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Note: This website contains only DRAFT material generated by the technology planning committee. The content has not been presented to - or approved by - the board of education. The site does not include built in spell check or grammar check, and many typographical errors remain on these pages. This will be rectified in the first draft of the complete document. Please accept our invitation to view (and offer feedback on) this work in progress.

Benchmark Review

1. Describe your district’s progress in meeting the goals and specific implementation plan for using
technology to improve teaching and learning as described in Section 3.d., Curriculum Component
Criteria, of the EETT technology plan criteria described in Appendix C. (1-3 paragraphs) (See Sample: )

Progress: At all schools, there is now a teacher workstation in each classroom, there is Internet connectivity in insturctional areas, and there are networked printers available to students and teachers. A wide variety of grade and subject appopriate diagnostic, remedial, reinforcement, and enrichment software is in use, though the purchase and use of this software is not systematically coordinated. These technologies include technologies not mentioned in the 2002-2007 plan, including InterWrite Tablets, Qwizdom, and United Streaming. The district-wide student to computer ratio is 7.01:1 as of 2006 School Technology Survey. However, at that time, 47.15% (nearly half) of all computers were identified as more than four years old. The District network is strictly controlled in order to provide a safe online environment for students. Technical support has improved considerably; currently the Technology and Information Services response time varies from the severity of the issue, usually ranging from an immediate response to 48 hours. Remote support software is used that allows 70% of all call tickets to be resolved immediately.

At the elementary level, most (but not all) sites have aquired a mobile lab of 40 portable word processors for the development of keyboarding and word-processing skills. Many new LCD projectors have been purchsed, though these purchases have not been systematically tracked and it is estimated that the goal of 1 LCD projector to every 10 classrooms is unlikely to have been met. At the middle school level, each school has at least 2 labs (stationary and/or mobile) with at least 1 used as an "open lab." Due to the EETT grant, it is estimated that middle schools have met the goal of 1 projector per 10 classrooms. At the high school level, each school has at least 3 labs (stationary and/or mobile) with at least 1 used as an "open lab." Many new LCD projectors have been purchsed as well, though it is unlikely the goal of 1 LCD projector to every 5 classrooms has been met.

Several needs became clear during this review. Appropriate student access to technology for academic support is still needed; student time on computers (primarily in labs and mobile labs) is limited and not immediate available on-demand or just-in-time. While several technology elective courses exist at the middle and high school levels, a comprehensive Information Technology Career path program is not available. In addition, providing on-going professional development in the use of technology to support instruction has been a challenge for the District. One notable exception is the EETT grant, which does provide a good model for professional development, including teachers serving as technology coaches and working in collaborative teams. Also, the District would benefit from a system for coordinating technology purchases and use district-wide. Finally, it is clear that significant funding will be necessary to replace aging equipment over the next three years.

2. Describe your district’s progress in meeting the goals and specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks and timeline as described in Section 4.b., Professional Development Component Criteria, of the EETT technology plan criteria described in Appendix C. (1-3 paragraphs) (See Sample: )

All educators and staff were trained (or offered training) in the use of the new Exchange email system and shared network drives. Training in the Zangle student information system (which has replaced PowerSchool) was delivered to all educators and staff, and offered to parents at the secondary level. Training in the Data Director system has been offered to all educators and staff via a train-the-trainers model. All administrators completed AB 75 module 3. All BTSA teachers receive instruction in teaching standards 9 and 16. All applicable teachers completed AB 466 training for adopted textbooks and supplemental technology resources.

Educators participating in the EETT grant at the middle schools have received frequent and on-going training in the use technology to support student achievement in mathematics. This includes formal professional development opportunities, coaching, peer coaching, a coaching academy (for teacher technology coaches), time for collaborative planning, shared network resources, and on-demand online professional development (via Similar support is available for other sites on an as-requested basis, but this is not often requested.

To a degree, the district has been able to provide educators and staff with flexible training options (such as before/after school, Saturdays, summer academies, intersession, prep time, in-class modeling, sub release, on-line, etc.). However, the systematic effort, funding, and support necessary to provide additional options remains a need for the district. In addition, a greater effort can be made to offer such opportunities at a greater variety of locations, including school sites (in classrooms, labs or libraries), the District offices, and on-line. Similarly, there is still a need to more frequently and consistently provide stipends, compensation, or incentives (such as sub-rate, hourly stipend, lump sum, salary credit, certificate of completion, opportunities for Continuing Education Units, professional growth hours, bought prep periods for grades 6-12, conferences, software, etc.) for participants. Also, the needs for leveled classes (beginner, intermediate and advanced users), follow-up training (including peer coaching and classroom modeling), and conduct post-training assessments remain. Technology Lead Teachers are not currently identified at all sites, so there is still a need for site based technology coaches.