Technology Action Plan—2009-2010

High School Plan

Gordon Ivers

Source: Smithson Valley High School Website December 2009

Organizational Chart:

Personnel/StakeholdersJob Description Roles & Responsibilities Administrator Role

Technology Integration Administrator

Oversee the technology department; District website

with links to all departments and campuses.

Campus websites maintained by campus webmaster, with links to teacher websites

(First Class). Communications

platform (First Class) for district wide communication (email, file sharing, calendar)

Network and email accounts for every employee.

Data storage (I: Drive and X Drive) for all network accounts and students

Web based grade book and parent portal

Web based student management system

Distance learning opportunities

Variety of other resources and programs

Ensure technology is enhancing, supporting, and facilitating learning, instruction, communication and administration in the district

Increase communication

Instructional Technology Coordinator

Work collaboratively with technology integration administrator and instructional technology specialist to provide leadership

To improve the capacity of all teachers to integrate technology effectively into curriculum and

instruction To provide training

that identifies and promotes curricula and teaching strategies that integrate technology effectively into curricula and instruction, based on a review of relevant research, and leading to improvements in student academic achievement.

To provide ongoing, sustained professional development for: teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom and the library media center

Instructional Technology Specialist

Provide leadership, coordination, and staff development to ensure an aligned and articulated instructional program in regards to a variety of technology tools, applications and programs

Provide ongoing sustained staff development in the integration of technology into the curriculum for teachers, principals, administrators and school library personnel to further the effective use of technology in the classroom and library media centers

Review technology training offering and work collaboratively with specialists to provide technology training to their campus

Curriculum Specialist AEISIT, TMSDS, CSCOPE and Benchmark Testing

Provide educators access to a district data disaggregation systems to analyze student

Communicate and work collaboratively to scan and score campus data on benchmark testing

performanceDirector of Elementary Education

General Education Curriculum K-6, ESL/Bilingual Education PK-12, Federal Programs and State Compensatory Education, Migrant Education, Gifted and Talented Education K-6, Dyslexia K-6

Ensure content area specialists are provided time and resources to become properly trained in assisting teachers integration technology into specific content areas, work directly with campus principals on a variety of topics related to job description

Encourage relationship building between technology department and the curriculum and instruction department

Attend meetings to increase collaboration between other campus administrators

Director of Secondary Education

General Education Curriculum 7-12, Gifted and Talented Education 7-12, Dyslexia 7-12, Advanced Placement 7-12, Career and Technology 7-12, International Baccalaureate Program 9-12

Ensure content area specialists are provided time and resources to become properly trained in assisting teachers integration technology into specific content areas, work directly with campus principals on a variety of topics related to job description

Encourage relationship building between technology department and the curriculum and instruction department

Attend meetings to increase collaboration between other campus administrators

Content Area Coordinators

Provide leadership, coordination, and staff development to ensure

Work collaboratively with teachers to

Establish a positive relationship with content area

an aligned and articulated instructional program in the subject area assigned

integrate technology into classroom practices

Provide professional development directly related to the integration of technology in the content areas

Serve as a liaison between the teachers and technology to ensure needs are being met

Work collaboratively with the technology department to stay abreast of current technology and its uses

coordinators, discuss campus/teacher needs and support, share ideas regarding integration of content specific technology, include coordinators in campus communication and invite to key meetings

District Testing Coordinator

TAKS and all related assessments

Ensure basic technology skills are evaluated K-12

Work collaboratively to ensure all state testing is conducted properly

Campus Administrator Create ashared vision, encourage and sustain the appropriate integration of technology, use moderninformation technology tools to embrace accountability and hence use data for sound decision-making and continual assessment of effective technology for improving student learning

Provide support for teachers and staff in the integration of technology to enhance teaching, learning and communication

Model the use of technology to enhance campus communication with staff, parents, and the community

Provide policies that encourages innovative use of technology

Personally evaluate their use of technology to effectively run their campus, asses and complete the Texas STaR Chart for their campus, meet with district coordinators regularly, collaborate with other principals regarding technology, attend professional development related to integration of technology to enhance teaching and learning, hold meetings (wiki, blog or video conference) with key personal regularly, model the use of technology

Campus Technology Support (Tech Mates)

Serve as the liaison between the campus

Provide campus support for a

Hold meetings with the Tech Mates to asses

and technology department

variety of technology needs, technology department is contacted as needed

technology needs of the campus

Librarian Oversee the management of the campus multimedia center

Provide students with a variety of opportunities to utilize technology for information acquisition, problem-solving, and oral and written communication

Assist teachers in utilization of the library to enhance classroom instruction related to technology

Provide additional high quality support for students to integration technology into their school day

Meet with campus librarian to discuss needs and budgeting in an effort to provide additional high quality support for students to integration technology into their school day

All Teachers Integrate technology effectively into curriculum and instruction, thus improving academic achievement and technology literacy for all students

Provide students with a variety of opportunities to utilize technology for information acquisition, problem-solving, and oral and written communication

Walkthroughs and PDAS evaluations, ensure teachers attend one technology professional development a year

Background Information:

The district’s primary data gathering sources include STaR charts, the LoTi Profile, and

DETAILS for the 21st Century Profile. The LoTi (Level of Technology Implementation)

questionnaire measures components related to supporting or implementing the instructional

use of computers like PCU (personal computer use) and CIP (Current Instructional Practices).

DETAILS (Determining Educational Technology and Instructional Literacy Skill sets) represents

five professional Development categories—1) Proficiency with Technology Use, 2) Student Influences

on Instructional Practices, 3) Using Technology for Complex Thinking Projects, 4) Locating

Resources and/or Assistance to Increase Existing Classroom Technology Use, and

5) Overcoming Challenges to Beginning Classroom Technology Use.

The STaR charts indicate a strong need for ongoing professional development and support

for the integration of technology into the curriculum. The LoTi Profile indicates that technology-based

tools supplement the existing instructional program (tutorials and basic skills) and complement

multimedia and/or web-based projects (like internet research papers and multi-media projects).

The DETAILS questionnaire had the highest-level need for professional development while Proficiency

with Technology Use was determined to have the lowest level need for professional development.

The STaR Charts also indicate levels of proficiency with each of the four categories but indicated a strong

and immediate need for professional development that will help to establish a model for 21st century

educations.

Professional Development Plan:

Through the results of the profiles, questionnaires, interviews, round table discussions, and reviews

of both campus and district technology plans, some issues become clear. Although the high school campus

principal has begun to purchase and provide state-of-the-art equipment for his campus, there’s much

work left to do. He must focus on the professional development needs of his teachers. He has not yet

brought it to the desktop or made it available 24/7/365. Bringing it to the desktop will solve the problem

of reaching each staff member, will provide the immediate support that each teacher needs, and will provide

individualized learning for each teacher. Of course, the principal should participate himself so that he

becomes the digital citizen that he needs to become.

In order to meet Goal 3 of the District Long-Range Technology Plan (Provide ongoing Professional

Development to ensure effective use of emerging technologies with emphasis on instructional

programs), Objective 3.1 (Define and implement a professional development program that will

instruct professionals in the effective use of technology), the high school campus can begin with

professional development in two district and campus initiatives:

1) elevate teacher proficiency using AEIS-IT, the district’s software TAKS and benchmark data program, and

2) increase usage of CSCOPE, the district’s vertical alignment and 5E Lesson Program.

To accomplish these two goals, the following steps can be taken:

1) District technology specialists can train campus technology support specialists. This training can be

offered at a variety of times in order to provide the flexibility needed to get everyone trained. These

trainings can be offered both on campus and at the district tech labs. The district’s Distance Learning

Lab can be used to send this training to campus lab desktops. This training can begin on the January

inservice day so that department leaders can use the February professional development day to train

their teachers.

2) Campus support specialists can train campus department leaders. Department leaders can, in turn,

provide training to their department members. They should first survey their teachers about their levels

of proficiency. They can then customize their trainings.

3) After February benchmarks, district tech specialists and campus department leaders can be available

on campuses to assist teachers as they disaggregate their benchmark data using AEIS-IT. They will also

disaggregate their spring 2010 TAKS data.

4) After teachers have received the initial training using CSCOPE, campus leaders can require weekly lessons

plans to be submitted using the program. Monitoring these lesson plans will provide data that will

guide needed follow-up training.

5) Summer training can provide follow-up for teachers who needed additional training. All new employees

to the district should be required to participate in both AEIS-IT and CSCOPE training as part of their contracts.

6) Surveys can be provided at periodic points to asses continued teacher needs.

7) Administrators and department leaders will conduct classroom observations to determine use of new training.

EVALUATION:

Methods to evaluate implementation of AEIS-IT and CSCOPE will include:

1) Surveys of the staff in regards to their use of the two programs.

2) Interviews conducted by both district and campus technology specialists and administrators

3) Records of staff member participation in training monitored by sign-in sheets and

teacher professional development records

4) Teacher feedback from training evaluation forms

5) Integration of training into instruction as measured by lessons plans and classroom

observations

6) Ability of teachers to disaggregate their benchmark and TAKS data

7) STaR Chart, LoTI, and DETAIL survey information