Technology Plan. Tustin Unified

Transcription

1 Plan Tustin Unified July 1, June 30, 2016

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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