Fullerton School District. District Technology Plan

Transcription

1 Fullerton School District District Technology Plan Fullerton School District Tech Plan-Revised March,

2 Introduction District Description Fullerton School District Technology Plan The Fullerton School District serves 13,616 students in grades TK-8 and provides preschool and special education classes for children younger than kindergarten. The District includes 15 elementary schools, two K-8 schools, and three junior high schools, grades 7 and 8. The ethnic distribution of the District is 20.4% Asian, 1.6% Black, 48.3% Hispanic, 23.7 White, 1.7 Filipino and 4.3 other. Fullerton School District is located in Orange County in southern California. Technology Definition The Fullerton School District uses technology in both its instructional program and in the administration of the District. Technology is defined as the hardware, software applications, and virtual environments used to perform tasks more efficiently and provide the employees with ways to create things originally not possible. In education, the focus is on using the most appropriate technology and applications to support and supplement quality teaching and learning. Such equipment includes, but is not limited to: 1. Computers (desktops and laptops) 2. Mobile devices (ipad, ipod touch, and handheld data devices for science) 3. Digital cameras (still, video, microscopic, and document) 4. Interactive white boards and interactive projectors (like Promethean ActivBoards and Epson BrightLinks) 5. Video technologies (video conferencing, video streaming, broadcast video) 6. Audio recording tools (USB microphones and mobile recorders) 7. Student response systems (online response tools and ActivInspire) 8. Computer-based probeware (PASCO probes) 9. Inter and intra-district network routers and servers 10. Internet access and servers 11. Internet filters and firewalls 12. Equipment to access telephone and voice services Fullerton School District Tech Plan-Revised March,

3 The Fullerton School District is a member of the instructional television service at PBS SoCal, the Orange County-based Public Broadcasting Service (PBS) station in Southern California. The Telecommunications of Orange County (TOC) membership provides access to instructional programs, over 200 educational video series (including streaming video from the Discovery Education web site), retention rights, and many additional resources of a broadcast station. Student video work can be broadcast on the PBS channel and teachers may request specific instructional programs to air. Professional development is also available on copyright law & Fair Use guidelines, instructional strategies for TOC resources, and integrating streaming video. Scope of Plan This updated three-year plan outlines needs, current resources, and goals for the following areas of technology use and support: 1. Plan Duration 2. Stakeholders 3. Curriculum 4. Professional Development 5. Infrastructure, Hardware, Technical Support and Software 6. Funding and Budget 7. Monitoring and Evaluation 8. Effective Collaborative Strategies with Adult Literacy Providers to Maximize the Use of Technology 9. Effective Research-Based Methods, Strategies, and Criteria Sources of Information Information from various professional resources was used in developing this plan, including: Bakia, Marianne, et al. (2011). Understanding the Implications of Online Learning for Educational Productivity, Washington, D.C., U.S. Office of Education, pp Donovan, Green, Lim, (2008). One-to-One Computing Evaluation, CSU Fullerton. Donovan, Green, Lim, (2011). One-to-One Computing Evaluation, CSU Fullerton. Framework for 21 st Century Learning, Partnership for 21 st Century Skills (P21), Available: Horizon Report, 2012 K-12 Edition, The New Media Consortium, Available: Fullerton School District Tech Plan-Revised March,

4 National Education Technology Standards for Administrators, 2009 Edition, International Society for Technology in Education (ISTE), Available: National Education Technology Standards for Students, 2007 Edition, International Society for Technology in Education (ISTE), Available: National Education Technology Standards for Teachers, 2008 Edition, International Society for Technology in Education (ISTE), Available: Fullerton School District Tech Plan-Revised March,

5 Vision: The introduction of information technologies into virtually every aspect of our lives has led educational leaders, parents, and students to think differently about where and how learning takes place. Traditional concepts of schools, classrooms, and learning are being challenged as technologies introduce new ideas and capabilities into the system. Beyond the school walls, the global business market is demanding a new set of skills from college graduates and has an increasingly growing pool of workers from which to draw the best qualified employees. At the same time, the rate of change in both business models and related technologies makes identifying the specific skill-set difficult to articulate, let alone plan for. This technological change is being driven by four factors: 1. The technologies we use are increasingly cloud-based and access is decentralized. Information is accessible at anytime from almost anywhere. 2. There is a growing shift in the way education is viewed; moving from a focus on the transmission of knowledge (teacher-centric) to the process of learning (student-centric). 3. The abundance of and ease of access to resources and relationships made easily accessible via the Internet is driving questions regarding the definition of teacher, class, and textbook. 4. People expect to be able to work, learn, and study whenever/wherever they want to and are increasingly resistant to arbitrarily established restrictions relating to time and place. These new realities have produced calls from political and business leaders for schools transform themselves, in order to create learning environments that promote an emerging set of 21 st Century learning skills that include active learning, critical thinking, collaborative learning, and knowledge creation. The role of the teacher in this process and the transmission of academic skills and knowledge become even more critical. Teachers will need to use multiple teaching and learning tools and technologies to ensure that students have the academic background necessary to provide the foundation needed for effective use of the technology tools outlined in this plan. In the Fullerton School District, we have acknowledged this changing environment and expanded the process of transformation that reaches across the organization and into the homes of our teachers and students. These changes are being given impetus by two simple facts and based upon three basic assumptions. We acknowledge (Fact #1) that the world economy is struggling and we simply cannot do what we have always done and must find ways to become more efficient while increasing our effectiveness in raising student achievement. We also accept (Fact #2) that we must adapt to this changing environment and consider the implications for the district and schools, our Fullerton School District Tech Plan-Revised March

6 staff, and most importantly, our students. The goals, objectives, and activities outlined in this plan are based on the understanding that we live in a different world (i.e., reality, era, environment) than we grew up in (assumption #1); one in which digital natives rely on digital immigrants to understand their emerging learning style and personal academic needs. We also recognize that business is seeking graduates with a set of skills (e.g., global awareness, complex problem solving, critical thinking, collaboration, active learning, and intellectual curiosity), which challenge school and district standardization efforts (assumption #2). Finally, we acknowledge that our students are currently picking up many of these requisite skills using personal learning and social networks outside of school (assumption #3). Our vision shaping activities included review and consideration of the five goals articulated in the newly released 2010 National Technology Plan: 1. All learners will have engaging and empowering learning experiences both inside and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. 2. Our education system, at all levels, will leverage the power of technology to measure what matters and use assessment data for continuous improvement. 3. Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners. 4. All students and educators will have access to a comprehensive infrastructure for learning where and when they need it. 5. Our education system, at all levels, 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. This plan describes a shift in focus of the organization from standardization and compliance to innovation and experimentation; from value attached to "presence" (attendance) to one based on outputs in which value is placed on growth as measured against student learning goals. The plan promotes Personalized learning in which instruction is paced to learning needs (individualized), tailored to learning preferences (differentiated), and tailored to the specific interests of different learners. Learning objectives focus on creating environments and activities that support engagement and motivation as determined solely from the learner's perspective. Each teacher is continually guided by student-specific learning data that is gathered on a daily basis (if not more frequently) and used to inform instructional decision making at the student level. We have initiated a system redesign in which Connected learning replaces learning in isolation for both teachers and students. By leveraging the ubiquitous nature of blended and hybrid learning spaces, we have promoted an environment where learning is the constant and time and space are the variables. By promoting learning as borderless Fullerton School District Tech Plan-Revised March

7 (time, place, resources, opportunity) schools and structures are defined only by student learning and productivity by where the learning takes place. All learners will have 24x7x365 access to learning (resources, opportunities, experiences). The plan outlines processes for finding the optimal teacher, learning environment, and learning resources matched to each student's need. By focusing on the learning and therefore the learner our plan redefines the role of the teacher as a facilitator of student-directed inquiry and learning. This represents a shift from teachers as solo practitioners to educators as well-connected lead learners. While there is a need for certificated, professional teachers; learning is not bounded by teacher certification. The plan defines how virtual learning environments will engage experts from the field and supports a means for their voices to be delivered into the learning process. The same will be true for engaging and incorporating voices of students and educators across the globe. The activities within learning environments (both traditional and virtual) are moving from a transmission or passive learning model to a transaction or active model of learning one that supports global awareness and connectedness at both the adult and student levels across the organization. Additional changes include the move to Common Core, the implementation of the Local Control Funding Plan (LCAP) and the hiring of a new Chief Technology Officer. All of the changes described above combined with the local changes described has led FSD to write a temporary one year plan to bridge into next year where an extensive stakeholder recruitment and involvement in visioning will lead to a new three year plan that will meet all the requirements of the State of California and E-Rate but more importantly serve as a living document that will guide our efforts to provide 21 st century tools, training and support for all FSD staff and students. Review of Technology Plan Some of the needs in the previous technology plan that have been accomplished: 1. Sample lesson plans to support State and District curriculum standards were developed, however they now need to be aligned with Common Core standards. 2. Alignment of the Scope and Sequence to the NETS document is progressing for the new plan 3. All schools completed the California State Technology Survey or the Fullerton School District Technology Survey 4. Teachers, staff, and students completed Project Tomorrow s Speak Up Survey on an annual basis Fullerton School District Tech Plan-Revised March

8 5. Increased access to school personnel by parents and the community via , websites, and PowerSchool was encouraged 6. The Haiku Learning Management System is available to all FSD students, teachers, and administrators 7. Teachers continued using Illuminate Ed to access student test data 8. Responsible Use Agreements have been updated and distributed There are still needs for: 1. Additional technology resources (hardware, wireless access, bandwidth, centralized storage and backup of sensitive data that supports the districts mission). 2. Additional lessons linking technology integration to specific content standards with an emphasis on creativity and innovation 3. Common Core aligned digital content 4. Continued training of parents, students and staff in FSD s focus on 21 st century skills, digital communication, and cyber safety 5. Increased broadband wireless access for all students and classrooms, as well as broadband solutions for low-income families. Fullerton School District Tech Plan-Revised March

9 Goals and Implementation Plan Note: Letters refer to the Criteria Item in Appendix C 1. Plan Duration The Fullerton School District Technology Plan, beginning July 1, 2014 through June 30, 2017, replaces the previous plan that expires on June 30, This plan will guide the District s use and integration of and be used for E-Rate purposes and requirements 2. Stakeholders The stakeholders of this technology plan include:! Teachers! Administrators! Parents! Students! Community and Business Leaders! District Office Staff Members THE PLANNING PROCESS 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 measurable objectives for technology integration. Technology 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 21 st century. Teachers, student s parents and administrators are directly involved in the planning and implementation process through instruction, Monitoring, survey information and evaluation. Parents from a variety of sites were asked to participate in process and regular reporting back out to Parents groups are part of the implementation process The process used in updating the District Technology Plan included studying current practices and recent research and forming and collaborating with a District Technology Advisory Committee. The Advisory Committee provided input from our stakeholders. District Technology Plan Advisory Committee Involvement The following are members of the District Technology Plan Advisory Committee. This committee gave input on technology use in the Fullerton School District. They also reviewed and made recommendations for the updating of the District Technology Plan. The Technology Plan Committee will meet regularly for the duration of the tech plan to review plan implementation and adapt goals and objectives as needed. Fullerton School District Tech Plan-Revised March

10 Teachers Stephanie Guppy, Teacher, Fourth Grade, Robert C. Fisler School Nancy Henderson, Teacher, Second Grade, Robert C. Fisler School Tricia Hyun, Teacher, Seventh/Eighth Grade, Parks Junior High School Alice Cha, Teacher, Fourth Grade, Hermosa Drive Elementary School Principals Trang Lai, Principal, Robert C. Fisler School Robin Gilligan, Principal, Hermosa Drive Elementary School Randa Schmalfeld, Principal, Ladera Vista Junior High School Susan Mercado, Principal, Maple Elementary School Mathew Barnett, Ph.D., Principal, Nicolas Junior High School Parents and Community & Business Members Janine Jacobs, Children s Librarian, Fullerton Public Library Cheryl Lee, Account Executive, Apple Computer Hilda Sugarman, Member, Board of Trustees District Office Staff Jay McPhail, Chief Technology Officer, FSD Robert Craven, Former Director, Technology and Media Services Sam Ricchio, Assistant Director, Technology & Media Services Karen Green, Program Specialist, Technology & Media Services Kathy Ikola, Assistant to the Superintendent Sung Chi, Coordinator, Assessment & Accountability, Educational Services Lauralyn Eschner, Coordinator, Visual & Performing Arts In addition to the above members, the plan was also presented for input to the students in the leadership classes at Robert C. Fisler School and Nicolas, Ladera Vista, and Parks Junior High Schools. Fullerton School District Tech Plan-Revised March

11 Writers Several members of this committee contributed to the writing of the technology plan. The writing was based on the Criteria for EETT Technology Plans (Appendix C). A consultant from the California Technology Assistance Project (CTAP) Region IX office provided information to assist our District in writing and revising our technology plan. Members of the writing committee are: Jay McPhail, Chief Technology Officer, FSD Sam Ricchio, Assistant Director, Technology & Media Services Karen Green, Program Specialist, Technology & Media Services 3. Curriculum 3a. Description of teachers' and students' current access to technology tools both during the school day and outside of school hours. Our lives today truly are digital. No longer can we participate in society without technology. For our teachers, students, and staff technology must be part of the daily experience both inside and outside the classroom. Our challenge as a District, as educators, is to create learning environments to empower students through a truly personalized learning experience to succeed. The District works to provide staff and students with the technology required to create personalized learning environments. Through a variety of funding sources a wide array of technologies complement student instruction at the 20 schools. As with the previous technology plans, the long term District goal is to increase 1:1 mobile environments. To reach this goal a variety of technologies are implemented within the District, schools, and classrooms. As a base standard, all classrooms in the District are connected to the Internet via a wired connection as well as wireless connectivity. Within the District all teachers and administrators are provided access to the following technologies, however the technologies highlighted below are old and in many cases ineffective for classroom or administrative work. The Technology & Media Services department continues to update and fix computers that are in many cases several years old. 1. Faculty and administrators are provided a laptop computer for instructional purposes. In some classrooms the instructor might utilize a desktop computer instead of a laptop. Fullerton School District Tech Plan-Revised March

12 2. All classrooms are equipped with projectors, many with Promethean Boards as well. 3. Many of the lower elementary classrooms as well as some upper elementary and junior high classrooms utilize document cameras. Video and still digital cameras have been largely replaced with ipods or ipads and Laptops. 4. In the last year Apple TVs with a teacher ipad are becoming increasingly common for interactive teaching. 5. All staff are provided a District account for communicating with parents, district staff, and professionally. 6. All staff are able to use a District provide Haiku Learning Management System account for creation of websites or fully interactive online classrooms. 7. An online gradebook, Student Information System (Pearson PowerSchool), and data warehouse (Illuminate Ed) are utilized by all teachers in the District. 8. Discovery Streaming is available to all teachers in order to showcase video clips to compliment classroom instruction. 9. Student Response Systems (clickers) are used by roughly 15% of teachers. The move to Haiku LMS and ipads is decreasing use on stand alone SRS as teachers make use of the pieces built into the other systems used frequently by students. 10. Blackboard Connect Ed is available for teachers to send automated messages to parents regarding student achievement and behavior. 11. For intervention systems such as Accelerated Reader, Read 180, Mind Institute, and SuccessMaker are used to varying degrees by schools. 12. All employees are provided a Google Apps for Education account for productivity and collaboration. Within the District students are provided access to the following technologies: 1. Laptop carts, ipad carts and ipod touch carts are deployed in every school within the District. The numbers vary by school, but at each site students are able to access these labs as part of instruction. Rather than place a handful of computers in each room or a computer lab many schools are focused upon purchasing mobile carts. These infuse technology into the regular classroom instruction as opposed to making it an infrequent stand-alone activity. In addition Fullerton School District Tech Plan-Revised March

13 the library media centers at each site have desktop, laptop and mobile technology that is available for student or visiting classrooms. 2. Google Apps for Education is available for all students. This provides a means to access productivity tools online for instruction. 3. Students are provided Discovery Streaming accounts to access video content designed to support instruction. 4. Haiku LMS is available to all students in the District beginning during the school year, allowing for extended learning away from school. 5. Brain Pop, Accelerated Reader, SuccessMaker, Mind Institute, and Read 180 are available at some schools for students. 6. On student laptops and ipads a variety of applications are available for student use. The iwork suite with Pages, Keynote, and Numbers is frequently installed, as are imovie and iphoto. The District s All the Arts for All the Kids Program has three buses equipped with laptop computers that go to schools for six days during a twelve-day arts lesson. Assisted by an Arts teacher, students learn how to create and edit video and audio projects during their time on the bus. The school year is the tenth year of FSD s 1:1 Laptops for Learning Program. This program includes 24/7 schools where students have access to their laptop or ipad all day, everyday, at home, school or wherever they are as well as modified program schools where students are assigned a device but do not take it home. Additionally, BYO ipad programs are in place at two schools where students are able to bring their own ipad or borrow a school ipad. Students in the 24/7 models are at: 1. One junior high school (Nicolas) for selected students participating in grades seven and eight 2. One K-8 school (Fisler) in grades two through eight 3. One K-8 school (Beechwood) in grades One elementary school (Acacia) in grades One elementary school (Golden Hills) in grades One elementary school (Hermosa) in all fourth to sixth grade classes as well as GATE classes in grades three through six In addition to the above programs, there are students in the modified program. These students do not take the devices home, but have access to the same device at school each day. These modified laptop programs are in place in: Fullerton School District Tech Plan-Revised March

14 1. One elementary school (Orangethorpe) in grades three through six 2. One elementary school (Maple) in grades four, five and six 3. One elementary school (Valencia Park) in all grades (various classrooms) The more than 5,300 students in these 1:1 programs also have access to additional software and subscriptions to enrich their learning. Explore Learning s Gizmos provides access to math and science simulations. Google SketchUp provides a program for computer-based graphics, and NoteTaker provides an organizational tool and interactive journal for writing, notes, sharing projects, and assignments. Additionally, all students in the 1:1 program have access to blended learning through the Haiku Learning Management System. Fullerton School District provides access to students without devices or Internet access before school, during lunch as well as after school. In addition FSD is working with community partners to provide at a minimum Wi-Fi access points but also access to all students in various places throughout the community 3b. Description of the district's current use of hardware and software to support teaching and learning. The District collects information on the use of technology through a yearly District survey as well through District wide participation in the Speak Up Survey each November. The charts below capture the District technology use. Fullerton School District Tech Plan-Revised March

15 Fullerton School District Tech Plan-Revised March

16 3c. Summary of the district's curricular goals that are supported by this tech plan. The district s curricular goals focuses upon student learning occurring along three dimensions: from standardized to customized educational content, passive to active learning, and fixed to fluid time and place (Wind & Reibstein, 2000). School and District staff collect, analyze, and utilize data from formative and summative assessments to make decisions that support and improve student, school, and district achievement. Specific focus is given to the development and use of common standards-based local and District benchmark assessments. With this technology plan the District s long running goal to integrate technology into curriculum is now supported through the National Educational Technology Plan. This technology plan also directly supports the Fullerton School District Board of Trustees goals listed below: 1. To maximize high levels of student achievement, engagement and high quality education for all students by implementing and monitoring research based instructional models, educational technology, arts education, and the new Common Core Standards. Measured by increasing the average rating of FSD schools' similar school ranking and increasing student attendance percentages. 2. To ensure long-term District financial stability that provides adequate funding for all desired programs, facilities, and the resources necessary to attract and retain superior employees, while eliminating structural deficit spending in the Unrestricted General Fund. 3. To explore increasing the number of educational choices for Fullerton parents by exploring Specialty programs (e.g. STEM, Dual Immersion). 4. To explore new educational delivery systems that increase efficiencies and opportunities for student differentiation (e.g. distance learning). 5. To improve communication with community and staff as measured by survey data. 6. To increase District accountability for administrators, teachers and classified staff by creating systems that enhance student achievement, customer service, and communication as measured by improvements in State and District test scores and customer service ratings. 7. To improve the quality of the junior high education experience by increasing interest in attending our three junior high schools and improving student engagement (with special programs such as STEM and Educational Technology), as measured by student surveys, parent surveys and school of choice requests. Fullerton School District Tech Plan-Revised March

17 8. To ensure appropriate attention is placed on emergency preparedness activities to safeguard our students, staff and campus visitors. Emergency preparedness includes identifying and assessing risks, mitigation activities to prevent/lessen the chance of risks, planning for emergency events, and response/recovery. Strategies to support district goals include: Learning Engage and Empower: Empower students through access to mobile devices both inside and outside school as well as the instructional resources to support their individualized learning goals. Assessment: Increase technology based assessment to provide data for data driven decisionmaking. Teaching: Provide professional development opportunities to increase technology integration in all content areas. Establish and support teacher-based professional development and PLCs. Initiate the transition into California Common Core State Standards (CCCSS). Infrastructure: Provide a reliable network to support every student with at least one mobile device as well as all staff with two or more devices. Ensure access to the systems required for student achievement and empowerment. Productivity: Increase the ability for District technology to improve productivity and provide students increasing opportunities for individualized learning. AB484 Tech Plan and Smarter Balanced Assessment Consortium: The Fullerton School District is providing intensive icoach support at each campus to identify and teach specific Common Core pedagogy and strategies as well as identifying specific common core curriculum or application based resources. In addition the bandwidth upgrades described in this plan as well as equipment and software upgrades will enable us to prepare and execute the SBAC testing in April. The common core dollar disbursement over the next two years will cover portions of that cost, but the rest is being absorbed by the district as an unfunded mandate. Fullerton School District Tech Plan-Revised March

18 3d. List of clear goals a specific implementation plan for using technology to improve teaching and learning by supporting the district curricular goals. Goal 3d.1: Through alignment with ISTE Standards (NETS) and Common Core State Standards, students and teachers will increase use of technology to enhance student achievement to meet or exceed content standard proficiency, and the priorities outlined in the FSD Board Goals Objective 3d.2: By June 2017, 80% of teachers and students will utilize technology as part of the daily learning experience aligned with CCSS curriculum as measured by the FSD technology Teacher and Student survey and system analytics. Teachers and Students will utilize multiple data systems, Learning Management Systems, Student Information Systems and Data Driven decision-making online tools. Benchmarks for 3d.1 By June 30, 2015 at least 30 Common Core grade level lessons will be created to ingrate ios devices and instruction; and a minimum 50% of teachers and student will utilize technology to access Common Core materials for instruction. Evidence from Haiku LMS analytics, Google Drive utilization metrics, and FSD technology survey. By June 30, 2016 at least 60 Common Core grade level lessons will be created to ingrate ios devices and instruction; and a minimum 65% of teachers and student will utilize technology to access Common Core materials for instruction. Evidence from Haiku LMS analytics, Google Drive utilization metrics, and FSD technology survey. By June 30, 2017 at least 90 Common Core grade level lessons will be created to ingrate ios devices and instruction; and a minimum 80% of teachers and student will utilize technology to access Common Core materials for instruction. Evidence from Haiku LMS analytics, Google Drive utilization metrics, and FSD technology survey. Benchmarks for 3d.2 By June 30, 2015, 60 % of teachers and their students will use data from PowerSchool, Illuminate, and Haiku LMS to analyze student achievement and inform the design of curriculum to support student achievement. By June 30, 2016, 70 % of teachers and their students will use data from PowerSchool, Illuminate, and Haiku LMS to analyze student achievement and Fullerton School District Tech Plan-Revised March

19 inform the design of curriculum to support student achievement. By June 30, 2017, 80 % of teachers and their students will use data from PowerSchool, Illuminate, and Haiku LMS to analyze student achievement and inform the design of curriculum to support student achievement. Implementation Timeline, Activities and Evaluation for Objectives 3d.1 and 3d.2 Activity Timeline Responsible Evaluation/Modification Create common core technology infused lessons June 2014 and ongoing icoaches, Ed Services Director, Technology Coordinator, site administrators, and teachers Lesson and curriculum is developed and accessible in LMS. Reports on LMS usage. Ed Services, Site administration and Teachers will review and adapt as needed Use of Illuminate, Haiku LMS and PowerSchool to analyze student achievement June 2014 and ongoing icoaches, Ed Services Director, Technology Coordinator, site administrators, and teachers PLC reports, Principal Reports, analytical data from system, Annual report. Ed Services, Site administration and Teachers will review and adapt as needed icoaches will meet to develop and refine CC technology infused lessons. June 2014 and ongoing icoaches, Ed Services Director, Technology Coordinator, site administrators, and teachers Review of lessons, usage reports, Annual review by Ed Services. Ed Services, Site administration and Teachers will review and adapt as needed Develop monitoring process for use of data to guide and improve use of data for decisionmaking. By June 2015 and ongoing icoaches, Ed Services Director, Technology Coordinator, site administrators, and teachers Annual report; ongoing feedback from principals advisory group, data use records and reports; anecdotal records from teachers. Ed Services, Site administration and Teachers will review and adapt as needed Fullerton School District Tech Plan-Revised March

20 Teachers and students will take the survey at the beginning and the end of each school year and data will be used to provide additional training and support By June 2015 and ongoing icoaches, Ed Services Director, Technology Coordinator, site administrators, and teachers Annual report; ongoing feedback from principals advisory group, data use records and reports; anecdotal records from teachers. Ed Services, Site administration and Teachers will review and adapt as needed 3.e. List of clear goals and a specific implementation plan detailing how and when students will acquire technology specific skills and information literacy skills needed to succeed in the classroom and the workplace. Fullerton School District will focus on providing opportunities for students to practice 21 st century learning skills. Based on the International Society for Technology in Education s (ISTE) Standards for Students (NETS) skills and the Common Core State Standards, students will be engaged in a variety of activities that help promote these skills in an academic setting. The NETS 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 be provided a variety of opportunities to engage Fullerton School District Tech Plan-Revised March