Begin: July 1, 2013 End: July 31, Name: Julie Morgenthal Telephone #: Title: Technology Director Fax #:

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1 TECHNOLOGY PLAN: LEA PROFILE AND CONTACT INFORMATION EFFECTIVE DATES OF THE TECHNOLOGY PLAN (ENTER YEARS) Begin: July 1, 2013 End: July 31, 2018 LEA PROFILE Complete the requested information. LEA name: BALSZ ELEMENTARY SCHOOL DISTRICT #31 CTDS: Number of schools in LEA E-rate billed entity number (if not applicable, indicate N/A) TECHNOLOGY PLAN CONTACT INFORMATION Complete the requested information for both contacts. PRIMARY TECHNOLOGY PLAN CONTACT INFORMATION Name: Julie Morgenthal Telephone #: Title: Technology Director Fa #: Address: 4825 E. Roosevelt/Phoeni, AZ/ jmorgenthal@balsz.org SECONDARY TECHNOLOGY PLAN CONTACT INFORMATION Name: Rhonda Chavez Telephone #: Title: Curriculum Director Fa #: Address: 4825 E. Roosevelt/Phoeni, AZ/ rchavez@balsz.org Technology plans will be submitted online through a web based application in the Common Logon, "ALEAT (Arizona Local Education Agency Tracker.) The Arizona Department of Education (ADE) will review the technology plan for accuracy and compliance. Detailed records of all submissions (and accompanying documents) must be retained by the school district or charter school and made available for review or audit upon request. ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: LEA PROFILE March 2011

2 Children s Internet Protection Act (CIPA) CERTIFICATION School District/Charter School Name: Balsz Elementary School District #31 CTDS: Entity ID Begins: July 1, 2013 Ends: July 31, 2018 Check the appropriate option: (DISTRICTS OR SCHOOLS WHO APPLY FOR E-RATE SHOULD CHECK THE FIRST OPTION BELOW.) _X The LEA applies for E-Rate funds and are therefore not required to submit CIPA compliance under the ESEA to the Arizona Department of Education, but instead submit CIPA compliance certification directly through the E-Rate application. Every applicable school 1 has complied with the CIPA requirements in subpart 4 of Part D of Title II of the ESEA. Not all applicable schools 1 have yet complied with the requirements in subpart 4 of Part D of Title II of the ESEA. However, the LEA has received a one-year waiver from the U.S. Secretary of Education under section 2441(b) (2) (C) of the ESEA for those applicable schools not yet in compliance. The CIPA requirements in the ESEA do not apply because no funds made available under the program are being used to purchase computers to access the Internet, or to pay for direct costs associated with accessing the Internet, for elementary and secondary schools that do not receive e-rate services under the Communications Act of 1934, as amended. 1 An applicable school is an elementary or secondary school that does not receive e-rate discounts and for which Ed Tech funds are used to purchase computers used to access the Internet, or to pay the direct costs associated with accessing the Internet. LEA APPROVAL & SIGNATURE Enter dates, district/charter school name, print and sign name, upload a copy to ALEAT Goal #1 Date the technology plan was approved by the LEA governing board: Date the technology plan will be submitted for board approval: May 14 th, 2013 OR Your signature below certifies that detailed records will be retained and made available for audit upon request. I certify that this information is true to the best of my knowledge, and has been created and written in accordance with Enhancing Education Through Technology Act of 2001, 20 U.S.C. and the Federal Communications Commission s (FCC) Fifth Report and Order (FCC , released August 13, 2004) for those applying for E-rate. Balsz Elementary School District #31 School District/Charter School Name Dr. Jeffrey Smith Print School District Superintendent/Charter School Principal/ School Board President s Name Signature of above Representative Date Upload a scanned copy of this completed form into the ALEAT Continuous Improvement Plan Goal #1 Teaching for Learning Environment. Detailed records of all submissions (and accompanying documents) must be retained by the school district or charter school and made available for review or audit upon request. ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: CIPA CERTIFICATION AND LEA APPROVAL December 2011

3 TECHNOLOGY PLAN: TECHNOLOGY COMMITTEE AND PLAN EVALUATION TECHNOLOGY COMMITTEE TIMELINE & EVALUATION: The effectiveness of any plan is how adaptable it is to the changing circumstances that an organization eperiences. Technology plans should be reviewed at least annually to ensure they continue to reflect the needs and goals of the LEA. Technology Plan Timeline: Describe how often will this technology committee meet to review, evaluate, and update this technology plan? (Annually, semi-annually, quarterly, monthly, weekly, etc.) The Technology Committee brought together to formulate this plan includes a majority of past Committee members as well as some new members. Committee membership is representative of our school communities and includes membership from several different stakeholder groups. All meeting minutes and plan progress is posted on the Balsz Website in a blog format so any public participation from the community may be considered. Committee Purpose: To review the technology goals and initiatives put forth by the district to provide input and direction in the development of a five year plan. To meet twice annually (in October and March) to evaluate and adjust the plan according to the district s progress and challenges. To meet and confer in smaller sub-committees as needed to provide guidance and information with respect to new deployments and/or plan modifications. Technology Plan Evaluation: Please describe the Technology Committee s process for regularly completing an overall technology plan evaluation. Include how the committee will monitor progress of the technology plan, and make mid-course corrections in response to new developments and opportunities as they arise. NOTE: This section focuses on overall technology plan evaluation and does not need to include eplicit detail about evaluation of each action step generated as a part of the tech tagged action steps in the Continuous Improvement Plan. Information in regard to how each tech tagged action step will be evaluated should be included in the description of the action step entered into the ALEAT Continuous Improvement Plan. ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: TECHNOLOGY COMMITTEE AND PLAN EVALUATION July 2010

4 The committee will meet twice annually (in October and March) to evaluate and adjust the plan according to the district s progress and challenges. The evaluation will be based on the district s progress as indicated by the goals, strategies, and action steps outlined as part of the District Continuous Improvement Plan. In between regular meeting times, mini sub-committees may be brought together to provide guidance and information with respect to new deployments or unanticipated plan modifications that affect particular areas. LEA TECHNOLOGY COMMITTEE MEMBERS SHOULD INCLUDE: District upper level administrator such as District Superintendent and/or Assistant Superintendent or Principal for a Charter school. At least one representative of each school principal, teacher, technology coach (if any), parent (other than community member or staff), and community member (other than parent or staff.) Recommended Federal programs director, curriculum director, Ed tech director or coordinator, special education director, and ELL director. (A director may have more than one assigned position/title and should list all that apply to that person.) Add additional rows as necessary. Julie Morgenthal Member Title (if applicable) Technology Director Constituency Represented District Administrator Hazen Kor Network Engineer IT Support Staff Chris Weiss Patricia Lacina Technology Support Specialist Technology Mentor IT Support Staff Technology Mentor Michael Halpert Principal School Administrator Leslee Jonovich Music Teacher Middle School Teacher Amanda Goodrich Elementary Teacher Elementary Teacher ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: TECHNOLOGY COMMITTEE AND PLAN EVALUATION July 2010

5 Scott Semple Meredith Hill Joy Weiss Technology Teacher Technology Teacher Elementary Teacher Elementary Teacher Elementary Teacher Elementary Teacher Fabiola Muñoz Parent Parent Marisa Espinoza Antoinette Flood Community Member Elementary Teacher Community Member Elementary Teacher Technology plans will be submitted online through a web based application in the Common Logon, "ALEAT (Arizona Local Education Agency Tracker.) The Arizona Department of Education (ADE) will review the technology plan for accuracy and compliance. Detailed records of all submissions (and accompanying documents) must be retained by the school district or charter school and made available for review or audit upon request. ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: TECHNOLOGY COMMITTEE AND PLAN EVALUATION July 2010

6 TECHNOLOGY PLAN: VISION AND MISSION STATEMENTS The vision and mission statements should reflect 21 st Century technology. They should reveal how technology will increase academic achievement as well as students and teachers technology literacy skills. VISION STATEMENT The District vision is to increase student academic achievement, as measured by AIMS and District assessments, while preparing each child to meet the challenges of the technological society in which they will live and work. MISSION STATEMENT District Mission Statement: The Balsz School District will provide a culture of high epectations and continuous learning. Each student will meet or eceed state standards and apply their learning as a productive member of society. We will passionately commit all efforts and resources available to ensure student success. Technology Mission Statement: The District is committed to the enhancement of a lifelong learning process by providing stateof-the-art technology systems that are integrated across the curriculum and meet the needs of all students, staff and community members as they prepare for continuing education and to enter the workplace of the 21st century. Technology plans will be submitted online through a web based application in the Common Logon, "ALEAT (Arizona Local Education Agency Tracker.) The Arizona Department of Education (ADE) will review the technology plan for accuracy and compliance. Detailed records of all submissions (and accompanying documents) must be retained by the school district or charter school and made available for review or audit upon request. ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: VISION AND MISSION STATEMENTS July 2010

7 TECHNOLOGY PLAN: NEEDS ASSESSMENT In order to ensure that all students have the skills and capacity to solve the comple problems facing society today and in the future, Arizona s strategic long-range technology plan makes a series of recommendations that guide efforts to enhance student learning through technology, prepare educational professionals and provide continued development throughout their careers, develop leaders with the skills and philosophy to support an educational process facilitated by technology, and provide the framework that supports a technology-enable learning process. Long Range Strategic Goals Transforming Education: Enabling Learning for All Arizona Students The Arizona Long-Range Strategic Educational Technology Plan, 2009 The state technology committee made strategic recommendations for the following interrelated components: 1) Student Learning, 2) Leadership, 3) Preparation and Development of Educators, and 4) Infrastructure. Your Needs Assessment is a tool for you to evaluate your current realities in regard to these four components, as well as determining a list of the necessary needs your LEA has which will assist you with aligning your educational technology goals, strategies, and action steps with the Arizona technology plan. A summary of the recommendations and goals for each of the four components can be found throughout this Needs Assessment. LEA INTRODUCTION: Briefly introduce and describe your school district or charter school. The Balsz School District consists of four campuses serving grades PS-8. The Balsz District is located in a diverse, urban area of Central Phoeni. The current enrollment is approimately The student demographics are 69% Hispanic, 2% Asian, 15% Black, 3% Native American, 8% Caucasian,.2% Pacific Islander and 2% Other. All of the Balsz District Schools are Title I Schools. 22% of the district students have English Language Learner Status. Balsz School District is the only district in the state that has a 200 day school year. This was implemented during the school year to address the need for greater student achievement and increased learning opportunities. In order to provide teachers with high quality, professional development, the Balsz District has a district-wide Professional Learning Community (PLC) model. This PLC model incorporates a weekly early release day to allow teachers to collaborate and meet strategically in teams to analyze data, work in grade level and content area teams, plan collectively, and receive ongoing professional development for school-wide or District-wide initiatives.

8 ARIZONA TECHNOLOGY INTEGRATION: Arizona's definition for fully integration technology is "LEAs who have embedded appropriate technology to support student learning across all curricular areas." The U. S. Department of Education requires states to report the number of LEAs who have fully integrated technology. Using the matri below, self-assess the current reality of technology integration for your LEA. Please use the scoring rubric included in the matri, and the final calculation and status of implementation at the end of the matri. Components Staff Technology Proficiency 2009 Educational Technology Standard Classroom Integration of Technology Developing (1 point) No instrument(s) are available or utilized for assessing the level of technology proficiency of staff members. No specific curriculum resources with educational technology standard performance objectives are available and/or no alignment with educational technology standard performance objectives has occurred for any grade levels. No instrument(s) are made available for assessing how effective a teacher is integrating technology in his or her classroom. Approaching (2 points) One or more instruments are made available for staff to assess their level of technology proficiency. Some curriculum resources with identified educational technology standard performance objectives are provided for one or more content areas and/or grade levels. Some alignment of Educational Technology Standard performance objectives with other core content areas may be evident across one or more grade levels. One or more instruments are made available for teachers to self-assess how effectively technology is being integrated in their classroom. Fully Integrated (3 points) An LEA utilizes a specific instrument(s) to assess the level of technology proficiency for staff. An LEA has identified epectations/standards for the level of technology proficiency of staff and provided professional development for staff members to meet the epected level of proficiency. Educational Technology Standard performance objectives have been aligned with other core content areas across all grade levels. Curriculum resources are available to assist teachers with implementing instructional activities that have educational technology standard performance objectives embedded. An LEA utilizes a specific instrument(s) to regularly assess how effectively a teacher integrates technology into their classroom. LEA Self- Assessment Score 2 1 Technology in the classroom is almost eclusively used by the teacher. Teachers use a variety of technologies to enhance instruction. Student use of technology occurs occasionally and is generally for research, presenting information, and creating some tet and multimedia products. Teachers and students utilize technology daily to eplore content, communicate and collaborate on real-world problems, provide real-time data of student progress and to assist teachers and students in individualizing a student s learning eperiences. 2

9 Components Professional Development/ Instructional Support Developing (1 point) No professional development or instructional support on the use of technology is offered. Approaching (2 points) Professional Development on the use of technology in the classroom is offered. Instructional support for the effective use of technology is available for some teachers through instructional coaches or curriculum resources. Fully Integrated (3 points) Professional Development is offered based on needs identified from Staff Technology Proficiency and Classroom Integration of Technology Assessments. Professional Development is provided for content areas/grade levels on effective technology integration strategies and the use of curriculum resources available for educator s specific grade level and/or content area. LEA Self- Assessment Score 2 Coaches are available at each school site to assist teachers with implementing strategies for effectively integrating technology in the classroom. Availability of Technology Classrooms have 1-2 computers. Additional computers may be available in computer labs. Classrooms include some additional instructional technology hardware (projector, interactive whiteboard, electronic response systems, document cameras, etc.) to assist with instruction. Classrooms have at least 1-2 computers and may have access to additional computers through computer labs and/or mobile carts. Classrooms include a wide variety of instructional technology hardware (projector, interactive whiteboard, electronic response systems, document cameras, digital cameras, digital camcorders) to assist with instruction. Students have access to individual computing devices that can access the Internet. 3 Technology Funding/ Technology Support LEA maintains a technology support staff to computer ratio of 1 person per 750 computers or greater. Technology funding provides for a computer replacement cycle of 6 years or longer. Wireless access to the Internet is available in some schools. LEA maintains a technology support staff to computer ratio of 1 person to between computers. Technology funding provides for a computer replacement cycle between 4 and 6 years. Wireless access to the internet is available campus-wide across all schools. LEA maintains a technology support staff to computer ratio of 1 person to 400 computers or less. Technology funding provides for a computer replacement cycle of 4 years or less. 1 Comprehensive LEA Technology Integration Status Developing - total 6 9 points Approaching - total points Fully Integrated - total points 11

10 STUDENT LEARNING: The challenge for our education system is to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning eperiences 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 fleibility on several dimensions. A core set of standards-based concepts and competencies should form the basis of what all students should learn, but beyond that students and educators should have options for engaging in learning: large groups, small groups, and work tailored to individual goals, needs, interests, and prior eperience of each learner. By supporting student learning in areas that are of real concern or particular interest to them, personalized learning adds to its relevance, inspiring higher levels of motivation and achievement. Transforming American Education: Learning Powered by Technology National Educational Technology Plan (Draft), 2010 Long-Range Strategic Goals: All learners will: have access to authentic learning activities appropriate to their development whenever and wherever they need. use appropriate strategies and technology to collaborate, construct knowledge and develop solutions to real-world problems. communicate effectively with global audiences. CURRENT REALITY: Long Range Strategic Goals Transforming Education: Enabling Learning for All Arizona Students The Arizona Long-Range Strategic Educational Technology Plan, 2009 Select your implementation level for each recommendation in the columns provided. Summary of Recommendations for the Local Education Agencies: AZ Long-Range Strategic Ed Tech Plan, 2009 Provide district policies, curriculum, and resources to ensure that every student has the tools for an individualized, collaborative, and authentic learning eperience. Select and deploy a variety of technology-based tools to provide differentiated instruction for every child by monitoring student assessment and suggesting developmentally appropriate content. Embed the Arizona Educational Technology Standard within the curriculum at each grade level. Select and utilize local, commercial, and open source digital content, aligned to state standards, to provide online access to specialized, rigorous, dual enrollment, credit recovery, and remedial courses. Already Implemented Currently Implementing Planning for Implementation Not Implementing

11 Summary of Recommendations for the Local Education Agencies: AZ Long-Range Strategic Ed Tech Plan, 2009 Provide curriculum and resources that ensure personal safety for students in a digital world and policies that specify epectations of appropriate behavior and rules for students, parents, staff, and teachers. Already Implemented Currently Implementing Planning for Implementation Not Implementing Describe the current level of technology integration into curriculum areas and the method of technology integration. The district used the ISTE NETS-T assessment to measure teacher technology proficiency levels as well as collect data on levels of integration and use. This survey relies on self-reported data. The data collected in September demonstrated that 52% of teachers self-reported they integrated technology into their instruction almost daily while 30% indicated they integrated technology into their instruction, on average, weekly. When surveyed regarding what types of collaborative tools they utilize, the majority reported Google Apps. This is partly due to a 1:1 initiative at the junior high that is highly dependent on this resource. However the data collected in December of the school year, prior to the grant implementation, demonstrated the vast majority of the teachers were self-reporting the use of various web sites such as United Streaming, PBS Kids, Starfall and other sites that had interactive learning games. Some teachers were starting to use Google Apps during the school year and a significant number reported integrating their interactive white boards. The data for the school year demonstrated growth in the area of technology integration. 77% indicated they integrate technology into their instruction almost daily and 18% indicated, on average, weekly integration. Google Apps remains a popular resource. However, with the discontinuation of United Streaming, teachers are opting for Youtube and NBC Learns as video streaming options. The district Moodle and Wordpress options are also popular particularly among 5 th -8 th grade teachers. For lower grades Starfall, Study Island and other online activities are utilized. The ISTE NETS-T assessment will not be used during the school year. However, in 2012, teacher Speak Up survey data indicated 90% of the respondents reported using some type of technology to facilitate student learning. The top three uses were for homework and practice, to administer assessments and to create grahic organizers. In a District developed survey, only 23.5% of the respondents indicated they don t need tetbooks assuming they had access to the internet and a curriculum map. 23.5% indicated they would like interactive tetbooks while 51.5% responded they need physical tetbooks but that they use technology often. What is the current level of technology literacy and how do you measure student technology literacy? Student technology literacy is measured using the Technology Literacy Assessment provided by Learning.com. We test at least 20% of our 5th and 8th graders as a requirement through the AZ Department of Education. During the school year, 32% of the 5th graders tested met the proficiency standard on the post test and 56% of the 8th graders tested met the standard.

12 During the School year as part of the EETT Grant, all of the 8th graders took a pre and post assessment using the 21st Century Assessment via the Learning.com online portal. On average, on the post test 15% of students scored proficient and 59% scored basic. Only 25% were below basic across all categories. The categories where students were strongest were in Creativity and Innovation and Technology Operations and Concepts. The areas of greatest need were Critical Thinking, Problem Solving and Decision Making and Digital Citizenship. During the school year th -8 th graders took the Wayfind assessment. 66% scored basic overall, 16% were proficient or advanced, and only 19% were below basic. The categories where students were strongest were like in the previous cycle, Technology Operations and Concepts. However, contrary to the previous cycle, they were strong in Digital Citizenship. This could be due to the growth of the 1:1 program and a greater awareness by teachers of the need to focus on this. The areas of greatest need were Critical Thinking, Problem Solving and Decision Making, Research and Information Fluency, Communication and Collaboration, and Creativity and Innovation. Having four areas where more students are before basic than before could be due to the fact that the assessment was given to 5 th and 6 th graders in where it was given only to the 7 th and 8 th graders in In the 5 th and 6 th graders were only one year into the 1:1 program at their grade level. Many teachers could not even take full advantage of the program due to poor wireless coverage on their campus. With the current year E-rate upgrades and the epansion of the 1:1 from 3 rd grade up, we are epecting to see improvements in these scores when the assessment is given in May of 2013 and then continued growth in The adoption of the Core Standards should also be of benefit for technology integration. The teachers participating in the grant will also took the Wayfind Assessment in On average 22% scored advanced, 52% scored proficient and 22% scored basic. The teachers were strongest in the areas of Professional Growth and Leadership and Student learning and Creativity. The area of greatest need was Digital-Age Work and Learning. In , due to a large staffing turnover, the Wayfind Assessment was not given. However, it will be administered in May of Again, due to the epansion of the 1:1 and the Technology Core Teacher Program that has occurred over the last few years, we epect to see more teachers in the proficient and advanced category than in As teachers become more proficient, this should increase student proficiency as well as the assumption is that teachers would employ technology in deeper ways and with increased effectiveness. How are you developing and using innovative strategies for delivering curriculum through the use of technology (consider items such as distance learning technologies, online learning, and other e-learning systems)? During the school year the district implemented Google Apps for staff and students. This portal started out being used primarily at the junior high for students and teachers to collaborate on student work. However, this resource has grown to be a district-wide collaboration platform. The use is mainly in the Docs area. More training and modeling need to be used to increase the use of other Google tools such as Groups, Sites, Forms, etc. The District has a Wordpress environment that is used by some teachers to communicate with students, encourage writing, and supplement their current curriculum. This portal has the ability to be utilized in conjunction with other tools such as Moodle and Google Apps, but it is not

13 really deployed in our district as a Learning Management type of environment. However, based on tickets and requests for support, the use of this resource is increasing and student blogs are also being encouraged in some cases as well. During the school year, a Moodle environment was deployed. This began as an initiative by one of the Junior High teachers to create online environments for the 1:1 EETT grant. Initially there were only a handful of classes deployed through Moodle. Currently there are over 35 sections. The District Office is currently piloting the use of Moodle to deliver required policy trainings as well as online professional development. Training on Moodle tends to occur organically at the school sites although formal Moodle training has also been provided through the Technology PLC days as well and via small group classes offered at the school sites by the Technology Mentor. The district has an Elluminate license for up to 25 participants to hold virtual trainings and meetings. This tool has been used for small specialty group meetings mostly through the technology department. However it is available to anyone. Further promotion of this tool is needed to encourage more widespread use. With the current reorganization of the school campuses and the junior high being merged into the K-6 campuses, there is an interest in online classes for honors, enrichment, and/or credit retrieval. The district is currently researching these possibilities and is considering adopting an eternal provider to assist with this initiative initially. How are you using technology to promote increased parental involvement and student engagement? The district is taking several steps to promote increased parental involvement and student achievement. This involves parent classes for technology, collecting additional information in our student management system, encouraging the parent portal in Synergy, looking at new ways to use the Outdial system, taking full advantage of the new marquees, and adopting a new content management system to improve the district/school web sites. Through the Technology Committee work, it was determined parent classes delivered via coffee talks and/or after school might be an effective way to increase the use of the parent portal and assist parents to take advantage of the information posted on the District/School websites. These classes can also be used to help parents to keep their own children safe online and to assist them with learning resources as well. The district modified the registration forms to request data regarding parent addresses and phone numbers for tet messaging. This information can facilitate communication between parents and teachers via the ParentVue portal. It can also provide an additional mode for mass communication via our outdialer system. The parent representative on the Technology Committee felt strongly that tet messaging would be an ecellent way to increase parent involvement by sending out reminders for school/district events and other general information items.

14 The district just went through a bid process to secure a new content management system. This will allow us to redesign the District and School websites for a more streamlined eperience. This new portal allows for easy end user editing so all teachers and staff, based on their level of security can update their own classroom or department site. It also provides a mechanism for token authentication so parents and staff do not have to remember multiple user/ids and passwords to move between different District web resources. Teachers will also be encouraged to use the new web portal for their classes to better communicate with parents and students. There has been an emphasis over the last several years to make the website content more dynamic with ever changing stories, graphics, and a Superintendent podcast. This is possible because the Technology Mentor dedicates a portion of her time to the website. This is a critical component to maintaining ever changing content. The district has moved to an online student management system. This provides parents with real-time electronic access to student grades, behavior, health, and demographic information via the web or Android/Apple apps. This year, the letters inviting parents to sign up were sent out. The popularity of this resource is slowly increasing. The students have access to this same portal via single sign on. The use of the resource by students is high at the upper grades and has moderate use by upper elementary as well. During the school year, we are planning on a pilot of Streams. This is a social networking component of the ParentVue parent portal that allows for secure collaboration between staff and portal users. The Speak Up 2012 survey included th -8 th grade students. The data demonstrated that 43% of the respondents reported having a high speed internet connection at home. The results from the 2011 survey are similar with 49% indicating they have fast internet access at home. This poses a challenge for parents and students alike when considering electronic resources. The national average is 63%. Based on these numbers our families are in the digital divide and this is an area of significant need. How are you using technology to increase authentic learning, increased collaboration and communication skills, and problem-solving by students? Utilizing funding from the ARRA Title IID grant, the district implemented the Technology Core Group of teachers. This group of teachers attends regular training and is epected to utilize technology in their instruction to provide student centered learning opportunities. This group is coordinated by the Technology Mentor and Technology Director. This group has continued via regular Title II funds into the school year. Feedback and data regarding the group s work has been etremely positive. Funding has decreased however from year to year and the future of the program is currently in question. The District was attempted to employ single sign-on opportunities via Active Directory integration with all of our collaborative platforms. Currently all students K-8 have an Active Directory account as well as a student account. Student accounts can only be used within the Balsz Domain at the current time. All students also have access to a Google Apps for Education account, Moodle, and the Wordpress blogging platform. Often student use of these resources precedes teacher use. However, in the case of lower grades, teachers typically

15 introduce students to the resource. As Common Core Standards move into full adoption, it would seem the use of these resources would increase as the Core Standards encourage technology and collaboration across all of the content areas. Currently these tools are gaining popularity. However, their use is still somewhat limited. Epanding the 1:1 to 3 rd grade net year will assign higher relevance to these resources at that grade level as it has done at 4 th -8 th as the 1:1 initiative has been epanded. So, use should increase as the relevance increases with greater access and the shift to the new standards. During the school year the Streams component will be enabled as part of the ParentVue parent/student portal. This will provide students, parents and teachers with a social networking platform in a secure, private environment as well. This will give students an opportunity to interact with teachers regarding their own progress. Additional student learning current realities-- During the school year curriculum maps for the technology standards were created specifically for the Technology Curriculum. The district employs one certified technology teacher per campus to teach technology skill and to work with teachers on technology-based projects. It is difficult to ensure the standards are being addressed in Computer Class in a common way across the district due to differences in scheduling and a shortage of special area sections. A standardized schedule across the district for Elementary Schools is needed in order to ensure the Technology Curriculum can be carried out as planned. As the Core Standards are adopted, the Technology Mentor has been adding technology resources to the curriculum maps. This is ecellent for teachers to generate ideas and begin to embed technology into their instruction. We need to develop an improved mechanism for sharing lessons that include technology and have recordings of model lessons so teachers don t have to re-invent constantly. Access to student devices for K-2 is limited. Where there are labs available, this type of arrangement does not allow for just in time access to technology throughout the school day. There is a need for a concentration of more mobile devices either through epanding the 1:1 initiative to lower grades or working towards a 2:1 computer to student ratio of mobile devices. There also need to be pilots at this grade level to determine the best type of device for K-2. This, along with other standardized classroom tools would provide 100% access to the most appropriate technology for any given lesson.

16 STUDENT LEARNING NEEDS: After reflecting on your current realities and the Arizona Long-Range Strategic Educational Technology Plan, please include a bulleted list for any student learning items or issues that are needed. o Continue support for Moodle as an online learning management system and continue to offer training opportunities for the program. o Continue to support and promote other online collaborative learning environments such as Google Apps for Education and Wordpress to offer safe collaboration environments for students and staff. o Develop a partnership with online course providers to offer students more diverse instructional offerings. o Ensure maimum funding through the E-Rate program to ensure high speed connectivity and up to date infrastructure. o Seek opportunities to provide students with Internet access outside of the school day. Discount Internet Program Etend lab hours o Continue to apply funding towards the Balsz District 21 st Century Classroom Model. o Include relevant online resources on the common core curriculum maps. o Monitor and maintain a CIPA compliant Internet filter. o Monitor and maintain a software/hardware solution for virus and malware protection. o Ensure best practice security policies are in place. o Ensure staff and students sign the Network Use Agreement yearly o Ensure all staff complete a mandatory online safety class to ensure teachers are aware of resources they can use to teach their students about online safety and to ensure they understand their role according to policy regarding Internet safety. o Establish a culture around the professional use of technology for instructional staff and leadership where collaboration, discussion, and problem solving are the norm so that these practices can be translated into students being encouraged to use technology to collaborate and communicate appropriately, construct knowledge and develop real-world solutions.

17 LEADERSHIP: Long-Range Strategic Goals: All leaders will: model, implement, and assess appropriate technology use at all levels of the teaching and learning process. have access to the appropriate tools and resources to guide instructional and administrative practice. implement a dynamic technology planning process that epands curricular and instructional opportunities to students. provide opportunities for sustained, relevant, timely and effective professional development Long Range Strategic Goals Transforming Education: Enabling Learning for All Arizona Students The Arizona Long-Range Strategic Educational Technology Plan, 2009 CURRENT REALITY: Select your implementation level for each recommendation in the columns provided. Summary of Recommendations for the Local Education Agencies: AZ Long-Range Strategic Ed Tech Plan, 2009 Develop and implement a comprehensive Strategic Technology Plan, tied to the district s strategic plan and school improvement plans, that ensures the instructional and administrative use of technology at the classroom, library, campus, and district level. Adopt the Consortium for School Networking s (CoSN) CTO Skills Framework for the hiring and evaluation of Chief Technology Officers. Develop incentives for new and veteran educators to become technologically literate. Include community input into the planning and support for the integration of technology into teaching and learning. Coordinate the use of electronic data in district planning to support research-based decision-making focused on student success. Participate in collaboration with representatives from PreK-12, Higher Education, parents, businesses and community to share planning resources and services. Support and encourage leaders to attend and present at local/state/national educational technology conferences. Already Implemented Currently Implementing Planning for Implementation Not Implementing

18 List and describe the current uses of technology to support your administrators and their responsibilities (district, school-based, student achievement, and teacher effectiveness) in the chart below. (add additional rows as needed) Technology Resource MCESA Teacher Evaluation Instrument Activity Teacher Evaluation/Teacher Effectiveness MCESA Coach Evaluation Instrument Instructional Coach Evaluation/Coach Effectiveness MCESA Leadership Evaluation Instrument Google Apps Leadership Evaluation/Leadership Effectiveness Portal for teachers and administrators to access, communicate, and collaborate to create curriculum maps and share formative assessments Portal to plan and collaborate on professional development activities between district administration and site administrators Galileo AIMS Web Early Intervention System Online environment for benchmark assessments and common formative assessments to report on and monitor student achievement in the areas of reading and math. Online environment to assess and monitor student progress in the areas reading and math. Data portal to evaluate student demographic, attendance, discipline data and/or other social factors as they relate to at risk behaviors/trends

19 Describe how administrators promote and evaluate the effective use of technology by teachers. Administrators currently epect teachers to utilize the Google Apps portal to access the various curriculum maps and assessment data. AIMSWeb is another technology-based tool required by administration for progress monitoring and measuring early literacy and numeracy. The district utilizes Galileo for common formative assessments and benchmarking. This data is used regularly during Professional Learning Community time to plan for instruction and differentiation. Site Administrators consistently allocate a certain amount of funding to provide teachers with technology resources that represent the district standard. This amount allocated from site to site varies and this does create inconsistencies. However, overall there is a clear support for technology in the classrooms. District and Site Administrators have been supportive of the Technology Core Teacher initiative designed to build local capacity for technology integration. This is a stipend based position. There is no formal mechanism on the walkthrough form to observe teacher use of technology to provide targeted support for continuous improvement. There is not any formal training for instructional coaches or administrators on the effective use of technology in the classroom. They receive a great deal of training on instructional ecellence and being an instructional leader however. Describe the roles site-based LEA administrators play in the types and quantity of technology that are available to their staff and students. The district provides schools with the infrastructure type equipment necessary to provide LAN/WAN connectivity and ensures budget capacity is available to take advantage of services offered by the Erate program. For large software deployments, it is the district direction that all schools standardize. So, programs such as Study Island, Galileo, and AIMSWeb are available at all sites. Similarly collaboration tools such as Wordpress, Google, Moodle, , etc. are also available to all students and at all campuses.

20 When district money is made available either through a grant, voter initiative, or local budget capacity, funds are spent via the guidance of the technology plan. When district money is not available, local administrators control the budget locally for the technology that is purchased and implemented on each site. All technology purchased however must be within the guidelines of the Technology Plan. All teachers have been provided with a standard district laptop and there is a1:1 at each school for the 3 rd -8 th grade students. All classrooms have a mounted projector as part of the district standard. The 21 st Century Classroom model as outlined in the additional plan documents is supported as budget capacity is made available. Any additional hardware for teachers such as interactive white boards, document cameras, etc. vary from campus to campus. Additional leadership current realities-- District and site administrators share a Principal Professional Learning Community for data dialogues and discussion regarding student learning. LEADERSHIP NEEDS: After reflecting on your current realities and the Arizona Long-Range Strategic Educational Technology Plan, please include a bulleted list for any leadership items or issues that are needed. o Maintain current subscriptions to benchmarking and assessment tools to ensure leadership can engage in data-driven decision making for increased student learning. o AimsWeb, ATI(Galileo), Early Intervention System o Continue to research data warehouse solutions to create opportunities for easier access to longitudinal data and analysis tools relevant to all district staff members. o Continue with the implementation of the Early Warning System through the Valley of the Sun United Way. o Continue to work with current vendors to encourage them to develop back end data echange methodologies and active directory integration to create opportunities for higher levels of accessibility and data integrity than are currently available. o Maintain current support for Synergy SIS. o Make time for the Technology Mentor to collaborate with principals and coaches when planning PLCs so they can model the use of technology for teachers. o Continue the support of the Technology Core Teacher initiative to build local capacity for the effective use of technology in the classroom. o Continue at the district and school level to allocate a portion of federal grant money to technology purchases as needed to support teaching and learning.

21 o Seek voter initiatives and/or other grant opportunities to support the hardware outlined in the District Technology Plan. o Create a refreshment plan for staff/student technology o Seek funds from voter initiatives and/or other grant opportunities to implement refresh and renew of aging technology.

22 PREPARATION AND DEVELOPMENT OF EDUCATORS: Just as leveraging technology can help us improve learning and assessment, the model of 21st century learning calls for using technology to help build the capacity of educators by enabling a shift to a model of connected teaching. In such a teaching model, teams of connected educators replace solo practitioners and classrooms are fully connected to provide educators with 24/7 access to data and analytic tools as well as to resources that help them act on the insights the data provide. Transforming American Education: Learning Powered by Technology National Educational Technology Plan (Draft), 2010 Long-Range Strategic Goals: All educators will: complete their initial preparation with the pedagogy, practical knowledge and skills to use technology to enhance every student s learning. have access to research-based professional development opportunities whenever and wherever they need. Long Range Strategic Goals Transforming Education: Enabling Learning for All Arizona Students The Arizona Long-Range Strategic Educational Technology Plan, 2009 CURRENT REALITY: Select your implementation level for each recommendation in the columns provided. Summary of Recommendations for the Local Education Agencies: AZ Long-Range Strategic Ed Tech Plan, 2009 Prepare administrators and district professional development personnel to conduct consistent observations of classroom use of technology using a technology integration observation form to determine levels of technology integration and effective use of technology that incorporates this observation into all formal professional evaluation. Develop and maintain funding models and budgets that support participation in statewide, technology professional development opportunities for all teachers and administrators. Develop and maintain professional learning communities that use appropriate technology to support learning and reflection by instructional personnel. Develop and maintain partnerships with Higher Education to pilot new instructional strategies for integrating technology. Already Implemented Currently Implementing Planning for Implementation Not Implementing