AUSTIN ISD VISION 2020fil… · AUSTIN INDEPENDENT SCHOOL DISTRICT. 1. Created by DTPC Team Working...

AUSTIN INDEPENDENT SCHOOL DISTRICT

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Created by DTPC Team Working document Last revised 04/DISTRICT TECHNOLOGY PLAN

AUSTIN ISDVISION 2020

Every AISD student is a designer of the changing world. They are producers and contributors, not just consumers. Engaged, not compliant. Persistent learners and doers with flexible skillsets that help them thrive in a world that is connected and in perpetual change. AISD is a community of learners connected to other communities of learners.


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THIS PLAN IS INTERDEPENDENT

Each element of the plan was explored, strategized and specified as a unified whole. For the purposes of organization, the plan is presented in five categories. It is critical to understand and assess this plan as a sum of its parts; each aspect is interdependent.

CURRICULUM & INSTRUCTION / ASSESSMENT & RESOURCES

TECHNOLOGY INTEGRATION / IMPLEMENTATION & SUSTAINABILITY

ACCESS & EQUITY /COMMUNITY PARTNERSHIPS

ROLES & ORGANIZATIONAL STRUCTURE /STEWARDSHIP & CHANGE MANAGEMENT

FLEXIBLE LEARNING ENVIRONMENTS / FACILITIES & INFRASTRUCTURE


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TABLE OF CONTENTS

INTEGRATION MODEL

CURRICULUM & INSTRUCTION / ASSESSMENT & RESOURCES

TECHNOLOGY INTEGRATION / IMPLEMENTATION & SUSTAINABILITY

ACCESS & EQUITY /COMMUNITY PARTNERSHIPS

FLEXIBLE LEARNING ENVIRONMENTS / FACILITIES & INFRASTRUCTURE

ROLES & ORGANIZATIONAL STRUCTURE /STEWARDSHIP & CHANGE MANAGEMENT

DRAFT PERFORMANCE METRICS

INNOVATION STRATEGY

OUR PATH FORWARD...

CAMPUS INTEGRATION ASSESSMENT

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pg 12

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pg 05

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pg 49

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INTEGRATION MODEL

Not all levels of technology integration yield the most desirable results. While automation, consumption, and substitution have increased efficiency and capabilities at the functional level, this technology integration model asserts the additional value of more transformational uses of technology through the production of new content, the contribution of ideas beyond the classroom, and the increasing importance of building connections beyond the institution of school.


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This model reflects a point of view that is unique to Austin ISD. Influenced by the theories of connectivism and the social construction of knowledge, this model is a comprehensive perspective on the topic of technology integration.

This model has functionality beyond just technology, it guides professional development, communication, and serves as a guiding symbol for Vision 2020.

This model is inclusive of current practices, and also provides aspirational goals for robust integration of technology for teaching and learning.

OUR INTEGRATION MODEL

SUBSTITUTIONreplacing analog with digital

- word processing - email

AUTOMATIONconverting an analog process to an automatic process

- testing - attendance

CONSUMPTIONtaking in content through digital medium

- online textbooks - newsfeed

PRODUCTIONthe act of generating new content

- student created videos - glogster, animoto, prezi

CONTRIBUTIONmeaningful efforts shared beyond the classroom

- podcasts - community impact project

CONNECTIONtwo – way interaction with active feedback loop

- Personal Learning Network - External experts / mentors

higher value

lower value


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CURRICULUM AND INSTRUCTION / ASSESSMENT & RESOURCESThis group explored the aspects of Curriculum, Instruction, Assessment, and Resources essential to achieving the vision.

This team is comprised of a group representing AISD Office of Academics, AISD Schools Office, the University of Texas at Austin, AISD teachers, principals, parents and students.

How might we promote student co-creation of an authentic curriculum?

The group recognizes that a necessary element of the new vision will require the student to become a more integral stakeholder in the development of “authentic” curriculum.

How might we curate and share high quality digital resources?

The broader goal has two components - curating and sharing. Although intrinsically connected, these areas need to be explored uniquely as well.

How might we assess the skills, products and learning outcomes that we value in the vision?

The group recognized that the current assessments systems in place value different things than the vision puts forth. New performance metrics are a critical aspect to ensure that we assess what we value.

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Students must be able to see themselves in a co-created, culturally proficient, and authentic curriculum. To transform teaching and learning with the robust integration of technology, we must include stakeholders in our curriculum design processes.

Engage in ongoing research to identify various implementation models of successful personal learning structures.

1.1.1

STRATEGY 1.1

INCLUDE STUDENT AND STAKEHOLDER VOICE THROUGH PARTICIPATORY CURRICULUM DESIGN PROCESSES.

Deploy new systems and processes for collecting feedback to create and maintain deeper connections to local communities in the development of curriculum, instruction, assessment, and resources.

1.1.2

Convene student focus groups to inform the creation, implementation, and evaluation of curriculum.

1.1.3

Involve key stakeholders including teachers, librarians, parents, campus leadership, higher education, and business partners in participatory curriculum design processes.

1.1.4

Explore new ways of promoting student-driven impact projects such as “Genius Hour.”

1.1.5

Promote robust integration of cultural proficiency and inclusiveness in curriculum, instruction, assessment, and resources.

1.1.6

Infuse Creative Learning Initiative principles in curriculum, instruction, assessment, and resources.

1.1.7


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Technology alone will not transform teaching and learning. Instructional models that promote immersive problem-based learning, design thinking principles, and authentic learning experiences are necessary to achieve the vision. The integration of technology must be partnered with innovative instructional best practices to truly transform teaching and learning in AISD.

District support of campus level implementation of new instructional approaches must be aligned across departments and in service to the vision.

Implement instructional models that ensure an immersive, student centered, problem-based, and personal learning experience enhanced by technology, such as Project Based Learning (PBL, 1.2.1a), design thinking (1.2.1b), personal learning (1.2.1c), the development of capstone projects (1.2.1d), and enhanced college and career readiness in line with Foundation High School Program (1.2.1e).

1.2.1

STRATEGY 1.2

PROVIDE IMMERSIVE, STUDENT-CENTERED, INQUIRY, AND PROBLEM-BASED INSTRUCTION TO ALL AISD STUDENTS.

Integrate Design Thinking principles in student work and teacher processes, including the launch of a Design Thinking Summit (1.2.2a), enhancing Design Challenges in STEM and Computer Science courses (1.2.2b), and the promotion of Design Challenges across all disciplines (1.2.2c).

1.2.2

Deploy processes to ensure that the design of student learning experiences align with the vision, such as methods to promote student collaboration (1.2.3a), co-created rubrics, and authentic assessments (1.2.3b).

1.2.3

Ensure district curriculum is optimized and differentiated to promote student persistence and the development and application of flexible skillsets for every student, such as the use of Understanding By Design’s cornerstone tasks (1.2.4a) and the Texas Performance Standards Project (1.2.4b).

1.2.4

Create new systems to help coordinate the efforts of AISD staff across offices and departments to ensure written curriculum and instructional approaches are aligned to the vision.

1.2.5

Utilize innovative ways to communicate and share the vision for technology in AISD classrooms, such as Vision 2020 classrooms (1.2.6a), AISD teacher videos (1.2.6b), and student-created media (1.2.6c).

1.2.6


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Personal Learning Networks, or PLNs, have emerged as a transformational practice for professional teaching and learning powered by social media. PLNs include the personal connections and relationships in a global learning network in which teachers share their learning, access global perspectives on educational issues, and collaborate about resources, ideas, strategies, and technologies. Connected educators cite PLNs as immensely valuable for professional growth as well as improving instruction and increasing personal efficacy.

As AISD embraces innovative practices, PLNs will serve to connect AISD staff, teachers, and students to each other within a global learning network. Teachers will be co-creators of their own professional learning, and in many cases contribute to the professional learning of others. Students will access global audiences, connect with experts in the field, and share original contributions through their own PLNs.

Create and maintain Personal Learning Networks to connect AISD staff, teachers, and students to other entities at the state, national, and global levels by:• leveraging campus Professional Learning Communities (1.3.1a),• promoting digital curation and networking tools (1.3.1b), and • involving librarians in the support of Personal Learning Networks (1.3.1c).

1.3.1

STRATEGY 1.3

DEVELOP PERSONAL LEARNING NETWORKS (PLNS).

Explore, evaluate, and adopt methods for incentivizing Personal Learning Networks (PLNs) for students and teachers, such as district-awarded grants and conference opportunities (1.3.2a), digital tools, and community donations (1.3.2b).

1.3.2


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Embracing new approaches in teaching and learning necessitates a shift in HOW and WHAT we assess. While state testing and accountability will continue to guide practice and decision-making in AISD, Vision 2020 demands innovation in assessment to ensure we value the goals, beliefs, and principles of the vision. In addition to traditional assessment, we embrace new performance metrics, such as student engagement, student iteration and persistence, and Digital Literacy. Badging, credentialing, digital portfolios, and digital backpacks allow for new ways to measure student achievements while allowing students to take the evidence of their knowledge and skills with them beyond school.

Utilize new structures and systems to effectively value student engagement, such as creating a common understanding of “levels of engagement” (1.4.1a) and aligning with the AISD Professional Pathways for Teachers (PPfT) standards and rubric (1.4.1b).

1.4.1

STRATEGY 1.4

ASSESS NEW THINGS IN NEW WAYS TO MEASURE WHAT WE VALUE AND NOT JUST VALUE WHAT WE MEASURE.

Develop and adopt new structures and systems to value and assess student learning processes, not just outcomes and products, by:• moving away from assessment as a singular event (1.4.2a), • promoting digital tools for formative assessment (1.4.2b), • ensuring initial and ongoing support for professional learning(1.4.2c), and • encouraging risk-taking, iteration, and rapid prototyping for a “return on knowledge” through district-wide celebration.(1.4.2e).

1.4.2

Enact new systems and processes to assess new things in new ways by: • systemic utilization of rubrics for student projects (1.4.3a),• develop a credentialing system (1.4.3b) and/or badging system (1.4.3c) for students and teachers, • explore the use of digital portfolios or “backpacks” and collect data in Vision 2020 Classrooms (1.4.3d), • research and implement game design applications for student engagement (1.4.3e), and • align practices with industry standards (1.4.3f ).

1.4.3

Define, communicate, and measure Digital Citizenship and Digital Literacy by ensuring a strong alignment in curriculum and in the culture of AISD (1.4.3a), creating new Digital Literacy assessments and performance targets (1.4.3b), and “credentialing” or “badging” excellence in Digital Citizenship and Digital Literacy (1.4.3c).

1.4.4


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Transforming teaching and learning through technology necessitates the identification, evaluation, and curation of high quality digital resources and tools. To do this well, AISD will need new systems, processes, and policies to ensure that the best tools are available, interoperable, fully accessible, and optimally utilized by teachers and students.

Deploy new systems and processes to evaluate digital resources and tools, such as: • teacher reviews of new digital tools to support best practices and/or cost savings (1.5.1a), • adoption of a more agile and open Learning Content Management System (1.5.1b), • collection of teacher input and innovation of instructional resources such as Curriculum Roadmaps (CRMs) and exemplar lessons (1.5.1c), and • a rubric for identifying and utilizing high quality digital resources (1.5.1d).

1.5.1

STRATEGY 1.5

ALIGN INSTRUCTIONAL RESOURCES WITH THE VISION AND THE TECHNOLOGY INTEGRATION MODEL.

Promote developmentally appropriate use of social media tools for learning by unblocking social media tools for educational use (1.5.2a) and regularly reviewing/revising district filtering policies (1.5.2b).

1.5.2

Create new processes and systems for identifying and sharing high quality digital resources, such as: • clearly defining the connection between instructional materials adoption and tech integration (1.5.3a), and • launching a district initiative for the curation and sharing of high quality resources (1.5.3b)

1.5.3

Develop processes for maximizing interoperability of digital resources.

1.5.4

Ensure that instructional resources are optimized for all AISD students by: • supporting online acceleration opportunities and access to online classes (1.5.5a), • working with local teacher preparation programs (1.5.5b), and • promoting cross-curricular collaboration and combined/integrated courses in master schedules (1.5.5c).

1.5.5


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TECHNOLOGY INTEGRATION & SUSTAINABILITYThis group engaged in research of existing technology integration models to recommend the key components of a Technology Integration Model for AISD that promotes meaningful technology for teaching and learning.

The group then worked on the development of implementation scenarios for a sustainable and scalable approach of plan recommendations.

This team is comprised of a group representing AISD Office of Academics, Technology, Educator Quality, Accountability and Assessment, parents, teachers, and students.

How might we develop a Technology Integration Model that helps us reach the vision?

The committee influenced and approved a tech integration model informed by existing frameworks but is unique to AISD. This model is essential to the success of all other recommendations, and when implemented will guide the transformation of teaching and learning in AISD classrooms and staff development toward the vision.

How might we design a plan for implementation now, next, and later to support the vision?

The group understands the need for a strategic implementation approach that will be equitable, sustainable, and scalable.

How might we launch?The group recognizes the need for a data-driven approach that considers the variety of factors impacting campus level implementation.

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The technology integration model represents beliefs about effective technology integration in AISD. It serves as an anchor and symbol for common language for all stakeholders to clearly visualize the goal of Vision 2020. The model is grounded in principles of connectivism and the social constructions of knowledge as well as current research theories around technology integration.

Research existing technology integration models such as Dr. Ruben Puentedura’s SAMR (Substitution, Augmentation, Modification, Redefinition) model, University of South Florida, Technology Integration Matrix, etc. to inform District Technology Planning Committee (DTPC).

2.1.1

STRATEGY 2.1

ADOPT A ROBUST TECHNOLOGY INTEGRATION MODEL FOR TRANSFORMATIONAL USE OF TECHNOLOGY FOR TEACHING AND LEARNING.

Develop and test a technology integration model emphasizing the transformational use of technology in teaching and learning that represents the principles and vision of the committee.

2.1.2

Formally adopt the technology integration model district-wide.

2.1.3


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Increased access to devices is necessary to achieve Vision 2020 district-wide. Only with access to devices can students and staff fully realize their connection, contribution, and creative production.

“Devices for All” calls for a long-term commitment to providing 24/7 access to every AISD student. While AISD transitions to this goal, there are several strategies campuses can employ to enhance existing technology and leverage new technologies.

Complete district-wide technology refresh, replacing all devices 4 years old and older with mobile devices, presentation systems, and classroom printing options.

2.2.1

STRATEGY 2.2

IMPLEMENT A ROADMAP TOWARD “DEVICES FOR ALL.”

Develop, pilot, and take to scale a Campus Integration Assessment to guide campuses in data-driven decision making related to technology at the campus level.

2.2.2

District Technology Innovation Team will work with Campus Innovation Teams* to create recommendations for campus-specific implementation. *See 5.3.1

2.2.3

Launch Vision 2020 Classrooms (two per campus) in school year 2016-2017.

2.2.4

Deploy technology and provide recommended implementation approaches to increase access to Devices for All, such as: • Bring Your Own Device (BYOD): BYOD has emerged as one approach to getting technology into the hands of every student. It shares many of the same benefits as 1:1 computing models, with the additional benefit of being more cost effective for schools than purchasing a device for every student. By allowing students to bring devices (from a limited list of district approved devices) the district can increase the ratio of device to student immediately (2.2.3a).• Choose Your Own Device (CYOD): This approach blends the benefits of BYOD with the benefits of COPE (Company Owned/Personally Enabled) approaches for 1:1. The CYOD approach would leverage both district and personally owned devices. All students have access to the right device for the each task with device check-out through campus technology hubs. (2.2.3b)•Station Rotation: Typically a four-student-per-device model, this approach can serve as a starting point for many campuses. By using existing campus technologies (along with district-wide

2.2.5

Pilot approved approaches on campuses for “proof of concept” before taking to scale district-wide.

2.2.6

refresh), a Station Rotation Model will enhance strong group collaboration as leverage toward the vision. This should be considered a temporary measure while other pilots and proofs of concept will guide progress toward Devices for All (2.2.3c).• Two Students, One Device: Use existing technologies to realize campus-wide 2:1 ratio and student collaboration in pairs. Like the Station Rotation Model, this will create leverage toward the vision and is a robust, if limited, technology deployment toward Devices for All (2.2.3d).• One to One (1:1): Ensure all students have a classroom device to realize a campus wide ratio of 1:1 (2.2.3e).• 24/7 Access: Ensure all students have 24/7 access to devices. This approach should be considered in two phases: (1) a device lending program to allow for 24/7 access on an “as needed” basis, and (2) full implementation of a 1:1 computing model district-wide (2.2.3f ).


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Embracing a culture of innovation means adopting new systems and structures. Campus Innovation Teams, made up of the Vision 2020 teachers, the principal, the librarian, and other identified campus staff become the heart of decision making for technology and innovation on each campus. They are connected to the District Innovation Team, and are anchored by the vision. Both Campus and District Innovation Teams are guided by an overarching “Disciplined Roadmap Structure” that allows for innovative projects as proof of concept before going to scale district wide. As a result, all of our campuses become innovation incubators and the district as a whole benefits from this return on knowledge.

Create Campus Innovation Teams to ensure alignment to the vision and a change management approach. Campus Innovation Teams must include the Vision 2020 classroom teachers, the principal, librarian and others as identified by campus leadership.

2.3.1

STRATEGY 2.3

ADOPT A SUSTAINABLE APPROACH TO TAKE INNOVATION TO SCALE.

Adopt an innovation strategy that allows for “on the roadmap” deployment and “off the roadmap” innovation or “proof of concept” to align to innovation models outside the education sector.• On the roadmap: District-wide

strategies for deployment of best practices and technologies to ensure that successful innovations are taken to scale. (2.3.3a)

• Off the roadmap: Innovation projects, ongoing pilots, iteration and proof of concept; data will be strategically collected to inform deployment district-wide. (2.3.3b)

2.3.3

Create a District Innovation Team to oversee the disciplined roadmap structure for innovation and guide Campus Innovation Teams in progress toward the vision.

2.3.2


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A commitment to professional learning is necessary to realize Vision 2020 district-wide. It systematically develops the culture of innovation and builds the confidence, efficacy, and skills of teachers and staff around Vision 2020 and the Technology Integration Model. Professional learning for Vision 2020 requires connections with peers and experts across the country and globe to engage in multiple methods of interacting with information. The best professional growth is co-created and multi-directional.

Adopt systems to ensure that professional development offerings are aligned to Technology Integration Model and instructional approaches required by the vision:• District professional development providers will be trained on the integration model and instructional approaches aligned to the vision to support teacher efficacy and re-contextualization of the classroom as appropriate (2.4.1a).• Principles of technology integration/inquiry-based instruction/design thinking will be evident in professional learning offerings (2.4.1b).• Explore opportunities for Human Capital Platform (HCP) naming conventions to highlight technology integration and “tagging” of courses (2.4.1c).• Create District Technology Innovation Team in collaboration with AISD professional development network for deployment of professional learning (2.4.1d).• Align professional development offerings with AISD Professional Pathways for Teachers (PPfT) rubric (2.4.1e).

2.4.1

STRATEGY 2.4

ALIGN PROFESSIONAL DEVELOPMENT WITH VISION, TECHNOLOGY INTEGRATION MODEL, AND TECHNOLOGY DEPLOYMENT.

Develop and deploy multiple opportunities for Campus Innovation Teams (teachers, librarians, and administration) to participate in professional learning about technology integration, such as a Summer Institute (2.4.2a), work with district calendar committee to reinstate of District-Wide Staff Development days (2.4.1b), on-going professional development and support, and infusion of technology integration at the Curriculum Writers’ Cadre (2.4.2c).

2.4.2

Adopt strategies to support ongoing Professional learning to support teacher efficacy, such as:• further development of district coaching models (2.4.3a),• Vision 2020 Classrooms (2.4.3b),• utilization of existing Professional Learning Communities (PLCs) on campuses (2.4.3c),• adoption of “unconference” structures (see EduCamp for an exemplar) to promote teacher buy-in (2.4.3d), and• explore and possibly recommend a “Teacher Consultant” model for peer-led professional growth (2.4.3e), and• include students in professional learning for teachers.

2.4.3

Use the development of Personal Learning Networks to connect teachers and provide additional professional growth opportunities on professional learning networks (2.4.4a), promoting digital portfolios (2.4.4b), and incentivizing professional learning networks (2.4.4c).

2.4.4


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Building capacity in a system as large as AISD is as important as it is complex. Multiple methods and strategies are required to build common vision and confidence in and for implementation.

Ensure that AISD builds capacity through targeted professional development for all stakeholders, including district staff, campus administration, teachers and librarians, students and families (2.5.1a-c).

2.5.1

STRATEGY 2.5

DEPLOY NEW SYSTEMS AND PROCESSES FOR BUILDING CAPACITY AMONG ALL STAKEHOLDERS.

Create new systems and processes to effectively build capacity across the district, such as a task force to align digital literacies and future ready skills with AISD Professional Pathways for Teachers (PPfT) rubric (2.5.2a), online courses for families and parents (2.5.2b), and by expanding awareness of computer science and coding across the district (2.5.2c).

2.5.2

Utilize the expertise of the Vision 2020 cohort and Campus Innovation Teams and develop local leadership to create sustainable and campus specific opportunities for learning based on the Campus Integration Assessment.

2.5.3


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Go slow to go fast. AISD must utilize processes that allow for iteration and learning, that honor the community and needs of campuses, and that promote growth organically and institutionally. Vision 2020 seeks to ensure that students are and remain at the center of decision making for technology. Implementation is not a one time event, but an ongoing process.

Align district policies and regulations to clearly support the vision by exploring new ways to address “end of life” technology (2.6.1b), insurance for student devices (2.6.1d), and effective ways to gather input from stakeholders (2.6.1c).

2.6.1

STRATEGY 2.6

ENSURE THAT TECHNOLOGY IMPLEMENTATION IS SUSTAINABLE, SCALABLE, AND EQUITABLE.

Refresh end of life technology with 4-year bond cycle.

2.6.2

Involve students in technology deployment by utilizing student skills for campus tech support, for example a student “Help Desk” for technical issues (2.6.3b).

2.6.3

Formally adopt the proposed disciplined roadmap structure for innovation district-wide by developing processes to systemize data collection for proofs of concept (2.6.4a) and for how innovations will be taken to scale (2.6.4b).

2.6.4


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In addition to making the decisions, processes, and progress of technology integration transparent, this plan seeks to include the local and global community as partners in Vision 2020 in Austin, TX.

Communicate key components of the Technology Plan through development of a website (2.7.1a) and an interactive web-based component for teachers and community (2.7.1c).

2.7.1

STRATEGY 2.7

UTILIZE AN EFFECTIVE COMMUNICATION PLAN TO HIGHLIGHT TECHNOLOGY INTEGRATION AND IMPLEMENTATION.

Develop a communication and marketing plan that emphasizes the benefits for all stakeholders through a focused marketing team (2.7.2a) and effectively publicize and update all policies related to technology (2.7.2b).

2.7.2

Increase communication and engagement opportunities for families, parents, and the AISD community such as district staff enrollment in online courses for parenting in the digital age (2.7.3a) and the development of courses, workshops, seminars, etc. for AISD families and parents (2.7.3b).

2.7.3


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ACCESS & EQUITY /COMMUNITY PARTNERSHIPSThis group explored issues of Access and Equity as they exist in AISD and as they may be addressed through the recommendations in this plan. Community engagement and an alignment with key partners will be essential to achieving the vision.

This team is comprised of a cross-discipline group representing Office of Communications and Community Engagement, teachers, librarians, principals, Office of Schools, Office of Academics, community partners (City of Austin Digital Inclusion), and students.

How might we ensure accessibility of the technology solutions we provide?

The group recognizes that a necessary element of the new vision will require access to devices and connectivity, and that equity is only possible if it includes access to the transformational integration of technology aligned to the vision.

How might we increase connectivity in AISD schools and communities to promote equity?

This question acknowledges existing inequities of access in AISD schools and communities. To resolve this challenge, we must engage local entities and prioritize district goals for realizing the vision.

How might we engage partners to provide and ensure alignment to global trends? The group recognizes the speed with which the technology landscape is changing. It must be a district and community priority to ensure AISD is able to keep pace with global trends.

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Vision 2020 designs for progress toward Devices for All in AISD, and recognizes that campus progress will be variable depending on the current technology landscape at each site. The Campus Integration Assessment is a tool to ensure equitable progress by providing an accurate snapshot of campus capabilities.Additionally, new approaches and enhanced partnerships within the Austin community can help to place technology in the hands of AISD students and expand wireless connectivity and access in all neighborhoods.

Ensure an equitable process for technology integration, implementation, and deployment, including:• creation of a robust tool for comprehensive needs assessment (campus integration assessment)at the campus level (3.1.1a),• work with campus vertical teams to implement campus-specific roadmaps to Devices for All (3.1.1b),• where appropriate (based on Campus Integration Assessment), encourage and support (with necessary professional learning) a robust Bring Your Own Device (BYOD) strategy using a district-approved list of devices for parents/family to purchase (3.1.1c), • adopt standards for minimum requirements of district-approved and supported devices (3.1.1d),• partner with stakeholders in the Austin community to explore innovative ways to supply devices to students (3.1.1e), and

3.1.1

STRATEGY 3.1

DEPLOY AN EQUITABLE ROADMAP TOWARD DEVICES FOR ALL.

Ensure the appropriate infrastructure for Devices for All and 24/7 access, for example:• continue infrastructure upgrade to ensure connectivity across AISD sites (3.1.2a),• provide new ways for students and families to access internet and devices in the community, such as mobile hotspot lending program and the creation of neighborhood hotspots (3.1.2b), and• partner with City of Austin and the Digital Inclusion program to identify and select services (3.1.2c).

3.1.2

• deploy a system for device lending from schools/libraries for student check-out and access to devices at home (necessary prior to ability to provide 24/7 Access and/or at grade bands determined to be 1:1 at school only, such as lower elementary school grades) (3.1.1f ).


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This plan promotes equity by design. In addition to being both sustainable and scalable, Vision 2020 includes strategic engagement with stakeholders, alignment with the AISD Strategic Plan, and reallocation of budget and staffing to achieve the vision.Education and engagement of campuses, families, and district staff will ensure equitable technology deployment and innovation.

Ensure equity of the technology plan through a strategic deployment promoting sustainability and for example“shelf life,” for example: • technology Plan and AISD Strategic Plan must be aligned to ensure success (3.2.1a),• disciplined roadmap strategy for innovation, specifically blue line innovations, will ensure scalability and equity of implementation before going district-wide (3.2.1b),• strategically engage and educate parents and families in preparation of technology deployment (3.2.1c), and• to ensure fidelity to the plan, strategic reallocation of budget and staffing, and the identification of new sources of funding are needed to achieve the vision (See Strategy 5.3) (3.2.1d).

3.2.1

STRATEGY 3.2

TECHNOLOGY DEPLOYMENT AND RECOMMENDATIONS IN THIS PLAN MUST NOT EXACERBATE EXISTING INEQUITIES.

Campus level needs must inform the strategic deployment of the district technology plan. For example:• utilize a Campus Integration Assessment tool to guide campuses in determining their approach while ensuring alignment to the vision (3.2.2a),• enhance district and campus level support for BYOD while continuing to develop on the road map (black line) and off the roadmap innovation strategies (blue line) for deployment, including technical support, administrator approval, and revision to policies and regulations as needed (3.2.2b),• to enhance effectiveness of BYOD, send a criteria list for devices to parents based on district approved device standards and requirements (3.2.2c),• explore ways to ensure Devices for All (1:1) at low social economic status campuses to promote equity (3.2.2d), and• ensure that the deployment timeline allows for Campus Integration Assessments, recommended professional development for AISD staff, and community engagement and education (3.2.2e).

3.2.2


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Increased stakeholder input into the stewardship and evaluation of technology in AISD ensures equity and the principles of the vision. The voices of students, teachers, families, and community partners provide checks and balances on technology deployment, evaluation, and decision-making.

Deploy an on-going assessment of implementation and accessibility district-wide on an annual basis, including a yearly survey to collect feedback about technology in AISD (4.3.1a), alignment to the teacher appraisal system, the AISD Strategic Plan, and adoption of an accountability structure that incorporates student, teacher, and community voice through a stewardship based on input from multiple Technology Councils (4.3.1c).

3.3.1

STRATEGY 3.3

ENSURE THAT STEWARDSHIP AND EVALUATION PROCESSES PROMOTE EQUITY AND THE VISION.

Utilize a stakeholder analysis tool to ensure alignment of district technology planning with the greater Austin community.

3.3.2


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No technology deployment can replace the needs of the “Whole Child Every Child.” Technology integration must align with and promote the “Whole Child Every Child” initiative. Engaging and coordinating with departments across AISD will allow the district to better serve each and every student.

Engage with Office of Academics departments, including collaborating with Department of Special Education to ensure that technology solutions include accessibility tools and assistive technology (3.4.1a), engaging with the Department of Bilingual Education to ensure technology solutions reduce language barriers for all populations and systematically evaluate and consider resources for Spanish and non-Spanish Speaking English Language Learners (3.4.1b), collaborating with Creative Learning Initiative (CLI) to ensure that technology integration is aligned with CLI goals and strategies (3.4.1c), working with Cultural Proficiency & Inclusiveness (CP&I) to ensure that cultural proficiency is a strong criteria in designing student work and in selecting technology solutions (3.4.1d), engaging with the Department of Health and Physical Education to explore technology solutions to promote health and wellness (3.4.1e) and partnering with Social Emotional Learning (SEL) for Digital Citizenship and CyberSafety initiative (see Strategy 4.7).

3.4.1

STRATEGY 3.4

ENGAGE WITH AISD DEPARTMENTS TO ENSURE COLLABORATIVE EFFORTS TOWARD THE DISTRICT’S “WHOLE CHILD EVERY CHILD” INITIATIVE.

Engage with additional district committees, such as the Literacy Work Group, to ensure that technology integration is aligned with student goals.

3.4.2


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The need for more robust, targeted, and effective communication, both internally and externally, is an essential component for the long-term success of Vision 2020.

Deploy a communication plan for external stakeholders, including collaborating with AISD Department of Communications to explore avenues for ongoing and systematized communication about the Vision 2020 plan (3.5.1a), sharing the vision so that partners can strategically align with AISD (3.5.1b), and systematizing communications with parents and families (3.5.1c).

3.5.1

STRATEGY 3.5

LAUNCH COMPREHENSIVE COMMUNICATION PLAN BASED ON STAKEHOLDER ANALYSIS.

Enhance district systems and processes to support more robust partnerships, including an effective and technology enabled way for community partners to connect with AISD (3.5.2a), collaborating with the Office of Innovation and Development to secure and optimize new and existing partnerships and funding (3.5.2b), and enhancing district utilization of the Youth Services Mapping site (3.5.2c).

3.5.2

Develop a communication plan for internal stakeholders, including a comprehensive and well designed website (3.5.3a) and technology enabled communication for on-going feedback about technology integration (3.5.3b).

3.5.3


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To achieve Vision 2020, AISD must review and reallocate resources. Key to this reallocation is the staffing necessary and support every campus’ ability to realize the vision. The District Innovation Team is an essential resource to identify, review, and implement best practices for technology deployment.

Review and reallocate staffing to achieve the vision, including district reallocation, creation of District Technology Innovation Team, and exploring ways to provide technical support on every campus.

3.6.1

STRATEGY 3.6

ALLOCATE RESOURCES TO ACHIEVE THE VISION.

Promote standards of adequacy district-wide to ensure a baseline for technology on all AISD campuses until Devices for All is fully implemented.

3.6.2

Continue to review and adopt best practices for equity among all AISD campuses.

3.6.3


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Flexible Learning Environments/ Facilities & InfrastructureThis group explored the aspects of flexible learning environments and implications for facilities and infrastructure needed to achieve the vision.

This team is comprised of a cross-discipline group representing Region XIII, AISD teachers, principals, students, AISD Office of Facilities, Office of Academics, Department of Information Systems and Technology, and the Office of Innovation and Development.

How might we design new facilities/redesign existing facilities to promote creativity, collaboration, student choice, and self-pacing? The group recognizes that as the learning environment becomes more flexible, the physical facilities for learning can be better optimized to achieve the vision.

How might we think differently about time to promote creativity, collaboration, student choice, and self-pacing? This question reveals the need to address how we view time differently in a flexible learning environment. Constraints that were once immovable barriers are no longer the reality of the learning culture.

How might we promote student ownership and accountability in a safe and connected learning environment? The group recognizes the need for a data-driven approach that considers the variety of factors impacting campus level implementation.

1.

2.

3.


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To transform teaching and learning, AISD must reconsider and optimize physical space on campuses. MakerSpaces, collaboration and presentation spaces, and the addition of rolling whiteboards and mobile furniture promote the values and instructional approaches demanded by the vision.

Create new spaces such as a MakerSpace on all campuses (4.1.1a), project spaces for collaboration (4.1.1c), and presentation spaces targeting small to medium audiences (4.1.1d).

4.1.1

STRATEGY 4.1

CREATE NEW SPACES AND ENHANCE EXISTING SPACES IN LINE WITH THE VISION.

Optimize existing spaces by promoting the creative use of hallways and libraries with rolling whiteboards, increased number of outlets, and better display space and screens (4.1.2a), ensuring a baseline of A/V technology in gyms and cafeterias (4.1.2b), promoting more flexible use of campuses as private and public space connected to the community (4.1.2c and 4.1.2d), ensuring physical design, layout and furniture supports inquiry-based student work and design thinking processes (4.1.2e), and utilizing open areas and outdoor space to promote connection, innovation, and environmental stewardship (4.1.2f ).

4.1.2

Recommendations for future purchases of furniture and classroom resources include movable walls to adjust class sizes and optimize learning spaces (4.1.3a), swivel-mount projectors (4.1.3b), swivel rolling chairs (4.1.3c), mobile furniture such as rolling tables (4.1.3d), and multi-use screens as room dividers/projection ability (4.1.3e).

4.1.3

Pilot recommendations for physical space in Vision 2020 Classrooms for “proof of concept” (as outlined in 4.1.3).

4.1.4


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Flexible learning environments are not limited to physical space and design, but include the online digital learning environments in which teachers and students will interact, share, and collaborate. AISD must ensure the development of digital citizenship and digital literacy among staff, students, and community members. New systems and processes can ensure the necessary feedback loop and continual improvement required to create an agile online learning environment that is safe, robust, personal, and optimized for anytime, anywhere learning.

Ensure the development of Digital Citizenship for all AISD students, teachers, and staff.• develop curriculum with students, staff, and community to educate all stakeholders about the implications of their permanent digital record, create a task force to research and create guidelines for curriculum (4.2.1a),• partner with the Department of Social and Emotional Learning (SEL) department to coordinate Digital Citizenship initiative, including development of curriculum, policies for students, staff development, etc. (4.2.1b), and• support the creation of student-produced videos and other products to promote digital citizenship, online safety, and to educate students about legal considerations and the permanence of their digital record (4.2.1c).

4.2.1

STRATEGY 4.2OPTIMIZE ONLINE LEARNING AND ONLINE LEARNING ENVIRONMENTS.

Adopt standards and policies to ensure Trusted Learning Environments, such as:• research, create and adopt standards to ensure trust in instructional environments for online learning (4.2.2a),• involve students in the creation of guidelines for digital learning environments; students co-define and identify violations of trust and corresponding consequences (4.2.2b),• create a system to provide students an anonymous way to report feeling “unsafe” in a digital learning environment (4.2.2c), and

4.2.2

Adopt systems and policies to support digital classroom management, including:• make the evaluation of digital citizenship a common practice in the AISD classroom (4.2.3a),• create and promote district guidelines to ensure the use of technology is not punitive; for example, cell phones should not be taken away for no reason, but have a meaningful place in the classroom (4.2.3b),• explore and recommend solutions for console management of student devices, such as Lanschool (4.2.3c), and• systematize a program based on trust rather than deficits; research external districts’ use of “trust cards” to promote desired student outcomes in digital learning environments (4.2.3d).

4.2.3

Ensure the development of Digital Literacy for all AISD students, teachers, and staff.• promote online learning and the creation of Personal Learning Networks (PLNs) by unblocking

4.2.4

• ensure a feedback loop in which District Innovation Team and Campus Innovation Teams are continually updating, informing, and revising procedures based on best practices in teaching and learning and legal requirements and ramifications (4.2.2d). • ensure regular review of district filtering policies (4.2.2e).

Develop online learning opportunities for AISD students and staff (such as an Online Learning Academy).• embrace online learning and online courses as a solution for HB5 requirements (4.3.5a), • develop and adopt standards for the creation of online courses in AISD (4.3.5b),• as appropriate, deploy online courses for teacher and staff professional development (4.3.5c), and• utilize online courses and online night school to increase student access to anytime/anywhere learning (4.3.5d).

4.2.5

social media for staff and students (4.3.4a),• develop rubrics for evaluating web content and digital information (4.3.4b),• create more effective campus websites, teacher webpages, and consider use of student web development interns (4.3.4c), and• develop district-wide rubrics for evaluating campus websites and teacher websites in order to promote best design practices and user-interface (4.3.4d).


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Libraries will serve as the technology hubs at AISD campuses. Libraries will be the physical embodiment of Vision 2020 at each campus.

Redesign libraries as a space for connection and innovation on AISD campuses. For example, the library will be a professional development center, linked to other campuses (4.3.1a), a MakerSpace (4.3.1b), and a campus tech hub housing updated equipment for student and staff Choose Your Own Device (CYOD) use (4.3.1c). AISD will engage in ongoing research to promote campus libraries as future-ready (4.3.1d).

4.3.1

STRATEGY 4.3

REDESIGN AISD CAMPUS LIBRARIES.

Adopt new policies to embrace the implications for the physical space and hours of AISD campus libraries, including expanding library hours to include evenings and weekends (4.3.2a) and ensuring all libraries are “light and bright” (4.3.2b).

4.3.2


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If we do not have the necessary infrastructure to support the full functionality of the devices we have, we risk increasing frustration and being unable to realize the vision. AISD must ensure adequate infrastructure to support our move to Devices for All.

Ensure that AISD infrastructure is ready for one-to-one computing and upgrade wifi capabilities for Devices for All by updating to category-6 cabling in every AISD classroom, deploying gigabit switches and router in all site wiring closets, installing at minimum one N-series access point in each classroom, wireless LAN controller on all campuses, provide all sites with redundant, gigabit, WAN connections, 1+ Mbps per student Internet bandwidth, updating and increasing the number of outlets, ensuring capacity of campus electricity grids (4.4.1), and installing secure charging stations in classrooms, hallways and other designated spaces (4.4.1b).

4.4.1

STRATEGY 4.4

UPDATE AND ENHANCE AISD INFRASTRUCTURE IN PREPARATION OF DEVICES FOR ALL.

Ensure infrastructure is aligned with key recommendations around access and equity, such as supporting Bring Your Own Device (BYOD) by ensuring AISD online services (such as SchoolNet, AISD Cloud, etc.) work equally well on both personal and school devices (4.4.2a) and using Mobile Hot Spots to help ensure all students have connectivity at home (4.4.2b).

4.4.2


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The positive impacts of technology-based products, services, and resources are improving efficiency and outcomes in teaching and learning, but many of these benefits are not fully realized as a result of gaps in the interoperability among these tools. To fully optimize these resources, AISD will need to promote interoperability, or the seamless sharing of data content and services among systems and applications.

Develop and adopt AISD Interoperability Standards.

4.5.1

STRATEGY 4.5

PROMOTE INTEROPERABILITY OF ALL TECHNOLOGY SOLUTIONS.

Promote and ensure the interoperability of all instructional resources, for example:• evaluate Learning Management Systems for interoperability (connected to grades, etc.) (4.5.2a), • research and recommend a new Learning Content Management System (4.5.2b),• research digital backpacks and badging for student use, and recommend software/programs/systems to ensure ease-of-use and the ability of staff and students to take their credentials when they graduate (4.5.2c),• explore options for system alignment to local universities and libraries (4.5.2d), and • centralize standard district forms for parents regarding student use of digital tools and include the ability to customize by campus and/or teacher (4.5.2e).

4.5.2


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One of the more disruptive changes technology is accelerating is the need to think more flexibly about time. In addition to anytime, anywhere learning, technology also magnifies the need to align instructional time to student mastery and design flexible time for the outcomes promoted in the vision.

Adapt existing systems to promote more flexible use of time by developing more integrated classes (4.6.1a), adopting a more flexible schedule such as a rotating block (4.6.1b), and revising master schedules to include flexible work time (4.6.1c).

4.6.1

STRATEGY 4.6

PROMOTE MORE FLEXIBLE USES OF TIME.

Create new ways to align use of time with outcomes aligned to the vision, such as:• research year round schools and calendars (4.6.2a),• create dedicated flexible time in which students work on self-selected projects (4.6.2b),• instructional start and stop times are more in line with student mastery (asynchronous learning) rather than typical grading periods (4.6.2c),• design flexible class lengths to match student mastery needs (4.6.2d),• research longer instructional days driven by student choice (4.6.2e),• provide daytime and evening options for classes (4.6.2f ), and

4.6.2Explore how to optimize teacher flexibility, such as teachers moving from school to school, going to students where they are, and dedicated time for teachers and students to collaborate in designing work.

4.6.3

• examine grading and reporting practices, rethink six and nine week reporting structure to accommodate asynchronous learning (4.6.2g).


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Digital citizenship and digital literacy cannot be taught in isolation, but must be embedded in K12 content to provide the context students need to master these skills. We believe that there is a moral imperative to prepare all students for the implications of the current realities of the digital age.

Promote digital literacy across content areas by promoting tools and practices needed to work and learn in the digital environment effectively (such as the “First Five Days” outlined by Alan November).

4.7.1

STRATEGY 4.7

ENSURE THAT AISD CURRICULUM IS OPTIMIZED FOR ONLINE LEARNING.

Promote digital citizenship across content areas to ensure digital safety/digital citizenship is embedded within curriculum, not a separate focus (4.7.2a) and a strong Social Emotional Learning connection to cyber bullying and cyber safety (4.7.2b).

4.7.2


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As AISD offices and departments increase collaboration, innovation, and creativity will result. By adopting innovative new systems for gathering input and feedback, our facilities can be optimally designed to achieve the vision.

Deploy new processes to collaborate across departments, offices, and committees in AISD to align the vision and components of Vision 2020 (4.8.1a), develop new ways to ensure ongoing collaboration for technology implementation (4.8.1b), and ensure that Vision 2020 recommendations are integrated into Facilities Master Plan (FMP) (4.8.1c).

4.8.1

STRATEGY 4.8

INCREASE ALIGNMENT ACROSS AISD DEPARTMENTS AND OFFICES TO ACHIEVE THE VISION.

Adopt new systems for gathering and implementing feedback, such as conducting an assessment of current spaces (4.8.2a), surveying teachers and principals about use of space to identify current and future wants and needs (4.8.2b), involving teachers in design of learning spaces and environments by using exemplar photographs and/or visiting exemplar spaces (4.8.2c),

4.8.2

Collaborate with the Office of Facilities to review and update EdSpecs to align with Vision 2020 recommendations.

4.8.3

and ensuring students have the ability to help design their space and design new campuses by promoting design challenges through programs like Project Lead the Way (4.8.2d).


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Roles & Organizational Structure /Stewardship & Change ManagementThis group explored how the vision impacts roles within the district and AISD community. As a result of changing roles, organizational changes will impact stewardship and necessitate a change management approach to implementation of the plan.

This group focused recommendations on key stakeholders and their role in moving the district toward the vision. From these recommendations, specific structures for stewardship and change management emerged.

This team is comprised of a group representing AISD Office of Academics, Human Resources, Finance, local industry, Education Austin, AISD principals, students, and teachers.

How might the role of student need to change to achieve the vision?

The role of all AISD students must include: self-reflective producers and creators, designers, badged and credentialed experts, leaders and problem solvers, curriculum developers, interns, social and emotional learners, and connected digital citizens.

How might the role of teacher need to change to achieve the vision?

The role of all AISD teachers must include: designers of student work, expert facilitators, innovators, communicators, consultant/mentors, valued learners capable of growth, team members, thought leaders, and digital citizens.

How might the role of principal need to change to achieve the vision? The role of all AISD principals must include: professional development provider, innovation leader, custodian of campus culture, flexible instructional leader, community engagement leader, and campus technology leader.

1.

2.

3.


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Our current culture of accountability will never transform teaching and learning because it does not and cannot measure the knowledge and skills demanded by the rapidly changing world. How can a standardized state assessment measure innovation, iteration, risk-taking, contribution, and connection? AISD must innovate and create new ways to measure what we value.

To achieve Vision 2020, AISD must value a cultural shift that embraces new indicators of student achievement. To assess new things in new ways, we need to constantly re-evaluate our processes, systems, rituals, and values to ensure a unified and cohesive drive toward the vision.

Revise district-mandated benchmark assessments to align with new student roles and/or provide exemplars of more authentic and performance-based assessments (see Strategy 1.4).

5.1.1

STRATEGY 5.1

PROMOTE CULTURAL CHANGES DISTRICT-WIDE TO OPTIMIZE ROLES IN SERVICE TO THE VISION.

Develop and adopt new systems to shift district priorities from state assessments to innovation and future-readiness.

5.1.2

Actively promote a culture of innovation in AISD that encourages risk-taking, iteration, and rapid prototyping for “return on knowledge,” for example, by awarding innovation grants to members of AISD who exemplify strategic learning from innovation successes and iterations (see Strategy 1.4.2e).

5.1.3

Align with trends within and outside the education sector to ensure District processes are grounded in design thinking principles for committee work, professional development, cross departmental collaboration, and curriculum development.

5.1.4


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Campus Innovation teams are a new role demanded by the vision, and are essential to maintaining local campus culture while furthering our journey toward Vision 2020. These teams will serve an integral role in the ongoing evaluation, improvement, and innovation around technology integration in AISD.

In the implementation and Campus Integration Assessment process, campuses will create Campus Innovation Teams.

5.2.1

STRATEGY 5.2

CREATE AND MAINTAIN CAMPUS INNOVATION TEAMS.

Campus Innovation Teams will consult on a regular basis with the District Innovation Team to outline “off the roadmap” (blue line) innovation projects and communicate campus needs.

5.2.2

Campus Innovation Teams will conduct annual evaluations to guide campus approaches toward Devices for All.

5.2.3

District and Campus Innovation Teams will ensure appropriate technical support on each campus.

5.2.4


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Create new roles at the district level to oversee technology integration and implementation and to unify district technology initiatives, pilots and deployments with curriculum, instruction, and schools. New roles will include: a District Innovation Team for overseeing the proposed disciplined roadmap strategy (5.3.1a), the designation or reallocation of leadership for the District Innovation Team (5.3.1b), and the development of new roles as needed to ensure successful implementation such as communication and marketing (5.3.1c and 5.3.1d).

5.3.1

STRATEGY 5.3

OPTIMIZE NEW ROLES TO ENHANCE DISTRICT SUPPORT FOR TECHNOLOGY INTEGRATION AND IMPLEMENTATION.

Create new roles at the campus level to oversee technology integration and implementation, such as: solutions for technical support on every campus (5.3.2a) and a Campus Technology Innovation Team comprised of administrator(s), librarian, teachers, students, and parents/community members (5.3.2b).

5.3.2

Ensure professional learning is aligned to the Technology Integration Model and technology deployment. For example, provide professional development to district professional development providers regarding effective technology integration/implementation (5.3.3a) and align professional growth opportunities efforts across departments and offices to ensure that campus-level support is cohesive and consistent (5.3.3b).

5.3.3

Develop and adopt new systems for identifying and creating innovative roles in the district. For example, teachers as internal consultants.

5.3.4

AISD needs leaders and systems that can ensure fidelity to the vision. New roles are needed to oversee the many interconnected facets of innovation around technology integration and implementation at both the district and the campus level. This is mandatory to create and benefit from responsive, agile, and flexible leadership for technology and innovation.


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This plan recognizes the pivotal role of campus leadership. The principal is the instructional visionary, and it is their leadership that will ensure a culture of innovation.

Strategically promote the role of principal in AISD as campus Technology Leader by creating a Principal ’s Technology Integration Council (5.4.1a) and reviewing/revising the AISD principal job description to assure alignment (5.4.1b).

5.4.1

STRATEGY 5.4

PROMOTE THE ROLE OF AISD PRINCIPAL AS TECHNOLOGY LEADER.

Provide appropriate professional learning for AISD principals to promote their role as technology leaders, such as attending the Alan November 2015 summer conference (5.4.2a), facilitating a principal self-assessment of technology use and expertise (5.4.2b), creating a week-long summer Technology Integration institute for the Campus Innovation Team (5.4.2c), and instituting regular principal site visits to local universities, companies, start-ups, school districts, etc. (5.4.2d).

5.4.2

Develop and adopt new systems and processes for principals to demonstrate technology leadership, such as implementation of principal Personal Learning Networks (PLNs) and digital portfolios as exemplars of online learning and digital citizenship (5.4.3a), principal attendance and participation in curriculum development at Curriculum Writers Cadre (5.4.3b), principal use of iPads/Tablets for classroom observations (5.4.3c), a principal book study (5.4.3d), and the exploration of innovative ways to support principals as technology leaders (5.4.3e).

5.4.3


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AISD needs to capitalize on one of our most valuable assets, our parents and families. Better systems and communication will help us connect with these valued partners and colleagues.

Increase parent and family access to district resources, such as online learning environments to monitor student learning (5.5.1a), online courses designed for parents (5.5.1b), Social and Emotional Learning (SEL) training (5.5.1c), and access to parent coaching resources (5.5.1d).

5.5.1

STRATEGY 5.5

ADOPT NEW WAYS TO SUPPORT PARENTS AS VALUED PARTNERS IN EDUCATION.

Improve communication with parents and families by continuing to strategically promote the parent portal (5.5.2a), engaging parents and families in student learning and curriculum design (5.5.2b), ensuring regular parent conferences (5.5.2c), designing new ways to engage parents and families in AISD activities and on AISD sites (5.5.2d), and ensuring that every AISD campus proactively welcomes parents and families (5.5.2e).

5.5.2


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The AISD Board of Trustees sets the tone of the district, guiding the vision of technology for teaching and learning. As AISD innovates, we must increase connections between campus practice and Board deliberation and policy-making.

Provide opportunities for teachers and students to communicate and engage with Board of Trustees, specifically about technology.

5.6.1

STRATEGY 5.6

ENHANCE COMMUNICATION AND ENGAGEMENT WITH AISD BOARD OF TRUSTEES ABOUT TECHNOLOGY INTEGRATION AND IMPLEMENTATION.

Review and revise all Board Policy related to technology use in AISD to align with Vision 2020 recommendations for technology integration and implementation as approved.

5.6.2


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This plan acknowledges the disruption technology has created in education. We are defined by our response to that disruption. We must ensure that our values and vision are evident in the structures put in place to provide stewardship of technology integration. The organizational changes required by disruption demand a thoughtful and longitudinal change management approach.

Create a Technology Oversight Committee.

5.7.1

STRATEGY 5.7

DEVELOP AND ADOPT AN APPROPRIATE STEWARDSHIP AND CHANGE MANAGEMENT APPROACH TO IMPLEMENTATION.

Develop and maintain technology councils to be led by the recommended District Innovation Team, such as councils representing district staff, students, parents and community members, teachers, principals, and librarians.

5.7.2

Institute annual evaluations of Campus Integration Assessments as part of the work of Technology Councils to create a systematic approach to technology deployments.

5.7.3

Ensure that reasonable consequences exist for non-adherence to proposed recommendations and participation in technology stewardship (to be determined by Technology Councils).

5.7.4

Develop, adopt, and communicate a change management approach to ensure buy in at all levels and prepare campuses for change.

5.7.5

Adopt an innovation strategy by deploying a structure disciplined roadmap strategy, including district-wide implementation of “on the roadmap” strategies to ensure that successful innovations are taken to scale, and “off the roadmap” structure for ongoing pilots, innovation projects and iteration to inform future district-wide deployment.

5.7.6


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ACADEMIC PERFORMANCEAcademic Achievement•Vision 2020 Classrooms that are also End of Course (EOC) or State of Texas Assessment of Academic Readiness (STAAR) tested will meet or exceed district performance targets.

Personal Learning Networks•Vision 2020 students and teachers will increase use of Personal Learning Networks (PLNs).

Digital Literacy•5th and 8th grade student performance on the Texas Literacy Assessment (TLA) will increase.

Computer Proficiency•5th and 8th grade student performance on the Texas Literacy Assessment (TLA) will increase.

STUDENT ENGAGEMENTAttendance•Vision 2020 classes will exceed attendance targets set within Campus Improvement Plans.

Discipline•Vision 2020 will meet or exceed district performance targets around discretionary removals.•Vision 2020 will meet or exceed district targets in the area of student engagement.

Student Work•Vision 2020 classes will increase the use of authentic Project-Based Learning components.•Students in Vision 2020 classes will indicate an increase in authentic engagement.

Technology Integration•Students in Vision 2020 classes will increase the use of digital portfolios including examples of production, contribution, and connection.

Post-Graduation Pursuits•Increased evidence of Vision 2020 student participation in: • Entrepreneurial endeavors • Social justice oriented service•Vision 2020 student performance will meet or exceed district averages for college intention and postsecondary enrollment.

PROFESSIONAL LEARNING CULTURETeacher Efficacy•Vision 2020 teachers will become increasingly confident in integrating technology. •Vision 2020 teachers will meet or exceed district averages as indicated by the School Technology and Readiness(STaR) chart data.•Vision 2020 teachers’ participation in technology conferences will increase.•Vision 2020 teachers’ engagement in professional development will increase.

Teacher Retention•Teacher survey results will indicate participation in the Vision 2020 cohort as a reason to stay in AISD.

Teacher Recruitment•In future years, Vision 2020 will be cited as a reason for new teachers to join AISD.

INNOVATION•On the roadmap and Off the roadmap Innovations will increase both district-wide and at the campus level.•Classroom, campus, teacher, and student participation in Blue Line innovations will increase. •Student and teacher feedback from Blue Line innovations will increase.

VISION 2020 CLASSROOMSDRAFT PERFORMANCE METRICS

The effectiveness of Vision 2020 classrooms will be evaluated using existing performance measures such as those found in the Strategic Plan as well as new and innovative metrics not currently assessed. The first year of implementation will provide the baseline data for the new metrics and performance targets will be established, monitored and assessed in subsequent years of implementation. All of the performance metrics are intended to provide growth measures and will require on-going analysis and review.


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VISION 2020INNOVATION STRATEGYVision 2020 establishes a disciplined roadmap structure to achieving our goals and systematizing innovation in AISD. This structure can be best understood as two independent processes that operate concurrently to result in a robust roadmap that describes projects over multiple years. Each process is optimized to embody the outcome and integrate appropriate skills, talents and resources.

The first process is built to execute and manage projects that have been approved and resourced by AISD leadership. This process prioritizes accountability, efficiency and guidance. This is referred to as the ON-ROADMAP process and is represented in the graphic with a black line.

The second process is built to explore and iterate projects on a small scale. This process is referred to as the OFF-ROADMAP process and is represented in the graphic with a blue line. The explicit goal is to take innovation to scale by identifying and specifying successful projects that can be officially placed into the ON-ROADMAP process by the leadership team.


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This basic operational structure advances a culture of innovation and the efficient of resources best aligned to the required outcomes of Vision 2020.

TWO INDEPENDENT, YET INTERCONNECTED PROCESSES

execute

execute

execute

iterate

iterate

off roadmap process

on roadmap process

leader

leader

leadership council

Projects in the off-roadmap process are characterized by a rapid iteration cycle that creates, tests, and learns in order to optimize a potential solution.

Projects in the on-roadmap process are characterized by an execution plan defined by the allocated resources, timelines, and informed by the specifications identified by the ‘blue-line’ process.

The role of the leadership team is to regularly evaluate the recommended concepts from the blue-line process. These concepts will be presented as a combination of conceptual solution and underlying investment/impact theory. Approval by the leadership team formally places a new project onto the roadmap and allocates the necessary resources. Rejecting a recommended concept returns it to the blue-line process or retires it from active development.

This process is structured and led to implement concepts that have been specified by the blue-line process and approved and funded by the leadership team.

This process is structured and led to explore, iterate, and refine new concepts and elevate them to leadership for consideration.

+ resources

on roadmap leaderThe role of the on roadmap leader to manage multiple projects to schedule and budget constraints while ensuring constant alignment to Vision 2020 and the specifications established by the blue-line process.

off roadmap leaderThe role of the off roadmap leader is to manage the innovation process, evaluate ongoing projects, and guide their alignment to Vision 2020.


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DRAFT1

ON ROADMAP INITIATIVES

YEAR 2YEAR 3YEAR

4YEAR 5YEAR FUTURE

• 2013 Bond “Refresh”• District professional development

of the Technology Integration Model (v.1)

• Formation of campus and district Innovation Teams and Technology Councils

• First iteration of Campus Integration Assessment

• Campus Integration Assessments District-Wide; Campus Innovation Teams design specific roadmaps to Devices for All

• District-wide professional development:

- Technology Integration Model (v.2- Application)

- Kick off of Vision 2020 Classrooms

- Digital Literacy/ Citizenship - Fully functioning

Technology Councils - “First Five Days”

Commitment to Digital Literacy

• District supported: - Learning Management Systems - Digital Backpacks - Design thinking - Presentation Systems

• District-wide professional development around Project Based Learning and the Technology Integration Model (v. 3)

• “Prototyping for the Future” conference

• New assessment tools taken to scale district-wide

• Cohort I innovations taken to scale

• District supports for new uses of time and space for learning

• Cohort I & II innovations taken to scale


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DRAFT1YEAR 2YEAR 3YEAR

• Selection of Vision 2020 Teachers• Campus pilots of station rotation

and 2:1• Pilot roadmap strategy for

innovation (blue to black line)• Pilot library redesign• Pilot “Genius Hour” or 15% time

with senior students • Development of district Project

Based Learning framework

• Summer 2016- 4 Day Vision 2020Summer Institute

• Fall 2016- 260 Vision 2020Classrooms Launch- Cohort I

• Proofs of Concept around: - Learning Management Systems - Digital Backpacks - Project Based Learning - Design thinking - Presentation System - New Assessments

• Launch of Cohort II Vision 2020Classrooms Development of newassessment tools

• Proofs of Concept around: - Cohort I identified solutions

• Launch of Cohort III Vision 2020Classrooms

• Proofs of concept around: - Time and space for learning - Cohort I & II identified

solutions

• Launch of Cohort IV Vision 2020Classrooms

• Proofs of concept around: - Time and space for learning - Cohort I, II & III identified

solutions

4YEAR 5YEAR FUTURE

OFF ROADMAP INITIATIVES


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OUR PATH FORWARD...The following scenario is designed first and foremost to realize Vision 2020.

It consists of three main components:• Refresh of district purchased devices four

years and older,• Vision 2020 Classrooms, and• Approaches to Devices for All

Foundational to these three components is a new process and systematic use of a Campus Integration Assessment. The campus integration assessment is essential and fundamentally different than other campus assessments.

It consists of four essential pieces:• The campus technology landscape (an

accurate picture of both district fixed assets and assets obtained through discretionary funds),

• The “readiness” of the staff (willingness and emotional side required to embrace new approaches to teaching and learning),

• The skill of the staff, and• The progress of the campus toward

outlined innovation targets.


Created by DTPC Team Working document50

Last revised 04/2015DISTRICT TECHNOLOGY PLAN

RECOMMENDEDTECHNOLOGY DEPLOYMENT

Working Draft March 2015

Recommended Technology Deployment

REFRESH – DEVICES

Description Cost

Refresh Devices 4yrs old+ for 2015-‐2016 school year based on: Total Device Refresh* = $ 12,603,736.93 Savings in Bond Allocation for Refresh = $1,396,260.07

• Data Provided by Technology Total at $500 per device* = $11,588,500

(23,171 or 75.9% of the current 30,522 classroom computers)

• Data Provided by Department of Career and TechnicalEducation (CTE) -‐ there may be possible cost savings ifmobile device at $500 or less meets industry standard forprogram specific software and/or hardware (ex: Inventorand Autocad/Autodesk software in Project Lead the Way)

Total PC Cost = $901,230.08

Total Mac Cost = $114,006.85

Total CTE Refresh = $1,015,236.93

This recommendation does not refresh district technology “apples to apples,” but to gain leverage toward campus approaches to Devices for All (1:1 computing). Campuses with 4yr-‐old+ devices will receive an allotment to replace end-‐of-‐life devices with mobile laptops or tablets at a cost of $500 or less. With this allotment, campuses may select from a district-‐approved list of mobile devices that meet all necessary criteria; these campuses may choose to spend this allotment on fewer devices at a higher cost provided that this purchase is in line with the vision. Career and Technical Education Refresh will include devices replaced to bring technologies up to industry standard.

The refresh is intended to maintain current district technology at a functional level. While this enables more effective use of technology, the refresh does not in and of itself change the landscape of technology in AISD. The refresh will need to work in conjunction with the rest of the plan to help campuses grow in capacity and innovation, including the recommendations that the district immediately begin building capacity by:

• Aligning all professional development with Vision 2020 and the technology integration model• Developing technology skills among all AISD district staff to support technology integration and digital citizenship• Piloting Campus Integration Assessments at selected campuses• Approving and adopting the recommended stewardship and evaluation systems for next phase of deployment

*NOTE: Current bond funds were specified at $700 per device, or $14 million.


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REFRESH – PRESENTATION SYSTEMS & PRINTERS

Description Cost

Ensure all classrooms are outfitted with suitable presentation systems and/or projection systems.

Replace all 3,000 printers.

Total = $ 10,460,000.00 -‐ $14,244,000.00 Savings in Bond Allocation for Presentation Systems = $8,540,000 – 4,756,000*

• Ensure all classrooms are outfitted with suitable presentation systems aligned with the vision of the District Technology Planning Committee (DTPC). Presentation systems may include appropriate projection systems that allow for presentation, as applicable.

Total at $2,500 -‐ $3,500* per presentation system = $9,460,000.00 -‐ $13,244,000.00

(Based on the 3,784 classrooms referenced in 2013 Bond)

• Replace all 3,000 end of life, small classroom printers at campuses.

Total for Printers = $1,000,000.00

The remaining 3,784 classrooms without innovation stations were earmarked for completion in the 2013 Bond. We have seen the cost of AV technology decrease significantly in the last few years. A new unit with a cost of approximately $2,000 to $3,000 can be utilized to complete the necessary presentation system installation. This recommendation is based on the viewpoint of the DTPC that a significant savings on presentation systems – the largest category of bond dollars -‐ allows for additional funds for technology refresh of devices currently 1 to 3 years old, increasing Vision 2020 classrooms, funding “blue line” innovations and ensuring adequate infrastructure for the vision.

At the time of the 2008 bond, Innovation Stations provided a range of capabilities for teachers and students to interact with technology at a time when device costs were more prohibitive. With the cost of student devices decreasing, and new options for presentation systems emerging, it is important to reconsider our stewardship of these dollars to achieve the vision in AISD.

*NOTE: The 2013 Bond earmarked $18 million (or $5,000 per presentation system) to complete rollout of Innovation Stations.


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VISION 2020 CLASSROOMS

Description Cost

Two “Vision 2020” Classrooms per campus (2016-‐2017): Total Cost = $6,000,000

• 1:1 computing

• charging station (as appropriate for selected device)

• presentation system (pending procurement process)

(2 classrooms per campus across the district)

• 25 devices per classroom – piloting up to five devices among Vision 2020 classrooms):

Estimated Cost of Devices = $3,030,000

• Secure Charging Stations = $1,100-‐1,600 (May get better pricing in RFP/quantity purchase)

Estimated Cost (at $1,600 each) = $416,000

• Tier 3 Presentation Systems – Top of the line presentation systems as pilots to inform future deployment district wide.

Estimated Cost (at $5,000 each) = $1,300,000

• Vision 2020 Innovation and Infrastructure – allow for additional “blue line” proofs of concept, progress toward Devices for All based on Campus Integration Assessments and ensure adequate infrastructure (data, Wi-‐Fi, etc.).

Estimated Cost (at $5,000 each) = $1,254,000

This recommendation assumes the refresh described above, and FOUR additional “non-‐negotiable” pre-‐requisites:

1. Professional Development includes at minimum a 4-‐Day Summer 2016 Institute for Campus Innovation Teams involving two teachers, campus principal, and librarian. The cost of this summer institute will be approximately $210,000-‐250,000 and will need to be funded outside of the 2013 Bond dollars.

2. This cohort will become the core Campus Innovation Team, with additional membership determined at the campus level.

3. Campus Integration Assessments will be concurrent and will guide campus approach to Devices for All (1:1 computing).

4. Reorganization of district-‐level professional development providers will maximize capacity and provide on-‐going support/PD follow-‐up.

In addition to providing important data for devices, these classrooms will pilot a variety of Learning Management Systems (Moodle, Edmodo, Google Classroom, Canvas, iTunes U, etc.) and Digital Backpack software. The cost of LMS and Digital Backpack software will be range depending on selection (many are free) and license structure and will need to be funded outside of the 2013 Bond dollars. Low = $3,500, High = $65,000


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CAMPUS APPROACHES TO DEVICES FOR ALL

Description

Develop campus-‐specific approaches toward Devices for All while reallocating existing technologies to increase student access to devices in classrooms. These approaches toward Devices for All assume the refresh and Vision 2020 Classroom implementation, and completion of Campus Integration Assessments, development of Campus Innovation Teams and district-‐wide PD (such as reinstitution of district-‐wide PD days).

• Choose Your Own Device (CYOD): This approach blends the benefits of BYOD with the benefits of "COPE" (Company Owned/Personally Enabled) approaches for one to one.The CYOD approach would leverage both district and personally owned devices (from a limited list of district approved devices). All students have access to the right device for the task with device check-‐out through campus technology hubs located in campus libraries. Exploring formulas for CYOD recommendation for each campus based on enrollment.

• Bring Your Own Device (BYOD): BYOD has emerged as one approach to getting technology into the hands of every student. It shares many of the same benefits as 1:1computing models, with the additional benefit of being more cost effective for district than purchasing a device for every student. By allowing students to bring devices (from a district-‐recommended list) the district can increase the ratio of device to student immediately. Campus Integration Assessments will determine viability of BYOD at AISD campuses.

• Station Rotation: Typically a four-‐student-‐per-‐device (4:1) model, this approach can serve as a starting point for many campuses. By using existing campus technologies(along with district-‐wide refresh), a Station Rotation Model will enhance strong group collaboration as leverage toward the vision. This should rightly be considered a temporary measure while other pilots and proofs of concept will guide progress toward Devices for All.

• Two Students, One Device: Use existing technologies to realize campus-‐wide 2:1 ratio and close partner collaboration. Like the Station Rotation Model, this will createleverage toward the vision and is a robust, if limited, technology deployment toward Devices for All.

• One to One (1:1): Ensure all students have a classroom device to realize a campus wide ratio of 1:1, or Devices for All.

Cost Projections for Approaches to Devices for All*

Station Rotation Total cost based on Fixed Asset Inventory =$481,500

High School = $0

Middle School = $0

Elementary =$481,500

Two Students, One Device (2:1)

Total cost based on Fixed Asset Inventory = $6,570,750

High School = $1,284,500

Middle School = $615,000

Elementary = $4,671,250

One to One (1:1)

Total cost based on Fixed Asset Inventory = $27,002,500

High School = $6,457,000

Middle School = $4,281,000

Elementary = $16,264,500

*NOTE: These costs are not earmarked in 2013 bond dollars, however savings in the bond categories could be applied to bringing Elementary campuses to a four to one ratioand/or Middle School campuses to a two to one ratio as an example.


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CAMPUS INTEGRATION ASSESSMENT

Foundational to Vision 2020 is the systematic use of a Campus Integration Assessment. This assessment is fundamentally different than other campus assessments. It is essential to the recommended deployment of technology and continuous improvement over time while acknowledging the needs of each campus community.

AUSTIN ISD VISION 2020fil… · AUSTIN INDEPENDENT SCHOOL DISTRICT. 1. Created by DTPC Team Working...

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