Master Technology Plan

Transcription

1 Master Plan June 30, 2013 Through June 30, 2016 IUSD Plan Page 1

2 Table of Contents Introduction...3 Section 1: Plan Duration...3 Section 2: Stakeholders...3 Section 3: Curriculum...6 3a. Current Access by Teachers and Students...6 3b. Current Use of to Support Teaching and Learning...8 3c. District Curricular Goals to Support the Plan d. Use to Improve Teaching and Learning in Support of District Curricular Goals e: Acquiring Skills and Information Literacy Skills f. Ethical Use g. Internet Safety h. Access for All Students i. Student Record Keeping j. Home-School Communication k. Curriculum Monitoring Process Section 4: Professional Learning a. Summary of Teacher and Administrator Skills and Needs b. Providing Professional Learning Opportunities Section 5: Infrastructure and Support a. Existing Resources b. Needed Resources c. Annual Benchmarks and Timeline for Infrastructure and Support d. Process to Monitor Infrastructure Benchmarks Section 6: Funding and Budget a. Established and Potential Funding Sources b. Implementation Costs c. District Replacement Policy d. Budget Monitoring Section 7: Monitoring and Evaluation a. Overall Progress and Impact Evaluation b. Evaluation Schedule c. Communicating Evaluation Results Section 8: Collaborative Strategies with Adult Literacy Providers Section 9: Effective, Research-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 IUSD Plan Page 2

3 Introduction For forty years, Irvine Unified School District has endeavored to provide the highest quality educational experience we can envision. Situated in Orange County, California, Irvine Unified serves over 30,000 students and their families in its twenty (20) elementary schools, two (2) K-8 schools, six (6) middle schools, four (4) comprehensive high schools, one (1) alternative high school, and an early childhood learning center. The District is defined by its core values of Integrity, Collaboration, Learning, Empowerment, and Trustworthiness. The focus on these values, and tremendous support of our community, help the District sustain high academic performance while encouraging innovation. plays a vital role in the District s Continuous Improvement Efforts (CIE) the roadmap that defines the essential capacities we seek to develop in students and staff. The Continuous Improvement Efforts is a reflection of the District s drive for momentum rather than stability. The District Plan defines how will be used to support our Continuous Improvement Efforts, while meeting the challenges of rapidly growing enrollment, dramatic curricular shifts, and recurrent economic uncertainties. Section 1: Plan Duration The Irvine Unified School District Plan sets forth the District s curricular goals and implementation plan for technology. This plan shall also serve as the comprehensive plan for E-Rate, a federal program that subsidizes IUSD s network and telecommunications services. This three-year plan begins July 1, 2013 and ends June 30, Section 2: Stakeholders The IUSD Plan development effort spanned over a year and included the input of District Leadership, Site Administrators, Teachers, Parents, Students, and Community Members. Data Gathering Beginning in May 2012, IUSD technology staff began surveying staff to identify current access to and use of technology, as well as future needs. Two survey instruments were used to provide the most comprehensive results. The May 2012 Teacher Survey provided detailed results on the technology available in teachers classrooms and shared resources available in common areas throughout the school. In addition, the survey gathered information about teachers preferences for the content, delivery, and timing of professional learning. Later that year, the District encouraged sites to participate in the 2012 Speak Up Survey. Irvine Unified had ranked eleventh nationally in the number of responses it received. The responses included over 5,000 students and nearly 700 parents. Over the span of the same year, IUSD was also able to upgrade its automated computer inventory program, and improve tracking of non-standard and mobile devices to provide thorough and accurate data on computer availability and age. IUSD Plan Page 3

4 Alignment To guide the development of the plan, the Information Team gathered and reviewed existing curricular and facilities plans. Plans that informed the goals in the Plan include the IUSD Strategic Initiatives, Continuous Improvement Efforts, Facilities Master Plan, Special Education Significant Disproportionality Plan, and schools Single Plans for Student Achievement. Sites were also encouraged to develop school technology plans based on a template provided by the District. Plan Development After gathering data and reviewing the previously developed District plans, IUSD convened a Plan Steering Committee to define specific curricular, professional learning, and technology infrastructure and support goals for the plan. The committee met monthly between January 2013 and May Between meetings, the Information team recorded feedback, met with additional student and staff focus groups, and authored components of the plan based on the input of the committee. The Plan Steering Committee includes the following administrators, technology specialists, educators and community members, who participated in the development of this Plan and will ensure its proper implementation over the next three years. Steering committee members will receive updates regarding the progress towards meeting plan goals at committee meetings, which will be held three times a year. District Office Terry Walker, Superintendent Cassie Parham, Assistant Superintendent of Education Services Eamonn O Donovan, Assistant Superintendent of Human Resources John Fogarty, Assistant Superintendent of Business Services Brianne Ford, Chief Officer Kris Linville, Coordinator of Education Michelle Bowling, Information Specialist Keith Tuominen, Director of Secondary Education Lauren Sipelis, Director of Elementary Education Irene Brady, Coordinator of Assessment Mark Sontag, Coordinator of Math and Science Kathleen Cooke, Coordinator of English and Language Arts Toni Wilson, Teacher on Special Assignment for English and Language Arts Brad Van Patten, Coordinator of Visual and Performing Arts Alan Schlichting, Director of Student Support Services Mary Bevernick, Director (Special Education Local Plan Area) Marty Danko, Director of Information Services Mark Miller, Director of Special Education IUSD Plan Page 4

5 Site Administrators Aaron Jetzer, Principal, Culverdale Elementary School Carlo Grasso, Principal, Oak Creek Elementary School Heather Phillips, Principal, Plaza Vista School Scott Bowman, Principal, Rancho Middle School/Jeffrey Trail Middle School Bob Valdez, Principal, Venado Middle School Jason Viloria, Principal, Woodbridge High School Media Techs Alan Simsovic, Media Specialist, Northwood High School Advisory Coach Site Leads Jon Nakano, Canyon View Elementary School Teacher Michele Ogden, Vista Verde K-8 School Teacher Amanda Lelliot, South Lake/Jeffrey Trail Middle School Teacher Jeannie Loso, Northwood High School Spanish Teacher Serena McKinney, Sierra Vista Middle School English Teacher Teachers Scott Bedley, Plaza Vista School Teacher Parents Babar Batla, Northwood Elementary Community Eric Miyadi, Springbrook Elementary Community Students Brywood 6th Grade Students IUSD Plan Page 5

6 Section 3: Curriculum 3a. Current Access by Teachers and Students School Irvine Unified School District s commitment to excellence is reflected in its facilities as well as its academic programs. Sustained enrollment growth has resulted in steady construction and expansion of school buildings. As the facilities are designed and improved, technology has been incorporated as a standard expectation. All schools are connected to the District office through a 10 Mbps or 100 Mbps fiber connection. Although all schools have some form of wireless access, significant disparities exist in coverage. Several of the District s elementary schools have wireless access only in the administrative office area and media center. Very few sites have wireless infrastructure capable of supporting a large number of connected student devices. Nearly every classroom has, at least, a wired connection for a teacher computer and phone. Most classrooms also feature a ceiling or wall-mounted projector, teacher computer, and document camera. Although these teacher tools (computer, projector, and document camera) are common in IUSD classrooms, student devices are generally available through shared labs (mobile and fixed) and media center locations. Figure 3a.1 illustrates tools that teachers have access to within their classrooms and in shared spaces throughout the school based on the District s 2012 Teacher Survey. IUSD Plan Page 6

7 During the development of the Plan, IUSD asked teachers whether they felt they had sufficient and current access to technology for all students and staff in the school. Only 18% of teachers responded that the technology on their campus was both sufficient and current. Teachers responses reflect the impact of increased demand for technology and reduced funding. Irvine Unified School District supports approximately 7,100 desktop computers, 900 laptops, and 600 tablets. Over the last two years, the total number of District-owned devices has grown by 20%. Largely due to increasing demand for tablets, that growth is accelerating. Pilots of Bring-Your-Own-Device programs are taking root across the district and adding overhead to an already overtaxed technology infrastructure. Site-based decision making is a core belief of Irvine Unified. Site Administrators have the authority to make decisions (within general parameters) on the type and amount of technology purchases they make. This philosophy allows devices to be selected based on program need, but creates significant disparities in access to current technology and support needs across the District. District-wide, the ratio of students to computers is 5:1. Approximately 20% of those computers are more than five years old. However, at school sites, the ratio of students to computers ranges from 1:1 to 9:1. The percentage of computers greater than five years old ranges from 0% to 62%. $200,000 is allocated centrally to help schools replace aging technology at their sites. However, the annual cost of keeping the existing hardware up to date exceeds $1.5 million. Schools generally fill the gap with limited general fund resources and contributions from parent groups. Because of the limited number of student computers, school sites generally focus student use in library/media centers, desktop computer labs, or pods wide corridors between classrooms lined with computers. Libraries/media centers are generally open 30 minutes before school begins, during lunch, and 30 minutes after school is over. This allows for students to use school computers and printers in case they do not have access to home devices. This structure has IUSD Elementary School Students using computers less often than their State and National peers. According to the 2012 Speak Up Survey, less than 5% of IUSD kindergarten through fifth graders use technology daily at school. Nationally, 25% of primary students and 17% of third through fifth graders use technology daily. IUSD students defined the combined lack of access to school computers and policies that prohibit them from using their own devices as top barriers to using technology in school. 87% of IUSD Middle School Students and 59% of High School Students report that their schools do not allow use of their own technology on campus. at Home Although student access to technology in school is limited by resources and current policies, Irvine Unified thrives in part due to its highly connected community. 94% of parents reported having highspeed Internet access in their homes on the 2012 Speak Up Survey. Only 1% of parents reported not having any Internet access at home. Students who do not have access in the home use computers in the schools media centers, local libraries, and retail or food service industry location that offer free wireless access. In addition to high-speed connectivity, students reported having access to a variety of devices in their home. The table below illustrates the percentage of students that have access to a self or familyprovided device that could be used for school work. IUSD Plan Page 7

8 Figure 3a.2: Students Access to Personal Devices Device 3 rd -5 th Grade 6 th -8 th Grade 9 th -12 th Grade Smartphone with 46% 61% 76% Internet Access Laptop 66% 79% 83% Tablet 58% 64% 47% Despite the large percentage of students with access to mobile devices in their homes, only 5-10% reported using those devices at school. The limited crossover between school and home use appears to be a consequence of policy and curriculum decisions. When asked in the Speak Up Survey, 70% of IUSD parents said that they would be likely or very likely to provide a device for their students if it could be used at school. Moreover, 64% of parents said that, if given the choice between a course that used student technology on a one-to-one scale and a similar course that did not, they would want their student in the technology-rich environment. Parents in IUSD are as reliant on technology as their students. Over 99% of IUSD students have at least one parent registered on the Student Information System Parent Portal. Nearly all report cards and progress reports are delivered online. This shift is mirrored by parent s communication preferences. 91% of parents expressed that their preferred means of hearing about their students progress or school events is . Most school sites have shifted to communicating with parents through the Parent Portal (Aeries), , or an online course management system (Blackboard or Edmodo). 3b. Current Use of to Support Teaching and Learning Classroom Use use is changing dramatically throughout Irvine Unified. Teachers and Administrators are using technology daily to communicate and make operational and classroom management tasks more efficient. Based on the District s May 2012 Teacher Survey, nearly all IUSD teachers are actively using technology to colleagues and parents, prepare lessons, conduct research, and assess students. IUSD Plan Page 8

9 An increasing number of teachers are using technology to redefine classroom work making it more adaptive, collaborative, and original. However, our survey showed many of our teachers are still tentative about using technology dynamically with students. The SAMR technology integration framework defines four incremental stages of technology use Substitution, Augmentation, Modification, Redefinition. Our Teacher Survey reveals that IUSD teachers have eagerly adopted technology for at least Substitution and Augmentation of former tasks. Over 70% of teachers use technology with students to create documents, , conduct online research, and create presentations. Approximately 40% of teachers have taken steps to modify curriculum, incorporating adaptive games, interventions, and formative assessments into their classrooms. Interventions include online programs that build reading and math fluency through individualized assignments, educational games, and instantaneous performance feedback. Still fewer teachers (less than 10%) are redefining the classroom, using student-centric techniques like online discussions, peer editing, and flip teaching. IUSD Plan Page 9

10 Student survey results and focus group meetings reinforced the findings in IUSD s Teacher Survey. Students reported using technology most frequently to check grades, obtain course assignments, conduct Internet research, and complete writing assignments. In addition to teacher directed uses, over half of the District s secondary students noted that they were frequently using social media sites and other Internet resources to complete schoolwork even when their teacher did not require it. Although the growth in technology integration is evident, teachers, students and parents expressed frustrations about current limitations. Parents who participated in the Speak Up Survey are concerned with the lack of consistency in technology use across the District. They feel that access to coursework online and regular communications from teachers should be a universal expectation. Students emphasized limited access to computers, policies that prohibit the use of their own devices, and an overly restrictive Internet filter as significant barriers to using technology effectively at school. Teachers requested more time to learn new technologies and instructional practices, more professional learning opportunities, and increased on-site support for teachers when they are ready to weave technology into their classroom activities. Targeted Use The largest growth in use of technology in IUSD over the past two years has occurred in service of students identified as at-risk and Special Education Students. IUSD was identified as having Significant Disproportionality within its Special Education Programs. Driven by the District s Continuous Improvement Efforts, and in response to this finding, the District invested additional resources in early identification and intervention of at-risk students. The Response to Instruction (RTI) programs at elementary schools were enhanced, and Intervention Lead Teachers (ILTs) were identified at all sites to IUSD Plan Page 10

11 support early, effective intervention. In addition, the District selected a new Instructional Management System (IMS) to provide a technology infrastructure for these efforts. The Schoolnet IMS platform incorporated data analysis, assessment, curriculum sharing, professional learning, and intervention features. Prior to the implementation, students at-risk status was evaluated annually using a cumbersome analysis of information collected from disparate data sources. The Schoolnet Intervention system allowed IUSD to have an updated list of at-risk students nightly. Through Schoolnet, teachers are able to identify possible interventions and track progress throughout the year. This, combined with the assessment data embedded in Schoolnet, continues to improve our practices of identifying and finetuning interventions for struggling students. Many of these interventions are increasingly technologybased. Special Education teachers and students are increasingly relying on tablet devices to help ease transitions between subjects, accelerate skill development, and assist students in communicating effectively. Instruction is being augmented by the increasing use of adaptive software for building fluency in reading and math. Administrative Systems The District s efforts to integrate technology are both enhanced and restricted by a large number of data systems. Schools use data systems proficiently to communicate with parents, maintain student data, conduct assessments, maintain course websites, and track interventions. However, IUSD s systems are fragmented often requiring duplicative data entry or leading to confusion about where information should be housed. Figure 3b.3 IUSD Student Data Systems System Aeries Student Information System Schoolnet Instructional Management System Blackboard Edmodo Primary Uses Student Demographics Student Enrollment and Scheduling Discipline and Deportment Data Student Attendance Teacher Gradebook Parent Portal (Grades, Attendance) Online Report Cards State Reporting Student Assessment At-Risk Status and Interventions Curriculum Resources Professional Development Registration Data Analysis Course Information and Assignments Course Information and Assignments Professional Learning Communities IUSD Plan Page 11

12 System SchoolMessenger SWIS Naviance Meals Plus Follett Destiny Active Directory LightSpeed Instructional Software Primary Uses Notification system supporting emergency, school-wide, attendance, and classroom messaging via telephone, , text, and/or social networking sites. (Implementation beginning July 2013). Student Discipline and Interventions Student Progress Toward Graduation Counseling Information Electronic sharing of student transcripts with colleges and universities Student Nutrition Information Library System Asset Management Textbook Management and Distribution Authentication and Permissions Internet Content Filtering Intervention and Skill Development: Big Brainz, Scholastic Read 180, Read Naturally, Alecks, Lexia, Renaissance STAR and other schoolselected programs. Administrators and Teachers use a combination of systems to review student data within the structures of Professional Learning Communities and Intervention Team meetings; however, many are struggling to develop structures to change instruction based on data because of limited time, and limited availability of meaningful, formative assessment information. Summary of Current Access and Use Irvine Unified is in the midst of a dramatic shift in access to and use of technology. Students generally have access to high speed connectivity and devices in their homes. In IUSD classrooms, school policies and infrastructure have somewhat limited technology use. Instead, students use technology in a restrictive setting at the media center or in a lab. As a result of this limited access, as well as time and budget constraints, most teachers are using technology to gain administrative efficiencies, replace former paper/pencil tasks, or slightly augment instruction. Nevertheless, movements to transform instruction are gaining momentum. Many IUSD teachers are using online assessment tools and technology-based interventions and resources to significantly change classroom activities. Also, despite significant infrastructure and District policy barriers, schools seem to be loosening restrictions on IUSD Plan Page 12

13 students use of their own devices at school. To preserve, and build on this momentum, the District s goals related to technology will focus on: Addressing infrastructure and policy restrictions that inhibit technology use; Augmenting and scaffolding professional learning and support; Identifying efficiencies created by technology, including integrating data systems; and, Assisting teachers in using technology to redefine the learning environment consistent with the District s Continuous Improvement Efforts. 3c. District Curricular Goals to Support the Plan The Plan is shaped by two District guiding documents, the IUSD Strategic Initiatives and Continuous Improvement Efforts. Both of these plans emphasize the District s commitment to excellence, continuous reflection, positive and ongoing change, and preparation of our students for the most competitive colleges and careers. IUSD s Strategic Initiatives document memorializes the District s promise to provide the highest quality educational experience we can envision in the context of the mission and core values that are central to IUSD s culture. The Strategic Initiatives also define a roadmap for the District articulating strategies to strengthen student learning, human resources, community partnerships, school facilities, fiscal resources and processes, and the use of technology. Figure 3c.1 IUSD Strategic Initiatives Strategic Initiative VI: We shall leverage technology to enrich instruction, extend learning, maximize resources and further our commitment to continuous improvement. Strategy 1 Strategy 2 Strategy 3 Strategy 4 Leverage data to continually review and refine our practices. Create online communities that connect staff, students, parents and community partners, allowing stakeholders to share ideas, concerns and best practices. Extend classroom instruction through online learning, meaningful connections, and differentiated, student-centered content. Empower students to be the architects of their own learning by providing the tools that allow them to set personal educational goals, create knowledge and assess progress. IUSD's Continuous Improvement Efforts provide a guide for individual schools, as well as district office staff, to use in forming Site Plans each year. The Continuous Improvement Efforts define specific Essential Capacities that the District endeavors to develop in both staff and students. The Essential Capacities focus on four core areas: Knowledge, Communication, Problem Solving and Relationship/Interpersonal Skills. IUSD Plan Page 13

14 Figure 3c.2 IUSD Essential Capacities Area Essential Capacities Knowledge Access and navigate large quantities of information and evaluate the validity and relevancy of this information Make broad connections between topics and identify relationships across disciplines Operate safely within the cyberspace community and demonstrate digital citizenship Engage in meta-cognition to understand and improve capacity for learning Reflect to anchor learning and to gain self-knowledge Communication Communicate effectively when both speaking and writing Articulate a position persuasively and support it with evidence Present a message with a compelling voice and demonstrate effective presentation skills Collaborate effectively in diverse groups and communicate appropriately with an audience Problem Solving Demonstrate flexibility and resiliency Apply acquired skills and strategies Think critically and creatively Take intellectual risks Recognize and utilize mistakes as key learning opportunities Ask questions to promote understanding Relationship/Interpersonal Skills AB484 Implementation Accept responsibility Collaborate effectively and work in a team productively Cultivate meaningful relationships and demonstrate respect and empathy for others Demonstrate a passion for learning and a desire to excel Demonstrate ethical behavior AB 484 establishes a new assessment system, the California Assessment of Student Progress and Performance (CAASPP) and requires all schools to participate in the computer based Smarter Balanced Spring 2014 Field Test. Beginning in 2015, these tests will be operational and computer adaptive. Irvine Unified is complying with the new state assessments by supporting each site with the appropriate infrastructure, hardware, and training. IUSD Plan Page 14

15 3d. Use to Improve Teaching and Learning in Support of District Curricular Goals To support the aforementioned District curricular goals, the IUSD Plan defines how the District will ensure the consistent integration of technology to enhance student achievement and gradelevel proficiency in all content standards adopted by the State of California. The IT department will work alongside school site staff to support the successful integration of technology, which will be used to improve teaching and learning by reinforcing the curricular goals set forth in the District s Essential Capacities (as defined by the Continuous Improvement Efforts ). The skills described by the Essential Capacities can be broken down into the following four categories and their associated goals: Knowledge (Goals 3d.1 and 3d.2), Communication (Goals 3d.3-3d.5), Problem Solving (Goals 3d.7 and 3d.8), and Relationship/Interpersonal Skills (Goals 3d.6). Although these essential capacities can stand alone, the level at which they can enrich and engage is further strengthened by the use of technological integration, as illustrated by the following goals. Goal 3d.1 - Students will be able to make broad connections between topics and identify relationships across disciplines. Objective 1.1 Benchmark By June 30, 2016, 50% of June 30, 2014 June 30, 2015 June 30, 2016 teachers will assign students a gradeappropriate, multi-media Site-based Advisory Coaches (TACs) will have 25% of students will complete Objective % of students will complete Objective 1.1 and interdisciplinary project as measured by the end of the year Student Survey. defined project rubrics at all grade levels. Implementation Timeline Responsible Evaluation/ Modification A TAC meeting will be focused on the tools needed to create a gradeappropriate, multi-media, interdisciplinary project. TACs will have trained site specific teachers and provided various examples of curriculum and applications that highlight technology integration across the curriculum. Fall of 2014 By the end of the first trimester of 2014 Educational Coordinator and TOSA TACs Attendance details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech. List of tools needed for each grade level will be used in the evaluation. Training details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech. There will be a list of site teachers trained. IUSD Plan Page 15

16 A technology use survey will be created to identify whether students are doing at least one multi-media project. Teachers will create/use rubrics within their professional learning community to discuss and set norms for evaluating projects. Teachers will be encouraged to co-assess the work so that students receive individual feedback from included disciplines. Students will be assigned at least one grade-appropriate multi-media project in the year and will demonstrate their understanding of the broad connections between topics and relationships. By the end of the second trimester of 2014 By the start of the third trimester of 2014 By the end of the second trimester of 2014 and ongoing for the duration of the plan. Educational Coordinator Teachers Teachers Students and Teachers will be surveyed at the end of each year by Ed. Tech on whether they are doing gradeappropriate, multi-media, interdisciplinary projects and how the process has evolved. Teachers will be surveyed at the end of each year. Collection of a random sample of student projects at various grade levels[jl1] to be shared with the Steering Committee Students and Teachers will be surveyed at the end of each year. Goal 3d.2 Students will learn the necessary skills to work effectively in a collaborative setting that includes technology as a key tool and supports learning opportunities inside and outside of the classroom. Examples of necessary skills include: equity among group members, time management, providing and receiving constructive feedback, evaluation and revision. Objective 2.1 Benchmark By June 30, 2016, all students will receive appropriate grade-level instruction, and apply skills connected to the Common Core State Standards (CCSS.ELA-Literacy.SL. Comprehension and Collaboration) by practicing and modeling the skills required for group work and collaboration regularly; both in person and in online environments as measured by the end of the year Student Survey. June 30, 2014 June 30, 2015 June 30, 2016 Survey will be developed and staff will be provided training opportunities. 50% of students will complete Objective % of students will complete Objective 2.1 IUSD Plan Page 16

17 Implementation Timeline Responsible Evaluation/ Modification TACs will be encouraged to share-out effective tools and best practices for student collaboration at their monthly TAC meeting. Ongoing throughout the duration of the plan. Educational Attendance details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech Site-specific TACS will train and support their teachers in the use of those resources as needed. Teachers will provide regular grade-appropriate opportunities for students to practice and model the skills required for group work and collaboration regularly; both in person and in online environments Teachers will create/use rubrics within their professional learning community to discuss and set norms for evaluating projects. Teachers will be encouraged to co-assess the work so that students receive individual feedback from included disciplines. Peer evaluations will be used for student formative assessment and teacher-created rubrics will be used for student summative assessment. Ongoing throughout the duration of the plan. Ongoing throughout the duration of the plan. By the start of the third trimester of 2014 Ongoing throughout the duration of the plan. TACs Teachers Teachers Teachers Training details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech Sample lesson plans and technology use survey. Teachers will be surveyed at the end of each year. Results of formative and summative assessment. Students and teachers will be surveyed at the end of each year. Goal 3d.3- Students will persuasively articulate a position and support it with evidence. Present a message with a compelling voice and demonstrate effective presentation skills. Objective 3.1 Benchmark By June 30, 2016, 75% of students using June 30, 2014 June 30, 2015 June 30, 2016 various technological media, at least once in the school year, will present information, findings, and supporting evidence in order to convey a clear and distinct argument. (CCSS.ELA-Literacy.CCRA.SL.4) as measured by the end of the year Student Survey. Survey will be developed and staff will be provided training opportunities. 50% of students will complete Objective % of students will complete Objective 4.1 IUSD Plan Page 17

18 Implementation Timeline Responsible Evaluation/ Modification Fall 2014 Ed. Tech Attendance details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech. A list will be kept of the TACs trained. The Educational department will provide TACs with training on effective presentation tools and uses to support students in their ability to effectively articulate and present their argument with supporting information. TACs will train teachers on basic knowledge of multimedia platforms in order to guide the students in the production of various media presentations. Within their Professional Learning Community (PLC), teachers will identify a unit or units within their curriculum to include a persuasive, media-rich presentation. Students will use the media tools to creatively present, display and illustrate topic findings, while clearly articulating their purpose. Teachers will use gradeappropriate project rubrics to assess student achievement of an effectively presented argument. Fall 2014 TACs Training details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech. A list will be kept of the TACs trained. Second trimester of 2015 Third trimester of 2015 Third trimester of 2015 Teachers Teachers Teachers Minutes of PLC Meetings List of units selected. Use Survey. Use Survey Sample grade-appropriate rubrics will be collected by Ed Tech and shared out with TACs to use as exemplars at their sites at the beginning of the school year. Goal 3d.4 - Students will communicate and collaborate effectively through a variety of media. Objective 4.1 Benchmark By June 30, 2016, 75% June 30, 2014 June 30, 2015 June 30, 2016 of students will be able to participate in gradeappropriate online collaboration as measured by login statistics and technology use survey. An online collaboration tool will be selected by the district Educational department. 50% of students will complete Objective % of students will complete Objective 4.1 IUSD Plan Page 18

19 Implementation Timeline Responsible Evaluation/ Modification TACs will be provided with training on effective collaboration tools and their uses to support students in their ability to effectively communicate and work together. Fall 2014 Ed. Tech Attendance details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech. A list will be kept of the TACs trained. TACs will train teachers on how to implement online collaboration in their curriculum through tutorials and demonstrations of best practices. Teachers will work with their PLC to determine an appropriate time in the scope and sequence of their class to use online collaboration. Students will use gradeappropriate online collaboration tools to effectively communicate within a group. Fall 2014 TACs A list will be kept of the TACs trained. Ongoing for the duration of the plan Ongoing for the duration of the plan. Teachers Teachers PLC Minutes Use Survey Online tool statistics Lesson plans Use Survey Goal 3d.5- Create a secure, district-wide online discussion forum to facilitate online peer learning and tutoring. Objective 5.1 Benchmark By June 30, 2016, 20% June 30, 2014 June 30, 2015 June 30, 2016 of students within select pilot schools will actively participate in the peer learning and tutoring forum as A peer tutoring platform will be selected. 10% of students within select pilot schools will actively participate in the peer learning and tutoring forum. 20% of students within select pilot schools will actively participate in the peer learning and tutoring forum. measured by usage statistics. Implementation Timeline Responsible Evaluation/ Modification The peer learning and tutoring forum will be evaluated by various lead teachers. Select two secondary schools at which to pilot the forum. Fall 2014 Ed. Tech A rubric will provided by Ed Tech for teachers to select the appropriate tutoring forum. List of selected forums. Fall 2014 Ed. Tech List of teachers trained. Lesson plans. IUSD Plan Page 19

20 Train teachers at the selected pilot schools on the use and implementation of an online tutoring forum. Train students at the selected pilot schools on the appropriate use of an online tutoring forum and identify students to be moderators. Evaluation of the program at the pilot schools for feasibility of expansion to other schools/grade levels in the district. Second trimester of and the duration of the plan. Spring of 2016 Ed. Tech TOSA and Coordinator Teachers Ed. Tech TOSA and Coordinator 3e: Acquiring Skills and Information Literacy Skills Determine the capacity and need for an online tutorial based on student population and teacher recommendation. List of teachers trained. Lesson plans. Usage statistics and teacher feedback will be analyzed by Ed. Tech and used for planning and any necessary modifications. List of classes trained. Lesson plans. Usage statistics and student feedback will be analyzed by their teachers and used for planning and any necessary modifications. Teacher feedback Teacher analysis of student feedback Teacher and Student Surveys. The International Society for in Education (ISTE) has developed National Educational Standards for learning, leading, and teaching in the digital age. The NETS for Students is a document that has helped guide Irvine Unified in supplying the standards used for evaluating the skills students need to succeed in the classroom and workplace. Teaching strategies that integrate technology are already in use by many IUSD teachers. Teachers design learning activities and projects that require students to deal with substantive questions that apply the skills or concepts they have learned, using technological tools in the problem-solving process. As the use of technology begins to feel natural to students, the focus will be less on the technology skills, and more on student learning and collaborative models that mirror a real-world workplace. IUSD Plan Page 20

21 Goal 3e.1- Students will have a digital portfolio that displays use of their acquired technology skills over the course of their education in IUSD. Objective 1.1 Benchmark By June 30, 2016, June 30, 2014 June 30, 2015 June 30, % of high schools will have a digital portfolio program in place to reflect student work and growth over time as measured by the High school teachers will collaborate to identify an online portfolio site. 50% of the high schools will have a digital portfolio program in place and will implement with a subset/pilot group of 100% of the high schools will have a digital portfolio program and will implement with a subset/pilot group of students. number of high schools and students with digital portfolios. students. Implementation Timeline Responsible Evaluation/ Modification Identification of online portfolio selection committee By July, 2014 Ed. Tech Coordinator List of committee members Meeting agendas and minutes The online portfolio site will be evaluated/selected by the committee. Train teachers at the high schools on the use and implementation of the online portfolio site. Train students at high schools on uploading and maintenance of portfolio Fall 2014 Ed. Tech A rubric will be provided by Ed Tech for teachers to select the appropriate online portfolio site. Selection of site. Usage statistics used to determine effectiveness of selected site. Second trimester of and the rest of the duration of the plan. Ed. Tech TOSA and Coordinator Teachers List of teachers trained. Usage statistics. Usage statistics. Number of online digital student portfolios. IUSD Plan Page 21

22 Goal 3e.2- Students will understand and apply technology concepts and systems to produce highquality work. Objective 2.1 Benchmark By June 30, 2016, June 30, 2014 June 30, 2015 June 30, 2016 Students will build upon a grade-appropriate 30% of students will complete 40% of students will complete 50% of students will complete objective 2.1 foundation of technological skills, such as typing, word processing, and formatting to efficiently produce highquality, content-rich work as measured by the technology use survey. objective 2.1 objective 2.1 Implementation Timeline Responsible Evaluation/ Modification Provide monthly trainings and tutorials for TACs on grade-appropriate computer literacy. Train teachers in the implementation of computer literacy to be used by their students. Teachers will require the use of foundational technology skills for their students to produce high-quality, content-rich work. Fall 2014 Ed. Tech Attendance details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech. Training Agendas Fall 2014 and ongoing as needed. Ongoing for the duration of the plan. TACs List of teachers trained. Attendee s feedback. Work samples. Lesson plans. use plan. Student and Teacher Surveys. Goal 3e.3 - Students will be able to access large quantities of information and evaluate the validity and relevance of this information. Objective 3.1 Benchmark By June 30, 2016, 75% of June 30, 2014 June 30, 2015 June 30, 2016 students will demonstrate mastery in information literacy to build and present knowledge, by completing gradeappropriate individual and collaborative research projects which score at least "adequate" on grade-level rubrics 30% Score at least adequate on the grade-level writing project rubric. 60% Score at least adequate on the grade-level writing project rubric. 75% Score at least adequate on the grade-level writing project rubric. IUSD Plan Page 22

23 (CCSS.ELA- Literacy.W.Research to Build and Present Knowledge). Implementation Timeline Responsible Evaluation/ Modification Provide monthly professional learning opportunities on digital literacy and research tools to site based TACs. Train teachers and media specialists in the implementation of curriculum technology, digital literacy skills, and research tools to be used by their students. During PLC meetings there will be an opportunity to discuss digital literacy and the strategies and tools that were presented to the TAC at their monthly training. Students will complete a grade-appropriate assignment which demonstrates their ability to access large quantities of information and evaluate the validity and relevance of this information through assignments given by their teachers when applicable to the content. Samples of student work at all grade levels will be collected for evaluation school year. Discussed monthly at TAC meetings for the plan duration. TACs will report out to their site monthly throughout Teachers will meet weekly with their grade level/subject area teams throughout At least one project per school year between June 2014 and ongoing for the duration of the plan Educational and Educational Services. TACs TACs and Teachers Teachers Ed. Tech. Educational TOSA and Coordinator Attendance details are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech Training details such as teachers trained, agendas and training feedback are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech Use Survey. PLC Meeting minutes and agendas. Lesson plans. Use Survey. Students will be assessed by teachers through the use of gradeappropriate rubrics and modeling. Sample student work and best practices will be shared out with TACs to use as exemplars at their sites at the beginning of Resources used in the projects will be analyzed by the Ed. Tech TOSA and Coordinator to determine if teachers are using those provided by TACs in training. IUSD Plan Page 23

24 3f. Ethical Use All IUSD students receive instruction on ethical use of technology. Beginning at the elementary level, ethical behavior governing the interaction between peers and other digital citizens is addressed by Media Specialists and Librarians. Media Specialists and Librarians meet monthly to collaborate on improving student instruction as it relates to lawful and fair use of information technology and digital resources. At the secondary level, Humanities teachers are responsible for educating their students regarding proper source citation, so as to avoid plagiarism and copyright infringement. In addition to teacher review at the secondary level, plagiarism is prevented by requiring students to submit papers to an academic plagiarism website that identifies the percentage of originality. Parents and students sign our "Acceptable Use Agreement" after reading the Tech Resources Acceptable Use Policy ( The aforementioned policy lists unacceptable conduct, whereas the goal of this Tech Plan addresses the need for more proactive ethical use instruction to determine how well students understand these concepts. Goal 3f.1- All Students will submit their own original work, appropriately integrating and crediting a variety of sources. Implementation Timeline Responsible Evaluation/ Modification Secondary teachers will be trained on using an antiplagiarism product like Turnitin to determine if the students' work is authentic. Teachers will require students to submit their work to an anti-plagiarism website. Fall 2014 Ed. Tech Training Schedule. List of teachers trained. Ed Tech will monitor usage statistics from plagiarism website to determine if teachers are using the product. Ongoing for the duration of the plan Teachers Usage statistics Use Survey IUSD Plan Page 24

25 Goal 3f.2- All IUSD staff members will be prepared to adequately oversee student use of personal devices to ensure focused and appropriate use. Students and parents will be provided with clear guidelines about when/how the various capabilities (recording, messaging, etc.) of personal devices may be utilized within the educational setting. Implementation Timeline Responsible Evaluation/ Modification Draft a policy for bringing personal devices to school. Fall 2014 Ed. Tech Board approval of policy Ed. Tech will educate parent, staff, and student groups on BYOD policies Develop survey for parent, staff, and student groups on their knowledge of BYOD policies Fall 2015 and ongoing for the duration of the plan. Fall 2015 and ongoing for the duration of the plan. Ed. Tech and TACs Ed. Tech Coordinator and TOSA Lists of staff, parent, and students trained. BYOD survey Goal 3f.3: All teachers, staff and students will receive ethical use training each year. Topics include: appropriate norms related to peer engagement, copyright recognition, unlawful downloading and file sharing, awareness of the audience, and the impact of their digital footprint in cyberspace. Implementation Timeline Responsible Evaluation/ Modification Create or select and adapt an ethical use and digital citizenship training that will be used for all grade levels in the district. Train TACs on gradeappropriate curriculum for ethical use of technology through digital presentations, explicit connection to classroom expectations, and clear posted expectations across platforms and settings. Train teachers on grade-appropriate ethical use curriculum. Fall 2014 Winter 2014 Spring 2014 and ongoing as needed Educational Coordinator and TOSA Ed. Tech TACs Verify that scope and sequence is available for all grade levels and accessible through the course management solution. List of TACs trained Training details such as attendance logs, agendas and training feedback- are gathered monthly when TACs report out their hours and duties in a survey created by Ed. Tech IUSD Plan Page 25

26 Students will sign a district Responsible Use Policy (RUP) regarding ethical use and technology. They will also receive grade-appropriate training on ethical use. By the end of each school year for the duration of the plan Teachers RUPs Lesson Plans Informal classroom observations Use Survey 3g. Internet Safety The Child Internet Safety Protection Act states that,...protection measures must block or filter Internet access to pictures that are: (a) obscene; (b) child pornography; or (c) harmful to minors (for computers that are accessed by minors). In addition to the aforementioned requirements, schools subject to CIPA must also certify that both of the following requirements have been met: 1) Internet safety policies must include monitoring the online activities of minors; and 2) as required by the Protecting Children in the 21st Century Act, schools must provide for educating minors about appropriate online behavior while interacting with other individuals on social networking websites and in chat rooms, and also address cyber-bullying awareness and response. In response to the CIPA guidelines, IUSD has created presentations, videos, websites, and online courses for students and parents. Teachers will be trained to deliver this Internet safety content as part of professional learning offered by the District Office. Goal 3g.1- All Teachers and Students will be taught proper Internet behavior and the consequences of inappropriate behavior. Implementation Timeline Responsible Evaluation/ Modification Revise and update board policies on CIPA compliance Fall 2014 and ongoing for the duration of the plan. All Teachers will take a filtering Fall 2014 and yearly class that covers their ethical thereafter for the responsibilities and guidelines to duration of the plan. using the Internet as a teacher. Teachers will be provided with an Internet safety curriculum that is embedded in their grade level or subject. This lesson will occur early on in the year and will require the students to show a complete understanding of the RUP through proper use and informal teacher assessment. If students need re-educating, Fall 2014 and ongoing for the duration of the plan. Ed Tech TACs Ed Tech Coordinator Site administrators Board approval of the policy List of teacher participation Curriculum completion and student assessment of understanding List of student participation. Number of student referrals for inappropriate behavior identified through PBIS tools. IUSD Plan Page 26

27 the signed policies can be easily accessible for reminders or remediation. Goal 3g.2- All Parents will be provided with opportunities to learn how to appropriately support their children's safe and responsible navigation of the Internet. Implementation Timeline Responsible Evaluation/ Modification Create a parent curriculum with the TACs and Media Specialists Create a survey for parents to verify what they have been taught at their parent night. All IUSD school sites will host at least one parent education/information night that covers topics related to Internet safety and digital citizenship. Fall 2014 Fall 2014 Spring 2014 and ongoing throughout the duration of the plan. Ed Tech Coordinator TACs and Media Specialists Site TAC Video presentation as well as digital and paper curriculum for parents Online Survey Parents will also be surveyed after attending a community outreach presentation. 3h. Access for All Students As described in section 3a, IUSD benefits from a highly connected community. Most IUSD students have their own technology devices in the home. Nearly all homes have a high-speed Internet connection. During the duration of the Plan, IUSD plans to adapt its policies and practices to make use of these assets through Bring-Your-Own-Device programs, supplemented by District-provided devices and increased use of electronic learning resources and communication tools. Policy Changes IUSD's current policies generally prohibit use of students' personal technology devices on campus unless a specific exception has been made by a teacher. In 2014, IUSD will adopt a new "Responsible Use Policy" (RUP) that encourages appropriate, educational use of student devices. The RUP will focus on broad behavioral expectations for the use of technology, instead of highly specific prohibitions. The Educational Team will support the implementation of the new policy by providing professional development for administrators and teachers. The professional development will focus on techniques for sustaining a technology-rich and productive learning environment, and responding to behavioral issues including technology-based distractions and bullying. In addition, IUSD will provide information to parents, through school site meeting and electronic communications. IUSD Plan Page 27

28 Implementation Timeline Responsible Evaluation/ Modification Guidelines developed for July 2014 IT Department Completed guidelines BYOD related to equity and responsible use. (Implementation Beginning in ) 80% of Schools will have a grade-level or department one-to-one pilot in place. The School will provide devices for students who are unable to bring their own (anticipated at 30-40%). July 2015 IT Department and Principal of site Number of pilots in place 100% of Schools will have at least one grade-level or department one-to-one pilot in place. 100% of High Schools will have a plan to phase into a full one-to-one (BYOD model) program by (contingent on funding/infrastructure availability) July 2016 IT Department and Principal of site Information will run at least yearly reports on computer inventories at each site and let principals know if they are meeting the minimum requirements for a successful BYOD environment. As IUSD plans to adopt its Bring-Your-Own-Device program, the need for support and supplementation with District-provided devices will be necessary for those students that are unable to bring their own. IUSD will be prepared to assist students who do not otherwise have access to a device by providing them with one when needed in class. Each site will therefore have "check-out" devices available to those students on an "as-needed" basis. With the addition of this program, equitable access is assured for all students. Without equitable access for all students, including GATE and students with special needs, technology access between the "have" and the "have-nots" will quickly widen. IUSD will ensure that each site has a surplus of 30-40% of devices needed for student loan. 3i. Student Record Keeping IUSD uses Aeries (Student Information System) and Schoolnet (Instructional Management System) to keep track of student records, benchmarks, statewide assessments and interventions. IUSD does yearly trainings with administrators and teachers on using Schoolnet for parent conferences, running data reports, and using key performance indicators (KPIs) to make data-driven decisions. Currently, methodology is incorporated into the Instructional Management System (IMS) for a daily evaluation of a student s at-risk status. The IMS is able to flag students in grades K-12 for intervention in areas such as Behavior, Math, Language Arts, and Attendance. Each school has an Intervention Lead IUSD Plan Page 28

29 Teacher (ILT) that is responsible for determining if interventions are required for the students once they have been flagged. Identifying students as at-risk prior to IMS implementation was limited to one criteria either California Standards Test scores or primary literacy results for grades K-2; consequently, at-risk students at the high school level were not identified. The IMS is also a repository for lesson plans, assessments, and resources. Teachers may upload their files and tag them with keywords and standards. Teachers may also search a peer-created library to discover lessons for use in their own lesson plans. IUSD is committed to seamlessly integrating the IMS into teachers daily lives to assist in data-driven decisions and collaboration. Goal 3i.1 - Students will take online assessments aligned to the California Common Core Standards. Objective 1.1 Benchmark By June 30, 2016, 80% of June 30, 2014 June 30, 2015 June 30, 2016 students will take a Common Core-aligned, online assessment at least once in the school year as measured by the Instructional Management System's reports. 40% will meet Objective % will meet Objective % will meet Objective 1.1 Implementation Timeline Responsible Evaluation/ Modification Fall 2014 Principals One District Common Core Assessment test per grade level and/or subject. Professional Learning Communities will collaborate to create common assessments in the IMS. Teachers will be trained on the Assessment module of the IMS. They will learn to find existing tests as well as how to create their own. Students will take at least one Common Core assessment online. Teachers use online assessments to evaluate student achievement, plan necessary interventions and share results in grade-level PLC meetings Winter 2014 TACs Reports generated out of the IMS and other formative assessment programs will be used to verify that students are taking the assessments online. Spring 2014 and Teachers IMS usage reports ongoing for the duration of the plan. Spring 2014 and ongoing for the plan Principals Teachers PLC Notes IMS statistics IUSD Plan Page 29

30 Goal 3i.2 At-risk students will be identified early using research-driven criteria and provided effective interventions. Objective 2.1 Benchmark By June 30, 2016, June 30, 2014 June 30, 2015 June 30, 2016 students at-risk status will be evaluated and updated nightly using research-driven indicators, as measured by IMS reports. 100% of schools will meet Objective % of schools will meet Objective % of schools will meet Objective 2.1 Implementation Timeline Responsible Evaluation/ Modification High-risk students will have interventions assigned to them with active progress monitoring throughout the year. Fall 2014 Intervention Lead Teachers (ILT) IMS intervention reports ILTs will be trained to evaluate the effectiveness of the interventions Spring j. Home-School Communication Director of Student Services Data from the IMS will be used to determine a trend from year-to-year of students that are identified as at-risk, placed into an intervention program, and then exited. Communication Media The Irvine Unified School District actively uses three major forms of communication media to reach students, parents, and community members. They include the parent portal, , and phone/sms communication. A combination of these resources is utilized on a daily basis depending on the content and urgency of the messages being delivered. IUSD currently uses an Emergency Notification System to send messages to parents and community members about news and information. A select group of district administrators, principals, and office staff have the ability to independently send messages to the community using this system. This Emergency Notification System is populated with data directly from the Irvine Unified School District s Student Information System. It also allows recipients to personally manage their subscription status. Currently, users are able to create their own lists of recipients for specific subsets of contacts. Teachers are able to send responses to the families of their currently enrolled students, while teacher s are available for parent/guardians to contact them with any questions or concerns. Phone/SMS The same Emergency Notification System that IUSD uses for communications also has the capacity to send phone messages and SMS (text) messages to parents and community members about news and information. All teachers have a phone in their classroom that a parent can call and leave a voice mail. IUSD Plan Page 30

31 Teachers are expected to return phone calls or parents within an appropriate timeframe determined by the site principal. Parent Portal Parents are able to sign up online for a parent account that allows them to see their student information such as grades and attendance. Teachers can also communicate to parents through classroom announcements within the parent portal. Course Management Solution (CMS) With the adoption of a new course management solution, teachers will be trained on having online office hours, conferences, and facilitated discussions with students. Parent accounts will have the role of observer and they will be able to see all assignments and discussions that their children are having with the teacher. They can take this information and reach out to the teacher with an or phone call. Goal 3j.1 - Students and parents will have access to timely and meaningful data about student progress throughout the year. Objective 1.1 Benchmark By June 30, 2016, June 30, 2014 June 30, 2015 June 30, 2016 information related to student progress 60% of sites will meet Objective % of sites will meet Objective % of sites will meet Objective 1.1 and/or expectations will be made available to families at least weekly via the parent portal. Progress updates may include information on upcoming assignments and assessment results. This will be measured by usage statistics. Implementation Timeline Responsible Evaluation/ Modification Teachers will be trained on a course management solution that will enable them to post classroom assignments, announcements, Spring 2014 TACs Usage statistics. Use Survey IUSD Plan Page 31

32 and supplementary resources. Parents will be able to see student assignments, teacher announcements and supplementary resources through observer accounts made specifically for parents in the CMS. Parents will have access to training materials or parent nights offered throughout the year by each site. Spring 2014 TACs Usage statistics. Use Survey Goal 3j.2 - Schools will broadcast to and communicate with students and their families using a variety of messaging tools including text, phone calls, and messaging. Objective 2.1 Benchmark By June 30, 2016, all June 30, 2014 June 30, 2015 June 30, 2016 parents and students will receive regular and 80% of sites will meet Objective % of sites will meet Objective 100% of sites will meet Objective 2.1 immediate notifications about school events, grades, attendance, and emergencies through their preferred means of communications as measured by usage statistics. 2.1 Implementation Timeline Responsible Evaluation/ Modification Train key office staff on the usage of School Messenger. Office staff will be responsible for using it for attendance and announcements that go home to parents. Fall 2014 Webmaster List of sites that have completed the training. Parents will be able to access student grades through the IUSD Parent Portal. Parents will have Fall 2014 and ongoing throughout the duration of the plan IS Director and Operations Usage statistics IUSD Plan Page 32

33 access to training materials or parent nights offered throughout the year by each site. Goal 3j.3 - Teachers will use the Course Management Solution (CMS) to provide online office hours, conferences, and facilitated discussions with students. Objective 3.1 Benchmark By June 30, 2016, all June 30, 2014 June 30, 2015 June 30, 2016 teachers will be trained on how to use the CMS to communicate with students as measured by a teacher survey, training attendance and CMS usage statistics. 50% of teachers will be trained on the communication tools in the CMS 70% of teachers will be trained on the communication tools in the CMS 100% of teachers will be trained on the communication tools in the CMS. Implementation Timeline Responsible Evaluation/ Modification Train secondary teachers on the communication tools in the CMS. Fall 2014 and ongoing throughout the duration of the plan Ed. Tech. Coordinator and TOSA List of sites and teachers that have completed the training. Train elementary teachers on the communication tools in the CMS. Teachers will use the communication tools in the CMS to communicate with students. Fall 2015 and ongoing throughout the duration of the plan After Fall 2014 for secondary teachers. After Fall 2015 for elementary teachers. Ed. Tech. Coordinator and TOSA Ed. Tech. Coordinator and TOSA List of sites and teachers that have completed the training. CMS usage statistics 3k. Curriculum Monitoring Process The Education Coordinator will oversee the Curriculum Goals implementation, and report progress to the Assistant Superintendent of Education Services and the Chief Officer. The Education Coordinator will hold monthly meetings with Advisory Coaches (TAC) to gather data on the progress of implementation. The TAC will work closely with library media specialists and administrators to formulate the surveys and interview tools needed to gauge achievement of objectives. Administrators, in conjunction with the TAC, will be responsible for communicating goals to teachers and library media specialists, as well as the distribution of necessary surveys and information. Teachers and technology specialists at each school will be in charge of implementing specific technology updates and trainings. The Education Coordinator will retrieve data based on surveys that are created locally and also nationwide surveys like Project Tomorrow s Speak-Up Survey. The Chief Officer will provide supplementary data on systems usage and availability. IUSD Plan Page 33

34 Evaluation and monitoring of the plan progress will be performed by The Steering Committee. This committee is comprised of teachers, administrators, students, parents, and community members. Facilitated by the Chief Officer and Education Coordinator, the Committee will meet quarterly to formally assess the plan progress. Annually, the Committee and the IT Management Team will produce a formal report for District Leadership and the Board of Education. The annual report will be posted on the District website, where public feedback will be collected. The report will review implementation progress to-date, significant plan revisions, and the observed and/or datasupported impact of technology integration on teaching and learning. The Educational Department will also generate an annual survey that plays a major role on the evaluation of the tech plan. This survey will go out to teachers, students, and parents to determine if the district is meeting the Plan projected benchmarks. IUSD Plan Page 34

35 Section 4: Professional Learning Professional Learning is a critical and integral part of our technology plan, because a key premise in our staff development plan is that teachers must have the skills that the students are expected to acquire and apply. The Professional Learning Goals define a plan to support shifting teachers pedagogy to a student-centered, inquiry-based approach consistent with developing the IUSD Essential Capacities. The teachers role as facilitators, models, and navigators is essential to the successful integration of technology. 4a. Summary of Teacher and Administrator Skills and Needs All teachers and administrators have access to training opportunities that are available throughout the school year with in-services, BTSA training, OCDE training, and after school trainings. In May of 2012, a staff technology survey was taken by over 700 teachers and administrators and covered areas such as access, current use, professional learning and support. The results of the survey indicated that due to the decentralized nature of our District and limited time allotted for professional learning, staff availability for training varies significantly between each site. Currently, about 70% of IUSD s teachers use technology for student homework and practice, and 57% use it for student assessments. However, the survey indicated that 47% of teachers do not have classroom management strategies that allow them to incorporate technology into their curriculum. Administrators use to communicate with teachers, staff members and other administrators. They use word processing to create reports and communications. Some Principals have started using the course management solution to demonstrate best practices by communicating to the PLCs, posting articles, and having discussions. Many teachers and administrators feel that they need Professional Learning in order to do the following: identify digital content, identify mobile applications, prepare for Common Core, and to use technology to differentiate instruction. Seventy-three percent of teachers indicated that they learned about technology themselves, and 83% were taught by peers. Despite each school site having a Advisory Coach (TAC), 44% of teachers indicated that they have never received Professional Learning by a district TAC, and 29% never received Professional Learning from a local TAC. In contrast, 80% of the teachers acknowledge receiving information regarding available professional learning from District TACs and have indicated that they prefer to receive training from the TACs. The discrepancy between the training and messaging teachers receive from the TACs results from many teachers being hesitant to attend TAC trainings on their own time, instead preferring a release day. In IUSD s previous Plan, the roadmap of the TAC program was outlined. Now that the TAC program has been established, the intention is to utilize the TACs expertise to further Professional IUSD Plan Page 35

36 Learning, and offer trainings that are more convenient and content-relevant for IUSD staff. 4b. Providing Professional Learning Opportunities Philosophy of PD For Professional Learning to be successful, it cannot be isolated from pedagogical and content-based knowledge. IUSD believes that technology should never lead. If a teacher were to purchase a device without first understanding how to integrate the device into his or her lesson plan, the device becomes a toy rather than a tool. Conversely, a teacher who creates a lesson plan and purchases a device to augment or transform the lesson gives the device purpose and meaning. Professional learning is an integral part of connecting technology to student outcomes. With the Schoolnet Instructional Management System implementation, IUSD piloted a new format for technological professional learning. TACs provided professional learning on the system within the context of augmenting activities teachers were already engaged in. For example, Schoolnet consolidates longitudinal student information into a single student profile. TAC training in this module was anchored to using the data to facilitate meaningful parent conferences. The training combined content knowledge (understanding standards), pedagogical knowledge (developing student goals and engaging families) and technology knowledge (Schoolnet). This model, also known as TPACK, will inform IUSD s structure for technology professional learning outlined in this plan. IUSD Plan Page 36

37 Figure 4b.1: Professional learning Framework: Technical, Pedagogical, and Content Knowledge Integration IUSD has further found that professional learning is most effective when scaffolded, and is differentiated to meet the needs of the individual. In order to make professional learning more accessible, IUSD has implemented multiple delivery options such as in-person trainings, video tutorials, blogs, and written tutorials which highlight what the District feels are best practices. Coaching, support, and follow-up of professional learning is also essential, in that it will allow for more teachers feel safe to take risks with technology integration. IUSD Plan Page 37

38 Goal 4b.1: Develop an effective support structure for professional learning that integrates technological, pedagogical, and content knowledge and applications. Objective 1.1 Benchmark By June 30, 2016, the June 30, 2014 June 30, 2015 June 30, 2016 Advisory Coach membership will develop coaches in core content area at each of the District s secondary schools and grade level groups at the elementary schools as measured by a list of TACs at each school and eventually the identification of 1 FTE at each site. Two TACs at each Elementary Site, Two TACs at each middle school and 4 TACs at each high school Two TACs at each Elementary Site, Two TACs at each middle school and 1 FTE at each High School 1 FTE at each site Implementation Timeline Responsible Evaluation/ Modification Identify and assign one primary and one Upper TAC for each Elementary School. One Math and one ELA TAC for each middle school. One Math, one ELA, one Science, and one Social Science TAC for each High School. Fall 2014 and ongoing for the duration of the plan. Ed Tech Coordinator List of TACs at each school Yearly survey to determine the amount and quality of professional learning offered in technology. Extend TAC hours to cover more on site demands in integrating into the Common Core. Fall 2015 and ongoing for the duration of the plan Ed Tech Coordinator Identify 1 FTE for each site Fall 2016 Ed Tech Coordinator TAC hours TAC training logs List of FTE TOSAs for each site. FTE Survey for TOSAs to report out their duties and hours. Goal 4b.2: Embed technology Professional Learning (PL) into District-wide professional learning initiatives, including Common Core, State Assessments, Response to Instruction, Professional Learning Communities, Intervention Lead Training, and Positive Behavior Intervention and Support. Objective 2.1 By June 30, 2016, all PL for major District initiatives will have an Benchmark June 30, 2014 June 30, 2015 June 30, % of teachers will 75% of teachers will 100% of teachers will meet Objective 2.1 meet Objective 3.1 meet Objective 3.1 IUSD Plan Page 38

39 embedded technology component where appropriate as measured by the staff technology survey and training evaluations. Implementation Timeline Responsible Evaluation/ Modification Fall of 2015 Educational Training agendas, training and ongoing attendance logs, and training for the Coordinator and evaluations. duration of TOSA the plan. Train District coordinators, TOSAs and other professional development providers on the use of technology resources available to teachers. District trainers will incorporate appropriate technology resources into all PL activities. Fall of 2015 and ongoing for the duration of the plan. Educational Coordinator and TOSA Training agendas, training attendance logs, and training evaluations. Goal 4b.3: Develop a library of on-demand technological professional learning resources, including promising practices and training videos that are Irvine centric. Objective 3.1 Benchmark By June 30, 2016, June 30, 2014 June 30, 2015 June 30, 2016 technology professional learning resources will be available for every grade level as measured 30% of teachers will use on-demand learning resources in technology 60% of teachers will use on-demand learning resources in technology 90% of teachers will use on-demand learning resources in technology by a repository catalog and usage statistics. Implementation Timeline Responsible Evaluation/ Modification Select a video repository solution. Plan the production of the training and promising practices resources Winter of 2014 Spring 2014 Ed Tech IUSD Coordinator and Media Developer Ed Tech Coordinator and Media Developer Selection of repository solution. Resources list, including locations/talent/equipment Production schedule IUSD Plan Page 39

40 Produce technology training and promising practices learning resources and upload into an online repository. Spring 2014 and ongoing for the duration of the plan. Ed Tech Coordinator and Media Developer Number of resources uploaded to the online PL repository. Train teachers on how to access the video repository site. Fall 2015 and ongoing for the duration of the plan Ed Tech Coordinator and Media Developer Professional Learning technology survey and usage reports. Goal 4b.4: Provide all teachers professional learning regarding the safe and appropriate use of technology, including effective classroom management in a technology-rich environment. Objective 4.1 Benchmark By June 30, 2016, all June 30, 2014 June 30, 2015 June 30, 2016 teachers will receive training on the district s 60% of teachers will meet Objective % of teachers will meet Objective % of teachers will meet Objective 4.1 RUP policy and have a deep understanding of effective classroom management in a BYOD classroom, as measured by signed RUPs and training attendance sheets. Implementation Timeline Responsible Evaluation/ Modification Teachers will participate in a yearly training on effectively using the District RUP for their students and themselves, including the appropriate and ethical use of technology and Internet safety. Teachers will be trained on classroom management and appropriate use for a Bring Your Own Device environment. Fall of 2014 and annually for the duration of the plan. Fall of 2015 and ongoing for the duration of the plan. Educational Coordinator, TOSA and TACs Educational Coordinator, TOSA and TACs Training sign-in sheets and agendas. Signed Responsible Use Policies will be compared to total staff count to determine the percentage of teachers who have not yet attended training. Training sign-in sheets and agendas IUSD Plan Page 40

41 4c. Professional Learning Monitoring Process IUSD will continually collect data by using the following three surveys: a yearly survey of all District staff members, a survey immediately following all District-offered professional learning training, and finally, the results from the national Speak Up Survey. In addition, IUSD will review Professional Learning participation data from its Educator Development System (Schoolnet) and usage data on accessing ondemand Professional Learning resources. The surveys will collect data regarding the use of technology, the staff s and students perceived technological needs, and knowledge of current technology. The District will use the aforementioned survey results to make data-driven decisions regarding current and future professional learning efforts. The yearly staff survey will be developed by the Educational department and will be distributed by the Advisory Coaches at each site. The data will be collected online. The Professional Learning Survey will be a required survey to be completed after each training, which will automatically be tracked by Schoolnet. Finally, the National Speak-Up Survey is made available to the District through Project Tomorrow and pushed out by the TACs. To validate and deepen understanding of the survey results, the Education Coordinator will conduct focus groups with teachers and students. Findings from the focus groups will be shared with the Steering Committee. To assess the level of technology integration into initiative-based professional learning and effectiveness of content-area coaching, the Education Coordinator will meet monthly with the Education Services Curriculum Coordinators. IUSD Plan Page 41

42 Section 5: Infrastructure and Support Irvine Unified School District schools share a strong technology foundation. Schools are equipped with fiber connections to the District, some wireless access, maintained desktop computers, and mature data systems. However, the technology infrastructure, support, and data systems are insufficient to address the growing demand for student use of technology on our campuses. 5a. Existing Resources Core Infrastructure The District s data center is located at the District Office. Each school connects to the Data Center through a 10 Mbps or 100 Mbps fiber connection. Nearly all of the District s server and storage systems are more than five years old, including critical Student Information System, Directory System, and Storage Area Network hardware. The services are often running on older versions of Microsoft SQL and other underlying systems, creating security and stability issues. School Infrastructure As a growing community, school infrastructure varies widely across the District based on the school s year of construction or recent modernization. The chart below summarizes key components of schools technology infrastructure. Figure 5a.1: Summary of School Infrastructure Condition School Number of Classrooms Year Built Year Network -Cabled Nbr. Of Switches Average Age of Network Hardware Number of Access Points* Bandwidth Alderwood ES Mbps Bonita Canyon ES Mbps Brywood ES Mbps Canyon View ES Mbps College Park ES Mbps Culverdale ES Mbps Deerfield ES Mbps Eastshore ES Mbps El Camino Real ES Mbps Greentree ES Mbps Meadow Park ES Mbps Northwood ES Mbps Oak Creek ES Mbps Santiago Hills ES Mbps Springbrook ES Mbps Stone Creek ES Mbps Stonegate Mbps IUSD Plan Page 42

43 School Number of Classrooms Year Built Year Network -Cabled Nbr. Of Switches Average Age of Network Hardware Number of Access Points* Bandwidth Turtle Rock ES Mbps University Park Mbps ES Westpark ES Mbps Westwood Training Center/Interim Site Mbps (Shared with Sierra Vista) Woodbury ES Mbps Creekside HS Mbps Irvine HS * Mbps Northwood HS Mbps University HS Mbps Woodbridge HS Mbps Plaza Vista ES / Mbps MS Vista Verde Mbps Jeffry Trail MS Mbps Lakeside MS Mbps Rancho San Mbps Joaquin MS Sierra Vista MS Mbps South Lake MS Mbps Venado MS Mbps Early Childhood Mbps Learn. Ctr. *To support dense use of mobile devices, at least one access point for every 1-2 classrooms, plus additional access points to support administrative offices and student collaboration and gathering spaces will be required (based on currently available technology). Hardware IUSD now hosts a wide variety of devices, including Apple and Dell desktops and laptops, ipads, Chromebooks, Kindles, and other specialized technologies. Ratios of students to computers have improved significantly since previous Plan was drafted in Then, IUSD maintained one computer for every seven students. Now, the District-wide ratio is approximately one computer for every five students. Unfortunately, as the demand and procurement of devices has increased, funding for their replacement has been severely diminished. The District established a Matching Program to encourage schools to keep technology updated. If schools spend a minimum amount to refresh technology, they receive funds from the District to augment their efforts. Because of State funding cuts, the matching program was reduced from $500,000 per year to $200,000 per year since The District-wide funding cuts have impacted schools ability to keep their devices current. Approximately twenty-three percent (23%) of District computers are more than five years old. The chart IUSD Plan Page 43

44 below shows the age and ratio of computers across IUSD schools. Despite average ratios remaining fairly consistent across the District, the funding cuts have exacerbated disparities related to the quality of devices at different schools. In the 2012 Speak Up Survey, IUSD students reported that limited access to devices was a top barrier to using technology at school. Only thirty-two percent (32%) of IUSD teachers reported that they have access to student computers in their classrooms. To bridge this gap, many schools have begun piloting Bring-Your-Own-Device programs. While these programs alleviate some of the adequacy issues related to devices, they increase the strain on the infrastructure and support personnel. Other essential classroom technologies, including printers, document cameras, and projectors are not on defined refresh cycle. The District has mounted projectors in nearly all classrooms as well as large meeting spaces. However, most of the District s 1,400 projectors are over six years old. Data Systems IUSD has invested in enterprise data systems to house student data and support classroom activities. The two primary systems for student data include the Aeries Student Information System and Schoolnet Instructional Management system. Aeries houses student demographic, enrollment, attendance, scheduling, academic, and deportment data. IUSD works closely with Eagle Software, the company that sells and supports Aeries, to make sure that the system meets its needs. Schoolnet houses assessment, curriculum, professional learning, and interventions data. In addition, Schoolnet provides a comprehensive, longitudinal student profile. Ancillary, centrally supported systems include a library/textbook management system (Follett Destiny), a secondary counseling program (Naviance), school-to-home notification systems (SchoolMessenger), learning management systems (Blackboard, Edmodo), and an Internet content filter (LightSpeed). In recent years, the District has used these student data systems to significantly increase efficiencies. For example, through Aeries, IUSD has moved nearly all progress reporting and report card processes, student registration, and re-registration online. In addition, through Schoolnet, the District now has made recommended curriculum resources, common assessments and professional learning available online. The District has also used Schoolnet to automate the identification of students at-risk and assign and track progress on interventions. IUSD Plan Page 44

45 Electronic Learning Resources Educational software is fragmented across the District. Schools use a variety of reading and math software for intervention and acceleration of learning. None of these systems have been formally reviewed in IUSD to determine their impact on student learning. The variety of software packages and versions creates challenges for support and evaluation. Support For direct site hardware and software support, IUSD has five full-time technicians one for every 1,800 computers. However, these staff are augmented through school site staff and temporary staffing from the Common Core implementation funds. For technical support, each school site received an allocation based on enrollment and grade level. Schools use this allocation to buy dedicated hours of one of the Information Department technicians, and/or to pay a stipend or hourly rate to an onsite individual. The onsite support providers are referred to as LAN Admins. LAN Admins and IT technicians focus on maintaining, refreshing, and troubleshooting computers, printers, network equipment, and software. Their work is coordinated through a Help Desk ticketing system. To support technology integration into teaching and learning, IUSD has one Education Coordinator and one technical support provider. The Education Coordinator leads the Advisory Coaches (TAC). The TAC is a Professional Learning Community comprised of teacher-leaders with an interest and aptitude in technology integration. These TAC leaders meet monthly to share best practices, receive professional learning, and strategize to meet support and professional learning needs at their sites. The technical support and education technology teams rely on the remaining IT Department staff to maintain administrative technology systems, student data systems, and the infrastructure that provides the foundation for school operations and instruction. In response to a 2010 Fiscal Crisis Management Assistance Team (FCMAT) study, Information has been restructured to improve school site support. The diagram below displays the current organization within IT. IUSD Plan Page 45

46 Figure 5a.2: Information Department Organization Turn-around times for Help Desk tickets average approximately three work days. For individual classroom issues, even if disruptive to instruction, teachers often wait a week or more for a resolution. The LAN Admin model is increasingly problematic as the LAN Admins are often unable to provide immediate support when and where it is needed most. The centralized technicians are able to visit assigned sites for a few hours per week. 5b. Needed Resources The District s infrastructure, hardware, and support structures have sustained a basic level of technology integration in schools. However, the District needs to substantially increase its technology infrastructure to support the transformation of teaching and learning. Infrastructure needs to be updated and expanded to support student computing on at least a one-to-one scale across the district. Applications need to be integrated seamlessly and fully supported as part of the school operations and curriculum. Most importantly, support needs to be augmented so that teachers and students can be confident in the technology they choose to use. IUSD Plan Page 46

47 Category Needs Why Needed Core Infrastructure Data Center Provide a stable, reliable foundation for IUSD network and data systems. The new data center will need adequate power and cooling, as well as updated hardware to support a heavily virtualized, resilient environment. Wide Area Network Upgrade Bandwidth upgrades (to a minimum of 500 Mbps for elementary schools, 1 Gbps for secondary schools) and new hardware are necessary to support the expansion of the number of devices and Network Security and Monitoring media-rich curricular elements. Management tools, including mobile device management, network access control, and bandwidth/quality of service prioritization are necessary to secure and ensure the availability of the network in a one-to-one environment. School Infrastructure Structured Cabling Most IUSD schools structured cabling is out-of-date, insufficient, and, in many cases, in damaged. Replacement and augmented structured cabling will form the backbone of the schools wireless and wired infrastructure. Network Switches Wireless Access Network switches need to be replaced to stabilize the network and facilitate higher-speed connectivity. Schools need to refresh existing wireless access points and augment wireless access to support one-to-one computing. Data Systems Replacement of Systems The District does not yet have an enterprise, supported Learning Management System solution. Increasing need for home-school communication and blended learning opportunities has made this a critical need. The District must also replace its school-to-home notification system. The current system is locally hosted. In the event of an emergency, the District would need a full day to reach all families by phone and . Upgrades and Enhancements to Current Systems The teacher portal for Aeries, the Student Information System, has been IUSD Plan Page 47

48 Staff and Student Devices Display Refresh Staff Devices Student Devices completely rewritten and absorbed into the web-based Aeries.net. In addition to significant system architectural changes, this upgrade requires a reimplementation of teachers gradebook, attendance, and other tools. The District s Instructional Management System, Schoolnet, has major changes coming on its product roadmap that will significantly impact assessment and intervention management throughout the District. IUSD will need to address integration needs to resolve areas of duplicative data entry, including assessments, interventions, staff demographic data, user accounts, and tracking progress toward graduation. IUSD classroom projectors are generally more than six years old and failing rapidly. All classroom displays will need to be refreshed during this plan period. IUSD needs to establish ongoing funding for the replacement of staff computers. (Current funding provides for less than 20% of the annual need for staff computer replacement). Schools struggle to provide and keep up-to-date a base-level of student computing devices. To move toward a one-to-one environment, even under a Bring-Your-Own Device Model, IUSD will need to provide an estimated 30-40% of student devices, as well as core computers at the site (to support specialized programs, State Testing, and emergency device replacement). Learning Resources Educational Software The District will need to define an evaluation process for electronic learning resources that is connected to similar processes for traditional curriculum. In addition, the District will need to establish support expectations and procedures, as well as evaluation protocols to ensure the availability and quality of learning resources. IUSD Plan Page 48

49 Video To meet growing professional development needs, and address issues with limited release time, IUSD will need to create an on-demand video library of curricular and professional development resources. Support Technical Support Current support levels have proven effective in maintaining our current systems. However, limited funds for proactively refreshing hardware, the rapidly increasing number and type of devices, expansion of bring-your-owndevice programs, and new projects have tested the limits of existing support resources. The current, decentralized support model leads to inconsistent and delayed support at many sites. As the number and variety of devices continues to grow, the support must be expert and immediately available to deal with technology issues. The District will work toward a centrally supported technician model. These technicians will be centrally supervised, trained, and supported. However, they will be deployed at specific sites to ensure high-quality, responsive support from someone who knows both the technical resources and the school site Coaching ( Integration) culture well. Currently, TACs are provided a stipend and must limit coaching to a handful of release days or after school time. To fully implement the Plan, TACs must be available for in-classroom coaching and support of technology integration. As recommended in Section 4, IUSD plans to fully support one FTE at each site. IUSD Plan Page 49

50 5c. Annual Benchmarks and Timeline for Infrastructure and Support Year 1 Benchmarks (By June of 2014): Infrastructure Data Center: Transition network operations center and non-critical systems to new IUSD data center at the Maintenance and Operations Facility. Wide Area Network: Upgrade connection to County Internet Service Provider to 10 Gbps, secondary schools to 1 Gbps, and elementary schools to 500 Mbps. Replace WAN network equipment at each site to support upgraded speeds. Network Security and Stability: Implement network monitoring and protection to sustain network availability with managed and unmanaged devices on the network. Complete implementation of network/services scanning utilities. Implement Intrusion Prevention System (IPS). Procure and implement log-aggregation solution for improved diagnostic ability. Review and select solutions for mobile device management and network access control. Classroom/School Upgrade and or replace any Windows desktop and laptop systems not meeting Common Core or Windows 7 minimum standards. Augment the computer matching program with one-time Common Core funds to support upgrading labs in anticipation of statewide online testing. Update 50% of classroom projectors with high-quality LCD projectors and/or displays. Convene software steering committee to begin process for consolidating instructional software licenses and migrating to web-based software when possible. Assess testing environments in anticipation of State online testing (pilot in 2014, full implementation in 2015). Data Systems Complete migration of current critical data systems to upgraded SQL server cluster. Implement new or upgraded school-to-home notification system. Complete Internet Filter replacement with solution that supports differentiated and granular filtering. Fully integrate Aeries and Schoolnet interventions and assessment data. Pilot implementation of Aeries.net teacher portal. Initiate Business Systems Automation projects, beginning with substitute assignment and payroll processes. Pilot custom district data warehouse and decision engine tool (internal SharePoint environment). Conduct selection process for a district-wide learning management system (online classroom portal). IUSD Plan Page 50

51 Support Increase centralized technical support by at least 1 FTE to support new schools and pilot transitions away from the LAN Admin model. Restructure TAC program consistent with goals outlined in the professional learning section of this plan. Implement support plan and communications for Apple products and non-standard devices. Analyze data from Help Desk system to inform workload balancing and service levels throughout the District. Year 2 Benchmarks (By June of 2015): Infrastructure Data Center: Complete migration of all production systems to Data Center at Maintenance and Operations. Network Security and Stability: Implement Quality of Service and network monitoring to prioritize and preserve traffic in anticipation of one-to-one computing. Implement mobile device management and/or network access control for school-wide Bring-Your-Own-Device, and grade-level one-to-one pilot programs. Through Facilities Advisory Committee, update standards and conduct site assessments to determine electrical and space/staging needs to support one-to-one computing and digital curriculum. Upgrade 100% of local area network hardware connected to school labs that will be used for online State testing. Conduct site walks and complete comprehensive scope of work for structured cabling refresh and electrical upgrades for Phase 1 (High Schools) and Phase 2 schools (Middle Schools, K-8 Schools). Complete comprehensive Local Area Network upgrades, including wireless to support one-to-one computing at Phase 1 schools. Classroom/School Augment matching program to support a computer refresh cycle of 20% per year, preserving a minimum of 1 computer to every 5 students ratio. Replace remaining 50% of classroom projectors with high-quality LCD projectors and/or displays. Verify all schools have lab environments that will effectively support State online assessments. Data Systems Implement District-supported Learning Management System. Complete transition to Aeries.net for teacher-entered grades and attendance. Fully integrate directory services with student and staff databases. Pilot implementation of Aeries.net teacher portal. IUSD Plan Page 51

52 Support Implement video distribution technology for blended and online learning, professional learning, and exemplar practices videos. Expand custom District data warehouse based on pilot feedback and make available to all IUSD leadership team members. Catalogue and standardize supported Education software. Business Process Automation: Implement online time reporting for all employees. Integrate IUSD Human Resources and OCDE Payroll System. Develop requirements for replacement/redefinition of online stipend and employee status change forms. Transition 30% of schools to dedicated/allocated technician support model. Require 100% of sites use the Help Desk system to access IT support. Continuously evaluate IT support structures based on Help Desk data and school site feedback. Year 3 Benchmarks (By June of 2016): Infrastructure Data Center: Establish development/failover data center at the District Office. Develop strategies for delivering virtual services and/or a virtual student desktop in a Bring-Your-Own-Device model. Network Security and Stability: Conduct site walks and complete comprehensive scope of work for structured cabling refresh and electrical upgrades for Phase 3 and 4 schools (Elementary Schools). Complete comprehensive Local Area Network upgrades, including wireless to support one-to-one computing at Phase 2-3 schools. (Phase 4 LAN Upgrades planned for school year). Develop and conduct bid to replace IUSD telecommunications system, with comprehensive Voice Over IP solution. Plan replacement of IUSD Telecommunications System with Voice Over IP solution. (Implementation planned for school year). Classroom/School Restructure and augment computer matching program to provide proactive refresh of teacher/classroom technology and a per-student allocation that provides flexible solutions to build toward a one-to-one, bring-your-own-device environment. (Phased in over three years Full Implementation planned for ). Centralize purchase of highest-rated (by software committee and IUSD teachers) online software and instructional programs. Evaluate classroom sound amplification solutions. Develop standards for classroom sound and develop timelines for implementation. IUSD Plan Page 52

53 Data Systems Support Continue to expand implementation of District-supported Learning Management System. Refine IUSD custom data warehouse based on Leadership Team feedback. Catalogue and standardize supported Education software. Business Process Automation: Implement replacement online forms for managing stipend and employee status change requests. Evaluate solutions for position control. Design and implement Position Control within current Human Resources platform or alternative system. Transition 100% of schools to dedicated/allocated technician support model. Require 100% of sites use the Help Desk system to access IT support. Continuously evaluate IT support structures based on Help Desk data and school site feedback. 5d. Process to Monitor Infrastructure Benchmarks The Infrastructure plan development and deployment will be monitored by the Information department, with quarterly reporting to the Steering Committee for the duration of the plan. Timelines for reporting are detailed in Section 7 of this plan. The preceding Annual Benchmarks will be used to determine whether adequate progress is being made based on available funding. Project timelines will be significantly impacted by the District s ability to secure additional resources through the planned Bond or another avenue. Strand of Work Expected Completion Responsible Evaluation/ Modification Data Center Summer 2014 (Network Cutover) Summer 2015 (Services Migration) Summer 2016 (Failover Site) Chief Officer Monitored by the Steering Committee Wide Area Network Summer 2014 Chief Officer Monitored by the Steering Committee Classroom Ongoing Educational Coordinator/CTO Validated through network monitoring and bandwidth utilization reports. Annual benchmark monitored by the Steering Committee. Validated through project completion data and inventory/asset management reports. IUSD Plan Page 53

54 Data Systems Ongoing Information Services Director/CTO Support Ongoing Chief Officer Annual benchmark monitoring by the Steering Committee Validated through project completion data. Annual benchmark monitoring by the Steering Committee Validated through Help Desk ticket system data, inventory/ratio data, and customer service survey data. In addition to monitoring the progress of the infrastructure implementation, IUSD will maintain a commitment to monitoring the impact to the learning environment of the new technologies. Specifically, IUSD will continue to review emerging research and assess its own environment to monitor safety and long-term impact of wireless access points and devices. IUSD Plan Page 54

55 Section 6: Funding and Budget 6a. Established and Potential Funding Sources Ongoing Resources Current Budget IUSD s currently spends approximately $5,000,000 per year on technology. Given the District s current enrollment of approximately 30,000 students, IUSD s total spending equates to $167 per student per year. That amount includes all centralized and school site spending on technology support personnel, software licensing, maintenance agreements, infrastructure, hardware, professional development, and all other related technology costs. Those costs reflect savings from federal E-Rate subsidies to support network and telecommunications connectivity of approximately $250,000 per year. Most technology spending (over 95%) comes from Unrestricted General Fund resources. However, grants, foundation support, parent contributions and restricted program funds augment General Fund resources to support school site hardware and software purchases. 98% of current technology spending goes toward maintaining or refreshing existing systems. Projects and new implementations are typically funded through one-time resources. Figure 6a.1: Historical District Spending (Based on Data) Expenditure Amount IT Operations and Special Projects $ 100,000 Professional Development/TAC $ 130,000 Augmented Site Technical Support $ 130,000 Educational Software $ 200,000 Infrastructure $ 350,000 Annual Maintenance Contracts $ 500,000 Hardware $ 1,440,000 Support Staff $ 2,100,000 Site Tech Support Technicians School Infrastructure Support Core Infrastructure Support Data Systems Support IT Operations One-Time Resources In addition to IUSD s general, ongoing funding sources, the District has allocated funds to support critical projects outside of the standard operating budget for technology. Common Core Implementation IUSD is deep into the transition to the Common Core standards. To support districts in this effort, and to help districts prepare for the shift to online State standardized tests, California will provided one-time funding. IUSD s share of this funding is approximately $6,000,000. The funding must be spent before the end of the school year. Expenditures must be tied to professional development, instructional materials, or technology to support the Common Core IUSD Plan Page 55

56 transition and Smarter Balanced Assessment Consortium (SBAC) online tests. Of IUSD s allocation, approximately $1,700,000 will be spent in support of technology. This funding will provide: Personnel Resources o Additional school site support technicians o Teacher on Special Assignment to help integrate technology in district professional development and instructional practice o Systems Administrator to support device management and requirements of the SBAC test o Media/ web developer to catalogue online curriculum resources and develop professional learning videos and websites. Equipment o Augmenting the IUSD Matching Program so that every site can have at least one or two computer labs to support SBAC testing. o Providing emergency replacement fiber, structured cabling, and network hardware for testing labs. Instructional Software o Providing District-reviewed, high-quality instructional and intervention software to support learning. Sale of Property Using income from the sale of property, IUSD has set aside a total of $5,800,000 for essential, and immediate, district and classroom infrastructure upgrades. These are one-time funds. Projects include: Projector Refresh: Nearly all of IUSD s projectors were installed five to seven years ago. Existing projectors are failing rapidly. The remaining working projectors are often too dim to be used effectively in classroom with significant ambient light. Moreover, because the District has experienced tremendous enrollment growth, many rooms that are now classrooms weren t used, and therefore not included, during the initial projector installations. Teachers in IUSD rely on projectors for daily instruction. The Projector Refresh Project funds a new display (projector or LCD television) for every classroom and large meeting space. Data Center: As described in the Infrastructure Section, the District s current data center cannot support the expected growth in technology use in our schools. A newly constructed data center and much needed hardware refresh will serve as the foundation for IUSD to centralize delivery of services, increase bandwidth to schools, and ensure that curriculum resources can be provided to students on any device at low cost. Wide Area Network Upgrade: IUSD staff and students are increasingly dependent on reliable, high-speed connectivity to internal network and Internet resources. As the District shifts to media-rich learning activities, hosted (cloud) services, and exponentially more users, increasing bandwidth is essential. Through these funds, every elementary school site will be upgraded to 500 Mbps and every high school site will be upgraded to 1 Gbps. All sites will have the capacity to increase bandwidth to 10 Gbps. In addition, the project includes the replacement of wide area network hardware to support the increased connectivity. IUSD Plan Page 56

57 Network Security: In response to a 2010 Fiscal Crisis Management Assistance Team (FCMAT) audit, identified issues, and the planned movement toward one-to-one computing, IUSD will make significant Network Security. This project will fund network scanning utilities, an intrusion prevention system, an improved content filter, an antivirus transition, bandwidth management tools, and log aggregation to give better protection and visibility on the network. Instructional Management System: The technology infrastructure fund, in addition to grants and specialized program funding, was used to subsidize the implementation and licensing costs for the District s Instructional Management System, Schoolnet. Potential Funding Sources Given the tremendous needs associated with technology, IUSD will explore strategies to augment available funds. The District commissioned a feasibility study for a Bond in the spring of Work continues to define the structure and amount of a possible Bond. The Board of Education will make a determination to move the bond forward, or halt or suspend those efforts early in Directly and through professional associations, IUSD also monitors and advocates for resources through the State Local Control Funding Formula (LCFF), various facilities resources, and the federal E-Rate program. In addition, the District has met with community partners to explore other opportunities to enhance technology access in schools. 6b. Implementation Costs To meet the goals of the plan, IUSD technology staff projected costs that support the curriculum goals and professional learning goals of the plan. Those goals outline the first three years of a five-year path to District-wide support for one-to-one computing. Figure 6b.1: Summary of Implementation Costs Category Total (3-Yr) Student/School 1,550,000 2,860,760 5,464,660 9,875,420 Student/School Support 1,445,600 4,357,400 4,845,310 10,648,310 School Site Infrastructure 642,165 3,201,452 2,677,884 6,521,501 Core Infrastructure 2,662, , ,457 4,087,371 Data Systems and Enterprise Software 1,674,865 1,695,312 1,692,655 5,062,832 IT Operations 510, , ,074 1,634,699 Total 8,485,727 13,595,366 15,749,040 37,830,133 Total Funded 8,285,727 5,680,086 4,713,245 18,679,058 Total Unfunded 200,000 7,915,280 11,035,795 19,151,075 The proposed plan includes both initiatives and programs that are currently funded, and expenditures for which a funding source has not yet been identified. The Funded costs of the program include approximately $5,000,000 in ongoing General Fund Resources. In addition, the costs include approximately $1,700,000 in Common Core Resources in 2013 and Resources from the Sale of Property (Infrastructure Fund) provide an additional approximately $4,000,000 over the three years of IUSD Plan Page 57

58 the plan. As new resources become available, the Steering Committee will review and adopt spending priorities from the Unfunded portion of the plan. Figure 6b.2 Implementation Costs (Three-Year) By Category Data Systems and Enterprise Software 14% Core Infrastructure 11% School Site Infrastructure 17% IT Operations 4% Student/School 26% Student/School Support 28% Figure 6b.3 Implementation Costs Detailed Estimates by Category Student/School Item Description Source Educational Software (Current) Maintenance for current educational software programs (curricular videos, intervention programs, assessment programs- includes school-funded licenses and Schoolnet) 150, , ,000 General Fund, Common Core Educational Software (Need) District-wide access for students to high-quality, web-based software as part of the core curriculum, to support effective intervention, and to facilitate communication with students and their families. (Projected at 0 600,000 1,280,000 Unfunded IUSD Plan Page 58