Education Technology Plan

Transcription

1 Education Technology Plan Berkeley Unified School District July 1, June 30, 2015 William Huyett Superintendent Berkeley Unified School District Page 1

2 Appendix J - Technology Plan Contact Information (Required) Education Technology Plan Review System (ETPRS) Contact Information County & District Code: LEA Name: Berkeley Unified *Education Technology Plan Contact: Mr. Jay Nitschke *Job Title: Technology Director *Address: 2134 Martin Luther King Jr. Way *City: Berkeley *Zip Code: *Telephone: Fax: *E- mail: jay@berkeley.net Backup contact information: 1st Backup Name: Wally Gutierrez E- mail: wallygutierrez@berkeley.net 2nd Backup Name: Christina Faulkner E- mail: christinafaulkner@berkeley.net * Required information in the ETPRS Berkeley Unified School District Page 2

3 Table of Contents 1. District Profile and Plan Duration Stakeholders 8 3. Curriculum 9 4. Professional Development Infrastructure Funding and Budget Monitoring and Evaluation Adult Literacy Effective, Research- Based Methods 74 Appendices Appendix C Criteria for EETT Funded Technology Plans 77 Berkeley Unified School District Page 3

4 District Profile Berkeley Unified is responsible for educating more than 9,400 individual students in 11 public elementary schools, 3 middle schools, one comprehensive high school, and a continuation high school. In addition, the district has 3 preschool facilities and an Adult School serving several thousand students each year. Our students are diverse, both ethnically and in social- economic status: Student Enrollment by Ethnicity Percent Asian 8% Latino 22% African American 22% White 33% Other or Multi- Ethnic 15% District Demographics Percent Free or Reduced Lunch Program 42% English Learners 14% Students with Special Needs 12% Berkeley Unified is characterized by the talent and dedication of its approximately 700 certificated teachers. All are state credentialed, and the vast majority have clear professional credentials. Over 40% of the teaching staff boasts a Master s or a Doctoral degree and the average Berkeley teacher has over 14 years of experience, both of which are significantly above the average for teachers statewide. Ten of our teachers are National Board Certified, including one of the few teachers in special education to achieve this certification. Community Support Over the past 25 years, the Berkeley Unified School District s ability to provide well- rounded educational resources and opportunities to all students has been significantly boosted by the generous financial support of local taxes that augment the General Fund for specific purposes. Berkeley voters have overwhelmingly supported the Berkeley Schools Berkeley Unified School District Page 4

5 Excellence Program (BSEP), a special local tax first adopted in 1986 and renewed consistently since then, most recently as Measure H. In 2010, Berkeley taxpayers renewed Measure H, a $5 million special tax dedicated solely to building maintenance. Although these monies do not impact technology directly, they provide funds to ensure that district schools are clean, safe, and warm, and have the electrical and network infrastructure that form the basis of technology. In the November 2010 election, 17 school districts in California had parcel taxes on the ballot - - Measure H was one of only 2 to pass and received almost 81% of the vote. Also in 2010, the district received voter approval to float $210 million in Prop. 39 General Obligation Bonds. The measure passed with 77% voter approval. One of the specific purposes of the bonds is to improve technology in the schools. Berkeley Unified School District Mission The Mission of the Berkeley Unified School District is to enable and inspire our diverse student body to achieve academic excellence and make positive contributions to our world. Berkeley Unified School District Vision Our Students are curious and creative learners who succeed through personal initiative and sustained effort to reach high academic goals. They are critical thinkers who seek knowledge and possess technological competence and collaborative skills. Our students embrace diversity, act responsibly, and contribute to our community. Our Educators believe that all students can meet or exceed rigorous academic standards. Teachers, staff, and administrators together form a rich professional learning community where all are supported to hone our professional craft and improve our effectiveness. Through the examination of our instructional practices and data, we adjust our teaching and operational systems in order to continuously improve. We are responsible in the stewardship of our fiscal resources and fair and equitable in their distribution. Our Families and Community are integral to the success of our students and schools. Families are active, engaged and welcomed partners in their child s education, who give valued input and participate in making important decisions about our academic and enrichment programs. Our diverse community is passionate about equitable educational outcomes for all students. Our civic and community organizations partner with us to promote family engagement and the well- being and success of our students. Our Schools are vital centers of community life enriched by the diversity of our city and welcoming to all families. Each classroom offers engaging and culturally relevant curriculum that builds on students interests and abilities. Student needs, as identified by regular assessment, inform our teaching and guide appropriate and effective intervention services. We offer an enriched learning environment and a comprehensive system of supports to address the needs of the whole child. Berkeley Unified School District Page 5

6 Values and Beliefs of Berkeley Unified School District Students are our priority. We take pride in our diversity. We hold high expectations for ourselves and our students. We treat each other with respect and act with integrity. The Mission, Vision, Values, and Goals of Berkeley Unified, are supported by Technology through: Excellence in Learning, in Teaching, and in Service to our Students, Staff and Community Equity in Access, in Resource Allocation, and Educational Outcomes Engagement of Students During Instruction Enrichment of the Core Curriculum Berkeley Unified School District Page 6

7 District Technology Plan Goals Curriculum Goals Goal 3d.1 All teachers will increase the academic achievement of all students by effectively incorporating appropriate technological tools and programs throughout the curriculum, instruction, and assessment. Goal 3d.2 Prepare all students for continued success in English Language Arts and Mathematics by providing high quality instruction geared to student needs including engaging technology, and appropriate modifications and accommodations. Goal 3d.3 Technology will be used to support instruction in English Language Development to ensure that every English Learner gains at least one English language proficiency level each year. Goal 3e: Students will develop grade- level appropriate technology and information literacy skills as outlined in the National Education Technology Standards to succeed in the classroom and beyond. Goal 3f: Improve the implementation of a Cyber Ethics Program in order to increase student and teacher awareness of ethical use of information technology. Goal 3g: All students will understand issues surrounding Internet safety, cyber- bullying, online privacy, and online predators. Goal 3h: All students will have equitable access to appropriate technology throughout the district. Goal 3i: Use data- driven decision making to monitor student progress, guide and differentiate instruction, evaluate the effectiveness of our programs, and share this information with the staff, the Board and the community. Goal 3j: Teachers and administrators will make use of technology tools to improve two- way communication between home and school: including PowerSchool, Google Apps such as Gmail, Calendar, Sites; School Messenger; voic . Berkeley Unified School District Page 7

8 1. Technology Plan Duration The Berkeley Unified School District Technology Plan will be in effect from July 1, 2012 to June 30, 2015 for a total of 3 years. 2. Stakeholders Under the leadership of Jay Nitschke, the Director of Technology, the District Technology Committee was created by the Superintendent with three short- term goals: 1. Implementing next- generation and communication tools 2. Set priorities for technology improvements in our schools 3. Revise and update the educational technology plan. This committee included: Margaret Agbowo, Longfellow Middle School Technology Teacher Matt Albinson, Berkeley High Technology Coordinator Audrey Amos, Principal of John Muir Elementary School Debbi D'Angelo, Director of Evaluation and Assessment Susan Deutsch, Occupational Therapist Christina Faulkner, Director of Curriculum and Instruction Jeff Fillinghim- Selk, King Middle School Humanities Teacher Wally Gutierrez, TSA for Instructional Technology K- 8 Bradley Hilton, Student Systems Specialist Kristin Lono, Berkeley Arts Magnet 3rd Grade Teacher Jay Nitschke, Technology Director Ben Sanoff, Berkeley High Teacher and former BHS Technology Coordinator Becca Todd, District Library Coordinator The committee conducted research, prepared draft documents, and analyzed the California School Technology Survey information and results from the district teacher and student technology surveys. As this plan was developed, there was an effort made to include as many of the parent (a few of the members of the District Tech Committee are parents of current and former students of BUSD) and community stakeholders as possible in the planning and writing process. Their ongoing input, feedback and suggestions were incorporated into the plan. The groups that will primarily carry out professional development and support of the BUSD technology plan is organized into three functional groups, Technology, Berkeley Evaluation & Assessment (BEA), and Curriculum & Instruction, with each group managed by its own Berkeley Unified School District Page 8

9 Director. Technology includes the Network Engineer, the Student Information Systems Specialist, 5 computer technicians, and 3 computer zone techs that provide technical support for all the schools in the district. BEA includes an Administrator Coordinator, Assessment Technician, and 3 Teachers on Special Assignment (TSA) that support administrators and teachers in reporting, evaluating, and managing assessment data. Curriculum & Instruction oversees the Library and Professional Development Staff. The Library staff consists of the Coordinator, 5 Teacher Librarians at the middle and high schools, 11 Library Media Technicians at the elementary schools, one Central Library Media Technician, and TSA for Instructional Technology K- 8. The Professional Development Staff consists of the Coordinator, TSA for Literacy, TSA for Math, TSA for English Language Development, TSA for Response to Instruction and Intervention. The role of Instructional Technology as mentioned in the plan is a team whose members are primarily the TSA for Instructional Technology K- 8, District Library Coordinator, Berkeley High School Technology Coordinator, and the Director of Technology, and depending on the activity or responsibility, collaborates with BEA, Library Staff, Technology Staff, and Professional Development. 3. Curriculum 3a. Description of teachers and students current access to technology tools There are approximately 9,410 students are enrolled in grades K- 12 in the Berkeley Unified School District: 3,430 high school students 1,940 middle school students 4,040 elementary students Currently, there are 2,578 instructional computers The student to computer ratio is about 3:1 47% computers in classrooms 7 % in school libraries 13% in labs 32% in carts Table 1: Quantity and Location of Berkeley Unified School District Computers Location Classroom Lab Library Other Total Berkeley Unified 48% (1221) 13% (146) 7% (192) 32% (833) 100% (2578) Elementary Schools (on carts) 743 Berkeley Unified School District Page 9

10 Middle Schools (on carts) 641 High Schools (on carts) 1194 Table 2: Age of Computers < 1 Year 1-2 Years 2-3 Years 3-4 Years 4+ Years Berkeley Unified 29.62% 16.20% 8.80% 24.58% 36.31% Technology is currently available in the classrooms, library media centers, and computer labs to all teachers and students at the elementary, middle, and high schools. All schools have teacher and student desktops, laptop carts, TV/DVD monitors, LCD projectors, document cameras, and printers. Many sites have digital cameras with video capability available for check out. Scientific Probes/Sensors are available at sites or checked- out from Central Media Library. There are also pilot programs with wireless tablets and personal response systems (clickers) at some school sites. Students have access to computers in the library media centers throughout the school day including lunch and after school. Partnerships with Berkeley City Public Libraries and the City of Berkeley Parks and Recreation Centers have made available computers that students can use after school and weekends. Elementary Schools Berkeley is still following the grade K- 3 class size guidelines of 20 students in one classroom, and grade 4-5 classrooms average less than 26 students per classroom. All elementary schools have classroom and library computers for student use. In addition, all schools have at least one mobile laptop cart with a minimum 10 computers (many have 20) that can be checked out by the classroom teacher during school hours and can also be used by students in the afterschool programs. Our local special tax, BSEP, provides about 0.2 FTE of tech support in the school, as well as a small budget ($15/student) allocation to purchase technology identified as a need. A few schools have ordered additional laptop carts for student use. At all sites, there are computers available at the school's library: two have 4, seven have 6, and two have 12. All classrooms have a computer for teacher use. Sites also have computers in staff rooms or office areas available for teacher use before, during, and after school. A concerted effort was made in the school year to provide LCD projector and document cameras in each elementary classroom. Five sites (Emerson, MX, JM, Jefferson, BAM) have carts with an LCD projector and document camera in all or almost all of their classrooms. Pilot program started at LeConte Elementary for teacher and student use of clickers in 4th and 5th grade classrooms. Berkeley Unified School District Page 10

11 Wireless is available in all school offices and libraries. The goal is to have the elementary schools 90% wireless by the end of This work is funded by the facilities bond. Middle Schools The three middle schools have used a variety of categorical funds, including BSEP technology funds to support the use of instructional technology to increase student engagement and academic achievement. All classrooms have teacher workstations. Most classrooms have at least one student workstation and King Middle School has 4 student work stations in almost every classroom. Libraries contain enough student work stations to accommodate at least half a class and as many as 30 at King. Students have access to computers in the library media centers throughout the day for class assignments including lunch recess, before and after school. Longfellow and Willard have a computer lab that can be accessed by any teacher as they utilize technology to support classroom learning. All classrooms at King have an LCD projector and most classrooms have a document camera. Classrooms are transitioning away from TVs with a VCR or DVD player. High Schools There are computers available to all students and teachers. Regardless of Small Learning Community, there is access to computing resources. While some communities may have greater competition for computing resources depending on relative scarcity or higher demand, there are no technology deserts at Berkeley High School. While some of the technology resources are out of date, the school district is nevertheless adequately supplied with sufficient technology such that no group could accurately claim that they do not have access. The library computer lab remains open after school hours. There are also public computers available at the Berkeley Public Library. In addition, many teachers offer tutoring hours after school where computers are often available. Berkeley Unified School District Page 11

12 3b. Description of the district s current use of technology to support teaching and learning Based on results from the Edtech Profile teacher survey, 51% of the teachers use technology occasionally (at least once a month) and 28% use technology frequently (once a week) in their classroom instruction overall. The results by category are displayed in the table and chart below: Table 1: Teacher Technology Use in the Classroom Category Almost Daily Regularly Frequently Occasionally Infrequently Never Tech Integration in Classroom Use Multimedia Resources Tech for Student Collaboration 8% 9% 26% 33% 18% 6% 4% 7% 17% 31% 22% 13% 1% 2% 11% 23% 27% 36% Class Web Page 2% 3% 8% 7% 19% 62% Use Tech to Communicate Home 9% 16% 36% 24% 10% 6% Berkeley Unified School District Page 12

13 Chart 1: Teacher Technology Use in the Classroom (1/2012 survey) The results for Tech Integration in the Classroom, indicate that about 60% of the teachers integrate technology tools occasionally (33%) or frequently (26%) when they deliver classroom instruction. Approximately 43% use multimedia resources such as simulations, mind mapping, digital images, video, and multimedia occasionally (31%) or infrequently (22%). Over half have either infrequently (27%) or never (36%) used technology tools such as blogs, wikis, shared documents, and other online resources to encourage student collaboration and peer evaluation 62% have never used a classroom web page to publicize current class news, assignments, links to resources, etc. 50% have frequently (36%) and occasionally (24%) used and other two- way communication tools such as surveys to invite communication/feedback from parents and/or students. As for having students use technology to support their learning, a majority are at the Beginning/Intermediate level: 31% infrequently and 39% occasionally. Results according to category are displayed in the table and chart below: Berkeley Unified School District Page 13

14 Table 2: Student Technology Use Category Almost Daily Regularly (at least once a week) Frequently (at least every other week) Occasionally (a few times a quarter) Infrequently (once or twice a quarter) Never Tech Integrated in Student Activities Use Tech to Achieve Instructional Goals Use Tech to Collaborate 9% 10% 20% 27% 24% 10% 4% 5% 11% 20% 36% 23% 1% 1% 4% 12% 27% 54% Chart 2: Student Technology Use The category Technology integrated into Student Activities refers to this question, How frequently are technology tools integrated into student learning activities? The majority of the teachers responses ranged between frequently to infrequently (71%). Use Tech to Achieve Instructional Goals refers to how often students use Web 2.0 tools, simulations, mind mapping, digital imaging, video, and other multimedia for assignments. A majority (79%) of the teachers answered occasionally, infrequently, and never. How frequently do students use technology resources such as blogs, wikis, shared documents, online resources, etc. to collaborate and/or give each other feedback? 54% of the teachers have never tried this with their students. Berkeley Unified School District Page 14

15 Elementary Schools Teachers use PowerSchool for daily attendance. Professional development for all Science Resource Teachers (SRTs) as well as criticial hardware and software support, is being continued by the TSA for Instructional Technology K- 8. The SRTs work with the TSA for Instructional Technology to infuse technology into the adopted FOSS science curriculum. Instructional materials are shared in the PBScience Wiki. Each teacher uses a laptop, document camera, and LCD projector in their instruction. Students use laptops from the mobile laptop carts to do activities in science related websites, conduct research, create multimedia presentations for Science Fairs, collect data from Vernier probes and sensors. Flipcams are used to document experiments and science fairs. Video clips, photos, podcasts, and links are incorporated into the SRT s blog, which communicates the activities in class. In 2011, the Berkeley Public Education Foundation (BPEF) granted the group 3 additional Vernier Probeware devices that allow teachers and stduents to collect data while conducting experiments investigating CO2 gases, light waves/photosynthesis, and force. BPEF is increasingly granting classroom teachers a projector and document camera set. Five elementary schools now have a set in most of their classrooms. The TSA for Instructional Technology has begun initial training on how to use these tools and will follow- up with effective strategies for instruction. Library Staff and Literacy Coaches at school sites use digital video cameras to share best practices among staff. Students use laptops from the mobile laptop carts to conduct research on the Internet, create PowerPoint presentations, write stories, and produce reports in English Language Arts, Social Studies, and Science. Students at Emerson are using an ipad in the library to film and produce video book talks. Students in the after school program at a few school sites like Malcolm X and LeConte, also use the laptop carts for Compass Learning, an adaptive software program where a student takes an initial assessment in an English Language Arts and Math standard and activities are adjusted according to the student s learning level. Special Ed teachers at sites like Berkeley Arts Magnet and Rosa Parks use software programs such as Fast Math and Compass Learning as an intervention program (Tier 2 of RTI) for struggling students. Fast Math helps students develop automaticity in answering number equations in addition, subtraction, multiplication, and division. Everyday Math Online is being used to provide additional support in the classroom and at home. Cragmont uses Accelerated Math software program for their 4th and 5th grade classrooms to differentiate math instruction and to support struggling students. LeConte uses interactive voting devices or clickers in their 4th and 5th grade classrooms to get immediate feedback on what students have learned in Math. Berkeley Unified School District Page 15

16 Students in Emerson Library use Skype and Googlevideochat to have virtual author visits and to share poetry between classes with students in other states. LeConte Library has incorporated audiobooks in an mp3- like device (Playaways) to provide targeted support for struggling 4th/5th grade readers. Middle Schools Teachers use PowerSchool for student attendance and entering grades in a Gradebook. Students and families access the assignments and scores through the internet. Many teachers use a document camera and projector in their instruction to display student work, model activities like evaluating and editing writing, using graphic organizers, performing science experiments, solving math problems, etc. General use of desktops and laptops by students: internet research, essays, reports, presentations, doing activities in educational websites, etc. All 3 middle schools provide technology courses for their students: At Longfellow, the E.A.S.T. class combines a semester of computers with a semester of art. Applications covered include Microsoft Office (Word, Excel, and PowerPoint), imovie and Garageband, and Scratch. Technology and Media class covers a range of creative projects including slide show presentations, posters, animations, web pages (HTML), 3- D architectural models, and original videos. Students get an introduction to programming using Scratch and Python to create video games and other projects. They use digital devices including cameras, camcorders, and scanner to gather media for projects. The Digital Art class produces the monthly school newsletter. At King, Digital Arts covers Photoshop, Photography, Google Apps, CyberSense, Styx and Flash. In the King CompMedia class, students also learn to use Scratch and do some basic programming. At Willard, the computer classes cover Keyboarding, Internet Safety, Blogging, Online Research and Citing Resources, Computer Programming, and Web Design. Yearbook Publishing students design and create the yearbook while learning skills in digital photography, file management, scanning, image adjustment, data management and organizational skills. Students learn principles of layout and design and learn the yearbook software to create their pages. Scholastic s Read180/System44 program is used as a Tier 3 Intervention in RTI at all middle schools. Four main components- whole group instruction, small group instruction, independent reading, and computer software- are combined into a program that improves student reading levels. Teachers use EssayScorer, a software program that scores student writing, to have students practice writing in different genres and to prepare students for the district writing assessments. Students are motivated to edit and revise their essays to score at the proficient or advanced levels. Berkeley Unified School District Page 16

17 A few teachers use the assessment feature of SuccessNet, Pearson s online resource for their English Language Arts textbooks in 6th, 7th, and 8th grade. Students test their comprehension of stories that they have read. King and Longfellow use Accelerated Reader to keep track of student reading levels, progress, and assessments. The program encourages the student to read at the appropriate reading level to increase comprehension and enjoyment, which leads to reading more books. All middle schools are using a combination of software programs, Fast Math, Fraction Nation, and Compass Learning, as a Tier 2 Intervention for students in math. Fraction Nation helps the student to understand fraction, decimal, and percent concepts to solve problems. In addition, King uses IXL software as a supplemental curriculum for math. Teachers and students use Google Docs. Teachers share lesson plans and other resources with each other. Students write, save, and share documents such as essays, reports, or other assignments in Google Docs. A few teachers have created classroom web pages in Google Sites as a way to communicate with students, parents, and the school community about what is going on in their classrooms. Homework, classroom assignments, projects, important dates and deadlines are just some of the things posted on their class web page. High Schools Computers are currently used in some respect in all classrooms across all discipline areas at Berkeley High School. Some examples: English classrooms use computers as tools for writing papers Social Studies classrooms use SMART Boards for presentation of information Math classrooms use document cameras and projectors as presentation tools Science classrooms use laptop computers for students to record lab observations The computer lab is used for CyberHigh daily allowing students who have failed courses in the past to recover credit and graduate on time. The Special Ed department has invested extensively in technology and has a much higher student to computer ratio then the rest of Berkeley High. The labs are reserved at capacity daily. Teachers use these computers to have students work on various projects such as paper research and writing, science projects, creating presentations and other technology based curriculum. Technology is used extensively by teachers and administrators at Berkeley High School. Teachers use PowerSchool, the Student Information System, to record student attendance daily. Teachers also input student grades into PowerSchool so that students and parents can follow student progress in their coursework. Administrators use technology to report on various student groups and to detect patterns in attendance and academic achievement across large groups of students. Administrators use Google Apps extensively for its Berkeley Unified School District Page 17

18 document sharing and calendaring functionality. Support staff use PowerSchool extensively to enter and access all pertinent student data. 3c. Summary of the district s curricular goals that are supported by this plan. BUSD Theory of Action for Closing the Achievement Gap while Improving Academic Performance for All Students We believe that IF the District provides: A coherent curriculum that is aligned with assessments, addresses needs of our diverse student population and guides intervention for students Opportunities for professional learning communities to examine evidence- based effective pedagogy at the district and the sites Instructional leadership that sets high expectations and maintains accountability And IF the District in collaboration with its partners provides: A framework for families, the City, and higher education to engage in our students education, and Equitable resources for programs that enable students to succeed THEN the performance of all students will improve, and the achievement gap will close. Instructional Technology is an integral component of the District s 2020 Vision for Closing the Achievement Gap. As educators, BUSD staff recognizes the ability of technology to meet the individual needs of students and increase academic achievement for all students regardless of race, socio- economic status, language ability, or unique educational needs. The Berkeley Unified School District Technology Plan is guided by the principle that technology will help drive student achievement and must support the overall District Goals as outlined in the BUSD Local Education Agency (LEA) Plan: District Goals I. Curriculum & Instruction: Increase the academic achievement of all students through effective instruction, a challenging and engaging curriculum, and aligned assessments. ELA and Math Instruction: Prepare all students for continued success in English Language Arts and Mathematics by providing high quality instruction geared to student needs including appropriate modifications and accommodations. English Language Development: Provide direct instruction in English Language Development to ensure that every English Learner gains at least one English language proficiency level each year. Evaluation and Assessment: Use data from multiple measures to monitor student progress, guide instruction and evaluate the effectiveness of our programs, and share this information with the staff, the Board and the community. Berkeley Unified School District Page 18

19 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. Teachers will be trained to discern appropriate technology use and tools, which support students understanding and demonstration of content standards. As teachers recognize effective uses of electronic resources and tools, classroom lessons will be designed to reinforce both technology skill development and targeted content standards for students. Teachers will develop model lessons for using technology to improve teaching and learning in the core curriculum areas of language arts, mathematics, social science, and science which will be made available across the district via Google Docs in the berkeley.net domain. Technology outreach at the school site level will increase beginning in with the further development of Site Technology Leaders for technical and curricular coaching. Site Technology Leaders are classroom or library teachers and other site educators who exhibit exemplary skills and abilities for technology- integrated curricular implementation. Site Technology Leaders will conduct technology professional development at their school sites. Site Technology Leaders will be trained and begin coaching teachers in the use of Google Apps and document cameras and LCD projectors. Site Technology Leaders will also provide training and support for Illuminate and PowerSchool Student Information Systems as part of the district commitment to provide easy access to data reports in the area of English Language Arts and Mathematics and development of classroom benchmarks. Our library media centers embody the integration of old and new technologies- - print and digital resources. Every library s catalog is online and embedded in a school library web page that provides seamless access to additional online resources that are useful for students. Students are able to submit online book reviews directly into the library catalog. The library teaching and paraprofessional staff guide students to identify, evaluate and use information to support their class assignments in all curricular areas and reading interests. The library collection offers materials with a wide range of reading levels to support students ability to make meaning of the content, thereby increasing their academic achievement be it in ELA, Math, EL, Science or History/Social Science, Visual and Performing Arts and even PE. The collection also reflects the multicultural community in which we live, both locally and internationally, and provides online access to books written in many languages through the International Children s Digital Library and the Advanced World Book subscription. Our Cyber Savvy/Digital Citizenship lessons are hosted on the library web pages. Berkeley Unified School District Page 19

20 Teachers will use data driven decision making to design, implement and evaluate the effectiveness of lessons via student performance indicators. Illuminate, the Data and Assessment Management System, will be used to examine results from curriculum/grade level common assessments, district benchmark exams, and the CST. By analyzing the data, teachers are better able to identify specific needs of students, especially students in Title I, Special Ed, and EL programs. Data- driven decision making in conjunction with good quality instruction and as part of the Response to Intervention process will help students pass the California High School Exit Examination, improve CST scores, and close the achievement gap in state and federal standardized tests. Goal 3d.1: All teachers will increase the academic achievement of all students by effectively incorporating appropriate technological tools and programs throughout the core curriculum, instruction, and assessment. Objective 1: By June 2015, 90% of all classroom teachers will incorporate appropriate technological tools and programs throughout the core curriculum, instruction, and assessment. Year 1 Benchmarks: By June 2013, 60% of all classroom teachers will incorporate appropriate technological tools and programs throughout the core curriculum, instruction, and assessment. Year 2 Benchmarks: By June 2014, 75% of all classroom teachers will incorporate appropriate technological tools and programs throughout the core curriculum, instruction, and assessment. Year 3 Benchmarks: By June 2015, 90% of all classroom teachers will incorporate appropriate technological tools and programs throughout the core curriculum, instruction, and assessment. Activities, Monitoring Tools and Evaluation All Technology and BEA staff assigned to Illuminate and PowerSchool support will be proficient in data management Site Tech Leaders, Instructional Technology and BEA staff will be trained in Illuminate and PowerSchool in the Summer of (See 4b for topics for training.) A comprehensive training will be provided at the annual Fall Staff Professional Development Day which will include how to create assessments, custom reporting, grading and using the data to drive instruction and monitor student progress. Timeline Prior to August 2012 August 2012 Oct 10, 2012; Dates to be determined Berkeley Unified School District Page 20