Technology Plan. Tustin Unified

Transcription

1 Plan Tustin Unified July 1, June 30, 2016

2 Table of Contents 1. Plan Duration Stakeholders Curriculum a. Current access by teachers and students b. Current use of technology to support teaching and learning c. District curricular goals to support plan d. Teaching and learning goals (Measurable Objectives, Benchmarks) e. Acquiring technology skills AND information literacy skills (Measurable Objectives, Benchmarks) f. Ethical use g. Internet safety h. Description of access for all students i. Student record keeping j. Two way home-school communication k. Curriculum Monitoring Process Professional Development a. Summary of Teacher and Administrator Skills and Needs b. Providing PD Opportunities (Measurable Objectives, Benchmarks) c. Professional Development Monitoring Infrastructure, Hardware, Technical Support, and Software a. Existing Resources b. Needed Resources c. Annual Benchmarks and Timeline for obtaining resources d. Process to Monitor 5b Funding and Budget Tustin Unified July 1, June 30, 2016 Page i

3 6a. Established and Potential Funding Sources b. Annual implementation costs c. District replacement policy d. Budget monitoring Monitoring and b. schedule c. Communicating evaluation results Collaborative Strategies with Adult Literacy Providers Effective, Researched-Based Methods and Strategies a. Research Summary, District Application b. to Deliver Rigorous Curriculum Appendix C - Criteria for EETT Plans Appendix J - Plan Contact Information Tustin Unified July 1, June 30, 2016 Page ii

4 1. Plan Duration July 1, June 30, 2016 The Tustin Unified School District Plan, beginning July 1, 2013 through June 30, 2016, replaces the previous Plan that expires on June 30, This Plan is a comprehensive technology plan that will guide the District's use and integration of technology for the next three years. This Plan will also be used for E-Rate funding. Tustin Unified July 1, June 30, 2016 Page 1

5 2. Stakeholders Stakeholders Name Position Location Dr. Alex Rojas* District Administrator District Office Assistant Superintendent of Administrative Services Deena Vela* District Administrator District Office of Jeremy Powell* District Administrator District Office Director of IT Kathie Nielsen District Administrator District Office Chief Academic Officer of Services Dr. Grant Litfin* District Administrator District Office Director of Services Nancy Lev District Administrator District Office Director of Services Dr. Sharon Cordes District Administrator District Office Director of Services Sharon Maeda* District Administrator District Office of GATE/BTSA Cheri Kuntz* District Administrator District Office or Special Education Dr. Vivian Choi* District Administrator District Office of English Language Joslyn Crawford* District Administrator District Office Director of Business Offices Travis Farnum* Support Staff District Office Joshua Porter* Donnie Rafter* Erick Fineberg* Eric Kilian* Site Administrator Assistant Principal Site Administrator Assistant Principal Site Administrator Principal Site Administrator Principal Foothill High School Arnold O. Beckman High School Benjamin F. Beswick Elementary Robert Heideman Elementary Tustin Unified July 1, June 30, 2016 Page 2

6 Dean Crow* Site Administrator Columbus Tustin Middle School Principal Maggie Villegas* Site Administrator Arroyo Elementary Principal Stephanie Yang* Teacher (Non-Classroom) District Office RTI TOSA Beth Blackman* Teacher (Non-Classroom) District Office Science/AVID TOSA David Waldram* Classroom Teacher Tustin High School Steve Hollingshead* Classroom Teacher Guin Foss Elementary Susan Holliday* Terry Mullin* Ranjit Mayadas* District Administrator Capistrano Unified School District Executive Director of IT Parent Beckman High School Community Member County Office of Education Staff Orange County Richard Nelson* Corporate/Non-Profit Irvine Valley College Foundation Bruce Junor* Senior Citizen Retired Community Member Brianne Meyer* District Administrator Irvine Unified School District Executive Director of IT Julie Sokol* Corporate/Non-Profit Irvine Company Roger Powell* Corporate/Non-Profit College Professor The stakeholders of this technology plan include: Teachers Administrators Parents Students Community and Business Leaders District Office Staff The purpose of technology in schools is to support achievement and empower all students through transforming teaching and learning. The goal of technology planning is to provide technology resources to support District curriculum standards and create measureable objectives for technology integration. is used to assist students in mastering their grade level standards and to prepare them for success in high school, higher education, and beyond as productive, digital citizens in the 21st century. The process used in updating the District Plan included studying current practices and recent research and forming and collaborating with an Executive Advisory Tustin Unified July 1, June 30, 2016 Page 3

7 Committee (ETAC). The Executive Advisory Committee was integral in building and monitoring the District's Plan. (All ETAC members are noted with an asterisk in the Stakeholder's table.) Tustin Unified July 1, June 30, 2016 Page 4

8 3. Curriculum 3a. Description of teachers' and students' current access to technology tools both during the school day and outside of school hours. Today, many students lives are filled with technology that provides them mobile access to information and resources 24/7, enables them to create and share multimedia content, and allows them to participate in online social networks where people from all over the world share ideas, collaborate, and learn new things. Outside school, students are free to pursue their passions in their own way and at their own pace. The opportunities are limitless, borderless, and instantaneous. The challenge for our education system is to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students daily lives and the reality of their futures. In contrast to traditional classroom instruction, this requires that we put students at the center and empower them to take control of their own learning by providing flexibility on several dimensions. A core set of standards-based concepts and competencies should form the basis of what all students should learn. Beyond that, students and educators should have options for engaging in learning: large groups, small groups, and work tailored to the individual goals, needs, interests, and prior experience of each learner. should be leveraged to provide access to more learning resources than are available in classrooms and connections to a wider set of "educators", including teachers, parents, experts, and mentors outside the classroom. It also should be used to enable 24/7 and lifelong learning. All teachers and students have access and availability to appropriate technology during the school day. There are some existing equity issues that this Plan will address. Currently, not all teachers and students have access to appropriate technology after school hours. This Plan will also address this equity issue. The following is a brief summary of the technology currently available to teachers: 1) Most teachers have a teacher computer connected to a projector with an interactive whiteboard and its associated software tools for conducting interactive and engaging lessons. 2) Most teachers have a document camera for incorporating objects and print resources into their lessons. The document camera may also be used to scan formative and benchmark assessments into the student assessment system. 3) Some teachers have ipads with Apple TV connected to their SMART Boards. 4) Most teachers have access to at least one printer, scanner, and copier used to provide paper materials to students and forms such as test bubble sheets for scanning by the student data management system. Tustin Unified July 1, June 30, 2016 Page 5

9 5) All teachers have access to a telephone in their classroom including voice mail. They can access their voice mail from anywhere. 6) All teachers have access to an account for communication that is available to them from anywhere. 7) All teachers have access to an internal video distribution system provided through Cisco Show and Share hosting converted videos from the District's media resource center. In addition, all teachers have access to an educational video library through Discovery Education. The Discovery Education videos are available from home. 8) All teachers have access to the Cisco Meeting Place to schedule webinars for professional collaboration both at school and at home. 9) Currently 43% of teachers have audio amplification in their room. This plan will put audio amplification into every classroom district-wide. 10) Currently 11% of teachers have student response systems that can be used to conduct student assessment with immediate results and feedback. We will replace student response systems with student mobile learning devices and software. 11) Most teachers utilize Illuminate, a comprehensive student data management system that stores historical information on classroom formative, benchmark, and standardized test information. This system is available from anywhere at any time. 12) All secondary school teachers have access to an online gradebook that integrates with the student information system and provide for parent access. This plan will expand use of this system to all schools. This system is available anywhere at any time. 13) Some schools and teachers make use of Positive Behavioral Interventions and Supports (PBIS) and School Wide Information Systems (SWIS) to guide positive school wide and individual student intervention. 14) All teachers have access to Haiku, the school district's learning management system, to which rostering information is automatically synchronized and from which gradebook assignment information can be exported. This system is available anywhere at any time. 15) All teachers have access to a social networking platform called Nimbus supporting professional collaboration among all staff. This system is available anywhere at any time. 16) All schools send automated attendance messages home to parents of students who have an unexcused absence using the Blackboard Connect Ed community notification system. In addition, all teachers have 24/7 access to send home progress and other information to some or all of their parents using this system. This system is available anywhere at any time. 17) Most teachers have access to Accelerated Reader and Reading Counts to assess and improve student literacy and reading comprehension. All elementary schools also make use of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to assess students basic early literacy skills. In addition, some schools also make use of Earobics and Read Naturally for improving literacy. A number of elementary schools also make use of keyboarding programs. Tustin Unified July 1, June 30, 2016 Page 6

10 18) Some high school teachers make use of Plato online learning for credit recovery and remediation. 19) Each high school and most of the middle schools have a STEM program that makes use of software specific to the program such as SolidWorks and RobotC. 20) Teachers will use VoiceThread and other applications that integrate with Haiku for classroom collaboration, instructional webcasting, and much more. This plan will make this a district standard in the future. This system is available anywhere at any time. 21) All teachers have access to ABC-Clio and Britannica Online, which are reliable research information, databases available anywhere at any time. 22) All teachers utilize PD Express to schedule and track their own professional development. This system is available anywhere at any time. 23) Currently 30% of teachers are using tablets to allow them to be mobile in the classroom while they teach and for targeted student enrichment and remediation using Apps that meet the needs of a given student. The following is a brief summary of the technology available to students: 1) All schools have access to one or more computer labs. All computer labs come with the Enterprise Microsoft Office Productivity Suite to provide experience with industry standard programs. The computer labs are used for testing at all school sites. At the elementary level, the labs are also used for digital instruction, intervention, remediation, and enrichment. At the middle and high schools the computer labs also have program specific software for Project Lead the Way and SolidWorks for some STEM programs. 2) All students have access to Google Apps for Education and the Haiku Learning Management system. This provides access to , online productivity tools, and online classroom resources anywhere at any time. 3) All students have access to ABC-Clio and Britannica Online, which are reliable research information, databases available anywhere at any time. 4) All parents have access to an online gradebook, grades, and other student information anywhere at any time. 5) All parents are notified of student absences and school events by the Blackboard Connect Ed community notification system. 6) All online resources are available at local libraries and numerous free business Wi-Fi hotspots in the community. 7) A little fewer than 10% of students have access to ipads/tablets utilizing Apps that target their specific instructional needs or the instructional needs of their program. Tustin Unified July 1, June 30, 2016 Page 7

11 8) Accelerated Reader, Read Naturally, Reading Counts, Starfall, BrainPop, Earobics, and many other programs are used for intervention, enrichment, and remediation. Many of these are available inside and outside of school. Students and teachers currently have wireless access to information from every classroom, library, media center, auditorium, and lab at our schools. Students and teachers have access to all of the resources and systems that include, but not limited to ABC-Clio, Britannica Online, Illuminate, Haiku, Aeries Portals, Discovery Education, Google Apps for Education, online productivity tools, online classroom resources, and online intervention programs. In addition to these programs, students and teachers will have access to the District adopted online library system, Destiny. Schools continue to work to develop support systems for students with limited access from home in the following ways: 1) Open labs during lunch. 2) Access during intervention/enrichment study periods at the secondary schools. 3) Access before and after school library hours. 4) Access during the After School Connection program (state program for Title 1 students). 5) Opportunity to participate in the Connect to Compete program that qualifies Title One students to obtain wireless connectivity for a low monthly cost. 3b. Description of the district's current use of hardware and software to support teaching and learning. Current Use of to Support Teaching and Learning At TUSD, technology is a fundamental component of teaching and learning. Most teachers use a computer, projector, interactive whiteboard, and accompanying instructional software to create dynamic, engaging, media rich lessons and activities providing multi-sensory interactive learning for their students. Students regularly utilize educational applications on classroom, hallway, lab computers, and tablets to reach and enrich proficiency in common core standards as well as collaborative analysis and synthesis of knowledge and thought. In the elementary grades (K-5), student interactions with media rich lessons on t whiteboard are utilized maintaining student engagement and interaction. Use of the document camera to display objects and supplemental material is routine. Streaming media both from digitized District Media Center videos and Discovery Education appropriately supplements classroom instruction with standard relevant materials. Teachers make extensive use of Accelerated Reader and DIBELS to assess and improve student literacy. Classroom or hallway computers are used to target specific instructional needs with relevant applications and for directed or self-enrichment. Where available, ipads/tablets and their associated Apps are used for targeted remediation and enrichment. The computer labs are used for computer-based testing, student productivity assignments, targeted remediation, enrichment, student digital literacy, Tustin Unified July 1, June 30, 2016 Page 8

12 student digital exploration, and to conduct research. Use of multimedia online class content through the Haiku Learning Management System extends classroom room learning beyond the walls for students. Teachers and administrators utilize Nimbus to create professional learning communities focused on identifying, analyzing, and providing teaching and learning solutions. Teachers and administrators utilize Aeries, Illuminate, PBIS, SWIS, DIBELS, Accelerated Reader, and other technology solutions to assess the targeted educational needs of individual students and intervene appropriately. Teachers make use of interactive online content such as BrainPop and Starfall. In the secondary grades, the teacher computer, projector, interactive whiteboard, and document camera remain interactive, multi-sensory, and engaging teaching and learning tools. With the exception of DIBELS, almost all the same tools are used by elementary and secondary schools. In addition, specific programs make use of specific technology. For example, depending on grade level and subject the STEM programs make use of RobotC, Autodesk, SolidWorks, and Project Lead the Way digital materials. Plato online learning is used to meet the needs of students who are at risk of failing to graduate high school. Teachers and administrators make extensive use of Aeries, Illuminate, PBIS, SWIS, and Naviance to assess student progress, counsel students, provide targeted interventions, track students' college and career readiness, and track grant eligibility. The secondary grades make extensive use of the Aeries Parent Portal to keep parents informed of student assignments, grades, and other relevant information. In addition to the above, special needs students are provided with adaptive and assistive technologies in accordance with their IEP and/or 504 plans. The multiple modes of learning afforded through appropriately targeted technology enhanced learning are especially powerful for special needs students. In this arena, tablet solution based applications such as ProLoQuo improve student performance and reduce the cost of providing special needs education. Special Education Teachers and administrators make use of the CEDR Special Education Information System for tracking special need student information including IEP progress. For all grades and special needs students, administrators and teachers make use of the school district's community notification system to keep parents informed of school events and student performance. Teachers are increasingly making use of the Haiku Learning Management System to create a digital classroom that parents can experience. 3c. Summary of the district's curricular goals that are supported by this tech plan. Tustin Unified goals follow the National Education Plan (NETP) recommendations on transforming education in schools integrating technology into all strands of the District core curriculum. National Plan Goals: 1.0 Learning: Engage and Empower 2.0 Assessment: Measure What Matters Tustin Unified July 1, June 30, 2016 Page 9

13 3.0 Teaching: Prepare and Connect 4.0 Infrastructure: Access and Enable 5.0 Productivity: Redesign and Transform. Tustin Unified School District will use curriculum pacing guides based upon the Common Core State Standards (CCSS) to address TUSD technology goals (NETP). The pacing guides include the following content areas: English Language Arts Pacing Guide, Grades K-12 Mathematics Pacing Guide, Grades K-12 Science Pacing Guide, Grades K-12 History/Social Science Pacing Guide K-12 The District Plan will transform education in TUSD schools based upon the District's curricular goals aligned with the California Common Core Standards. 1.0 Learning: Engage and Empower Students will have mobile access to information and resources 24/7 enabling them to learn beyond the traditional classroom walls. Outside school, students will pursue their passions in their own way and at their own pace. The opportunities will be limitless, borderless, and instantaneous. Whether the domain is English Language Arts, mathematics, sciences, social studies, history, art, world languages, or music, we will integrate 21st century competencies and expertise such as critical thinking, complex problem solving, collaboration, multimedia communication, and technological competencies. will be leveraged to provide access to learning resources that extend beyond the classroom walls. 2.0 Assessment: Measure What Matters TUSD will continue to use technology-based assessments to provide data to drive decisions to determine what is best for every student, which will lead to continuous improvement across all content areas. -based assessments will be used formatively to diagnose and adapt learning and instructional practices, while at the same time determining what students have learned for grading and accountability purposes. 3.0 Teaching: Prepare and Connect All classroom teachers will be fully connected: 1) to learning data and tools for using the data; 2) to the content, resources and systems that empower them to create, manage, and assess engaging and relevant learning experiences; 3) and directly to their students in support of learning both in and out of school. This will also allow teachers to access resources and expertise that improve their own instructional practices and guide them in becoming facilitators and collaborators in their students' self-directed learning. 4.0 Infrastructure: Access and Enable TUSD will provide a comprehensive infrastructure for learning that provides every student and educator with the resources they need when and where they are needed. The underlying principle is that infrastructure includes people, processes, learning resources, policies, and sustainable Tustin Unified July 1, June 30, 2016 Page 10

14 models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administration tools. 5.0 Productivity: Redesign and Transform TUSD will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money and staff. TUSD will utilize technology to implement personalized learning and ensure that students are making appropriate progress through the system to graduate and prepare for college and careers. 3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals. Goal 3d.1: (Learning: Engage and Empower) Students and teachers will increase their use of technology to improve teaching and learning of curriculum aligned with Common Core State Standards to enhance student achievement in meeting or exceeding academic content standards. Objective 3d.1.1: By June 2016, 80% of core subject (English Language Arts, Mathematics, Science, and Social Studies) teachers and students will incorporate technology resources on a daily basis to enhance student learning of curriculum aligned with Common Core State Standards in lesson design and delivery of instruction as measured by the District Annual Use Survey. Benchmarks: Year 1: By June 2014, 60% of core subject (English Language Arts, Mathematics, Science, and Social Studies) teachers and students will incorporate technology resources on a daily basis to enhance student learning of curriculum aligned with Common Core State Standards in lesson design and delivery of instruction as measured by the District Annual Use Survey. Year 2: By June 2015, 70% of core subject (English Language Arts, Mathematics, Science, and Social Studies) teachers and students will incorporate technology resources on a daily basis to enhance student learning of curriculum aligned with Common Core State Standards in lesson design and delivery of instruction as measured by the District Annual Use Survey. Year 3: By June 2016, 80% of core subject (English Language Arts, Mathematics, Science, and Social Studies) teachers and students will incorporate technology resources on a daily basis to enhance student learning of curriculum aligned with Common Core State Standards in lesson design and delivery of instruction as measured by the District Annual Use Survey. Implementation Plan Tustin Unified July 1, June 30, 2016 Page 11

15 Activity Survey teachers on technology use in the classroom. Review District state testing reports in the fall of each school year for all content areas in grades Although this is an assumption that state scores are improving due to technology use, it will help to confirm that TUSD is advancing students in core content areas. Routinely use data and assessment to guide curricular decision-making in Professional Learning Communities to ensure students are achieving Common Core Standards. Timeline Annually Annually each Fall. Ongoing Person(s) Responsible, Assessment and Director Assessment and Director, School Site Principals, Teachers Monitoring & Instrument and Executive Advisory Committee, Executive Advisory Committee, Assessment and Director, School Site Principals, Teachers District Annual Use Survey that was developed as a baseline for this Plan. Annual State Testing Reports. Professional Learning Community meeting notes, agendas, informative assessment reports by grade level Goal 3d.2: (Assessment: Measure What Matters) Students and teachers will increase their use of data management systems to support the academic needs of significant subgroups. Teachers will develop daily/weekly formative assessments on the student management data system with PLCs to target specific needs of all students including significant subgroups. Objective 3d.2.1: By June 2016, 90% of core subject teachers will use the student data management system to develop and analyze formative assessments with PLCs on a weekly basis as measured by statistics from Illuminate, the District Data Management System. Tustin Unified July 1, June 30, 2016 Page 12

16 Benchmarks: Year 1: By June 2014, 70% of core subject teachers will use the student data management system to develop and analyze formative assessments with PLCs on a weekly basis as measured by statistics from Illuminate, the District Data Management System. Year 2: By June 2015, 80% of core subject teachers will use the student data management system to develop and analyze formative assessments with PLCs on a weekly basis as measured by statistics from Illuminate, the District Data Management System. Year 3: By June 2016, 90% of core subject teachers will use the student data management system to develop and analyze formative assessments with PLCs on a weekly basis as measured by statistics from Illuminate, the District Data Management System. Implementation Plan Activity Teachers meet weekly in Professional Learning Communities to monitor data to target students' needs and adjust instruction by analyzing data. Teachers meet weekly in Professional Learning Communities to create assessments in Illuminate to target student needs. Timeline Weekly Weekly Person(s) Responsible Monitoring & Director of Principals, Assessment and Administrative, Services and Services, Teachers, Principals Director of Assessment and,, Teachers, Principals Principals, Administrative Services and Services Instrument Reports from the data system on the number of assessments developed and Professional Learning Community agendas. Reports from Illuminate to determine usage by grade levels at various school sites. Goal 3d.3: (Teaching: Prepare and Connect) Fully integrate the District learning management system, Haiku, into all curricular areas to assist students in meeting common core standards and enhance teaching and learning. Objective 3d.3.1: By June % of all teachers will be trained on using Haiku to develop/create digital content areas for students to access on a daily basis. Benchmarks: Year 1: By June % of all teachers will be trained on using Haiku to develop/create digital content areas for students to access on a daily basis as measured by annual Haiku Usage Reports. Tustin Unified July 1, June 30, 2016 Page 13

17 Year 2: By June % of all teachers will be trained on using Haiku to develop/create digital content areas for students to access on a daily basis as measured by annual Haiku Usage Reports. Year 3: By June % of all teachers will be trained on using Haiku to develop/create digital content areas for students to access on a daily basis as measured by annual Haiku Usage Reports. Implementation Plan Activity Provide ongoing teacher trainings using Haiku. Students will access Haiku on a daily basis. Timeline Annually Annually Person(s) Responsible Task Force Representatives, Digital Learning Coaches, Teachers, Principals, Monitoring & Principals,, Administrative Services and Services Instrument Sign-In sheets, District Professional Development System (PDExpress) reports that show us which teachers have and have not taken Haiku Professional Development. Haiku usage reports by teacher. Goal 3d.4: (Infrastructure: Access and Enable) Students will have comprehensive access through mobile devices and wireless connectivity for learning opportunities for all TUSD students. Objective 3d.4.1: By 2016, 100% students will have comprehensive access for digital learning opportunities with a ratio of 10 devices for every teacher/classroom in grades K-4 and 1:1 mobile device access in grades 5-12 at all TUSD school sites as measured by the District Inventory System, Destiny Asset Manager. Benchmarks: Year 1: By 2014, 90% students will have comprehensive access for digital learning opportunities with a ratio of 10 devices for every teacher/classroom in grades K-4 and 1:1 Tustin Unified July 1, June 30, 2016 Page 14

18 mobile device access in grades 5-12 at all TUSD school sites as measured by the District Inventory System, Destiny Asset Manager. Year 2: By 2015, 95% students will have comprehensive access for digital learning opportunities with a ratio of 10 devices for every teacher/classroom in grades K-4 and 1:1 mobile device access in grades 5-12 at all TUSD school sites as measured by the District Inventory System, Destiny Asset Manager. Year 3: By 2016, 100% students will have comprehensive access for digital learning opportunities with a ratio of 10 devices for every teacher/classroom in grades K-4 and 1:1 mobile device access in grades 5-12 at all TUSD school sites as measured by the District Inventory System, Destiny Asset Manager. Implementation Plan Activity 1:1 Devices are ordered and delivered to District Warehouse to be tagged and a distributed to schools. Administrative Services and Services will meet with teachers and administrators to determine the digital content on the devices. IT will image devices and prepare with District digital content materials for students. Mobile Device Distribution: 1 device for every student grades device for every 3 students in grades K-4 Timeline Fall/Winter 2013 Fall/Winter 2013 Winter 2013 Beginning in Spring 2014 Person(s) Responsible Principals, Library Technicians, IT Department Administrative Services, Services, Library Technicians, teachers and administrators. Administrative Services, Services, Library Technicians, IT Department Principals, Library Technicians, IT Department Monitoring & Director of IT, Director of IT Director of IT Director of IT Instrument Reports pulled from Destiny inventory system. Meeting notes and agendas. Meeting notes and agendas. Reports pulled from Destiny inventory system. Tustin Unified July 1, June 30, 2016 Page 15

19 Goal 3d.5: (Productivity: Redesign and Transform) TUSD students will utilize technology to develop 21st century skills needed for college and careers through digital project-based learning opportunities such as creating Haiku Wikis and Voicethread projects. Objective 3d.5.1: By June 2016, 75% of students grades 2-12 will demonstrate learning through a minimum of two digital project based learning opportunities using various presentation software such as wikis or Voicethread projects using various presentation software stored on the Haiku Learning Management System. Benchmarks: Year 1: By June 2014, 25% of students grades 2-12 will demonstrate learning through a minimum of two digital project based learning opportunities using various presentation software such as wikis or Voicethread projects using various presentation software stored on the Haiku Learning Management System. Year 2: By June 2015, 50% of students grades 2-12 will demonstrate learning through a minimum of two digital project based learning opportunities using various presentation software such as wikis or Voicethread projects using various presentation software stored on the Haiku Learning Management System. Year 3: By June 2016, 75% of students grades 2-12 will demonstrate learning through a minimum of two digital project based learning opportunities using various presentation software such as wikis or Voicethread projects using various presentation software stored on the Haiku Learning Management System. Implementation Plan Activity Develop project based grade level appropriate learning activities based on California Common Core Standards. Train teachers on how to access and deliver project based learning activities based on Common Core Standards on Haiku. Timeline 2 activities per year (Grades 2-12) Annually (beginning in Fall 2014) Person(s) Responsible Site Task Force Representatives, Digital Learning Coaches Site Task Force Representatives, Digital Learning Coaches Monitoring & Instrument Minimum of two project based learning activities per grade level annually stored on Haiku Learning Management System. Sign in sheets and evaluations Tustin Unified July 1, June 30, 2016 Page 16

20 Teachers use Haiku to deliver grade-appropriate project based learning activities to students. Annually (beginning in January 2015) Site Task Force Representatives, Digital Learning Coaches, Teachers, Principals, Principals Statistics from online presentation systems such as Haiku Wikis and Voicethread. 3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace. Tustin Unified School District will provide opportunities for students to practice 21st century learning skills. Based on the International Society for in Education's (ISTE) National Standards for Students (NETS-S) skills and the Common Core State Standards, students will engage in activities that help promote these skills in daily classroom instruction. The NET-S focuses on six specific areas that include creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem-solving and decision-making; digital citizenship; and technology operations and concepts. Students will experience a variety of 21st century learning opportunities by creating presentations such as Haiku Wikis or Voicethread on the district learning management system to organize, present findings, learn and reinforce curricular skills, collaborate and communicate. Teachers will deliver lessons that promote technologies and information literacy based on the NET-S standards (Appendix). Students will be provided 21st learning opportunities through school library programs--collaboratively planned and delivered units of study developed through the shared expertise and partnership of classroom teachers and librarians based on the principles of resource based learning and information literacy. These collaborative efforts will ensure students have the ability to recognize the need for information to solve problems and develop ideas; pose important questions; use a variety of information gathering strategies; locate relevant and appropriate information; assess information for quality, authority, accuracy and authenticity. Students will have the ability to use the practical and conceptual tools of information technology to understand form, format, location and access methods. They will understand how information is produced to publish in textual and multimedia formats and to adapt to emerging technologies. Goal 3e.1: Students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace. Students will become proficient at locating, accessing, and evaluating information and resources (including online reference databases and practice tests) on the Internet. Search strategies will be taught as appropriate per grade level. Information literacy instruction will include an emphasis on website evaluation and safety and ethics issues. Tustin Unified July 1, June 30, 2016 Page 17

21 Objective 3e.1.1: By June 2016, 100% of students will receive regular instruction aligned with the NET-S in the classroom to acquire the technology skills needed to succeed in the classroom and the workplace as measured by the District Standards Matrix. Benchmarks: Year 1: By June 2014, develop a District Standards Matrix that identifies specific skills and expectations at each grade level that aligns with the NET-S Standards. Year 2: By June 2015, 80% of students will receive regular instruction aligned with the NET-S in the classroom to acquire the technology skills needed to succeed in the classroom and the workplace as measured by the District Standards Matrix. Year 3: By June 2016, 100% of students will receive regular instruction aligned with the NET-S in the classroom to acquire the technology skills needed to succeed in the classroom and the workplace as measured by the District Standards Matrix. Implementation Plan Activity Develop a District Standards Matrix that identifies specific skills at each grade level. In fall 2015, District Task Force representatives will train site teachers on using the District Standards Matrix. Timeline Begin Fall 2013 Train in Fall and begin using the grade level matrix. Person(s) Responsible, District Task Force Representatives, Digital Learning Coaches Site Task Force Representatives and Monitoring & Instrument Meeting Notes, Sign In Sheets, published product End of the year checklist matrix will be submitted to Task Force representative at the end of each year. Tustin Unified July 1, June 30, 2016 Page 18

22 Students will use Annually developmentally appropriate software and hardware (e.g. productivity tools, web research and applications, presentation and multimedia software, interactive whiteboards, scientific probeware etc.) to research, organize, and creatively present products that exemplify proficiency in information literacy and NET-S for students. Task Force Representatives, Teachers, and Task Force Representatives Presentation products shared on Haiku sites, school websites, or school technology showcase nights. Objective 3e.1.2: By 2016, 90% of students will be access reliable information using ABC-Clio or Britannica Online, the District electronic research databases, for research and information as measured by electronic database usage reports. Benchmarks: Year 1: By 2014, 70% of students will be access reliable information using ABC-Clio or Britannica Online, the District electronic research databases, for research and information as measured by electronic database usage reports. Year 2: By 2015, 80% of students will be access reliable information using ABC-Clio or Britannica Online, the District electronic research databases, for research and information as measured by electronic database usage reports. Year 3: By 2016, 90% of students will be access reliable information using ABC-Clio or Britannica Online, the District electronic research databases, for research and information as measured by electronic database usage reports. Tustin Unified July 1, June 30, 2016 Page 19

23 Implementation Plan Activity Students will access information from ABC-Clio or Britannica Online for reliable information. Timeline Daily Person(s) Responsible Students, teachers and school site librarians. Monitoring & and District Librarian will provide annual usage reports to Administrative Services and Services. Instrument Discovery Education, ABC-Clio and Britannica Online usage reports. 3f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use All TUSD staff will receive professional development on the importance of understanding Copyright Laws, including Fair Use and respect for intellectual property rights. Through real-world use of multimedia in lessons and projects, students are taught the importance of intellectual property rights. The District will provide online resources on copyright issues for educators posted within the Haiku Learning Management System. This information will be presented yearly to staff through the Task Force representatives and the resources will be revised to reflect current copyright issues and emerging technologies. Schools have policies on academic dishonesty and deterring plagiarism, but many students still don't understand why it is improper to utilize the work of others; this includes using commercial music, video clips, and images in multimedia projects. A renewed effort to educate students on citing sources, doing their own work, and on general copyright laws will help students be responsible digital citizens. Emphasis will be placed on peer-to-peer sharing of music and videos. The District and the Library Media Supervisor will continue to work with the Task Force and the Digital Learning Coaches to develop the Copyright and Fair Use Haiku class as an updated resource for teachers and students. Tustin Unified July 1, June 30, 2016 Page 20

24 Implementation Plan Activity Design trainings focusing on ethical use of information technology including the following topics: copyright and fair use, downloading and file sharing, and plagiarism. Pre and Post Tests will be a component of each training. Train all teachers and administrators on ethical use of information technology to integrate with 21st century instruction. Train Library Media Techs on Ethical Use of Information Timeline Fall 2013 Two hour training provided to school sites from Task Force representati ves sometime in fall/winter 2013 and ongoing as needed. Annually Person(s) Responsible District Directors of Curriculum,, Task Force Representatives District Directors of Curriculum, and District Library Media Tech Monitoring & District Directors of Curriculum,, Library Media, Digital Literacy Coaches District Directors of Curriculum, oversee the rollout of this training day. s and successful implementation of program as indicated by student post test results. Instrument Annual Post Tests will be a component of each training. Sign in sheets for Staff Development Sign in sheets, test reports, evaluations Tustin Unified July 1, June 30, 2016 Page 21

25 Implementation Plan Activity Timeline All students Annually participate in Haiku and Class on Ethical Use ongoing as of Information needed. including topics: copyright and fair use, downloading and file sharing, and plagiarism. Person(s) Responsible Site Library Media Tech, Site Administrator and Site Task Force Representatives Monitoring & Instrument Teacher will Online Haiku provide an online Assessment Haiku assessment to each student check for understanding. Task Force representatives will review results of post tests and modifications will be made as needed to the program. 3g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307) The District Office and Library Media Supervisor will work with Task Force representatives and Digital Literacy Coaches to continue to raise awareness about Internet safety, online privacy and online predators. Information, resources, and lessons will be presented to parents, teachers, and students. All students and parents will sign the Acceptable Use Policy (AUP) to reinforce the importance of Internet safety both at home and school. The Digital Learning Coaches and will use Common Sense Media, a free toolkit supported by reputable educational organizations, to create lesson plans and resources in Haiku at each grade level to parallel Digital Citizenship guidelines that address specific responsibilities--from plagiarism and multiple point of view consideration to digital footprints and avoiding phishing scams--to ensure that students are prepared to participate effectively and ethically in the online environment. We want our students to navigate safely and ethically in the digital world to prepare them for job opportunities and success in the global economy. We want our students to know how to protect their online privacy and avoid online predators and bullies. Goal 3g.1: All students in our district will be educated to be safe responsible users of digital tools in the 21st century; students will be knowledgeable of internet safety including awareness, dangers, and consequences of cyber-bullying, protection against online predators, and how to maintain online privacy. Tustin Unified July 1, June 30, 2016 Page 22

26 Implementation Plan Activity Review and update (if needed) District Acceptable Use Policy (AUP). Ensure that administrators along with the technology committee address the AUP in staff meeting and have every employee sign agreement. Verify that each student has a signed AUP on file with parent or guardian signature. Digital Learning Coaches will work with and District Library Media Tech to create online lessons by grade level stored in Haiku to include internet safety. Students will log onto Haiku and access an online class on internet safety including awareness and dangers of cyber bullying, protection against online predators and how to maintain online privacy at the beginning of each school year. Timeline Annually (Sept.) Fall 2013 Annually (Beginning winter 2013) Person(s) Responsible and Site Administrator Digital Learning Coaches Monitoring & Instrument Review of AUP will Updated Annual be done by Copies and Task Force Representatives and District Media Tech Site Library Media Techs will have, Ed students complete Services Directors, class and District Media Tech, assessment at the Site Library Media beginning of each Techs school year. Grade Level Haiku Online Assessments Online Assessment Reports on Haiku Tustin Unified July 1, June 30, 2016 Page 23

27 Provide training and information focusing on internet safety for community members. Annually (Sept.), Ed Services Directors, Principals, Task Force Representatives Task Force representatives oversee the roll out of this training day for each school site. Sign-In Sheets from Parent and Community Meetings on Cybersafety 3h. Description of the district policy or practices that ensure equitable technology access for all students. All students at all sites will have equitable access. Students and teachers will have wireless access to information from every classroom, library, media center, auditorium and lab at our schools. Schools will work to develop support systems for students with limited access from home in the following ways: 1) Open labs during lunch. 2) Access during secondary intervention and flexible grouping tutorial periods. 3) Before and after school library hours. 4) After School Connection (ASC) Program where Title One students have accessibility to complete homework and projects using the school's computer lab facilities to complete work after school hours. 5) Opportunity for low income families to participate in the Connect to Compete Program that qualifies Title One students to obtain wireless connectivity for a low monthly cost from the local cable company. Special needs students are provided with adaptive and assistive technologies in accordance with their IEP and/or 504 plans. The multiple modes of learning afforded through appropriately targeted technology enhanced learning are especially powerful for special needs students. In this arena, tablet solution-based applications such as ProLoQuo improve student performance and reduce the cost of providing special needs education. Special Education Teachers and administrators make use of the CEDR Special Education Information System (SEIS) for tracking special need student information including IEP progress. The District Acceptable-Use Policy for access to the Internet is updated annually. Every computer/device is networked and monitored by the IT department. Access to appropriate websites is controlled by District firewall filters. Tustin Unified July 1, June 30, 2016 Page 24

28 3i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers efforts to meet individual student academic needs. The District currently uses Illuminate and Aeries to keep track of student records, benchmarks, and statewide assessment data. All secondary teachers use Aeries Gradebook as their grading program. Parents have online access to completed grade data through the ABI Parent Portal. Approximately 33% of the elementary teachers (K-5) have been trained on ABI (Aeries) for grade reporting. The plan is to extend trainings to 100% of both secondary and elementary teachers using ABI for teachers. The use of technology has helped site and district administrators, teachers, and other district personnel to easily access and obtain data to track student achievement and growth. The District puts an emphasis on the use of data-driven decision-making. Principals and teachers will continue to spend time analyzing results of benchmarks and statewide testing to ensure that students are showing growth and instruction is focused on student needs. In Professional Learning Community (PLC) meetings, teachers analyze test results and determine specific students who may need a modified curriculum, re-teaching, and reinforcement. Additionally, teachers are given time to determine if there are any specific areas to re-teach the entire class. The use of Illuminate and Aeries reporting features help to facilitate the easy analysis of trends in student achievement, benchmarks and state testing. Goal 3i.1: All teachers and administrators will create, administer and analyze common assessments through the District's electronic data management system to students on a daily basis to monitor performance and immediately respond to student needs. Objective 3i.1.1: By 2016, 90% of core subject teachers will use the Illuminate Student Data Management System to develop and analyze formative assessments with PLCs on a weekly basis measured by Illuminate Usage Reports that report how many assessments were used by grade level each month. Benchmarks: Year 1: By 2014, 70% of core subject teachers will use the Illuminate Student Data Management System to develop and analyze formative assessments with PLCs on a weekly basis measured by Illuminate Usage Reports that report how many assessments were used by grade level each month. Year 2: By 2015, 80% of core subject teachers will use the Illuminate Student Data Management System to develop and analyze formative assessments with PLCs on a weekly basis measured by Illuminate Usage Reports that report how many assessments were used by grade level each month. Year 3: By 2016, 90% of core subject teachers will use the Illuminate Student Data Management System to develop and analyze formative assessments with PLCs on a weekly basis measured by Illuminate Usage Reports that report how many assessments were used by grade level each month. Tustin Unified July 1, June 30, 2016 Page 25

29 Implementation Plan Activity Teachers meet weekly in PLCs to create assessments on a weekly basis. Teachers meet weekly in PLCs to monitor data to target students' needs and adjust instruction by analyzing data. Annually, review the usage report of the number of monthly assessments used by grade level (grade level target is 4 per month). Timeline Person(s) Monitoring & Responsible Instrument Weekly Teachers, Principals Principals Meeting Notes, Agendas, Illuminate Usage Reports Weekly Teachers, Principals Principals Meeting Notes, Agendas Annually Task Force Representatives, Principals, Teachers Director of Assessment and,, Principals, Teachers Usage report of monthly assessments by grade level. Goal 3i.2: All teachers and administrators will use specific features of the student information system (SIS) to support student learning. Objective 3i.2.1: All teachers will use the SIS to generate report cards, and 90% of core secondary teachers will use the Gradebook feature to support student learning as measured by the District Use Survey. Benchmarks: Year 1: By June 2014, 100% of teachers will use the SIS to generate report cards, and 70% of core secondary teachers will use the Gradebook feature to support student learning as measured by the District Use Survey. Year 2: By June 2015, 100% of teachers will use the SIS to generate report cards, and 80% of core secondary teachers will use the Gradebook feature to support student learning as measured by the District Use Survey. Year 3: By June 2016, 100% of teachers will use the SIS to generate report cards, and 90% of core secondary teachers will use the Gradebook feature to support student learning as measured by the District Use Survey. Tustin Unified July 1, June 30, 2016 Page 26

30 Implementation Plan Activity Provide trainings on SIS system Gradebook features. Each year monitor the teacher use of the Aeries Gradebook feature. Timeline Each reporting period. Annually Person(s) Responsible Teachers, Trainers, Director or IT, Monitoring & Director or IT, Instrument District Use Survey to determine the number of teachers using the Gradebook feature. Aeries reports 3j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. Tustin Unified District is committed to developing new ways and refining traditional methods of improving the communications between home and school. It is through timely and relevant communication that the home-school connection is strengthened. The school year was TUSD's first year of using the Haiku Learning Management System for creating hybrid face-to-face and online learning environments. The goal of the District in the next three years is to improve parent communication by allowing access to the Haiku Parent Portal. The District strives to provide communication to parents in a variety of ways to give families personal choice in how they receive important information. Currently, parents have access to school websites with teacher accounts on School Wires, traditional paper newsletters are sent home, and administrators have Twitter, Facebook and Instagram accounts. Every teacher and school has access to ABI (Aeries) and Illuminate to share information about data and achievement with parents and students. Additionally school sites use BlackBoard ConnectEd, a voice calling solution, to provide families with information via mobile or home phone quickly and efficiently. Goal 3j.1: Teachers will use Haiku, the district's learning management system, to communicate with students and parents on a daily basis. Objective 3j.1.1: By June 2016, 90% of teachers will be trained on using Haiku to communicate with students and parents on a daily basis using the Haiku Parent Portal as measured by Haiku Parent Usage Reports. Tustin Unified July 1, June 30, 2016 Page 27

31 Benchmarks: Year 1: By June 2014, 70% of teachers will be trained on using Haiku to improve communication with parents on a daily basis by encouraging parents to access the Haiku Parent Portal as measured by Haiku Parent Usage Reports Year 2: By June 2015, 80% of teachers will be trained on using Haiku to improve communication with parents on a daily basis by encouraging parents to access the Haiku Parent Portal as measured by Haiku Parent Usage Reports Year 3: By June 2016, 90% of teachers will be trained on using Haiku to improve communication with parents on a daily basis by encouraging parents to access the Haiku Parent Portal as measured by Haiku Parent Usage Reports Implementation Plan Activity Provide ongoing teacher trainings using Haiku. Pull Haiku Parent Usage Reports bi-annually to monitor if parent usage is increasing each year. Timeline Annually Annually Person(s) Responsible Monitoring & Instrument Sign-In sheets Haiku Parent Portal Usage Reports Goal 3j.2: Electronic connectivity will be used to enhance communication and work productivity among student, teachers, administrators, employees, parents, and the community as measured by the number of departments trained on Haiku. Objective 3j.2.1: All District departments and each school site will create Haiku information areas to enhance communication and work productivity amongst staff as measured by the number of departments trained on Haiku. Benchmarks: Year 1: By June 2014, 60% of District departments and each school site will create Haiku information areas to enhance communication and work productivity amongst staff as measured by the number of departments trained on Haiku. Year 2: By June 2015, 80% of District departments and each school site will create Haiku information areas to enhance communication and work productivity amongst staff as measured by the number of departments trained on Haiku. Year 3: By June 2016, 100% of District Departments and each school site will create Haiku information areas to enhance communication and work productivity amongst district staff as measured by the number of departments trained on Haiku. Tustin Unified July 1, June 30, 2016 Page 28

32 Implementation Plan Activity Train all District Departments and school site administrators to create information areas in Haiku available for their staff to enhance communication in TUSD. Analyze District Haiku Usage Reports by Department. Timeline Annually Annually Person(s) Responsible, Task Force Representatives, Digital Learning Coaches Monitoring & Instrument Professional development surveys Haiku Usage Reports by Department 3k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities. The Executive Advisory Committee (ETAC) will review all plan components, timelines, and the budget four times per year. Each identified objective and budget item will be reviewed, evaluated, and if necessary, revised. The Directors of Curriculum,, Director of Information, and the Task Force will oversee data collection, analysis and communication among those responsible for implementing the plan. Hardware, software, and web-based application standards will be reviewed and revised by ETAC annually. The process used to monitor curriculum components can also be found under each goal for sections 3D through 3J. The Executive Advisory Committee will make recommendations as a result of analysis and review for necessary adjustments and changes to the Plan. Any significant revisions or recommendations to the Plan will be presented to the District Superintendent and the Governing Board. Changes will be implemented upon approval from the Assistant Superintendent of Administrative Services, the Chief Academic Officer of Services, and the Chief Business Officer. The criteria used for the evaluation of the impact of the technology on student learning will come from Common Core Assessments and CAHSEE results, local assessments, survey findings, student work samples, student portfolios, performance assessments, percentage of students being Tustin Unified July 1, June 30, 2016 Page 29

33 admitted to technology-focused college programs, attendance and drop-out rates, and system usage reports. District student, staff, and parent surveys will be administered annually to evaluate the extent to which the Plan has made a positive impact on teaching and learning. Data will be reviewed and compared year to year by the Executive Advisory Committee (ETAC). The committee will use the data to determine progress in meeting the goals of this Plan and assist the District in revising the Plan if necessary. 4. Professional Development 4a. Summary of teachers' and administrators' current technology skills and needs for professional development. In November 2012, TUSD staff was surveyed on technology use in the classroom. Here is a summary of TUSD's teachers and administrators current technology skills that help to address the District's professional development needs. These charts show District results that support the curriculum goals listed in section 3D through 3J of the Plan. The data represents 625 surveyed teachers/administrators, or 64% of credentialed teachers/administrators in the District. It includes fully and partially completed surveys. How often do you use technology to maintain an online classroom environment (e.g. Haiku, Edmodo)? Daily % Weekly % Monthly 48 8% Rarely 82 13% Not at All % This graph represents only 25% of teachers and administrators using online classroom instruction on a daily basis. There is a strong need for advancing Haiku online classroom environments with 1:1 learning in grades Students need access to content at anywhere anytime. How often do you use technology to research curriculum and find instructional resources? Daily % Weekly % Monthly 71 11% Rarely 9 1% Tustin Unified July 1, June 30, 2016 Page 30

34 Not at All 7 1% This graph represents 86% of teachers and administrators find instructional resources on the Internet. There is a need for TUSD to provide safe, reliable resources of information and content for teachers using databases like ABC-Clio and Britannica Online to drive instruction. How often do you use technology to engage in online communities or collaborate with other teachers? Daily % Weekly % Monthly % Rarely % Not at All 59 9% This graph shows that 52% of teachers and administrators engage in online communities and collaborate with other teachers. This shows a need to provide professional development on social networks like Haiku and Nimbus to foster strong learning communities. How often do you use technology to analyze student data? Daily % Weekly % Monthly % Rarely 22 4% Not at All 4 1% This graph shows that 79% of our teachers are using student assessments on a daily/weekly basis to inform instruction. These best practices will continue to grow with more professional development opportunities on systems that provide assessment opportunities such as Illuminate, Aeries, and Haiku. After reviewing the District surveys, TUSD recognizes the need for ongoing professional development for teachers, administrators, and staff. The training needs to be integrated with the curriculum as well as the day-to-day duties of all staff. Additionally, the professional development must spiral concepts to provide multiple exposure to technology tools and increase mastery. The following professional development goals and benchmarks provide information on how the District will increase capacity in utilizing technology in areas that include teaching, learning, productivity and communication. These goals will include 100% Haiku usage by teachers/administrators, providing professional development to encourage safe browsing using reliable resources like ABC-Clio and Britannica Online, expand the usage of online collaboration within TUSD, and using assessments to inform classroom instruction as a daily/weekly practice. Tustin Unified July 1, June 30, 2016 Page 31

35 Each site has a Task Force Representative that will support schools with professional development needs. In addition to the Task Force Representatives, five full time District elementary coaches will coach 2-3 elementary teachers from each school site, four full time District middle school coaches will support 2-3 middle school teachers from each school site, and four full time District high school coaches will support 2-3 high school teachers from each school site. After one full year teachers being coached by District Learning Coaches, the teachers will become site experts and continue to model 21st century best practices at his/her school site. This will help to build capacity to help move TUSD schools forward with transforming digital instruction. 4b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your district needs assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of the plan. The of will work with 13 Digital Literacy Coaches to present and prepare model academic technology lessons within the classroom of each of the 18 elementary school sites, 6 middle school sites, and 4 high school sites. The Digital Literacy Coaches will also develop skeletal digital content areas on Haiku for teachers to use and integrate with their daily instruction. Additionally, successful technology integration strategies will be shared with Task Force representatives who will further support school sites with 21st century instruction. Goal 4b.1: Provide staff development opportunities to assist teacher and administrators in using technology to support common core and District curriculum standards to meet the goals of this plan. (Section 3d) Objective 4b.1.1: With mobile learning devices in the hands of all students grades K-12, 100% teachers will be trained on how to use mobile devices with their daily instruction as measured by the District Survey results. Benchmarks: Year 1: By June 30, 2014, 80% teachers will be trained on how to use mobile devices with their daily instruction as measured by the District Survey results. Year 2: By June 30, 2015, 90% teachers will be trained on how to use mobile devices with their daily instruction as measured by the District Survey results. Year 3: By June 30, 2016, 100% teachers will be trained on how to use mobile devices with their daily instruction as measured by the District Survey results. Implementation Plan Tustin Unified July 1, June 30, 2016 Page 32

36 Activity Task Force members will provide professional development on the devices used with students. Analyze District Survey to see if teacher device usage increases each year. Timeline Annually Annually Person(s) Responsible Task Force Representatives, Principals, Teachers, Administrators, Monitoring & Instrument Sign-In Sheets and s District Survey Objective 4b.1.2: By June 30, 2016, each school site will have 2-4 site experts that will continue to support colleagues with effective best practices as measured by personnel records. Benchmarks: Year 1: By June 30, 2014, the 2-4 site experts that were trained under the Digital Literacy Coaches will continue to support the school sites with effective best practices as measured by personnel reports from principals. Year 2: By June 30, 2015, each school site will have 2-4 site experts that will continue to support colleagues with effective best practices as measured by administrative reports from principals. Year 3: By June 30, 2016, each school site will have 2-4 site experts that will continue to support colleagues with effective best practices as measured by personnel reports from principals. Implementation Plan Activity Assign Digital Learning Coaches hired in spring, 2013 to school sites. Timeline July 1, 2013 (ONE YEAR POSITION) Person(s) Responsible Monitoring & Instrument Schedule of Coaching Assignments Tustin Unified July 1, June 30, 2016 Page 33

37 Implementation Plan Activity Digital Literacy Coaches will be responsible for creating skeletal digital content areas based on the California Common Core Standards on Haiku for teachers to access and use. Digital Learning Coaches will train and support 2-4 site experts with 21st century best practice instruction on a daily basis. The site Digital Learning Experts will provide site support after the one year Digital Learning Coaches positions have concluded. Provide ongoing trainings to teachers with District adopted technology systems, software and applications to support 21st century instruction. Timeline August-Dec ember 2013 (ONE YEAR POSITION) Weekly (ONE YEAR POSITION) Annually Site-based Digital Annually Learning Expert will provide support to teachers as they implement programs and strategies introduced at trainings. Person(s) Responsible, Directors of Ed Services, and Digital Learning Coaches Digital Learning Coach, Digital Learning Site Experts and Site Digital Learning Experts and Site Digital Learning Experts Monitoring & will review training content, observation of training, and use and implementation of programs and strategies learned during training. Site-based Digital Learning Expert notes and records will be reviewed at school sites and district wide expert meetings Instrument District Survey Meeting notes and logs Sign-In Sheets and s PLC Meeting Notes and District Survey Tustin Unified July 1, June 30, 2016 Page 34

38 Objective 4b.1.3: By June 30, 2016, 100% of TUSD teachers will routinely access and use Haiku digital content which will be based upon the common core standards to support 21st century learning for TUSD students as measured by the annual District Survey. Benchmarks: Year 1: By June 30, 2014, 80% of TUSD teachers will routinely access and use Haiku digital content which will be based upon the common core standards to support 21st century learning for TUSD students as measured by the annual District Survey. Year 2: By June 30, 2015, 90% of TUSD teachers will routinely access and use Haiku digital content which will be based upon the common core standards to support 21st century learning for TUSD students as measured by the annual District Survey. Year 3: By June 30, 2016, 100% of TUSD teachers will routinely access and use Haiku digital content which will be based upon the common core standards to support 21st century learning for TUSD students as measured by the annual District Survey. Implementation Plan Activity Provide differentiated professional development for Haiku integration (Beginning, Intermediate and Advanced) Provide Haiku Trainings at the District Summer Institutes Timeline Ongoing June Annually August Annually Person(s) Responsible, Digital Learning Coaches and Task Force Representatives, Task Force Representatives, and Digital Learning Coaches Monitoring & reviews training content and observation of training reviews training content and observation of training Instrument Sign-In Sheets and s Sign-In Sheets and s Tustin Unified July 1, June 30, 2016 Page 35

39 Implementation Plan Activity Provide Haiku Trainings at school sites based upon the site's needs. Create a professional development Haiku resource that includes documents and videos for teachers to access online learning opportunities anywhere at anytime. Timeline Ongoing Annually Person(s) Responsible, Task Force Representatives, and Digital Learning Coaches, Digital Learning Coaches Monitoring & reviews training content and observation of training Instrument Sign-In Sheets and s Haiku professional development on Haiku. Goal 4b.2: Provide staff development opportunities in technology and information literacy for teachers to assist their students in meeting the goals of this plan. (Section 3e) Objective 4b.2.1: By June 2016, 90% of teachers will participate in one technology professional development on the District Standards that are aligned with the NET-S as measured by the District Survey and training attendance. Benchmarks: Year 1: By June 2014, 70% of teachers will participate in one technology professional development on the District Standards that are aligned with the NET-S as measured by the District Survey and training attendance. Year 2: By June 2015, 80% of teachers will participate in one technology professional development on the District Standards that are aligned with the NET-S as measured by the District Survey and training attendance. Year 3: By June 2016, 90% of teachers will participate in one technology professional development on the District Standards that are aligned with the NET-S as measured by the District Survey and training attendance. Tustin Unified July 1, June 30, 2016 Page 36

40 Implementation Plan Activity Create District Skills for each grade level that aligns with National Standards (NET-S). Our current standards align with old NET-S. Work with Task Force to align District Standards with the National Standards (NET-S) each fall. Task Force representatives will deliver a PD on the District Standards at the beginning of each school year. Timeline Fall 2013 Annually Annually Person(s) Responsible, Services Department, Task Force Representatives, District Task Force Principals, Task Force Representatives, Monitoring & and Services Department and Services Department Instrument District adopted technology standards. Agendas, Sign-In Sheets, and s District Survey Goal 4b.3: Provide staff development opportunities in the ethical and appropriate use of information technology including US copyright laws and fair use guidelines, plagiarism, distinguishing lawful from unlawful downloading and peer-to-peer file sharing to teachers to assist their students in meeting the goals of this plan. (Section 3f) Objective 4b.3.1: By June 2016, 100% of secondary teachers will be trained using ABC-Clio and Britannica Online, two reliable electronic research databases for students to access information for digital content as measured by ABC-Clio and Britannica Online usage reports. Within the training, trainers will review how to properly teach students to cite references used for research purposes. Tustin Unified July 1, June 30, 2016 Page 37

41 Benchmarks: Year 1: By June 2014, 80% of secondary teachers will be trained using ABC-Clio and Britannica Online, two reliable electronic research databases for students to access information for digital content as measured by ABC-Clio and Britannica Online usage reports. Within the training, trainers will review how to properly teach students to cite references used for research purposes. Year 2: By June 2015, 90% of secondary teachers will be trained using ABC-Clio and Britannica Online, two reliable electronic research databases for students to access information for digital content as measured by ABC-Clio and Britannica Online usage reports. Within the training, trainers will review how to properly teach students to cite references used for research purposes. Year 3: By June 2016, 100% of secondary teachers will be trained using ABC-Clio and Britannica Online, two reliable electronic research databases for students to access information for digital content as measured by ABC-Clio and Britannica Online usage reports. Within the training, trainers will review how to properly teach students to cite references used for research purposes. Implementation Plan Activity Train teachers on ABC-Clio and Britannica Online including effective research practices for students. Analyze ABC-Clio and Britannica Online Usage Reports Timeline Annually Annually Person(s) Responsible and District Library Media Tech and District Library Media Tech Monitoring & Instrument Sign-In Sheets and s ABC-Clio and Britannica Online Usage Reports Objective 4b.3.2: By June 30, 2016, 100% of teachers will be trained to access grade-appropriate information and resources on lawful and unlawful uses of copyrighted works, fair use guidelines, and respecting intellectual property on the TUSD Library Media Tech Haiku site as measured by Haiku Usage Reports. Benchmarks: Year 1: By June 30, 2014, 100% of teachers will be trained to access grade-appropriate information and resources on lawful and unlawful uses of copyrighted works, fair use guidelines, and respecting intellectual property on the TUSD Library Media Tech Haiku site as measured by Haiku Usage Reports. Year 2: By June 30, 2015, 100% of teachers will be trained to access grade-appropriate information and resources on lawful and unlawful uses of copyrighted works, fair use Tustin Unified July 1, June 30, 2016 Page 38

42 guidelines, and respecting intellectual property on the TUSD Library Media Tech Haiku site as measured by Haiku Usage Reports. Year 3: By June 30, 2016, 100% of teachers will be trained to access grade-appropriate information and resources on lawful and unlawful uses of copyrighted works, fair use guidelines, and respecting intellectual property on the TUSD Library Media Tech Haiku site as measured by Haiku Usage Reports. Implementation Plan Activity Provide information and resources on lawful and unlawful uses of copyrighted works, fair use guidelines, and respecting intellectual property on TUSD Library Haiku site. Digital Learning Coaches will create Haiku online assessments for all grade levels regarding lawful and unlawful uses of copyrighted works, fair use guidelines, and respecting intellectual property. Train teachers to demonstrate at each school site how students are to access the Haiku site, view age-appropriate content and complete the online assessment. Timeline Fall 2013 and ongoing Fall 2013 Annually Person(s) Responsible and District Library Media Tech, District Library Media Tech and Digital Learning Coaches, Site Task Force Representatives, Teachers Monitoring & and District Library Media Tech and District Library Media Tech and District Library Media Tech Instrument Haiku Usage Reports on TUSD Library Haiku site. Completed online assessments across all grade levels. Training Sign In Sheets Tustin Unified July 1, June 30, 2016 Page 39

43 Goal 4b.4: Provide staff development goal focuses on Internet safety, protection of online privacy and avoid online predators to teachers to assist their students in meeting the goals of this plan. (Section 3g) Objective 4b.4.1: By June 30, 2016, 100% of teachers will be trained to access grade-appropriate information and resources on internet safety, protection of online privacy and how to avoid online predators on the TUSD Library Media Tech Haiku site as measured by Haiku Usage Reports. Benchmarks: Year 1: By June 30, 2014, 100% of teachers will be trained to access grade-appropriate information and resources on Internet safety, protection of online privacy and how to avoid online predators on the TUSD Library Media Tech Haiku site as measured by Haiku Usage Reports. Year 2: By June 30, 2015, 100% of teachers will be trained to access grade-appropriate information and resources on Internet safety, protection of online privacy and how to avoid online predators on the TUSD Library Media Tech Haiku site as measured by Haiku Usage Reports. Year 3: By June 30, 2016, 100% of teachers will be trained to access grade-appropriate information and resources on Internet safety, protection of online privacy and how to avoid online predators on the TUSD Library Media Tech Haiku site as measured by Haiku Usage Reports. Implementation Plan Activity Provide information and resources on internet safety, protection of online privacy, and how to avoid online predators on TUSD Library Haiku site. Digital Learning Coaches will create Haiku online assessments for all grade levels regarding internet safety, protection of online privacy and how to avoid online predators. Timeline Fall 2013 and ongoing Fall 2013 Person(s) Responsible, District Library Media Tech and Digital Learning Coaches, District Library Media Tech and Digital Learning Coaches Monitoring & and District Library Media Tech and District Library Media Tech Instrument Haiku Usage Reports on the TUSD Library Haiku site. Online Assessments created for all grade levels on internet safety, protection of online privacy and how to avoid online predators. Tustin Unified July 1, June 30, 2016 Page 40

44 Implementation Plan Activity Timeline Train teachers at Annually each school site how students are to access the Haiku site, view age-appropriate information and complete an online assessment. Person(s) Responsible, Site Task Force Representatives, Teachers Monitoring & and District Library Media Tech Instrument Training Sign-In Sheets Goal 4b.5: Provide staff development opportunities on record keeping, assessment and access to student information more efficient and supportive of efforts to meet students' academic needs as measured by the District Survey. (Section 3i) Objective 4b.5.1: By June 30, 2016, 100% of teachers and site administrators will routinely use data and assessment to guide curricular decision-making in their Professional Learning Communities. Benchmarks: Year 1: By June 2014, 80% of teachers and site administrators will routinely use data and assessment to guide curricular decision-making in their Professional Learning Communities. Year 2: By June 2015, 90% of teachers and site administrators will routinely use data and assessment to guide curricular decision-making in their Professional Learning Communities. Year 3: By June 2016, 100% of teachers and site administrators will routinely use data and assessment to guide curricular decision-making in their Professional Learning Communities. Implementation Plan Activity Professional development support to schools on Illuminate. Timeline Ongoing Person(s) Monitoring & Responsible Director of Assessment and, and Task Force Representatives and Digital Learning Coaches Instrument Sign-In Sheets and s Tustin Unified July 1, June 30, 2016 Page 41

45 Professional development support to schools on Haiku online assessments. Professional Learning Communities use data to guide instruction on a daily basis. Ongoing Weekly, Task Force Representatives and Digital Learning Coaches y and Director of Information Teachers, Principals and Principals Sign-In Sheets and s PLC minutes, District Survey Objective 4b.5.2: By June, 2016, 100% of grades 5-12 teachers will be trained using Aeries online grade book to record student progress. Benchmarks: Year 1: By June 2014, 60% of grades 5-12 teachers will be trained using Aeries online grade book to record student progress. Year 2: By June 2015, 80% of grades 5-12 teachers will be trained using Aeries online grade book to record student progress. Year 3: By June 2016, 100% of grades 5-12 teachers will be trained using Aeries online grade book to record student progress. Implementation Plan Activity Train Grades 5-12 on Aeries ABI Gradebook. Teachers in grades 5-12 use Aeries online grade book. Timeline Annually Annually Person(s) Responsible, Task Force Representatives and Director of IT Monitoring & and Director of IT Instrument Sign-In Sheets and s Aeries Gradebook usage reports Goal 4b.6: Provide staff development opportunities on technology used to enhance two-way communication between teachers, administrators and parents. (Section 3j) Tustin Unified July 1, June 30, 2016 Page 42

46 Objective 4b.6.1: By June 2016, a 20% increase from 2013 in the number of times parents access the parent portal on ABI as measured by ABI Usage Reports. Benchmarks: Year 1: By June 2014, a 10% increase from 2013 in the number of times parents access the parent portal on ABI as measured by ABI Usage Reports. Year 2: By June 2015, a 15% increase from 2013 in the number of times parents access the parent portal on ABI as measured by ABI Usage Reports. Year 3: By June 2016, a 20% increase from 2013 in the number of times parents access the parent portal on ABI as measured by ABI Usage Reports. Implementation Plan Activity Training for teachers using the ABI system. Parent Training on how to access the ABI Parent Portal. Analyze ABI Parent Usage Reports to monitor annual growth. Timeline Annually Annually Annually Person(s) Responsible, Digital Learning Coaches, and Task Force Representatives Parents, Teachers, Administrators, Task Force Representatives and IT Director Monitoring &, Task Force Representatives, IT Director, IT Director Instrument Sign-In Sheets and s Open House Agenda, Letters Home ABI Parent Usage Reports 4c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned activities including roles and responsibilities. The and the Administrative Services team will annually monitor the progress of teachers and administrators via online surveys and information from the SpeakUp survey by Project Tomorrow. professional development will be annually monitored and adjusted depending on the results of these surveys. Online evaluations are collected from participants at the end of each professional development. These are used to evaluate the success of the trainings and determine if there is a need for modifications. Every Tustin Unified July 1, June 30, 2016 Page 43

47 year, all teachers and administrators will take online surveys in technology proficiency and technology integration to monitor growth. In addition, reports from Haiku, Illuminate, and Aeries Gradebook will provide data on how these tools are being used. The Director of Assessment and and, with assistance from the Department, will collect data from these sources on an annual basis. This data will be used to help guide staff development and meet the goals of this plan. The technology use section in the TUSD surveys will be utilized to monitor the number of teachers integrating technology across the curriculum and help determine staff development needs. The survey will also be used to monitor the increase in technology use by site administrators. In addition to the monitoring of the surveys, records will be kept by the Administrative Services Division and Services Division as to the types of professional development opportunities requested and delivered to staff and school sites. This data will be analyzed to help plan future staff development offerings and custom trainings. By June 30 of each year, Administrative and Services Divisions will meet with principals to discuss professional development goals and needs for the following year. Topics will include training opportunities for administrators, student modified school days for professional development, and determining specific school site needs. This information will also be used to help guide the support material that will be posted to Haiku as professional development resources. Tustin Unified July 1, June 30, 2016 Page 44

48 5. Infrastructure, Hardware, Technical Support, and Software 5a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components of the plan. Existing Hardware: Maintaining a reliable and secure infrastructure to support 21st century teachers and learners is a fundamental tenant of improving education through technology. Currently, the school district technology hardware consists of: 1) Five physical servers supporting roughly 50 virtual servers at the district office with UPS battery backup 2) A single physical server supporting roughly 10 virtual servers at the districts Heritage Elementary school disaster recovery center on UPS battery backup. 3) A server at each school site for identity management, storage, DNS, and DHCP not on UPS battery backup. 4) At least one computer lab of 36 or more computers at each elementary and middle school. A few elementary schools have two computer labs. Most middle schools have 2 or 3 computer labs. Most high schools have 3 computer labs. 5) Most classrooms have a projector, interactive white board, and teacher computer, and media player. Many of the projectors are 5 or more years old and need to be replaced. 6) Half of all classrooms have a document camera. 7) Approximately 20% of classrooms have audio amplification. 8) Approximately 5% of classrooms have an AV control panel allowing the teacher to easily control the media within the classroom. 9) Most classrooms have at least 3 student computers per classroom. 10) The secondary schools have approximately 1,000 netbooks and donated laptops that are used for mobile labs and 1:1 programs such as STEM and MUN. 11) The secondary schools have 1,000 tablets used to support 1:1 programs and mobile carts. 12) The elementary schools have 800 tablets used to support mobile carts for 1:1 instruction, intervention, and enrichment. The school district maintains an inventory system for tracking physical asset. An updated physical inventory was recently conducted to audit the inventory. Tustin Unified July 1, June 30, 2016 Page 45

49 Existing Internet Access: Currently the school districts Internet access consists of: 1) Internet access of 250Mbps shared by all schools from the district office to OCDE. 2) Each elementary and middle school has 50Mbps of access to the district office. 3) Each high school has 100Mbps of access to the district office. Existing Electronic Learning Resources: Currently, the school district's electronic learning resources consist of: 1) Haiku Learning Management System integrated with Google Apps for education, provides all teachers and students online classroom, instructional and productivity tools. 2) Aeries for the student information system and Illuminate for the student data management system. In addition, PBIS/SWIS is used for informing student and school wide behavior interventions. 3) Renaissance Learning Accelerated Reader or Scholastic Reading Counts are used at all elementary school sites for literacy intervention and enrichment. 4) Blackboard Connect is used for parent communication by school sites. 5) Schoolwires Nimbus is a social intra-network for online professional learning communities for teachers and administrators. 6) Instructional video streaming both through Discovery Education and a local video portal of resources that are checked out from the District Media Center. 7) Britannica Online and ABC-CLIO are used by teachers to create Haiku lessons aligned with the California Common Core Standards. 8) Almost all K-8 teachers make routine use of the SMART Notebook software to create dynamic, interactive, and engaging lessons for their students. With Haiku and Nimbus, some teachers are now regularly sharing lessons between schools. 9) Plato Online Learning is used to enable students to make up failed or missed classes at their own pace. 10) BrainPop and Starfall are used at the elementary sites. 11) CTE, STEM, and STEAM make use of specific software programs such as Adobe Creative Suite, AutoDesk, SolidWorks, GameMaker, and several others. 12) The PD Express professional development system is used to schedule and track teacher professional development. Tustin Unified July 1, June 30, 2016 Page 46

50 13) DIBELS and Earobics are used to teach early learners mastery of phonics. 14) Naviance is used to track student outcomes after graduation. Existing Technical Support: Current technical support consists of: 1) A Director of Information 2) An Assistant Director of Network Services 3) A Student Information Systems Manager and Records Clerk 4) A Network and Systems Manager 5) 4 Computer Systems Specialist 6) 1 Computer Support Specialist 7) 5 Computer Technicians each working 3.95 hours per day assigned to cover roughly 4 elementary schools each. 5b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district's teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan. Hardware Needed: TUSD seeks to enable students to learn at their own pace, anywhere, at any time. The hardware that will be used to support this plan includes: 1) A mobile learning device in the hands of all students, grades The device will go home with the student each day. The device will provide access to traditional standards based instruction and enable student creativity with the capability of authoring and consuming multimedia information. While every effort will be made to help students obtain mobile or home Internet access, the device will have sufficient space to hold instructional content locally. 2) All teachers will be given access to the same classroom multimedia technology including projector, interactive whiteboard, audio amplification, document camera, Apple TV, and wireless HDMI connectivity. Teacher s desktop and laptop computers will be updated and teachers will receive the same mobile learning devices as their students. In addition to their traditional professional development, teachers will be using the internal Nimbus social networking platform to create ad hoc peer, mentoring, and support groups around instructional topics that are pertinent and relevant to their needs. 3) During the three year period covered by this plan, TUSD expects to create an additional 10TB per year of local student, staff, professional development, and instructional information that Tustin Unified July 1, June 30, 2016 Page 47

51 needs to be ready for assessment and reporting purposes to track educational and operational performance. This requires a new investment in central servers, storage, and the associated storage area network. 3) The initial 5 year bond issuance for Measure S will be used both to purchase central hardware, teacher and student devices, create a pool of spares, purchase theft recovery solutions, replace batteries at the 3 year mark and many other items related to the hardware TCO. Electronic Learning Resources Needed: As instruction is transformed with the California Common Core Standards, teachers will be increasingly dependent on teacher created lessons using a variety of electronic learning resources. In addition, TUSD would like to enable teachers to provide students with learning opportunities beyond the classroom walls at anytime anywhere. In addition to all the existing electronic resources, TUSD is adding the following electronic learning resources: 1) In addition to open source resources, ABC-CLIO and Britannica Online provides teachers with grade appropriate resources categorized by Common Core Standards for use in building lessons for students. 2) VoiceThread will allow teachers to record instruction for students to listen to later at their own pace and time. By using the multimedia hardware and software authoring capabilities built into the student mobile learning device, teachers will also upload videos of themselves teaching a topic or lesson to their classes Haiku page. 3) Automated identity and information integration between existing electronic resources remains a critical component to enable teachers and administrators to use the technology with reduced confusion, hassles, and down time. 4) The Illuminate Data Management System will continue to be used for automated analysis of formative, summative, and benchmark assessments of students. 5) The AERIES Student Information System will continue to provide an operational student information database compatible with state, federal, and grant reporting requirements. 6) In addition \ and phone communication, Blackboard Connect is used for emergency, parent, and community communication. Networking and Telecommunications Infrastructure Needed: A robust wired and wireless LAN and WAN are required to support learning by any student anywhere at any time. Specifically: 1) A dual radio n wireless access point will be placed in every classroom district wide to support up to 60 active student mobile learning devices in each classroom. This will provide both the density of wireless coverage needed and support roughly 2Mbps of access per device. Tustin Unified July 1, June 30, 2016 Page 48

52 2) The district will have two locations for Internet Access. The first location will initially be the District Office, but will move to Tustin High School in the summer of The second location will be at Heritage Elementary, but will move to Beckman High School in the summer of Each location will have 1Gbps of Internet Access. Internet Access will be load balanced between the two locations providing 2Gbps of capacity for all schools in the district to the Internet. Each elementary school will have a 100Mbps connection that connects simultaneously to both locations. Each middle and high school will have a 1Gbps connection that connects simultaneously to both locations. 3) The District's existing Internet firewalls, internal service firewalls, service encryption using public key cryptography, backup infrastructure, and virus protection will continue to provide protection and data integrity. In addition, active malware protection, intrusion detection, intrusion prevention, and network access control will be required in the presence of both bring your own device and the large number of mobile student devices. 4) The district will continue to provide a content filtering and will apply that filtering to student and staff devices even when off network. 5) With access to the cloud based Google Apps for Education, both students and teachers have access to their work at home. With District licensing teachers are entitled to work at home with all of the software they use at school. 6) Parents and the community can access school information from the district and school web sites. Parents can also access the portals on Aeries, Illuminate, and Haiku. 7) E-Rate discounts are and will continue to be leveraged for eligible priority 1 and priority 2 services. CTF discounts will be leveraged for all eligible telecommunications services. Physical Plant Modifications Needed: The only remaining physical plant modifications needed in support of this plan are: 1) Generator, battery backup, and redundant cooling, and sufficient power at the two data center locations. This is in process with estimated completion of the THS data center in summer The completion of the BHS data center is expected summer ) Wired drops to support an additional access point in 300 rooms at the secondary schools. This is in process with estimated completion summer ) Student Mobile Device charging carts for every 3 classrooms K-4 and a power strip with 8 student mobile device charging adapters for charging in each class room grades Students will primarily be charging their devices at home. Technical Support Needed: With the 18,000 new student mobile learning devices and the associated increase in dependence on technology for classroom instruction, technical support needs are expected to increase dramatically. As a result, the following changes are being made: Tustin Unified July 1, June 30, 2016 Page 49

53 1) An Information System Specialist is being hired to provide support for the additional data management and analysis needs. 2) A Support Manager is being hired to ensure that schedule, manage, prioritize, and train support resources. The technology support manager will prioritize problems based upon scope and imminence of instructional, operational, and fiscal impact. 3) 5 Additional Computer Support Specialists are being hired to provide a full time second tier support staff at each high school and a half time second tier support staff at each middle school. 4) 12 Computer Technicians working 5.95 hours per day are being hired to provide a half time first tier technical support person at each middle school and a first tier technical support person at each elementary school for 3 half days each week. 5) The Teacher Task Force member at each school will also continue to be available to provide technical assistance to the site. 6) As determined by the Support Manager, the Computer Technician staff from the 6 middle schools will be dispatched to elementary schools where there is a need to resolve a problem right away. With this level of technical support instructional problems will be resolved with 2 hours. At high and middle schools non instructional problems will be resolved within a day, and noninstructional problems at elementary schools will be resolved within 2 days. 5c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components as identified in Section 5b. Year 1 Benchmark: By Jan 2014, 100% of grade K-4 students have access to a mobile learning cart and 100% of grade 5-12 students have a take home mobile learning device. Recommended Actions/Activities Timeline Person(s) Responsible Hire Coaches By July 2013 Hire Additional Information and By July Technical Support Staff 2013 Device and cart evaluation and selection By July 2013 Assistant Superintendent, Director of Assistant Superintendent,, Director of Director of Preparation of Mobile Device Management Solution By July 2013 Device Purchase and Inventory July 2013 Director of Purchasing, Director of Tustin Unified July 1, June 30, 2016 Page 50

54 Review and where applicable renew licensing and/or support on existing software and hosted applications. Complete WAN upgrades Complete class room wireless upgrades Battery Backup in every IDF and MDF. Complete Tustin High School Data Center generator, power, cooling, server, and storage upgrades Complete classroom instructional audio visual technology upgrades Device preparation and imaging Purchase and deploy Voice Thread Power strip with 8 device chargers in each grade 5-12 class room. Cart Deployment, Check out devices to grade 5-12 students like textbooks Repair, replace, and purchase additional devices as needed. Collect devices at the end of the school year, assess damage, assess fines By July 2013 By August 2013 By August 2013 By August 2013 By August 2013 Director of Director of Director of Director of Director of By August Assistant Superintendent, Director of 2013 By Director of September 2013 By Director of September 2013 By October Director of 2013 November Director of, Library Jan Supervisor 2014 November Director of June 2014 June 2014 Library Supervisor, Director of Year 2 Benchmark: From July 2014 to June 2015, 100% of grade K-4 students will continue have access to a mobile learning cart and 100% of grade 5-12 students will continue to have a take home mobile learning device. Recommended Actions/Activities Timeline Person(s) Responsible Review and renew software licensing as appropriate. Use projected enrollment to assess number of devices needed per school. Restock spare device pool for start of school year. By July 2014 July 2014 July 2014 Director of Director of Director of Tustin Unified July 1, June 30, 2016 Page 51

55 Year 2 Benchmark: From July 2014 to June 2015, 100% of grade K-4 students will continue have access to a mobile learning cart and 100% of grade 5-12 students will continue to have a take home mobile learning device. Recommended Actions/Activities Timeline Person(s) Responsible Reimage devices July August 2014 Check out devices to students like September textbooks. Repair, replace, and purchase additional devices as needed. Check in devices, assess damage, and assess fines September June 2015 Director of Library Supervisor, Director of Director of June 2015 Library Supervisor, Director of Year 3 Benchmark: From July 2015 to June 2016, 100% of grade K-4 students will continue have access to a mobile learning cart and 100% of grade 5-12 students will continue to have a take home mobile learning device. Recommended Actions/Activities Timeline Person(s) Responsible Review and renew software licensing as appropriate. By July 2015 Use projected enrollment to assess July 2015 number of devices needed per school. Restock spare device pool for start of July 2015 school year. Reimage devices July August 2015 Check out devices to students like September textbooks Repair, replace, and purchase additional September devices as needed Jun Check in devices, assess damage, and assess fines June 2016 Director of Director of Director of Director of Library Services Supervisor, Director of Director of Library Services Supervisor, Director of 5d. Describe the process that will be used to monitor Section 5b and the annual benchmarks and timeline of activities including roles and responsibilities. Progress toward implementing the needed hardware, infrastructure, electronic learning resources, and technical support will be monitored as follows: Tustin Unified July 1, June 30, 2016 Page 52

56 1) Assistant Superintendent,, and Director of will monitor progress at their weekly technology meeting. The Purchasing Director and Library Supervisor will attend as needed. 2) Assistant Superintendent will take a report of status into the Superintendent's Cabinet each week. 3) Administrators will be informed about the status through the monthly management and principals' meetings. Principals and management staff will keep their staff up to date. 4) will be inventoried as it arrives. As failed devices are replaced they will be removed from inventory and the replacements will be added to inventory. The ongoing support and maintenance of will be monitored as follows: 1) The Support Manager dispatches all technology support requests through the helpdesk and will create weekly reports of technology support status. Recurrent problems will be flagged for additional attention. 2) The capacity of the network and servers will be monitored by Cricket. The performance of the network will be monitored by Smokeping. The availability of the network and servers will be monitored by Nagios. Each system will alert the helpdesk to of, and Director of adjusting resources and schedules as needed. Tustin Unified July 1, June 30, 2016 Page 53

57 6. Funding and Budget 6a. List of established and potential funding sources. Established Funding Sources: The following funding sources are used to fund the plan: 1) The Tustin USD Measure S General Obligation bond is used to fund all technology hardware, infrastructure, facilities costs, and staff dedicated to working on these components. This is $35,000,000 over the next 5 years. 2) General Fund and Tier III flexible categorical funds are used to fund staff performing non bond related work. 3) EIA is used to fund the 13 Digital Learning Coaches dedicated to helping teachers integrate 21st century equipment into their daily instruction. 4) Software licenses and subscriptions are purchased by K12 Ed Tech Voucher until 9/25/2013 and General Funds. 5) E-Rate is used to reimburse eligible priority 1 and 2 services including WAN circuits, telephone lines, cell phones, and web hosting. 6) CTF reimburses eligible telecommunications services. 7) Community Facility District Funds are used to fund technology related facility construction at school sites within the CFD. Potential Funding Sources: The Assistant Superintendent, Director of, and of are always seeking additional funding sources including grants, such as CTAP, and rebates such as power utility rebates. Tustin Unified July 1, June 30, 2016 Page 54

58 6b. Estimate annual implementation costs for the term of the plan. Item Description Year 1 Year 2 Year Certificated Salaries Funding Source Including E-Rate Assistant Superintendent $290,000 $300,000 $310,000 General Fund and Education Coaches $923,076 $0 $0 EIA Classified Salaries Support Staff $950,000 $1,000,000 $1,050,000 General Fund, Tier III, and Measure S Information Support Staff $370,000 $375,000 $380, Other Services and Operating Expenses VoIP Maintenance $116,000 $116,000 $116,000 General Fund Infrastructure Maintenance $36,000 $36,000 $36,000 General Fund, E-Rate where applicable Software, Licensing, Web Hosting $485,000 $485,000 $485,000 General Fund, K12 Ed Tech Voucher, E-Rate where applicable Repairs/Maintenance $50,000 $50,000 $50,000 General Fund Consultants $78,000 $78,000 $78,000 General Fund Other Services $100,000 $100,000 $100,000 General Fund Telecommunications $900,000 $900,000 $900,000 General Fund, E-Rate Equipment Student Mobile Learning $13,819,145 $0 $0 Measure S Devices Wi-Fi Expansion $978,000 $0 $0 Measure S Middle School Science $420,000 $420,000 $420,000 Lab Modernization MDF and IDF Power and $1,450,000 $0 $0 Measure S Cooling Upgrades Data Center at Tustin High $1,200,000 $10,000 $10,000 Measure S School Tustin Unified July 1, June 30, 2016 Page 55

59 Class room AV equity $6,235,000 $0 $0 Measure S MDF and IDF Battery $400,200 $0 $0 Measure S Backup CTE $720,000 $720,000 $720,000 Measure S Totals: $29,520,421 $4,590,000 $4,655,000 6c. Describe the district's replacement policy for obsolete equipment. For all of its technology, the district builds into the budget a life cycle that expects replacement within a certain number of years. The following table summarizes the expected life cycle of various technology components: Item Life Span Notes Desktop Computer 5 years Possibly 7 years with memory upgrade Laptop Computer 4 years Possibly 6 years with memory upgrade Tablet Computer 3 years Possibly 5 years with battery replacement Switch 5 years Equipment fine, capacity not Router 5 years Equipment fine, processing not Wireless Access Point 3 years Server 5 years Cheaper to replace in 5 years SAN 5 years Cheaper to replace in 5 years Generator Data Center UPS AC VoIP Phone VoIP Gateway 20 years 20 years 20 years 10 years 5 years Rack UPS 9 years Battery replacement every 3 years Projector 5 years Tustin Unified July 1, June 30, 2016 Page 56

60 Item Life Span Notes SMART Board Eno Board Document Camera Inkjet Printer Laserjet Printer Networked Copier Crestron Control 5 years 10 years 5 Years 3 years 5 years 7 years 20 years For the student 1:1 mobile devices, battery replacement is budgeted for year 3.5 and device replacement is budgeted beginning in year 5. In general, the equipment replacement cycle works as follows. Each spring a report is generated of equipment that needs to be replaced next year and the subsequent year from the inventory management system. The equipment that needs to be replaced next year was already budgeted for replacement or decided not to be replaced and that list is used just to check up on status. The equipment that needs to be replaced 2 years from now needs to be worked into the budget 2 years from now or chosen for non-replacement. Finally, should the helpdesk reports show that a particular piece of equipment is unreliable; it is selected for immediate replacement. 6d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary. budgeting has been integrated into the district general budgeting process. This approval process includes first interim, second interim, approvals by county and state agencies, and adoption by the local governing school board. The technology budget is monitored by the Assistant Superintendent, the Director of, the of review the budget at their weekly executive technology meeting. The Director of Fiscal Services reviews budget spend down progress monthly to determine if it is on track with expectations. In addition, specifically to track Measure S technology purposes a program called Colbi accounting is being used that allows everyone listed to review status of technology budgets by program, location, and funding source. Monthly IT budget planning and review meetings have been scheduled and include the Assistant Superintendent, Chief Business Officer, Director of Fiscal Services, and Director of. The school board reviews budget as part of their consent agenda each regular board meeting. The Assistant Superintendent and Chief Business Officer take all budget issues including for to the Superintendent's Cabinet. Finally, Tustin Unified July 1, June 30, 2016 Page 57

61 should funding fail to be available to proceed with the schedule of the technology plan, either temporary funding replacement will be found or the schedule will be adjusted. Tustin Unified July 1, June 30, 2016 Page 58

62 7. Monitoring and 7a. Describe the process for evaluating the plan's overall progress and impact on teaching and learning. The impact on student learning in the attainment of curriculum goals will be monitored by using state testing data and District multiple measures data. The District multiple measures data consists of the results of a variety of assessments collected during the year using Illuminate, our online data management system. These assessments include, but are not limited to District benchmarks in English language arts and mathematics. These same assessments, along with information from state testing, are used to determine at-risk student and plan interventions to help them meet curricular goals. The data is analyzed for all schools and can easily be used to look at the impact of technology on programs and to determine how to assist students and teachers in meeting District academic goals. There is an Oversight Measure S Committee that monitors and evaluates the 1:1 initiative in grades The results will be reported to the Board of Trustees. This data will be used for planning/supporting the use of technology to assist in areas where students are not meeting curricular goals. The Executive Advisory Committee will also use the information to evaluate, plan and recommend programs or technologies targeted at specific areas of weakness to school sites. Information gathered from student achievement data will be used to assess the use of technology integration in the District. Recommendations of successful practices will be shared with the ETAC, Task Force, District Office departments, site administrators, and site Digital Literacy Coaches. The District Survey results and District created professional development evaluations will be shared with the ETAC committee each year. School site trainings and coaching sessions will also be logged using sign-in sheets and evaluations that will be monitored by the ETAC committee. ETAC will use this data to monitor progress and plan future staff development offerings. Annually, the ETAC committee and Task Force members will meet to review the data and make suggestions for revisions in the Plan. The District Plan will be a living document, so ongoing evaluation is very important in making the best decisions for 21st century learning in the schools. Information about the use of technology will be shared with the District Superintendent and the Board of Trustees at the end of each school year. This information will also be presented to principals at principal meetings during the year. Principals will annually review data about technology integration at their school site and share with the site Task Force Representatives so that modifications can be made to individual school technology plans for the next year. The Information Department will review data collected on computer repair, response to Tustin Unified July 1, June 30, 2016 Page 59

63 technical issues, and training evaluations to analyze and improve department services to support the schools each year. 7b. Schedule for evaluating the effect of plan implementation. The ETAC committee will meet on a quarterly basis to review the data and indicators described below and in the activities described within the plan to evaluate the effect of the plan implementation. The following table shows the schedule for annually evaluating the effect of the implementation plan. Activities Responsibility Schools develop a technology action plan to assist in the implementation of the District Plan. 2. Use the TUSD Survey completed by each school site to assess the use of technology in curriculum and use. 3. Analyze student assessment data for progress in meeting District and state curriculum goals and relate to the use of technology for program improvement. 4. Share results of student assessment data analysis with principals, the Board of Trustees and District Administrators Site Principals Task Force Representative of Assessment and Accountability Fall Fall Fall Spring Spring Spring Fall, Winter, Spring Fall, Winter, Spring Fall, Winter, Spring Fall Fall Fall Tustin Unified July 1, June 30, 2016 Page 60

64 Activities Responsibility Share technology practices at Task Force meetings, PTA newsletters, local newspapers, and District and school websites. 6. Track attendance and gather evaluation information from technology trainings. 7. Publish the District Plan on the District website. 8. Monitor expenditures of technology funds for adherence to the District Plan. 9. Use data presented from Oversight Measure S Committee to modify the District Plan each year. Director of Information and Executive Advisory Committee Fall, Winter, Spring Fall, Winter, Spring Fall, Winter, Spring Spring Spring Spring Fall Fall Fall Fall, Winter, Spring Fall, Winter, Spring Fall, Winter, Spring Spring Spring Spring 7c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders. The progress on implementation of evaluation of the District Plan will be reported on at least an annual basis to the Superintendent, the Cabinet, Board of Trustees, and Executive Advisory Committee (ETAC). If requested, Principals and/or Task Force Representatives can review the evaluation results. If mid-course corrections need to be Tustin Unified July 1, June 30, 2016 Page 61

65 made, the ETAC committee will make recommendations since they will review quarterly reports. The ETAC committee will also make recommendations to highlight success of 21st century best practices in the 1:1 program in local newspapers, District and school websites, and District meetings. Annual Review of Goals Year One: 1. The will present quarterly reports to the ETAC committee on progress made toward the implementation of the District Plan. 2. The Executive Advisory Committee will make recommendations on revision on technology based on reports and the results of the District Survey. 3. Share evaluation reports with Oversight Measure S Committee that supports 1:1 learning in grades 6-12 to hear if there are recommendations on any revisions of the technology plan. 4. The will present an annual written evaluation summary (including revision recommendations) of the Plan implementation to the Superintendent, Board of Trustees, ETAC, Principals and Task Force site representatives. Annual Review of Goals Year Two: 1. The will present quarterly reports to the ETAC committee on progress made toward the implementation of the District Plan. 2. The Executive Advisory Committee will make recommendations on revision on technology based on reports and the results of the District Survey. 3. Share evaluation reports with Oversight Measure S Committee that supports 1:1 learning in grades 6-12 to hear if there are recommendations on any revisions of the technology plan. 4. The will present an annual written evaluation summary (including revision recommendations) of the Plan implementation to the Superintendent, Board of Trustees, ETAC, Principals and Task Force site representatives. Annual Review of Goals Year Three: 1. The will present quarterly reports to the ETAC committee on progress made toward the implementation of the District Plan. 2. The Executive Advisory Committee will make recommendations on revision on technology based on reports and the results of the District Survey. 3. Share evaluation reports with Oversight Measure S Committee that supports 1:1 learning in grades 6-12 to hear if there are recommendations on any revisions of the technology plan. Tustin Unified July 1, June 30, 2016 Page 62

66 4. The will present an annual written evaluation summary (including revision recommendations) of the Plan implementation to the Superintendent, Board of Trustees, ETAC, Principals and Task Force site representatives. Tustin Unified July 1, June 30, 2016 Page 63

67 8. Collaborative Strategies with Adult Literacy Providers Sycamore/Adult Tustin School offers local resident adults an opportunity to receive a high school diploma. These free classes are open to TUSD students who are at least sixteen years old and were unable to complete their education at a TUSD high school. Tustin Adult School provides citizens within the community to complete all curriculums necessary to receive a high school diploma. The school also provides California High School Exit Exam (CAHSEE) remediation classes for core content areas. Tustin Adult School also partners with Calworks who helps to assist these adults with career guidance, hands-on training, and job placement assistance to help ensure technical skills for college and career readiness. Santiago Community College and Irvine Valley Community College offer Adult Literacy Courses to adults in our community. Eligibility requirements are that participants be eighteen years old. Courses provide development in listening, speaking, reading and writing English within the context of content areas that include reading, writing, math and history. The District continues to explore the possibilities of expanding opportunities that develop adult literacy skills. The District will continue to work closely with Santiago Community College and Irvine Valley Community College, school libraries, public libraries, and schools to assess and determine the needs of the adults in the community. Tustin Unified July 1, June 30, 2016 Page 64

68 9. Effective, Researched-Based Methods and Strategies 9a. Summarize the relevant research and describe how it supports the plan's curricular and professional development goals. The Tustin Unified School District (TUSD) supports educational reform in education and beyond by enhancing opportunities for students through increased access to resources from anywhere at any time. is a critical element in the tools used by district teachers and administrators to increase student achievement. TUSD has designed the technology plan to disseminate successful research-based methods and strategies. A large percentage of the research supporting the goals and strategies outlined in this technology plan comes from the National Education Plan released by the U.S Department of Education in The plan identifies the components needed in order to successfully provide the infrastructure and skills required to enhance 21st century learning experiences for both teachers and students: Learning: Engage and Empower The model of learning described in this plan calls for engaging and empowering learning experiences for all learners. The model asks that we focus what and how we teach to match what people need to know, how they learn, where and when they will learn, and who needs to learn. It brings state-of-the art technology into learning to enable, motivate, and inspire all students, regardless of background, languages, or disabilities, to achieve. It leverages the power of technology to provide personalized learning and to enable continuous and lifelong learning (Bransford 2006). Assessment: Measure What Matters The model of learning requires new and better ways to measure what matters, diagnose strengths and weaknesses in the course of learning when there is still time to improve student performance, and involve multiple stakeholders in the process of designing, conducting, and using assessment. In all these activities, technology-based assessments can provide data to drive decisions on the basis of what is best for each and every student and that, in aggregate, will lead to continuous improvement across our entire education system (Black and William 1998). Infrastructure: Access and Enable An essential component of the learning model is a comprehensive infrastructure for learning that provides every student, educator, and level of our education system with the resources they need when and where they are needed. The underlying principle is that infrastructure includes people, processes, learning resources, policies, and sustainable models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administration tools. Building this infrastructure is a far-reaching project that will demand concerted and coordinated effort (Rose and Meyer 2002). Tustin Unified July 1, June 30, 2016 Page 65

69 Productivity: Redesign and Transform To achieve our goal of transforming American education, we must rethink basic assumptions and redesign our education system. We must apply technology to implement personalized learning and ensure that students are making appropriate progress through our P 12 system so they graduate.. Each one of the sections mention in the National Plan helped shape our goals for teachers and students. It also assisted in guiding our Professional Development Plan and the prioritization of our infrastructure projects. Our Plan is further substantiated through the research done via the Horizon Report. The Horizon Report series are the most visible outcome of the New Media Consortium s Horizon Project, an ongoing research effort established in 2002 that identifies and describes emerging technologies likely to have a large impact on teaching, learning, research, or creative expression within education around the globe. It then identifies estimated timelines for each of the technologies discussed. Two relevant areas discussed in The Horizon Report are that of Collaborative Environments and Mobile Devices. The timeline given by the Report for implementation is one year or less for Collaborative Environments and two three years for mobile devices. Mobile Devices Mobiles continue to merit close attention as an emerging technology for teaching and learning. The devices available today are multi-functional and robust, but the story of mobiles is no longer solely about the devices we carry. Mobiles can be phones, ipads, or similar "always-connected" devices that are doorways to the content and social tapestries of the network, and they open with just a touch. The 2010 Horizon Report placed mobile computing on the near term horizon, with an emphasis on the wide range of activities that are now possible using mobile devices. This year, mobiles are here because so many people use them as their first choice for accessing networked resources. The impact of mobiles is being felt in every part of the globe and by more people than ever before. Active mobile accounts continue to grow dramatically, and the supporting infrastructure continues to expand both in urban and remote areas. Research shows that 1:1 mobile computing improves student learning (Berry and Wintle 2009). Collaborative Environments Collaborative environments are online spaces where the focus is on making it easy to collaborate and work in groups, no matter where the participants may be. As the typical educator s network of contacts has grown to include colleagues who might live and work across the country, or anywhere on the globe, it has become common for people who are not physically located near each other to collaborate on projects. In classrooms as well, joint projects with students at other schools or in other countries are more and more commonplace as strategies to expose learners to a variety of perspectives. Collaborative environments can be off-the-shelf or assembled from a wide variety of simple, free tools; the key is the interactions they enable, not the technologies they include. Our Plan includes, via our infrastructure section, a robust wireless environment for each of our schools to support 1:1 learning in grades This will provide the increased level Tustin Unified July 1, June 30, 2016 Page 66

70 of access to online resources by both teachers and students. This will also help support our collaborative environments at the school level and across the District. Another document researched for the plan includes the "Summary of Research for Students Come First." It discusses the use of mobile devices in a 1:1 setting toward increasing access to content and tools, as well as individualizing instruction for all students. There is now ample research on this topic with substantial variations on the actual tool used and whether or not student can take the devices home (Silvernail, David L. and Aaron K. Gritter 2007). Research shows mobile computing devices in the classroom can help raise student achievement. These states and large school districts have seen great success in giving students laptops, or other devices, to use in the classroom. In Maine, research has shown the state s 1:1 laptop program has helped to: (1) advance students writing scores, (2) challenge and engage students in science class, (3) and improve students problem solving skills (Silvernail, David L. and Aaron K. Gritter 2007). While most of these studies focus on the standardized student achievement as their measure of success, others are attempting to quantify the impact these 1:1 environments are providing for students and teachers. Other impacts include student engagement, motivation, attendance, and relevancy to the curriculum. These are areas that we will be studying locally through our own action research to help monitor our progress and establish our next steps. The skills needed for students to be successful in the 21st Century have been well documented by many organizations (Partnership for 21st Century Skills, Apple, and International Society for in Education). What is consistent with all of these studies is the need to nurture and mature these specific 21st Century skills that provide the foundation for students at school and, ultimately, in the workplace. The following list of 21st Century Skills is provided by the Partnership for 21st Century Skills: Learning and Innovation Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information, Media and Skills Information Literacy Media Literacy ICT Literacy Life and Career Skills Flexibility and Adaptability Initiative and Self- Direction Tustin Unified July 1, June 30, 2016 Page 67

71 Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility It is critical that these skills are embedded and strategically planned within the curriculum and instruction rather than in isolation. Equally as important is a system of monitoring and assessing the implementation and application of these skills. Providing settings that encourage and fosters these skills, such as Project Based Learning, has demonstrated significant academic success: There is forty years of accumulated evidence that the instructional strategies and procedures that make up standards-focused Project Based Learning (PBL) are effective in building deep content understanding, raising academic achievement and encouraging student motivation to learn (Capon and Kuhn 2004). Be more effective than traditional instruction in increasing academic achievement on annual state-administered assessment tests. Be more effective than traditional instruction for teaching mathematics, economics, science, social science, clinical medical skills, and for careers in the allied health occupations and teaching. Be more effective than traditional instruction for long-term retention, skill development and satisfaction of students and teachers. Be more effective than traditional instruction for preparing students to integrate and explain concepts. Improve students mastery of 21st-century skills. Be especially effective with lower-achieving students. Provide an effective model for whole school reform. Equally as important for students to learn 21st century skills, is the need for our teachers to receive instruction on how utilize the available technology tools to effectively enhance and individual the instruction with their students. If students are to be prepared for these future challenges, schools and districts must recognize that teachers need to expand their skill set and receive training and support to infuse those new skills into the classroom. Teachers not only have to teach traditional subjects in new ways that acknowledge our digital future, they also have to introduce topics that they may not be familiar with and have never taught before. Likewise, district and state administrators must recognize that teacher professional development should be a part of a comprehensive emphasis on 21st century skills, including updates to standards and assessments. Having a clear vision and ensuring that our technology tools and resources are in line with our academic goals provides a road map for both professional development for our teachers and our instructional plan for our students. Research References Berry, A. M., and S. E. Wintle Using laptops to facilitate middle school science learning: The results of hard fun. Gorham, ME: Maine Education Policy Research Institute. Tustin Unified July 1, June 30, 2016 Page 68

72 Black, P., and D. Wiliam Inside the black box: Raising standards through classroom assessment. London: King s College. Bransford, J. D., B. Barron, R. Pea, A. Meltzoff, P. Kuhl, P. Bell, R. Stevens, D. Schwartz, N. Vye, B. Reeves, J. Roschelle, and N. Sabelli Foundations and opportunities for an interdisciplinary science of learning. In Cambridge handbook of the learning sciences, ed. K. Sawyer, New York: Cambridge University Press Capon, N., and Kuhn D What s so good about problem-based learning? Cognition and Instruction, 22, Rose, D. H., and A. Meyer Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development. Silvernail, D. L., and Gritter, A. K Maine s Middle School Laptop Program: Creating Better Writers. University of Southern Maine. Apple Classroom of Tomorrow - Today Learning in the 21st Century Available: - New Media Consortium The Horizon Report K12 Edition - Available: - ISTE International Society for in Education Teacher, Student, and Coach Standards - Available: - U.S. Department of Education National Education Plan Available: - National Education Association Research Spotlight on Project Based Learning - Available: - The Partnership for 21st Century Skills Framework for 21st Century Learning - Available: - Bebell, D. & O'Dwyer, L.M Outcomes and Research from 1:1 Computing Settings. Journal of, Learning and Assessment, 9 (1)- Available: - Tustin Unified July 1, June 30, 2016 Page 69

73 9b. Describe the district's plans to use technology to extend or supplement the district's curriculum with rigorous academic courses and curricula, including distance-learning technologies. use in the Tustin Unified School District supports the Common Core State Standards and provides an opportunity to extend the curriculum beyond the classroom walls. Technologies used to assist in the delivery of academic content include: District adopted web-based resources, streaming video, online learning classes, and virtual field trips. Each of these technologies is used to extend or supplement the District's curriculum in meeting the Common Core Standards. Web-Based Resources Web-based programs provide current information and are updated frequently without the student or teacher installing new software. All of our schools have internet connections and wireless access to every District programs which includes: Aeries (ABI), Haiku, Illuminate, Discovery Education, Google Applications, ABC-Clio, Britannica Online, PDExpress, and Destiny. The Task Force, Digital Learning Coaches, teachers, administrators, and Services Departments will continue to research and evaluate model web-based programs to support 21st century instruction. Streaming Video All TUSD teachers and students have access to Discovery Education, an internet-based educational streaming video subscription service correlated to Common Core State Standards ( Discovery has a database of videos that can be searched by keyword or Common Core State Standards. Each search produces a listing of videos, images, simulations and audio files that meet CCSS. Each full-length video is broken into instructional segments. The segments can be streamed or downloaded to the teacher's computer for use at anytime. Teachers can also create assignments and quizzes for students to complete. Membership includes right to save the clips in the Haiku Learning Management System. Online Classes Currently, TUSD offers students an opportunity to take an online Geography course to gain credit over summer. The District hopes to expand more online courses for high school students based upon the Common Core State Standards. The District participates in an Online Learning Cohort organized by the Orange County Department of Education to learn more about online courses, development and laws governing the course offering. With District wide use on the Haiku Learning Management System, it seems that our District is very close to deploying more online course opportunities for our students. Virtual Field Trips Virtual field trips are also a way to use technology for core content delivery. Students are able to engage in rich experiences virtually through the use of videoconferencing, podcasts, ipad Apps, and educational web sites with interactive exhibits. Tustin Unified July 1, June 30, 2016 Page 70

74 Appendix C - Criteria for EETT Plans (Completed Appendix C is REQUIRED in a technology plan) In order to be approved, a technology plan needs to "Adequately Addressed" each of the following criteria: For corresponding EETT Requirements, see the EETT Plan Requirements (Appendix D). Include this form (Appendix C) with Page in District Plan completed at the end of your technology plan. 1. PLAN DURATION CRITERION The plan should guide the district's use of education technology for the next three to five years. (For a new plan, can include technology plan development in the first year) 2. STAKEHOLDERS CRITERION Corresponding EETT Requirement(s): 7 and 11 (Appendix D). Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process. Page in District Plan Example of Adequately Addressed 1 The technology plan describes the districts use of education technology for the next three to five years. (For new plan, description of technology plan development in the first year is acceptable). Specific start and end dates are recorded (7/1/xx to 6/30/xx). Page in District Plan Example of Adequately Addressed Example of Not Adequately Addressed The plan is less than three years or more than five years in length. Plan duration is Example of Not Adequately Addressed 2 The planning team Little evidence is included consisted of representatives that shows that the district who will implement the plan. If a variety of stakeholders did not assist actively sought participation from a variety of stakeholders. with the development of the plan, a description of why they were not involved is included. Tustin Unified July 1, June 30, 2016 Page 71

75 3. CURRICULUM COMPONENT CRITERIA Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D). a. Description of teachers' and students' current access to technology tools both during the school day and outside of school hours. b. Description of the district's current use of hardware and software to support teaching and learning. c. Summary of the district's curricular goals that are supported by this tech plan. d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals. Page in District Plan Example of Adequately Addressed 5 The plan describes the technology access available in the classrooms, library/media centers, or labs for all students and teachers. 8 The plan describes the typical frequency and type of use (technology skills/information and literacy integrated into the curriculum). 9 The plan summarizes the district's curricular goals that are supported by the plan and referenced in district document(s). 11 The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the district's curriculum goals and academic content standards to improve learning. Example of Not Adequately Addressed The plan explains technology access in terms of a student-to-computer ratio, but does not explain where access is available, who has access, and when various students and teachers can use the technology. The plan cites district policy regarding use of technology, but provides no information about its actual use. The plan does not summarize district curricular goals. The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals. Tustin Unified July 1, June 30, 2016 Page 72

76 e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace. f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students and teachers can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism g. List of goals and an implementation plan that describe how the district will address Internet safety, including how students and teachers will be trained to protect online privacy and avoid online predators. 17 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills. 20 The plan describes or delineates clear goals outlining how students and teachers will learn about the concept, purpose, and significance of the ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing and/or downloading. 22 The plan describes or delineates clear goals outlining how students and teachers will be educated about Internet safety. The plan suggests how students will acquire technology skills, but is not specific enough to determine what action needs to be taken to accomplish the goals. The plan suggests that students and teachers will be educated in the ethical use of the Internet, but is not specific enough to determine what actions will be taken to accomplish the goals. The plan suggests Internet safety education but is not specific enough to determine what actions will be taken to accomplish the goals of educating students and teachers about internet safety. Tustin Unified July 1, June 30, 2016 Page 73

77 h. Description of or goals about the district policy or practices that ensure equitable technology access for all students. i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers' efforts to meet individual student academic needs. j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities. 4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 and 12 (Appendix D). 24 The plan describes the policy or delineates clear goals and measurable objectives about the policy or practices that ensure equitable technology access for all students. The policy or practices clearly support accomplishing the plan's goals. 25 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to support the district's student record-keeping and assessment efforts. 27 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve two-way communication between home and school. 29 The monitoring process, roles, and responsibilities are described in sufficient detail. Page in District Plan Example of Adequately Addressed The plan does not describe policies or goals that result in equitable technology access for all students. Suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals. The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals. The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals. The monitoring process either is absent, or lacks detail regarding procedures, roles, and responsibilities. Example of Not Adequately Addressed Tustin Unified July 1, June 30, 2016 Page 74

78 a. Summary of the teachers' and administrators' current technology proficiency and integration skills and needs for professional development. b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your district needs assessment data (4a) and the Curriculum Component objectives (Sections 3d - 3j) of the plan. c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities. 5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Corresponding EETT Requirement(s): 6 and 12 (Appendix D). 30 The plan provides a clear summary of the teachers' and administrators' current technology proficiency and integration skills and needs for professional development. The findings are summarized in the plan by discrete skills that include Commission on Teacher Credentialing (CTC) Standard 9 and 16 proficiencies. 32 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d - 3j) of the plan. 43 The monitoring process, roles, and responsibilities are described in sufficient detail. Page in District Plan Example of Adequately Addressed Description of current level of staff expertise is too general or relates only to a limited segment of the district's teachers and administrators in the focus areas or does not relate to the focus areas, i.e., only the fourth grade teachers when grades four to eight are the focus grade levels. The plan speaks only generally of professional development and is not specific enough to ensure that teachers and administrators will have the necessary training to implement the Curriculum Component. The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected. Example of Not Adequately Addressed Tustin Unified July 1, June 30, 2016 Page 75

79 a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components (Sections 3 & 4) of the plan. b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district's teachers, students, and administrators to support the activities in the Curriculum and Professional Development components of the plan. c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components identified in Section 5b. d. Describe the process that will be used to monitor Section 5b & the annual benchmarks and timeline of activities including roles and responsibilities. 45 The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to support the implementation of the Curriculum and Professional Development Components. 47 The plan provides a clear summary and list of the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support the district will need to support the implementation of the district's Curriculum and Professional Development components. 50 The annual benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom, and when. 52 The monitoring process, roles, and responsibilities are described in sufficient detail. The inventory of equipment is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development Components. The summary of current technical support is missing or lacks sufficient detail. The plan includes a description or list of hardware, infrastructure, and other technology necessary to implement the plan, but there doesn't seem to be any real relationship between the activities in the Curriculum and Professional Development Components and the listed equipment. Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components. The annual benchmarks and timeline are either absent or so vague that it would be difficult to determine what needs to be acquired or repurposed, by whom, and when. The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected. Tustin Unified July 1, June 30, 2016 Page 76

80 6. FUNDING AND BUDGET COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix D) a. List established and potential funding sources. b. Estimate annual implementation costs for the term of the plan. c. Describe the district's replacement policy for obsolete equipment. d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary. 7. MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix D). Page in District Plan Example of Adequately Addressed 54 The plan clearly describes resources that are available or could be obtained to implement the plan. 55 Cost estimates are reasonable and address the total cost of ownership, including the costs to implement the curricular, professional development, infrastructure, hardware, technical support, and electronic learning resource needs identified in the plan. 56 Plan recognizes that equipment will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components. 57 The monitoring process, roles, and responsibilities are described in sufficient detail. Page in District Plan Example of Adequately Addressed Example of Not Adequately Addressed Resources to implement the plan are not clearly identified or are so general as to be useless. Cost estimates are unrealistic, lacking, or are not sufficiently detailed to determine if the total cost of ownership is addressed. Replacement policy is either missing or vague. It is not clear that the replacement policy could be implemented. The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected. Example of Not Adequately Addressed Tustin Unified July 1, June 30, 2016 Page 77

81 a. Describe the process for evaluating the plan's overall progress and impact on teaching and learning. b. Schedule for evaluating the effect of plan implementation. c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders. 8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement(s): 11 (Appendix D). If the district has identified adult literacy providers, describe how the program will be developed in collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify adult literacy providers or potential future outreach efforts.) 259 The plan describes the No provision for an process for evaluation using evaluation is included in the goals and benchmarks of each component as the indicators of success. the plan. How success is determined is not defined. The evaluation is defined, but the process to conduct the evaluation is missing. 60 timeline is specific and realistic. 61 The plan describes the process and frequency of communicating evaluation results to tech plan stakeholders. Page in District Plan Example of Adequately Addressed The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan. The plan does not provide a process for using the monitoring and evaluation results to improve the plan and/or disseminate the findings. Example of Not Adequately Addressed 64 The plan explains how the There is no evidence that program will be developed the plan has been, or will be in collaboration with adult developed in collaboration literacy providers. Planning with adult literacy service included or will include providers, to maximize the consideration of use of technology. collaborative strategies and other funding resources to maximize the use of technology. If no adult literacy providers are indicated, the plan describes the process used to identify adult literacy providers or potential future outreach efforts. Tustin Unified July 1, June 30, 2016 Page 78

82 9. EFFECTIVE, RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 and 9 (Appendix D). a. Summarize the relevant research and describe how it supports the plan's curricular and professional development goals. b. Describe the district's plans to use technology to extend or supplement the district's curriculum with rigorous academic courses and curricula, including distance-learning technologies. Page in District Plan Example of Adequately Addressed Example of Not Adequately Addressed 65 The plan describes the The description of the relevant research behind the research behind the plan's plan's design for strategies and/or methods selected. design for strategies and/or methods selected is unclear or missing. 70 The plan describes the process the district will use to extend or supplement the district's curriculum with rigorous academic courses and curricula, including distance-learning opportunities (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources). There is no plan to use technology to extend or supplement the district's curriculum offerings. Tustin Unified July 1, June 30, 2016 Page 79

83 Appendix J - Plan Contact Information (Required) Education Plan Review System (ETPRS) Contact Information County & District Code: School Code (Direct-funded charters only): LEA Name: *Salutation: *First Name: *Last Name: *Job Title: *Address: *City: Tustin Unified Mrs. Deena Vela of 300 South C St. Tustin *Zip Code: *Telephone: Fax: (714) * [email protected] Please provide backup contact information. 1st Backup Name: 2nd Backup Name: Jeremy Powell [email protected] Alex Rojas [email protected] * Required information in the ETPRS Tustin Unified July 1, June 30, 2016 Page 80