Online and On Time: Supporting Technology Implementation for All Students OSEP 2007 Tracy Gray,...

Online and On Time: Supporting Technology Implementation for All Students

OSEP 2007Tracy Gray, Project Director

Who we are

The Center for Implementing Technology in Education (CITEd), is funded by the U.S. Department Education’s Office of Special Education Programs (OSEP).

CITEd supports leadership at state and local education agencies to integrate instructional technology for all students to achieve high educational standards.

CITEd EdTech Locator SUMMARY CHART

Teachers and Related Service Providers Administrators Technology Coordinators Professional Development Coordinators

Early Tech Implementation

Technology use by teachers and students is limited with little linkage to instructional strategies or student needs; mainly used as a productivity tool. Purpose of technology use substantially different for general and special educators.

Minimal technology plan; no timely technical support; core curricula selected with minimal consideration of students with special needs. Assistive technologies purchased and administered separately. School district does not require that websites and software adhere to accessibility guidelines.

Universal design and access issues considered only for students with IEPs. Connectivity and e-learning environments are limited; provide student-computer ration of 10-1; limited access to AT tools.

Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators.

Developing / Advanced Tech Implementation

Technology used to supplement instruction, specifically for remediation, review and practice for special education students. Uses technology some to manage admin tasks or special ed paperwork; uses e-mail, list-serves to convey info to parents.

Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that websites and software adhere to basic accessibility guidelines.

Universal design and access issues considered for a limited number of computers, or areas with high computer use. Internet connectivity available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity.

Training relates technology use to content area instruction. Awareness of universal design principles among special educators and some general educators.

Target Tech Implementation

Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design, accommodating diverse needs of all learners. Multiple forms of technology are used to manage IEP and admin tasks. Technology enables teachers and parents to communicate.

Technology plan focuses on integrating technology to improve outcomes for all students, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. School district requires and ensures that websites and software adhere to best-practice accessibility guidelines.

Universal design and access issues are considered and implemented throughout the district. Direct Internet connectivity available in all rooms in all schools, with easy access to wireless connectivity.

Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design strategies to ensure access to the general education curriculum for all students.

Adapted from Massachusetts and Texas STaR Chart Initiatives

TEACHERS

Focus Areas / Levels of Progress

Plan and Deliver Instruction

Assess Student Progress Manage IEP and Administrative Tasks

Communicate with Parents & Guardians

Advance Professional Knowledge


Teacher uses technology in isolation, without any link to particular instructional strategies or student needs.

Teacher uses technology to produce, distribute, or score print-based summative assessments.

Teacher uses minimal to no technology to manage daily administrative classroom tasks (e.g., grade keeping, attendance, managing homework, assignments, and tests).

Technology plays a minimal role in parent outreach (e.g., sporadic email use to schedule meetings or convey logistical information).

Teacher has received minimal training on the integration of technology into instruction.


Teacher links technology to instructional strategies, but the strategies are not designed to meet diverse learning needs other than for remediation.

Teacher uses technology to adapt or supplement print-based assessments in order to evaluate different skills and strategies (e.g., via simulations) or to provide accommodations.

Teacher uses some technology to manage daily administrative classroom tasks (e.g., grade keeping, attendance, managing homework, assignments, and tests) or for managing special education paperwork.

Teachers use email and sometimes other technology applications (e.g., listservs, websites) to regularly convey information to parents (e.g., announcements, homework assignments, grades).

Teacher has participated in professional development activities related to the integration of technology into instruction, and continues to seek out additional opportunities for professional development and/or information-sharing with colleagues.


Teacher uses technology to implement effective instructional strategies that meet diverse student needs.

Teacher uses technology as part of universally designed curricula that embed assessment directly within activities, to monitor progress in a timely fashion and to guide instruction for all students.

Teacher regularly uses multiple forms of technology to manage daily administrative classroom tasks (e.g., grade keeping, attendance, managing homework, assignments, and tests) or for managing special education paperwork.

Teachers use a variety of technology applications to communicate with parents, and the communication goes both ways; i.e., technology enables teachers to convey information to parents, and vice-versa.

Teacher is engaged in regular, ongoing professional development that involves collaborative activities with colleagues around the use of technology to meet a variety of instructional goals and a diversity of learning needs.


ADMINISTRATORS


Set a Vision and Plan Manage Budgets and Operations

Manage Instruction and Assessment


Address Social, Legal, and Ethical Issues


The school/district has an incomplete technology plan that is not updated on a regular basis and was developed through an insular process involving a small number of staff. The plan is not systematically aligned with the academic goals and learning objectives established in other school/district instructional plans. Technology is not prominent on the school/district's policy agenda.

District and school budgets provide for hardware, software, and some professional development, but do not explicitly provide for support costs, maintenance, or replacement. Technical support is generally not available on a same-day basis and technical problems can cause widespread disruptions to the delivery of curriculum.

Assistive and traditional technologies are purchased and administered separately, and core curricula are selected with minimal consideration of students with special needs. The school/district predominately uses traditional paper-based testing methods and it does not formally evaluate the effectiveness of computer-based instructional techniques.

Administrators are minimally familiar with best practices in utilizing technology for instructional and administrative purposes; they are not pursuing professional development with respect to technology.

The district/school does not require that websites and software adhere to established accessibility guidelines. The district/school has not established policies in regards to privacy, security, or legal issues such as copyright and acceptable use.


The school/district has a complete technology plan that is occasionally updated through a collaborative process involving multiple stakeholders. Technology holds a clear place on the district's policy agenda and the plan is generally aligned with the academic goals and learning objectives established in other school/district instructional plans.

District and school budgets follow general total cost of ownership practices for technology by providing for hardware, software, and professional development, as well as on-going support costs, maintenance, and replacement. Technical support is generally available on a same-day basis and technical problems only occasionally cause widespread disruptions to the delivery of curriculum.

Core curricula are selected with minimal consideration of students with special needs but assistive technologies and other accommodations are considered during the selection process. The school/district promotes the use of computer-based testing methods and accommodations, as necessary, for special education students, and the school/district formally evaluates the effectiveness of some computer-based instructional techniques.

Administrators are generally familiar with best practices in utilizing technology for instructional and administrative purposes, and are supplementing current knowledge with some professional development.

The district/school requires that websites and software adhere to established accessibility guidelines. The district/school has established policies in regards to privacy, security, and legal issues such as copyright and acceptable use.


The school/district has a complete technology plan that exemplifies the integration of technology and systematically aligns with the academic goals and learning objectives established in other school/district instructional plans. The plan is updated annually through a collaborative process involving all stakeholder groups and technology holds a prominent place on the district's policy agenda.

District and school budgets follow best practices in total cost of ownership practices for technology purchases, and align with school and district technology plans. Technical support is readily available on-site and technical problems rarely cause widespread disruptions to the delivery of curriculum.

All technologies, assistive and traditional, are purchased and administered together; core curricula are selected and implemented based on the quality of their instructional effectiveness and universal designs. The school/district staffs instructional technology specialists that are familiar with best practices in the use of traditional and assistive technologies. The school/district fully promotes and supports the use of computer-based testing methods and requires accommodations, as necessary, for special education students. The district also formally evaluates the effectiveness of most computer-based instructional techniques.

Administrators hold a high and current familiarity with best practices in utilizing technology for instructional and administrative practices, and regularly supplement current knowledge with a variety of focused professional development activities.

The district/school requires and regularly tests to ensure that websites and software adhere to established accessibility guidelines. The district/school has established policies in regards to privacy, security, and legal issues such as copyright and acceptable use that are proactively communicated and consistently enforced.


TECHNOLOGY COORDINATORS


Plan and Procure Technology

Maintain Technology Support Needs of All Students and Teachers

Monitor Technology Policies



Detailed, specification-based technology plans are developed separately from the school/district's overall technology plan; Identification of vendors and selection of products is done on an ad-hoc, informal basis; Consideration for assistive technologies and principles of universal design are not prominent in the technology adoption process.

The school/district provides limited access to broadband-enabled technology and disruptions to connectivity are not uncommon; classroom support for technical problems is generally provided through a few capable staff members that have other primary responsibilities; technology replacement schedules are not established; the school/district's technology security policies are developed on an ad hoc basis and generally reactive to security issues.

The school/district does not have dedicated staff to assist in the use of technology such as media or technology integration specialists; the school/district offers little or no specialized support for the use of assistive technologies.

The school/district does not have formal policies in place in regards to student privacy to ensure appropriate handling of student records and other sensitive information; the school/district does not have an appropriate use policy that addresses copyright and other legal issues presented by technology.

IT staff do not have formal training or certifications in supporting networked computer systems; the school/district provides staff training and professional development opportunities on an ad hoc basis; staff are neither actively nor regularly pursuing new and additional professional certifications, nor are they regularly participating in an informal development activities such as team exercises or study groups.


The school/district has technology plans for curricular and instructional environment issues, and plans for detailed, technology specifications; the plans are nominally aligned; the identification of vendors and selection of products requires the review and input of multiple administrators; some consideration for assistive technologies and principles of universal design is present in the technology adoption process

The school/district's networks are nearly all connected via high-speed, high capacity broadband; wireless technologies are becoming more common; network outages and services disruptions are infrequent; classroom support for technical problems is provided by a fairly limited number of dedicated staff; technology is replaced as regularly as possible but replacement schedules are not formalized for all technologies; the school/district's security policies are reviewed regularly and adjusted in response to new threats.

The school/district has a modest amount of dedicated staff or a portion of staff time reserved specifically for assisting students and teachers with individual and class-wide technology needs; the staff has general knowledge in multiple technologies and approaches to integration; the staff is familiar with assistive technologies and accommodations for students with special needs.

The school/district has policies in place to help ensure privacy and the appropriate handling of student records; the school/district has developed an appropriate use policy for students and staff.

School/district computing and IT staff generally have formal training, certification, and or equivalent experience in supporting networked computer systems; the school/district has a modest program in place for staff training and professional development; staff is pursuing new professional certifications and participates in informal learning activities.


The school/district has a fully aligned technology plan that includes information on the curriculum, the instructional environment, and detailed technology specifications; the identification of technology vendors and products is done through a formal request and review process; all technology purchases and adoptions are reviewed against criterion that include principles of universal design and use of assistive technologies

The school/district's networks are all connected via high-speed, high capacity broadband and wireless technologies; network outages and service disruptions are rare; classroom support for technical problems is provided via a formal model using dedicated staff, students, and/or commercial vendors; technology is replaced according to an established schedule that is consistent with the life cycle of modern technologies; the school/district's technology security policies are developed proactively according to best practices.

The school/district provides dedicated staff support to help students and teachers with individual and class-wide technology needs; the staff are fully versed in a wide range of technologies and integration practices, including assistive technologies and accommodations for students with special needs.

The school/district has established and enforced policies in place to ensure privacy and the appropriate handling of student records and other sensitive information; the school/district has a formal appropriate use policy for students and staff that addresses legal issues and enforcement and is fully communicated to the school community.

School/district computing and IT staff have formal training, certification, and/or equivalent experience in supporting networked computer systems in school environments; the school/districts coordinates regular training and professional develop activities for computing staff; staff are actively engaged in building their technical expertise through formal certification programs and trainings, as well as informal team learning and study groups.


PROFESSIONAL DEVELOPMENT PROVIDERS


Integrate Technology in Professional Development

Attain Universal Access: Integration of UD and AT

Enhance Educator's Skills

Enhance Leadership Skills of Principals and District Administrators

Implement Models of Professional Development


Training unrelated to core instructional outcomes, focuses on technology skills and access. General and special education teachers trained separately.

Training focuses on emerging awareness of universal design and assistive technologies limited to special educators. Few examples across the district of universal design strategies and assistive technology used to promote access to the general curriculum.

Training goal is for 10% of teachers to meet ISTE and/or local district teacher technology competencies and implement them into general and special education classrooms.

Training explores the benefits of technology in instruction to improve learning outcomes for general and special education students. Aware of national standards for students, teachers, and administrators.

Training offered to whole group, skill based training with minimal follow-up.


Training focuses on the integration of technology to enhance content area instruction for both general and special education teachers. Addresses improved instructional outcomes, AYP and data management.

Training focuses on building awareness of universal design and assistive technologies by special educators and a majority of general educators. Examples across the district of universal design strategies or assistive technology used to promote access to the general curriculum for all students.

Training goal is for 50% of teachers to meet ISTE and/or local district teacher technology competencies and implement them into the general and special education classrooms.

Training supports use of technology to supplement instruction for general and special education students through identification of best practices. Developing proficiency of national standards for administrators.

Trainings consists of continuum of support from whole group curriculum based training with follow-up to facilitate classroom implementation. Coaching, online content and study groups available to support teachers.


Teachers learn to model the use of technology as a seamless and expected component of any instruction. Focuses on universal design features and assistive technologies to differentiate and optimize instruction for all students.

Training focuses on systemic adoption of universal design curriculum development strategies and the seamless integration of assistive technology to promote access to the general curriculum for all students.

Training goal is for 90% of teachers to meet ISTE and/or local district teacher technology competencies and implement them into the general and special education classrooms.

Training promotes exemplary use of technology in instruction for all students through modeling and sharing of best practices. Develops a school and community culture that expects all teachers to integrate technology into instruction.

Training establishes a culture of inquiry, sharing and knowledge building for all teachers to integrate technology in the classroom for all students. Anytime learning available through a variety of delivery systems (e.g. Just in time support, online content).


Locator self-assessment for teachers

What role does technology play in your instruction? I use technology for some stand-alone tasks during my

lessons, but there is not always a clear link between the technology and instructional strategies or student needs

I use technology that enables me to implement specific instructional strategies, and that can help provide remedial instruction for students who are struggling academically

I use technology that allows me to implement effective instructional strategies as well as meet diverse student needs

Scoring Rubric:

0-3 points: Early Tech4-7 points: Developing Tech8-10 points: Target Tech

Locator self-assessment for teachers (cont.)

What role does technology play when you assess your students?

How much do you use technology to manage IEP and administrative classroom tasks?

What role does technology play in your communications with parents and guardians?

How would you describe the role that technology has played and does play in advancing your professional knowledge?

Locator self-assessment for administrators How would you describe your progress in setting a vision and

planning for technology integration?

My school or district does not have a technology plan, or it is incomplete, and existing plans are not aligned with the academic goals of our instructional plans.

My school or district has a complete technology plan and it is generally aligned with other instructional plans in the school or district.

My school or district places technology high on its policy agenda and it has integrated instructional and technology plans that are regularly updated through a process involving multiple stakeholders.

Locator self-assessment for administrators

How would you describe your school or district’s management of budgets with regard to technology?

How would you describe your school or district’s attention to advancing professional knowledge on issues related to technology?

How would you describe your school or district’s efforts to address accessibility issues related to technology?

How would you describe your school or district’s efforts to address other social, legal, and ethical issues related to technology?

Questions? Feedback?

Email us at [email protected]

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Online and On Time: Supporting Technology Implementation for All Students OSEP 2007 Tracy Gray,...

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