Curriculum Guiding Questions

Suggested Action Steps and Guiding Questions (p. 29-34)

CDE Educational Technology Planning Guide

Needs and Resource Assessment


Assess the availability of appropriate technology to meet the
individual needs of teachers and students both during the school
day and outside school hours.

• Is technology currently available to all students? Are all student
groups making equal use of the available technology? For ex-
ample, is technology used by all students as a tool to promote
learning or is it accessible only to some groups of students
(e.g., to GATE students or students who finish their work early)?

Technology is available to all secondary students in computer labs, library and technology classes. It is not available to all students at the elementary level.
The level of use at the middle and elementary school varies depending on the site.
(MW: Can we get data on this? Does it exist or can we do a survey?)

• Is technology currently available to students during after-school
hours? Do students have access to technology in their homes, in
community libraries, and/or at community centers? Does access
differ for different subpopulations of students? If so, what groups
of students have limited or no access?

Some students do have access to technology in their homes, however, we do not have good data. It is expected that the level of use from home to school differs between high and low income families. Students can access technology in local libraries, the YMCA and the Boys and Girls Clubs.
(MW: Perhaps we can collect some data for this? Would a survey be helpful?)

• Do students have access to appropriate technology to support
their learning? For example, are assistive technologies available to
students with special needs as well as to other students, such as
English language learners, who might benefit from the use of
those devices and software?

Special education has appropriate technology, but ELL does not.
(MW: Again, can we get data on this?)

Assess the school district’s current use of hardware and software to
support teaching and learning.

• How is technology currently being used in classrooms at each
grade level and in each content area?

There is some electronic sharing of lessons amongst content area teachers but in most classrooms there is very limited use of technology to provide powerful learning opportunities. Assisted technology is available for special needs students who qualify.
(MW: Wow. There must be a lot of great stuff going on, at least in pockets. Lets try to capture some of that.)

• How is technology being used to provide powerful learning
opportunities, especially for special-needs students and students
who required additional resources to improve academic perfor-
mance?

No consistent implementation amongst schools and grade levels except for middle school math classes. Graphing calculators used in advanced math courses.
(MW: What about read180 and accelerated reader type programs for "students who required additional resources to improve academic performance?)

• Has the district established levels of proficiency in technology by
grade levels? If so, are these proficiencies woven into the academic
curriculum? Are they taught in separate stand-alone technology
lessons/classes?

NEED ADDITIONAL DATA. (MW: Consider the tech scope and sequence: )

• How are information literacy skills being taught and at what
grade levels?

NEED ADDTIONAL DATA. (MW: Consider asking your librarians his question! Perhaps a survey is in order?)

• How is technology being used in the library media center and
labs?
(RC: The Librarians are using Destiny to connect parents from home to see what books are available to students. This will be complete by spring).


NEED ADDTIONAL DATA. (MW: See the comment above. These can appear in the same brief survey.)

• How is technology currently being used by teachers and adminis-
trators to promote effective classroom and school management
(for example, are attendance data collected electronically or can
student records be transferred electronically from one school to
another when a student moves)?

NEED ADDTIONAL DATA. (MW: Anything Zangle related goes here. What else are you using?)

• How is technology currently being used to foster improved two-
way communication between home and school?

NEED ADDTIONAL DATA. (MW: Call outs? Email? The website? Any teacher blogs at all?)

• Does the community, including parents, need adult education in
order to use technology for this two-way communication?

NEED ADDTIONAL DATA. (MW: I expect this is the case.)

Review the school district’s curricular goals as presented in vari-
ous district and site comprehensive planning documents.

• What are the district’s curriculum goals and what are the district’s
plans for assisting students to meet standards and pass the high
school exit examination?

Attach District’s curriculum goals: Proficiency in Math, ELA, Science, Social Studies as measured by the CST. Proficienccy in English for ELL.

Intervention Classes, CAHSEE Prep, Intersessions, After school tutoring, Summer School, Shadow Classes. (MW: We ought to be able to put together a slightly more complete - thoughs still brief -list.

• Are targets for improvement in student achievement being met?

In some schools. Overall, no, the district is a program improvement district. (MW: Good answer. We will need to be more detailed, though.)

• How do local improvement plans, immediate intervention plans,
site plans, self-studies, program quality reviews (PQRs), accredita-
tions (e.g., from the Western Association of Schools and Colleges)
link technology use to school improvement efforts? How can
technology be used to support these plans?

School plans do not generally contain links to technology. (MW: This has got to change... and has got to be part of the goals for this new plan. However, I suspect this is not entirely true. Can we poll principles or SIP committees?)


Goals


(MW 12/11/06: This section went largely unanswered last week. Be sure to begin with these questions this week... answer as many as you can without getting stuck on a specific questions... if more data is needed, please indicate that and move on. Then, if time permits return to the questions that require more data and consider what might be done to collect the needed data - this will have the added benefit of allowing your subconcious mind to work on the problem for a while as you move on.)

Develop clear goals and a specific implementation plan for using
technology to improve teaching and learning.

• For each grade level and each content area, how can technology be
used to help students meet or exceed grade-level standards? What
are the specific grade-level short-term (one-year) goals for using
technology to help students reach grade-level standards? What are
the long-term (three to five years) goals?

• How will technology be used to create more powerful learning
experiences to meet the needs of all students?

• How will technology be used as a diagnostic tool?

• How will distance learning, including online Advanced Placement
courses, expand content offerings and/or access to K–12 classes?

• How will technology be used to help students pass the California
High School Exit Examination?

• What is the role of the library media center in using technology to
support the district’s curricular goals?

• How will elementary, middle, and high schools work together to
ensure that technology supports student needs at all levels?

• When will each of the proposed strategies or methodologies
utilizing technology be employed?

Develop clear goals and a specific implementation plan describing
how and when students will acquire technological and informa-
tion literacy skills needed to succeed in the classroom and the
workplace.

• How will the plan address technology proficiencies and informa-
tion literacy skills?
• How will elementary, middle, and high schools work together to
ensure that students acquire and retain the identified technology
and information literacy skills? How will the library staff assist in
ensuring students become effective users of information?
• Will graduation or matriculation requirements include a technol-
ogy component? If so, how will the plan address helping all
students meet these requirements?

Develop clear goals and a specific implementation plan for pro-
grams and methods of utilizing technology that ensure appropri-
ate access by all students.

• How can technology be used to extend the school day for students
and to make learning resources available during after-school
hours?

• What steps can the school district take to ensure equity of access
for all students regardless of their academic standing, socioeco-
nomic level, proficiency in English, or disabilities?
• How can technology be used to help support students with special
needs?

• Is the school district’s acceptable-use policy for access to the
Internet up-to-date? How is access to only appropriate Web sites
accomplished?

Develop clear goals and a specific implementation plan to utilize
technology to make student recordkeeping and assessment more
efficient and supportive of teachers’ efforts to meet each student’s
academic needs.

• How will technology assist with student assessment?

• How will technology be used to track a student’s progress toward
meeting the content standards and passing the High School Exit
Examination?

• How can teachers and principals reduce the amount of time spent
on administrative tasks, such as attendance and grading, by using
technology?

• How will data be made more easily available to teachers and
principals so that they can make informed decisions?

Develop clear goals and a specific implementation plan to utilize
technology so that teachers and administrators can be more acces-
sible to parents.

• Have parents been consulted to determine the ways in which
technology may be used to foster better communication between
home and school?

Have parents been made aware of the benefits of education tech-
nology and how they might assist their student and/or their
school in the use of technology?

Compile benchmarks and a timeline for implementing the strate-
gies and activities. (See a sample management chart and sample
implementation timeline in Section IV, “Technology Planning
Toolkit.”)


Monitoring and Evaluation

(Note: Each section has a monitoring and evaluation component, in addition to the overall monitoring and evaluation section.)

(MW: Answer these questions with help from members of the Monitoring and Evalution group.)

Develop a process to monitor whether the strategies and method-
ologies utilizing technology are being implemented according to
the benchmarks and timeline.

Implementation and Impact

• How often will progress be monitored and who will monitor the
timeline and progress toward the benchmarks and the timeline
for:
- Using technology to improve teaching and learning?
Student Engagement
Student Collaboration To Meet Assigned Goal
Support the improvement of API, CST, CELDT, Attendance Goals
Student Product
Authentic
Tied to Real-World Application
Standards-based
Challenging
Uses best of a range of technologies to communicate

Teacher Product
Differentiation
Technology must be embeddedin all curricular areas and be tied to standards
Use technology to develop Access, Interpret, Produce, and Disseminate to meet academic standards
At all site, collectively by grade level PLC, identify 3 strong uses of technology
Evaluate tech components in curricular texts
Students will know how to select and use appropriate technology

- Teaching technology and information literacy skills?
- Ensuring equitable access to technology for all students?
- Using technology to improve student recordkeeping?
- Using technology to make teachers and administrators more
accessible to parents?

• How often will the status of implementation of the Curriculum
component be reported to the district superintendent? To the local
governing board?

• What steps will be taken if parts of the plan are not being imple-
mented on schedule?

Determine the indicators of success that will be used to evaluate
whether implementation of the plan has made a positive impact
on student achievement.

• How will the school district know whether implementation of this
plan has made a positive impact on teaching and learning?

• How will the district know whether implementation of this plan
has made a positive impact on classroom, library, and school and
school district management?

• What indicators of success will be used (e.g., passing score on the
High School Exit Examination, number of students successfully
meeting grade-level standards and advancing to the next grade,
reduced dropout rate, increased attendance)?