Technology Action Plan

Part 1 - Integrating Technology

Suggested Technology Improvements	Persons Responsible (District – Classroom)	Description of Roles & Responsibilities	Role of Principal
Further access to laptops and computer labs for project-based learning and expanded assessment strategies (as suggested in CIP).	District: Anthony Hill Campus/Classroom: Katy Cooper, Principal Brenda Craven, AP Toni Dowdy, CTA	Anthony Hill is the designated Board of Trustees member for the Wilson Elementary campus. He works with IBM to garner support, both financially and otherwise to furnish our schools with technology. Katy Cooper, Brenda Craven, and Toni Dowdy are campus administrators and the campus technology assistant. They will work to support the needs of the campus using budget funding and matching funds set by the district.	The principal should use the Campus Improvement Plan and District Improvement Plan to identify goals of the district. They will then use a needs assessment for their campus to identify specific needs of the staff. If these are aligned with the DIP and CIP, then the principal should use their abilities to find funding and professional development for the staff.
Allowance for access to online programs and databases that will futher develop student achivement in mathematics and reading (in accordance with CIP).	Katy Cooper, Principal SBDM Team	Katy Cooper, as the principal, should focus on securing funding and opportunities for the online student databases for further academic growth. The SBDM Team, which contains a campus representative from each grade level should be the advocates for these new programs, such as the continuation of Investigations, the continuation of iStation for reading intervention, and the adoption of www.ixl.com for mathematics.	For this technology goal, the principal should be the advocate for funding. Many times, Title monies can be used to purchase the items needed for intervention. Also, the principal should be in constant communication with the district leaders to express the need for such technological programs. Advancing digital campus resources is a crticial goal for school leaders.
Stakeholder and campus staff needs assessment for green options, including email, social networking, and mobile applications (as noted in the DIP).	Kara Dunn, PTO President Eric Hanson, Staff Representative Tamerah Ringo, District Communications	Kara Dunn is the PTO president, and has the ability to use her parent contacts to poll parents on desired improvements for green options. Eric Hanson (myself) will be the staff representative to collect parent and staff feedback. It will be charted, analyzed, and used in decision making for technology initiatives on campus. Tamerah Ringo, the district communications contact, can be utilized as someone to spread the word to parents and stakeholders to participate in the needs assessment.	The principal should act as the leader of the learning organization in this technology goal. They need to be sure to support the needs assessment, and be willing to take action to correct items that need changing, and implement new programs desired by the staff and parent/community stakeholders.
Increased opportunities for project-based learning and independent student work using technology, such as iPods, Prezi, netbooks, and online research tools (designated by the DIP & CIP). Staff development opportunities that coincide with technology presented in this same goal (DIP & CIP).	Katy Cooper, Principal SBDM Team Team Leaders	Katy Cooper will need to continue providing opportunities for this type of learning. She will also need to offer relevant and hands-on staff development sessions for staff. The SBDM Team needs to be sure and analyze the needs assessment done in previous steps. The options for project-based learning presented in this goals should be promoted by all team members. Team Leaders should be sure to regulate and encourage the use of these types of independent-work projects. They will involve further training and staff development sessions that are productive and easy to apply right away.	The principal will need to research proper professional development sessions to facilitate the technological goals set. The principal will also need to continue working to provide digital leaning opportunities for students.

Part 2 - Professional Development Planning

Professional Development Activity 1: SmartBoard & iStation Training

Week 3’s analysis of the needed professional development activities showed that many staff members still wanted training. Many times, the problem with professional development sessions stem from the content; there are so many opportunities for different types of presentations. The week 3 report showed that staff members at the Wilson Elementary campus would like to see further professional development sessions utilizing the technology they already have. Introducing new items to the campus would be a waste of both time and money because they do not feel they have mastered the items they have. While the STaR Chart data shows that they have ranked themselves in the Advanced Tech category, they would still like to achieve the Target Tech category. Also, the Wilson CIP states that technology will be used to engage students in the classroom, and using a professional development session that can be immediately implemented in the classroom would greatly benefit all learners.

Professional Development Activity 2: Digital Age Data Collection for RtI

Another area identified by the Week 3 analysis of campus technology needs for Wilson Elementary is that of data collections. Data collection is becoming more and more important in education. It is used to chart student achievement and growth, and to monitor at-risk students. Students in the Response to Intervention (RtI) program are using technology as a means of assessment and project-based learning. Benchmark tests are often given online now, and teachers need to be able to access, disaggregate, and analyze the data to better serve students. Many students will benefit from staff members who are well-trained in accessing online and digital data and using the results to better individualize their education. The CIP for Wilson Elementary states that there will be continued monitoring and improvement of the RtI system on campus.

Professional Development Activity 3: Prezi & Other Presentation formats

When speaking with the staff members at Wilson Elementary for the Week 3 report, one of the areas that many staff members wished they had more professional development in were presentation skills using technology. If SmartBoards will be in every room, and computer labs will be available, and laptop carts are free for check-out, how will we use these items? Administrators and campus leaders need to ensure the frequent and efficient use of these items, by placing them in student hands, and ensuring staff use during lessons. One of the best presentation tools available is at www.prezi.com where staff members can sign up for a free online account and follow tutorials on how to use the website. Prezis are used for interactive and engaging presentations. Other presentations include the ubiquitous PowerPoint, and of course different types of blogs. PowerPoint presentations can even be posted to blogs, as is evidenced by the Week 2 assignment in this course.

For more information on Prezi, how to use it as a teaching tool, and its professional development uses, visit:

http://prezi.com/explore/

Professional Development Activity 4: District-Wide Social Networking Initiatives

Another initiative that staff members seemed very interested in during the Week 3 interviews was offering green alternatives to communication. To do this, it would be very beneficial for stakeholders of Wilson Elementary to jump on board with the DIP and begin using social networking. Professional development sessions can be offered on using Fan Pages on Facebook, updating parents using Twitter, and even live blogs and Google Docs can be utilized in this new intiative. Independent teachers can do this as well, making classroom websites with live feeds, or Skype technology, or Twitter accounts on which students can post througout the day. There are very few limits to what social networking can do, and with the proper guidance and boundaries, students can use it to become engaged and enthralled with their education. Teachers need the proper professional development to gain insight to this new type of teaching, and with administrative support, they can be equally successful.

Part 3 - Evaluation Planning

Part of evaluation is knowing what to assess. Below are the district initiatives and goals for technology, taken straight from the CISD District Improvement Plan. In order to move forward with the evaluation piece for the action plan, the following objectives should be reviewed in full to identify the key areas for district growth.

The week 3 report showed many areas of need. In particular, relevant professional development in technology is a staff need. Also, continued monitoring of student needs can be completed by a needs assessment aligned with the DIP’s technological goals. Campus leaders should be mindful to also ensure their CIP is aligned with the DIP, and the Texas Long-Term Plan for Technology.

DISTRICT IMPROVEMENT PLAN TECHNOLOGY OBJECTIVES

1. Strategic Objective/Goal 1: We will effectively deliver a rigorous and relevant curriculum using technology, assessment data and other effective instructional strategies to engage all learners in meaningful learning experiences.
1. Performance Objective 5: Implement a system or systems to assess 21^st century skills.
2. Performance Objective 6: Integrate 21^st century learning skills within the district.
3. Expand the Career and Technology programs to increase opportunities to all CISD students.
2. Strategic Objective/Goal 2: We will increase efficiency in the district operations and educational delivery system through the use of technology, and further develop business and community partnerships in order to best achieve our mission and objectives.
1. Performance Objective 1: Increase CISD staff’s level of technology integration expertise through a differentiated staff development program that addresses 21^st century technology skills.
2. Performance Objective 2: Ensure the availability of resources necessary for students to create digital portfolios, and utilize communication tools such as wikis, blogs, and social networking.
3. Performance Objective 3: Develop a green IT strategy and promote green initiatives to reduce energy costs and appropriately manage electronic waste.
4. Performance Objective 5: Provide an adequate and equitable infrastructure, through an appropriate replacement schedule, to meet the instructional and technological needs of all staff and students.
5. Performance Objective 6: Create a system for providing online learning opportunities for all stakeholders, which incorporates such tools as a video portal solution for parents, online professional development resources for staff members, distance learning and partnerships for dual credit opportunities for students.

Technology Goals	Assessment/Evaluation
District Improvement Plan Campus Improvement Plan Texas Long-Term Plan for Technology STaR Chart Ratings	The improvement plans for technology in our district are numerous. They come from the federal, state, district, and campus levels. To properly assess our overall campus growth, the SBDM team will convene to look at common goals and objectives, and decide where we are. They will utilize the data from the STaR Charts, and compare this staff feedback with campus and district goals. They will then provide campus and district leadership with a written statement and list of items that still need attention, what resources will be needed, and how these objectives can be met.
CAMPUS RESOURCES · Laptops · Computer labs · iPod Touch · SmartBoards · Document cameras · Flip cameras · Digital cameras · Skype equipment · Smart Response system	The campus resources listed are items that will help our campus reach its technological goals. These are items that are aligned with the DIP and CIP, and will also help move our STaR Chart rating to the Target Tech area. To assess the hardware situation on our campus, we will use an inventory of items, and the equity of how they are dispersed. Teachers will fill out inventory sheets as teams and turn them in to the campus technology assistant. They will also fill out a wish list with items they do not have as a needs assessment to turn in to the principal for campus availabilities, and to the district for matching funds opportunities.
ONLINE RESOURCES · Prezi · Skype · Blogger · Google Docs · Glogster · Wordle · Facebook/Twitter	To further assess the online resources being used in the classroom, students will be asked to fill out a preference evaluation on what sites they like to use best. If they are using them at home, they should be using them at school. Staff will need to look at privacy constraints and ethical issues that arise with social networking, but overall students should feel like they are engaged at all times during the day, and asking what they like best is a great way of assessing this. We will provide a list of sites we use daily, as well as offer suggestions for other sites that can be used in the educational setting. This will help us assess what students already know, and what they want to know.

STaR Chart Presentation

Check out this SlideShare Presentation:

2009 – 2010 s ta r charts

View more presentations from emh2o0o.

The National Educational Technology Plan

The National Educational Technology plan is a federal blueprint in which educational goals are set in the areas of technology and digital learning to further develop the country’s students into 21^st century learners. The plan is set up in a similar fashion to the Texas Long Range Plan. It is broken down into six clear sections: Learning, which lays out the model for 21^st century instruction, Assessment, which describes how we can actually measure progress using technology, Teaching, which focuses on Improving learning through connected teaching, Infrastructure, which discusses the people, processes, and technologies needed for great 21^st century learning, Productivity, which works to improve learning outcomes while managing costs, and finally Research & Development (R&D), which illustrates the work towards solving challenging issues facing this initiative. Overall, the plan reads much like the Texas Long Range Plan (or perhaps the Texas Plan reads a lot like the national plan). This plan also discusses who needs to learn. There should be a universal design for learning, but this plan should be broken down to individualized and differentiated instruction. In this plan, the underserved are represented, including low-income and minority learners, English language learners, learners with disabilities, Pre-K, and the adult workforce. It also discusses how to improve secondary and postsecondary graduation rates by supporting at-risk students and looking at the long-term impact of using 21^st century learning as a model form of instruction. One of the most constructive parts of the national plan is the recommendation segments included throughout the reading. Once the plan has introduced a new idea or strategy, it sets a recommendation about how to fully reach that goal. The national plan is a good goal, and with the proper guidance along the way, perhaps we can reach it.

2010 Progress Report on Technology Plan

The Texas Long-Range Plan for Technology was designed for the purpose of implementing technology into the classroom, and facilitating the modern 21^st century learner. In the past, there has been a disconnect with how much information is available, how many students have access to this information, and how to cover the void of veteran teachers who feel like “digital immigrants” in a foreign land. The plan covers these aspects and offers solutions to many. The issue at hand is whether or not the focus areas in the Long-Range Plan actually mend the deficits of technology in education. In the plan, there are four main focus areas: Teaching and Learning, Educator Preparation and Development, Leadership, Administration, and Instructional support, and Infrastructure of Technology. The overall effect in all four of these areas has been improvement. The Infrastructure of Technology and Leadership, Administration, and Instructional support areas all showed the majority of Texas teachers in the Advanced Tech area. All four areas have improved overall, but these two showed the most growth with the most potential for ultimate success. One of the goals of this plan is to develop action steps to reaching the Advanced and Target Tech areas for all four sections. Texas is about halfway there. To ultimately reach this goal, there will need to be further financial support from the state (which is not likely in the coming years), support on the campus level including professional development and training sessions on technology in the classroom, and perhaps a community level event in which all stakeholders are trained to embrace certain parts of the new digital stream, such as social networking and blogging.

Texas Long-Range Plan for Technology

The Teaching and Learning section of the Long-Range Plan for Technology is used to facilitate the implementation of legislation, grant funding, and use of technology programs in the classrooms. The main idea is to infuse technology into the classrooms through both students and teachers. Using the STaR Chart to monitor progress, it is clear that technology is on the rise. Overall, 59.3% of teachers rated themselves in the Developing Tech category, and 30.5% of teachers rated themselves in the Advanced Tech category, a rise from previous years. The Educator Preparation and Development section is used for the ongoing, sustained, and high-quality professional development which is essential to prepare teachers to meet the technology needs of their students. This area had a large number of teachers, 71.1%, report themselves to be in the Developing Tech category, which implies that teachers are receiving a lot of directive to use technology without the proper training to back it up. The Leadership, Administration, and Instructional Support category looks at the process of using technological resources in schools, and administrative innovation, vision-building, and commitment. Proper leadership and instructional support is crucial to the success of the Long-Range Plan for technology. According to the STaR Chart data from the 2010 Progress Report, 55% of teachers rated themselves at the Advanced Tech level. This is a 5% increase from the last Progress report in which they rated themselves at 50.2%. Finally, the Infrastructure of Technology discusses the element of support for all aspects of technology. It also looks at the progress being made each year. The STaR Chart data shows that 60.2% of teachers rated themselves in the Advanced Tech area. This means that campuses have more equitable technological resources per student than in the past.

Quality Indicators

As a project this week, I have looked through the Quality Indicators given in the Leading With Passion and Knowledge text by Nancy Dana. The quality indicators will be instrumental in helping guide me through my research. They will help me utilize data, and develop myself as a seasoned action researcher.

Quality Indicator 1

Context of Study The context of study is and indicator that gives the overall background of the research. The who’s and what’s are answered in this, and information is given about the school, students, teachers, district, etc. It is often a key component in helping a principal-researcher get started with their inquiry. The context of study will help me in designing my study, and allowing others to understand and collaborate with me in my research. It will also help me in looking at others’ research to analyze whether or not their inquiry is applicable to my campus.

Quality Indicator 2

Wondering(s) and Purpose The wondering and purpose are the backbone to any action research plan. They explain the basis of the original question. Any wondering will have research and data to confirm its appropriateness. Both the wondering and the purpose will be clearly stated and have an open-ended framework from which the action research can be formed. I will use this quality indicator to disclose the needed action on my campus. It will aid my action research by connecting personal knowledge to other research and literature that is applicable to my study. Also, this indicator will allow for inward focus on my personal practices, and utilize my passion for the topic.

Quality Indicator 3

Principal Research Design (Data Collection and Analysis) This quality indicator is instrumental in designing any action research plan worth its weight. Data collection is the key to creating a plan that stands up to hard facts. A good educational leader will use data from many sources, such as scholarly journals, notes, surveys, literature, testing results, interviews, etc. After inception of the inquiry, the researcher is able to create a timeline for data collection, as well as analysis. Data collection will be crucial to my action research plan. It will, in effect, offer immediate results of the success of the planned implementation. This quality indicator will guide me in considering the quality and quantity of sources to utilize, as well as the relation of the sources to my inquiry. It will also provide a timeline.

Quality Indicator 4

Principal-Researcher Learning The effective principal-researcher will provide thoughts and reflections on the action research process. They will offer statements of what has been learned, along with data to that backs up their claims. Also, the research findings will be supplemented with readings and other resources that relate to what has been learned from the process. The principal-researcher will also have a personal reflection statement. The learning process will do many things for my personal action research plan. They will display my findings well for others through multiple strategies, and aid me in selecting the data I will use in making my claims. This indicator will help me in supporting every statement of learning with data. It will also show my reflections to be in line with my own administrative experience.

Quality Indicator 5

Implications for Practice The implications for practice indicators show how the action researcher will pursue future wonderings, and how their research leads them to new questions. It offers details of changes made due to the research, and how they understandably flow from one to another. This indicator will guide me in making changes to my research plan. It will help me figure the changes I may need to make, and how to implement them efficiently. Finally, it will aid me in leading to new wonderings I may have as a result of my research.

Implemenation

The following is the plan our committee has developed. It is ready to be implemented on the first day of school:

School Wide Discipline Plan
Wilson Elementary
2010 - 2011

· The goal of the School Wide Discipline Plan (SWDP) committee is to develop clearly stated, universal goals and expectations for each Ranger, in every area at Wilson Elementary. This all-encompassing plan will be a part of their daily routine, and will guide our campus to a cohesive environment with high standards for each student.

· The SWDP committee decided to clearly outline expectations (of both staff & students) that will be visible. Because we recite the Ranger Creed daily, and the creed contains all of the areas of concern, we will use it as our model of what is expected from each Ranger. The creed did not, however, have a line about doing your best work at all times, so it has been revised as shown below (passed by both SWDP & SBDM committees):

I am proud to be a Wilson Ranger
I will be kind to others
I will take care of our school
I will use my best manners
I will walk and be quiet in the halls
I will be prepared for learning
I will do my best today.

· Every student in the school will now have a plastic folder with a calendar inside. The calendars will be sent out to staff members in August. They can be edited by grade level, but the overall appearance will be universal. These folders will be sent home daily to ensure parent involvement, and student accountability. Inside the folders will be two lists:
· The first list will be for disciplinary action. When a student breaks an expectation, the folder will be signed by the witnessing teacher/staff member. The creed will be clearly listed in the folder, and each line will be numbered. The teacher will sign the folder and list the expectation number on the calendar. If signed, parent signatures will be required.
· The second list is for positive actions. The creed has been reworded into positives, with a list of letters next to each line. If a student is seen doing something positive and/or constructive, the teacher may take folder, and award the student with this accolade.
· Students will be required to have these folders at all times. In the halls, in the cafeteria, in specials, etc. This ensures complete accountability.
· Teachers who sign folders and apply consequences will be responsible for following that consequence through. 5th grade punishment will obviously be very different from Kindergarten, and will be left up to the teachers discretion. We need to utilize natural consequences.

· In an attempt to move away from the tangible side of rewards, we are asking staff members to use words, spontaneous encouragement & special activities, and the folder system to encourage kids to do their best work because they can and because it helps them, not because we are always working for a party, or candy, or stickers, etc.

· In lieu of different grade-level systems of reward, we will be utilizing a school-wide system next year: the boot system. The boot system will be up and running the first week of school. A set of cowboy boots will be displayed at the front office, one boy and one girl boot for each grade, PK-5. When students are caught doing random acts of kindness, modeling our creed, etc, teachers can give them a ticket. They can then take that ticket up to the front office, and place it in their respective boot. Each Friday, Deana will announce winners of tickets drawn from the boots from each grade level on announcements.


· Lastly, the SWDP committee discussed the lack of school unity and fellowship we have been experiencing. As a result, we will be utilizing community meetings:
o One the second day of classes, we will have an all-school community meeting in the gym. At this community meeting, we will go over all expectations with the student body, introduce the folder system & boot system, and review the newly revised creed. We will also explain the new community meeting that will take place weekly in class.
o Every Monday morning (starting the second week back) the entire school will have community meetings. These meetings are designed to be student-led, and are an opportunity for students and staff alike to share affirmations, set goals for the week, develop problem-solving skills, and let the students have a voice in their classes. Many times we forget that the problems we see are not the problems the students see as the most pressing. We need to let them share their concerns, and validate them. We can use these community meetings to accomplish these goals.
o Community meetings will last from 8:00-8:25 or so. If the meeting is going longer but the conversation is rich and vital, then it obviously might take longer that day. The first few weeks will be more teacher-led as we train the students in how to host these meetings.
o An outline of community meeting structure will be presented at staff development in August.

· Immediate office referrals will be:
o Physical aggression
o Derogatory language
o Creating an unsafe environment for others

· Teacher expectations will be in line with student expectations. We need to model the behaviors we want to see. We will follow the creed as the students will.

· Our theme next year will be Be All You Can Be!
· If you would like to read up on behavior theory, try Alfie Kohn’s Punished by Rewards.