Technology Plan for - Saratoga Union School · PDF fileTechnology Plan for ... With its...

Technology Plan for

Three Dimensional Student Success

Essential Components for Teaching and Learning in a Digital Age Culture

July 2014 - June 2017

Superintendent Lane Weiss 20460 Forrest Hills Drive

Saratoga CA 95070

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Table&of&Contents&

Executive&Summary&......................................................................................................................................&2!

Demographics&...............................................................................................................................................&3!

Stakeholders&.................................................................................................................................................&4!

Technology&Vision&.........................................................................................................................................&6!

Technology&Mission&......................................................................................................................................&6!

SUSD&Technology&Pillars&................................................................................................................................&6!#1!Pillar:!Technology!Vision,!Criteria,!and!Procedures!............................................................................................................................!7!

#2!Pillar:!Equitable,!Consistent!Access!.............................................................................................................................................................!7!

#3!Pillar:!Communication!and!Collaboration!................................................................................................................................................!8!

#4!Pillar:!Instructional!Use!....................................................................................................................................................................................!8!

#5!Pillar:!Professional!Development!.................................................................................................................................................................!9!

Needs&Assessment&.......................................................................................................................................&10!Survey!Results:!Teacher!Use!..............................................................................................................................................................................!10!

Survey!Results:!District!Criteria,!Protocol,!and!Procedures!for!Technology!................................................................................!10!

Survey!Results:!Equitable,!Consistent!Access!.............................................................................................................................................!10!

Survey!Results:!Videos!to!Understand!O!Teacher!Proficiencies!and!Classroom!Integration!..................................................!11!

Survey!Results:!Stakeholder!Communication!.............................................................................................................................................!11!

Survey!Results:!Instructional!Use!....................................................................................................................................................................!12!

Survey!Results:!Professional!Development!.................................................................................................................................................!12!

Student&Learning&Goals&................................................................................................................................&14!Standard!1!O!Creativity!and!Innovation!.........................................................................................................................................................!14!

Standard!2!O!Communication!and!Collaboration!.......................................................................................................................................!14!

Standard!3!O!Research!and!Information!fluency!........................................................................................................................................!15!

Standard!4!O!Critical!thinking,!Problem!Solving,!and!Decision!Making!...........................................................................................!15!

Standard!5!O!Digital!Citizenship!........................................................................................................................................................................!16!

Standard!6!O!Technology!Operations!and!Concepts!.................................................................................................................................!17!

Implementation!Steps!...........................................................................................................................................................................................!17!

Professional&Development&...........................................................................................................................&19!

Infrastructure&and&Devices&...........................................................................................................................&23!

Budget&.........................................................................................................................................................&25!

Monitoring&and&Evaluation&..........................................................................................................................&26!

References&...................................................................................................................................................&27!

Appendices&..................................................................................................................................................&28!

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Executive Summary

The Saratoga Union School District Education Technology Plan (2014-2017) is a living, collaborative document whose purpose is to design a strategic, comprehensive roadmap for delivering 21st Century learning environments, programs, and support systems to all its students, teachers, and staff, and community. To this end, this document will be continuously reviewed, updated, and expanded upon by designated SUSD stakeholders (Technology Leadership Committee), as needed. To ensure full input and engagement from a wide spectrum of stakeholders, SUSD has brought together district leaders, site administrators, teachers, board members, parents, and educational experts to participate in lively conversations1 and online surveys related to student success, technology integration, Common Core Standards, professional development, and equity. Documented feedback and data collected from the Teacher Needs Assessment for Technology and the SUSD Strategic Planning Survey have guided the development of the following elements of the plan: Technology Vision and Mission, “Pillars” for successful technology integration, goals, key plan components, Scope and Sequence for Student Technology Skills (K-8), and a professional development program that is ongoing and job-embedded. All elements have been designed with the ultimate intention of providing students with the necessary resources, learning environments, and support systems needed for individual and collective success for college and career readiness; hence, by 2017 SUSD will strive to be a 1:1 district. With its framework built upon 21st Century Skills2 and educational technology standards for teachers and students written by the International Society for Technology in Education3, the goals and benchmarks have all been carefully developed to fully support student learning and teaching throughout the district. The components of the plan include: 1) Student Learning, 2) Professional Development, 3) Infrastructure-Network-Hardware-Software, 4) Funding, and 5) Monitoring & Evaluation. The following diagram provides a snapshot of the Saratoga Union School District Technology Plan elements:

SUSD stakeholders have identified Five Pillars as critical factors within the plan, which must drive the successful implementation, sustainability of services, focus on outcomes, and authentic responsiveness to SUSD’s community needs. Fully described in the plan, these pillars are: 1) District Criteria, Protocol, and Procedures, 2) Equitable, Consistent Access, 3) Instructional Use, 4) Communication and Collaboration, and 5) Digital Citizenship. Recommendations are provided in each section of the plan to ensure optimum delivery of services and support to the SUSD community. Based on measurable objectives and accountability, this three-year plan maps out annual goals, strategies, benchmarks, performance indicators, and monitoring & evaluation steps for each of its sections.

1 District Leadership Team, District Special Education team, Stakeholder Meeting, and Technology Sub-Committee 2 Partnership for 21st Century Skills. 2014. Retrieved on May 3, 2014, from http://www.p21.org/ 3 ISTE, 2014. Standards. Retrieved on May 1, 2014, from https://www.iste.org/

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Demographics

Saratoga Union School District is located 13 miles southwest of downtown San Jose, home to a population of 30,000 residents. The school district is more than 100 years old. At present, there are 2,150 students in three elementary schools (K-5) and one middle school (6-8). Students receiving Free or Reduced Lunch average 1.2 percent. The District's ethnic population reflects 54 percent Asian, 33 Caucasian and 4.3 Hispanic. With 35 native languages represented in the school population, 4 percent of students are Limited English Proficient. The district is a community funded K-8 district. The following tables offer a demographic snapshot of our district during the 2013-2014 school year:

Saratoga Union School District School Data 2013-2014

Number of Schools

Enrollment Full-Time Equivalent Teachers

Pupil:Teacher Ratio

Elementary 3 1268 59 22 Middle 1 882 39 23 Both 4 2150

Saratoga Union School District Students by Ethnicity 2013-2014

Demographic Group Enrollment Percent (%) of Total

American Indian 2 0.09 Asian (Japanese, Chinese, Filipino, Korean) 1168 54.3 Pacific Islander 2 0.09 Hispanic 93 4.30 African American 3 0.14 White 707 32.9 Multiple/ No Response 175 8.10

Total 2150 100%

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Stakeholders

Guided by Common Core Standards and 21st Century skills, a collaboration of SUSD stakeholders have established critical focus areas (Pillars) of this plan, identified its components, developed its goals and benchmarks, and have chosen evaluation tools and processes to ensure the ongoing successful progress and implementation of the SUSD Technology Plan. Over a period of eight (8) months, the consultants met with various groups during all stages of the planning and writing of the plan. Stakeholders provided information about critical needs for student learning and teaching with technology, along with providing input on the SUSD Technology Plan’s vision, mission, and goals. The groups included stakeholder representatives from the district office, site leadership, teachers, special service providers, board of directors, and parents. The formation of a SUSD Technology Sub-Committee workgroup was initiated to specifically direct and participate in the writing of various aspects of the plan. The consultants met with members of the Special Education district team for guidance in ensuring that all student needs are met using technology and digital resources, as well as, with the District Leadership Team (DLT) to receive direction on the professional development component of this plan. In addition, essential information and data were gained from a teachers’ Needs Assessment Survey and the Strategic Planning Survey.

District Office Site/Position Contribution

Harry Dill Instructional Technology Tech Sub-Committee Member DLT Member

Monique Hunt Office Assistant Stakeholder

Kim Imai Director of Human Services Stakeholder

Rosanna Jeng Chief Business Officer Stakeholder

Grace Jens District Information Coordinator Tech Sub-Committee Member

Howard Lorenz Instructional Technology/Network Stakeholder

Amy Schaumburg Exec. Assistant of Supt. and Board of Trustees Stakeholder

Doris Watson K-5 Instructional Tech Specialist Tech Sub-Committee Member

Lane Weiss Superintendent Tech Sub-Committee Member

Janice Yamamoto Director of Special Education Tech Sub-Committee Member DLT Member

Dawn Yoshinaga Psychologist Acting Principal, Argonaut

Tech Sub-Committee Member DLT Member

Roberta Zarea Director of Educational Services Tech Sub-Committee Member (observer) DLT lead

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Board Members Site/Position Contribution

Arati Nagaraj SUSD Board Member Tech Sub-Committee Member + Parent

Victor Zhang SUSD Board Member Tech Sub-Committee Member + Parent

Argonaut Elementary Site/Position Contribution

Alex Chapman Principal Tech Sub-Committee Member DLT Member

Laurie Brandt Reading Specialist DLT Member

Kim Huebner Teacher - 4th Grade Tech Sub-Committee Member

Mardi Kambish Teacher - 5th Grade DLT Member

Heidi Morris Teacher - 4th Grade DLT Member

Foothill Elementary Site/Position Contribution

Joe Bosco Principal Tech Sub-Committee Member DLT Member

Laurie Marshall Teacher - 2nd Grade Tech Sub-Committee Member DLT Member

Connie Weber Teacher - 1st Grade DLT Member

Saratoga Elementary Site/Position Contribution

Julie Ales Principal Tech Sub-Committee Member DLT Member

Jon Havens Teacher - 5th Grade Tech Sub-Committee Member

Pat Obermeier Teacher - 3rd Grade DLT Member

Debbie Willheim Teacher - Kindergarten DLT Member

Redwood Middle Site/Position Contribution

Kelly Green Principal Tech Sub-Committee Member DLT Member

Kimberly Cunningham Dean of Students Tech Sub-Committee Member DLT Member

Nancy Coleman Teacher - 7th Grade Core DLT Member

Jim Fitzgerald Teacher - Pre-Algebra Tech Sub-Committee Member

Jason Robertson Teacher/Technology Tech Sub-Committee Member DLT Member

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Eve Roux Teacher - 6th Grade Core DLT Member

Manny Steffan Teacher - Digital Multimedia Tech Sub-Committee Member

Service, Special Ed Site/Position Contribution

Cassie Sprenger 6th Grade RSP / Redwood MS Tech Sub-Committee Member

Julie Paolini SDC - Grades K-3 / Foothill Elementary

Tech Sub-Committee Member

Consultants Site/Position Contribution

Jason Borgen Ed Tech Consultant; Program Director, TICAL [Technology Information Center for Administrative Leadership]. CUE Board of Director

Facilitator and Author of SUSD Plan Tech Sub-Committee Member

Diana Paradise Educational Technology Consultant and CUE Board of Director Formerly with Santa Clara COE: California Technology Assistance Project Regional Director, State Grants Manager, and Regional Professional Development Coordinator

Facilitator and Author of SUSD Plan Tech Sub-Committee Member

Technology Vision SUSD cultivates innovative and empowered learners through personalized learning, the infusion of technology, and the 4 C’s - Communication, Collaboration, Critical Thinking, and Creativity.

Technology Mission SUSD is committed to fostering individual growth, intellectual exploration, and social responsibility in our students' lifelong pursuit of excellence by providing comprehensive digital learning experiences, equitable access, and relevant resources.

SUSD Technology Pillars Based upon several points of data including a teacher needs assessment, community input from strategic plan meetings, consultant observations and conversations, and stakeholder input through the Technology Plan Sub-Committee and District Leadership Team (DLT), the key areas needed for SUSD’s technology program to support student success have been identified as the “Five Pillars”: 1. Technology Vision, Criteria, and Procedures 2. Equitable, Consistent Access 3. Communication and Collaboration 4. Instructional Use 5. Professional Development

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#1 Pillar: Technology Vision, Criteria, and Procedures

Systematic consistency, criteria, and procedures are critical to ensure equity, as well as, appropriate response, behaviors, and/or actions across the SUSD community. An action plan for identifying and implementing systems within the SUSD community include: Step 1: Criteria is developed for stakeholders to refer to in response to various needs, services, and required actions. Step 2: Procedures and Process are defined, documented and well communicated to all stakeholders e.g., administrators, teachers, support staff, students, parents, community. Step 3: Designated responsible person(s) will act on the procedures and processes to meet the need and/or required action. Given SUSD’s commitment to 21st Century skills and increased technology engagement for students, staff and community, SUSD will provide guidelines and clear expectations relating to responsible use through a district approved Responsible Use Policy (RUP), formerly referred to as the Acceptable Use Policy (AUP). To ensure success, ongoing community conversation, and clarity, modifications will take place to support its implementation throughout all stakeholders. This document will be annually updated to align to the devices and software implementations, as well as, expected classroom and online student and staff conduct in the utilization of these devices and digital resources. All stakeholders will review and will be held accountable to the document. As a supplement to the 1-to-1 programs, Bring Your Own Device (BYOD) is a feasible option to allow for a smaller teacher-to-device ratio. The BYOD approach requires curricular decisions to be device independent to insure seamless student access anytime/anywhere. Accordingly, policy and guidelines will need to be developed and implemented. The focus on ubiquitous access must include a standardized and networked-approach to document storage and access which may include Google Drive and Schoology. Classrooms need to be 21st century equipped with power access for charging and include the following for teacher-led instruction: Laptop, projection device, document presentation device, sound amplification, and ongoing network access. With this significant increase of technology in SUSD, support programs will need to be put into place including device management training and programs, application/device/content-specific professional development, and technology support. This may include a student-run technology support and help desk system.

#2 Pillar: Equitable, Consistent Access

The 2nd Pillar transects every aspect of the SUSD technology plan: every key component, development of goals and standards, purchase decisions, choice of devices and resources for students-teachers-staff, instructional strategies, communication tools and systems, content for Common Core Standards and digital citizenship, professional development offerings and styles. Equitable, consistent access means that every member of the SUSD community - students, teachers, support staff, site administrators, district leadership team, parents/guardians, and community are given full consideration when choices are being explored and decisions made regarding: purchasing, delivery of information, documentation, implementation, training, and ongoing support. Equitable, consistent access is ensured for every person whatever their gender, racial, ethnicity, learning style, socio-economic, language, cognitive capacity, proficiency level, and/or physical/emotional/mental disability. This translates in countless ways throughout the teaching, learning, and operations of the SUSD organization. Some examples include:

• As teachers deliver instruction to students, he/she provides different instructional strategies to meet the needs of students with different learning styles, multiple intelligences, languages, cultural backgrounds, and/or academic levels via multiple modes of information (e.g., in print, hands-on, electronic, web-based). In using technology, various devices and digital resources are available to both teacher and students through the SUSD network to assist them in their understanding of content, information research, organization of content, collaboration/communication amongst peers and/or teaching staff, and product delivery (e.g., completion of assignment, demonstration of understanding). Possible technologies could include: Schoology, Evernote, Remind 101, Inspiration, Google Apps, etc.

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• Students are provided various learning environments such as whole group, small group, self-paced personalized learning, teacher-directed and/or collaborative pairs or teams. Technology tools in support of this could include: Schoology, 1-1 mobile device or desktop computer, Google apps, Evernote, graphic organizers.

• Equitable, consistent access also addresses choosing systematic, coherent solutions to meet various needs and operations of the community and organization: the establishment of a district-wide grading system; online student portfolios; an electronic security application that contains confidential student files for district personnel and parent access; a Scope and Sequence of student technology and Digital Citizenship skills across grade levels; student and teacher tutorials for personalized learning; a universal electronic calendaring system that coordinates all school sites with the district office, as well as, staff and parent community groups.

#3 Pillar: Communication and Collaboration

A pillar which impacts every element of the SUSD community, communication speaks to the necessity for building district wide systems in which all SUSD stakeholders can access and receive information, and engage in conversation and collaboration. The 3rd pillar is critical to building a well-functioning, coherent, and connected community. Systems include a well-designed, comprehensive, 1-stop-shop district website in which the district office and school sites agree to follow consistent protocol for webpage structure, format, and navigation. The website includes a shared calendar where everyone can view events, deadlines, etc. for each school site, district office, and community. Another district adopted system-wide tool for communication and collaboration is Schoology. A learning management system, it empowers engaging instruction and system-wide collaboration on any device. Teachers can organize content available to students, post tutorials and artifacts, communicate with students and parents; likewise, students can communicate with teachers and collaborate with peers on projects and assignments. Another systems tool that cultivates communication and collaboration is Google Applications. Students can build writing assignments, conduct multiple revisions, and ask for peer/teacher feedback and comments. Students can collaborate on writing projects with other students any time/any where in which they provide comments, show revision history to refer back to previous versions, and enhance communication with the text chat function. Essential to any tool or district-wide implementation, it is important to provide ongoing trainings and support to all stakeholders. Successfully utilized, these tools build capacity in the district, promote partnerships, and increase skills and proficiency levels both instructionally and technologically. Ultimately, supporting communication and collaboration tools within and outside the community of SUSD create a healthy, well-informed, and fully engaged community of stakeholders for improved teaching and learning, organizational operations, and effective working relationships.

#4 Pillar: Instructional Use College and career-readiness involves learning environments that support innovation, creativity, critical thinking, and digitally driven communication and collaboration tools. Pedagogical shifts are at the heart of technological transformation for SUSD and include a vision of ongoing access to computing devices and innovative approaches to teaching and learning. In the 4th pillar, the focus is on how the use of technology will redefine the delivery of curriculum as it expands the possibilities of all SUSD learners with regard to their learning styles, cognitive levels, developmental needs, and creative preferences. Teachers will use the Substitution, Augmentation, Modification, and Redefinition (SAMR) model to develop rigorous and engaging learning opportunities that involve students in deeper thinking through digital and global problem solving. The learning environment and classroom space will continue to be transformed into student-centered collaborative learning environments. Teachers will model digital citizenship skills, which focus on digital literacy, balance of technology vs. traditional physical learning opportunities (e.g., books, pen & paper), ethical and responsible use, and security. Opportunities for personalized learning will also be developed which includes game-based learning program, flipped learning, and Makers spaces. Teachers will utilize a variety of digital tools to engage

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learners in both direct instruction and project-based learning that will enable Common Core Mastery. The instructional program will be aligned to the ISTE Standards for Students, an internationally renown framework focused on skills and knowledge students need to possess to learn effectively and live productively in an increasingly global and digital world. #5 Pillar: Professional Development

With a focus on Common Core State Standards (CCSS) and 21st Century skills, SUSD student learning goals and outcomes are defined which clearly reveal the essential role technology plays. As the Saratoga USD community engages in school improvement planning and Common Core State Standards implementation, it is essential that technology be seamlessly integrated throughout the four (4) schools in a comprehensive, equitable, and strategic manner.

Aligned with international standards developed by the International Society for Technology in Education (ISTE), SUSD’s teacher standards evaluate the skills and knowledge that educators need to teach, work, and learn in an increasingly global and digital world. “As technology integration continues to increase in our society, it is paramount that teachers possess the skills and behaviors of digital age professionals.”4 To provide a seamless digital-age learning and teaching experience for students in the classroom, the 5th pillar speaks to the critical importance of a professional development program, which focuses on pedagogy, as well as, the art, and skills for building classroom procedures and management in a technology integrated classroom. Professional development opportunities will be offered via job-embedded coaching, face-to-face and online learning, peer observations, modeled lessons, and a mixture of whole group and personalized learning sessions which provide time for an ongoing cycle of skill-building, practice, reinforcement, reflection, and modification.

A comprehensive and sustainable professional development plan will integrate technology and the “4 C’s” - Communication, Collaboration, Critical Thinking, and Creativity for 21st Century learning in alignment with content standards. Within this technology rich teaching and learning environment, it is critical that teachers feel confident with their use of digital tools and digital resources to include: digital media tools (e.g., video cameras), digital media resources (e.g., websites, Schoology LMS), video editing and digital storytelling tools, word processing and publishing tools, online research tools, online discussion tools, designing tools, coding programs, and gaming tools.

4 International Society for Technology in Education (ISTE) [2014]. Digital Age Teaching. Retrieved May 3, 2014 from https://www.iste.org/standards/standards-for-teachers

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Needs Assessment

A comprehensive survey (Appendix A) was administered to teachers in the winter of 2014 to evaluate technology needs and perceptions of technology integration. Teachers were asked questions regarding their own technological knowledge to engage students, access to professional development, access to hardware, specific uses of technology for student use and modeling, and overall use of technology to engage in deeper thinking, communication, and Common Core mastery. Forty-Three responses were received (Appendix B). As a result, several key findings from the survey, referred to as the 5 Pillars, were disaggregated into the following categories: Teacher Use of Technology, District, Criteria, Protocol, and Procedure, Equitable Consistent Access, Stakeholder Communication, Instructional Use, and Professional Development.

Survey Results: Teacher Use The majority of respondents are using traditional and personally accessible technologies in their classrooms versus the newer forms and strategies for technology integration (e.g., Schoology, Evernote, Google Hangouts, Apple TV, tablet as doc camera, Chromecast/Chromebook). Given the majority of devices/applications are in the beginning stage of purchase and introduction to teachers, the low percentage of teachers fully utilizing these devices/programs are a result of not yet having sufficient time to receive initial and ongoing professional development trainings/support for integration into curriculum.

Survey Results: District Criteria, Protocol, and Procedures for Technology According to this needs survey, there appears to be little, or in some cases, no defined and/or consistent system, standardization, or centralization for a variety of processes and services, such as technology purchasing, professional development resources and support, web page structure and format, shared calendaring, or electronic documentation (e.g., IEPs). It was often stated that there is a need to build criteria so that SUSD decision makers can better respond to, deliver, and act on various needs and services in support of teaching and learning. Communication amongst all stakeholders is considered one of the most effective aspects of the SUSD community (e.g. phone, voice messaging, email). It is felt that stakeholders understand both the means and procedures for contacting and receiving information within the community. It is evident that more digital communication solutions are not being fully actualized such as Schoology, Google Hangout, Skype which could greatly increase accessibility and efficiency amongst stakeholders. While 50% of the respondents say the district/site website provides clear protocols and procedures, teachers state that a consistent format and design is not currently in place which could greatly increase the professionalism, ease of navigation, and organization of information. In summary, the need for district-wide criteria, protocol, procedures and established processes need to be discussed and defined. The data results of this needs assessment survey clearly reflect the high priority all stakeholders are giving to this topic as revealed in numerous district and community town meetings and surveys. For this reason, one of the five (5) main Pillars of this plan has been established to ensure that the goals and implementation plans of this document squarely addresses putting criteria, protocol, and procedures into place in key areas of the district operations and systems.

Survey Results: Equitable, Consistent Access The topic of equitable and consistent access relates to teachers’ experiences and perceptions about how well and equitably devices and resources are available for teaching and learning in classrooms, both within their school site and across the district. Seventy percent (70%) of teachers strongly disagree that they and their students have equitable access to devices and digital resources on a regular basis. Some teachers shared that they have felt the need to bring their home devices (e.g., laptops, iPads) to utilize as their teacher stations for projection. Teachers feel that there are a variety of projection devices available for classrooms whether it’s an Elmo document camera, projection system, or Apple TV. Given there are few reliable and robust working

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desktops or mobile devices available at school sites, whole class or small group rotation learning stations are not possible. Though there is a computer lab at each school site, scheduling for any in-depth student project work is not possible without taking away from other teachers’ accessibility. At this time a teacher can only sign up for a very short, once a week session with students in the lab. Other statements spoke of difficulty with network access (“problems with wifi”), difficulty with students saving work to their network folder. Clearly, to ensure equitable and consistent accessibility to devices/network/resource for all students and teachers throughout the day points to a fully committed, comprehensively designed, managed, and supported 1-to-1 learning environment in the future with defined standards and student outcomes and an ongoing, multi-delivered professional development program. Only then will SUSD be able to truly create a 21st Century learning environment and skills for all its students and teachers.

Survey Results: Videos to Understand - Teacher Proficiencies and Classroom Integration The questions within this section of the survey address: a) teachers’ self-perception of their technology skills including regularity and ability for accessing and sharing online file storage using various applications and resources; b) differentiation and personalized lesson/project design using digital tools and resources with students; c) modeling and promoting collaboration within their classroom and beyond; and d) whether a district wide writing strategy and developmental program is available and/or utilized across the grade levels. Related to online file storage and sharing, teachers currently have access to a Student File Server, Google Docs, Dropbox, and Schoology; however, only 36% know how to access and utilize these resources with 28% being neutral on this subject, and 38% feel that they do not have the skills, experience, or support for implementing these resources into their teaching and student learning. Though these web resources are truly available for everyone at SUSD, the teachers do not feel adequately trained and/or supported to experience the value of what these apps provide. As a result, the question of differentiation/personalization of learning activities (50% don’t; only 8% regularly do so), teacher modeling of digital tools with students (only 25% daily utilize/model/ encourage student use; 33% weekly), and incorporating collaboration skills within lesson design simply can not take place systematically without teachers having the skills and ease to do so in their classrooms. District-supported applications such as Schoology are presently being used by 50% of SUSD teachers to simply deliver class information, rather than for higher order thinking, sharing, and engaging student-student, student-teacher, teacher-teacher collaborations. Twenty-five (25%) percent of teachers are using it to provide handouts, listing homework, and providing supplemental resources related to instruction, rather than its potential of listing online tutorials, providing an area for online assignment submission, creating content, and/or sharing/publishing student work. An absolute essential element to SUSD’s professional development program is that teachers and administrators have the ability to choose from a variety of training forms and types (e.g., online, face to face, personalized, whole group, collegial teams) so as to meet their personal learning styles. Finally, but most importantly, ongoing support via peer coaches/mentors, time to explore, practice, and reflect, as well as, collegial conversations and sharing need to take place. As the SUSD educational community re-thinks professional development from a standalone, singular experience to an ongoing, job-embedded professional learning experience will the SUSD culture truly shift into a 21st Century learning and working environment.

Survey Results: Stakeholder Communication The importance of using technology to communicate to students, parents, staff, and the larger community is essential to stay transparent in an educational environment. Technology provided by SUSD promotes several ways to engage in stakeholder communication including classroom websites, email, text messaging systems, School Messenger, social media tools (i.e., Facebook, Twitter, etc.), PowerSchool, and Schoology. Overall, the district website has been a great communication tool; only 12% of teachers are in disagreement with this. The teacher survey indicates the majority of staff members, 41 out of 43 use email. Classroom websites are only used by 60% of teachers. Fourteen out of the 43 respondents share they do use PowerSchool to communicate

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to stakeholders. There are 5 respondents who use social media as well. Using social media can provide parents a way to stay better connected to their students’ educational environment. The addition of Schoology, a Learning Management System, is also gaining traction as 8 teachers mentioned they use this tool to communicate. It is essential to build upon this momentum. There is a divide of teachers who regularly communicate digitally with students; 34% of teachers communicate daily or weekly and 34% never communicates with students. Of the teachers that communicate, they send newsletters with significant dates and assignments and regularly post homework assignments. One teacher mentioned she/he makes sure she/he respond to students within a 24-hour window. One teacher noted that very few students know/remember their logins to digital tools provided by the district. A significant area of growth needs to focus on engaging students in peer communication using digital tools for increased collaboration, support, and community; 75% of teachers shared they rarely or never encourage student to student collaboration.

Survey Results: Instructional Use As SUSD begins to implement the Common Core State Standards (CCSS), the significance of technology integration for instruction is essential for student success and mastery in the standards. An analysis by Fresno County Office of Education and Kings County Office of Education (http://bit.ly/ccss-tech) highlights several standards that explicitly refer to technology integration. SUSD staff members are in fact very aware of technologies significance in the CCSS. Seventy-two percent of staff members provided a rating of 3, 4 or 5 sharing they mostly are aware of technology requirements in the CCSS. The scale above was a 1-5 scaled with 1 representing strongly disagree and 5 representing strongly agree. The evidence demonstrates that there exists a foundation of instructional use of technology within the district. There appears to be some discrepancy between the use of technology to engage students in collaborative and deeper learning with technology. This is demonstrated by the 42% teachers who model the use of multimedia on a daily or weekly basis and the 46% who do so on a “seldom or never” basis. More than 10 teachers are using the following tools: audio tools, Internet resources, and office productivity tools. There were many tools listed that were selected by less than three teachers including web development and course management tools. Using digital media and collaboration tools provides the ability to provide students multiple modality performance tasks; there seems to be a mix of implementation use as 56% of teachers selected seldom or never and 44% implement bimonthly or more often. Instructing digital citizenship components are also a mix, as 42% and 49% of teachers, respectively. Online collaborative activities provide students opportunities to professionally communicate and collaborate virtually. Eighty-eight percent of teachers seldom or never provide these experiences. Using technology to redefine learning and to promote creativity and innovation is a significant justification to maximize integration for student success. At this time, 10% of SUSD teachers responded that they agree or strongly agree that they receive help to redefine learning with technology, and 16% of teachers agree or strongly agree that they foster students' creativity, critical thinking, and development of innovative products and processes through the use of technology. As SUSD begins to implement a Learning Management System, teachers will begin to utilize this to provide collaboration, communication, and deeper learning. Seventeen teachers already intend to use the LMS to communicate and engage students in online discussions. The 32 teachers who are not sure how they will use the LMS will need coaching and professional development to insure the vision and procedures translates to student success.

Survey Results: Professional Development An ongoing professional development plan is essential for any educational institution to continue technology integration growth and engage in seamless redefinition of learning with technology. As technology is interwoven in the Common Core State Standards, an essential step is to demonstrate this cohesion. At SUSD only 14% of teachers believe there is sufficient training in the linkage of Common Core and technology. Assisting teachers in integrating tools such as digital media tools (i.e., video cameras), digital media resources (websites and Schoology LMS), video editing and digital storytelling tools, word processing and publishing tools, online research tools, online discussion tools, and gaming tools can be directly aligned to Common Core

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integration. For each tool mentioned above more than 2/3rd of teachers feel they rarely or never are provided adequate training. Classroom management with technology is also an important factor in teachers feeling comfortable using devices and programs with students; 75% of teachers feel they seldom or never receive training on appropriate use with students. Also, a shift in ubiquitous use of technology emphasizes the importance of teaching digital citizenship within content-specific lessons; 25% of teachers mention they always or sometimes integrate these skills into their curriculum. Overall, there is a need for technology-driven, strategic professional development as 67% of teacher disagree or strongly disagree that there is sufficient options for increasing instructional technology knowledge. Research shows5 an ongoing and relevant professional development program through job-embedded coaching and peer observations can aid in instructional growth. Sixty-six percent of teachers agree or strongly agree this form can assist them in increase their use of technology. Nevertheless, a strategic professional development program must be built that includes a coaching model. Survey Results: Community Input As part of the SUSD strategic planning process, community focus groups were held at each school site. One focus area defined is technology integration (Appendix C). In essence, the role of technology is that it is significant for engagement, deeper learning, and improving communication. Many participants also mentioned that technology allows for continuity between school and home. Concerns that were significantly brought up included the need for consistency of technologies as well as age-appropriate technology use, balance of technology and physical learning tools, and ongoing training/support for seamless integration and staying on the cutting-edge of educational technology.

5 http://www.instructionalcoach.org/images/downloads/presentations/Research_on_Professional_Development.pdf

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Student Learning Goals The following six goals are aligned to the National Educational Technology Standards for Students (Appendix D) developed by the International Society of Education (ISTE). These goals provide a concrete list of skills and tasks that students and staff will strive to master within the next three years. Each goal has been developed based upon data received and through the guidance of the Technology Sub-Committee. Benchmarks are established for each year to create realistic and measurable goals. Draft skills and indicators are listed in Appendix E. Aligned with the following Student Learning Goals, learning objectives and their activities will be defined by grade level in the coming months with the support of the Technology Sub-Committee.

Standard 1 - Creativity and Innovation Goal: K-8: Students will engage in content-driven experiences in which they will explore complex systems, predict future outcomes, and create relevant artifacts of learning. Strategy: With continuous access to digital media and other technologies, students will be immersed in a creative and engaged learning environment. Rationale: Excellence in our digital-age society relies on the ability to synthesize media and critically analyze its significance. Skills/Indicators: Developed by the Technology Plan Sub-Committee’s grade level teams, skills may include:

Developing digital graphic organizers Utilizing digital models and simulations to explore real-world systems Publishing original digital works both individually and collaboratively Demonstrating content mastery through creation of multimedia Developing hypotheses through use of online research tools

Benchmarks:

2014-15 2015-16 2016-17

By 2015, 50% of students and staff will meet this goal.



Standard 2 - Communication and Collaboration Goal K-8: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Strategy: Through the use of collaborative communication tools including a Learning Management System, Websites, interactive software, and virtual meeting software, students and teachers will regularly provide opportunities for digital communication and collaboration. Rationale: College and career-readiness involves being able to communicate using a variety of digital tools and collaborate both synchronously and asynchronously with peers both locally and at a distance. Skills/Indicators: These will be developed through grade-level teams in the Technology Plan Sub-Committee and may include:

Collaborating with peers through online projects Providing and sharing resources with students from diverse locations Presenting information to varied audiences Peer editing peers’ multimedia projects Utilizing online tools to communicate with teachers

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Benchmarks:

2014-15 2015-16 2016-17




Standard 3 - Research and Information fluency Goal: Students apply digital tools to gather, evaluate, and use information. Students consider the ethical use of information. Strategy: Students and teachers will utilize and model appropriate database usage, search engines, primary sources, and other digital research tools to promote digital literacy and develop evaluation skills in locating credible resources. Rationale: Through the use of online research, students have access to an infinite amount of information relating to academic content. Using such tools promotes self-directed learning which needs to be facilitated and promoted through critical evaluation of valid and invalid informational texts--a significant component of Common Core State Standards. Skills/Indicators: These will be developed through grade-level teams in the Technology Plan Sub-Committee and may include:

Using and navigating online library catalogue or search engine Analyzing and incorporating a wide variety of appropriate sources into their work Evaluating strength of resources when using a search engine Organizing data using a spreadsheet, chart, or graph Identifying and investigating a global issue and generating possible solutions using digital tools and

resources Demonstrating mastery of content by reviewing teacher provided research resources

Benchmarks:

2014-15 2015-16 2016-17




Standard 4 - Critical thinking, Problem Solving, and Decision Making Goal: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources Strategy: Students will plan, organize and create relevant artifacts using technology that promotes higher order thinking and critical analysis of surveying the most appropriate creation tool. Rationale: With an overload of competitive software and hardware available to our society, students must learn and be able analyze and develop flexibility in regards to which tools should and can be used to solve a problem. Rationale: With an overload of competitive software and hardware available in our society, students must be proficient in these technologies and be able to analyze and develop flexibility in regards to which tools can be used to solve a problem. Skills/Indicators: These will be developed through grade-level teams in the Technology Plan Sub-Committee and may include:

Creating graphs and charts using teacher guided instruction and selected tools Producing a media-rich digital story about a significant local event based on first-person interviews Creating story maps, word problems, or other graphic organizers for writer’s workshop or math word

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problem steps Using simulations and graphic organizers to explore and depict patterns (of growth such as the life

cycles of plants and animals or processes such as rock cycle, etc. Conducting science experiments using digital instruments and measurement devices Applying previous knowledge of digital technology operations to analyze and solve current hardware

and software problems

Benchmarks:

2014-15 2015-16 2016-17




Standard 5 - Digital Citizenship Goal: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Strategy: Using curriculum from Common Sense Media and other providers, teachers will promote and model digital citizenship strategies aligned to the Common Core State Standards and SUSD’s Responsible Use Policy. A balanced curriculum will be provided modeling both digital and non-digital access to learning. Rationale: In the digital age the effects of online behavior can dictate future success. Student must acquire knowledge and awareness to digital literacy, security, responsibility, ethics, and positive relationship to minimize cyberbullying and other negative and unethical digital behavior. Skills/Indicators: These will be developed through grade-level teams in the Technology Plan Sub-Committee and may include:

Explaining and demonstrating compliance with classroom, SUSD RUP (Responsible Use Agreement) rules and guidelines regarding responsible use of computers and networks

Practicing appropriate use of logins/passwords provided by district (Google Apps) Understanding copyright and intellectual property Identifying various cyberbullying situations and describe strategies to avoid and seek support Differentiating and identifying private and personal information, what is allowable to share and not to

share with strangers Using collaborative electronic authoring tools to explore common curriculum content from multicultural

perspectives with those of other learners Practicing injury prevention by applying a variety of ergonomic strategies when using technology

Benchmarks:

2014-15 2015-16 2016-17




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Standard 6 - Technology Operations and Concepts Goal: Students demonstrate a sound understanding of technology concepts, systems and operations. Strategy: Through regular access of technology and device usage, students will acquire technology skills through ongoing use and promotion of digital tools referred to in previous goals. Rationale: In order for students to be prepared for Smarter Balanced Assessments and effective project development with technology, they must have mastery of navigating a variety of technologies including keyboarding, file access and storage, and various commands. Skills/Indicators: These will be developed through grade-level teams in the Technology Plan Sub-Committee and may include:

Learn and use Google docs Write a scholarly essay using a text program while using proficient typing skills Troubleshoot basic technology issues Create multimedia presentation including text and video Take pictures of or video a finished project Integrate a variety of file types to create and illustrate a document or presentation. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with

teacher support

Benchmarks:

2014-15 2015-16 2016-17




Implementation Steps With oversight by the SUSD Technology Leadership Committee and School Board, the district is dedicated to strategically implementing the Student Learning and Professional Development goal sections of this plan by ensuring that the academic standards are supported by designated technologies described in the California Common Core Standards. Implementation of the plan’s Student learning goals and outcomes will be actualized through the purchasing of appropriate devices and resources, along with a fully aligned professional development program for teachers and support staff. This will require shifts in pedagogical practices from a teacher-centered classroom, to a fully student-centered classroom rich in 21st century skills, which include: communication, collaboration, critical thinking, creativity, problem solving, and responsible technology and digital use. As new curricula are adopted, it is essential that the review process include discussions with the Technology Leadership Committee to ensure alignment with the implementation process. Critical components of this implementation process are the ongoing review, assessment, and revision of each of the sections of this plan, as needed, to actualize the spirit and intention of this plan for student and staff success. Please refer to the Monitoring and Evaluation section in this document which specifically identifies the what, how, who, and when of each of the benchmarks. Gained from empirical evidence and researched best practices, the following implementation steps for the Student Learning component of this plan have been designated: First: Aligned with academic standards, needed technology skills and learning strategies will be identified and prioritized for successful, differentiated student learning experiences. Second: Student technology skills, grouped by grade levels (SUSD Technology Skills and Goals in Appendix E), will be developed by the SUSD Technology Leadership Committee.

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Third: In support of academic standards, student technology skills, and in alignment with scheduled teacher trainings, digital resources, hardware, and tools will be strategically identified, prioritized, and purchased to meet the needs of all learners. Fourth: Teacher workstations and student devices and resources are installed and configured in alignment with district policies and standards with the assurance that accessibility to these resources and devices are consistent, reliable, and available 24/7. Fifth: To ensure full alignment with student academic standards, technology skills/outcomes, and technologies accessible to all students, an ongoing professional development program will be designed and delivered to meet the diverse skills and needs of its staff in a variety of modalities, times and ‘places’ (e.g., physical and virtual). As teachers and support staff develop their technology and digital media skills for application within lessons and assignments, it is critical that the focus continues to be on student learning outcomes, as well as, classroom design and management. Curriculum will include concepts identified within the guidelines of the SUSD RUP (Responsible Use Plan) and digital citizenship content for students and staff. Sixth: Teachers and staff will fully understand, model, and deliver lessons within the academic program to reflect responsible use as defined in the RUP and the chosen digital citizenship curriculum. Seventh: Students will demonstrate a clear understanding and application of the SUSD guidelines for the appropriate and safe use of resources and devices as described in the RUP and reinforced within the SUSD digital citizenship curriculum. Eighth: Students will be provided with an understanding and the necessary support to utilize the technologies and digital resources during their learning process and creating of digitally-rich student products. The following items provide a list of detailed items and actions in support of the above implementation steps:

Update teacher workstations to include: High-end laptop Projection device (meets brightness standard) Document Camera Sound amplification

Hardware and software Procurement Allow for continual access to students devices:

160 new devices by 2016 320 new devices in 2017 480 devices by 2018

Adopt software that is vetted through an evaluation process and is device independent and promote higher order thinking

Monitor and upgrade infrastructure as needed Update learning environments and opportunities

Allow for consistent access to Google Apps for Education Identify Maker space areas Provide blended opportunities for learning through Schoology and enrichment via MOOCs Create a standards for digital portfolio creation

Provide ongoing professional development for technology integration, digital citizenship, and digital communication strategies

Coaching Collaborative meeting focus Workshops Conferences

Create a technology liaison representative One liaison from each site with some DLT representation Meeting monthly with technology department Form the new Technology Planning Sub-Committee

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Create standards of practice: Google Apps Schoology Typing Program

Create a standard/guidelines for digital communication to stakeholders Classroom website policy Social Media policy Gradebook update policy

Provide IT support District services Site-based Student Tech Leadership Program (i.e., MOUSE Squad)

Professional Development A key component of technology integration and sustainability is ongoing professional development. Adopting the international standards for technology and learning for teachers called ISTE Standards for Teachers (Appendix D), professional development offerings will be guided by these standards, which fully correlate with the ISTE Standards for Students (Appendix D). All professional development is, therefore, to be aligned with student outcomes as listed in the Student Learning Goals section of this plan. The Technology Integration Matrix developed by the University of South Florida is a framework focusing on technology use for: Active, Collaborative, Constructive, Authentic, and Goal-directed learning. Teachers and other stakeholders will use this framework to continually evaluate, self-assess, and build their infusion of technology focused on redefining teaching and learning. A best practice in professional development is to ensure the offering of a variety of opportunities to access growth including: attendance at in-house workshops, access to virtual webinars, grade-level meetings/professional learning communities (PLC), attendance at technology conferences, and job-embedded professional development that include peer observations, co-teaching, and model lessons. Data will continuously be collected to ensure the validity and relevancy of the professional development events and resources. Participating teachers will each have an “individual learning plan” in which to focus and monitor the progression of their growth areas. In order to create a vision for continuous growth, site and district administrators will be expected to access, review, and engage in professional learning with technology. This will include:

• Participating in Leadership conferences and trainings in using technology with 21st Century skills • Accessing online resources, tutorials, and webinars for educational technology leadership • Modeling the use of these tools to streamline administrative functions (eg., post agenda items for staff

meeting in Google Docs and/or Schoology)

Implementation Steps The following steps have been developed with SUSD’s Student Learning Goals wholly in mind. Many of the steps mirror those in the previous Student learning section: First: To ensure full alignment with student academic standards, technology skills/outcomes, and needed technologies accessible for all student learners, an ongoing professional development program will be designed, scheduled, and delivered to meet the diverse skills and needs of its staff in a variety of modalities, times and ‘places’ (e.g., physical and virtual).

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Second: Professional development curriculum will incorporate: research-based pedagogical strategies and practices to ensure successful learning for all learners; technology and digital media skills in support of academic standards, lesson design, and physical and/or developmental needs; classroom design and management skills for the ongoing, comprehensive and seamless integration of technology in support of the academic standards and the SUSD RUP; concepts identified within the guidelines of the SUSD RUP (Responsible Use Plan) and digital citizenship content for students and staff. Third: Teachers and staff will demonstrate their understanding of safe and responsible use of technology by designing and modeling lessons within the academic program as defined in the RUP and chosen digital citizenship curriculum. Fourth: Teachers will develop an individualized learning plan, which reflects targeted skills for 21st century learning as designated in the ISTE Standards for Teachers and the California Common Core Standards. Fifth: In support of student learning goals and objectives, teachers and staff will continue to seek professional development opportunities, in a timely manner, which best align with their particular learning styles. (Please refer to “Professional Development – Multiple Opportunities”. The following table provides an overview of professional development expectations for teachers and staff in support of the above implementation steps:

Type 2014-15 2015-16 2016-17

Workshops/ Trainings/Staff meetings

Three Full day training at start of school focused on LMS, document workflow, collaboration, and multimedia (Fall, Winter and Spring). Informal lunch meetings and/or after school drop-in meetings twice/month at each site K-8 Two teachers at each site share conference findings/learning



Grade-Level/Depart. Meetings

5 meetings focused on technology tools and process. Integration and modeling at every meeting including Google apps, organizing resources in the LMS, etc. Two teachers at each site share conference findings/learnings

8 meetings highlight technology tools and process. Integration and modeling at every meeting including Google apps, organizing resources in the LMS, etc. Two teachers at each site share conference findings/learnings

10 meetings highlight technology tools and process. Integration and modeling at every meeting including Google apps, organizing resources in the LMS, etc. Two teachers at each site share conference findings/learnings

Conferences Eight teachers, one from each grade level, attend one educational technology conference

Eight teachers, one from each grade level, attend one educational technology conference

Eight teachers, one from each grade level, attend one educational technology conference

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Type 2014-15 2015-16 2016-17

Job-Embedded Model Lessons/Coaching

Coach works with teachers at least 4-hours a month per teacher Coach develops standardized online templates, resources, etc. Coach advises on classroom design and management Coach provides model lessons for teachers once a month Teachers peer coach/observe each other twice a year



Online Resources Once/Month create Schoology/Wiki to include Video clips, best practices, student examples, teachers contribute to resources, simulations, include subscription based videos; broadcast update notifications to staff Teachers will view at least one webinar a year relating to technology integration

Twice/Month update through notifications/ broadcasts to staff updates to Schoology/Wiki which includes Video clips, best practices, student examples, teachers contribute to resources, simulations, include subscription based videos; broadcast update notifications to staff Teachers will view at least two webinars a year relating to technology integration

Once/week update through notifications/ broadcasts to staff updates to Schoology/Wiki which includes Video clips, best practices, student examples, teachers contribute to resources, simulations, include subscription based videos; broadcast update notifications to staff Teachers will view at least three webinars a year relating to technology integration

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Professional+Development+1+Multiple+Opportunities:+ Some options of tools and topics to be covered may include:

Using videos Collecting data Communicating with parents Creating projects Paperless collection and digital feedback Digital Storytelling Digital/collaborative writing Blogging Virtual Posters Digital Presentations Digital Research Virtual Field Trips Online discussions Online assessments Online quizzes Online Flashcards Virtual meetings and conferences Copyright Podcasting Website/wiki creation Online mind mapping Video production Digital posters and pamphlets/brochures Spreadsheets Navigating Desktop Applications Using websites for instruction including videos and research Creating a blended learning environment Developing global collaborative projects Minecraft Digital Modeling and Design Digital Citizenship Online course development Coding/Programming 3-D Printing/Scanning and Design

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Infrastructure and Devices

Description Status 2013-2014 Goal 2014-2017

Network Backbone (School and classroom internet connection hardware)

Wired (recently upgraded at each site to support increase bandwidth, standardize network and replace aging equipment)

1 Gig Fiber-1 Gig Switches (6-8 year life cycle)

Evaluate upgrades Site to Site dark fiber

Wireless (1 access point/ room, support 30 users / classroom to maximize performance)

80% coverage

100% coverage

WAN Connection (Internet can upgrade as use requires)

Comcast 100M Incremental increases as needed

Fiber (if cost effective)

Content Filtering (Required by E-rate provides internet safety)

Presently upgrading Evaluate

Site Computer Labs

Lab defined as 30 computers, instructor led computer skills, run desktop programs)

1 Lab per Elementary School 2 Labs at Redwood

Media Lab/ Maker support Roving carts of computers (i.e.,

Chromebooks and iPads)

User Management

User account creation, maintenance, password control, for many systems)

Common user name structure Manual entry, manual import

Auto update Improved management tools

Classroom Student Technology

Devices (iPads chromebooks, android, etc… Prime focus on

Unmanaged iPads Elementary- 1 Chromebook cart Middle- 2 Chromebook carts Device life cycle 3 to 4 years

One to one classroom devices Primary Chromebook Mix of Teacher and managed

iPads or other

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Chromebooks, support our 1:1 goal)

Device Storage (security for student devices)

Not standardized Built in or mobile as required

Device Power (Load management power supply, Managed 110v for flexibility)

Manual (reduces battery life) Smart chargers

Device Management (System to manage devices, upgrades, users etc…)

Not standardized Managed systems

Data Storage

Local Samba server Google drive

Google Drive

Teacher Multi-Media Station (Primary classroom delivery hardware)

Projection, Document, Audio, Video, etc.

Not standardized Standard suites based on grade level

Site Staff

Administration office machines)

Admin 5 year cycle starting this year

Continue upgrades

Phone System

VOIP to POTS Ongoing Integration with Intercom

Conference Rooms

Location for small meeting or support for staff meetings. One or more setups per school.

Fixed or mobile projector + screen and speakers

Update, add apple TV or equivalent

Printing

Printing (Classroom, student projects, lesson sheets)

Elementary- Hallway B&W Middle- Classroom B&W Lab- Color, B&W Age 4-10 years

Push to online grading Continued support Update equipment

Copy/Scanning Site copier/scanner Evaluate needs

Special (Custom jobs) DO Plotter 3-D printer, Makers support

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Printer Management (How do portable devices prints, where?)

Manual Support for BYOD/mobile printing Printer Utilization

Inventory

Tagging (SUSD asset or small tag labeling)

Manual Streamline process

Inventory Update (Site room and user)

Walk Thru Outside contract

Network based Policy updates

Deployment (how is hardware delivered and managed)

Manual Managed system Policy update Optimize equipment use (move to

where needed)

Surplus (how is hardware retired, repurposed)

Manual (5-7 year life cycle) Based on plan needs and assessment

Budget

The budget below summarizes the estimated costs for full 1:1 implementation by 2017 of Chromebooks and/or Tablet devices. Although it is the hope for SUSD to become BYOD the budget below does include a device for every student along with a standardized teacher workstation. Infrastructure and teachers stations were updated in the 2013-14 school year. Professional development will be included in both a separate line item as well as personnel costs through a coaching model. Items 2014-15 2015-16 2016-17 Total # of Student Devices (Chromebooks, iPads, charging stations, and headphones)

4 carts of 30 Chromebooks and 20 iPads



Student Device Cost 1 Chromebook cart per site 20 iPads to support Math/Science and Special Education $58,000 $58,000 $58,000 External Professional Development $20,000 $20,000 $20,000 1.0 FTE Technology Director $140,000 $140,000 $140,000 2 - 1.0 FTE Instructional Technology Coaches* $110,000 $110,000 $110,000 Replacement/Maintenance/Software including purchasing new teacher devices $22,000 $22,000 $22,000 TOTAL $350,000 $350,000 $350,000 *Elementary Technology Teacher is not included in this budget, but role will be shifted to a coach

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Monitoring and Evaluation An accountability system has been established to insure the technology plan’s goals and vision are met and revised accordingly. The table below lists tasks/strategies, group/people responsible for monitoring, and suggested times for the evaluation components. A Technology Leadership Committee will be formed representing all stakeholders to continue to monitor, evaluate, and revise the plan.

Strategies for Evaluation Person(s) Responsible Timeline

Review the technology plan. Identify progress and plan for annual modifications. Use surveys and assessment tools to evaluate the level of technology integration in classrooms including analytics from the LMS Use surveys to gather data on student technology literacy. Analyze the results and modify the curricula Use surveys, informal observations, and digital artifacts/portfolios to gather data on the technology proficiencies of staff Analyze the results and modify the Technology PD plan align to district PD plan Review the technology professional development plan and align to district technology plan Make sure there are ample opportunities for technology integration training Review evaluations from PD courses. Make modifications if needed. Evaluate infrastructure and devices/carts including network speed and connectivity Research funding and grant opportunities Research and plan equipment purchasing Develop/Evaluate a parent education plan

Technology Leadership Committee Technology Leadership Committee Technology Leadership Committee Technology Leadership Committee /Grade level teams Technology Leadership Committee Technology Leadership Committee Technology Leadership Committee Technology Leadership Committee Technology Leadership Committee Technology Leadership Committee /IT Department Administration Administration Administration Technology Leadership Committee Administration

At the end of each semester Spring Fall and Spring Summer Winter Spring/summer Summer End of each Semester Spring End of each Semester Ongoing Spring/Summer Winter/Spring Winter or Spring Winter or Spring

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References!

See the online bibliography to access resources: http://easybib.com/public/list/key/ef5ace "8 Tips and Tricks to Redesign Your Classroom." Edutopia. Web. 23 June 2014.

"BYOD Success Stories." District Administration Magazine. Web. 21 May 2014.

"Curriculum Documents." Long Beach Schools. Web. 23 June 2014.

"Fast Company | Business + Innovation." Fast Company. Web. 23 June 2014.

"Framework for 21st Century Learning - The Partnership for 21st Century Skills." Framework for 21st Century

Learning - The Partnership for 21st Century Skills. Web. 23 June 2014.

The Independent. Independent Digital News and Media. Web. 22 May 2014.

"ISTE Standards For Students and Profiles." ISTE Standards For Students. Web. 22 June 2014.

"ISTE Standards." ISTE Standards. Web. 22 June 2014.

“Partnership for 21st Century Skills.” 2014. Retrieved on May 3, 2014, from http://www.p21.org/

"SAMR." Kathy Schrock's Guide to Everything. Web. 23 June 2014.

"Scope and Sequence - Maple Lake Computer Technology." Scope and Sequence - Maple Lake Computer

Technology. Web. 23 June 2014.

"Six-Step Process in Creating a Technology Plan." Home Page. Web. 23 June 2014.

"Strategic Technology Plan." Pingry School:. Web. 23 June 2014.

"TIM: The Technology Integration Matrix | A Video Resource Supporting the Full Integration of Technology in

Florida Schools." Technology Integration Matrix. Web. 23 June 2014.

"Wallenberg Hall at Stanford University." Wallenberg Hall at Stanford University. Web. 23 June 2014.

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Appendices

• Appendix A: Needs Assessment Survey for Teachers

• Appendix B: Needs Assessment Survey for Teachers - Results

• Appendix C: SUSD Strategic Plan Community Input - Technology

• Appendix D: ISTE Standards for Students and Teachers

• Appendix E: SUSD Student and Staff Technology Skills and Goals

5/6/2014 Teacher Needs AssessmentV2 - Google Forms

https://docs.google.com/forms/d/1-hKogTALEiXSY1iNfK3-n9DEGZQFXi5f16csyaF4GUs/edit 1/14

SUSD Teacher Needs Assessment for Technology* Required

1. As an educator I use the following to assist in teaching, learning, and/or productivity: *Check all that apply.

smart phone

ipad

chromebook

tablet as doc camera

apple tv

chromecast

evernote

google hangouts

google drive

Online forms

Schoology

Powerschool gradebook

Calendar

Email

Class website

Other:

District Criteria, Protocol, and Procedures

Jason Borgen

Appendix A



2. Clear and specific procedures/protocols in the district and/or site include the following: *Mark all that applyCheck all that apply.

Various tools are used to facilitate communication amongst stakeholders

Internet Responsible Use policies and procedures are defined for all stakeholders

The proper use of technology equipment/resources

District website (e.g., teacher pages)

Technology donations

Recycling out-dated equip’t & resources

Consistent design and format for teacher websites

Keyboarding program is being used in my class

None of the above

Other:

3. Comments on the above and orNot Required

Equitable and Consistent AccessEquitable, robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders.

NOTE: Regular Access refers to access to devices 2-3 times a week.

4. My students and I have access to devices and digital resources on a regular basis. *Mark only one oval.

1 2 3 4 5

Strongly Disagree Strongly Agree



5. Comments on the above

6. I know how to access and share digital files online *i.e., Student File Server, Google Docs, Dropbox, Schoology, etc.Mark only one oval.

1 2 3 4 5


View the video to better understand online file storage andsharing.

http://youtube.com/watch?v=8QYo8MFCsgcGoogle Docs - Storing/Accessing Files Online



7. From your perspective do ALL students and teachers have access to the following during theschool day. *Mark all that applyCheck all that apply.

Course handouts & notes online

Variety of instructional websites

Software and digital resources

Student desktop

Student Laptops

Student tablets

Printers

Communication tools (e.g., Schoology, email)

Access to student grades

None of the above

Other:

8. I differentiate/personalize learning activities to address students’ diverse learning styles,working strategies, and abilities using digital tools and resources. *View an article on personalized learning and technology here: http://www.edutopia.org/stw-differentiated-instruction-ten-key-lessonsMark only one oval.

1 2 3 4 5


9. I regularly utilize, model, and encourage students use of digital tools... *Mark only one oval.

Daily

Weekly

Bimonthly

Monthly

Seldomly

Never



10. I use Schoology and/or Classroom website(s) for.... *Mark all that applyCheck all that apply.

Providing Handouts

Listing homework

Providing class information

Providing supplemental resources related to instruction

Listing online tutorials

Engaging students in collaboration

Providing an area for online assignment submission

Creating Content

Sharing Content

Share and/or publish student work

Accessing PD

Collaborating with colleagues

None of the above

Other:

11. Web-based or software writing programs for each grade level are consistently being utilizedby all teachers. *i.e., Word, Google Docs, etc.Mark only one oval.

1 2 3 4 5


Stakeholder CommunicationReview the following resources to get a better idea of stakeholder communication:

1. http://www.highdefteacher.com/features/parents.php2. https://www.edsurge.com/n/a-teacher-s-guide-to-communicating-with-parents

12. The district website provides easily accessible, current and relevant information/data/formsfor students, teachers, and the community. *Mark only one oval.

1 2 3 4 5




13. I communicate to students, parents, colleagues and other stakeholders using the followingtools: *Mark all that applyCheck all that apply.

Classroom Website

Email

SMS Reminder System (i.e, Remind 101)

School Messenger

Social Media

PowerSchool

Schoology

None of the above

Other:

14. I regularly communicate electronically with students... *Using one or more of the communication tools listed in previous questionMark only one oval.

Daily

Weekly

Bimonthly

Monthly

Seldomly

Never

15. I provide the following information to my students:

By using web-based communication tools, students are able to collaborate with their peers on assignments, gain support and feedback from their teachers, etc…..

View video to get a sense of Online Collaboration



16. I encourage students to communicate with one another online. *View some online collaboration resources here: http://www.schrockguide.net/online-student-collaboration.htmlMark only one oval.

1 2 3 4 5


Instructional Use

http://youtube.com/watch?v=PCy-e1Dtr3YOnline Collaboration

Watch the video below to get a sense of using technology forassisting students in developing innovative products.



17. I foster students' creativity, critical thinking, and development of innovative products andprocesses through the use of technology. *Mark only one oval.

1 2 3 4 5


18. I am aware of the technology requirements in the new Common Core State Standards. *View all CCSS standards that infer the use of technology here: http://bit.ly/ccss-techMark only one oval.

1 2 3 4 5


19. I do the following in my classroom... *Mark only one oval per row.

Daily Weekly Bimonthly Monthly Seldomly Never

Incorporate digital media andcollaboration toolsAdvocate and practice safe, legal,and responsible use of informationand technologyAssign student collaborativeactivities onlineModel the use of multimediaduring lessons and assignments.

http://youtube.com/watch?v=d59eG1_Tt-Q



20. I include the following mediums/digital resources within student assignments: *View videos of one or more of the examples below here: http://fcit.usf.edu/matrix/digitaltools.phpCheck all that apply.

Audio Tools

Digital Imaging Tools

Drawing Tools

Graphic Organizer Tools

Interactive Whiteboards

Internet Resources

Mobile Devices

Presentation Tools

Productivity Tools

Spreadsheet Tools

Video Tools

Web 2.0 Tools

Web Development Tools

Word Processing Tools

Simulation

Course Management Systems

None of the above

View on of the SAMR Model Articles below.

1. https://sites.google.com/a/msad60.org/technology-is-learning/samr-model2. http://edofict.wikispaces.com/SAMR+Examples

21. I regularly redefine my use of technology with students. (SAMR Model). *Mark only one oval.

1 2 3 4 5




22. I intend to use Schoology as an instructional tool for: *Check all that apply.

Communication with students and parents

Discussions

Activities

Assignments

Assessments

Adding curriculum/instruction online

Not sure yet

Other:

Professional Development

23. I am provided sufficient options for increasing my knowledge and practice for integratingtechnology in my classroom. *Mark only one oval.

1 2 3 4 5




24. I receive professional development and follow-up support to apply the following for teachingand learning: *Mark only one oval per row.

Always Sometimes Rarely Never

Digital media tools (i.e., Videocameras, Mics, etc.)Digital media resources (i.e,Schoology, websites, software)Video Editing/Digital Story Telling(i.e., Movie Maker, Animoto,Pixie, Go Animate, etc.)Word ProcessingDigital Presentations (i.e.,PowerPoint, Prezi, etc.)Online ResearchMap Creation (Google Maps)Digital Poster creation (i.e.,Glogster, Comic Life)Online DiscussionsOnline writing/publishing (i.e.,Blogs, Google Docs, etc.)

Digital Privacy, Copyright, andPlagiarismPodcasts/Screencasts Classroom management oftechnology (i.e., security,maintenance, etc.)

Gaming (i.e., Minecraft)

25. I am provided training and ongoing support in the district’s network storage tools *For storing and sharing digital files with colleagues and studentsMark only one oval.

1 2 3 4 5


26. I am provided sufficient opportunities for understanding and applying how technologysupports the Common Core Standards. *Example: Resources shared by staff such as this: http://catlintucker.com/2012/05/10-tech-tools-to-effectively-teach-the-common-core-standards-english-math/Mark only one oval.

1 2 3 4 5


View video below to get a sense of Job-Embedded PD and PeerCoaching



27. I observe other teachers (and vice versa) as they apply innovative and effective uses oftechnology in the classroom to increase my knowledge & practices. *Mark only one oval.

1 2 3 4 5


28. I would benefit from job-embedded instructional coaching on using technology. *Review the presentation to get a sense of instructional coaching for technology:http://prezi.com/nt2rouwnkt0q/instructional-coaching-with-technology/Mark only one oval.

1 2 3 4 5


http://youtube.com/watch?v=am3Mn_Wq4w4Job Embedded Professional Learning



29. My preferred form(s) of Prof Dev is: *Choose your Top two choices only.Check all that apply.

Online

Face to Face - Hands-on workshops

Blended learning: F2F and online

With a coach

Observation of model lessons

Peer support

Other:

30. General Comments about Professional DevelopmentNot Required

31. My School Site *Mark only one oval.

Argonaut

Foothill

Saratoga

Redwood

32. How long did the survey take?

33. General Comments of this Survey?

Feedback on Needs Assessment

7/1/2014 SUSD Teacher Needs Assessment for Technology - Google Forms

https://docs.google.com/forms/d/1-hKogTALEiXSY1iNfK3-n9DEGZQFXi5f16csyaF4GUs/viewanalytics 1/24

smart phone 20 8%

ipad 18 8%

chromebook 5 2%

tablet as doc camera 4 2%

apple tv 5 2%

43 responsesView all responses Publish analytics

Summary

As an educator I use the following to assist in teaching, learning, and/orproductivity:

Edit this formJason BorgenAppendix B



chromecast 2 1%

evernote 6 3%

google hangouts 3 1%

google drive 16 7%

Online forms 13 5%

Schoology 15 6%

Powerschool gradebook 21 9%

Calendar 29 12%

Email 42 18%

Class website 26 11%

Other 12 5%

Various tools are used to facilitate communication amongst stakeholders 28 23%

Internet Responsible Use policies and procedures are defined for all stakeholders 19 16%

The proper use of technology equipment/resources 18 15%

District website (e.g., teacher pages) 22 18%

Technology donations 12 10%

Recycling out-dated equip’t & resources 6 5%

District Criteria, Protocol, and Procedures

Clear and specific procedures/protocols in the district and/or site include thefollowing:



Consistent design and format for teacher websites 5 4%

Keyboarding program is being used in my class 5 4%

None of the above 6 5%

Other 1 1%

Comments on the above and or

It seems pretty mishmash right now. Lots of things, not a lot of training or enough broadband to

support everyone. Ok, the edu-babble is too thick here. What are you asking me? Some

procedures/ protocols may be in place already within the district but I am unfamiliar with them.

The staff has mostly been unsupported in the classroom over the years for audio/visual

equipment configuration and troubleshooting problems.Staff are responsible for designing and

constructing their own hardware models in the classroom. This year there was a decreased

technology staff support. Hardware issues should be addressed. Many staff members have

spent hours "self training" in order to get hardware issues resolved rather than time spent on

developing lesson plans and grading for students. Now even more so due to less support

staff. I'm not sure understand the statement. I don't know if I have reviewed the

Responsible use policy recently. I have not read the procedures/protocols for other topics in the

list if they exist. It seems to be up to the teachers/room parent to create a website for each

class. There are no expected guidelines for website and technology in each class is varied

greatly. It is also up to lower grade teachers to facilitate instruction in the computer lab. With

smarter balanced assessments it would be hugely beneficial for the district to consider providing

a consistent lab teacher for grades K-2 or 1-2 like in the past. Some teachers are more

comfortable than others teaching computer skills which leads to inconsistencies in lab

instruction. There is nothing in writing or otherwise stated for Redwood. I'm not sure I

understand exactly what you are asking. I am completing this as a site administrator --

thanks! Protocols are somewhat hard to find. You have to know what to ask for, or who to

ask.

Equitable and Consistent Access

My students and I have access to devices and digital resources on a regularbasis.



1 15 35%

2 16 37%

3 6 14%

4 3 7%

5 3 7%

Comments on the above

I only have one computer in my room, which is the one I use. There is not technology available

unless I take them to the computer lab or let them use my computer. Computers in classroom

run extremely slow. Can only access computer lab once a week, signed up early in school

year. Access to working, usable classroom computers and digital resources is almost non-

existent. I have to use my own laptop in order to utilize my LSD projector. While I have

access daily, my students do not have access more than once or twice a week. Lab is

impacted and we get to go once/week. We do not have access to iPads yet in grade 1.

Teaching equipment is used daily such as TV and Elmo. We use the classroom computers

for writing, research, Reading Counts, Math Games. Children have subscription to Sum Dog for

use mostly outside the classroom at home. We do not use the computer lab. I would like to

have 2nd grade computer centers again. The only piece of technology I have in my class is

my laptop computer but I would like more. Aren't these the same question? Outdated

resources iPad in PE and LCD projector I use my own iPod Because of the lack of

computers, no my students don't have equitable access to the media center computers. I also

have a problem on a regular basis connecting to wifi, sometime can't even turn in my

attendance electronically. Also, have a problem with "emerging technologies". I think that we are

way behind in this category. I think we, this year, are trying to catch up so that is improving.

Is this the same question twice? Even though we have access to the lab, we have problems

every time. Some computers won't connect to the internet. Kids have trouble saving work on

some of the computers. I don't think our process for saving student work is very user friendly.

Is this the same question being asked twice? The only limit is that there are now only 3

student devices available for use during Library time. Of the six computers in my classroom

to which students have access, four have been purchased by me. The Android tablet and iPad I

have are also my own purchases. While I am not seeking high-cost state-of-the-art technology, I

am seeking resources and devices that can be provided by someone other than me. There also

simply are not enough devices for a large proportion of students to have consistent access to.

There are no student computers of any kind in my room. unless I sign up for a lab space at

least 2-3 weeks in advance, there is little access We need classroom computers. The 2 labs

are always taken and there is rarely availability. Since opening up a new Kinder classroom

this year, I have only one teacher computer, no TV, no computer, no ipads, no projector. Maybe



1 7 16%

2 10 23%

3 11 26%

4 7 16%

5 8 19%

4 times this year I have been able to show a youtube video on my teacher computer. I have

taken my class to the computer lab about 5 times for Pixie acess. Mostly in the lab. Other

devices are too few or limited mainly within my classroom, not outside it...computer lab is

locked not enough training to start computers, need more access. The few computers I have

in my room rarely work and my teacher computer is slow and would be difficult to hook up to the

Elmo, projector or TV We have access but a lot of the time things are working correctly. For

example router is not connecting, documents are not saving and the printers are not working. So

being able to go to the lab is great but a waste of time if these things are not working. My

students have access to my 3 working, out-dated , classroom computers for math games,

reading counts, and research projects. We use a projector and Elmo in class and a T.V. We

go to the computer lab 1x a week for 45 minutes. I have no computers in my classroom except

my teacher computer. i use my own lap top if needed. i do not have a VCR or DVD player.

View the video to better understand online file storageand sharing.

I know how to access and share digital files online

From your perspective do ALL students and teachers have access to thefollowing during the school day.



Course handouts & notes online 7 7%

Variety of instructional websites 11 11%

Software and digital resources 6 6%

Student desktop 5 5%

Student Laptops 1 1%

Student tablets 1 1%

Printers 21 20%

Communication tools (e.g., Schoology, email) 19 18%

Access to student grades 12 12%


Other 7 7%

I differentiate/personalize learning activities to address students’ diverselearning styles, working strategies, and abilities using digital tools andresources.



1 11 26%

2 13 30%

3 10 23%

4 8 19%

5 1 2%

Daily 11 26%

Weekly 14 33%

Bimonthly 2 5%

Monthly 1 2%

Seldomly 9 21%

Never 6 14%

I regularly utilize, model, and encourage students use of digital tools...

I use Schoology and/or Classroom website(s) for....



Providing Handouts 11 9%

Listing homework 12 9%

Providing class information 22 17%

Providing supplemental resources related to instruction 13 10%

Listing online tutorials 6 5%

Engaging students in collaboration 2 2%

Providing an area for online assignment submission 4 3%

Creating Content 6 5%

Sharing Content 9 7%

Share and/or publish student work 5 4%

Accessing PD 9 7%

Collaborating with colleagues 10 8%


Other 7 5%

Web-based or software writing programs for each grade level are consistentlybeing utilized by all teachers.



1 21 49%

2 8 19%

3 10 23%

4 3 7%

5 1 2%

1 2 5%

2 3 7%

3 12 28%

4 14 33%

5 12 28%

Stakeholder Communication

The district website provides easily accessible, current and relevantinformation/data/forms for students, teachers, and the community.

I communicate to students, parents, colleagues and other stakeholders usingthe following tools:



Classroom Website 26 25%

Email 41 39%

SMS Reminder System (i.e, Remind 101) 5 5%

School Messenger 2 2%

Social Media 3 3%

PowerSchool 14 13%

Schoology 8 8%


Other 6 6%

Daily 8 19%

Weekly 7 16%

Bimonthly 1 2%

Monthly 2 5%

Seldomly 10 23%

Never 15 35%

I regularly communicate electronically with students...

I provide the following information to my students:

When I say weekly, I mean that I receive emails from students at least once a week with

various questions or concerns while they are working from home. copies of assignments,

clarification on task requirements, brainstorming help, assignment/project due dates, quiz/test

dates, and more. Again, fewer than 25% of my students even know their Schoology log-in

information. Closer to 50% know they have access to a Google Drive account. I would love to

be able to provide that information to them, but it is not under my purview. homework, answer

questions, reminder of dates, information back such as grades on assessments homework

handouts to their parents only. I do use the IPAD and Apple TV for primary language

skills/communication skills/primary math and alphabet/reading skills. I send e-mails to

parents and a written newsletter bi-monthly. I have a class website that we use to post

information, pictures, videos and comments. I email a few times per month to the student's

parents so they know what is going on. I update grades every day. I also reply to any emails

sent by a student within a 24 hour window (usually less). Every Monday the homework is posted

online for the week. Homework, assignment resources and many other things, depending on

the project and unit of study. My newsletters cover everything we're doing in class and a

calendar of important dates. I communicate weekly with parents via email. My students are

too young to access email by using a website and now Schoology, as far as technology goes.



1 28 65%

2 4 9%

3 6 14%

4 5 12%

5 0 0%

1 13 30%

2 12 28%

3 11 26%

4 4 9%

5 3 7%

I also use email. upcoming tests, last minute assignments, reminders for assignments due

View video to get a sense of Online Collaboration

I encourage students to communicate with one another online.

Instructional Use

Watch the video below to get a sense of usingtechnology for assisting students in developinginnovative products.

I foster students' creativity, critical thinking, and development of innovativeproducts and processes through the use of technology.

I am aware of the technology requirements in the new Common Core State



1 6 14%

2 6 14%

3 10 23%

4 15 35%

5 6 14%

Daily 7 16%

Weekly 9 21%

Bimonthly 3 7%

Monthly 0 0%

Seldomly 11 26%

Never 13 30%

Daily 12 28%

Weekly 9 21%

Bimonthly 0 0%

Monthly 4 9%

Seldomly 9 21%

Never 9 21%

Standards.

Incorporate digital media and collaboration tools [I do the following in myclassroom...]

Advocate and practice safe, legal, and responsible use of information andtechnology [I do the following in my classroom...]

Assign student collaborative activities online [I do the following in myclassroom...]



Daily 0 0%

Weekly 0 0%

Bimonthly 3 7%

Monthly 2 5%

Seldomly 9 21%

Never 29 67%

Daily 12 28%

Weekly 6 14%

Bimonthly 2 5%

Monthly 3 7%

Seldomly 7 16%

Never 13 30%

Model the use of multimedia during lessons and assignments. [I do thefollowing in my classroom...]

I include the following mediums/digital resources within student assignments:



Audio Tools 12 10%

Digital Imaging Tools 4 3%

Drawing Tools 5 4%

Graphic Organizer Tools 6 5%

Interactive Whiteboards 2 2%

Internet Resources 20 17%

Mobile Devices 8 7%

Presentation Tools 11 9%

Productivity Tools 2 2%

Spreadsheet Tools 3 3%

Video Tools 6 5%

Web 2.0 Tools 3 3%

Web Development Tools 1 1%

Word Processing Tools 11 9%

Simulation 4 3%



Course Management Systems 2 2%


1 26 60%

2 5 12%

3 8 19%

4 2 5%

5 2 5%

Communication with students and parents 9 12%

Discussions 8 11%

Activities 6 8%

Assignments 7 9%

Assessments 3 4%

Adding curriculum/instruction online 6 8%

Not sure yet 32 42%

View on of the SAMR Model Articles below.

I regularly redefine my use of technology with students. (SAMR Model).

I intend to use Schoology as an instructional tool for:



Other 5 7%

1 19 44%

2 10 23%

3 11 26%

4 3 7%

5 0 0%

Always 1 2%

Sometimes 7 16%

Rarely 12 28%

Never 23 53%

Always 2 5%

Sometimes 18 42%

Rarely 20 47%

Never 3 7%

Professional Development

I am provided sufficient options for increasing my knowledge and practice forintegrating technology in my classroom.

Digital media tools (i.e., Video cameras, Mics, etc.) [I receive professionaldevelopment and follow-up support to apply the following for teaching andlearning:]

Digital media resources (i.e, Schoology, websites, software) [I receiveprofessional development and follow-up support to apply the following forteaching and learning:]



Always 1 2%

Sometimes 3 7%

Rarely 15 35%

Never 24 56%

Always 3 7%

Sometimes 7 16%

Rarely 8 19%

Never 25 58%

Always 2 5%

Sometimes 5 12%

Rarely 13 30%

Never 23 53%

Video Editing/Digital Story Telling (i.e., Movie Maker, Animoto, Pixie, GoAnimate, etc.) [I receive professional development and follow-up support toapply the following for teaching and learning:]

Word Processing [I receive professional development and follow-up support toapply the following for teaching and learning:]

Digital Presentations (i.e., PowerPoint, Prezi, etc.) [I receive professionaldevelopment and follow-up support to apply the following for teaching andlearning:]

Online Research [I receive professional development and follow-up support toapply the following for teaching and learning:]



Always 6 14%

Sometimes 4 9%

Rarely 11 26%

Never 22 51%

Always 1 2%

Sometimes 3 7%

Rarely 10 23%

Never 29 67%

Always 1 2%

Sometimes 0 0%

Rarely 10 23%

Never 32 74%

Always 3 7%

Sometimes 11 26%

Rarely 14 33%

Never 15 35%

Map Creation (Google Maps) [I receive professional development and follow-upsupport to apply the following for teaching and learning:]

Digital Poster creation (i.e., Glogster, Comic Life) [I receive professionaldevelopment and follow-up support to apply the following for teaching andlearning:]

Online Discussions [I receive professional development and follow-up supportto apply the following for teaching and learning:]



Always 3 7%

Sometimes 6 14%

Rarely 13 30%

Never 21 49%

Always 4 9%

Sometimes 7 16%

Rarely 13 30%

Never 19 44%

Always 1 2%

Sometimes 4 9%

Rarely 10 23%

Never 28 65%

Online writing/publishing (i.e., Blogs, Google Docs, etc.) [I receive professionaldevelopment and follow-up support to apply the following for teaching andlearning:]

Digital Privacy, Copyright, and Plagiarism [I receive professional developmentand follow-up support to apply the following for teaching and learning:]

Podcasts/Screencasts [I receive professional development and follow-upsupport to apply the following for teaching and learning:]

Classroom management of technology (i.e., security, maintenance, etc.) [Ireceive professional development and follow-up support to apply the followingfor teaching and learning:]



Always 1 2%

Sometimes 10 23%

Rarely 12 28%

Never 20 47%

Always 1 2%

Sometimes 0 0%

Rarely 8 19%

Never 34 79%

1 28 65%

2 8 19%

3 7 16%

4 0 0%

5 0 0%

Gaming (i.e., Minecraft) [I receive professional development and follow-upsupport to apply the following for teaching and learning:]

I am provided training and ongoing support in the district’s network storagetools

I am provided sufficient opportunities for understanding and applying howtechnology supports the Common Core Standards.



1 18 42%

2 11 26%

3 8 19%

4 6 14%

5 0 0%

1 22 51%

2 11 26%

3 5 12%

4 4 9%

5 1 2%

1 2 5%

2 4 9%

3 9 21%

4 11 26%

5 17 40%

View video below to get a sense of Job-Embedded PDand Peer Coaching

I observe other teachers (and vice versa) as they apply innovative and effectiveuses of technology in the classroom to increase my knowledge & practices.

I would benefit from job-embedded instructional coaching on using technology.

My preferred form(s) of Prof Dev is:



Online 3 4%

Face to Face - Hands-on workshops 25 30%

Blended learning: F2F and online 9 11%

With a coach 14 17%

Observation of model lessons 16 20%

Peer support 13 16%

Other 2 2%

General Comments about Professional Development

Is this survey supposed to be our Professional Development? there are a lot of videos. Am I

supposed to mark that now I know all of these things? I just feel overwhelmed by all the things I

feel like we really do not know. In regards to technology and mathematics would be GREAT.

Maybe learning more best practices that are out there integrating technology within the math

classroom would be nice too! We need more focused training on the subject areas rather than

as a whole school site, we need department training and technology training specific for our

curriculum. It is not a good use of our time to attend training that is geared towards PD for the

humanities. We need science and math and not sent to RAFT but rather current best practices

and technology training for our subject area. I think this year we have had some great tech

PD in Schoology, most by Jason Robertson at Redwood. I would just like more time actually

taking what I do right now in my classroom and converting it to a new way of doing using a

program like Schoology or Prezi, etc. The questions on this survey ask about exciting and

fascinating options. I would love for the district to follow through on providing ANY of these.

We are given new things to try and never time to use them. I would like to observe teachers

using technology and that is how I can learn more Needs to be blended into all PD where

appropriate I don't like sitting at a computer listening to a presentation on the computer. I like

to sit face to face with the presenter.



Argonaut 8 19%

Foothill 8 19%

Saratoga 12 28%

Redwood 15 35%

My School Site

How long did the survey take?

25 minutes 15 minutes 1/2 hour 30 20 mins 10-15 minutes, with pauses, not

including watching the videos 35 minutes 20 minutes 10 Too long 15min 20 min

24 min 23 minutes 40 minutes 10 min w/o watching videos I had to keep coming back

to it...but I worked on it one full work day way too long 15 min Almost an hour 10

minutes

General Comments of this Survey?

I couldn't watch any of the videos since my computers don't have sound and my headphones

don't work. I don't feel like I have had much training at all on using new technology. The only

training was on Schoology and I don't want to use it. My classroom computers are old. I don't

have a laptop to use. All I have is an Elmo. Technology is seriously lacking in my classroom.

Our lab has awesome computers but every time we go to the lab, 4 or 5 computers won't work. I

have no idea how to get them to work. I answered "strongly disagree" only because I teach

Kindergarten and many these components of technology in the classroom don't really apply to

my age level. Thanks. Not all questions were applicable but I was forced to answer. It would

have been good to have NA available. The videos/articles All of the technology knowledge I

have as a teacher has been self-taught. I would LOVE LOVE LOVE for the District to provide

the opportunity for us to learn about more of these tools AND to implement their use with my

students. As someone who considers herself to be fairly proficient in computer and tech in

general, I simply do not have the resources (physical/monetary/human) to do as much as I

would like. It's frustrating, too, when nearby districts of comparable size and funding have

implemented more comprehensive tech plans, where students have consistent access to a

variety of learning tools. I also worry about those students who, for a variety of reasons, do NOT

have access to computers/internet at home. As important as it is to expose our students to the

many possibilities of technology, we also need to keep in mind that not everyone has access

outside of school, which makes on-campus access all the more important. Students and

teachers also need training--we need to know and have access to basic info like Schoology and

Google account logins, as well as instruction for all on how to properly use and collaborate with

these tools. Some questions were not applicable to my subject matter. NA was not an



option It's hard to say how long the survey took. I started it at lunch and worked up until the

bell rang and my computer died). Then I restarted it the next day. It took WAY WAY WAY

longer than 20 minutes. It was taking so long that I stopped watching all of the videos closely

because my computer kept freezing. I filled this out from the perspective of my role as

science teacher. As a computer teacher, within a computer-lab, I have not responded. Things

are very different. Not having functioning technology or training made survey seem

negative. I hope this survey gives good insight and truly helps direct our district in a more

proactive direction with technology. The videos and articles were informative and helpful in

defining unfamiliar terms. This survey was hard to take because our district has done so little

with technology that we are generally living in the mid-90s/early 2000s. We have such basic

technology, such sporadic wireless coverage, that some of these questions were really fairly

laughable. I have no idea how I WOULD have done any of these things. I have extensive

knowledge about how to use technology, but I cannot expect to use technology in my classroom

with my students because three hardly-working computers do not adequately serve 30 students.

Instead I use my projector and my personal laptop to do as much as I can. I now know more

about what I don't know. Too much jargon and many acronyms that I have not seen applied to

the educational setting. HI there -- this is Julie Ales -- I took this survey thinking of what I see

modeled in the classrooms at SES A lot of the questions don't apply to the lower grades I

found this survey did not allow you to discuss more along the specifics of what your subject

area needs are. I understand that being in a K-8 school district that it is not relevant to k-5, but

within the 6-8 curriculum, addressing the needs of the different departments.

Feedback on Needs Assessment

Number of daily responses

Source: SUSD Strategic Plan - Technology Input The following input from SUSD community will give a sense of the significance of technology needs and wishes shared during the strategic plan community meetings: Saratoga o Make learning fun o Jump start creativity o Make learning more relevant o Increase student development o Discovery and sharing o Reduce barriers to access info o Provide individualized learning o Be at the forefront of information o Innovate – great teaching tool, teach and learn outside of the box o Communication – shared knowledge o Provide limitless knowledge o Provide more engagement and relevant content that interests students

• Expand individualized learning plans to multiple areas • Create creative lesson plans w/computers (how can tech help students “think”) • How can tech ease collaboration, communication and evaluation (timely and efficient • If tech can allow for more differentiation, how could this impact student groupings • Teach more cyber safety • Mobilize more infrastructure support around tech (IT help)

Ideas for SUSD Technology Vision Statement: Take the resources we have and acquire + the know-how to use and incorporate + support to make tech efficient and functional + an understanding of priorities and balance for students = to create a unique vision and signature programs for SUSD that leverages our community resources • Focus on STEM – use innovation and invention • Keep it interactive • Ensure that technology use is grade-level appropriate • Create learning pathways • Make certain all students have access to technology • Access during school and after school • Use • Expectations • For example: keyboarding>coding>security • Just like math is: basics>algebra>calculus

Use tech as a tool, not just something we teach 1.

Appendix C

• How can technology “ease” learning, not hinder it? Make learning more efficient? • How do we think about technology as a learning “tool” – not just teaching of it? • Both students and staff could / should ask: Why do I need this tool? How does it sharing between kids, teachers, parents, home and school) for real and differentiated learning without sacrificing social learning?

Consider plan for both educating students and for infrastructure support.

Help me? Is there a good tool already? If so, how do I use it? If not, how do I make one? a computer work? How do you fix when broken?

• How can we make tech cool and teach both the cool and not so cool stuff? • How can we help students understand underlying fundamentals of technology? • How can computers and tech support more dynamic classroom teaching? • How can we use tech as a tool to facilitate student collaboration / teams? • How can tech help reduce paper / archive lessons / minimize books & binders? • How do we provide more training for our teachers on use and integration?

2. Incorporate and leverage outside programs / opportunities for learning

• How might we use online training / teaching (Coursera, Kahn…)? • In particular, think about philosophy of 'canning' early information -- lectures, quizzes, etc. Then let the teacher tailor discussion learning in the classroom based on the responses she gets from the lectures/quizzes done outside classroom. Consider flipping the lecture/traditional homework model.

3. Increase support/infrastructure/training to get the most of what we buy

• Provide more training for teachers on use and integration of technology • We have great tools, but everyone needs to know how to use them / integrate • Increase both technical infrastructure (bandwidth) and availability of support • How can we leverage tech know-how of parent community to support IT? • Can we have Volunteer Spot for IT? • Can we continue to expand the use of LMS (Learning Management Systems)

4. Ensure access and equity (socio-economic, gender…)

• Create consistency in the delivery of the student experience across classrooms;; level • Define how to set and measure tech standards as a District. • How do we provide equity across families and in student experience at school? • How can we incorporate tech in classroom (not just isolated in a lab)? • What is the role of tech at home, if and when equity is a goal (buying ink to print a • How do we make tech cool for ALL kids/teachers, not just who gravitates to it? • How do we make tech access affordable for all families? • How can we make tech more about the learning process than the specific tool, of acceptance among staff varies widely. chapter at home at 9 pm, might not be best use

of community resources)? explore lots of areas and tools (Google docs, tablets, computers, and more…)

5. Balance

• How do we help students / teachers find balance between tech and no-tech? • Can we use video / iChat to help students still have multi-dimensional interactions? • Tech can engage and also distract, how do we keep a good balance in school? • We still want our kids to be having conversations with people/writing in sentences. • Tech vision should be age-appropriate (what is right for the age / stage?) • Penmanship is still important, don’t just teach them to type.

6. Tech is a tool

• We need tools for more / faster access to information • If we (parents) knew what curriculum was real time, we could respond more • How can we teach kids how computers actually work? They don’t know how computers work and they need to know how to problem solve when something doesn’t work • Programming will be a future skill (when do we start at SUSD?) • Tech should reinforce what is taught in class / be purposeful

7. Limits of Technology

• Tech should not be the end-all;; students still must go out and touch the world. • Tech can allow students to learn a lot on time / online, but can also go out on field trips too • Because tech is moving so fast, tools they will need in the future will be entirely different;; we need a culture to test and change (reference to Reality is Broken)

8. Use of Technology

• Having the device can help get answers / allows in-depth knowledge • How can we make tech part of the learning • How do we help students learn about technology down to the pixel (very foundations) • How do we help them learn the foundations that underlie technology to support problem solving and their ability to walk into the unknown. • How can we “teach” problem solving? • Ability to solve problems (fluid intelligence) vs. static knowledge is very important (tech can help us help kids solve new problems with new information on the fly) • Volume of information and how students develop good research skills is key • Can tech help us teach students to be bilingual? Can we teach personal finance? (students today need to be prepared for their future lives;; new world, global economy, start-up skills and technology – all of increasing importance)

9. Communications and Technology

• How can we use technology to improve communication, including between teachers and students

o organizational tools o group projects

SUSD Community Conversations Redwood – March 18, 2014 – page 2 o consistent teacher websites o can each student have an @hcsd email address for equity across district o (Note from Lana: since communications and technology support each other, how could these two topics be integrated into one plan or reference each other • Communication is more than text;; how can you use to your benefit;; for example: students who use FaceTime for face-to-face interaction (even though digital) have much more robust interaction / access to facial clues);; focus on how and when to use technology and why Balance and controls • how do we limit technology use to be age-appropriate for students • How do we balance foundational knowledge with use? • How do we help students to be good digital citizens (how can it benefit / harm) • We need balance in what they are learning and what is integrated • Students still need time for contact with the real world Equity and Access • Uniform access for all students (learn and learn to use correctly) Integration • Is one part of the process. But what does it substitute for? Make it fun • Tech should be engaging and fun! Students perk up when they use Concerned about o Peer pressure o Making technology attainable for all at all times o Integration into the learning process o How parents should/can control information o Should we monitor daily screen time? o Distraction

o Social media opportunities o Less and less human interaction • Technology provides the means for us to be on the forefront for changing lives and being impactful • On-line safety issues must be addressed! • Focus on learning goals to drive technology decisions • Seek out and partner with big, innovative companies to enlighten us (Apple/Google/MS/Yahoo) • Provide better support/access/training on technology for teachers • Provide online HW and communications for teachers, parents and students • Partner with organizations/universities to get best practices • RAZ Kids – excellent on-line reading tool

-- Get more licenses so students can use it at home • Research more access to more on-line tools

ISTE Standards Students

International Society forTechnology in Education

1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

a. Apply existing knowledge to generate new ideas, products, or processes

b. Create original works as a means of personal or group expression

c. Use models and simulations to explore complex systems and issues

d. Identify trends and forecast possibilities

2. Communication and collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

c. Develop cultural understanding and global awareness by engaging with learners of other cultures

d. Contribute to project teams to produce original works or solve problems

5HVHDUFKDQGLQIRUPDWLRQŶXHQF\Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to VSHFLŵFWDVNV

d. Process data and report results

4. Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a. ,GHQWLI\DQGGHŵQHDXWKHQWLFSUREOHPVDQGVLJQLŵFDQWTXHVWLRQVIRULQYHVWLJDWLRQ

b. Plan and manage activities to develop a solution or complete a project

c. Collect and analyze data to identify solutions and/or make informed decisions

d. Use multiple processes and diverse perspectives to explore alternative solutions

Appendix D

iste.org/standards

5. Digital citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. Demonstrate personal responsibility for lifelong learning

d. Exhibit leadership for digital citizenship

6. Technology operations and concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively

c. Troubleshoot systems and applications

d. Transfer current knowledge to learning of new technologies

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ISTE® is a registered trademark of the International Society for Technology in Education.

If you would like to reproduce this material, please contact [email protected].

1. Facilitate and inspire student learning and creativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

a. Promote, support, and model creative and innovative thinking and inventiveness

b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources

c. 3URPRWHVWXGHQWUHŶHFWLRQXVLQJFROODERUDWLYHtools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

2. Design and develop digital age learning experiences and assessmentsTeachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes LGHQWLŵHGLQWKH6WDQGDUGVŘ6

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching

3. Model digital age work and learningTeachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

a. 'HPRQVWUDWHŶXHQF\LQWHFKQRORJ\V\VWHPVand the transfer of current knowledge to new technologies and situations

b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

ISTE Standards Teachers

,QWHUQDWLRQDO6RFLHW\IRUTechnology in Education

(IIHFWLYHWHDFKHUVPRGHODQGDSSO\WKH,67(6WDQGDUGVIRU6WXGHQWV6WDQGDUGVŘ6DVWKH\GHVLJQLPSOHPHQWDQGDVVHVVlearning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. All teachers should meet the following standards and performance indicators.

c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats

d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

4. Promote and model digital citizenship and responsibilityTeachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information

d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools

iste.org/standards

5. Engage in professional growth and leadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

a. Participate in local and global learning communities to explore creative applications of technology to improve student learning

b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others

c. (YDOXDWHDQGUHŶHFWRQFXUUHQWUHVHDUFKDQGprofessional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

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,67(pLVDUHJLVWHUHGWUDGHPDUNRIWKH,QWHUQDWLRQDO6RFLHW\ for Technology in Education.

If you would like to reproduce this material, please contact [email protected].

Live updates to this draft document can be viewed here: http://bit.ly/susdtechgoals

SUSD: Student and Staff Technology Skills and Goals - Work in Progress Standard 1 - Creativity and Innovation Goals Goal: K-8: Students will engage in content-driven experiences in which they will explore complex systems, predict future outcomes, and create relevant artifacts of learning. Strategy: With continuous access to digital media and other technologies, students will be immersed in a creative and engaged learning environment. Rationale: Excellence in our digital-age society relies on the ability to synthesize media and critically analyze its significance.

K-2 3-5 6-8 Staff

Skill 1 Apply existing knowledge to generate new ideas, products or processes

Create mind maps when brainstorming ideas with whole-class

Create projects/models to illustrate subject knowledge and generate new ideas

Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping program Use digital-imaging technology to modify or create works of art for use in a digital presentation

Working knowledge of online learning environments, mind-mapping apps /programs and digital imaging technologies

Skill 2 Create original works as a means of personal or group expression

Self-publish at least one piece of writing using a word-processing application Create a digital story incorporating illustrations, text and narration with teacher support

Create simple charts and graphs to display data Create original animations or videos documenting school, community, or local events In a collaborative group, or individually, use digital technologies to produce a digital presentation, story or product incorporating text and various forms of graphics, audio and video (with

Create spreadsheets, charts, graphic organizers, and graphs to display data Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content

Working knowledge of programs such as Word, Excel, Google Apps., etc. Working knowledge of hardware such as digital cameras and digital tools (ipads, etc.) for video and photos; use of ipad apps such as BookCreator, ScreenChomp, Stage, Splice, etc.; Use of programs such as Windows Movie Maker, iMovie, Pixie, etc.

Jason Borgen

Appendix E


Standard 2 - Communication and Collaboration Goal K-8: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Strategy: Through the use of collaborative communication tools including a Learning Management System, Websites, interactive software, and virtual meeting software, students and teachers will regularly provide opportunities for digital communication and collaboration. Rationale: College and career-readiness involves being able to communicate using a variety of digital tools and collaborate both synchronously and asynchronously with peers both locally and at a distance.

K-2 3-5 6-8 Staff

Skill 1: Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

Self-publish at least one piece of writing using a word-processing program

In a collaborative work group, produce a digital presentation or product in a curriculum area Create, edit, save, and retrieve a document embedding graphics in a word processing program Proofread and

Create original animations or videos documenting school, community, or local events Take part in online discussion regarding class topics or review of other student/group work

Working knowledge of word processing programs such as Word, Google Docs, etc. Communicate with parents, colleagues and community using email, blog, webpage and/or Schoology. (texting via Remind101?) Participate and collaborate with colleagues using

proper citations) to communicate ideas in a content area

Skill 3 Use models and simulations to explore complex systems and issues

Explore teacher-selected, media-rich sources to explore and depict patterns of growth for life cycles of plants and animals

Describe and illustrate a content-related concept using a model, simulation or mind-map;

Use curriculum-specific simulations to practice critical-thinking processes Use digital storytelling or video oral history to describe the causes and short/long term effects of world events

Working knowledge of digital storytelling and other media to support student analyzing complex systems


edit writing using appropriate resources (dictionary, spell-check, grammar resources)

Schoology

Skill 2: Develop cultural understanding and global awareness by engaging with learners of other cultures

Write a “friendly-email” to or blog with classmates at partner school in another culture Explore teacher selected websites about other communities or cultures

Engage in learning activities with learners from other cultures through electronic means Research and explore cultural/global websites

Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners

Working knowledge of wikis, blogs, video conferencing; apps such as Skype, Google Hangout Create a list of online resources to promote global awareness Work with organizations such as ePals, The Global Classroom Project to get involved with global projects, penpals, etc.

Skill 3 Contribute to project teams to produce original works or solve problems

As a whole class, create a digital story where each student or teams of students contribute to content

In a collaborative work group, produce a multimedia project incorporating various forms of text, graphics, audio and video (with proper citations) to communicate ideas related to content; share with multiple audiences

Create original animations or videos documenting school, community, or local events

Working knowledge of Google Apps (Docs, Sites, Presentation), Wikis, Blogs, Schoology, video editors and ebook creation programs.


Standard 3 - Research and Information Fluency Goal: Students apply digital tools to gather, evaluate, and use information. Students consider the ethical use of information. Strategy: Students and teachers will utilize and model appropriate database usage, search engines, primary sources, and other digital research tools to promote digital literacy and develop evaluation skills in locating credible resources. Rationale: Through the use of online research, students have access to an infinite amount of information relating to academic content. Using such tools promotes self-directed learning which needs to be facilitated and promoted through critical evaluation of valid and invalid informational texts--a significant component of Common Core State Standards.

K-2 3-5 6-8 Staff

Skill 1 Plan strategies to guide inquiry

Teacher demonstrates how to organize ideas related to topic Teacher use of close reading strategies to analyze informational text

Students plan out notetaking strategy using a graphic organizer template Identify and investigate a global issue and generate possible solutions using digital tools and resources

Select digital tools or resources to use for a real-world task and justify this

Working knowledge of word processing programs and graphic organizers, Google Apps

Skill 2 Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

Find and evaluate information related to a current or historical person or event using digital resources (Look into World Book encyclopedia for K-2 use?) Explore teacher-selected sites on the internet

Perform basic searches to locate information, using two or more keywords and techniques to refine and limit search Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution

Evaluate digital resources to to determine the credibility of the author/ publisher, the timeliness and accuracy of the content Model legal and ethical behaviors when using information and technology by properly selecting, acquiring and citing resources

Working knowledge of Noodle Tools to cite resources Proper use of online search engines and databases Copyright issues

Skill 3 Process data and report results

Record information using teacher-selected resource

Students collect, analyze, and report data using a variety of sources

Employ data-collection technology such as probes,

Knowledge of WP, spreadsheet, graphic organizer programs


handheld devices, and geographic mapping systems to gather, view, analyze and report results for content-related problems

Standard 4 - Critical Thinking, Problem Solving, and Decision Making Goal: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources Strategy: Students will plan, organize and create relevant artifacts using technology that promotes higher order thinking and critical analysis of surveying the most appropriate creation tool. Rationale: With an overload of competitive software and hardware available to our society, students must learn and be able analyze and develop flexibility in regards to which tools should and can be used to solve a problem. Rationale: With an overload of competitive software and hardware available in our society, students must be proficient in these technologies and be able to analyze and develop flexibility in regards to which tools can be used to solve a problem

K-2 3-5 6-8 Staff

Skill 1 Identify and define authentic problems and significant questions for investigations

Create graphs and charts using teacher guided and selected programs Demonstrate an understanding of the spreadsheet as a tool to record, organize and graph information

Students use the internet to identify and solve problems in order to complete activities Produce a media-rich digital story about a significant local event based on first-person interviews

Gather data, examine patterns, and apply information for decision making using digital tools and resources

Knowledge of Web-based tools to support digital notetaking (Word, Excel, Google Apps, etc.)

Skill 2 Plan and manage activities to develop a solution or complete a

Create story maps, word problems, or other graphic organizers for writer’s workshop or

Students use a simple graphic organizer to plan an activity for a specific subject

Identify and investigate a global issue and generate possible solutions using digital tools and resources

Model task management using digital tools


project math word problem steps

Skill 3 Use multiple processes and diverse perspectives to explore alternative solutions

Sort and classify objects using teacher guided and selected programs

Use simulations and graphic organizers to explore and depict patterns (of growth such as the life cycles of plants and animals or processes such as rock cycle, etc.) Intro to programming to practice critical-thinking processes

Employ curriculum-specific simulations to practice critical-thinking processes

Familiarity with digital simulation resources available for content area

Standard 5 - Digital Citizenship Goal: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Strategy: Using curriculum from Common Sense Media and other providers, teachers will promote and model digital citizenship strategies aligned to the Common Core State Standards and SUSD’s Responsible Use Policy. A balanced curriculum will be provided modeling both digital and non-digital access to learning. Rationale: In the digital age the effects of online behavior can dictate future success. Student must acquire knowledge and awareness to digital literacy, security, responsibility, ethics, and positive relationship to minimize cyberbullying and other negative and unethical digital behavior.

K-2 3-5 6-8 Staff

Skill 1 Advocate and practice safe, legal, and responsible use of information and technology

Introduction to compliance with classroom, SUSD rules (Responsible Use Agreement) regarding responsible use of computers and networks;

Explain and demonstrate compliance with classroom, SUSD rules (Responsible Use Agreement) regarding responsible use of computers and networks; Practice appropriate use of logins/passwords provided by district (Google Apps)

Comply with the SUSD rules (Responsible Use Agreement) related to ethical use, cyberbullying, privacy, plagiarism, spam, viruses, hacking and file sharing Understand and describe privacy policies and copyright regarding print,

In-depth knowledge of SUSD Technology Use Agreement for students Practice elements included in the Responsible Use Policy Knowledge of Common Sense Media Digital Citizenship Curriculum (CSM) In-depth knowledge of


Understand copyright and intellectual property Practice injury prevention by applying a variety of ergonomic strategies when using technology

internet websites and videos Explain the potential risks associated with the use of networked digital environments and sharing personal information

correct and safe use of internet, privacy policies and copyright issues Knowledge of web-publishing guidelines for students

Skill 2 Exhibit a positive attitude toward using technology that supports collaboration, learning and productivity

Students learn that they can go to exciting places online, but they need to follow certain rules to remain safe (CSM) Demonstrate the safe and cooperative use of technology

Demonstrate safe and cooperative use of digital tools; Use online tools (e.g., online discussion forums, blogs and wikis) to gather and share information collaboratively

Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners

Skill 3 Exhibit leadership for digital citizenship

Independently care for digital tools Explore the concept that people can connect with one another through the Internet. Understand how the ability for people to communicate online can unite a community. (CSM) Differentiate and identify private and personal information, what is allowable to share and not to

Identify strategies for the safe and efficient use of computers Peer support to provide care of digital tools and equipment Identify various cyberbullying situations and describe strategies to avoid and seek support Learn that many websites ask for information that is private and discuss how to responsibly

Play an active role in presentation of cyberbullying

In-depth knowledge of cyberbullying issues and strategies for management (?)


share with strangers

handle such requests (CSM)

Standard 6 - Technology Operation and Concepts Goal: Students demonstrate a sound understanding of technology concepts, systems and operations. Strategy: Through regular access of technology and device usage, students will acquire technology skills through ongoing use and promotion of digital tools referred to in previous goals. Rationale: In order for students to be prepared for Smarter Balanced Assessments and effective project development with technology, they must have mastery of navigating a variety of technologies including keyboarding, file access and storage, and various commands.

K-2 3-5 6-8 Staff

Skill 1 Understand and use technology systems

Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and websites Demonstrate correct finger placement on home row keys Posture, proper ergonomics? Use basic text editing skills: select, highlight, backspace, space bar, shift, etc. Save and print a document

Demonstrate basic keyboarding skills Retrieve and save a document from student server with appropriate filenames

Integrate a variety of file types to create and illustrate a document or presentation Work across different platforms to support presentations and collaboration Hand in homework electronically

Working knowledge of Word, Google Docs, Schoology, etc. Familiarity with school public folder access

Skill 2 Select and use applications effectively and productively

Explore various digital resources to accomplish a tasks: paint/draw tools

Learn and use google drive for writing assignments Learn and use

Using email technology that supports productivity, learning and collaboration

Working knowledge of installing apps/extensions that support text, graphics, coding


to illustrate a curricular concept; word processing to publish a story;

appropriate tools and digital resources to accomplish a variety of tasks and to solve problems Use spreadsheets and other applications to make predictions, solve problems and draw conclusions

Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses Understand differences between pixel and vector graphics. Sketches vs measured models.

and media arts Sketchup, GIMP, Inkscape, Object Art

Skill 3 Troubleshoot systems and applications

Use proper start and shutdown procedures Navigate the desktop and program windows/dock Distinguish between Input and Output Devices Store and proper care of portable devices/computers in a cart

Save, retrieve and print a document from the student shared folder Install apps/extensions Store and proper care of portable devices/computers in a cart

Independently develop and apply strategies for identifying and solving routine hardware and software problems Understand policy and procedures involved with BYOD usage

Working knowledge of school site available hardware, software and network access and policies

Skill 4 Transfer current knowledge to learning of new technologies

Create a digital story incorporating sound, clipart and text with teacher support

Create a multimedia project incorporating text, graphics, sound and video and contribute to classroom curricula; use multimedia rubric to peer evaluate Intro to programming/ coding

Conduct science experiments using digital instruments and measurement devices Create coding or scripts to manipulate data.

Working knowledge of digital cameras and videos Working knowledge of presentation programs such as powerpoint, google drive, Scratch, imovie, Windows Movie Maker, Pixie, Youtube, Wikis, Blogs, iPad


apps, Ardunio type devices, Schoology

FRAMEWORKS that influence this work:

ISTE Essential Conditions ISTE Standards for Students; Profiles for Students (S&Seq); for Teachers ISTE Stand on Common Core 21st Century Partnership - 4 C’s SAMR, SAMR & Bloom’s, Schoology - Goal Discussion Sample: Long Beach’s CCSS K-12 Technology Plan - Scope & Sequence

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