainers, Educational Technology Coordinator Educational Technology Coordinator District Technology Use Survey to determine the number of teachers using the Gradebook feature. Each year monitor
the teacher use of the Aeries
Gradebook feature.
Annually Director or IT, Educational Technology Coordinator Director or IT, Educational Technology Coordinator Aeries reports
3j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school.
Tustin Unified District is committed to developing new ways and refining traditional methods of improving the communications between home and school. It is through timely and relevant communication that the home-school connection is strengthened. The 2012-2013 school year was TUSD's first year of using the Haiku Learning Management System for creating hybrid face-to-face and online learning environments. The goal of the District in the next three years is to improve parent communication by allowing access to the Haiku Parent Portal.
The District strives to provide communication to parents in a variety of ways to give families personal choice in how they receive important information. Currently, parents have access to school websites with teacher e-mail accounts on School Wires, traditional paper newsletters are sent home, and administrators have Twitter, Facebook and Instagram accounts. Every teacher and school has access to ABI (Aeries) and Illuminate to share information about data and achievement with parents and students. Additionally school sites use BlackBoard ConnectEd, a voice calling solution, to provide families with information via mobile or home phone quickly and efficiently.
Goal 3j.1: Teachers will use Haiku, the district's learning management system, to communicate with students and parents on a daily basis.
Objective 3j.1.1: By June 2016, 90% of teachers will be trained on using Haiku to communicate with students and parents on a daily basis using the Haiku Parent Portal as measured by Haiku Parent Usage Reports.
Benchmarks:
• Year 1: By June 2014, 70% of teachers will be trained on using Haiku to improve communication with parents on a daily basis by encouraging parents to access the Haiku Parent Portal as measured by Haiku Parent Usage Reports
• Year 2: By June 2015, 80% of teachers will be trained on using Haiku to improve communication with parents on a daily basis by encouraging parents to access the Haiku Parent Portal as measured by Haiku Parent Usage Reports
• Year 3: By June 2016, 90% of teachers will be trained on using Haiku to improve communication with parents on a daily basis by encouraging parents to access the Haiku Parent Portal as measured by Haiku Parent Usage Reports
Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument Provide ongoing teacher trainings using Haiku. Annually Educational Technology Coordinator Educational Technology Coordinator Sign-In sheets
Pull Haiku Parent Usage Reports bi-annually to monitor if parent usage is increasing each year. Annually Educational Technology Coordinator Educational Technology Coordinator
Haiku Parent Portal Usage Reports
Goal 3j.2: Electronic connectivity will be used to enhance communication and work productivity among student, teachers, administrators, employees, parents, and the community as measured by the number of departments trained on Haiku.
Objective 3j.2.1: All District departments and each school site will create Haiku information areas to enhance communication and work productivity amongst staff as measured by the number of departments trained on Haiku.
Benchmarks:
• Year 1: By June 2014, 60% of District departments and each school site will create Haiku information areas to enhance communication and work productivity amongst staff as measured by the number of departments trained on Haiku.
• Year 2: By June 2015, 80% of District departments and each school site will create Haiku information areas to enhance communication and work productivity amongst staff as measured by the number of departments trained on Haiku.
Year 3: By June 2016, 100% of District Departments and each school site will create Haiku information areas to enhance communication and work productivity amongst district staff as measured by the number of departments trained on Haiku.
Implementation Plan
Activity Timeline Person(s) Responsible
Monitoring & Evaluation
Evaluation Instrument Train all District
Departments and school site administrators to create information areas in Haiku available for their staff to enhance communication in TUSD. Annually Educational Technology Coordinator, Technology Task Force Representatives, Digital Learning Coaches Educational Technology Coordinator Professional development surveys Analyze District Haiku Usage Reports by Department. Annually Educational Technology Coordinator Educational Technology Coordinator Haiku Usage Reports by Department
3k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities.
The Executive Technology Advisory Committee (ETAC) will review all plan components, timelines, and the budget four times per year. Each identified objective and budget item will be reviewed, evaluated, and if necessary, revised. The Directors of Curriculum, Educational Technology Coordinator, Director of Information Technology, and the Technology Task Force will oversee data collection, analysis and communication among those responsible for
implementing the plan. Hardware, software, and web-based application standards will be reviewed and revised by ETAC annually. The process used to monitor curriculum components can also be found under each goal for sections 3D through 3J.
The Executive Technology Advisory Committee will make recommendations as a result of analysis and review for necessary adjustments and changes to the Technology Plan. Any significant revisions or recommendations to the Plan will be presented to the District
Superintendent and the Governing Board. Changes will be implemented upon approval from the Assistant Superintendent of Administrative Services, the Chief Academic Officer of Educational Services, and the Chief Business Officer.
admitted to technology-focused college programs, attendance and drop-out rates, and system usage reports. District student, staff, and parent surveys will be administered annually to evaluate the extent to which the Plan has made a positive impact on teaching and learning.
Data will be reviewed and compared year to year by the Executive Technology Advisory
Committee (ETAC). The committee will use the data to determine progress in meeting the goals of this Technology Plan and assist the District in revising the Plan if necessary.
4. Professional Development
4a. Summary of teachers' and administrators' current technology skills and needs for professional development.
In November 2012, TUSD staff was surveyed on technology use in the classroom. Here is a summary of TUSD's teachers and administrators current technology skills that help to address the District's professional development needs.
These charts show District results that support the curriculum goals listed in section 3D through 3J of the Plan. The data represents 625 surveyed teachers/administrators, or 64% of credentialed teachers/administrators in the District. It includes fully and partially completed surveys.
How often do you use technology to maintain an online classroom environment (e.g. Haiku, Edmodo)? Daily 159 25% Weekly 131 21% Monthly 48 8% Rarely 82 13% Not at All 205 33%
This graph represents only 25% of teachers and administrators using online classroom instruction on a daily basis. There is a strong need for advancing Haiku online classroom environments with 1:1 learning in grades 5-12. Students need access to content at anywhere anytime.
How often do you use technology to research curriculum and find instructional resources?
Daily 314 50%
Weekly 224 36%
Monthly 71 11%
Not at All 7 1%
This graph represents 86% of teachers and administrators find instructional resources on the Internet. There is a need for TUSD to provide safe, reliable resources of information and content for teachers using databases like ABC-Clio and Britannica Online to drive instruction.
How often do you use technology to engage in online communities or collaborate with other teachers? Daily 166 27% Weekly 157 25% Monthly 133 21% Rarely 110 18% Not at All 59 9%
This graph shows that 52% of teachers and administrators engage in online communities and collaborate with other teachers. This shows a need to provide professional development on social networks like Haiku and Nimbus to foster strong learning communities.
How often do you use technology to analyze student data?
Daily 210 34%
Weekly 283 45%
Monthly 106 17%
Rarely 22 4%
Not at All 4 1%
This graph shows that 79% of our teachers are using student assessments on a daily/weekly basis to inform instruction. These best practices will continue to grow with more professional
development opportunities on systems that provide assessment opportunities such as Illuminate, Aeries, and Haiku.
After reviewing the District surveys, TUSD recognizes the need for ongoing professional development for teachers, administrators, and staff. The training needs to be integrated with the curriculum as well as the day-to-day duties of all staff. Additionally, the professional
development must spiral concepts to provide multiple exposure to technology tools and increase mastery. The following professional development goals and benchmarks provide information on how the District will increase capacity in utilizing technology in areas that include teaching, learning, productivity and communication. These goals will include 100% Haiku usage by teachers/administrators, providing professional development to encourage safe browsing using reliable resources like ABC-Clio and Britannica Online, expand the usage of online collaboration
Each site has a Technology Task Force Representative that will support schools with
professional development needs. In addition to the Task Force Representatives, five full time District elementary coaches will coach 2-3 elementary teachers from each school site, four full time District middle school coaches will support 2-3 middle school teachers from each school site, and four full time District high school coaches will support 2-3 high school teachers from each school site. After one full year teachers being coached by District Learning Coaches, the teachers will become site experts and continue to model 21st century best practices at his/her school site. This will help to build capacity to help move TUSD schools forward with
transforming digital instruction.
4b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your district needs
assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of the plan.
The Coordinator of Educational Technology will work with 13 Digital Literacy Coaches to present and prepare model academic technology lessons within the classroom of each of the 18 elementary school sites, 6 middle school sites, and 4 high school sites. The Digital Literacy Coaches will also develop skeletal digital content areas on Haiku for teachers to use and integrate with their daily instruction. Additionally, successful technology integration strategies will be shared with Technology Task Force representatives who will further support school sites with 21st century instruction.
Goal 4b.1: Provide staff development opportunities to assist teacher and administrators in using technology to support common core and District curriculum standards to meet the goals of this plan. (Section 3d)
Objective 4b.1.1: With mobile learning devices in the hands of all students grades K-12, 100% teachers will be trained on how to use mobile devices with their daily instruction as measured by the District Technology Survey results.
Benchmarks:
• Year 1: By June 30, 2014, 80% teachers will be trained on how to use mobile devices with their daily instruction as measured by the District Technology Survey results. • Year 2: By June 30, 2015, 90% teachers will be trained on how to use mobile devices
with their daily instruction as measured by the District Technology Survey results. • Year 3: By June 30, 2016, 100% teachers will be trained on how to use mobile devices
with their daily instruction as measured by the District Technology Survey results. Implementation Plan
