Chula Vista Elementary School District

Transcription

1 Chula Vista Elementary School District EDUCATIONAL TECHNOLOGY PLAN BOARD OF EDUCATION Marissa Bejarano. Larry Cunningham Russell Coronado Douglas Luffborough III Pamela B. Smith Glendora Tremper SUPERINTENDENT Francisco Escobedo, Ed.D. Board of Education Marissa Bejarano Glendora Tremper Larry CunninghamDouglas E. Luffborough, III Pamela B. Smith Superintendent Francisco Escobedo, Ed.D. EQUAL OPPORTUNITY EMPLOYER The Chula Vista Elementary School District is committed to providing equal educational, contracting, and employment opportunity to all in strict compliance with all applicable state and federal laws and regulations. The District office that monitors compliance is the Human Resources Services and Support Office, 84 East J Street, Chula Vista, CA 91910, phone , ext Any individual who believes s/he has been a victim of unlawful discrimination in employment, contracting, or in an educational program may file a formal complaint with the District s Human Resources Office.

2 Appendix I Education Technology Plan Benchmark Review California Department of Education Enhancing Education Through Technology (EETT) Education Technology Plan Benchmark Review EETT-F02BR Education Technology Plan Benchmark Review For the grant period ending June 30, 2017 IDENTIFYING INFORMATION: CDS # Applicant Name: Chula Vista Elementary School District The No Child Left Behind Act requires each Enhancing Education Through Technology (EETT) grant recipient to measure the performance of their educational technology implementation plan. To adhere to these requirements, describe the progress towards the goals and benchmarks in your education technology plan as specified below. The information provided will enable the technology plan reviewer to better evaluate the revised technology plan and will serve as a basis should the district be selected for a random EETT review. Include this signed document with your revised education technology plan submitted to your regional California Technology Assistance Project (CTAP) office. 1. Describe your district s progress in meeting the goals and specific implementation plan for using technology to improve teaching and learning as described in Section 3.d., Curriculum Component Criteria, of the EETT technology plan criteria described in Appendix C. (1-3 paragraphs) One of the primary goals of the Chula Vista Elementary School District s Technology Plan is to guide students, teachers, and administrators toward incorporating technology use into meaningful classroom and administrative activities to meet Common Core standards. ISTE/NETS Curriculum and Common Core Standards were adopted as Technology Foundation Standards by the District. Individual schools modified these standards to focus on their individual needs. The District continues to support technology resources that enable teachers and students to integrate technology into opportunities for authentic learning. Tools that are used on a daily basis are elements of the Microsoft Office Suite and Office 365, Schools have adopted a wide range of curriculum software to address the literacy needs of their student populations. Examples of such software are: SuccessMaker, Accelerated Reader and Achieve Chula Vista has used language acquisition software to support the development of students acquisition of the English Language (i.e. Imagine Learning). The District reviews products and services through the Instructional Technology Department and technology support personnel from the schools and District. As funding has become available, software and equipment have been reviewed and selected to provide technical resources to enable teachers to receive staff development for technology skills and improving classroom instruction. Resources that teachers now have available to them include a video-streaming server for staff development and onsite technology training. Administrative tasks have been streamlined through the adoption of WebIEP which facilitates teacher-parent collaborative IEP development, and Teacher Access Center for web-based attendance and report cards integrated with our student information systems. Continual efforts are being made to improve the use of technology applications into the teaching of Common Core standards that promote critical thinking and problem solving skills and career and college readiness. 2. Describe your district s progress in meeting the goals and specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks and timeline as described in Section 4.b., Professional Development Component Criteria, of the EETT technology plan criteria described in Appendix C. (1-3 paragraphs) District level staff for Instructional Technology and work with schools to design staff development that fits the needs of the staff. Trainings focus on the use of software programs in a classroom sitting and how to measure the effectiveness of the programs within the instructional program Software training modules have covered the following types of CVESD Educational Technology Plan Page 1

3 software: Edmodo, Office 365, Microsoft Word, Excel, PowerPoint, Discovery Education, Online Assessment Reporting System, SuccessMaker, Achieve 3000 and Imagine Learning. Assessments of professional development needs are conducted through district created technology surveys and through the collection of data using the Handover Survey. The applicant certifies that the information described above is accurate as of the date of this document. Should the applicant be selected for a random EETT review, the information stated above will be supported by adequate supporting documentation. As the duly authorized representative of the applicant, I hereby certify that the applicant will comply with the above certifications. PRINTED NAME OF AUTHORIZED REPRESENTATIVE TITLE OF AUTHORIZED REPRESENTATIVE For CDE Use Only Date Added: SIGNATURE DATE Selected For Random Review: Comments: CVESD Educational Technology Plan Page 2

4 Foreword District Profile Located between the City of San Diego and United States/Mexico International Border, the Chula Vista Elementary School District is the largest K-6 district in the state. The District currently serves 28,660 students. Two charter schools also enroll middle school students. The District serves a community that features a blend of residential areas, recreational facilities, open space, and light industry. The District currently operates 46 elementary schools. Its student population is ethnically diverse and is composed of African-American (4%), American Indian or Alaskan Native (.04%), Asian/Pacific Islander (3%), Filipino (11%), Latino/Hispanic (65%), other (1%), and White (13%). More than one-third of the students in the District are classified English Learners, and nearly half qualify for free or reduced-priced meal programs. California has used the Academic Performance Index (API) to annually rate districts and schools on a scale of 200 to 1,000. In 2013, the Chula Vista Elementary School District s score reached 863. In addition, 38 of the 45 District schools achieved index scores greater than 800. We continue to draw attention from experts across the state for our progress in narrowing the achievement gap. The District s API score for English Learners is 819, which is higher than the overall API score of many districts in the state. CVESD will begin the Smarter Balanced Assessment starting in the academic year. To prepare for this, the district has made significant upgrades to network infrastructure and equipment to ensure success with testing. The District s across-the-board gains help illustrate the benefits of CVESD s decentralized approach. The Board of Education and the Superintendent trust in the abilities of school administrators and staff members to come up with solutions that fit their unique challenges. In turn, the site-level decisionmakers are held accountable for their results. The City of Chula Vista, and the South Bay in general, are located adjacent to the San Diego/ Tijuana border, the largest border in the world with an estimated 5-6 million legal crossings each month. Overall, the region is heavily influenced by trans-border issues including illegal immigration, communicable diseases, and gaps in school attendance due to dual living arrangements. The median household income in the City of Chula Vista is $48,02, and 35.4% of all families earn less than $35,000 annually. Parents are overworked, worry about having sufficient quality time with their children, have problems accessing quality health care, and face the constant challenge of living in one of the most expensive counties in the United States. Despite the challenges faced by many of our families, CVESD believes that all children can succeed. As stated in the District s Shared Values on Equity We believe there is no significant difference in educational outcomes based on race, gender or economic status. Solutions, resources, We believe there is no significant difference in educational outcomes based on race, gender or economic status. Solutions, resources, programs, services, and support are applied in a manner which developed the full potential of each child. programs, services, and support are applied in a manner which developed the full potential of each child. CVESD Educational Technology Plan Page 3

5 In 1993, CVESD engaged groups of school and community stakeholders in a process for district reorganization. Out of this, a Shared Vision, Values, Student-based Decision Making, and Strategic Goals were adopted. The reorganization inverted the traditional top-down central office model to a decentralized system placing students, parents, and the community at the top of the pyramid. In this model, Principals are the CEOs of their school sites, and teachers are viewed as the most significant participants because they transform the Shared Vision into action. Chula Vista Elementary School District Shared Vision CVESD is committed to providing a successful, safe, challenging, and nurturing educational experience, while promoting the joy and importance of learning for all our children. Our children are high achieving innovative thinkers. They are multi-literate, self-reliant, and confident. They have a lifelong love of learning and are socially responsible citizens. The District takes pride in developing each child's full potential, while recognizing his or her uniqueness. We value and find strength in our diversity. Learning is meaningful and relevant, connected with each child's individual needs, ethics, culture, and experiences, and is linked with the world outside the classroom. Families, staff, and our entire community are full partners actively working in a collaborative manner for the benefit of each child's education. Together we have an investment in our District's Vision and believe a child's success equals our success. We ensure an environment in which everyone is valued and treated with dignity and respect. Everyone assumes responsibility for the success of the school community. The entire educational community accepts the challenge of change and is motivated to acquire skills and values for a rapidly changing world. We create dynamic learning experiences by supporting and encouraging excellent teaching and the educational growth of family and staff. The Chula Vista Elementary School District community is dedicated to instilling hope for the future so that today's children will share their vision with future generations. CVESD Educational Technology Plan Page 4

6 Our shared values include equality, equity, accountability, ethical responsibility, diversity, teamwork, innovation, and excellence. Strategic goals focus on literacy, equity, collaboration, technology, and a safe and supportive environment. We believe that each child is an individual of great worth as we work with families, staff, and the entire community in a collaborative fashion for the benefit of each child s education. All decision-making is guided by the vision, values, and goals through the use of a Student- Based Decision Making model, which asks whether each decision improves student learning, whether it is legal, ethical, and moral, whether it impacts others adversely, and whether the individual needs are balanced with group needs. CVESD s technology plan is designed around the District s vision, values, and strategic goals. Decisions made regarding technology and technology resources will follow the District s student-based decision-making model. Appendices A-C provides the District s Shared Values, Strategic Goals, and Student Based Decision-Making Model. Background About use of District Technology Resources CVESD students have used technology in their classrooms since the early 1980s. Since then, networked classroom technology has become increasingly useful in delivering integrated, meaningful curriculum to students. Recognizing the value of technology in instruction and desiring to equitably distribute it to all district schools, the CVESD Board of Education allocated $3 million in June 1993 to build a technology infrastructure throughout the District and to provide basic software applications to every school. The infrastructure consists of local area networks at every school site interconnected by a wide area network. The infrastructure was completed in September 1996 with two subsequent upgrades to expand the bandwidth of the local and wide area networks. At the beginning of the school year, the District overhauled of the wide area network. All existing T1 circuits providing district network and Internet access have increased to 10 Mbs to 100 Mbs. In the the District deployed WiFi networks in all schools, installing one WiFi access point in each classroom. The WiFi network enables the use of mobile devices such as tablets and laptops and provides more flexibility to deliver instruction. These network upgrades provide better support for instructional and business applications that require faster connections and enable converged data, video, and voice services. School Site Councils responded enthusiastically to the Board s investment in technology by using sitebased funding to purchase computers, software, and networking equipment which exceeded the amount of the District s initial investment. CVESD has made a significant effort to provide all students with technology products to support student achievement. However, anyone familiar with the implementation of technology in schools realizes that implementation does not end with the installation of equipment and software. The infrastructure design, the instructional products, and the training of both staff and students are components of a continuous process, which, when tuned to respond to the changing needs and skills of the user community, can provide valuable support to the instructional program. Our priority is to blend technology into classroom instruction to maximize instructional benefit to students. CVESD Educational Technology Plan Page 5

7 District Goals & Philosophy for Educational Technology The overarching goal of 21 st century learning in the Chula Vista Elementary School District is to improve student achievement and to prepare students for a world that is rapidly changing. To achieve this goal, all participants in the educational process must have the knowledge and resources to successfully engage in an information-based society. Technology is a valuable educational tool that enhances learning, augments communication skills, fosters media literacy skills, supports innovative teaching practices, and expands the scope of curriculum beyond the walls of the classroom. In education, technology is not an end in itself, but rather a means to improve student academic performance and organization processes. CVESD s approach to educational technology maintains a focus on student academic performance, while at the same time, incorporates skills including critical thinking and communication. It is our contention that in order to have 21 st century students, we must strive to build a 21 st century organization. To achieve this, we will focus on four pillars to prepare students to use tools of the 21 st century. In order to have students ready to meet the challenges within the 21 st century, we must be an organization that is equipped to provide the support and structures with necessary. These pillars are: Site and District Leaders Teachers Students Parents Site and District Leaders Role CVESD believes the utilization of technology in support of student learning begins with visionary leadership for the future. District and site leaders encourage the commitment to a shared vision for integration of technology to support and promote excellence in the organization. To achieve this, CVESD will develop digital learning by creating, promoting, and sustaining dynamic learning through technology that provides a rigorous, relevant, and engaging education experience for all students. CVESD s commitment to professional development in the use of technology is essential in order to promote an environment of learning and innovation. Professional development will empower educators to enhance students development of critical-thinking skills to better prepare them to use the technology advances for today and tomorrow. All district and site leaders model and facilitate understanding of social, ethical, legal issues, and responsibilities involving the digital world. Administrators will provide leadership to improve the organization through the effective use of information technology in the digital age. CVESD Educational Technology Plan Page 6

8 Teachers Role CVESD teachers are central in preparing students to learn 21 st century skills. Teachers facilitate and inspire student learning, creativity, and critical thinking skills. Their knowledge of subject matter, pedagogical skills, and the use of technology is essential in advancing learning, creativity, and innovation in both face-to-face and virtual environments. Teachers will develop, utilize, and evaluate authentic learning experiences that incorporate technology tools and resources to maximize learning. To accomplish this, teachers must exhibit knowledge and skills that represent professionalism in a digital society. Our teachers will engage in professional learning to improve their practice in the area of incorporating technology into instruction activities. They will model lifelong learning in their school and professional community to promote the effective use of digital tools and resources. Teachers understand their responsibility to model digital citizenship. Educators strive to exhibit legal and ethical behaviors in their professional practices for their students. Students Role CVESD believes that students will use technology as they construct knowledge, demonstrate critical thinking, and apply communication skills in their learning. As students apply these skills in a legal and ethical manner, they will develop an understanding of human, cultural, and societal issues related to technology. Parents Role CVESD believes that parents need to provide encouragement and time to extend learning beyond the school day for their children. Parents need to understand their role in modeling ethical and legal behaviors in their support of technology use by their children. CVESD Educational Technology Plan Page 7

9 Executive Summary CVESD s initial technology plan was generated in Much has been accomplished over the last twelve years. In 2002 our technology plan was revised to provide the District with a map toward the integration of technology into the curriculum, as well as comply with requirements set by the No Child Left Behind Act through the Enhancing Education Through Technology (EETT) grant, and the Schools Libraries Division of the Universal Service Administrative Company, which oversees the E-Rate program, which provides subsidies for technology infrastructure and services. In 2005 the technology plan focused on the foundational skills that students needed to succeed, as will as the foundational needs of technology. Despite our obvious challenges, Chula Vista Elementary School District accomplishments included academic accomplishments for out exceeded our expectation achieving benchmark sores of 900 API scores for 5 campuses, and achieving a 864 API district-wide. CVESD has begun to use online data to drive assessment (i.e. OARS), as well as computer-based instruction to assist with instruction (i.e. Achieve 3000, SuccessMaker). We continue on updating our technology infrastructure as well as updating computers in classrooms and labs. Our objective for the next four years is to build capacity around 21 st Century Skills (Digital Literacy, Media Literacy, Collaboration and Digital Communication) and preparing students for career and college readiness. As we prepare students for the world they will inherit, CVESD s believes that it is critical to prepare and support all stakeholder for this endeavor. In doing so, Chula Vista Elementary School District will move into a new era by building the foundation for innovation. This plan continues the effort of laying the foundation for all stakeholders to get involve and points the direction to support our technology goals and vision. Structure of Plan The plan itself is divided into nine major sections: Plan Duration, Stakeholders, Curriculum; Professional Development; Infrastructure, Hardware, Technical Support, and Software; Funding and Budget; Monitoring and Evaluation, Collaborative Strategies with Adult Literacy Providers, and Research-Based Methods and Strategies. Each section lists major goals, specific objectives, yearly benchmarks, and how these accomplishments will be monitored and evaluated. Each section also includes a timeline of suggested action steps, the department responsible for implementing and monitoring the actions, and the expected completion date. The total expenditures required to complete this three-year plan are $24,000,000. CVESD Educational Technology Plan Page 8

10 1. Plan Duration This major revision to the plan covers the years 2014 through The following targets provide an outline of the plan s ultimate goals. Educators (Teachers, Administrators) By % of all educators will have completed online or offline training on how to effectively use technology in the classroom and school settings task. By % of all teaching staff will incorporate technology resources in their lessons as means to make teaching and learning efficient, effective and engaging. By % of all teaching staff will be capable of using technology resources to record, organize, analyze, and report student data to guide teaching and intervention strategies. By % of all teachers will use technology resources as an enabler of bidirectional communications between home and school, in order to coordinate efforts with parents to guide and support students in their education. Students: By % of all students will demonstrate ability to utilize technology resources as tools to assist them in meeting common core standards, acquire knowledge, to assist in critical thinking, and problem solving. By % of all 6 th grade students will be proficient at basic computer skills in word processing, spreadsheets, presentation software, communications, and online research. By 2016 all students K 9 th grade will be knowledgeable in information literacy and show evidence through assigned work. By 2014 all students will be knowledgeable in Internet safety. CVESD Educational Technology Plan Page 9

11 2. Stakeholders The educational technology plan development team was comprised of all relevant stakeholders including district administrators from curriculum and technology, site administrators, teachers, classified staff, and parents. The team met in a series of work sessions to plan, write, and revise this document. The following individuals were instrumental in producing the final document: Matthew Tessier, Executive Director of Technology and Instruction and Assessment Dr. John Nelson III, Assistant Superintendent of Curriculum and Instruction Maria Grabowski, Director of Technology Rochelle Carroll, Coordinator Instructional Technology Antwon Lincoln, Coordinator Instructional Technology Jose Escobar, Network Manager Anthony Millican, Director of Communication Site Technology Integration Group (2 representatives from each school) The final draft of the plan was distributed to a wider audience comprised by the district personnel, which includes volunteers, teachers and classified staff that work directly with technology every day. In addition, the plan was presented to the District Cabinet, CV Educators and CVESD s Board of Education for comments and guidance. CVESD Educational Technology Plan Page 10

12 3. Curriculum 3a. Description of teachers and students current access to technology tools both during the school day and outside school hours. The average number of computers per school is with an average student to computer ratio of 2:1. Each classroom throughout the District is equipped with one multimedia computer connected to a large screen monitor, or a LCD projector for instructional use by the teacher. Some classrooms have access to document cams. In addition most classrooms have 3 or more computers for student use. All computers in instructional areas have access to the Internet. Sixty-two percent of schools have computer labs. All schools have access to a rolling wireless laptop carts for the use of Smarter Balance Assessment. Three to Four carts per campus. There is an average of 3 computers in each library media center throughout the school district. One computer is used to manage the library s book collection. The remaining computers are used by all students, (GATE, English language learners, and special education) and staff for online research. Access to technology outside regular school hours takes place in before or after school programs. These programs are provided by the school district and the city of Chula Vista. The intent of these programs is to give students extended learning opportunities to develop literacy, language development, and math skills using such programs as SuccessMaker, Imagine learning, Achieve 3000, and Edmodo, Office 365. On a limited basis, technology is used for 21 st Century skills such as communication and critical thinking. 3b. Description of the District s current use of hardware and software to support teaching and learning. Results from the most recent Technology Survey indicated that staff and students regularly use technology. Student uses include, social media tools (i.e. Edmodo) word processing, presentations, research, and learning curricular content. Teacher use includes grading, lesson planning, research, intervention, assessing student performance, lesson presentations, and communicating with other staff and parents. All district computers utilize Microsoft Word, Excel, and Power Point; installed for Internet access is Microsoft Internet Explorer, Office 365 program for electronic communication. Educational software available to all schools is Office 365, Accelerated Reader, Discovery Education, and a subscription to World Book online Encyclopedia. Other software being used in schools to support learning goals are: SuccessMaker (reading and math, Imagine Learning English (ILE) and Achieve All schools are incorporating technology to aid in formative and summative assessments (i.e. Achieve 3000 and Online Assessment Reporting System), In addition to these programs, Students use multimedia video production tools to support history and language art standards. CVESD Educational Technology Plan Page 11

13 Teachers in 45 of our schools also have access to Online Assessment Reporting System (OARS). Through the Teacher Access Center (TAC) a web-based attendance and report card system is being implemented in all schools within CVESD. Three campuses have begun to implement interactive board technology. All campuses have begun a mobile platform initiative with ipads and Asus Windows 8 Tablets. 3c. Summary of the District s curricular goals that are supported by this tech plan. The plan s curricular goals are consistent with the District s strategic goals (see appendix), those identified in school sites Single Plans for Student Achievement, and the local LEA plan. Goal 1: Improve students academic performance and attainment of content standards Objectives: 1.1 Increase the number of students scoring at or above grade level on local measures, comprised of Results Oral Reading Passages for Reading, and Mathematics Assessment of Standards Test by 2% points each year. Local Measures Reading: Results Oral Reading Passages Baseline % of all students were at or above grade level Mathematics: Mathematics Assessment of Standards Test 51% of all students were at or above grade level % of all students will be at or above grade level 76% of all students will be at or above grade level 78% of all students will be at or above grade level 80% of all students will be at or above grade level 59% of all students will be at or above grade level 67% of all students will be at or above grade level 75% of all students will be at or above grade level 80% of all students will be at or above grade level The district s major focus centers on increasing student achievement and developing 21 st Century skills. The schools Academic Performance Index (API), as well as local measures identified by the District, measures achievement growth. The emphasis of the API is preparation of students to achieve mastery of standards. The District annually reviews student growth in all numerically significant student groups. The effectiveness of programs for all student groups is determined by the progress toward growth academic targets. CVESD Educational Technology Plan Page 12

14 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. CVESD s plan focuses curricular goals on technology literacy, integration, and basic literacy skills instruction. As students and teachers become more competent in the use of technology, we will be better able to achieve the District s curricular goals and Common Core standards. We consider students technologically literate when they use technology skills to demonstrate mastery of literacy skills (computer and information) and digital media literacy skills. We consider teachers and administrators technologically literate when they gain mastery of basic computer operations, proficiency with utilizing technology curriculum products, productive online searches, and skilled at using computer-based assessment tools integrated with Common Core standards While technology literacy is necessary for successful technology integration, technology literacy will be developed for students and teachers in the context of the instructional and learning experiences that occur within and outside of the classroom. Integration is achieved when technology is used to encourage problem solving, critical thinking, and development of literacy and math skills. GOAL 3d.1: Technology is incorporated into assessment as a means to increase student academic performance. Objective: 1. Educators will routinely monitor computer-based assessment tools (i.e. OARS, Achieve 3000 and Successmaker). BENCHMARK End of Year 1: By June % educators will routinely monitor computer-based assessment tools. End of Year 2: By June % educators will routinely monitor computer-based assessment tools. End of Year 3: By June % educators will routinely monitor computer-based assessment tools. Data Collected and Evaluation Instruments Schedule for Evaluation Program Analysis and Modification Process Person Responsible Gathering of all key data from various reports (i.e. Intel Assess, Prescriptive Schedule Report) Quarterly Teachers and site administrators will analyze progress, disseminate best practices and next best steps, and modify with stakeholders assistance. IMPLEMENTATION STEPS District will provide ongoing training to staff members on data analysis. Workshops on how to analyze data to support instruction. Site Administrator, District Departments Curriculum & Instruction/Information Technology CVESD Educational Technology Plan Page 13

15 GOAL 3d.2: Technology will be incorporated into student learning to ensure mastery of Common Core content standards. Objective: 2.1: Students mathematic skills will be enhanced through the use of technology as determined by each school site. Examples: SuccessMaker (Math Course) IXL (Online Math Assessments) 2.2: Literacy skills will be enhanced through the use of technology as determined by each school site. Examples: Accelerated Reading SuccessMaker (Reading Courses) Achieve 3000 Edmodo 2.3: Students English language acquisition will be enhanced through the use of technology as determined by each school site. Examples: Imagine Learning (ILE) BENCHMARK End of Year 1: By June % educators will incorporate technology into student learning. End of Year 2: By June % educators will incorporate technology into student learning. End of Year 3: By June % educators will incorporate technology into student learning. Data Collected and Evaluation Instruments Schedule for Evaluation Program Analysis and Modification Process Gathering of all key data from Handover Survey. Gathering of lesson plan examples. Site walk-throughs. Quarterly/Annually Teachers and site/district administrators will observe and share progress with stakeholders. Person Responsible Site Administrator, Instructional Leadership Team (ILT) District Departments Curriculum & Instruction/Information Technology IMPLEMENTATION STEPS District will provide ongoing training to staff members on application proficiency. District will contract with various software vendors for additional support on product usage and implementation support. District will work continue to build teacher technology leaders to provide ongoing PD through the Technology Integration Group (TIG). CVESD Educational Technology Plan Page 14

16 Goal 3d.3: Technology will be incorporated into student learning as a means to develop problem solving skills, creative thinking, innovative products and critical thinking skills. Objective: 3.1 Students will plan and manage activities to develop a solution and/or complete projects through project based learning (PBL) activities. BENCHMARK End of Year 1: By June % educators will incorporate project-based learning into students learning. End of Year 2: By June % educators will incorporate project-based learning into students learning. End of Year 3: By June % educators will incorporate project-based learning into students learning. Data Collected and Evaluation Instruments Gathering of sample lessons and projects. Schedule for Evaluation Semi-Quartly/Annually Program Analysis and Modification Process Teachers and site administrators will observe students engaged in PBL. Site/District level presentations (i.e. Board and/or Technology Integrated Group) IMPLEMENTATION STEPS District will provide ongoing training to staff members on PBL pedagogy. Identify model classrooms to demonstrate project-based learning. District will provide ongoing training to staff members on project-based learning. Develop online resource on Project-based learning. Person Responsible Site Administrator, Instructional Leadership Team (ILT) District Departments Curriculum & Instruction/Information Technology 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. The Chula Vista Elementary School District (CVESD) understands that becoming literate in technology is essential for a successful education, as well as greater opportunities in one s career. CVESD s commitment to educating our students with technology skills can be found in one of our Strategic Goals. Strategic Goal for Technology: all participants in the educational process will have the resources and knowledge to successfully participate in the information-based society of the 21st Century. As a pre-kindergarten through 9 th grade district, our students receive their first exposure to the use of technology as a tool through classroom experiences. Historically each school has developed their own set of expectations for technology skill development. It is the goal that all students receive the same level of expectations for content area which will result in a foundation of standards that schools can build from for their set of expectations. CVESD Educational Technology Plan Page 15

17 21st Century skills will begin with developing basic technology literacy skills that will prepare students to successfully apply technology to their learning environment. This would include the following skills: mouse and keyboard, responding to software, using electronic databases, creating assignments with a word processor, multimedia authoring tools, and problem solving and creative thinking. Students in the upper grades would take the skills acquired in the primary grades and become literate in: web searching, digital media, collecting and analyzing data, creating sophisticated multimedia programs, determining the most appropriate technology tool to accomplish an assignment, working cooperatively on projects that employ different forms of technology to complete tasks, and communicating through . Goal 3e.1: Students will be able to demonstrate skills in computer operations, gathering information, using authoring tools, and communications that are grade level appropriate. Objective: 3.1 Students promoted to middle school or high school will demonstrate basic technology skills in: word processing, multimedia authoring, information gathering, organizing and analyzing data, and interfacing with computer based educational programs. BENCHMARK End of Year 1: By the end June % of students will possess basic computer skills according to identified grade-level benchmarks. End of Year 2: By the end June % of students will possess basic computer skills according to identified grade-level benchmarks. End of Year 3: By the end June % of students will possess basic computer skills according to identified grade-level benchmarks. Data Collected and Evaluation Instruments Gathering of survey information, observations and projects, Schedule for Evaluation Semi-Quartly/Annually Program Analysis and Modification Process Teachers and site administrators will observe students incorporation of technology skills in various grade level projects. IMPLEMENTATION STEPS Introduce Common Core Standards that have technology present Develop and introduce technology skills benchmarks (K-6). Person Responsible Site Administrator, Instructional Leadership Team (ILT) District Departments Curriculum & Instruction/Information Technology CVESD Educational Technology Plan Page 16

18 3f. List of goals and an implementation plan that describes 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; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism Chula Vista Elementary School District is committed to ethical use of digital literacy. Teachers are made aware of Copyright and Fair Use Guidelines for Teachers and held to those guidelines. This information is made available through the Instructional Technology Media Department. Student behavior on the Internet is also a focus, and a concern of the CVESD. The dstrict is 100% connected via our intranet, and has many critical services depending on district intranet access. Protecting the network and data on the network is of the highest priority. CVESD has aggressively maintained a presence in managing network resources to maintain operability and will continue to do so with the adding of additional services. CVESD has focused its efforts on promoting among teachers and students ethical use of technology, as stated in the previous technology plans. The goal is to produce digital citizens who are career and college ready. GOAL 3f.1: Students will be able to apply their understanding of appropriate use of internet, ethical behavior, and their understanding of copyright laws upon the exit of 10 th grade. Objective: 1.1 CVESD students are expected to cite online resources according to Modern Language Association (MLA) standards. 1.2 Students are expected to follow the usage guidelines as stated in the Acceptable Use Plan. BENCHMARK End of Year 1: By the end June % will be able to apply their understanding of appropriate use of internet, ethical behavior, and their understanding of copyright laws upon the exit of 6 th grade. End of Year 2: By the end June % will be able to apply their understanding of appropriate use of internet, ethical behavior, and their understanding of copyright laws upon the exit of 6 th grade. End of Year 3: By the end June % will be able to apply their understanding of appropriate use of internet, ethical behavior, and their understanding of copyright laws upon the exit of 6 th grade. Data Collected and Evaluation Instruments Gathering of survey information. Observations and projects. Schedule for Evaluation Annually IMPLEMENTATION STEPS Program Analysis and Modification Process Teachers and site administrators will observe students demonstration appropriate use of internet, and ethical usage. Person Responsible Site Administrator, Instructional Leadership Team (ILT) District Departments Curriculum & Instruction/Information Technology CVESD Educational Technology Plan Page 17

19 Students will continue to sign the AUP policy upon log in to the Internet (iprisim). Develop curriculum and resources around Information Literacy Standards. (4 th - 6 th Grade). Online resources will be made available for staff and students on citing sources (posters). Teachers will be required to go over the internet rules (digital citizenship) every year to ensure that students are aware of internet guidelines. 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. Internet safety is a concern, especially with students having access to the Internet on school campuses. Protecting students online, and offline is a priority of CVESD. CVESD blocks all inappropriate web sites for all users of the Internet (students & staff). Users are required to log into the Internet using a monitored account. Student accounts are monitored for inappropriate use, and violation of the AUP. This filter provides a critical layer to keep students safe and focused while accessing Internet resources. GOAL 3g.1: All students will demonstrate their awareness of Internet safety by following district guidelines when online. Objective: 1.1 Parents will be required to sign the AUP annually. 1.2 Students who log in to the Internet will be reminded of District AUP. BENCHMARK End of Year 1: By the end June % will be able to apply their understanding of appropriate use of internet, ethical behavior, and their understanding of copyright laws upon the exit of 6 th grade. End of Year 2: By the end June % will be able to apply their understanding of appropriate use of internet, ethical behavior, and their understanding of copyright laws upon the exit of 6 th grade. End of Year 3: By the end June % will be able to apply their understanding of appropriate use of internet, ethical behavior, and their understanding of copyright laws upon the exit of 6 th grade. Data Collected and Evaluation Instruments Gathering of AUP forms. isafe Data Schedule for Evaluation Annually Program Analysis and Modification Process Teachers and site administrators will ensure that forms are collected and students are adhering to the AUP guidelines. Person Responsible Site Administrator, Instructional Leadership Team (ILT) District Departments Curriculum & Instruction/Information Technology IMPLEMENTATION STEPS All Students will receive Internet safety lessons (isafe.org/common Sense Media) during the first quarter of the school year. Parents and students will be required to sign the AUP annually. Students who log in to the Internet will be reminded of District AUP. CVESD Educational Technology Plan Page 18

20 All parents of CVESD students are made aware of Internet safety practices. CVESD will host Internet Safety events to bring awareness of Internet safety. CVESD will partner local and national agencies to provide additional resources to the community on Internet safety. 3h. Description of goals about the District policy or practices that ensure equitable technology access for all students. Chula Vista Elementary School District is committed to providing appropriate access to technology to all our students. This includes special education, Gifted and Talented Education (GATE), and English Learner (EL) students. Access to technology is in every instructional area of each school throughout the District. Through the renovation and modernization process and the original construction of our newest schools all classrooms have Internet drops for 8 student computers and one teacher computer. Special education teachers who use auxiliary areas have access to Ethernet connections as well. In some of our schools access is provided through wireless network connections. With a ratio of 5:1 students to a computer, an average of 3 computers in classrooms, over 60% of our schools with computer labs, and 8 schools with laptop rolling carts for wireless access, there is ample opportunity for students to utilize technology. In addition to computers, schools are purchasing digital cameras and video recorders to employ in project based learning experiences. Access to programs is integrated into daily instruction and after school literacy programs. GOAL 3h.1: Increase access to school technology resources. Objective: BENCHMARK Site will develop Single Plan for Student Achievement (SPSA) goals to ensure equitable technology access for all students. End of Year 1: By the end June % of students will have increased access to school technology resources. End of Year 2: By the end June % of students will have increased access to school technology resources. End of Year 3: By the end June % of students will have increased access to school technology resources. Data Collected and Evaluation Instruments Handover Survey (Parent, Students, Teachers) Schedule for Evaluation Annually IMPLEMENTATION STEPS Program Analysis and Modification Process Teachers and site administrators will explore alternative ways to exposed students to technology access CVESD Educational Technology Plan Page 19 Person Responsible Site Administrator, Instructional Leadership Team (ILT) District Departments Curriculum & Instruction/Information Technology Work with school sites to assess the effectiveness of the teacher resources used in the after school program, with the goal of strengthening the program. Create plans that demonstrate how to provide after school access to school technology resources. Secure funding to support staffing for after school technology access. Revise the SPSA to include the technology component.

21 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 utilizes eschool Plus Reporting System that provides capabilities for data collection and eschool Plus Reporting System. Teacher Access Center is used to streamline and efficiently process daily student attendance, and report card maintenance. In addition the Online Assessment Reporting System (OARS) has been implemented in 41 schools. Through this system teachers keep records of student performance on standard based skills; performance can be analyzed by school, grade, class, or individual student. OARS is being used on district-wide. Through this system, teachers are able to assess the learning gaps of students and provide intensive support utilizing computer based assessment and individualized targeted areas of difficulty. Star Reading. The District evaluates programs to assist teachers in the development of quality standardbased assessments. GOAL 3i.1: Teachers will use technology solutions to more efficiently and effectively assess student achievement. Objective: 2.1 Schools will utilize computer-based programs to assist with formative and summative assessments. Implementation Plan BENCHMARK End of Year 1: By the end June % of students will have increased access to school technology resources. End of Year 2: By the end June % of students will have increased access to school technology resources. End of Year 3: By the end June % of students will have increased access to school technology resources. Data Collected and Evaluation Instruments Schedule for Evaluation Program Analysis and Modification Process eschool Plus, OARS Quarterly District Personnel will monitor the use of data gathering tools IMPLEMENTATION STEPS Person Responsible Site Administrator, Instructional Leadership Team (ILT) District Departments Curriculum & Instruction/Information Technology Continue to support OARS online product for schools to adopt. Provide online training for staff members on best practices with various reporting systems. Create online resources for staff to increase knowledge of online data analysis system (i.e. OARS). CVESD Educational Technology Plan Page 20