Cabinet draft MCS MASTER TECH PLAN 10 22 13 by MCSIT

MODESTO CITY SCHOOLS ADMINISTRATION 426 Locust Street Modesto, CA 95351-2699 209-576-4011

Board of Education Nancy Cline Cindy Marks Steven Grenbeaux Stacie Morales Amy Neumann Ruben Villalobos Sue Zwahlen

Board President Board Vice President Board Member Board Member Board Member Board Member Board Member

Superintendent Pamela Able

Associate Superintendents Julie Chapin Virginia Johnson Craig Rydquist

Associate Superintendent, Business Services, Chief Business Official Associate Superintendent, Education Services Associate Superintendent, Human Resources

Information and Technology Services John Scott Jim Gain

Director II, Information and Technology Services Supervisor, Instructional Technology

TECHNOLOGY MASTER PLAN CONTACT INFORMATION PLAN DATES DISTRICT NAME CDS CODES ADDRESS CITY ZIP CONTACT NAME CONTACT TITLE CONTACT EMAIL ADDRESS CONTACT PHONE NUMBER CONTACT FAX NUMBER

July 1, 2014 – June 30, 2017 Modesto City Schools 50-71167 and 50-71175 426 Locust St. Bldg K Modesto 95351 Jim Gain Supervisor, Instructional Technology Gain.J@monet.k12.ca.us 209-576-4106 209-576-4599

PURPOSE OF PLAN The overarching purpose of the Modesto City Schools Technology Master Plan is to establish a threeyear blueprint for building a rigorous, sustainable, and equitable 21st Century teaching and learning environment for all MCS students, teachers, administrators, and support staff. It is also is to meet the certification requirements of the California Department of Education. It serves as the reference document for the FCC’s E-Rate Reimbursement Program, the Microsoft Settlement K12 Voucher Program, and any potential State, Federal, or private education technology funding initiatives.

SUPERINTENDENT’S MESSAGE I wish to thank all of the stakeholders who contributed to the development of our Technology Master Plan. The hard work and honest feedback of our teachers, classified staff members and administrators, from both the District Office and school sites, will help improve our systems and ultimately increase academic achievement throughout our district. This Plan is an important part of the District’s mission “to prepare our students for the first day after graduation.” We must use technological resources to enhance teaching and learning, and equip our students with the skills necessary to be productive citizens in a diverse and competitive world. The Technology Master Plan fits in well with other district-wide efforts: It supports implementation of the Common Core State Standards by focusing on readying the District for the Smarter Balanced Assessment Consortium; it feeds into our Strategic Plan; and it goes hand-in-hand with School Site Single Plans. All efforts are reflective of our belief in continuous improvement. Once again, I am grateful for the contributions of every member of the Modesto City Schools family to this important work, and I look forward to the outcome of the Technology Master Plan – an increase in our students’ academic achievement.

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Contents MODESTO CITY SCHOOLS ADMINISTRATION ................................................................................ ii Board of Education ................................................................................................................................. ii Superintendent ........................................................................................................................................ ii Associate Superintendents ...................................................................................................................... ii Information and Technology Services .................................................................................................... ii TECHNOLOGY MASTER PLAN CONTACT INFORMATION ....................................................... iii PURPOSE OF PLAN............................................................................................................................. iii SUPERINTENDENTâ&#x20AC;&#x2122;S MESSAGE ..................................................................................................... iii PART 1 - TECHNOLOGY MASTER PLAN DURATION .......................................................................1 District Mission ........................................................................................................................................1 District Vision ..........................................................................................................................................2 Strategic Use of Technology ....................................................................................................................2 Critical Elements: ................................................................................................................................2 About the District .....................................................................................................................................3 About the District Technology Master Plan ............................................................................................3 PART 2 - STAKEHOLDERS .....................................................................................................................4 PART 3 - CURRICULUM ..........................................................................................................................5 3a. Description of teachers' and students' current access to technology tools both during the school day and outside of school hours. ............................................................................................................................5 General Access to Technology Tools ..................................................................................................5 K-6 Access to Technology Tools ........................................................................................................6 7-8 Access to Technology Tools .........................................................................................................7 9 - 12 Access to Technology Tools .....................................................................................................7 3b. Description of the district's current use of hardware and software to support teaching and learning. .........................................................................................................................................................................8

HARDWARE AND SOFTWARE CURRENTLY USED IN CLASSROOMS ................................ 8 THE USE OF TECHNOLOGY TO SUPPORT AND DELIVER INSTRUCTION ......................... 8 EDMODO AND GAFE ...................................................................................................................... 9 TECHNOLOGY USED TO PROMOTE EFFECTIVE CLASSROOM INSTRUCTION .............. 10 TECHNOLOGY RESOURCES FOR SPECIAL NEEDS ............................................................... 14 CURRENT USE OF TECHNOLOGY RESOURCES FOR ENGLISH LEARNERS (EL)............ 15 TECHNOLOGY RESOURCES FOR CREDIT RECOVERY ........................................................ 16 TECHNOLOGY USED IN LIBRARY MEDIA CENTERS & COMPUTER LABS ..................... 16 SBAC TECHNOLOGY READINESS & IMPLEMENTATION .................................................... 17 TECHNOLOGY USED IN SCHOOL MANAGEMENT................................................................ 17 3c. Summary of the district's curricular goals that are supported by this tech plan. ............................. 19 MCS Curriculum Goals......................................................................................................................... 19 Single Plan for Student Achievement ................................................................................................... 20 3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals. ................. 21 Goal 3d.1 All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society..................................................................................................................................... 21 Goal 3d.2 Modesto City Schools administrators and teachers at all levels will use real-time assessment data to determine appropriate interventions to improve instruction and student achievement. .................................................................................................................................................................. 26 ............................................................................................................................................................... 27 NARRATIVE ........................................................................................................................................ 28 PARENT INVOLVEMENT ............................................................................................................. 30 Epstein's Framework of Six Types of Involvement .......................................................................... 30 FLIPPED CLASSROOM INSTRUCTION...................................................................................... 31 Page v

What are the key elements of the flipped classroom? .......................................................................32 3e List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace.............................................................................................33 3e.1 All students will become technology literate as designated in the NETS Standards for Students, at their appropriate grade level. .................................................................................................33 Student Technology Survey...............................................................................................................36 3f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use ....................................................................................................................................36 3f.1 All students that need access to the Internet will be required to view the updated Student Internet Tutorial, successfully complete the Student Internet Safety Quiz and accept the “Student Internet and Network Agreement.” ...........................................................................................................36 3g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307) ...........................................38 3g.1 All students that need access to the Internet will be required to view the updated Student Internet Tutorial which includes a section on cyber safety, complete the online Safety Quiz and accept the Student Acceptable Use Policy (AUP). ..............................................................................................38 3h. Description of the district policy or practices that ensure equitable technology access for all students. .........................................................................................................................................................40 The Technology-Based Classroom ....................................................................................................40 3i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs........................................................................................42 Goal 3i.1 - PowerSchool will be used for student record keeping, attendance, grades and electronic report cards................................................................................................................................................42 Goal 3i.2 - SchoolCity will be used the interpretation and extrapolation of assessments. ................43 Tracking Student Attendance – PowerSchool ...................................................................................44 Tracking the Student’s Classroom Achievement – District Standard Gradebook Program ..............44 Tracking Student Test Scores – SchoolCity ......................................................................................44 3j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. ..............................................45

Goal 3j.1: Improve two-way communication between home and school ......................................... 45 3k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities. ......... 47 PART 4 - Professional Development ........................................................................................................ 48 4a. Summary of teachers' and administrators' current technology skills and needs for professional development. ................................................................................................................................................ 48 4a. Summary of teachersâ&#x20AC;&#x2122; and administratorsâ&#x20AC;&#x2122; current technology skills and professional development needs ............................................................................................................................................................. 48 4a.1 Administrative Technology Skills............................................................................................. 48 4a.2 Teacher Technology Skills........................................................................................................ 48 4a.2a Elementary School Staff Members.......................................................................................... 48 4b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals (sections 3d through 3j). .................................................................................................. 49 Goal 4b.2 All teachers and administrators will improve their technology abilities in at least one skill in each of the three Common Core Skills Areas as measured by the MCS Self-Assessment Survey of Technology Skills .................................................................................................................................... 50 Staff Development Models ............................................................................................................... 52 Application Training ......................................................................................................................... 53 Online Tutorials ................................................................................................................................ 53 Product Training ............................................................................................................................... 53 One-on-One Training ........................................................................................................................ 53 Integrating Technology into the Curriculum .................................................................................... 54 CTAP ................................................................................................................................................ 54 4c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned activities including roles and responsibilities. .................................. 54 PART 5 - Infrastructure, Hardware, Technical Support, and Software .................................................... 55

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5a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components of the plan.................................................................................................................................55 Existing Hardware .............................................................................................................................55 Existing Internet Access ....................................................................................................................55 Existing Electronic Learning Resources ............................................................................................55 ALL DISTRICT COMPUTERS BY AGE ........................................................................................56 INSTRUCTIONAL DEVICES BY SITE ........................................................................................57 COMPUTER BIOS AGE ..................................................................................................................58 5b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district's teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan. .........................................................................................................59 Hardware Needed ..............................................................................................................................59 Electronic Learning Resources Needed .............................................................................................59 Networking and Telecommunications Infrastructure Needed ...........................................................59 Physical Plant Modifications Needed ................................................................................................60 Technical Support Needed .................................................................................................................60 5c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components as identified in Section 5b. .......................................................................................................................................................................61 5d. Describe the process that will be used to monitor Section 5b and the annual benchmarks and timeline of activities including roles and responsibilities. ............................................................................63 PART 6 â&#x20AC;&#x201C; Funding and Budget .................................................................................................................64 6a. List of established and potential funding sources. ...........................................................................64 Equalization Funds ............................................................................................................................64 E-Rate ................................................................................................................................................64 Carl Perkins â&#x20AC;&#x201C; Regional Occupation Programs .................................................................................65 Information and Technology Services ...............................................................................................65

6b. Estimate annual implementation costs for the term of the plan. ..................................................... 66 HARDWARE, SOFTWARE AND INFRASTRUCTURE .............................................................. 66 SUPPORT STAFF COSTS ANNUAL OPERATING COSTS ....................................................... 67 6c. Describe the district's replacement policy for obsolete equipment. ................................................ 69 6d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary. ........................................................................... 69 PART 7 - Monitoring and Evaluation....................................................................................................... 70 7a. Describe the process for evaluating the plan's overall progress and impact on teaching and learning. ........................................................................................................................................................ 70 7b. Schedule for evaluating the effect of plan implementation............................................................. 70 7c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders. ...................................................................................................................................................................... 71 8. Collaborative Strategies with Adult Literacy Providers ....................................................................... 72 8. If the district has identified adult literacy providers, describe how the program will be developed in collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify adult literacy providers or potential future outreach efforts.)....................................................................... 72 Parent Institute .................................................................................................................................. 72 Yosemite Regional Occupation Program.......................................................................................... 73 9. Effective, Researched-Based Methods and Strategies .......................................................................... 74 9a. Summarize the relevant research and describe how it supports the plan's curricular and professional development goals. .................................................................................................................. 74 Technology-Integrated Instruction.................................................................................................... 75 Collaborative, Student-Centered Learning ....................................................................................... 76 Equitable Access to Technology for All Students ............................................................................ 76 Students with Special Needs ............................................................................................................. 77 English Language Learners............................................................................................................... 77 Gifted and Talented Education (GATE) ........................................................................................... 77 Page ix

Professional Development .................................................................................................................77 Technology-rich model schools. ........................................................................................................80 Data-Driven Instruction .....................................................................................................................80 Data-Driven Decision Making: Using Computer Data .....................................................................80 9b. Technology to Deliver Rigorous Curriculum ..................................................................................81 Distance Learning ..............................................................................................................................81 District Website: ................................................................................................................................82 Modesto Virtual Academy .................................................................................................................82 Internet Use:.......................................................................................................................................82 Distance Learning Classroom Resources ...............................................................................................83 RESEARCH REFERENCES.................................................................................................................83 PART 10 - ADDENDUM LIST ................................................................................................................84 10.1 SOFTWARE LIST .........................................................................................................................85 10.2 Student Internet and Network Agreement .....................................................................................86

PART 1 - TECHNOLOGY MASTER PLAN DURATION District Mission The mission of the Modesto City School District, in partnership with the community, is to provide our students with the knowledge, skills, and educational qualities required to be successful in fulfilling their personal and educational goals. The goal of our district is to produce graduates that are life-long learners with the knowledge, educational experiences, and perseverance to make their own way in an ever-changing world. DISTRICT GOALS Elementary and Junior High School Goals: Attendance: The elementary school district will maintain a 98% attendance rate. Achievement: Each school will meet or exceed its Academic Performance Index (API) target. Promotion: More than 90% of the students will meet the district’s academic standards for promotion to the next grade level. High School Goals: Attendance: The high school district will maintain a 98% attendance rate. Achievement: Each school will meet or exceed its Academic Performance Index (API) target. Graduation: More than 90% of the students will graduate with their class.

Students and staff should view technology as a tool for information access, record keeping, communication, and productive creativity. Technology enables students to have a “classroom without walls,” giving them access to ideas, research, and resources to help them become lifelong learners.

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District Vision Modesto City Schools is committed to providing the best possible training, educational/technical support, and infrastructure available to empower our teachers with the tools necessary to engage students in the educational process, develop skills-based learning, and accelerate academic achievement. There is universal agreement that planning committees, when creating a learning-based Technology Master Plan, need to spend time creating a vision that all people involved can support. Howard D. Mehninger in School Reform in the Information Age noted that vision is a "mental image of a desirable state of affairs...by setting direction, a vision statement helps set priorities and guides public policy." Modesto City Schools spent considerable time and effort soliciting staff, parents, students, and business partners regarding their attitudes concerning the use of technology in the classroom. BASED ON THE INPUT FROM THESE GROUPS, the district has developed the following vision and mission statements.

Strategic Use of Technology Modesto City Schools maintains that in order to be successful in the 21st century workplace, all students, teachers and staff must acquire technology literacy as a means to access, process, evaluate, synthesize, and disseminate information efficiently and effectively. Critical Elements: In order to meet the demands of preparing college and career ready graduates, the district’s mission focuses on the following elements: • • • • • • • •

promote equitable access to technology resources in every learning environment enable student engagement through use of appropriate technologies provide models of effective content presentation strategies which incorporate technology foster effective communication channels for all stakeholders provide meaningful assessment strategies to guide instructional interventions improve faculty and staff productivity through the use of emerging technologies integrate blended learning strategies in a variety of instructional settings ensure students become safe and responsible digital citizens

Modesto City Schools’ three-year Technology Master Plan is based upon current and projected levels of support and funding from local, state, and federal sources. As the funding levels for educational technology increase or decline, so will it impact the implementation of the goals and expectations reflected in this plan. Budget is almost always the mitigating factor in deploying new technologies in the classroom. “People have talked and dreamed about the vision for the classroom of the future for years in a variety of forms: Students partake in interactive learning with computers and other technology devices; teachers roam around as mentors and individual learning coaches; learning is tailored to each student's differences; students are engaged and motivated.” - Edutopia http://www.edutopia.org/student-centric-education-technology

About the District Modesto City Schools is located in the Central Valley, 75 miles east of the San Francisco Bay Area and 70 miles south of Sacramento. MCS District is the second largest employer in Stanislaus County. The District is composed of an elementary district (K-8) and a high school district (9-12) with a common Board of Education and administration. Seven other school districts feed into Modesto City Schools at the high school level. The District maintains a staff of 1,700 certificated and 1,200 classified employees. The current enrollment is approximately 30,000. Students are served in 22 elementary schools (K-6), four junior high schools (7-8), seven comprehensive high schools (9-12), and an extensive alternative education program which includes an opportunity and continuation school, independent study and adult evening high school. A variety of specialized academies and specific programs of instruction are available at each high school. In addition, several courses are offered through our School to Career program and Regional Occupational Program. The District has provided exemplary educational programs for students in the community since 1871. Education in Modesto City Schools involves not only teaching curriculum based on state standards, but also emphasizes a District-wide Character Education program which recognizes and rewards students for exhibiting specific character traits. District athletic programs further emphasize character development through California Interscholastic Federationâ&#x20AC;&#x2122;s Victory with Honor Program which promotes humility in victory and grace in defeat. The District performs benchmark assessments on a regular basis to adjust instruction and identify appropriate interventions, to ensure an individual studentâ&#x20AC;&#x2122;s progress in meeting content standards. As the District implements the California Common Core State Standards during the timeframe of this Tech Plan it will shift its formative and summative assessments to align with the Smarter Balanced Assessment Consortium. The Districtâ&#x20AC;&#x2122;s ultimate goal is to ensure that students receive the best education possible in order to be able to strive to attain the highest goals of which they are capable.

About the District Technology Master Plan This Technology Master Plan will be in effect from July 1, 2014 through June 30, 2017. The plan will serve as the guideline for technology expenditures and associated professional development, which includes software, hardware, network infrastructure, programming, peripheral devices, outside consulting, conferences, workshops, and online resources. This plan will also serve as the technology planning document for the E-Rate application and E-Rate discounts. Some items and actions steps suggested and/or outlined in this technology master plan may be subject to collective bargaining and funding constraints.

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PART 2 - STAKEHOLDERS Type of Partner Information Technology Staff

Name of Partner and Contact Information John Scott, Jim Gain, Sally Chapman, Jason Rabbiosi, Matthew Ketchum, Mike Westbrook

Education Michael Coats, Phillip Services Jaramillo, Darin Willett, Administrators Becky Fortuna, Danielle Hinkle, Eric Andersen, Mike Henderson, Ginger Johnson, Thor Harrison, Mark Herbst Teachers Eric Corgiat, Greg Havens, Suzi Tornberg, Papith Lee, Mark Nower, Patrick Durr Parents Stacy Jaramillo, Tami Rhodes, Darin Willett, Yumi Soares, Jason Rabbiosi

Role in Development of Technology Plan Modesto City Schools Director of Information and Technology Services and its staff provide information concerning the districtâ&#x20AC;&#x2122;s infrastructure and future plans to upgrade the districtâ&#x20AC;&#x2122;s wide area network. Help write and review sections 3 and 4; Curriculum and Professional Development

Role in Supporting Technology Plan Responsible for the support of technology involved in the district technology plan. Includes all hardware, software, ongoing updates, and maintenance of the district network infrastructure.

Help write and review sections 3 and 4; Curriculum and Professional Development Reader/Editor

Responsible for coordinating integration of technology into Common Core implementation.

Give input at committee meetings

PART 3 - CURRICULUM 3a. Description of teachers' and students' current access to technology tools both during the school day and outside of school hours. Modesto City Schoolâ&#x20AC;&#x2122;s Educational Services is responsible for comprehensive, instructional programs for all students in the district. The instructional programs provide for active learning, critical thinking, performance assessment, use of technology and relevant materials which incorporate the history and culture of a diverse community, and which are consistent with national, state, and district goals. The programs facilitate professional development activities which address the training needs of the district, careerorientation, school-to-work, vocational and technical opportunities, drug prevention and intervention, and alternative education. General Access to Technology Tools All of our classrooms are connected directly to the Internet. There are also computers located in the schoolâ&#x20AC;&#x2122;s libraries, which are available to both students and teachers before and after school as well as during the lunch hour. Students access these resources during class visits to the labs as well as in-class workstations. The majority of our classrooms have computers available to both students and teachers that are used throughout the school day for various activities including teacher productivity and student classroom assignments. Special technologies are provided for those special needs students as identified through the IEP process. Teachers at some sites have access to student response systems such as CPS or Qwizdom, as well as projectors and laptops and wireless laptop labs. Mobile devices such as Ipads and tablets are used by staff and students for instruction during the regular academic day, as well as after school learning programs. Teachers are beginning to integrate laptops, tablets, and projectors, for lessons that are increasingly calling for student response systems, and real time feedback. Teachers are beginning to present lessons and assessments, in learning management systems such as Edmodo and Apex Learning that require students and teachers to interact over the internet for instruction, individual or collaborative practice, assessment and reporting. More specific details can be found in section 3b.1.

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K-6 Access to Technology Tools Modesto City Schools has 22 elementary schools, all of which have computer labs for all students to use for acquiring keyboarding skills, accessing the Internet, and for working with curriculum specific content. The computers listed below vary from one to eight years of age.

SCHOOL Beard Bret Harte Burbank El Vista Enslen Everett Fairview Franklin Fremont Garrison Kirschen Lakewood Marshall Martone Muir Rob Road Rose Shackelford Sonoma Tuolumne Wilson Wright

LIBRARY - Open before and after school 7 4 7 4 5 3 5 43 4 8 5 7 15 6 5 7 7 9 4 10 4 6

WORKSTATIONS AVAILABLE COMPUTER LAB - Open before CLASSROOMS - Open before and after school and after school 20 46 35 147 39 76 35 51 20 43 34 76 36 105 41 214 35 79 20 67 36 85 25 61 39 85 35 119 36 49 50 172 19 71 29 104 20 66 38 73 34 59 34 169

7-8 Access to Technology Tools Modesto City Schools has four junior high schools. All of our junior high classrooms are connected directly to the Internet. There are also computers located in the schoolâ&#x20AC;&#x2122;s libraries that are available to both students and teachers before and after school as well as during the lunch hour. SCHOOL

Hanshaw La Loma Mark Twain Roosevelt

LIBRARY - Open before and after school 27 12 8 11

WORKSTATIONS AVAILABLE COMPUTER LAB - Open before and after school 36 35 30 61

CLASSROOMS - Open before and after school 276 126 366 150

9 - 12 Access to Technology Tools Modesto City Schools has seven high schools and an alternative education-site, all of which have computer literacy labs for all students to use for acquiring keyboarding skills, accessing the Internet, acquiring application skills, and for working with curriculum specific content. All of our high school classrooms are connected directly to the Internet. There are also 10-20 computers located in the schoolsâ&#x20AC;&#x2122; libraries. A like number of computers in the Career Centers are available to both students and teachers before and after school, as well as during the lunch hour. The computers listed below vary from 1 to 8 years of age. SCHOOL

Beyer Davis Downey Elliott Enochs Gregori Johansen Modesto Pearson

WORKSTATIONS AVAILABLE LIBRARY - Open before and after school

COMPUTER LAB - Open before and after school

CLASSROOMS - Open before and after school

42 40 38 10 62 56 61 20 0

141 194 254 92 201 120 201 195 45

266 258 248 149 100 50 307 311 0

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3b. Description of the district's current use of hardware and software to support teaching and learning. HARDWARE AND SOFTWARE CURRENTLY USED IN CLASSROOMS The District recognizes that technology is an essential component of instructional delivery, classroom management, collaboration, and communication. The District set technology standards for classroom and works to ensure that all classrooms are equipped accordingly, and that adequate technology training is available to all staff. The technology standard for classrooms includes: • • • •

a computer or laptop that has high speed access to both internal and external network resources, a projector or large digital display for presentation, a document camera or tablet for image capture, a printer to produce reports and supplemental materials.

All district computers have a current version of the Microsoft Office Suite (Word, Excel, PowerPoint, Access, and Publisher) installed (Outlook on staff computers only), as well as any content specific or instructional applications. The minimum network connection speed is 100 megabits, 20 school sites connection at 1 gigabit, and 19 of the 34 school sites have medium density wireless networks to support instructional delivery and school operations. The long term goal, contingent on funding, is to acquire and deploy a high density wireless wide area network (WWAN) at all District sites by 2018 to support a 1:1 student to device model, and accommodate the use of personally owned devices by staff and students. Addendum 10.1 provides a complete listing of the software currently used. THE USE OF TECHNOLOGY TO SUPPORT AND DELIVER INSTRUCTION Levels of technology use and access vary from site to site, classroom to classroom, as does the level of user proficiency. All teachers use email to correspond internally, to communicate with parents, and to collaborate with their peers. All teachers collect daily attendance data and perform student record keeping tasks electronically. Most teachers use technology in some form to develop, support, augment, or deliver instruction. The use of teacher created websites is sporadic with less than 30% of the staff maintaining active content, while the use of Facebook , Twitter, and Edmodo increases weekly. In its preparation for Common Core State Standards (CCSS), the District has focused on improving the use of technology to support instructional delivery and standardizing instructional technology in all classrooms. The District’s Instructional Technology (IT) Department has been restructured to better meet the challenges associated with CCSS and develop a comprehensive repository of online resources that are both timely and useful to staff, students, and parents. The IT staff provides and

coordinates technology training for all district staff, and is the application support source for Apex Learning, Edmodo, Google Apps for Education (GAFE), Microsoft Office, and PowerTeacher Gradebook. A variety of technology applications are used throughout the District at all grade levels and content areas. The Computer Systems department installs, updates, and maintains a standard base image which includes the current version of the Microsoft Office Suite (Word, Excel, PowerPoint, Access, and Publisher) and Adobe Reader on all District computers. Desktop shortcuts to critical web applications are incorporated into the user’s logon scripts. The student logon script presents shortcuts to applications and resources based on his or her group membership, and the same process is used for teachers, administrators, and support staff. Specific content area resources including Scholastic’s System 44, Read 180 and Math 180 web-based applications; MySkillsTutor, Catchup Math,ThinkCentral.com, iLearn.com, Khan Academy, Edmodo, Google Apps for Education and Apex Learning are integrated into the district’s instructional strategies. These resources are used for targeted support, credit recovery, flipped instruction, IEP interventions, online independent study (Modesto Virtual Academy) as well as blended distance learning. A comprehensive listing of all software used throughout the District is included in Addendum 10.2. The list of these instructional assets and adaptive interventions grows continually and further shapes the District’s digital landscape. EDMODO AND GAFE The use of Edmodo and GAFE are coordinated and supported by the District’s IT staff, and the use of these assets exceeded 5,000 active users at the writing of this plan. Edmodo is a social learning platform for teachers, students, and parents. It is commonly thought of as the Facebook of schools, as called by pupils and teachers alike. Google Apps for Education (GAFE) is a free service from Google providing independently customizable versions of several Google products under the Modesto City Schools monet domain. It features several Web applications with similar functionality to traditional office suites, including Google Calendar, Drive, Docs, and Sites. Edmodo and GAFE work hand-in-hand as a Learning Management System and content creation suite. This interconnected functionality allows users to sync their Google Docs with their Edmodo Library so users can easily access and share Google Docs with Edmodo groups. This integration also allows teachers to create a paperless classroom by using Google Docs for assignments and submitting them through Edmodo.

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TECHNOLOGY USED TO PROMOTE EFFECTIVE CLASSROOM INSTRUCTION Grades K - 6 When the previous tech plan was written, K-6 student report cards were paper-based and hand written. Today, grades are entered electronically and teachers are working in partnership with the District to transition to Standards Based Report Cards while incorporating performance data collected from computerbased benchmark assessments. Technology used in the elementary grades includes content presentation, engagement activities, classroom management, check for understanding and assessment, as well as school-to-home communication. SITE SAMPLES BRET HARTE ELEMENTARY Document cameras and projectors connected to teacher computers have never worked so hard at Bret Harte Elementary. Teachers in all grades wonder how they ever taught without them! Whether using the document camera to display teaching handouts or accessing the internet to provide various examples and modalities of presentation, teachers have embraced technology in the classroom. Linda Crow, a second grade teacher, uses Google Apps for Education in her classroom and working with her grade level peers. She uses classroom communication to let parents know how students are responding to l earning. Most of the classrooms have seven to eight-year-old computers running Windows XP as does the computer lab.

FAIRVIEW ELEMENTARY Over the past two school years Fairview Elementary School has made a significant investment in technology. In the 2011-2012 school year all classrooms (K-6) received a Mobiview to support and deliver instruction. This gave teachers the accessibility they needed to better use their Smartboard technology while giving them the ability to be mobile. Use of the Mobiviews gave teachers the ability to switch between different programs; from Powerpoint to Word, from an Internet browser to a document camera, all with ease and fluidity. Classrooms in grades 2-6 received responders for every student. The responders allowed instructors to immediately check for understanding and redirect instruction as needed. Additionally, the site ensured that all classrooms had a teacher workstation, printer, document camera, and projector. In the 2012-2013 school year all classrooms were updated with new NEC projectors. The computer lab was updated with new computers. The siteâ&#x20AC;&#x2122;s computer lab tech worked to set up GAFE accounts for their students. All teachers received training on the SBAC assessments, which were piloted at the site in grades 3 â&#x20AC;&#x201C; 6.

MARTONE ELEMENTARY Our computer lab is going well. We have programs for all grades K-6. One focus is on keyboarding skills and Microsoft Word. This will help us looking forward to the CCSS. Even K students are learning how to keyboard. Once touch screen comes into style they will shift to that. Grades 4-6 spending time later in the year on internet research, report writing, and power point. The focus is on 4th – California History Content Research; 5th – States History Research projects; 6th – Ancient Cultures Research projects. Students will be using power point and Publishing.

SHACKELFORD ELEMENTARY

Currently all teachers in grades 4th-6th are equipped with Ipads and apple TVs. We have also purchased airports so that all Ipads have wireless internet connection. This equipment has allowed teachers to use their technology in a variety of ways. Teachers have replaced their Document Cameras with their Ipads by using the camera on the Ipad, an Ipad stand, and their Apple TV connection. They are using ClassDojo to provide students with constant positive praise and feedback. Teachers have used their Ipads and Apple TVs to show videos to provide their students with background knowledge. Ipads are being used as handheld whiteboards which gives them the flexibility to roam around the classroom while the Ipad is being projected onto the screen. A variety of Apps have been downloaded and are being implemented in the classroom. Teachers are using Apps to random select students. They are also using Apps to help support instruction. During grade level PLCs, teacher will be using their Ipads to access their data on SchoolCity to share during their meetings.

WILSON ELEMENTARY At Wilson Elementary, students at ALL grade levels have access to Google Apps for Education (GAFE). The teachers at Wilson actively use Edmodo as an informational hub for their Professional Learning Community and as the primary conduit for student - teacher interaction and engagement. The student body voted for ASB officers using Edmodo so grades 3-6 students have an Edmodo account. Ipads are currently in all classrooms (10 ipads in upper and 6 ipads in lower grades). All staff members have ipads and laptops and we use these to review SchoolCity and CDE data during staff and PLC grade level meetings. Mr. Havens has teacher training Tuesdays, Wednesdays and Thursdays where he volunteers his time teaching teachers about PowerSchool, useful apps and other technology issues

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Grades 7 - 8 The Districtâ&#x20AC;&#x2122;s four junior high schools (Hanshaw, La Loma, Mark Twain, and Roosevelt) began a pilot program for trailing math students using Scholasticâ&#x20AC;&#x2122;s Math 180 to support direct instruction. Each site hosted two sections daily, using 18 computer workstations equipped with headphones, enabling the students to work at their own pace without disruption or distraction. Through an EETT competitive grant the District acquired 11, 20-unit MacBook Air carts in 2010. Two carts were initially assigned to a Roosevelt Junior High. Two additional carts were subsequently placed at Mark Twain Jr. High. These MacBook Airs are used to provide supplemental math instruction with the Skills Tutor and Catch-Up Math applications. Individual instructors branched out and incorporated online assets which included the Google Apps for Education, and a broad range of Khan Academy offerings into their supplemental and direction instruction strategies. Three years ago, La Loma Junior High Science Teacher Lee Ollar started using GAFE to connect with students, and provide them a place to collaborate, share documents, and create content. He soon expanded his classroom successes to the La Loma staff, where he created forums, calendars, and collaboration spaces to support the school. LALOMA JR HIGH THESTARCENTER is a Science, Technology, Engineering, Arts and Math Program which concentrates on reinforcing STEAM standards through modern technological methods, and hands on activities. Students have the opportunity to extend their learning beyond the traditional classroom setting, by participating in a Lego Robotics competition, the Future City Competition, the Regional Science Olympiad, the Regional Academic Pentathlon, the school science fair, the SCOE Science Fair, and / or the Math Super Bowl. Students utilize laptops, computers, iPads, smartphones, chromebooks, video production equipment, and the scientific method, to develop, hypothesize, and draw logical conclusions about the world they live in, and they construct and prepare projects and presentations to display that information in an informed and artistic manner. To increase communication and collaboration among students and teachers, students are responsible for completing independent and group based projects via Google Apps for Education's free collection of cloud-based software. Students communicate important tasks, to-do lists, and event deadlines, via Gmail, Calendar, and Google+. Students collaborate on research projects and produce essays, documents, spreadsheets, and presentations together via Google Drive. Students construct websites and project locations via Google Sites, and students practice proper search and citation techniques with Google Search. In addition to the Google Apps for Education collection, students also have access to other web-based programs such as the KhanAcademy, and students have the opportunity to assist and tutor other students and teachers with learning and implementing these skills, during in-school and after-school sessions as well.

Grades 9 - 12 Teachers at the high school sites are using technology to develop lesson plans for in-class presentations and to deliver content. Each high school site has a district website for posting school information for the general public. As technology and training becomes available, the goal is to have all teachers post secure class information using District standard software. All seven high school sites are developing teacher websites using Google sites and/or Sharepoint websites for school-to-home communications. Teachers can post grades, classroom assignments, downloadable documents, and parental information on a regular basis with a faster implementation timeline using services such as PowerSchool Parent Portal and School Center. Students use the technology on and off site. Computers in the libraries, computer labs and career centers are available to students before and after school and during their lunchtime. Some high schools have multiple computer labs where teachers reserve time to bring their entire class to research topics and developing their student presentations and reports. Through an EETT competitive grant the District acquired 11, 20-unit MacBook Air carts in 2010. Eight (2 per site) were assigned to Beyer, Davis, Downey, and Modesto High Schools, and one was assigned to the ITS Training Lab at Pearson Education Center. These MacBook Airs are used to provide supplemental math instruction with the Skills Tutor and Catch-Up Math applications. Individual instructors branched out and incorporated online assets which included the Google Apps for Education, and a broad range of Khan Academy offerings into their supplemental and direction instruction strategies. Students graduating from Modesto City Schools are required to be proficient in the use of technology. Proficiency can be demonstrated by successful completion of a computer literacy course or passing an online examination. JOHANSEN HIGH SCHOOL Johansen High School featured a Video Game Design Camp over the summer for 6th to 9th grade students. The kids represented a wide range of backgrounds and experience levels. There were a total of 66 children participating. The originally planned morning session quickly filled up, so the camp was expanded to include a pm session as well. Students gained video game designing skills including, indoor and outdoor level design, visual scripting, artificial intelligence, animation, graphics, special effects, and much, much more. By the end of the week, they built a solid foundation to get them started with video game designing. The Video Game Designing Camp by Brad Cornwell and the Multimedia Pathway at Johansen High hoped to provide its participants with job skills they can expand on and develop, such as 3D lighting and animation, 3D modeling, visual scripting, game engineering, level designing, idea organizing, visual planning and more.

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TECHNOLOGY RESOURCES FOR SPECIAL NEEDS Modesto City Schools has over 3,800 students with exceptional needs. Those students run the gamut from vision, speech or hearing challenged to emotionally disturbed. Whatever their least restrictive environment may be, the use of Assistive Technologies and Interactive web resources can be of great help. Assistive technology is used in special education classes to help students move, communicate, perform everyday tasks, class work or other functions as defined in an individual education plan (IEP). As Ted S. Hasselbring, Ed.D., and Candyce H. Williams Glaser, Ph.D. reported in their paper (Use of Computer Technology to Help Student with Special Needs), computer-based technologies can play an especially important role for students with special needs. Not only can computer technology facilitate a broader range of educational activities to meet a variety of needs for students with mild learning disorders, but adaptive technology now exists than can enable even those students with severe disabilities to become active learners in the classroom alongside their peers who do not have disabilities. Boardmaker by Mayer-Johnson visual assistance. Voice to Text Dragon Text Reading programs Wynn by Freedom Scientific Testtalker by Freedom Scientific Write:Outloud by Don Johnston

Other assistive decives: • Joysticks, • Alternative Keyboards, • iPads, • iPhone, • Digital Cameras, • Scanners, • Laptops, • Audio Readers, • MP3 Players, • Static Display Voice Output Devices

Software with Word Prediction Co:Writer by Don Johnston On Screen Keyboard REACH by Applied Human Factors Book Reading Bookshare.org Learning Ally

CURRENT USE OF TECHNOLOGY RESOURCES FOR ENGLISH LEARNERS (EL) Instructional technology, in its various forms, offers tremendous opportunities for the English Learners to be successful in school and beyond; in many situations, technology “levels the playing field” for EL students as they study alongside their English Only speaking peers. In the classroom, instruction for English Learners and other students needs to be “scaffolded.” That is, information must be presented in its essential framework, with additional information and examples gradually added so that students of all language and ability levels can comprehend and apply it. Information, examples, and non-examples must be presented in a number of formats, with emphasis on the visual and auditory modalities. Technology makes “scaffolding” not only easier to accomplish for the teacher, but more effective as technology is adapted in the classroom. Additionally, technology offers opportunities to “individually scaffold” lessons and topics. Writing is the most difficult of the communication skills, and writing is especially difficult for EL students; writing is usually the last academic skill acquired by an English Learner. Writing is greatly improved for all learners through the use of technology, but various programs available on various forms of technology help English Learners improve rapidly, to say nothing of the translation opportunities available in subject areas. Common Core goals in ELA and Math, and extended in all subject areas, require students to become involved in the process of solving problems and creating solutions to situations. Students must justify their thinking process through writing. Indeed, anticipated Common Core assessments will rely heavily upon the skills of reading and writing. Technology can be of great assistance in providing guided reading opportunities and in assisting the EL student through the writing process. Technology, in the classroom and out of the classroom, permits the practice and support necessary to acquire, use, and eventually master a new language. An English Learner must acquire a new language, and at the same time learn subject content. Technology can speed up and make more comfortable the process of language acquisition and content learning.

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TECHNOLOGY RESOURCES FOR CREDIT RECOVERY The District has been a pioneer in the use of online content delivery to support its credit recovery efforts. In the summer of 2009, the District transitioned from a traditional “paper and pencil“ summer school structure to a blended learning environment using the MOODLE LMS and content from Class.com. This shift toward blended learning scaled quickly and promoted the establishment of the Modesto Virtual Academy and the contracting with Advanced Path Academy (APA) to provide online independent study and viable options for off track students. The use of blended learning enabled the District to expand its Extended Summer School offerings and develop other interventions like the Turnaround Opportunity Program (TOPS) programs at Gregori High School and Johansen High School. TOPS focuses on trailing 9th and 10th graders through a well-supported school within a school setting, where blended learning is used to support core content areas. In August 2013, the District adopted Apex Learning as their learning management content system and provider. The coursework is fully hosted and supported on Apex servers which enable students to access their online classes anywhere there is an Internet connection, at any hour of the day, and at an appropriate pace. Apex courses are aligned to California State Standards, and a number of their courses meet the UC a-g student requirements for freshman admission. Additionally, this consolidation of online content delivery freed-up District owned server resources for other projects, and reduced the District’s involvement in the management and maintenance associated with online content delivery. The District’s adoption of Apex Learning has provided the District accredited content, better management tools, and continuity in its online learning efforts; the APA program at Beyer High uses Apex Learning as its core content. TECHNOLOGY USED IN LIBRARY MEDIA CENTERS & COMPUTER LABS The library media centers and computer labs at the seven comprehensive MCS high schools have a variety of technology tools that students and staff use on a daily basis to enhance learning. Some schools have separate computer labs within the library media center; all media centers have computer workstations accessible for students to use before, during and after school. Libraries and computer labs with wireless access points allow students and staff to bring their own wireless devices (known as BYOD) and staff may connect to the wired network with their personal laptops to access the Internet anywhere in the District.

Examples of regularly used technology include: • •

Hardware such as desktop workstations, online library catalogs, notebook computers, tablets, LCD projectors, Apple TV, wireless access points, scanners, printers, and document cameras Web-based tools such as online subscription databases (ProQuest, EBSCO, Cengage, Career Cruising), EdModo, Google Apps for Educators, Follett Bookshelf and other teacher-created sites.

The shift toward Common Core State Standards places an emphasis on digital content creation as a key component of both instructional outcomes and summative assessments. Pairing intervention with need is a deliberate and dynamic process that has replaced traditional “bubble and scan tests” by the implementation of computer-based testing. Skill sets, such as word processing, online research and collaboration normally associated with grades 7 - 12, must now be developed as early as 2nd grade. Library-based and mobile media centers are essential elements in this preparation. The research outcomes identified in the CCSS include: • • • • • •

Conduct short research and more sustained research projects Gather relevant information from multiple sources, including digital and print Demonstrate understanding of the subject matter Assess credibility and accuracy of sources Integrate information while avoiding plagiarism Draw evidence to support analysis, reflection, and research

District staff play a vital role in teaching online research skills and many serve as the school’s primary instructional technology resource. As the District moves toward the adoption of digital textbooks they will be key personnel in assisting students, staff, and teachers in this transition. SBAC TECHNOLOGY READINESS & IMPLEMENTATION To support interim and annual assessments, the District provides and maintains both permanent (wired) and mobile (wireless) computer labs at each of its school sites. Ratios for these labs are determined by SBAC assessment windows and student populations. TECHNOLOGY USED IN SCHOOL MANAGEMENT The District’s Information Systems programming staff created a number of powerful applications and reporting tools that enhance school management and provide immediate feedback. The Classroom Visitation Application enables administrators to take an objective snapshot of a lesson in progress, and send immediate feedback to teacher. The information collected is stored in a SQL database, allowing the teacher or administrator to disaggregate each snapshot to identify areas of need and track their progression. This application was written to evolve as District emphasis and needs change.

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The IS staff develop and maintain a feature-rich SQL based data warehouse called MOSIS (Modesto Student Information System) which includes a host of powerful workflows, processes, and applications. MOSIS interconnects data tables across multiple applications and data sets, enabling staff to perform tasks like changing a student’s Active Directory password from a dashboard, or access emergency contact information with simple search. MOSIS’s Discipline application is highly refined workflow that tracks a student’s discipline from infraction to intervention in a secure data structure which is only accessible on a need to know basis. Additionally, documents and reports entered into the system cannot be altered after posting, ensuring a solid chain of information fidelity throughout the process. MOSIS is an essential tool for ensuring the submission accuracy of time critical CALPADS reporting. It also contains robust reporting features that enable users access the data they need in a simple, intuitive workflow.

Mike Rich, Principal of Davis High School comments: “As an administrator the use of technology is integral not only to my daily responsibilities but in the ongoing efforts to educate all students. PowerSchool, SchoolCity and MOSIS are invaluable as information systems. Regular use of these services is essential to reviewing data globally and then drilling down to the individual student level. Without them it would be impossible to identify and prescribe personal interventions for students. Parent portal access of student grades and attendance has become a powerful ally to help bridge the home to school communication. Outlook has also become a needed staple for communicating with parents, staff and other stakeholders. Without email our efficacy rate would plummet. Our school website is also a great piece of software to help with the communication and dissemination of vital information to the community. From a hardware standpoint I use my laptop and iPad every day. The use these devices helps me create professional development, research new ideas and present them to the staff and faculty to better educate the whole child. Computer labs, both fixed and mobile, have become a valuable teaching tool in the hands of teachers and students. As we move towards more online assessment tools, it will be essential to place devices in the hands of all students regularly and efficiently to prepare them for 21st century careers and expectations. The new digital version of the Walk Through Protocol is a great improvement to its predecessor. The data it provides us is timely and accurate. The ability to send the notes to a teacher and share a professional conversation is invaluable.”

3c. Summary of the district's curricular goals that are supported by this tech plan. The Modesto City Schools (MCS) Technology Master Plan is aligned and influenced by various district strategic documents, programs, state and federal guidelines, and the newly adopted California Common Core State Standards. The MCS District Strategic Plan was revised and rewritten in 2013-14 to provide essential district-wide objectives that give direction and meaning to the goals and implementation plan set within Modesto City Schools. This plan is also guided by the recently updated California legislation (AB307) and the revised Federal laws (CIPA and Protecting Children in the 21st Century Act) which influence district policy, teaching, and learning in areas related to digital safety, ethics, and citizenship. The purpose of this Technology Master Plan is to meet the certification requirements of the California Department of Education. It also serves as the reference document for the FCC’s E-Rate Reimbursement Program, the Microsoft Settlement K12 Voucher Program, and any potential State, Federal, or private education technology funding initiatives. MCS Curriculum Goals Our specific curricular goals are directly tied to making a smooth transition from California Content Standards to the California Common Core State Standards. All components of the Master Plan goals and strategies support this transition, and staff is currently exploring technology to enhance instructional practices and promote student mastery of CCSS. To significantly reduce the achievement gap and access gap over the next three years by personalizing instruction and learning for each student, holding high expectations, and providing additional supports for students who require them • • •

Redesign district services for effectiveness, efficiency and equity Ensure all students achieve proficiency on state standardized assessments Expand access to online course offerings and develop a certification process for online instruction based on the International Association for Online Learning (iNACOL) standards

Assignment of Common Core State Standards Implementation Fund in Support of Technology The transition to Common Core State Standards represents a fundamental shift in how teachers will use technology to deliver instruction and assess student performance. Recognizing the significance of this shift, the Governing Board allocated $2,100,000 from the state’s Common Core State Standards Implementation Fund to be used towards three essential implementation steps: • • •

upgrades to or replacement of teacher workstations that exceed five years, ensuring that K-12 sites have adequate technology to deliver the Computer Based Testing (CBT) professional development for technology mastery.

Subsequent phases will be delineated over the transition of this plan.

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Single Plan for Student Achievement At the school level, the School Site Council annually prepares a Single Plan for Student Achievement. The plan includes a continuous development, implementation, and monitoring cycle to provide a means to monitor student achievement. Within the “Actions to be Taken to Reach This Goal” section, schools determine the role of technology in their plans. The plans MAY include the allocation of resources to purchase hardware, software, or to provide additional staff development for the use of these electronic resources.

Mark Nower, an agriculture sciences teacher at Gregori High School uses technology to support project based learning in all his classes. His students routinely use their 36-station computer lab to conduct Internet based research, create reports, write speeches, and track their live animal projects. His students use an Excel based record book program to keep records (receipts and expenses), log their FFA Activities, keep track of non-depreciable and depreciable property, track calendar events as well as their community activities. Students also use their books as the basis to apply for the chapter farmer, State Farmer and American Farmer degrees. Nower said, “This coming year we are switching to an ‘E book” so students will be able to log in at home and keep better track of their records.” He added their record book project has been a key factor in his students success in state level competitions and that Gregori FFA students have made it to the finals the past three years.

3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals. By providing teachers with ongoing opportunities to participate in effective professional development activities and by giving them easy access to integrate quality online resources, students will participate in engaging and empowering learning experiences. This any time, any place, any pace student access to online resources will be facilitated through active use of school-to-home communications and through the utilization of appropriate social media. GOAL 1 of 2 Goal 3d.1 All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. GOAL

OBJECTIVE 3d.1.1

BENCHMARKS

All learners will have engaging and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. By June 2017, Modesto City Schools will continue to develop a comprehensive web presence that provides online materials for the support of professional development and curriculum delivery for the Common Core implementation of English Language Arts, Math, Science and Social Science. Year 1: 3d.1.1a By June 2015, Modesto City Schools will continue to develop and maintain a combined Windows SharePoint Services 2013 and Google Sites web presence that focuses on providing online materials for the support of Professional Development of Common Core implementation of English Language Arts. Year 2: 3d.1.1b By June 2016, Modesto City Schools will continue to develop and maintain a combined Windows SharePoint Services 2013 and Google Sites web presence that focuses on providing online materials for the support of Professional Development of Common Core implementation of English Language Arts and Math.

OBJECTIVE 3d.1.2

BENCHMARKS

Year 3: 3d.1.1c By June 2017, Modesto City Schools will continue to develop and maintain a combined Windows SharePoint Services 2013 and Google Sites web presence that focuses on providing online materials for the support of Professional Development of Common Core implementation of English Language Arts, Math, Science and Social Science and Career Technical Education and Electives. By June 2017, all teachers and administrators will be trained to effectively utilize technology-based resources to deliver, enhance and differentiate content that fosters engaging learning experiences regardless of subject area or learning environment. Year 1: 3d.1.2a By June 2015, all administrators and 50% of teachers will be trained to effectively utilize technology-based resources to deliver, enhance and differentiate content that fosters engaging learning experiences regardless of Page 21

subject area or learning environment. Year 2: 3d.1.2b By June 2016, all administrators and 75% of teachers will be trained to effectively utilize technology-based resources to deliver, enhance and differentiate content that fosters engaging learning experiences regardless of subject area or learning environment.

OBJECTIVE 3d.1.3

BENCHMARKS

Year 3: 3d.1.2c By June 2017, all administrators and teachers will be trained to effectively utilize technology-based resources to deliver, enhance and differentiate content that fosters engaging learning experiences regardless of subject area or learning environment. By June 2017, 90% of all students will use technology to practice and increase their skills in reading and math as aligned with the California Common Core State Standards and NETS (National Education Technology Standards for Students). Year 1: 3d.1.3a By June 2015, 50% of all students will use technology to practice and increase their skills in reading and math as aligned with the California Common Core State Standards and NETS (National Education Technology Standards for Students). Year 2: 3d.1.3b By June 2016, 70% of all students will use technology to practice and increase their skills in reading and math as aligned with the California Common Core State Standards and NETS (National Education Technology Standards for Students).

OBJECTIVE 3d.1.4

BENCHMARKS

Year 3: 3d.1.3c By June 2017, 90% of all students will use technology to practice and increase their skills in reading and math as aligned with the California Common Core State Standards and NETS (National Education Technology Standards for Students). By June 2017, Modesto City Schools will ensure all students have access to content and resources anytime anyplace any pace by providing student accounts to both Google Apps for Education and Edmodo and teacher training in both programs. Year 1: 3d.1.4a By June 2015, Modesto City Schools will provide all students with a Google Apps for Education student login and teacher access to Google certified training. Year 2: 3d.1.4b By June 2016, Modesto City Schools will continue to provide all students with a Google Apps for Education student login and teacher access to Google certified training and add Edmodo at the secondary level.

OBJECTIVE 3d.1.5

BENCHMARKS

Year 3: 3d.1.4c By June 2017, Modesto City Schools will ensure learner online access to content and resources anytime anyplace any pace by providing student accounts to both Google Apps for Education and Edmodo and teacher training in both programs. By June 2017, all administrators and teachers will be trained to create and promote clear channels of communication through the use of school-to-home communication resources such as: websites, email, social media, PowerSchool portal, school messenger. Year 1: 3d.1.5a By June 2015, all administrators and 50% of teachers will be

trained to create and promote clear channels of communication through the use of school-to-home communication resources such as: websites, email, social media, PowerSchool portal, school messenger. Year 2: 3d.1.5b By June 2016, all administrators and 75% of teachers will be trained to create and promote clear channels of communication through the use of school-to-home communication resources such as: websites, email, social media, PowerSchool portal, school messenger.

OBJECTIVE 3d.1.6

BENCHMARKS

Year 3: 3d.1.5c By June 2017, all administrators and teachers will be trained to create and promote clear channels of communication through the use of school-tohome communication resources such as: websites, email, social media, PowerSchool portal, school messenger. By June 2017, all administrators and teachers will be trained to leverage appropriate social networking technologies and platforms to create interactive personal learning networks using FaceBook, Google +, Twitter, and Edmodo. Year 1: 3d.1.6a By June 2015, all administrators and 50% of teachers will be trained to leverage appropriate social networking technologies and platforms to create interactive personal learning networks using FaceBook, Google +, Twitter, and Edmodo. Year 2: 3d.1.6b By June 2016, all administrators and 75% of teachers will be trained to leverage appropriate social networking technologies and platforms to create interactive personal learning networks using FaceBook, Google +, Twitter, and Edmodo. Year 3: 3d.1.6c By June 2017, all administrators and teachers will be trained to leverage appropriate social networking technologies and platforms to create interactive personal learning networks using FaceBook, Google +, Twitter, and Edmodo. Implementation Plan

Activity

Timeline

Site Administrators schedule Throughout the collaboration time for Site school year â&#x20AC;&#x201C; Administrators and teachers to Year 1, 2, 3 align standards-based instruction, analyze district and standardized assessment data, identify student strengths and needs, and plan next steps, including re-teach and checkfor-understanding strategies using technology resources (video, tutorials,

Person(s) Responsible

Monitoring & Evaluation

Site Administrators

District and Site Administrators, Department Chairs and Curriculum Coaches will place appropriate items on agendas and facilitate discussion; agendas will be forwarded to the District Technology Committee (DTC).

Page 23

manipulatives, and games). Provide in-class, after-school Throughout the and release time support for school year – teachers on an as-needed basis, Year 1, 2, 3 by skilled in-district staff member expertise.

Site Administrators

Comments and observations from the Classroom Visitation Application. MCS Technology Assessment Site administrator comments and observations.

Utilize Google Forms to Throughout the survey staff and develop school year – targeted staff trainings in Year 1, 2, 3 support of district initiatives, Common Core Standards, 21st Century Skills, and NETS (Info/Digital Media Literacies).

Site Administrators

Develop and offer a summer Spring and technology institute that Summer – Year focuses on technology 1, 2, 3 integration in core curricula (aligned with district initiatives, Common Core Standards, 21st Century Skills, and NETS (Info/Digital Media Literacies).

Office of Instructional Technology

Review of new Throughout the electronic/digital learning school year – resources that facilitate Year 1, 2, 3 differentiated instruction using 21st Century and Information/Digital Media Literacy (IDML) skills (NETS) and Common Core Standards.

Office of Instructional Technology

Determine purchase of new Throughout the electronic/digital learning school year – resources, which facilitate Year 1, 2, 3 differentiated instruction using 21st Century and Information/Digital Media Literacy (IDML) skills.

Director II, Information and Technology Services

Reports made to the DTC highlighting new and evolving Supervisor, Instructional educational technologies. Technology MCS Technology Assessment

MCS Technology Assessment Reports made to the DTC highlighting new and evolving educational technologies.

Reports made to the DTC highlighting new and evolving educational technologies.

Director II, Information and Technology Services

Reports made to the DTC highlighting new and evolving educational technologies.

Supervisor, Instructional MCS Technology Assessment Technology

Teachers plan units of practice Throughout the that incorporate use of school year â&#x20AC;&#x201C; technology and that have "real Year 1, 2, 3 world" relevancy and are integrated to the grade level curricula (in alignment with Common Core Standards, 21st Century Skills, and NETS (Info/Digital Media Literacies).

Teachers

Develop a template outlining levels of technology proficiency for each grade in alignment with NETS.

Director II, Information and Technology Services

Throughout the school year â&#x20AC;&#x201C; Year 1, 2, 3

Site Administrators

Comments and observations from the Classroom Visitation Application. Site administrator comments and observations.

MCS Technology Assessment

Supervisor, Instructional Technology K-6 teachers will utilize technology resources to augment the delivery of a minimum of two lessons per trimester.

Each semester

7-12 teachers will utilize technology resources to augment the delivery of a minimum of four lessons per semester.

Each semester

Teachers will complete the MCS Assessment Profile annually to monitor use of technology in instruction.

Annually, in Aug.

Teachers

Results from the MCS Technology Survey

Site Administrators Site administrator comments and observations. Teachers

Results from the MCS Technology Survey

Site Administrators Site administrator comments and observations. Supervisor of Instructional Technology

Results from the MCS Technology Survey District Technology Committee will review results to consider modifications to Tech Plan.

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GOAL 2 of 2 Goal 3d.2 Modesto City Schools administrators and teachers at all levels will use real-time assessment data to determine appropriate interventions to improve instruction and student achievement. GOAL

OBJECTIVE 3d.2.1

BENCHMARKS

Modesto City Schools administrators and teachers at all levels will use real-time assessment data to determine appropriate interventions to improve instruction and student achievement. By June 2017, all administrators and teachers will design, develop, and implement assessments that give students, educators, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices. Year 1: 3d.2.1a By June 2015, all administrators and 50% of teachers will design, develop, and implement assessments that give students, educators, and other stake holders timely and actionable feedback about student learning to improve achievement and instructional practices. Year 2: 3d.2.1b By June 2016, all administrators and 75% of teachers will design, develop, and implement assessments that give students, educators, and other stake holders timely and actionable feedback about student learning to improve achievement and instructional practices.

OBJECTIVE 3d.2.2

BENCHMARKS

Year 3: 3d.2.1c By June 2017, all administrators and teachers will design, develop, and implement assessments that give students, educators, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices. By June 2017, all administrators and teachers will continue professional development activities which focus on building capacity to use technology to improve assessment materials and processes for both formative and summative uses. Year 1: 3d.2.2a By June 2015, all administrators and 50% of teachers will continue professional development activities which focus on building the capacity of teachers and administrators to use technology to improve assessment materials and processes for both formative and summative uses. Year 2: 3d.2.2b By June 2016, all administrators and 75% of teachers will continue professional development activities which focus on building the capacity of teachers and administrators to use technology to improve assessment materials and processes for both formative and summative uses. Year 3: 3d.2.2c By June 2017, all administrators and teachers will continue professional development activities which focus on building capacity to use technology to improve assessment materials and processes for both formative and summative uses.

Implementation Plan

Activity

Timeline

Person(s) Responsible

Monitoring & Evaluation

Assessment and dataMonthly, Aug. â&#x20AC;&#x201C; driven instruction will May each year become a regular agenda item at site and district department chair meetings and Professional Learning Community meetings that all teachers participate in.

Site Administrators

Department chairs SchoolCity and Program reports, agendas Manager will place and minutes. appropriate items on agendas and facilitate discussion; agendas will be turned in to principals.

Utilizing the reporting capabilities of SchoolCity, teachers will access Weekly, Unit, and Benchmark Assessment results and adjust instruction accordingly.

Teachers and Site Administrators

Site administrator comments and observations.

Weekly, Aug. â&#x20AC;&#x201C; May each year

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Evaluation Instrument

Results from the MCS Technology Survey

NARRATIVE Our curriculum goal is to deliver technology rich instruction in all appropriate areas. All those who design, develop, and implement the district curriculum strive to infuse technology standards (ISTE NET*S/NET*T) into the instructional programs by: • • • • • • • • •

Using technology as a learning tool. Matching technology use objectives to the curriculum standards and benchmarks in appropriate subject areas. Reinforcing student technology user skill standards. Requiring the student to acquire hardware and software user skills. Integrating the use of technology into the body of lesson plans. Using teaching strategies that are based on current learning theory. Requiring the student to solve authentic problems through project‐based assignments with technology. Providing an effective library/media technology resource program to all students. Coordinating activities among teachers who are integrating technology into the curriculum.

Technology offers students possibilities for exploration, reinforcement, remediation, acceleration, creativity, and collaboration across the curriculum. Teachers are seeking and discovering innovative ways to meet the needs of an increasingly diverse student population. All students will benefit from increased access to technology with opportunities to: • • •

Engage in a wide variety of multimedia and telecommunications projects Master curricular objectives. Develop real‐world computer skills that will enable them to be more productive when they exit high school.

Our adoption of ISTE NETS complements research provided by the Partnership for 21st Century Learning, whose findings confirm that in increasingly complex life and work environments of the 21st century, a "focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future." Technology integration into the curriculum is aligned to ISTE NETS Standards for Students and Teachers included in the chart below:

National Educational Technology Standards and Performance Indicators for Students (NETS*S)

National Educational Technology Standards and Performance Indicators for Teachers (NETS*T)

1. Creativity and Innovation

1. Facilitate and Inspire Student Learning and Creativity

2. Communication and Collaboration

2. Design and Develop Digital‐Age Learning Experiences and Assessments

3. Research and Information Fluency

3. Model Digital‐Age Work and Learning

4. Critical Thinking, Problem Solving, and Decision Making

4. Promote and Model Digital Citizenship and Responsibility

5. Digital Citizenship

5. Engage in Professional Growth and Leadership

6. Technology Operations and Concepts Software will be used on a regular basis to help support core instruction as well as differentiate for the needs of individual students. Examples of activities that meet these criteria include: • •

•

Basic skill math practice: Using the software to cumulatively track individual student progress towards proficiency in data identified weaknesses Core curriculum exploration: Using dynamic models students will manipulate, hypothesis and discover mathematical properties such as the triangle midpoint theorems, tangents to circles and roots of higher order polynomials. Differentiated instruction: Students will access content at their level. This may include, but is not limited to, lesson specific interactive examples for strategic learners, higher order thinking activities for the advanced learner and core content support for benchmark learns. Virtual manipulative, lesson specific videos and online research will help the every student learn at their level.

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PARENT INVOLVEMENT The following information points regarding parent involvement in their children’s education provides insight into its importance: • • • • •

• •

•

The earlier in a child’s educational process parent involvement begins, the more powerful the effects. The most effective forms of parent involvement are those, which engage parents in working directly with their children on learning activities at home. Family participation in education was twice as predictive of students’ academic success as family socioeconomic status. Parents of high-achieving students set higher standards for their children’s educational activities than parents of low-achieving students. Although most parents do not know how to help their children with their education, with guidance and support, they may become increasingly involved in home learning activities and find themselves with opportunities to teach, to be models for and to guide their children. Parents need specific information on how to help and what to do. The strongest and most consistent predictors of parent involvement at school and at home are the specific school programs and teacher practices that encourage parent involvement at school and guide parents in how to help their children at home. School activities to develop and maintain partnerships with families decline with each grade level, and drop dramatically at the transition to middle grades.

Joyce Epstein of Johns Hopkins University has developed a framework for defining six different types of parent involvement. This framework assists educators in developing school and family partnership programs. "There are many reasons for developing school, family, and community partnerships," she writes. "The main reason to create such partnerships is to help all youngsters succeed in school and in later life."

Epstein's Framework of Six Types of Involvement 1. PARENTING: Help all families establish home environments to support children as students. 2. COMMUNICATING: Design effective forms of school-to-home and home-to-school communications about school programs and children's progress. 3. VOLUNTEERING: Recruit and organize parent help and support. 4. LEARNING AT HOME: Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning. 5. DECISION MAKING: Include parents in school decisions, developing parent leaders and representatives. 6. COLLABORATING WITH COMMUNITY: Identify and integrate resources and services from the community to strengthen school programs, family practices, and student learning and development.

Modesto City Schools envisions an expanded relationship with the community through the development of parent volunteer programs and parent outreach classes. Working with the Instructional Technology Department and Community Outreach Programs schools will be encouraged to host parent training events which may include the following topics: • • • • • •

California Common Core State Standards Smarter Balance Assessment Consortium (SBAC) computer-based testing Using the PowerSchool Parent Portal Monitoring your child’s Edmodo account Basic computer skills training Internet security

FLIPPED CLASSROOM INSTRUCTION What inverted classrooms may really be flipping is not just the classroom, but the entire paradigm of teaching—away from a traditional model of teachers as imparters of knowledge and toward a model of teachers as coaches who carefully observe students, identify their learning needs, and guide them to higher levels of learning. Evidence on Flipped Classrooms is Still Coming In

A flipped classroom inverts the traditional educational model so that the content is delivered outside of class, while class time is spent on activities normally considered “homework.” For example, students may access instructional material through videos, podcasts or online tutorials before the class meeting. Then during class time, students work on activities which force them to apply what they have learned. Students watch the lesson at home, where they can speed through content they already understand or stop and review content they missed the first time the teacher discussed it (and might have been too embarrassed to ask their teacher to repeat in class). Online lectures can also easily incorporate visual representations, such as interactive graphs, videos, or photos of important historical events. Moving instruction online and application into the classroom requires that the instructor relinquish some of their control to the students. In doing so, instructors using the flipped model empower students to take an active role in their education and academic output. “Our results suggest that students are better prepared to understand a theory after first exploring by themselves, and that tangible user interfaces are particularly well-suited for that purpose,”

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The following is an excerpt from Cynthia Brame’s article on Flipping the Classroom. Used with permission. http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/ 9/11/2013 What are the key elements of the flipped classroom? 1. Provide an opportunity for students to gain first exposure prior to class. The mechanism used for first exposure can vary, from simple textbook readings to lecture videos to podcasts or screencasts. For example, Grand Valley State University math professor Robert Talbert provides screencasts on class topics on his YouTube channel, while Vanderbilt computer science professor Doug Fisher provides his students video lectures prior to class. These videos can be created by the instructor or found online from YouTube, the Khan Academy, MIT’s OpenCourseWare, Coursera, or other similar sources. The pre-class exposure doesn’t have to be high-tech, however; in the Deslauriers, Schelew, and Wieman study described above, students simply completed pre-class reading assignments. 2. Provide an incentive for students to prepare for class. In all the examples cited above, students completed a task associated with their preparation….and that task was associated with points. The assignment can vary; the examples above used tasks that ranged from online quizzes to worksheets to short writing assignments, but in each case the task provided an incentive for students to come to class prepared by speaking the common language of undergraduates: points. In many cases, grading for completion rather than effort can be sufficient, particularly if class activities will provide students with the kind of feedback that grading for accuracy usually provides. 3. Provide a mechanism to assess student understanding. The pre-class assignments that students complete as evidence of their preparation can also help both the instructor and the student assess understanding. Pre-class online quizzes can allow the instructor to practice Just-in-Time Teaching (JiTT; Novak et al., 1999), which basically means that the instructor tailors class activities to focus on the elements with which students are struggling. If automatically graded, the quizzes can also help students pinpoint areas where they need help. Pre-class worksheets can also help focus student attention on areas with which they’re struggling, and can be a departure point for class activities, while pre-class writing assignments help students clarify their thinking about a subject, thereby producing richer in-class discussions. Importantly, much of the feedback students need is provided in class, reducing the need for instructors to provide extensive commentary outside of class (Walvoord and Anderson, 1998). In addition, many of the activities used during class time (e.g., clicker questions or debates) can serve as informal checks of student understanding. 4. Provide in-class activities that focus on higher level cognitive activities. If the students gained basic knowledge outside of class, then they need to spend class time to promote deeper learning. Again, the activity will depend on the learning goals of the class and the culture of the discipline. For example, Lage, Platt, and Treglia described experiments students did in class to illustrate economic principles (2000), while Mazur and colleagues focused on student discussion of conceptual “clicker” questions and quantitative problems focused on physical principles (2001). In other contexts, students may spend time in class engaged in debates, data analysis, or synthesis activities. The key is that students are using class time to deepen their understanding and increase their skills at using their new knowledge.

3e List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace. 3e.1 All students will become technology literate as designated in the NETS Standards for Students, at their appropriate grade level. GOAL OBJECTIVE 3e.1.1

BENCHMARKS

All students will become technology literate as designated in the NETS Standards for Students, at their appropriate grade level. 3e.1.1 By the end of Grade 6, 80% of intermediate elementary students will demonstrate proficiency in meeting NETS 3‐6 Performance Indicators for Technology‐Literate Students (See Appendix for NETS Performance Indicators for Technology‐Literate Students) Year 1: 3e.1.1a By June 2015, 40% of all K-12 students will demonstrate proficiency in technology, information, and digital literacy skills at the appropriate grade level, as measured by the National Educational Technology Standards (NETS) Performance Indicators. Year 2: 3e.1.1b By June 2016, 60% of all K-12 students will demonstrate proficiency in technology, information, and digital literacy skills at the appropriate grade level, as measured by the National Educational Technology Standards (NETS) Performance Indicators. Year 3: 3e.1.1c By June 2017, 80% of all K-12 students will demonstrate proficiency in technology, information, and digital literacy skills at the appropriate grade level, as measured by the National Educational Technology Standards (NETS) Performance Indicators. Implementation Plan

Activity

Timeline

Person(s) Responsible

All students will complete the pre/post assessment of technology skills and use administered through SchoolCity.

Annually, in Supervisor, Instructional Aug. Technology

Assist teachers in implementing technology activities in their classroom through coaching, demonstration lessons, and modeling.

Throughout the school year – Year 1, 2, 3

Monitoring & Evaluation Pre/Post Student Technology Survey results. Reports made to the District Technology Committee highlighting classroom activities.

Supervisor, Instructional Technology

Site administrator comments and observations.

Site Administrators Instructional Coaches

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Instructional Coaches anonymous reports.

Implement model lessons and curriculum that scaffold skills for teaching technology and information literacy.

Throughout the school year â&#x20AC;&#x201C; Year 1, 2, 3

Classroom & computer teachers, curriculum specialists & coaches, Supervisor, Instructional Technology, Math and ELA Coordinators

Site administrator comments and observations Instructional Coaches anonymous reports.

Gather and review sample teacher and student activities that demonstrate the achievement of appropriate NETS standards.

Throughout the school year â&#x20AC;&#x201C; Year 1, 2, 3

Classroom & computer teachers, curriculum specialists & coaches, Supervisor, Instructional Technology, Math and ELA Coordinators,

All K-6 teachers adapt lessons so that students create at least two assignments that demonstrate appropriate use of technology skills to communicate understanding of learning objectives.

Each trimester

Classroom & computer teachers, curriculum specialists & coaches, Supervisor, Instructional Technology, Math and ELA Coordinators, Site Administrators

Site administrator comments and observations

All 7-12 teachers adapt lessons so that students create at least four assignments that demonstrate appropriate use of technology skills to communicate understanding of learning objectives.

Each semester

Classroom & computer teachers, curriculum specialists & coaches, Supervisor, Instructional Technology, Math and ELA Coordinators, Site Administrators

Site administrator comments and observations

Instructional Coaches anonymous reports.

PK-6 - Computer literacy expectations that have been traditionally associated with high school are now being shifted to elementary grades. Exposure to, and the use of interactive devices that connect students to Internet based resources are being incorporated into PK classrooms to support ELA skills development and to support early reading instruction. Child Development Classes (CDC) use the i Start Smart Android tablet by Hatch. This children's educational software consists of skill development games with a focus on school readiness in the fields of phonological awareness, numeric operations, language development, alphabet knowledge, and logic and reasoning, and featuring free play games and administrative/reporting features in the nature of built-in, standards-based progress monitoring with online and printable reports for teachers and administrators. The use of iPads varies in PK-6 classrooms, as the purchase of these devices has been largely dependent on categorical and discretionary funding. These devices are replacing traditional student computer workstations for content generation with GAFE and the incorporation of Edmodo by teachers to coordination instructional activities. Teachers have also integrated a variety of technology-rich projects that include multimedia presentations, research brochures, reports and photographic shows using PhotoStory. Basic computer and keyboarding proficiency, regardless of platform (computer workstation or touch tablets) is an essential skill set for students entering grade 4 due to the SBAC writing requirements. 7-8 MCS has a Computer Literacy Graduation Requirement and there are three ways to pass it (details at mcs website). By the time students reach middle school they can elect to take a Computer Literacy class that meets the graduation requirement. At this level students are fully immersed in technology-using projects in their science classes (Probeware, acceleration measurement, etc.), History (multimedia group presentations), English Language Arts (Read 180) and Math (textbook review drill and practice). 9-12 Students are taught how to improve their report writing skills, graphing and chart making, and Internet Researching and Information validity skills through their 9th grade English classes.

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Student Technology Survey Students in grades 6, 8 and 12 will complete the Student Technology Survey in August and again in May using a SchoolCity survey that measures answer choice responses. This survey will be distributed to the sites and the IT department will work with Assessment and Evaluation and each site to create and distribute both the survey and answer sheets. Yearly results will be shared with the District Technology Committee.

3f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use 3f.1 All students that need access to the Internet will be required to view the updated Student Internet Tutorial, successfully complete the Student Internet Safety Quiz and accept the “Student Internet and Network Agreement.” GOAL

OBJECTIVE 3f.1.1

BENCHMARKS

All students that need access to the Internet will be required to view the updated Student Internet Tutorial, successfully complete the Student Internet Safety Quiz and accept the “Student Internet and Network Agreement.” 3f.1 By the end of the third year students will have to view an expanded version of the current Student Internet Tutorial and teachers and staff will be in-serviced on the ethical use of technology in the classroom. Year 1: 3f.1a By June 2015, all students that need access to the Internet will be required to view the updated Student Internet Tutorial and accept the “Student Internet and Network Agreement.” Year 2: 3f.1b By June 2016, all students will continue to be required to view the updated Student Internet Tutorial and a district webpage featuring fair use, copyright, peer-to-peer networks, social websites and plagiarism will be developed. Year 3: 3f.1c By June 2017, all students that need access to the Internet will be required to view the updated Student Internet Tutorial, successfully complete the Student Internet Safety Quiz and accept the “Student Internet and Network Agreement.” Implementation Plan

Activity

Timeline

Person(s) Responsible

Monitoring & Evaluation

Evaluation Instrument

Review of collected data for program modification.

Yearly, June

Supervisor Instructional Technology

Student Internet Tutorial and Network Agreement data

Active Directory deny Internet access reporting in the Student Information System MOSIS.

District staff will receive detailed information regarding how copyright and fair

Read and Delivered receipts from Outlook as well as

use applies to students and staff.

staff in-service agendas.

Continue to require all Yearly, Aug students to complete the Student Internet Use Tutorial.

All Teachers

Active Directory deny Internet access group membership control settings.

Active Directory deny Internet access reporting in the Student Information System MOSIS.

Teachers will continue to model the appropriate utilization of electronic resources in the delivery of their curriculum, thereby reinforcing what students have learned through the Student Internet Tutorial.

Teachers and Site Administrators

Site administrator comments and observations.

Comments and observations from the Classroom Visitation Application.

Weekly

In 2006 the Legislature passed Assembly Bill 307. Districts must now educate their students in the ethical use of information technology including, avoiding plagiarism, the concept, purpose, and significance of a copyright, and the implications of illegal peer-to-peer network file sharing. Internet safety is also an added requirement. In order to follow copyright laws, students, teachers, and staff must know them. Teachers need to teach about copyright first by setting a correct example themselves and second through direct instruction to their students. Currently, Modesto City Schools has a mandatory Student Internet Tutorial that students must view prior to being given access to the Internet or email. Once students view the tutorial and agree to the Student Internet and Network Agreement they are removed from the deny internet access group. Not only are our students taught proper use of copyright (which includes the use of peer-to-peer networks and plagiarism) through the Internet Tutorial, they also receive constant reinforcement through the model use by teachers. Starting with the 2011/12 school year MCS added an Internet Safety Quiz at the end of the Student Internet Tutorial. Once students complete the Internet Tutorial, they proceed through a 10 question quiz. If the wrong answer is chosen, the student is taken to a page with the tutorial slide information. They are again given the option choices for the question. Once the correct answer is chosen they can proceed to the next question. At the end, they must read through the Student AUP and click accept. They are then moved into the Internet Use Group in AD. Modesto City Schools has also completed an extensive 22 page Digital Literacy Website that features pages on cyberlaw, copyright, communications, Internet Safety and Web 2.0 tools. http://www.mcs4kids.com/itech/DL Page 37

3g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307) 3g.1 All students that need access to the Internet will be required to view the updated Student Internet Tutorial which includes a section on cyber safety, complete the online Safety Quiz and accept the Student Acceptable Use Policy (AUP). GOAL

OBJECTIVE 3g.1.1

BENCHMARKS

All students that need access to the Internet will be required to view the updated Student Internet Tutorial which includes a section on cyber safety, complete the online Safety Quiz and accept the Student Acceptable Use Policy (AUP). 3g.1.1 By June 2017, all students that need access to the Internet will be required to view the updated Student Internet Tutorial, successfully complete the Student Internet Safety Quiz and accept the “Student Internet and Network Agreement.” Year 1: 3g.1.1a By June 2015, all students that need access to the Internet will be required to view the updated Student Internet Tutorial and accept the “Student Internet and Network Agreement.” Year 2: 3g.1.1b By June 2016, all students will continue to be required to view the updated Student Internet Tutorial and a district webpage featuring fair use, copyright, peer-to-peer networks, social websites and plagiarism will be developed. Year 3: 3g.1.1c By June 2017, all students that need access to the Internet will be required to view the updated Student Internet Tutorial, successfully complete the Student Internet Safety Quiz and accept the “Student Internet and Network Agreement.” Implementation Plan

Activity

Timeline

Person(s) Responsible

Monitoring & Evaluation

Evaluation Instrument

District staff will Yearly, June receive detailed information regarding the steps the district is implementing to ensure privacy as well as additional steps users can deploy to further safeguard their personal data.

Director of Information and Technology Services

Cyber SafetyWebsite

Website access as verified by hit counter.

All students must Yearly, Aug. complete the Student Internet Tutorial, pass the check for understanding questions and agree to the Student

Information Systems, teachers and computer lab /library media center staff

Student Internet Tutorial and Network Agreement data

Active Directory Deny Internet access reporting in the Student Information System MOSIS.

Use Policy prior to being removed from the Deny Internet Access AD group. The Student Internet Tutorial is a 36 slide multimedia presentation that incorporates frequent check-forunderstanding questions. The presentation is interactive and students are redirected to supporting information when incorrect answers are entered by them. The tutorial (see Addendum 10.4) covers logins, privacy, sharing of personal information, social networking safety, inappropriate behavior, cyberpredators, copyright and plagiarism, citing sources, harmful material and netiquette. The district currently uses a CIPA-compliant Internet filtering process. Students are not given Internet access unless they view the Student Internet Tutorial, pass the CyberSafety Quiz and accept the terms of the Student Acceptable Use Policy. Parents wishing to have their students excluded from Internet access can fill out a district exclusion form. More information about cyber safety will be built into the district webpage dealing with fair use and copyright issues. Teachers and staff will be in-serviced about this important component as well.

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3h. Description of the district policy or practices that ensure equitable technology access for all students. The fundamental goals of this plan are to integrate technology into the full spectrum of the curriculum, provide the required technology, and teach all students a wide-range of technical skills, regardless of grade level, educational achievement, or physical ability. To achieve these goals: • • • • • •

the District has rewritten its “Standard Classroom Equipment Document” to include basic technology components in all classrooms - page 8 the District’s Instructional Technology (IT) Department has been restructured to better meet the challenges associated with CCSS and develop a comprehensive repository of online resources that are both timely and useful to staff, students, and parents - page 9 the District entered into a partnership with Google and launched the monet.google domain to provide Google Apps for Education (GAFE) - page 10 reduced rate internet access from Comcast is available to MCS families that qualify to receive free or reduced meals open access to the District’s Wi-Fi is available where these networks are present to students and staff every school provides Internet access to students before school, during lunch, and after school in their libraries or media centers - page 6

The Modesto City Schools District will make adequate provisions to provide current and emerging technological resources for students and teachers, and will provide access for the broader community. n order for technology to be used effectively, it must be both accessible and reliable. In order for teachers to give students assignments and use technology effectively in the classroom, students and teachers must have access to technology both in and outside the classroom. In addition, if students are going to prepare technology-based presentations, they must have access to enough resources on-site to get the presentations ready in a timely manner. Those students who require specialized technology to assist them in achieving their educational goals will be provided them through various programs such as GATE, Special Day, Title I, Bilingual, and classes which support those with physical disabilities. Technology will continue to develop and provide new and expanded opportunities to enhance learning. However, hardware and software must be compatible with its intended use. Rather, hardware should be replaced or upgraded only when the need for more sophisticated equipment specific to the instructional or administrative purpose has been established. Frequently, technology that is replaced in one location can serve useful purposes in another setting. However, instructional use, increased maintenance costs, and unavailability of replacements limit the life expectations of specific technologies.

The Technology-Based Classroom Appropriate access by all students is best achieved when all schools have access to the funding that will enable them to provide a high level of technology-rich resource to all students, regardless of their socioeconomic level. Until equitable funding is available at all levels, appropriate access to technology will be a

goal that can only be achieved very slowly. The current State budget crisis has added to the challenge of securing funding for district technology projects. However, what this plan strives to accomplish is to establish a common vision of what every classroom should have in order for the teacher and the student to achieve their personal educational goals. The District established technology standards for classrooms and works to ensure that all classrooms are equipped equally, and that adequate technology training is available to all staff. The technology standard for classrooms includes: • • • •

The following table indicates potential additional technology resources which might be in place within the classroom to enable a teacher to totally integrate technology into their daily lessons and activities. What follows is not an exhaustive list, or even the ideal list, but simply a vision to the future of what a technologybased classroom might contain. This list does begin to address the issue of equity for students at all sites and at all grade levels. It also recognizes that there is still much discussion that needs to transpire in the coming years of this plan.

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3i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachersâ&#x20AC;&#x2122; efforts to meet individual student academic needs. Goal 3i.1 - PowerSchool will be used for student record keeping, attendance, grades and electronic report cards. GOAL 3i.1 OBJECTIVE 3i.1.1 BENCHMARKS

PowerSchool will be used for student record keeping, attendance, grades and electronic report cards. 3i.1.1 The district will continue to use PowerSchool for tracking student attendance with access to online resources and training for new staff. Year 1: 3i.1.1a The district will continue to use PowerSchool for tracking student attendance with access to online resources and training for new staff. Year 2: 3i.1.1b The district will continue to use PowerSchool for tracking student attendance with access to online resources and training for new staff.

OBJECTIVE 3i.1.2

BENCHMARKS

Year 3: 3i.1.1c The district will continue to use PowerSchool for tracking student attendance with access to online resources and training for new staff. 3i.1.2 By the end of June 2017, all 7-12 grade teachers will continue to use the district standard electronic grade book program and all elementary teachers will be trained on the use of PowerTeacher Gradebook as the electronic report card tool. Year 1: 3i.1.2a By the end of June 2015, all 7-12 grade teachers will continue to use the district standard electronic grade book program and all K-1grade elementary teachers will be trained on the use of PowerTeacher Gradebook as the electronic report card tool. Year 2: 3i.1.2b By the end of June 2016, all 7-12 grade teachers will continue to use the district standard electronic grade book program and all 2-6 grade elementary teachers will be trained on the use of PowerTeacher Gradebook as the electronic report card tool. Year 3: 3i.1.2c By the end of June 2017, all 7-12 grade teachers will continue to use the district standard electronic grade book program and all elementary teachers will be trained on the use of PowerTeacher Gradebook as the electronic report card tool. Implementation Plan

Activity

Timeline

Disseminate the Parent Annually, Aug Portal information to parents at BacktoSchool nights at each site and add announcements to the main district

Person(s) Responsible

Monitoring & Evaluation

Supervisor, Instructional Technology,

Results from the MCS Technology Survey

Software Development

Site administrator comments and observations.

website.

Manager

Number of teacher access accounts created in PowerSource Goal 3i.2 - SchoolCity will be used the interpretation and extrapolation of assessments. GOAL 3i.2 OBJECTIVE 3i.2.1

BENCHMARKS

SchoolCity will be used the interpretation and extrapolation of assessments. 3i.2.1 By the end of June 2017 all district administrators and teachers will use SchoolCity for the extrapolation and interpretation of a variety of formative and summative assessments to assist the teacher in identifying and tracking students’ progress towards graduation. Year 1: 3i.2.1a By the end of June 2015, all district administrators will use SchoolCity for the interpretation and extrapolation of California Standards Examination, Benchmark Assessments/Standards Verification, and the High School Exit Examination data to assist the teacher in identifying and tracking students’ progress towards graduation. Year 2: 3i.2.1b By the end of June 2016 all district administrators and secondary teachers will use SchoolCity for the interpretation and extrapolation of California Standards Examination, Benchmark Assessments/Standards Verification, and the High School Exit Examination data to assist the teacher in identifying and tracking students’ progress towards graduation. Year 3: 3i.2.1c By the end of June 2017 all district administrators and teachers will use SchoolCity for the interpretation and extrapolation of California Standards Examination, Benchmark Assessments/Standards Verification, and the High School Exit Examination data to assist the teacher in identifying and tracking students’ progress towards graduation. Implementation Plan

Activity

Timeline

Person(s) Responsible

Monitoring & Evaluation

Evaluation Instrument

Use of SchoolCity reporting tools for gauging student progress towards graduation.

Ongoing, Aug May

Director, Evaluation and Assessment, site administrators, counselors and teachers.

Tracking progress towards completion of graduation requirements

SchoolCity reports

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Site reports to District Technology Committee

Tracking Student Attendance – PowerSchool Modesto City Schools utilizes Pearson’s PowerSchool to track and report student academic progress in the classroom. Currently, teachers enter attendance online in their classroom. School site personnel have the ability to download unverified student absences into a file that is processed by the district’s School Messenger parent notification system. During the afternoon and evening hours, the School Messenger system calls parents with a recorded message about their child’s attendance for the day. Tracking the Student’s Classroom Achievement – District Standard Gradebook Program The district deployed a new student information system in the Fall of 2010. The system is Pearson’s PowerSchool. This program replaces Making the Grade, which was in wide use in the past. Teachers are required to record classroom grades for each student and progress reports for parents. PowerSchool has a parent portal for posting attendance and grades online. These are available to any household with an Internet connected computer or device. PowerTeacher Gradebook was required of all 7-12 teachers starting in the 2010-11 school year. It is anticipated that it will be required for all K-12 teachers starting in the 2011-12 school year, if negotiated with the teacher’s union. It is the goal of the district to make grades and attendance available to all students and parents online by the 2011-12 school year. Tracking Student Test Scores – SchoolCity In addition to using PowerSchool to store student test scores, Modesto City Schools utilizes SchoolCity. SchoolCity is an online assessment management, analysis, and reporting system tailored to provide anytime anywhere access to student assessment data. Data stored in SchoolCity includes STAR, CAHSEE, and interim assessments/benchmarks. SchoolCity provides a standards-based item bank and assessment platform that assists the District and schools in creating standards aligned interim assessments/benchmarks. With all assessments, teachers have access to a comprehensive analysis of test results at the individual, class, school, and district level. Assessment reports can be disaggregated to gain additional information about specific groups of students. Teachers and administrators meet regularly for data discussions in which they analyze results to drive and modify instructional practices.

3j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. Technology has, and will continue to, help Modesto City Schools communicate with both students and parents. Through the PowerTeacher Parent Portal, parents can log in and check their students’ grades and attendance on a daily basis. All teachers and site administrators have email accounts. All schools have a website linked from the Modesto City Schools website that list teacher email addresses. There is also a web application on the district website that allows a student or parent to look up a teacher’s email by site and name. As stated previously, Modesto City Schools also utilizes a system called School Messenger to notify parents of unverified student absences. This dialer is also used to notify parents of emergencies and to make announcements to groups of parents about important school events. Each day the district’s auto-dialer calls the homes of those students with unverified absences (automatically pulled from the student system) and reports absences recorded for that day. The telephone message supplies instructions on how to contact the school about attendance issues. The District added an SMS text feature to School Messenger in August 2013 to give parent subscribers the option to receive text messages rather than voice calls from the system. Another tool that the district will continue to use to communicate with staff, parents, and the community will be the “School Accountability Report Card.” This document outlines the goals and objectives of the school, reports on student academic achievement, student attendance and drop-out rates, site funding for special programs, and local and state test scores. These accountability report cards are posted on the district website. Goal 3j.1: Improve two-way communication between home and school GOAL OBJECTIVE 3j.1.1

BENCHMARKS

Improve two-way communication between home and school 3j.1.1 By June 2017, all teachers will continue to use Outlook for email communication with parents, colleagues and students, district provided Google sites and SharePoint services for district, site and teacher web pages and continue to participate in professional development on appropriate professional social media networks to collaborate and communicate with colleagues and community members. Year 1: 3j.1.1a By June 2015, all new teachers will be trained in Outlook for email communication with parents, colleagues and students, district provided Google sites and SharePoint services for district, site and teacher web pages to collaborate and communicate with colleagues and community members. Year 2: 3j.1.1b By June 2016, all teachers will continue to use Outlook for email communication with parents, colleagues and students, district provided Google sites and SharePoint services for district, site and teacher web pages and receive introductory professional development on appropriate professional social media networks to collaborate and communicate with colleagues and community Page 45

members. Year 3: 3j.1.1c By June 2017, all teachers will continue to use Outlook for email communication with parents, colleagues and students, district provided Google sites and SharePoint services for district, site and teacher web pages and continue to participate in professional development on appropriate professional social media networks to collaborate and communicate with colleagues and community members. Implementation Plan

Activity

Timeline

Person(s) Responsible

Monitoring & Evaluation

The District Technology Council will meet on a regular basis to review the data and recommendations for program modification.

Annually, May

District Technology Council

Training sign ins, agendas and minutes

Director II, Information and Technology Services

Focus training delivered by Office of Instructional Technology to assist teachers who need additional training. To promote the use of the Parent Portal, sites will set up kiosks manned by staff at back-to-school nights and post announcements on the schools and district websites.

Supervisor, Instructional Technology

Annually, Aug

Director II, Information and Technology Services Supervisor, Instructional Technology

Number of parent portal accounts.

3k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities. Departments involved with the collection, review, and dissemination of this data will be: Assessment and Evaluation, Educational Services, Information and Technology Services, Budgeting, State and Federal Programs and site staff. To determine the level of technology engagement as set forth in section 3d annual technology selfassessment surveys will be delivered to all staff to determine progress and to adjust professional development offerings. User data from applications like Edmodo, GAFE, and School City will be disaggregated to formulate participation rates and duration of use. Anecdotal information will be solicited from staff and students quarterly to assess ease of access to and the value of online technology training resources. Student performance using computer-based formative assessments will provide immediate feedback to staff regarding basic technology skill sets to complete tasks in a timed setting. At the junior high and elementary sites, much of the required data is being collected and evaluated as part of an ongoing school progress report, involving site action plans developed by site administration and staff. The district will provide professional development technology training records to the sites to be incorporated into their site action plans and evaluations. As indicated in the goals and objectives of each component, data will be collected on a regular basis by site level administrators. Some goals and objectives such as student skills or teacher training will be evaluated on a semester basis, while other benchmarks such as API scores will be evaluated on a yearly basis. The district already has in place a number of review cycles for assessing student achievement and site action plans. The Technology Master Plan itself will be reviewed annually to assess the effectiveness and progress toward its stated goals and objectives. Departments involved in the review of this plan will be: Assessment and Evaluation, Educational Services, Information and Technology Services, Budgeting, and site staff. Final program reports and recommendations for program modifications will be reported to the district superintendent, the superintendentâ&#x20AC;&#x2122;s cabinet, and Board of Education. A report will also be made available to: parents, teachers, business partners, and site administration for their reactions and comments.

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PART 4 - Professional Development 4a. Summary of teachers' and administrators' current technology skills and needs for professional development. Modesto City Schools staff completed the District Technology Skills Self-Assessment during the 2013-2014 school year. This information was analyzed and the results were used to plan for staff development opportunities. Professional Development in Modesto City Schools is supported by the Office of Instructional Technology, through the Supervisor, Instructional Technology and a full-time technology trainer. They also act as support for both the classroom teacher and site classified staff to answer many of the application questions that arise from day-to-day. Technology classes are offered on almost a daily basis for the various segments of the district’s technology user population. The Information Systems Department also has two full-time support staff trainers to provide training for the district’s PowerSchool users located at school sites throughout the district.

4a. Summary of teachers’ and administrators’ current technology skills and professional development needs Modesto City Schools staff completed a self-assessment survey created by the Office of Instructional Technology using SurveyMonkey which measures the same skills and training needs as found in the EdTechProfile. The 2013 survey helped to capture the attitudes, technology utilization, and skills of teachers at all grade levels across the district. The elementary school district had a completion rate of 72% of all teachers and administrators, while the high school district had a completion rate of 89%. This high completion rate allows for more detailed planning in regards to technology training needs and implementation. 4a.1 Administrative Technology Skills Administrators generally rated themselves high in email and Internet use – and to a lesser extent – in word processing and information literacy skills. Few have skills in spreadsheet, multimedia, or database operations (except where SASI, our previous student information system, was concerned when looking up student records). When surveyed about professional development, many administrators found training desirable for using applications such as spreadsheets for creating charts and graphs to report student achievement to parents and district personnel, and using multimedia applications for creating staff and parent presentations. 4a.2 Teacher Technology Skills The proficiency charts in Addendum 10.3 indicate how teachers in both the elementary and secondary districts rated themselves in each of the nine categories. The results of these surveys are used to construct learning opportunities and professional development for teachers at every level of proficiency. 4a.2a Elementary School Staff Members Of the teachers at the twenty-two elementary school sites, 685 (72%) teachers participated in the 13/14 MCS Self-Assessment Survey of Technology Skills. As expected, most of the teachers assessed themselves

as being most Proficient/Intermediate in the area of word processing and lesser in the areas of general knowledge and presentation software (PowerPoint). What was worth noting was how low they rated themselves in the use of email and Internet, especially since other responses tended to indicate they used email and the Internet from both school and home.

4b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals (sections 3d through 3j). GOAL OBJECTIVE 4b.1.1 BENCHMARKS

4b.1 Expand the professional development opportunities for all staff 4b.1.1 By June 2017, all elementary teachers will be trained in the use of PowerTeacher Gradebook to submit an electronic report card. Year 1: 4b.1.1a By June 2015, K-1 teachers will be trained in the standards-based electronic report card process. Grades 2-3 will continue using the Score-based electronic report card. Grades 4-6 will continue using the grades-based electronic report card. Year 2: 4b.1.1b By June 2016, standards-based electronic report cards will expand to 3rd grade. Grades 4-6 will continue using the grades-based electronic report card.

OBJECTIVE 4b.1.2

BENCHMARKS

Year 3: 4b.1.1c By June 2017, all K-6 teachers will be trained in the use of PowerTeacher Gradebook to submit an electronic report card. 4b.1.2 By the end of June 2017, all support staff district-wide will be provided with in-person and online training opportunities in the use of Google Apps for Education, Microsoft Word, Excel, Access, PowerPoint, Outlook and Publisher. Year 1: 4b.1.2a By the end of June 2015, 50% of all support staff district-wide will be provided with in-person and online training opportunities in the use of Google Apps for Education, Microsoft Word, Excel, Access, PowerPoint, Outlook and Publisher. Year 2: 4b.1.2b By the end of June 2016 75% of all support staff district-wide will be provided with in-person and online training opportunities in the use of Google Apps for Education, Microsoft Word, Excel, Access, PowerPoint, Outlook and Publisher. Year 3: 4b.1.2c By the end of June 2017, all support staff district-wide will be provided with in-person and online training opportunities in the use of Google Apps for Education, Microsoft Word, Excel, Access, PowerPoint, Outlook and Publisher.

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Implementation Plan

Activity

Timeline

Person(s) Responsible

Monitoring & Evaluation

Training resources including handouts and screencast video provided online.

Monthly

Supervisor, Instructional Technology

Training sign ins, training calendars, electronic communications with site staff.

Expanded live training sessions at District training labs. Coordination with sites to provide onsite training and assistance.

Instructional Technology Trainer Application Specialist I (or II)

Goal 4b.2 All teachers and administrators will improve their technology abilities in at least one skill in each of the three Common Core Skills Areas as measured by the MCS Self-Assessment Survey of Technology Skills BACKGROUND â&#x20AC;&#x201C; In the 2013/14 school year all staff completed the MCS Self-Assessment Survey of Technology Skills. The survey asked staff to evaluate their comfort level in the following: 1. Integration of CCSS Technology Foundation Skills, Digital Citizenship Skills and Learning and Motivation Skills (certificated teachers and administrators only) 2. Use of technology resources and devices 3. Use of Innovative and Emerging Technology All staff was also asked to indicate their professional development wants and needs and training delivery option preferences. Based upon the Common Core State Standards technology skills requirements, certificated teachers and administrators were asked to express their comfort level in the three general technology integration areas of Foundation Skills, Digital Citizenship Skills and Learning and Motivation Skills. Twelve total abilities were identified within those three general areas.

GOAL

OBJECTIVE 4b.2.1 BENCHMARKS

4b.2 All administrators and teachers will improve their integration of CCSS Technology Foundation Skills, Digital Citizenship Skills and Learning and Motivation Skills abilities as measured by the MCS Self-Assessment Survey of Technology Skills 4b.2.1 By the end of June 2017, all administrators and teachers will improve technology skills in each area as reported in the MCS Self-Assessment Survey. Year 1: 4b.2.1a By the end of June 2015, all administrators and 50% of teachers will improve technology skills in each area as reported in the MCS SelfAssessment Survey. Year 2: 4b.2.1b By the end of June 2016, all administrators and 75% of teachers will improve technology skills in each area as reported in the MCS SelfAssessment Survey. Year 3: 4b.2.1 By the end of June 2017, all administrators and teachers will improve technology skills in each area as reported in the MCS Self-Assessment Survey.

OBJECTIVE 4b.2.2

BENCHMARKS

4b.2.2 By the end of June 2017, all administrators and teachers will improve their understanding of copyright, privacy and Internet Safety as recorded in the MCS Self-Assessment Survey. Year 1: 4b.2.2a By the end of June 2015, all administrators and 50% of teachers will improve their understanding of copyright, privacy and Internet Safety as recorded in the MCS Self-Assessment Survey. Year 2: 4b.2.2b By the end of June 2016, all administrators and 75% of teachers will improve their understanding of copyright, privacy and Internet Safety as recorded in the MCS Self-Assessment Survey. Year 3: 4b.2.2 By the end of June 2017, all administrators and teachers will improve their understanding of copyright, privacy and Internet Safety as recorded in the MCS Self-Assessment Survey. Implementation Plan

Activity

Timeline

Workshop outlines and 2014, Aug materials will be developed and approved by the Technology Council and

Person(s) Responsible

Monitoring & Evaluation

District Technology Council

Results of MCS Self-Assessment Survey of Technology Skills Screenshots of website

Director II, Information and Page 51

Links to resources

Educational Services. Online tutorials and classes will be made available to all staff.

Technology Services Supervisor, Instructional Technology

Yearly administration of the MCS SelfAssessment Survey of Technology Skills In Modesto City Schools, the Department of Instructional Technology provides technology training for a diverse staff with varying technical skills. While many teachers still need basic application training on district standard software such as Microsoft Office, PowerTeacher GradeBook, PowerSchool, and email, still other teachers, especially at the high schools, need more training in technology integration. Professional development is provided to classified staff, administrators, and teachers by using a number of training models that research shows to be effective. Modesto City Schools has chosen to closely align its teacher proficiencies to the current International Standards for Technology and Education (ISTE), Common Core State Standards and with the Beginning Teacher Support and Assessment’s (BTSA) SB Draft 2042, “Standards of Quality and Effectiveness for Professional Teacher Induction Program” for teacher credentialing. Staff Development Models Modesto City Schools currently uses a variety of models for training and for ongoing professional development. The Instructional Technology Department trainers and support staff provide teachers and clerical with immediate answers to technical and application issues, as well as assist in the development of subject or technology specific workshops for district school sites and administrative departments. Courses are offered in a variety of formats and times, throughout the school day, and continuously throughout the school year. District and site needs determine the frequency of each application offering. Classes are offered for classified and certificated staff on a variety of applications and are scheduled at various times throughout the day. Application courses are broken down into 2-6 hour training components that allow the user to learn and apply specific features or tasks. Courses are offered in applications such as: Word, Excel, PowerPoint, Access, Outlook, Photoshop Elements, PowerTeacher GradeBook, Google Apps for Education, Edmodo, using video in the classroom, and Windows SharePoint Services (WSS). To complete a full complement of training for any one application can involve up to 20 hours of professional development. Training is also offered at the school site for site-specific training needs involving subject or gradespecific training. Instructional Technology staff offers training at the convenience of the site and district with training being held, not only during the workweek, but also in the evenings. In an effort to establish an “anytime – anywhere” philosophy of training, Instructional Technology will be placing application training components on the Internet/Intranet and network for all of Modesto City Schools staff.

Application Training With a high percentage of new staff and teachers coming into the district, there is always a need for technology training that focuses on specific applications. The Office of Instructional Technology provides professional development on classroom applications such as: • • • • • • • •

• • • • • • •

Microsoft Word Microsoft PowerPoint Microsoft Excel Microsoft Outlook Microsoft Publisher Microsoft Windows SharePoint Photoshop Elements PhotoStory

Internet Resources Google Apps for Education Edmodo Apex Learning LMS Access PowerTeacher (Grade Book) Computer Basics

These classes are offered throughout the day and early evening for the convenience of our staff. Classes are well attended and personalized follow-up is provided after the training as requested. The district has purchased an application called Skills Assessment Manager (SAM) to aide in the assessment of personal application skills for the Microsoft Office Suite of products. The application presents the user with a variety of application tasks and asks them to replicate the task using the proper application features. Their response is recorded and stored in a database. After the assessment, the trainer can review the tasks with the teacher or employee and set a training strategy for acquiring the deficient application skills. Online Tutorials The Department of Instructional Technology currently maintains an Internet site where district teachers can download training materials and files. These tutorials can be used independent of the formal classroom setting so that teachers can download these materials and associated files to complete the exercises at their own convenience. Additional online training is available through the Skills Assessment Manger (SAM) application. District employees can request to have training set up on SAM so they can access the district training site and complete the training on their own computer at their desk. Product Training Modesto City Schools also provides professional development on various technology-based products as necessary. These trainings focus on products such as electronic data collation devices for science and mathematics applications for testing and prescribing specific lessons for elementary and junior high mathematic students. An example of recent trainings includes: One-on-One Training The Office of Instructional Technology and Information Services provide one-on-one training when necessary. The technology trainers and support staff are sensitive to the technology needs of both the classified and certificated staff at the various K-12 sites. When questions arise concerning the specific use of technology in the classroom or with a job task, district staff can contact the respective offices and obtain onePage 53

on-one training and advice. Both teachers and clerical staff take advantage of the wealth of knowledge that the trainers and support staff have in regard to application use and classroom integration. Teachers can receive assistance with the integration of applications such as PowerPoint, Word, or Excel into their classroom activities. A highly trained and qualified staff trainer can assist the teacher and make suggestions on how the various applications might be used with the students. Integrating Technology into the Curriculum Current district curriculum planning involves teachers in developing course outlines that lead to restructuring classroom presentations to match district standards within curriculum frameworks. Subjectspecific teachers will be offered the opportunity to participate in training provided by the district in all subject areas. CTAP The district coordinates integration workshops closely with the Region 6 California Technology Assistance Project (CTAP6) and California Learning Resources Network (CLRN) to offer courses that focus on utilizing outside resources for lesson planning and integration. Modesto City Schoolâ&#x20AC;&#x2122;s teachers participate in various summer workshops sponsored by the district and taught by CTAP6 and CLRN personnel.

4c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned activities including roles and responsibilities. The table for each Professional Development objective indicates the responsible person(s) and the plan for monitoring and evaluating activities and action steps. The Directors of Curriculum and Instruction and the Associate Superintendent of Educational Services will inform site administrators about the progress toward implementation and recommend program modifications where needed. The Site Administrators will be responsible for the analysis and modifications necessary at the site and communicate their findings to the Directors of Curriculum and Instruction and Associate Superintendent of Educational Services. Staff professional development will be a standing agenda item on a monthly basis at the district-level principalsâ&#x20AC;&#x2122; meetings. Site administrators will report to their site-based advisory groups about site and district technology goal progress of students, teachers, and administrators. The District Technology Committee will meet each month to review progress. An annual report to the Superintendent and Board of Education will be made by the Associate Superintendent of Educational Services regarding the progress of professional development.

PART 5 - Infrastructure, Hardware, Technical Support, and Software 5a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components of the plan. From the National Education Technology Plan 2010 - http://www.ed.gov/technology/ A comprehensive infrastructure for learning is necessary to move us beyond the traditional model of educators and students in classrooms to a learning model that brings together teaching teams and students in classrooms, labs, libraries, museums, workplaces, and homes—anywhere in the world where people have access devices and an adequate Internet connection. An infrastructure for learning is necessary to support a learning society in which learning is lifelong and lifewide. Existing Hardware The District’s technology inventory is aging; more than 70% of its technology inventory is over fiveyears-old. More than 4,000 computers are running Windows XP, and many of them cannot be upgraded to Windows 7. All teachers have a computer and printer in their classrooms, and 90% have projectors or large displays connected to their computers. Almost 65% of the classrooms have document cameras connected to their projectors. Most school sites have at least one computer lab for student use. See Figures 5a.1 and 5a.2 Existing Internet Access The network infrastructure serving Modesto City Schools was engineered to scale with new technologies. An elaborate hub and spoke fiber optic network connects 32 of the District’s 34 school sites to a central terminus in the primary data center. Each of these fiber runs has six strands of “dark fiber” per site which uses an operational pair connected at 1 gigabit, and 2 extra pair for redundancy and expansion. Gregori High School and Tuolumne Elementary are located outside the Comcast charter area and are connected via at AT&T fiber connection, Gregori is connected at 1 gigabit and Tuolumne is 100 megabits. Internet access is provided through CENIC (Corporation for Educational Network Initiatives in California) via the Stanislaus County Office of Education. At present, the District is using only 25% of its 1 gigabit connection. SCOE has the same bandwidth load, and has indicated that once the 70% threshold is reached, a move toward a shared 10 gigabit should take effect. In recent bandwidth testing for the SBAC online assessment, Modesto City Schools has determined it would only use 20% of the available bandwidth during an 8 to 10 week testing window. Existing Electronic Learning Resources The District offers a vast array of resources for instructional delivery including Google Apps for Education, Edmodo, Scholastic’s Read 180, Math 180, and System 44, and the District recently adopted Apex Learning as the online content provider for its credit recovery efforts. Student response systems are used sporadically and the District has opened its wireless networks to accommodate the use of personal devices. See Addendum 10.1. Page 55

ALL DISTRICT COMPUTERS BY AGE

Figure 5a.1

INSTRUCTIONAL DEVICES BY SITE

Figure 5a.2 Page 57

COMPUTER BIOS AGE

5b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district's teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan. Hardware Needed The District’s technology inventory is fast aging. Over 50% of all computers were five-years-old or older on September 30, 2013. In September of 2014 that percentage will increase to 70. To ensure that all teachers and students have equitable access to instructional technology, and that schools can deliver computer based formative and summative assessment, the District needs the following hardware, software, and upgrades: • • • • • • •

Increase the RAM in 200 teacher computers and upgrade the operating systems to Windows 7 and Office 2010 Replace 645 teacher computers Upgrade and repurpose 470 of the replaced teacher computers for sudent use Acquire 125 digital projectors Acquire 500 document cameras or iPads or tablets to provide image capture Acquire 40 mobile assessment labs to supplement existing stationary computer labs to facilitate formative and summative computer based assessments on a routine basis Wireless networks for five K-6, two 7-8, seven 9-12, and one alternative education school sites (15 sites total) – 20 wireless controllers, 460 wireless access points and associated switch gear

Electronic Learning Resources Needed Modesto City Schools, contingent on funding, plans to transition to digital textbooks through a 1-to-1, device to student deployment which provides students both access to required texts, content generation tools, as well as filtered Internet access. Adequate network or cloud based storage, and management tools need to be secured to support this deployment. Networking and Telecommunications Infrastructure Needed The District has been funded for a $1.88 million internal connections project through E-Rate and is currently changing out the network switch gear and installing wireless networks at 19 qualifying, elementary school sites. District staff will refurbish the replaced network switches to refresh the non-qualifying sites. In the short term, this refurbishing project will standardize key core components and set the minimum connection standard at 100 megabits to the desktop. The remaining 15 schools sites require network upgrades, and wireless area networks to support instructional delivery, student and teacher interaction, and to enhance options and untethered technologies for all staff. The primary data center which serves the entire District is fast reaching its capacity and it has exceeded the life expectancy of many critical components:

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• • •

• •

The current blade server configuration must be upgraded and expanded to support additional server virtualization Additional storage attached network (SAN) and network attached storage (NAS) is required for expanded virtualization, overall systems backups, and a high availability schema Both the network’s central core and its 36 site cores need to be changed out over the next three years to accommodate greater bandwidth demands and higher speed access both internal and external network based resources The existing email server and software was new in 2003 and is currently being upgraded Web services and the content management structure is hosted with SharePoint 2007, staff is working toward a complete migration to SharePoint 2013 for both internal and external web services

Physical Plant Modifications Needed With the eventual transition to digital textbooks, all school sites will require the installation of appropriately sized WWANs (wireless wide area networks) for connectivity to the Internet and networked based resources. At the writing of this plan, 19 of the District’s 34 schools have WWANs. Technical Support Needed The growing dependency on technology across every aspect of District operations, instruction notwithstanding and the transition to CCSS and deployment of digital textbooks, requires the creation and/or evaluation of classified, certificated, and management positions. It is recommended that the Superintendent’s Cabinet and the Governing Board consider the following: • • • •

•

Evaluate the distribution and management of electronic textbooks, and adjust staffing accordingly Increase Computer Services staffing to meet the technology support needs associated with CCSS and the deployment of digital text books: 1 CT I and 1 CT II Instructional Technology trainer, add 1 position work Reinstate Tech Mentor Optional Period Assignments at each high school and junior high to facilitate the use of technology to support instruction, assist with the implementation of SBAC assessment, and serve as a Technology Ombudsman for the site; 8 high school and 4 junior high Create five Certificated Technology Implementation Specialists positions to facilitate the use of technology to support instruction, assist with the implementation of SBAC assessment, and serve as a Technology Ombudsman for their assigned elementary sites Application Specialist to provide user support and maintain interventional applications like Read 180, Math 180, System 44, and Skills Tutor

5c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components as identified in Section 5b. Goal:

Infrastructure, Hardware, Telecommunication, and Online Resources

Objective 1 of 5:

Ensure that classroom technology is equitable in all District classrooms

Benchmarks:

Year 1: Re-evaluate the classroom technology standards, and development an update path for aging technology. Begin replacing teacher computers based on the revised classroom technology standards. Year 2: Complete teacher computer replacement phase, acquire and install peripheral devices to meet classroom standards. Year 3: Ensure that the every classroom meets the revised classroom technology standards.

Objective 2 of 5:

Acquire and install the required technology to administer the SBAC computer based assessments

Benchmarks:

Year 1: Acquire and install the required technology necessary to support and administer the SBACâ&#x20AC;&#x2122;s computer based assessments. Year 2: Evaluate the technologies associated with SBAC assessment and adjust accordingly. Monitor bandwidth capacity during testing windows. Year 3: Incorporate SBAC recommendations as they develop and continue to validate its implementation.

Objective 3 of 5:

Upgrade Network Switch Gear and Install Wireless Networks

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Benchmarks:

Year 1: Install new network equipment and wireless local area networks purchased with E-Rate funds. Refurbish replaced switch gear and install at non-qualifying schools. Year 2: Leverage the contractual discounts to improve network connectivity at sites that were not E-Rate eligible. Year 3: If funding becomes available, install wireless local area networks at remaining school sites.

Objective 4 of 5:

Update & Expand Primary Data Center Server Architecture

Benchmarks:

Year 1: Add two HP Gen 8 Blades Servers, the associated storage attached network, and necessary network attached storage for expansion and backup. Year 2: Add two HP Gen 8 Blades Servers and repopulate existing drive arrays with larger drives. Maximize server virtualization to consolidate services, improve availability, and reduce energy costs. Year 3: If funding is available, add six HP Gen 8 Blades Servers, and validate the performance of the updated architecture.

Objective 5 of 5:

Transition to Digital Textbooks Through a 1:1 Digital Device Initiate (subject to available funding)

Benchmarks:

Year 1: Solicit proposals for 1:1 consulting services. Develop a comprehensive initiative for individual device deployment that addresses all aspects from device and content management to user support. Year 2: Based on feedback from key stake holders and the consultantâ&#x20AC;&#x2122;s recommendations, implement the acquisition phase of the 1:1 initiative. Year 3: Fully implement all aspects of the Digital 1:1 initiative.

Implementation Steps

Date

Job Title Responsible

Evaluation Data

Meet as indicated on a June 2011-2014 regular basis to analyze the data and make appropriate recommendations and/or modifications

Supervisor, Instructional Technology

E-rate and supporting documents

Director of Information and Technology Services Director of Information and Technology Services, District Technology Council

5d. Describe the process that will be used to monitor Section 5b and the annual benchmarks and timeline of activities including roles and responsibilities. The Director II, Information and Technology Services will collect data about each particular activity or benchmark. The District Technology Committee will review the data on a regular basis and make recommendations for program modification. These recommendations will be shared with the Superintendent and applicable stakeholders, to be addressed in reports to the Board of Education.

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PART 6 – Funding and Budget 6a. List of established and potential funding sources. Since the early 1990s, Modesto City Schools has utilized a number of funding sources to accomplish its technology objectives; E-rate reimbursements, various legislative acts like AB2882 and AB1339, the Digital High School Grant, State Equalization Funds, the Technology Literacy Challenge Grant, Carl Perkins Funding, and California Academy grants have been the most significant. The district will continue to identify future funding sources as they are identified to maximize its investment in technology. The transition to Common Core State Standards represents a fundamental shift in how teachers will use technology to deliver instruction and assess student performance. Recognizing the significance of this shift, the Governing Board allocated $2,100,000 from the state’s Common Core State Standards Implementation Fund to be used towards three essential implementation steps: • • •

Subsequent phases will be delineated over the transition of this plan. Equalization Funds Long after the State curtailed Equalization funding to school districts, the MCS Superintendent’s Cabinet continued to fund the account from general funds to support ongoing projects and maintenance. In fiscal year 2015, the District will stop using the term Equalization, but it will continue to fund its technology projects through other departmental accounts. E-Rate The FFC’s reimbursement program funded from the Universal Service Fund, commonly known as ERate has been the primary funding source for the District’s network infrastructure. E-Rate assists schools and libraries obtain affordable telecommunications and Internet access by reimbursing districts for qualified expenditures. The rate for reimbursement is determined by the district’s percent of students who qualify to receive free and reduced meals. Currently, the District’s overall reimbursement rate is 78% for qualified telecommunications costs. E-Rate also provides funding for major networking projects which connect the school to the Internet eternally, and projects for internal connections. This funding is typically awarded to schools that have more than 90% of their students on free or reduced lunch. At the writing of this plan, 19 MCS schools met the criteria and were funded to receive new network switch gear and wireless networks. Districts are allowed to apply for internal projects, twice in a five year period and MCS will apply again in 2015.

Carl Perkins – Regional Occupation Programs The district’s Careers and Regional Occupation Programs (ROP) seek to establish ongoing district-level, occupationally-based programs that integrate technology into a business-based learning environment. With input from the business community through their work on the various district advisory committees, ROP programs and supportive technology has been installed in all of the district high schools that mirror business practices and workplace standards. As programs are established in the years to come through the ROP curriculum, program funding will be used to install the equipment, software, and infrastructure necessary to support the learning process, industry standards and student achievement. Information and Technology Services Modesto City Schools provides funding for an Information and Technology Services Division that is comprised of three departments: Computer Systems, Information Systems, and Instructional Technology. Computer Services supports and maintains all District owned technology, which includes computers, servers, user accounts, network switches,, and all of the WAN/LAN infrastructures throughout the district. The CS department also coordinates the purchase and installation of hardware and software. Information Services’ programming team develops and maintains a host of applications for the District as well maintain all websites, oversee the operation of customization PowerSchool, provide critical reports like CALPADS and HQT, supports and maintain the business systems software and operations, and performs all data warehouse functions and operations. Instructional Technology coordinates and provides technology training across the spectrum of instructional delivery and classroom innovation to beginning word processing. The IT staff manages Apex Learning, Google Apps for Education, Edmodo, PowerTeacher Gradebook, and maintains a comprehensive online catalog of timely, useful content for all MCS staff.

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6b. Estimate annual implementation costs for the term of the plan. HARDWARE, SOFTWARE AND INFRASTRUCTURE ANTICIPATED HARDWARE AND SOFTWARE NEEDS • • • • • • • • •

Increase the RAM in 200 teacher computers and upgrade the operating systems to Windows 7 and Office 2010 Replace 645 teacher computers Upgrade and repurpose 470 of the replaced teacher computers for student use Purchase 125 digital projectors Purchase 500 document cameras or iPads or tablets to provide image capture Purchase 40 Mobile Assessment Labs (Cart, 36 Chromebooks, High Availability Access Point, and Charging System) to facilitate formative and summative computer based assessments Upgrade Storage Attached Network (SAN) – add 14 drives, replace 42 drives Increase Network Attached Storage (NAS) for backup – add 14 Terabytes Upgrade HP Blade Servers from Generations 1 and 6 to Generation 8

The following are the estimated costs of the hardware and components as delineated above: Item Description Memory (RAM) Upgrades Teacher Computers Digital Projectors Document Camera or iPad or Tablet Mobile Assessment Lab (36 Chromebooks) SAN Drives NAS for Backup (14 Terabytes & Deck) HP BL460c Generation 8 – Blade Server Total

Quantity

Estimated Cost

Total

670 645 125 500 40 56 1 10

$75 $950 $550 $520 $16,500 $700 $8,000 $9,800

$50,250 $612,750 $68,750 $260,000 $660,000 $39,200 $8,000 $98,000 $1,796,950

In May 2013, the District contracted with Microsoft through the CETPA and Microsoft Select Agreement. Under the terms of this contract all operating systems upgrades, installations of Microsoft Office, SharePoint Services, and management systems are inclusive with the annual agreement which is included in the ITS budget (see Annual Operating Costs table).

ANTICIPATED INFRASTRUCTURE NEEDS •

Wireless networks for five K-6, two 7-8, seven 9-12, and one alternative education school sites (15 sites total) – 20 controllers, 460 access points

Item Description Cisco Series 2504 Controller Cisco Access License (Legacy Devices) Cisco Series 3602 Wireless Access Point Total

Quantity Estimated Cost Total 20 $3,768 100 $120 460 $868

$75,360 $12,000 $399,280 $486,640

SUPPORT STAFF COSTS ANNUAL OPERATING COSTS Ongoing annual general fund obligation for the normal operations of the Information and Technology Services Division: Budget Code 1000 - Certificated employees 2000 - Classified employees

Year 1 $107,243

Year 2 $107,243

$2,009,564

3000 - Employee Benefits 4000 - Materials & Supplies

$599,042

$74,838

5000 - Other Services & Operating Expenses 6000 - Equipment Total

$613,174

$$613,174

$35,999 $3,439,860

Year 3 Justification for Expenses $107,243 Salaries and hourly wages for certificated trainers. $2,009,564 Salaries and hourly wages for classified staff working on technology and/or training. $599,042 Benefits relating to certificated and classified salaries. $74,838 Tech training supplies and technology hardware for use in classrooms and district offices. $$613,174 Software licensing and renewals, communication, professional development, transportation, and travel. $35,999 Replacement data center components. $3,439,860

SUPPLEMENTAL SUPPORT STAFF Projected costs for additional technical support staff as specified in 5b contingent upon funding sources. • • •

Increase Computer Services staffing to meet the technology support needs associated with CCSS and the deployment of digital text books: 1 CT I and 1 CT II Instructional Technology trainer, add 1 position work Reinstate Tech Mentor Optional Period Assignments at each high school and junior high to facilitate the use of technology to support instruction, assist with the implementation of SBAC assessment, and serve as a Technology Ombudsman for the site; 8 high school and 4 junior high Page 67

â&#x20AC;˘

Create five Certificated Technology Implementation Specialists positions with local administrative rights to facilitate the use of technology to support instruction, assist with the implementation of SBAC assessment, and serve as a Technology Ombudsman for their assigned elementary sites Application Specialist I to provide user support and maintain interventional applications like Read 180, Math 180, System 44, and Skills Tutor (work with Curriculum Development Coordinators)

Estimates include salaries plus statutory costs and benefits: Position Computer Technician I Computer Technician II Technology Trainer Tech Mentor Optional Period Technology Implementation Specialist Application Specialist I Total

Quantity

Estimated Costs

Total

1 I 1 12 5 I

$49,268 $59,913 $59,913 $8,437 $92,000 $49,268

$49,268 $59,913 $59,913 $101,244 $460,000 $49,268 $779,606

6c. Describe the district's replacement policy for obsolete equipment. The average student computer is over seven-years-old and will likely be replaced as part of a future 1:1 student to device initiative that is contingent on the receipt of funding specifically identified for digital textbooks. The District has many of the required infrastructure components in place to support a 1:1 initiative, however, like most Districts, lacks the funding to acquire the devices and the associate management tools. If a third round of the Microsoft Settlement K12 Voucher is released the District will use those funds to replace aging computers and infrastructure components on a needs basis, using an “oldest first” approach. The District will continue to leverage its categorical funding where and whenever possible to keep current technology on hand for its users. By entering into the CETPA Microsoft Agreement (CAMSA), the District has been able to add life, service, and better performance to some of its aging computers through its savings from CAMSA. At present the District is self-refurbishing computers that will meet the specifications to run the Windows 7, and now manages its entire inventory with Microsoft’s System Computer Configuration Manager. These two projects have produced significant cost savings and standardized systems management. Any and all grants which the District seeks, routinely include language to secure the funds necessary for any required or associated technology.

6d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary. Modesto City Schools will continue to perform periodic reviews of technology and associated systems to determine if their functionality is keeping pace with the demand. Any major changes will be reviewed by the District Technology Council, Education Cabinet, Superintendent’s Cabinet, and departments affected. The Director of Information and Technology Services is directly responsible for monitoring the technology budgets, and submitting budget requests and recommendations to Superintendent’s Cabinet for consideration.

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PART 7 - Monitoring and Evaluation 7a. Describe the process for evaluating the plan's overall progress and impact on teaching and learning. When trying to determine the effectiveness of educational technology, one is confronted by a number of practical issues involved in the strategies used by teachers within the classroom. Foremost, technology, when used appropriately and integrated into the classroom curriculum, is only one component of an instructional activity. Assessments of the impact of technology are really assessments of classroom instruction enabled by technology and good teaching practices. Principals, Directors, and the Assistant Superintendent of Educational Services will meet throughout the year to evaluate technologyâ&#x20AC;&#x2122;s impact on student learning and attainment of district curriculum goals. They will review multiple measures such as achievement data, the results of student acquisition of knowledge and skills, staff development feedback, and staff technology survey results. An update will be presented to Cabinet and the District Technology Committee, and planning for next yearâ&#x20AC;&#x2122;s staff development and budget needs will begin based on the findings. Departments involved with the collection, review, and dissemination of this data will be: Assessment and Evaluation, Educational Services, Information and Technology Services, Budgeting, and site staff. All of our high schools, junior highs and elementary sites are evaluated as part of an ongoing school progress report, involving site action plans developed by site administration and staff and are subject to the CBEDS required data collection. Along with the CBEDS data, the district will provide professional development technology training records to the sites to be incorporated into their site action plans and evaluations.

7b. Schedule for evaluating the effect of plan implementation. As indicated in the goals and objectives of each component, data will be collected on a regular basis, compiled by the Office of Assessment and Evaluation, and distributed to the district and site level administrators. Some goals and objectives such as student skills or teacher training will be evaluated on a semester basis, while other benchmarks such as API scores will be evaluated on a yearly basis. The district already has in place a number of review cycles for assessing student achievement and site action plans. The Technology Master Plan itself will be reviewed annually to assess the effectiveness and progress toward its stated goals and objectives. Departments involved in the review of this plan will be: Assessment and Evaluation, Educational Services, Information and Technology Services, Budgeting, and site staff.

7c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders. Final program reports and recommendations for program modifications will be reported to the district superintendent, the superintendent’s cabinet, and Board of Education. A report will also be made available to: parents, teachers, business partners, and site administration for their reactions and comments. The purpose of monitoring and evaluating technology plan initiatives is to provide data to assure that resources are being used to accomplish state and local goals. Hard data provides information such as test scores and number of computers per classroom. Anecdotal data, on the other hand, allows educators to illustrate how technology-infused instructional practices are improving student learning by affecting such difficult-to-measure student attitudes as self-confidence and motivation. The plan will be revised and improved as needed. This is also a step in the continuous quality improvement process. No single planning committee can possibly foresee all of the underlying circumstances, which might cause detours along the way. Activities

Timeline

Responsibility

Evaluate the progress of the Technology Semi-Annually Master Plan using feedback from the stakeholders responsible for implementation and review.

• Director, Information and Technology Services (ITS) • Supervisor, Instructional Technology (IT) • District Technology Committee

Conduct staff development needs Annually assessment using the MCS Technology self-assessment online tool. Report the finding back to the District Technology Council

• Supervisor, (IT) • District Technology Committee

Continuously survey site personnel to ensure that training, support, and equipment are meeting their instructional and administrative needs.

• District Technology Committee Director, ITS • Supervisor, (IT) • Supervisor, CS

Annually

Monitor 4th, 8th, and 12th grade Annually computer and information literacy skills to insure that students are learning the skills necessary for a knowledge-based economy.

• Director, Information and Technology Services (ITS) • Supervisor, Instructional Technology (IT) • District Technology Committee

Examine data from online technical support request database to determine frequency of support requests/response times.

• Director, ITS • Supervisor, CS

Quarterly

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8. Collaborative Strategies with Adult Literacy Providers 8. If the district has identified adult literacy providers, describe how the program will be developed in collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify adult literacy providers or potential future outreach efforts.) The 1992 and 2002 National Assessments of Adult Literacy use the following definition of literacy: “using printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential.” This definition goes beyond simply decoding and comprehending text to include a broad range of information and technical processing skills that adults use in accomplishing the range of tasks associated with work, home, and community contexts. Literacy is neither a single skill suited to all types of texts, nor an infinite number of skills, each associated with a given type of text or document. The National Adult Literacy Survey measured literacy along three dimensions: prose literacy, document literacy, and quantitative literacy. All are designed to capture an ordered set of information-processing skills and strategies that adults use to accomplish a diverse range of literacy tasks. The literacy scales make it possible to profile the various types and levels of literacy among different subgroups in our society. The purpose of formal schooling has always been to ensure that new generations develop the skills they require. Yet, the challenge of maintaining and improving the literacy skills of adults is an issue that is much broader than formal education. The International Adult Literacy Survey reveals that literacy skills can be lost if they are not used throughout life. Consequently, the study argues for the development of a culture committed to learning and to the creation of literacy-rich environments wherever people live and work, that is, in the home, in the community and in places of employment. It suggests that an investment in literacy is a long-term interest-bearing bond which pays substantial benefits for individuals, for employers, and for nations. Modesto City Schools has approximately 30,000 students; 58% are Hispanic, 24% are White, 5% are Asian, and 4% are African American, with the remainder in other ethnic groups. The 6,974 identified English Learners make up approximately 24% of the K-12 student population. In addition, those students qualifying for the free or reduced lunch program totaled 21,279, or 70% of the district student K-12 population. Modesto City Schools (MCS) currently offers a number of Adult Literacy Programs which seek to meet the national stated goals by integrating technology into the classroom activities. MCS currently offers the following classes where integrated technology is used in the delivery of the classroom curriculum: Parent Institute In 2009-2010, seven Parent Involvement Committees meetings were scheduled and held. The purpose of this committee was to develop “strategies to increase parent involvement, especially of struggling students.” Outcomes from this committee work included the discussion of plans to increase parent volunteers, the writing of individual school site plans to increase parent involvement, investigation of parent involvement “best practices” from other county schools, and organization of a California Association of Compensatory Education parent conference held at Modesto High School. In addition, more parents of Modesto City Schools graduate from the Parent Institute of Quality Education (PIQE) than any other school district in

Northern California. All schools host the 9 week parent involvement/education courses on a 3 year rotating basis. During 2008-2010 new participation records were set with Modesto High and Downey High “graduating” over 200 parents each through PIQE. Yosemite Regional Occupation Program At the Modesto City Schools ROP facilities and all seven of the high school sites, classrooms and computer labs are used during the traditional school day to provide a wide variety of courses for students. Many of these labs are also used during after school hours to provide adult training to develop or enhance technical skills. The Modesto City School District Learning Center is used as a “One-Stop” adult training center for TANF, GAIN, and WAVE program participants. Adults enrolled at this center receive hands-on computer activities to assist in improving personal skills. Funding sources utilized in Modesto City Schools are Adult Education, Community-Based English Tutoring (CBETs), Regional Occupation Program funding, Carl Perkins Act, AB 231 Literacy Grants, and the District Technology Master Plan.

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9. Effective, Researched-Based Methods and Strategies 9a. Summarize the relevant research and describe how it supports the plan's curricular and professional development goals. The Modesto City Schools’ Technology Master Plan is based on sound instructional technology strategies. Our educational practices adapt and evolve with the growth of our technology tools, our understanding of their best instructional implementation, and recognition of what it takes to connect to the twenty-first century student. We acknowledge that principles, suggestions, and guidelines for high quality, efficient, and effective teaching are becoming more infused in the use of technology. These create an environment where technology has the opportunity to become a seamless medium for information queries, problem solving, and/or product development. Using technology at all levels of the educational structure is done with an approach that involves planning, implementation, and assessment. MCS plans for, implements, and assesses technology with the understanding that the tools we use to reach our educational goals are in constant evolution and so are our clients– the students. In the article “Digital Immigrants, Digital Natives," Marc Prensky uses an analogy of native speakers and immigrants to describe the generation gap separating today's students (the "digital natives") from their teachers (the "digital immigrants"). Digital media envelops the digital natives so profoundly that their very brain structures may be different from those of previous generations; therefore they think and learn somewhat differently than older generations. On the other hand, those not born in the digital world reveal their non-native status through a "digital immigrant accent" that exhibits itself in a number of ways–printing out a digital document to edit it rather than editing it online, is offered as an example. This description remains apt and salient over a decade later. Prensky , Marc. "Digital Natives, Digital Immigrants." On the Horizon Oct 2001. http://www.twitchspeed.com/site/Prensky%20%20Digital%20Natives,%20Digital%20Immigrants%20%20Part1.htm 2

Though released over ten years ago (2001), the CEO Forum in the School Technology and Readiness Report remains relevant today in identifying the building blocks for effective use of technology in schools and the development of 21st Century skills, both essential components of the Modesto City Schools’ Technology Master Plan. It reviews how to use educational technology to focus on student achievement — through assessment, alignment, accountability, access, and analysis. This report provides six recommendations for ensuring that educational technology improves student achievement and benefits education: • • • • • •

Focus educational technology investment on specific educational objectives. Make the learning of 21st Century skills a key educational objective. Align assessment with objectives and include 21st Century skills. Adopt continuous improvement strategies to measure progress and adjust accordingly. Increase investment in research, development, and dissemination. Ensure equitable access for all students to technology.

3 CEO Forum in School Technology and Readiness Report. Retrieved November 1, 2012 http://www.theceoforum.us/.

John Seely Brown, former director of the Palo Alto Research Center, has referred to teaching in the 21st Century as focused on learning to “be” someone as opposed to learning about something (Brown, 2006). Technologies can enable teachers to facilitate their own students’ constructions of their “being” but require that teachers speak “digital,” as Brown puts it, in such a way that will enable them to find and use technologies that facilitate productive forms of inquiry. Teachers in the 21st Century should strive to create learning environments that harness the abilities and talents of digital natives and direct emerging ways of thinking about technology toward more sophisticated and meaningful learning opportunities for students. The voices of students should be prominently featured and resonate in this process; by listening to students, teachers will not only be better informed but also be more effective as they facilitate their students’ education. Our technology plan illustrates and delineates the district’s desire, ability, and strategies to meet these challenges. In this research section of the MCS Plan, key studies and reports are shared which align with its primary goals, objectives, strategies, and resources related to 21 Century skills, technology integration within state content standards (e.g., California Common Core Standards), best practices for incorporating technology use with special needs students, professional development, and data-driven decision making and assessment. st

Technology-Integrated Instruction We believe technology is a tool that can enhance learning and engage students. The decision to use any technology should be based on what is needed in the curriculum rather than using technology for technology’s sake. There are a number of studies that point to the positive effects of technology integration on student achievement. It is the experience of the district that students in a technology-integrated classroom have elevated attendance rates, are more motivated to learn, are more adept at applying instructional content, and show more gains in achievement as measured by standardized tests. While some of these gains can be attributed to good teaching, it is clear that technology plays a major role. Most experts agree that students should develop technological skills in the context of learning and solving problems related to academic content (Baker & O'Neil, 2003). In a review of studies, the CEO Forum (2001) concluded, “Technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives.” When technology is integrated into the larger instructional framework, students will not only learn how to use the equipment and software but will also gain content knowledge (Silverstein et al., 2000). Overall findings in current literature which examines effective educational applications of computer and web-based technology indicate the following: integrated technologies promote active engagement, resulting in a level of subject-matter understanding that is considerably more profound than that found with more traditional, lecture-based modes of education; integrated technologies support collaborative learning for increased motivation, deeper understanding of course material, and increased self-confidence; and integrated technologies improve the pace and overall quality of the learning process through prompt and frequent feedback on task performance (Roschelle et al., 2000). A meta-analysis of studies that investigated the effect of computers on student writing found that Page 75

â&#x20AC;&#x153;students who use computers when learning to write are not only more engaged and motivated in their writing, but also produce work that is of greater length and higher qualityâ&#x20AC;? (Goldberg, Russell & Cook, 2003). Technology improves student performance when the application directly supports the curriculum objectives being assessed. Alignment of project or lesson content with state content standards is an important first step to infusing technology with curricula. A survey of 465 teachers in California resulted in 92% affirming that the first step in infusing technology into the curriculum is having information about the specific content of a program or use of an application that aligns with state-adopted curriculum standards. A number of the respondents indicated that an online resource that profiles electronic learning resources with the specific skills in knowledge areas that align with content standards would help them select programs that will facilitate curriculum integration with technology (Cradler & Beuthel, 2001). Technology improves motivation, attitude, and interest when students use technology applications to produce, demonstrate, and share their work with peers, teachers, and parents. With technology, students can be involved in longer-term projects that engage higher-order thinking skills. Students engaged in these types of assignments utilize the Internet and digital media resources to research information, interact with a group to synthesize and summarize the information, and use presentation software to summarize their findings and present it to the whole class. Educators can make evaluations of student skills by asking the student to perform tasks that demonstrate mastery of these skills. These projects also give teachers new ways to assess student progress. Teachers not only assess discreet skills related to California Content Standards (Common Core Standards), but they also assess elements such as use of factual information to answer problem-solving questions and find greater success in problemsolving. Collaborative, Student-Centered Learning In What Students Think About Technology and Academic Engagement in School (2007), Lee and Spires found that middle school students listed working with computers above all of the following: doing research on the Internet, working on projects in a group, working on a project individually, listening to the teacher explain things, and doing worksheets. Another finding was students are becoming more and more fearful that they are being left behind in an age of technological innovation in which their schools seemed unable to keep pace. Research indicates that students who engage in collaborative, program-based learning have higher levels of motivation (Guthrie & Wigfield, 2000). When students are motivated, they demonstrate improved achievement (Roderick & Engel, 2001; Haydel & Roeser, 2002; Gulek, 2003) and produce longer and higher quality writing samples (Reeves, 2001; Goldberg, Russell & Cook, 2003). Similarly, teachers using a constructivist approach have fewer classroom management problems (Marzano et al., 2003) and have more engaged learners in their classrooms (Marzano et al., 2003). Equitable Access to Technology for All Students There are many different types of special need learners who clearly benefit under the umbrella of technology and equitable access: Special Education (SpEd), English language learners (ELL), and gifted and talented (GATE) students.

Students with Special Needs A 2004 publication, republished in 2005, points out that the Individuals with Disabilities Education Act (IDEA) amendments of 1997 state that all students requiring Special Education services must be considered for assistive technology. Suggestions for assistive technologies include those to enhance teaching and learning, such as software for drilling and practicing academic concepts, and other technologies, such as screen readers that read the text on the computer to compensate for literacy problems. These enable disabled students to work more effectively, efficiently, and independently (Thompson, J., et al., 2005). Other publications and studies have addressed the benefits of using technology with special needs students. “Technology can provide the means for students with special needs to communicate via email and use the Internet for research, and can also help teachers accommodate students’ varying learning styles” (Silverstein, G., Frechtling, I., & Miyoaka, A., 2000). As cited in The CEO Forum on Education Technology, 2001, “Several research studies offer evidence that educational technology can provide significant benefits for special needs students, including learning disabled, low achieving, special education and gifted students.” Clearly we must use technology to assist our MCS Special Education students. English Language Learners Language Development Technologies for Young English Learners examines a variety of technologies for supporting English language learner (ELL) students. The author concludes, “These technologies can support cognitive development; engage learners in tasks and problem-solving; foster student autonomy by individualizing activities that they can do at their own pace; help focus learner’s attention on specific language skills; support students who have different learning preferences by providing multimedia experiences; encourage collaboration among learners; provide a comfortable learning environment; foster appreciation of the target language and culture; and provide specific feedback and assessment to help learners (and their teachers) monitor progress” (Parker, L. L., 2005). Clearly we need to leverage technology use to increase learning for our English language learners. Gifted and Talented Education (GATE) The concept of using technology to support individual instructional needs is echoed in Educational Technology by M. H. Siddiqui. The author states, “Gifted students can work at their own pace and explore subjects in more depth than the basic curriculum. Technology can also analyze and provide immediate feedback on performance, and can suggest modifications in instruction where necessary to improve student achievement.” (Siddiqui, M., 2008). Again, we clearly need to bring technology to bear in order to best serve all our students including gifted students who will benefit from its use as well. Professional Development Section 4 of the MCS Plan provides details on the professional development goals and objectives required to support the teaching and learning goals and objectives in Section 3 - Curriculum. Research indicates that ongoing professional development is essential to the success of the goals and objectives for teaching and learning. Successful implementation of technology-integrated instruction requires training and ongoing support, as well as time to collaborate with peers. One study found that helping teachers

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to learn to integrate technology into curriculum is a critical factor in the successful implementation of technology in schools (Sivin-Kachala, J., & Bialo, E., 2000). Professional development has and will continue to emphasize the use of technology as a powerful teaching and learning tool that engages students while addressing content standards within the curricular, instructional framework and adopted curriculum. In The Learning Return On Our Educational Technology Investment: A Review of Findings from Research, WestED (Ringstaff and Kelley, June 2002) provide an extensive report that examines many studies related to educational technology and school reform. Several key factors are identified as crucial elements for successfully using technology: • • • • • •

Technology is best used as one component in a broad-based reform effort Teachers must be adequately trained to use technology Teachers may need to change their beliefs about teaching and learning Technological resources must be sufficient and accessible Effective technology use requires long-term planning and support Technology should be integrated into the instructional framework

Key to the professional development is the site-based technology integration mentor program. It is our belief that this site-based approach is an effective approach to staff development. Teachers learn best from other teachers. We strive to create a community of learners at each site who are able to assist their peers both in formal and informal settings. A review of research on staff development for technology insertion (Cradler & Cradler, 1995) found significant factors in effective staff development to be: • • • • • • • • • •

Development of school and classroom level technology plans by and for teachers. Understanding of ways to integrate technology into education reform. Teacher-awareness of effective technology applications. A social network of other technology-using teachers. Availability of teacher-mentors or other peer support. Involvement of principals and other administrators in the planning and training. Development of the knowledge to critique and select technology applications. Adequate time and increased opportunity for staff development and technical assistance. Awareness of and access to educationally relevant technology-based programs. Opportunities for educators to communicate with peers in other schools and at conferences.

MCS recognizes the essential need for supporting its teachers as educators gain the skills to engage this digital generation. The district does so by providing professional development opportunities and provision for technology tools, as funding permits, as integral parts of learning and teaching throughout the educational setting. It also recognizes that listening to its digital natives’ voices is critical as decisions are made about educational policy and school design. NCREL (North Central Regional Educational Laboratory) presents the following: “To reach the goal of preparing teachers for effective technology use, a well-designed professional development program is essential. Professional development in a technological age requires new definitions and new resources. It cannot take the traditional forms of individual workshops or one-time training sessions. Instead, it must be viewed as an ongoing and integral part of teachers' professional lives.” (NCREL, 2000). In a paper discussing the cost, utility, and value of technology, Wahl suggests that organizations should spend 30 percent of their budget on equipment and 70 percent on the “human

infrastructure” to support ongoing training and technical assistance (Wahl, E., 2000). This thinking guides MCS’s planning going forward. Installation of equipment, understanding of technology integration, and information literacy skills do not insure that technology will be integrated into teaching and learning. This requires a commitment of resources to ongoing professional development. Modesto USD is committed to deepening its professional development services to teachers and staff through multiple approaches: train the trainer sessions, library/media librarians teacher collaborations with teachers, administrator sessions, posting how-to help files and videos on the district Website’s help pages, peer-to-peer coaching, et cetera. Opportunities for peer interaction and collaboration abound. A study by Becker and Riel (2000) found that there is a relationship between professional engagement and teaching practice; it further suggests that professional engagement should involve collaboration of teachers within and across schools. Another study found that “Shared practice and collective inquiry help sustain improvement by strengthening connections among teachers, stimulating discussion about professional practice, and helping teachers to build on one another’s expertise” (McREL, 2003). Sandholtz found that techniques that have been proven most successful are hands-on active learning, exploring, reflecting, collaboration among peers and participating in active learning (Sandholtz, 2001). The Apple Classroom of Tomorrow (ACOT) is a research and development collaborative among Apple Computer, Inc., the National Science Foundation, and many universities and research institutions. The intervention provided two computers to each teacher and student along with substantial staff development. The project purpose was to investigate how routine use of computers and technology influence teaching and learning. Findings from the first ten years of the project include: • • • • • • • •

As teachers became more comfortable and competent with the technology, they began working in teams and across disciplines. Classrooms became a mix of traditional and constructivist instruction. Students became more collaborative. Teachers altered their classrooms and daily schedules to permit students more time to work on projects. Teachers began to develop new forms of assessment that were performance and portfolio based. Technology encouraged student-centered, cooperative learning. Technology often inspired teachers to use more complex tasks and materials in their instruction. The influence of technology on teaching and learning occurred over an extended period of time.

Extensive research conducted by the Office of Technology Assessment reports that “districts may be well advised to use multiple training and support strategies tailored to the educational goals of the local site” (OTA, 1995, p.130). Data also indicate that no one strategy is best; rather, the strategies are often combined at any given site. Among the strategies used by districts are:

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Technology-rich model schools. Trainer of trainer model where a cadre of teachers receive professional development so they can provide the same and help other teachers. • • • •

Expert resource people. Providing every teacher with a computer. Training administrators and teachers together. Creating teacher resource centers.

Data-Driven Instruction Teachers and administrators need to learn how to access and use data to focus instruction and meet the needs of individual students. Newer electronic systems with user-friendly interfaces (like the Measures systems, Aeries Gradebook, and School Loop) are essential for effective datadriven instruction. Research reflects the need for easy-to-access and understandable systems. “Student data is often stored in forms that are difficult to access, manipulate, and interpret. Such access barriers additionally preclude the use of data at the classroom level to inform and impact instruction. Fortunately, there are newly available computer technologies that allow efficient organization and access to student data. In addition to allowing easier accountability reporting, these tools allow user-friendly data access at all educational levels, meaning that teachers can use these tools to engage in the informed reflection necessary to improve classroom practice.” (Wayman, J. (2005). Involving Teachers in Data-Driven Decision Making: Using Computer Data Systems to Support Teacher Inquiry and Reflection, Journal of Education for Students Placed at Risk). Technology is most influential when integrated with curriculum and assessment. In a review of studies, the CEO Forum (2001) concluded that "technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives." The report also concludes that student achievement is enhanced when teachers use assessments that “accurately and completely reflect the full range of academic and performance skills.” There has been a movement towards data-driven instruction, using current data on individual student progress, as well as disaggregated socio-economic data to uncover and focus on student needs. MCS has two technology systems that provide data for administrators guiding and supporting the direction of instructional practices and for teachers implementing effective instruction in the classrooms, namely SchoolCity and PowerTeacher Gradebook (please refer to the Curriculum section of this plan for more details.) The Classroom Visitation Application enables administrators to take an objective snapshot of a lesson in progress, and send immediate feedback to teacher. The information collected is stored in a SQL database, allowing the teacher or administrator to disaggregation each snapshot to identify areas of need and track their progression. This application was written to evolve as District emphasis and needs change. In The Role of Assessment in a Learning Culture, the author calls for “assessment to be moved into the teaching and learning process instead of being postponed as only the end-point of instruction.” Dynamic assessment, as she defines it, allows teachers to provide assistance as part of assessment, gain valuable insights for extending understanding, create targeted opportunities to teach, and scaffold next steps (Shepard,

L. A., 2000). A 2005 study found “Teachers are better able to modify their instructional strategies when they have current information about the skill levels and proficiencies of their students.” The authors concluded that having access to data from a variety of sources in a timely manner—and using it constructively—can lead to more appropriate instruction in the classroom and higher achievement for students (Lachat, M. A., & Smith, S., 2005). The data-driven cycle of assessment, analysis, and action, which is indispensable for increasing student achievement, must be deeply embedded in the school's culture and a top priority for schoolwide improvement.” (Fenton, B. and Murphy, M., 2010). MCS aims to heed this call, and this Modesto City Schools’ Technology Master Plan sketches an emerging blue print for how we can attain 21st Century learning and teaching through the use of these new technologies.

9b. Technology to Deliver Rigorous Curriculum The confluence of emerging technology with digital natives that learn and acquire information differently, combined with a shortage of tech savvy teachers poses a unique set of challenges for delivering rigorous curriculum. School districts nationwide struggle to keep their technology current and train their teachers to master today’s digital classrooms, while their students outpace them in the use of technology. Most students carry more powerful technology in their pockets than they find in their classrooms. But research shows that few students use that technology to enhance their educational experience. Modesto City Schools worked to build a robust network infrastructure and re-defined its classroom technology standards to make it possible for their teachers and students to connect electronically. Across the District in classrooms at every grade level, these connections have created a ground swell of digitallyenhanced learning and effective communication between teachers, students, and parents. The use of Google Apps for Education (GAFE) has grown to over 5,000 active users; roughly 18% of the district’s staff and students from grades 2 - 12. Future technology goals planned to be explored by the District Technology Council to increase the use of technology in and out of the classroom include, but are not limited to: Distance Learning •

•

New, innovative, and creative virtual and physical training and distance learning projects will be explored to enhance the curriculum. Technology found to be effective in delivering a more rigorous curriculum will be used to expand content offerings to 7-12 classes. Various applications and multimedia will be utilized to maximize student and teacher participation in these programs. Utilizing various systems, the district Instructional Technology staff will work with district technology and BTSA mentors to produce online collaborative educational content for staff, student, and parents. The role of Instructional Technology and Computer Systems will be reviewed and continue to adjust technical support, technology professional development, and be the first line of support for trouble-shooting support in instructional applications, infrastructure implementation, and on-site technical assistance.

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•

Modesto City Schools will seek out and explore new platforms that may be better suited for distance learning applications. Other virtual world technologies such as Google Sites and Edmodo will also be explored to increase participation and reduce overall costs. Various approaches and media will be utilized in order to maximize teacher participation in these programs using video streaming on the Web and online training. Utilizing various systems, the district’s Instructional Technology staff will work to produce online educational content for staff training.

District Website: • •

•

The district’s website will be redesigned and expanded to include content rich materials and resources to the classroom and the community. The district’s Instructional Technology staff in conjunction with the Computer Systems Department will continue to provide training and Internet resources to schools as new technology is implemented and information and services are added which will enrich the district’s Internet content. The district’s Instructional Technology staff in conjunction with the Computer Systems Department will work together to provide a safe environment by which teachers and students create and post their own Web pages that are published on the district Internet server.

Modesto Virtual Academy Modesto City Schools established a virtual education charter school in the 2010 academic year. A year later the charter was dissolved, however Modesto Virtual Academy continues to provide educational services to the students of Modesto City Schools as an alternative education program in the district. This innovative program serves high schools students of all abilities with curriculum provided by Apex Learning. Modesto Virtual Academy curriculum is as rigorous as what students would find in a traditional classroom. Modesto Virtual Academy targets long-term independent study students, as well as students who may be struggling in the traditional high school environment that need an alternative to the traditional brick and mortar school. Modesto Virtual Academy is open and free to any student from ninth to 12th grade. Modesto Virtual Academy provides another option for students to complete high school. Internet Use: Teachers will develop and utilize Web-based lessons that enrich the core curriculum in their classrooms. These lessons will be documented and shared with same grade level and/or subject-area staff via the district website and staff training as “Best Practices” model. Using a train the trainer model, all teachers in the district will be exposed to new hardware, software and standards aligned applications appropriate to their subject or grade level. The district’s Instructional Technology staff in conjunction with the Computer Systems Department will continue to work to define and implement the Child Internet Protection Act (CIPA) provisions to ensure an environment where students and parents feel protected from outside predators. When parents and children feel safe, they are more like to use the technology to expand their knowledge.

Distance Learning Classroom Resources While distance learning as described above may not be as effective as learning in the traditional classroom, there is a component of distance learning that Modesto city Schools supports â&#x20AC;&#x201C; distance anytimeanywhere resources for the classroom. Modesto City Schoolâ&#x20AC;&#x2122;s Instructional Technology and Computer Systems Departments work with site teachers to place critical components and resources (lesson outlines, project activities, student grades and academic progress, information literacy and Internet resources) of the classroom on the districtâ&#x20AC;&#x2122;s Internet site. As electronic media and infrastructure bandwidth become more available to enable content rich interactive media, Modesto City Schools will evaluate the effectiveness of distance learning and make its decisions accordingly.

RESEARCH REFERENCES 1. In the video, Khan goes on to talk about the advantages of online learning -- how, in classic disruptive fashion, many assume that it can't be good enough because we tend to think an in-person experience is better and a free one on the Web can't be all that good. But instead online learning enables convenient learning at the needed pace (you can fast forward, stop, rewind); counter-intuitively removes the distance from learning -- the teacher in front of the class at a distance from students is now brought right to you; if you're not sure about a concept on which the lesson is built, you can stop, learn about that concept (even if you're in "fifthgrade math" and the concept is a "third-grade one," which you could almost never do in a traditional classroom!), removes the pressure for the student of having to look good or perform for the teacher or tutor; and so forth. And by the way, he has received letters that suggest that it works for everyone -- students with ADD, gifted and talented students, special needs students, and so forth. This is not just a nice add on, as computer-based learning has been typically treated; there is a fundamental hunger and need for this. From http://www.huffingtonpost.com/michael-horn/the-khan-academy-brings-d_b_764562.html The Khan Academy Brings Disrupting Class to Life Michael Horn (Co-author of Disrupting Class) Co-founder and Executive Director, Education of Innosight Institute Posted: October 19, 2010 07:22 PM 2. This vision for the classroom of the future is not new. It's one that people have talked and dreamed about for years in a variety of forms: Students partake in interactive learning with computers and other technology devices; teachers roam around as mentors and individual learning coaches; learning is tailored to each student's differences; students are engaged and motivated. http://www.edutopia.org/student-centriceducation-technology Disrupting Class: Student-Centric Education Is the Future How radical innovation will change the way we teach and kids learn. By Clayton M. Christensen, Michael B. Horn Clayton M. Christensen and Michael B. Horn are coauthors, along with Curtis W. Johnson, of Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. This article originally published on 8/13/2008 http://www.ed.gov/technology/netp-2010

Page 83

PART 10 - ADDENDUM LIST 10.1

Software List

10.2

Student Internet and Network Agreement

10.3

Student Internet Tutorial

10.4

MCS Survey Results – Teachers

10.5

MCS Survey Results – Classified Staff

10.6

MCS Survey Results – Admin Certificated

10.7

MCS Survey Results – Admin Classified

10.8

ISTE NETS for Students

10.9

ISTE Student Technology Profiles

10.1 SOFTWARE LIST Adobe Acrobat Pro Adobe Bridge Adobe Illustrator Adobe InDesign Adobe Photoshop Adobe Premier Adobe Reader Adobe Sound Booth Animoto Apple Safari Athena Software Audacity Autodesk Avery Babylon Brain Pop Brain Pop Jr Broderbund Catchup Math ClassZone Collaborize Classroom Comic Life Corel Draw Creative Writer Destiny Dictionary Boss Digiarty Software Digidesign Discovering French Discovery Streaming Dragon Speak DropBox Dropbox Inc Easy Book Deluxe EasyRecord EdrawSoft eInstruction Elluminate ExamView Facebook Final Cut Pro Garageband Geospiza Gimpshop Glencoe Glogster EDU Google Chrome Google Docs Google Earth Google Sketchup GradeCam

Halfbaked Software Harcourt Assessment Heartsoft Hellmansoft Hemera technologies HJeDesign Houghton Mifflin iLearn iLife iMovie Infineon Infinite Algebra Internet Explorer InterVideo Intuit iOS Issuu iWork Jay Klein Software Jostens Juniper Networks K-2 Book House Kid Pix 4 Kidpix Kuder Navigator Lavasoft LeapFrog Lego Software Livebinders MapsGalaxy MatchWare Math 180 Math Blaster Math Type Mavis Beacon McDougall Littell McGraw Hill Microsoft Access Microsoft Excel Microsoft Outlook Microsoft PowerPoint Microsoft Publisher Microsoft Word Millies Math H Mozilla Firefox Musicnotes Novatek ObjectPlanet OSX Pasco Photostory 3 Page 85

Pixielab Plantronics PowerSchool PowerSource Prentice Hall Printshop Promethean Pygraphics Quizdom Read 180 Reading Blasters ReadWriteType - English Realidades Renaissance Learning Riverdeep Rosetta Stone Roxio Scantron Scholastic- Reading Counts Scholastic-SRI SchoolCity SchoolTube Scott Foresman Scratch Screencast-o-matic SimTech Skills Tutor Slideshare SmartDraw SmartSound Socrative SRI Student Stardock SuccessMaker5 Sunburst SurveyMonkey Talking Typer TechSmith Teck4Learning Thinking Things Thinkmap Timeline 5.0 Tumblebooks Twitter Type to Learn Type to Learn Jr, New Keys Ulead Voicethread Windows Windows SharePoint Services (WSS) Wondershare Software

10.2 Student Internet and Network Agreement

Student Internet and Network Agreement I understand that: 1. The Modesto City Schools (MCS) Network consists of all hardware, software, and other equipment connected to it. Modifying or inappropriately accessing any part of it is prohibited. 2. All equipment on the MCS Network, all data stored, and all data transmitted through the network is the property of Modesto City Schools. 3. I shall have NO EXPECTATION OF PRIVACY when using the MCS network, storing files, when using email or when accessing the Internet or any other resource through the network. 4. I will never give out any personal identifying information, or personal information of others while using the network, email or the Internet. 5. Accessing adult sites or inappropriate materials on the Internet is strictly prohibited. 6. Just because the district filter does not block a particular website does not make it okay to view if it contains prohibited material. 7. All information gathered from the Internet is subject to copyright laws. If your project contains quotes, movies, sounds or pictures that you did not create, you will need to â&#x20AC;&#x153;citeâ&#x20AC;? your sources. 8. If I break the law, Modesto City Schools will cooperate with law enforcement in any investigations brought on the district and violators will be prosecuted to the full extent of the law.

MCS COMMON CORE TECHNOLOGY SELFASSESSMENT

1. Your LAST NAME Response Count 645 answered question

645

skipped question

2. Your FIRST NAME Response Count 645 answered question

645

skipped question

3. Your MCS email address Response Count 645

1 of 14

answered question

645

skipped question

4. Which site is your primary site for the 2013-14 school year. Response

Response

Percent

Count

District Site (DO, Reno Ave., etc.)

0.8%

Beard

1.7%

Bret Harte

1.7%

Burbank

1.6%

El Vista

1.6%

Enslen

0.6%

Everett

0.6%

Fairview

2.2%

Franklin

2.3%

Fremont

1.2%

Fremont Open

0.2%

Garrison

3.9%

Kirschen

1.2%

Lakewood

1.4%

Marshall

4.2%

Martone

2.3%

Muir

1.7%

Rob Rd

1.4%

Rose Ave

3.7%

Shackelford

1.1%

Sonoma

1.6%

Tuolumne

2.0%

Wilson

0.8%

2 of 14

Wright

1.2%

Hanshaw

1.6%

La Loma

2.5%

Mark Twain

2.5%

Roosevelt

1.9%

Beyer

6.4%

Davis

3.3%

Downey

5.4%

Elliott

2.0%

Enochs

7.1%

Gregori

7.0%

Johansen

8.4%

Modesto

7.4%

3.7%

answered question

645

skipped question

Other (please specify)

3 of 14

5. Please pick the job classification which best fits your employment with Modesto City Schools Response

Response

Percent

Count

Teacher

100.0%

645

Classified Support Staff

0.0%

Certificated Administrator

0.0%

Classified Management

0.0%

answered question

645

skipped question

4 of 14

6. Please rate your proficiency in each of the following areas

BEGINNER

INTERMEDIATE

ADVANCED

N/A

Rating

Average

Count

Basic Operations *The ability to: connect devices like printers and external hard drives, determine drive space, select printers, save

7.8% (49)

12.9% (81)

25.2% (159)

26.8% (169)

26.5% (167)

0.8% (5)

3.52

files, and identify operating system, version and properties. Basic Troubleshooting *The ability to: enable and disable wireless devices, increase decrease brightness and volume, connect digital projector and monitor

11.9% (75)

15.8% (99)

27.1% (170)

24.4% (153)

19.7% (124)

1.1% (7)

3.24

mirroring (Function F5), and properly using the touchpad in place of a mouse. Word Processing and Desktop Publishing *The ability to: write, edit, print and save documents,

2.6% (16)

format document properties and

4.6% (29)

18.6% (116)

31.9% (199)

40.9% (255)

1.4% (9)

4.05

use appropriate proofing tools. Database *The ability to: recognize and explain the use for storing and organizing data, define terms related to databases (e.g., fields,

18.8% (117)

record, search, filter) create

25.6% (159)

26.7% (166)

17.7% (110)

9.8% (61)

1.3% (8)

2.74

databases for personal or professional use. Spreadsheets (Tables, Charts and Graphs) *The ability to: identify terms and concepts (e.g., cell, column, row, values, labels charts and graphs) enter and edit data, create and perform calculations,

20.9% (131)

22.2% (139)

25.4% (159)

19.3% (121)

10.9% (68)

1.3% (8)

2.77

define and use functions, work and create multiple sheets, identify the use of spreadsheet skills in various careers. Internet, Networking and Online Communication *The ability to: conduct advanced searches, filter search options, identify web

8.0% (50)

14.1% (88)

25.8% (161)

5 of 14

26.4% (165)

24.8% (155)

1.0% (6)

3.46

authors within a site, validate sources found. Multimedia & Presentation Tools *The ability to: create, edit and format text and actions on a slide, organize slides, use drawing and graphing applications and resources within presentation, include various media to deliver a message and

18.4% (115)

16.2% (101)

24.0% (150)

24.5% (153)

15.4% (96)

1.6% (10)

3.02

transfer a document from one computer to the next making sure that all components and media transfers with it. answered question skipped question

6 of 14

7. Please rate your proficiency in each of the following areas

BEGINNER

INTERMEDIATE

ADVANCED

N/A

Rating

Average

Count

Ethics *The ability to: explain the importance of giving credit to appropriate sources, understand district compliance issues under the Acceptable Use Policy, know the guidelines for the use of copyright material (e.g., text, images, music,

7.1% (44)

video) in teaching materials,

11.6% (72)

23.8% (148)

28.4% (177)

28.1% (175)

1.1% (7)

3.60

understand appropriate and responsible use of communication tools (e.g., chats, instant messaging, blogs, text messages, and wikis). Classroom and Society *The ability to: explain how people use many types of technologies in their daily lives, identify ways in which technology is used in the workplace and in society, understand how media messages are used to inform persuade and entertain,

6.8% (42)

14.1% (87)

30.9% (191)

28.1% (174)

19.2% (119)

1.0% (6)

3.39

identify certain hardware and software to enable all users to learn, and evaluate authenticity, accuracy, appropriateness and bias of electronic resources, including websites. Internet Safety *The ability to: explain potential risks associated with the use of networked digital information, give examples of safe and unsafe practices for sharing personal information via e-mail and

5.5% (34)

15.5% (96)

27.8% (172)

27.2% (168)

23.0% (142)

1.0% (6)

3.47

the Internet, Identify cyber-bullying and describe strategies to deal with such a situation. answered question skipped question

7 of 14

8. Please rate your proficiency in each of the following areas

BEGINNER

INTERMEDIATE

ADVANCED

N/A

Rating

Average

Count

Research (Gathering and Using Information) *The ability to: use various technologies to locate, collect, and organize information, review and validate Internet resources for their appropriate use, locate and download content from

6.6% (41)

digital media collections for specific

17.3% (107)

27.8% (172)

27.3% (169)

20.0% (124)

1.0% (6)

3.37

purposes citing sources, use online tools (e.g., email, discussion forums, blogs and social media) to gather and share information collaboratively with others. Problem Solving *The ability to: develop and use guidelines to evaluate the content, organization, design, use of citations, and presentation of technologically enhanced projects, use and modify databases and spreadsheets to

14.1% (87)

21.8% (134)

30.1% (185)

22.0% (135)

10.9% (67)

1.1% (7)

2.94

analyze data and propose solutions (e.g., using your student information systems and benchmarks to collect, analyze and propose solutions). Communication and Collaboration *The ability to: use a variety of technologies (e.g., video, google docs and presentation software) to communicate and exchange ideas, demonstrate how the use of various techniques and effects (e.g., editing, music, color, rhetorical devices) can be used to

17.9% (110)

25.2% (155)

28.3% (174)

18.2% (112)

9.1% (56)

1.3% (8)

2.75

convey meaning in media, plan or implement a collaborative project with peers or for students using telecommunication tools (e.g., email, discussion threads, interactive web sites, google docs, video conferencing). answered question

8 of 14

skipped question

9. What is your comfort level using the following devices?

LOW

PC workstation

PC laptop

Macintosh workstation

Macintosh laptop

iPad

Smart phone (iPhone, Android, etc)

Digital projector

Document camera (i.e., Elmo, Aver Media) Student response systems (clickers)

Smart boards

Digital camera (still image)

Digital video camera

INTERMEDIATE

1.9%

5.5%

(12)

(34)

2.8%

7.8%

(17)

(48)

21.4%

18.9%

(129)

(114)

22.4%

18.8%

(136)

(114)

14.5%

(89)

10.9%

7.0%

(67)

(43)

10.3%

11.6%

(63)

(71)

10.6%

13.0%

(65)

(80)

36.8%

18.2%

(227)

(112)

41.0%

18.1%

(251)

(111)

6.7%

10.2%

(41)

(63)

12.6%

17.0%

(77)

(104)

20.1% (124)

20.2% (124)

17.1% (103)

17.1% (104)

21.6% (132)

18.9% (116)

22.1% (136)

21.6% (133)

12.6% (78)

9.6% (59)

22.3% (137)

19.1% (117)

9 of 14

HIGH

N/A

19.8%

51.4%

1.3%

(122)

(317)

(8)

18.9%

46.5%

3.9%

(116)

(286)

(24)

12.1%

18.8%

11.6%

(73)

(113)

(70)

12.5%

17.4%

11.8%

(76)

(106)

(72)

16.8%

25.7%

6.9%

(103)

(157)

(42)

20.8%

37.6%

4.9%

(128)

(231)

(30)

19.5%

32.2%

4.2%

(120)

(198)

(26)

21.3%

28.9%

4.6%

(131)

(178)

(28)

7.0%

4.5%

20.9%

(43)

(28)

(129)

5.2%

3.9%

22.1%

(32)

(24)

(135)

19.5%

36.6%

4.7%

(120)

(225)

(29)

21.4%

22.3%

7.5%

(131)

(136)

(46)

Rating

Average

Count

4.15

617

4.03

615

2.86

602

2.82

608

3.26

612

3.71

615

3.54

614

3.47

615

2.04

617

1.88

612

3.73

615

3.26

611

answered question

618

skipped question

10. What is your comfort level using the following district standard electronic resources?

LOW

Internet Explorer browser

Google Chrome browser

Microsoft Word

Microsoft Outlook

Microsoft PowerPoint

Microsoft Excel

PowerSchool

PowerTeacher

School City

INTERMEDIATE

2.3%

2.1%

(14)

(13)

9.8%

11.1%

(60)

(68)

0.8%

2.1%

(5)

(13)

1.8%

5.0%

(11)

(31)

10.9%

13.1%

(67)

(81)

18.0%

19.0%

(110)

(116)

7.5%

8.4%

(46)

(52)

9.8%

9.2%

(60)

(56)

28.3%

20.3%

(174)

(125)

21.8% (135)

23.0% (141)

16.9% (104)

20.5% (126)

15.9% (98)

26.1% (160)

25.8% (159)

24.4% (149)

22.3% (137)

10 of 14

HIGH

N/A

20.1%

53.1%

0.6%

(124)

(328)

(4)

17.9%

33.9%

4.2%

(110)

(208)

(26)

20.6%

59.4%

0.2%

(127)

(366)

(1)

26.1%

46.4%

0.2%

(160)

(285)

(1)

21.8%

36.9%

1.5%

(134)

(227)

(9)

14.9%

19.6%

2.5%

(91)

(120)

(15)

23.7%

30.5%

4.1%

(146)

(188)

(25)

23.6%

28.8%

4.3%

(144)

(176)

(26)

10.9%

7.0%

11.2%

(67)

(43)

(69)

Rating

Average

Count

4.20

618

3.58

613

4.36

616

4.10

614

3.61

616

2.99

612

3.64

616

3.55

611

2.41

615

answered question

618

skipped question

11. What is your comfort level using the following innovative/emerging technologies?

LOW

INTERMEDIATE

59.5%

8.5%

(366)

(52)

56.0%

13.5%

(344)

(83)

20.2%

10.8%

(124)

(66)

57.7%

10.3%

(354)

(63)

52.0%

13.1%

(318)

(80)

27.5%

13.5%

(169)

(83)

47.1%

12.2%

(289)

(75)

Socrative - Student Response

61.0%

8.8%

System

(374)

(54)

52.9%

12.1%

(324)

(74)

ClassDojo

Edmodo

Facebook

Flipped Instruction

Google Drive Apps for Education

Google Sites

Khan Academy

Twitter

4.6% (28)

6.2% (38)

18.9% (116)

5.4% (33)

9.6% (59)

22.6% (139)

11.1% (68)

3.3% (20)

9.5% (58)

11 of 14

HIGH

N/A

1.6%

24.2%

(10)

(149)

2.1%

2.6%

19.5%

(13)

(16)

(120)

14.5%

27.2%

8.3%

(89)

(167)

(51)

2.4%

0.8%

23.5%

(15)

(5)

(144)

4.1%

3.8%

17.5%

(25)

(23)

(107)

14.3%

15.8%

6.2%

(88)

(97)

(38)

5.9%

4.6%

19.2%

(36)

(28)

(118)

2.0%

1.6%

23.3%

(12)

(10)

(143)

3.6%

4.6%

17.5%

(22)

(28)

(107)

Rating

Average

Count

1.38

615

1.53

614

3.19

613

1.41

614

1.72

612

2.76

614

1.87

614

1.36

613

1.73

613

answered question

617

skipped question

12. Please rate your interest regarding professional development opportunities in the following areas

LOW

INTERMEDIATE

APEX Learning (for TOPs, ESS,

42.1%

11.0%

MVA)

(242)

(63)

35.9%

10.4%

(211)

(61)

31.3%

9.2%

(183)

(54)

33.1%

11.9%

(195)

(70)

31.4%

9.1%

(186)

(54)

17.4%

9.8%

(103)

(58)

14.5%

7.6%

(86)

(45)

10.8%

5.6%

(65)

(34)

26.2%

9.2%

(153)

(54)

24.3%

12.7%

(143)

(75)

28.4%

12.4%

(167)

(73)

24.7%

12.2%

(146)

(72)

28.9%

11.7%

(171)

(69)

24.7%

10.5%

(144)

(61)

Socrative - Student Response

24.3%

7.9%

System

(142)

(46)

ClassDojo

Edmodo

Facebook in Education

Flipped Instruction

Google Drive Apps for Education

Google Sites

ipads in the Classroom

Khan Academy

Microsoft Excel

Microsoft Outlook

Microsoft PowerPoint

Microsoft Word

SchoolCity

16.3% (94)

20.1% (118)

23.5% (137)

20.2% (119)

22.0% (130)

25.0% (148)

30.2% (179)

15.4% (93)

20.9% (122)

24.3% (143)

26.7% (157)

23.3% (138)

23.4% (138)

24.4% (142)

20.2% (118)

12 of 14

HIGH

N/A

4.0%

9.0%

17.6%

(23)

(52)

(101)

8.0%

11.4%

14.1%

(47)

(67)

(83)

9.1%

14.7%

12.2%

(53)

(86)

(71)

10.3%

16.8%

7.8%

(61)

(99)

(46)

7.8%

18.2%

11.5%

(46)

(108)

(68)

14.7%

26.5%

6.7%

(87)

(157)

(40)

16.7%

26.4%

4.6%

(99)

(156)

(27)

12.9%

49.3%

6.0%

(78)

(297)

(36)

11.3%

18.8%

13.5%

(66)

(110)

(79)

11.9%

23.3%

3.6%

(70)

(137)

(21)

9.8%

18.8%

3.9%

(58)

(111)

(23)

12.2%

24.5%

3.2%

(72)

(145)

(19)

11.0%

21.5%

3.6%

(65)

(127)

(21)

11.9%

21.8%

6.7%

(69)

(127)

(39)

12.6%

22.7%

12.3%

(74)

(133)

(72)

Rating

Average

Count

2.11

575

2.40

587

2.62

584

2.63

590

2.69

592

3.25

593

3.34

592

3.90

603

2.85

584

2.97

589

2.78

589

3.00

592

2.84

591

2.95

582

3.02

585

Textbook publisher online resources

Twitter

22.4%

8.8%

(133)

(52)

43.9%

11.7%

(255)

(68)

24.8% (147)

17.4% (101)

13.2%

23.8%

7.1%

(78)

(141)

(42)

6.0%

8.8%

12.2%

(35)

(51)

(71)

3.08

593

2.14

581

answered question

610

skipped question

13. Please rate the training scenarios below regarding your preferences for attendance at training provided by the district.

LOW

INTERMEDIATE

Afterschool voluntary (non-paid)

39.9%

15.8%

training - no more than 90 minutes

(235)

(93)

Participant paid training afterschool

10.4%

6.2%

(62)

(37)

Participant paid training afterschool

23.0%

12.6%

- 2 to 3 hours

(135)

(74)

51.8%

8.6%

(307)

(51)

53.2%

10.1%

(311)

(59)

30.3%

11.4%

(112)

(42)

30.2%

9.8%

(108)

(35)

Substitute-covered release day

22.1%

8.5%

(paid by district)

(125)

(48)

Substitute-covered release half-day

22.4%

8.7%

(paid by district)

(128)

(50)

- no more than 2 hours

Participant paid training on Saturday mornings - no more than 2 hours Participant paid training on Saturday mornings - 2 to 3 hours Classified Staff: Release from job site to attend training during work hours. Classified Staff: Hourly compensation outside of daily schedule - per CSEA contract

28.9% (170)

26.6% (159)

27.1% (159)

16.5% (98)

15.9% (93)

20.0% (74)

20.9% (75)

22.6% (128)

23.1% (132)

HIGH

7.1%

8.3%

(42)

(49)

21.4%

35.5%

(128)

(212)

16.5%

20.8%

(97)

(122)

10.6%

12.5%

(63)

(74)

9.9%

10.9%

(58)

(64)

7.6%

30.8%

(28)

(114)

9.5%

29.6%

(34)

(106)

16.6%

30.2%

(94)

(171)

17.3%

28.5%

(99)

(163)

Rating

Average

Count

2.28

589

3.65

598

2.99

587

2.23

593

2.15

585

2.97

370

2.99

358

3.24

566

3.21

572

Other (please specify)

13 of 14

14 of 14

answered question

608

skipped question

MCS COMMON CORE TECHNOLOGY SELFASSESSMENT

1. Your LAST NAME Response Count 168 answered question

168

skipped question

2. Your FIRST NAME Response Count 168 answered question

168

skipped question

3. Your MCS email address Response Count 168

1 of 14

answered question

168

skipped question

4. Which site is your primary site for the 2013-14 school year. Response

Response

Percent

Count

District Site (DO, Reno Ave., etc.)

14.3%

Beard

0.6%

Bret Harte

0.0%

Burbank

1.2%

El Vista

1.2%

Enslen

0.6%

Everett

0.6%

Fairview

1.2%

Franklin

1.8%

Fremont

0.6%

Fremont Open

0.0%

Garrison

1.8%

Kirschen

0.6%

Lakewood

0.6%

Marshall

0.6%

Martone

1.2%

Muir

0.6%

Rob Rd

3.0%

Rose Ave

3.0%

Shackelford

2.4%

Sonoma

1.2%

Tuolumne

0.0%

Wilson

0.6%

2 of 14

Wright

1.8%

Hanshaw

1.8%

La Loma

1.8%

Mark Twain

1.8%

Roosevelt

1.2%

Beyer

11.3%

Davis

6.0%

Downey

4.8%

Elliott

1.8%

Enochs

5.4%

Gregori

3.6%

Johansen

8.3%

Modesto

1.2%

11.9%

answered question

168

skipped question

Other (please specify)

3 of 14

5. Please pick the job classification which best fits your employment with Modesto City Schools Response

Response

Percent

Count

Teacher

0.0%

Classified Support Staff

100.0%

168

Certificated Administrator

0.0%

Classified Management

0.0%

answered question

168

skipped question

4 of 14

6. Please rate your proficiency in each of the following areas

BEGINNER

INTERMEDIATE

ADVANCED

N/A

Rating

Average

Count

Basic Operations *The ability to: connect devices like printers and external hard drives, determine drive space, select printers, save

0.0% (0)

0.00

0.0% (0)

0.00

mirroring (Function F5), and properly using the touchpad in place of a mouse. Word Processing and Desktop Publishing *The ability to: write, edit, print and save documents,

0.0% (0)

format document properties and

0.0% (0)

0.00

use appropriate proofing tools. Database *The ability to: recognize and explain the use for storing and organizing data, define terms related to databases (e.g., fields,

0.0% (0)

record, search, filter) create

0.0% (0)

0.00

0.0% (0)

0.00

0.0% (0)

5 of 14

0.0% (0)

0.00

0.0% (0)

0.00

transfer a document from one computer to the next making sure that all components and media transfers with it. answered question skipped question

6 of 14

7. Please rate your proficiency in each of the following areas

BEGINNER

INTERMEDIATE

ADVANCED

N/A

Rating

Average

Count

0.0% (0)

video) in teaching materials,

0.0% (0)

0.00

0.0% (0)

0.00

0.0% (0)

0.00

the Internet, Identify cyber-bullying and describe strategies to deal with such a situation. answered question skipped question

7 of 14

8. Please rate your proficiency in each of the following areas

BEGINNER

INTERMEDIATE

ADVANCED

N/A

Rating

Average

Count

0.0% (0)

digital media collections for specific

0.0% (0)

0.00

0.0% (0)

0.00

0.0% (0)

0.00

8 of 14

skipped question

9. What is your comfort level using the following devices?

LOW

PC workstation

PC laptop

Macintosh workstation

Macintosh laptop

iPad

Smart phone (iPhone, Android, etc)

Digital projector

Document camera (i.e., Elmo, Aver Media) Student response systems (clickers)

Smart boards

Digital camera (still image)

Digital video camera

INTERMEDIATE

1.9%

5.0%

(3)

(8)

2.5%

8.9%

(4)

(14)

20.8%

12.3%

(32)

(19)

19.4%

11.6%

(30)

(18)

9.6%

10.9%

(15)

(17)

9.0%

6.4%

(14)

(10)

29.3%

12.1%

(46)

(19)

29.5%

12.2%

(46)

(19)

36.8%

9.7%

(57)

(15)

39.4%

8.4%

(61)

(13)

6.4%

5.8%

(10)

(9)

7.7%

12.8%

(12)

(20)

16.3% (26)

16.5% (26)

18.8% (29)

21.9% (34)

16.7% (26)

12.2% (19)

12.7% (20)

16.0% (25)

11.6% (18)

9.0% (14)

21.2% (33)

19.2% (30)

9 of 14

HIGH

N/A

12.5%

61.9%

2.5%

(20)

(99)

(4)

15.8%

43.7%

12.7%

(25)

(69)

(20)

6.5%

11.7%

29.9%

(10)

(18)

(46)

5.2%

12.9%

29.0%

(8)

(20)

(45)

17.9%

27.6%

17.3%

(28)

(43)

(27)

19.9%

39.7%

12.8%

(31)

(62)

(20)

7.0%

11.5%

27.4%

(11)

(18)

(43)

8.3%

6.4%

27.6%

(13)

(10)

(43)

5.8%

3.2%

32.9%

(9)

(5)

(51)

5.8%

3.2%

34.2%

(9)

(5)

(53)

17.9%

39.1%

9.6%

(28)

(61)

(15)

20.5%

25.0%

14.7%

(32)

(39)

(23)

Rating

Average

Count

4.31

160

4.02

158

2.66

154

2.73

155

3.52

156

3.86

156

2.44

157

2.31

156

1.94

155

1.86

155

3.86

156

3.50

156

answered question

160

skipped question

10. What is your comfort level using the following district standard electronic resources?

LOW

Internet Explorer browser

Google Chrome browser

Microsoft Word

Microsoft Outlook

Microsoft PowerPoint

Microsoft Excel

PowerSchool

PowerTeacher

School City

INTERMEDIATE

0.0%

1.9%

(0)

(3)

3.8%

10.1%

(6)

(16)

0.6%

3.1%

(1)

(5)

0.0%

4.4%

(0)

(7)

12.0%

13.9%

(19)

(22)

8.9%

10.8%

(14)

(17)

14.5%

8.8%

(23)

(14)

22.0%

8.8%

(35)

(14)

24.7%

10.8%

(39)

(17)

13.2% (21)

15.2% (24)

13.8% (22)

15.0% (24)

22.2% (35)

20.9% (33)

16.4% (26)

9.4% (15)

7.0% (11)

10 of 14

HIGH

N/A

13.2%

69.2%

2.5%

(21)

(110)

(4)

15.8%

50.0%

5.1%

(25)

(79)

(8)

16.9%

64.4%

1.3%

(27)

(103)

(2)

15.0%

65.0%

0.6%

(24)

(104)

(1)

18.4%

23.4%

10.1%

(29)

(37)

(16)

17.7%

39.2%

2.5%

(28)

(62)

(4)

21.4%

25.2%

13.8%

(34)

(40)

(22)

4.4%

5.7%

49.7%

(7)

(9)

(79)

5.1%

8.9%

43.7%

(8)

(14)

(69)

Rating

Average

Count

4.54

159

4.03

158

4.43

160

4.42

160

3.30

158

3.69

158

3.39

159

2.26

159

2.34

158

answered question

160

skipped question

11. What is your comfort level using the following innovative/emerging technologies?

LOW

ClassDojo

Edmodo

Facebook

Flipped Instruction

Google Drive Apps for Education

Google Sites

Khan Academy

Socrative - Student Response System

Twitter

INTERMEDIATE

41.8%

3.8%

(66)

(6)

38.6%

4.4%

(61)

(7)

8.3%

5.7%

(13)

(9)

39.9%

5.7%

(63)

(9)

35.1%

7.8%

(54)

(12)

6.4%

10.2%

(10)

(16)

37.8%

6.4%

(59)

(10)

41.4%

4.5%

(65)

(7)

35.4%

3.2%

(56)

(5)

3.8% (6)

5.7% (9)

14.6% (23)

1.9% (3)

3.9% (6)

15.9% (25)

3.8% (6)

2.5% (4)

10.1% (16)

11 of 14

HIGH

N/A

0.0%

0.6%

50.0%

(0)

(1)

(79)

0.6%

1.9%

48.7%

(1)

(3)

(77)

14.6%

44.6%

12.1%

(23)

(70)

(19)

0.0%

2.5%

50.0%

(0)

(4)

(79)

4.5%

6.5%

42.2%

(7)

(10)

(65)

19.7%

32.5%

15.3%

(31)

(51)

(24)

2.6%

1.9%

47.4%

(4)

(3)

(74)

0.6%

0.0%

51.0%

(1)

(0)

(80)

3.8%

9.5%

38.0%

(6)

(15)

(60)

Rating

Average

Count

1.28

158

1.49

158

3.93

157

1.39

158

1.96

154

3.73

157

1.56

156

1.23

157

2.17

158

answered question

159

skipped question

12. Please rate your interest regarding professional development opportunities in the following areas

LOW

APEX Learning (for TOPs, ESS, MVA)

ClassDojo

Edmodo

Facebook in Education

Flipped Instruction

Google Drive Apps for Education

Google Sites

ipads in the Classroom

Khan Academy

Microsoft Excel

Microsoft Outlook

Microsoft PowerPoint

Microsoft Word

SchoolCity

Socrative - Student Response System

INTERMEDIATE

28.8%

6.2%

(42)

(9)

34.2%

4.8%

(50)

(7)

32.0%

4.1%

(47)

(6)

21.6%

6.1%

(32)

(9)

30.3%

5.5%

(44)

(8)

21.5%

1.3%

(32)

(2)

13.3%

5.3%

(20)

(8)

16.9%

3.4%

(25)

(5)

25.9%

2.7%

(38)

(4)

8.6%

7.9%

(13)

(12)

11.4%

9.4%

(17)

(14)

8.7%

(13)

10.0%

8.7%

(15)

(13)

22.1%

5.5%

(32)

(8)

28.8%

4.1%

(42)

(6)

8.9% (13)

4.1% (6)

8.2% (12)

16.9% (25)

7.6% (11)

16.1% (24)

20.7% (31)

9.5% (14)

7.5% (11)

14.6% (22)

18.8% (28)

18.7% (28)

14.7% (22)

15.9% (23)

7.5% (11)

12 of 14

HIGH

N/A

3.4%

11.0%

41.8%

(5)

(16)

(61)

4.8%

7.5%

44.5%

(7)

(11)

(65)

4.8%

8.8%

42.2%

(7)

(13)

(62)

7.4%

18.9%

29.1%

(11)

(28)

(43)

4.8%

8.3%

43.4%

(7)

(12)

(63)

8.7%

22.8%

29.5%

(13)

(34)

(44)

11.3%

32.7%

16.7%

(17)

(49)

(25)

10.1%

25.0%

35.1%

(15)

(37)

(52)

4.8%

12.2%

46.9%

(7)

(18)

(69)

14.6%

47.7%

6.6%

(22)

(72)

(10)

12.8%

39.6%

8.1%

(19)

(59)

(12)

16.0%

34.7%

13.3%

(24)

(52)

(20)

15.3%

42.0%

9.3%

(23)

(63)

(14)

7.6%

16.6%

32.4%

(11)

(24)

(47)

5.5%

10.3%

43.8%

(8)

(15)

(64)

Rating

Average

Count

2.34

146

2.04

146

2.21

147

2.94

148

2.21

145

3.14

149

3.54

150

3.35

148

2.53

147

3.91

151

3.65

149

3.68

150

3.78

150

2.87

145

2.37

146

Textbook publisher online resources

Twitter

24.1%

5.5%

(35)

(8)

32.9%

6.8%

(48)

(10)

9.7% (14)

12.3% (18)

6.2%

16.6%

37.9%

(9)

(24)

(55)

4.8%

11.0%

32.2%

(7)

(16)

(47)

2.77

145

2.32

146

answered question

152

skipped question

13. Please rate the training scenarios below regarding your preferences for attendance at training provided by the district.

LOW

Afterschool voluntary (non-paid)

INTERMEDIATE

47.9%

11.3%

training - no more than 90 minutes

(68)

(16)

Participant paid training afterschool

19.0%

- no more than 2 hours Participant paid training afterschool - 2 to 3 hours Participant paid training on Saturday mornings - no more than 2 hours Participant paid training on Saturday mornings - 2 to 3 hours Classified Staff: Release from job site to attend training during work hours. Classified Staff: Hourly compensation outside of daily schedule - per CSEA contract Substitute-covered release day (paid by district) Substitute-covered release half-day (paid by district)

(27)

6.3% (9)

26.6%

11.5%

(37)

(16)

48.9%

14.9%

(69)

(21)

52.2%

10.9%

(72)

(15)

9.5% (14)

8.2% (12)

37.4% (52) 38.8% (54)

21.8% (31)

28.2% (40)

20.1% (28)

9.9% (14)

11.6% (16)

2.0% (3)

21.6% (32)

4.1% (6)

25.9% (38)

5.0% (7)

16.5% (23)

5.0% (7)

15.8% (22)

HIGH

9.9%

9.2%

(14)

(13)

14.1%

32.4%

(20)

(46)

17.3%

24.5%

(24)

(34)

9.9%

16.3%

(14)

(23)

10.1%

15.2%

(14)

(21)

21.6%

45.3%

(32)

(67)

19.0%

42.9%

(28)

(63)

10.8%

30.2%

(15)

(42)

10.8%

29.5%

(15)

(41)

Rating

Average

Count

2.21

142

3.35

142

3.01

139

2.30

141

2.25

138

3.91

148

3.84

147

2.91

139

2.87

139

Other (please specify)

13 of 14

14 of 14

answered question

151

skipped question

MCS COMMON CORE TECHNOLOGY SELFASSESSMENT

1. Your LAST NAME Response Count 56 answered question

skipped question

2. Your FIRST NAME Response Count 56 answered question

skipped question

3. Your MCS email address Response Count 56

1 of 14

answered question

skipped question

4. Which site is your primary site for the 2013-14 school year. Response

Response

Percent

Count

District Site (DO, Reno Ave., etc.)

14.3%

Beard

0.0%

Bret Harte

3.6%

Burbank

1.8%

El Vista

3.6%

Enslen

1.8%

Everett

1.8%

Fairview

1.8%

Franklin

0.0%

Fremont

1.8%

Fremont Open

0.0%

Garrison

3.6%

Kirschen

0.0%

Lakewood

0.0%

Marshall

1.8%

Martone

1.8%

Muir

1.8%

Rob Rd

0.0%

Rose Ave

1.8%

Shackelford

1.8%

Sonoma

1.8%

Tuolumne

3.6%

Wilson

1.8%

2 of 14

Wright

1.8%

Hanshaw

1.8%

La Loma

1.8%

Mark Twain

0.0%

Roosevelt

0.0%

Beyer

10.7%

Davis

5.4%

Downey

1.8%

Elliott

0.0%

Enochs

3.6%

Gregori

5.4%

Johansen

10.7%

Modesto

5.4%

1.8%

answered question

skipped question

Other (please specify)

3 of 14

5. Please pick the job classification which best fits your employment with Modesto City Schools Response

Response

Percent

Count

Teacher

0.0%

Classified Support Staff

0.0%

Certificated Administrator

100.0%

Classified Management

0.0%

answered question

skipped question

4 of 14

6. Please rate your proficiency in each of the following areas

BEGINNER

INTERMEDIATE

ADVANCED

N/A

Rating

Average

Count

Basic Operations *The ability to: connect devices like printers and external hard drives, determine drive space, select printers, save

3.6% (2)

8.9% (5)

28.6% (16)

25.0% (14)

33.9% (19)

0.0% (0)

3.77

3.6% (2)

16.1% (9)

28.6% (16)

25.0% (14)

26.8% (15)

0.0% (0)

3.55

mirroring (Function F5), and properly using the touchpad in place of a mouse. Word Processing and Desktop Publishing *The ability to: write, edit, print and save documents,

0.0% (0)

format document properties and

0.0% (0)

16.1% (9)

33.9% (19)

50.0% (28)

0.0% (0)

4.34

use appropriate proofing tools. Database *The ability to: recognize and explain the use for storing and organizing data, define terms related to databases (e.g., fields,

8.9% (5)

record, search, filter) create

26.8% (15)

33.9% (19)

21.4% (12)

8.9% (5)

0.0% (0)

2.95

8.9% (5)

19.6% (11)

30.4% (17)

26.8% (15)

14.3% (8)

0.0% (0)

3.18

1.8% (1)

18.2% (10)

34.5% (19)

5 of 14

25.5% (14)

20.0% (11)

0.0% (0)

3.44

8.9% (5)

10.7% (6)

39.3% (22)

23.2% (13)

17.9% (10)

0.0% (0)

3.30

transfer a document from one computer to the next making sure that all components and media transfers with it. answered question skipped question

6 of 14

7. Please rate your proficiency in each of the following areas

BEGINNER

INTERMEDIATE

ADVANCED

N/A

Rating

Average

Count

0.0% (0)

video) in teaching materials,

10.7% (6)

19.6% (11)

48.2% (27)

21.4% (12)

0.0% (0)

3.80

0.0% (0)

1.8% (1)

44.6% (25)

33.9% (19)

19.6% (11)

0.0% (0)

3.71

0.0% (0)

7.3% (4)

30.9% (17)

43.6% (24)

18.2% (10)

0.0% (0)

3.73

the Internet, Identify cyber-bullying and describe strategies to deal with such a situation. answered question skipped question

7 of 14

8. Please rate your proficiency in each of the following areas

BEGINNER

INTERMEDIATE

ADVANCED

N/A

Rating

Average

Count

3.7% (2)

digital media collections for specific

7.4% (4)

33.3% (18)

35.2% (19)

20.4% (11)

0.0% (0)

3.61

9.3% (5)

13.0% (7)

35.2% (19)

27.8% (15)

14.8% (8)

0.0% (0)

3.26

11.1% (6)

18.5% (10)

44.4% (24)

14.8% (8)

11.1% (6)

0.0% (0)

2.96

8 of 14

skipped question

9. What is your comfort level using the following devices?

LOW

PC workstation

PC laptop

Macintosh workstation

Macintosh laptop

iPad

Smart phone (iPhone, Android, etc)

Digital projector

Document camera (i.e., Elmo, Aver Media) Student response systems (clickers)

Smart boards

Digital camera (still image)

Digital video camera

INTERMEDIATE

0.0%

(0)

0.0%

(0)

14.5%

10.9%

(8)

(6)

18.5%

9.3%

(10)

(5)

1.8%

16.4%

(1)

(9)

1.8%

3.6%

(1)

(2)

5.4%

10.7%

(3)

(6)

3.6%

10.7%

(2)

(6)

20.0%

(11)

35.7%

17.9%

(20)

(10)

1.8%

5.4%

(1)

(3)

1.8%

10.9%

(1)

(6)

10.7% (6)

14.3% (8)

21.8% (12)

24.1% (13)

25.5% (14)

25.0% (14)

30.4% (17)

42.9% (24)

32.7% (18)

17.9% (10)

25.0% (14)

27.3% (15)

9 of 14

HIGH

N/A

23.2%

66.1%

0.0%

(13)

(37)

(0)

28.6%

57.1%

0.0%

(16)

(32)

(0)

23.6%

21.8%

7.3%

(13)

(12)

(4)

18.5%

24.1%

5.6%

(10)

(13)

(3)

18.2%

32.7%

5.5%

(10)

(18)

(3)

17.9%

46.4%

5.4%

(10)

(26)

(3)

26.8%

25.0%

1.8%

(15)

(14)

(1)

23.2%

17.9%

1.8%

(13)

(10)

(1)

9.1%

1.8%

16.4%

(5)

(1)

(9)

8.9%

1.8%

17.9%

(5)

(1)

(10)

26.8%

41.1%

0.0%

(15)

(23)

(0)

30.9%

27.3%

1.8%

(17)

(15)

(1)

Rating

Average

Count

4.55

4.43

3.29

3.22

3.67

4.09

3.56

3.42

2.43

2.07

4.00

3.72

answered question

skipped question

10. What is your comfort level using the following district standard electronic resources?

LOW

Internet Explorer browser

Google Chrome browser

Microsoft Word

Microsoft Outlook

Microsoft PowerPoint

Microsoft Excel

PowerSchool

PowerTeacher

School City

INTERMEDIATE

0.0%

1.8%

(0)

(1)

7.5%

13.2%

(4)

(7)

0.0%

(0)

0.0%

(0)

1.8%

5.4%

(1)

(3)

3.6%

23.2%

(2)

(13)

12.5%

21.4%

(7)

(12)

16.1%

23.2%

(9)

(13)

12.5%

26.8%

(7)

(15)

12.5% (7)

22.6% (12)

16.1% (9)

18.2% (10)

23.2% (13)

28.6% (16)

10.7% (6)

23.2% (13)

10 of 14

HIGH

N/A

32.1%

53.6%

0.0%

(18)

(30)

(0)

24.5%

30.2%

1.9%

(13)

(16)

(1)

21.4%

62.5%

0.0%

(12)

(35)

(0)

27.3%

54.5%

0.0%

(15)

(30)

(0)

25.0%

44.6%

0.0%

(14)

(25)

(0)

16.1%

28.6%

0.0%

(9)

(16)

(0)

25.0%

10.7%

1.8%

(14)

(6)

(1)

21.4%

5.4%

23.2%

(12)

(3)

(13)

19.6%

8.9%

(11)

(5)

Rating

Average

Count

4.38

3.58

4.46

4.36

4.05

3.43

3.00

2.70

2.84

answered question

skipped question

11. What is your comfort level using the following innovative/emerging technologies?

LOW

ClassDojo

Edmodo

Facebook

Flipped Instruction

Google Drive Apps for Education

Google Sites

Khan Academy

Socrative - Student Response System

Twitter

INTERMEDIATE

58.9%

7.1%

(33)

(4)

48.2%

16.1%

(27)

(9)

10.7%

(6)

50.0%

16.1%

(28)

(9)

48.2%

12.5%

(27)

(7)

28.6%

14.3%

(16)

(8)

25.0%

28.6%

(14)

(16)

51.8%

19.6%

(29)

(11)

36.4%

21.8%

(20)

(12)

10.7% (6)

14.3% (8)

30.4% (17)

12.5% (7)

19.6% (11)

23.2% (13)

21.4% (12)

8.9% (5)

20.0% (11)

11 of 14

HIGH

N/A

1.8%

0.0%

21.4%

(1)

(0)

(12)

3.6%

0.0%

17.9%

(2)

(0)

(10)

10.7%

32.1%

5.4%

(6)

(18)

(3)

3.6%

0.0%

17.9%

(2)

(0)

(10)

7.1%

1.8%

10.7%

(4)

(1)

(6)

16.1%

12.5%

5.4%

(9)

(7)

(3)

5.4%

7.1%

12.5%

(3)

(4)

(7)

0.0%

19.6%

(0)

(11)

9.1%

1.8%

10.9%

(5)

(1)

(6)

Rating

Average

Count

1.43

1.67

3.45

1.63

1.90

2.68

2.33

1.47

2.08

answered question

skipped question

12. Please rate your interest regarding professional development opportunities in the following areas

LOW

APEX Learning (for TOPs, ESS, MVA)

ClassDojo

Edmodo

Facebook in Education

Flipped Instruction

Google Drive Apps for Education

Google Sites

ipads in the Classroom

Khan Academy

Microsoft Excel

Microsoft Outlook

Microsoft PowerPoint

Microsoft Word

SchoolCity

Socrative - Student Response System

INTERMEDIATE

23.1%

3.8%

(12)

(2)

27.3%

5.5%

(15)

(3)

20.0%

9.1%

(11)

(5)

24.5%

7.5%

(13)

(4)

20.8%

11.3%

(11)

(6)

10.9%

5.5%

(6)

(3)

10.9%

7.3%

(6)

(4)

7.3%

5.5%

(4)

(3)

16.4%

12.7%

(9)

(7)

11.1%

(6)

27.8%

13.0%

(15)

(7)

27.3%

9.1%

(15)

(5)

31.5%

13.0%

(17)

(7)

18.5%

1.9%

(10)

(1)

22.2%

7.4%

(12)

(4)

17.3% (9)

23.6% (13)

25.5% (14)

22.6% (12)

20.8% (11)

27.3% (15)

32.7% (18)

9.1% (5)

20.0% (11)

25.9% (14)

11.1% (6)

21.8% (12)

14.8% (8)

16.7% (9)

24.1% (13)

12 of 14

HIGH

N/A

11.5%

25.0%

19.2%

(6)

(13)

(10)

16.4%

10.9%

16.4%

(9)

(6)

(9)

16.4%

12.7%

16.4%

(9)

(7)

(9)

13.2%

20.8%

11.3%

(7)

(11)

(6)

22.6%

11.3%

13.2%

(12)

(6)

(7)

18.2%

30.9%

7.3%

(10)

(17)

(4)

10.9%

32.7%

5.5%

(6)

(18)

(3)

21.8%

49.1%

7.3%

(12)

(27)

(4)

16.4%

23.6%

10.9%

(9)

(13)

(6)

14.8%

33.3%

3.7%

(8)

(18)

(2)

22.2%

20.4%

5.6%

(12)

(11)

(3)

16.4%

20.0%

5.5%

(9)

(11)

(3)

13.0%

22.2%

5.6%

(7)

(12)

(3)

24.1%

33.3%

5.6%

(13)

(18)

(3)

11.1%

20.4%

14.8%

(6)

(11)

(8)

Rating

Average

Count

3.14

2.74

2.91

2.98

2.91

3.57

3.50

4.08

3.20

3.50

2.94

2.92

2.80

3.55

3.00

Textbook publisher online resources

Twitter

10.9%

(6)

28.3%

15.1%

(15)

(8)

32.7% (18)

18.9% (10)

12.7%

23.6%

9.1%

(7)

(13)

(5)

11.3%

17.0%

9.4%

(6)

(9)

(5)

3.30

2.71

answered question

skipped question

13. Please rate the training scenarios below regarding your preferences for attendance at training provided by the district.

LOW

Afterschool voluntary (non-paid) training - no more than 90 minutes Participant paid training afterschool - no more than 2 hours Participant paid training afterschool - 2 to 3 hours Participant paid training on Saturday mornings - no more than 2 hours Participant paid training on Saturday mornings - 2 to 3 hours Classified Staff: Release from job site to attend training during work hours. Classified Staff: Hourly compensation outside of daily schedule - per CSEA contract Substitute-covered release day (paid by district) Substitute-covered release half-day (paid by district)

INTERMEDIATE

9.4% (5)

34.0% (18)

9.6% (5)

3.8% (2)

25.0% (13)

20.0%

12.0%

(10)

(6)

54.7%

13.2%

(29)

(7)

54.7%

13.2%

(29)

(7)

30.8%

15.4%

(12)

(6)

10.3%

12.8%

(4)

(5)

17.1% (7) 17.1% (7)

32.0% (16)

HIGH

22.6%

24.5%

(12)

(13)

28.8%

32.7%

(15)

(17)

16.0%

20.0%

(8)

(10)

13.2% (7)

5.7% (3)

13.2% (7)

3.8% (2)

35.9% (14)

28.2% (11)

2.4% (1)

46.3% (19)

4.9% (2)

39.0% (16)

10.3% (4)

13.2% (7)

15.1% (8)

7.7% (3)

28.2%

20.5%

(11)

(8)

14.6%

19.5%

(6)

(8)

19.5%

(8)

Rating

Average

Count

3.43

3.71

3.04

2.09

2.11

2.49

3.36

3.17

3.20

Other (please specify)

13 of 14

14 of 14

answered question

skipped question

MCS COMMON CORE TECHNOLOGY SELFASSESSMENT

1. Your LAST NAME Response Count 30 answered question

skipped question

2. Your FIRST NAME Response Count 30 answered question

skipped question

3. Your MCS email address Response Count 30

1 of 14

answered question

skipped question

4. Which site is your primary site for the 2013-14 school year. Response

Response

Percent

Count

District Site (DO, Reno Ave., etc.)

53.3%

Beard

0.0%

Bret Harte

0.0%

Burbank

0.0%

El Vista

0.0%

Enslen

0.0%

Everett

0.0%

Fairview

0.0%

Franklin

0.0%

Fremont

0.0%

Fremont Open

0.0%

Garrison

0.0%

Kirschen

0.0%

Lakewood

0.0%

Marshall

0.0%

Martone

0.0%

Muir

0.0%

Rob Rd

0.0%

Rose Ave

0.0%

Shackelford

0.0%

Sonoma

0.0%

Tuolumne

0.0%

Wilson

0.0%

2 of 14

Wright

0.0%

Hanshaw

3.3%

La Loma

0.0%

Mark Twain

3.3%

Roosevelt

0.0%

Beyer

3.3%

Davis

0.0%

Downey

6.7%

Elliott

0.0%

Enochs

0.0%

Gregori

0.0%

Johansen

3.3%

Modesto

0.0%

26.7%

answered question

skipped question

Other (please specify)

3 of 14

5. Please pick the job classification which best fits your employment with Modesto City Schools Response

Response

Percent

Count

Teacher

0.0%

Classified Support Staff

0.0%

Certificated Administrator

0.0%

Classified Management

100.0%

answered question

skipped question

4 of 14

6. Please rate your proficiency in each of the following areas

BEGINNER

INTERMEDIATE

ADVANCED

N/A

Rating

Average

Count

Basic Operations *The ability to: connect devices like printers and external hard drives, determine drive space, select printers, save

0.0% (0)

0.00

0.0% (0)

0.00

mirroring (Function F5), and properly using the touchpad in place of a mouse. Word Processing and Desktop Publishing *The ability to: write, edit, print and save documents,

0.0% (0)

format document properties and

0.0% (0)

0.00

use appropriate proofing tools. Database *The ability to: recognize and explain the use for storing and organizing data, define terms related to databases (e.g., fields,

0.0% (0)

record, search, filter) create

0.0% (0)

0.00

0.0% (0)

0.00

0.0% (0)

5 of 14

0.0% (0)

0.00

0.0% (0)

0.00

transfer a document from one computer to the next making sure that all components and media transfers with it. answered question skipped question

6 of 14

7. Please rate your proficiency in each of the following areas

BEGINNER

INTERMEDIATE

ADVANCED

N/A

Rating

Average

Count

0.0% (0)

video) in teaching materials,

0.0% (0)

0.00

0.0% (0)

0.00

0.0% (0)

0.00

the Internet, Identify cyber-bullying and describe strategies to deal with such a situation. answered question skipped question

7 of 14

8. Please rate your proficiency in each of the following areas

BEGINNER

INTERMEDIATE

ADVANCED

N/A

Rating

Average

Count

0.0% (0)

digital media collections for specific

0.0% (0)

0.00

0.0% (0)

0.00

0.0% (0)

0.00

8 of 14

skipped question

9. What is your comfort level using the following devices?

LOW

PC workstation

PC laptop

Macintosh workstation

Macintosh laptop

iPad

Smart phone (iPhone, Android, etc)

Digital projector

Document camera (i.e., Elmo, Aver Media) Student response systems (clickers)

Smart boards

Digital camera (still image)

Digital video camera

INTERMEDIATE

3.4%

0.0%

(1)

(0)

6.9%

0.0%

(2)

(0)

28.6%

10.7%

(8)

(3)

28.6%

10.7%

(8)

(3)

10.3%

6.9%

(3)

(2)

6.9%

3.4%

(2)

(1)

10.3%

17.2%

(3)

(5)

14.3%

(4)

28.6%

7.1%

(8)

(2)

33.3%

0.0%

(9)

(0)

0.0%

6.9%

(0)

(2)

0.0%

7.4%

(0)

(2)

10.3% (3)

6.9% (2)

17.9% (5)

17.2% (5)

10.3% (3)

20.7% (6)

7.1% (2)

7.4% (2)

17.2% (5)

29.6% (8)

9 of 14

HIGH

N/A

17.2%

69.0%

0.0%

(5)

(20)

(0)

20.7%

58.6%

6.9%

(6)

(17)

(2)

3.6%

21.4%

17.9%

(1)

(6)

(5)

3.6%

21.4%

17.9%

(1)

(6)

(5)

24.1%

27.6%

13.8%

(7)

(8)

(4)

24.1%

51.7%

3.4%

(7)

(15)

(1)

13.8%

20.7%

17.2%

(4)

(6)

(5)

7.1%

32.1%

25.0%

(2)

(9)

(7)

7.1%

10.7%

39.3%

(2)

(3)

(11)

0.0%

18.5%

40.7%

(0)

(5)

(11)

13.8%

58.6%

3.4%

(4)

(17)

(1)

18.5%

29.6%

14.8%

(5)

(8)

(4)

Rating

Average

Count

4.48

4.33

2.74

3.60

4.14

3.21

3.38

2.41

2.50

4.29

3.83

answered question

skipped question

10. What is your comfort level using the following district standard electronic resources?

LOW

Internet Explorer browser

Google Chrome browser

Microsoft Word

Microsoft Outlook

Microsoft PowerPoint

Microsoft Excel

PowerSchool

PowerTeacher

School City

INTERMEDIATE

0.0%

3.4%

(0)

(1)

3.4%

0.0%

(1)

(0)

3.4%

(1)

0.0%

(0)

6.9%

0.0%

(2)

(0)

3.6%

7.1%

(1)

(2)

10.7%

21.4%

(3)

(6)

17.9%

7.1%

(5)

(2)

14.3%

(4)

3.4% (1)

20.7% (6)

3.4% (1)

6.9% (2)

10.3% (3)

10.7% (3)

7.1% (2)

14.3% (4)

10 of 14

HIGH

N/A

20.7%

72.4%

0.0%

(6)

(21)

(0)

24.1%

48.3%

3.4%

(7)

(14)

(1)

27.6%

62.1%

0.0%

(8)

(18)

(0)

27.6%

65.5%

0.0%

(8)

(19)

(0)

41.4%

34.5%

6.9%

(12)

(10)

(2)

25.0%

53.6%

0.0%

(7)

(15)

(0)

25.0%

14.3%

17.9%

(7)

(4)

(5)

17.9%

7.1%

42.9%

(5)

(2)

(12)

3.6%

50.0%

(1)

(14)

Rating

Average

Count

4.62

4.18

4.41

4.59

4.04

4.18

3.13

2.81

2.36

answered question

skipped question

11. What is your comfort level using the following innovative/emerging technologies?

LOW

ClassDojo

Edmodo

Facebook

Flipped Instruction

Google Drive Apps for Education

Google Sites

Khan Academy

Socrative - Student Response System

Twitter

INTERMEDIATE

42.9%

3.6%

(12)

(1)

42.9%

10.7%

(12)

(3)

10.7%

7.1%

(3)

(2)

42.9%

3.6%

(12)

(1)

39.3%

10.7%

(11)

(3)

21.4%

17.9%

(6)

(5)

39.3%

7.1%

(11)

(2)

42.9%

3.6%

(12)

(1)

44.8%

10.3%

(13)

(3)

0.0% (0)

3.6% (1)

21.4% (6)

0.0% (0)

3.6% (1)

14.3% (4)

7.1% (2)

3.6% (1)

10.3% (3)

11 of 14

HIGH

N/A

0.0%

53.6%

(0)

(15)

0.0%

42.9%

(0)

(12)

21.4%

25.0%

14.3%

(6)

(7)

(4)

0.0%

3.6%

50.0%

(0)

(1)

(14)

3.6%

7.1%

35.7%

(1)

(2)

(10)

3.6%

14.3%

28.6%

(1)

(4)

(8)

3.6%

39.3%

(1)

(11)

0.0%

50.0%

(0)

(14)

3.4%

6.9%

24.1%

(1)

(2)

(7)

Rating

Average

Count

1.08

1.31

3.50

1.36

1.89

2.60

1.76

1.21

1.91

answered question

skipped question

12. Please rate your interest regarding professional development opportunities in the following areas

LOW

APEX Learning (for TOPs, ESS, MVA)

ClassDojo

Edmodo

Facebook in Education

Flipped Instruction

Google Drive Apps for Education

Google Sites

ipads in the Classroom

Khan Academy

Microsoft Excel

Microsoft Outlook

Microsoft PowerPoint

Microsoft Word

SchoolCity

Socrative - Student Response System

INTERMEDIATE

42.3%

7.7%

(11)

(2)

40.0%

12.0%

(10)

(3)

40.0%

8.0%

(10)

(2)

19.2%

7.7%

(5)

(2)

38.5%

7.7%

(10)

(2)

16.0%

8.0%

(4)

(2)

15.4%

7.7%

(4)

(2)

22.2%

0.0%

(6)

(0)

50.0%

3.8%

(13)

(1)

29.6%

3.7%

(8)

(1)

34.6%

7.7%

(9)

(2)

23.1%

11.5%

(6)

(3)

29.6%

11.1%

(8)

(3)

46.2%

3.8%

(12)

(1)

38.5%

7.7%

(10)

(2)

7.7% (2)

4.0% (1)

0.0% (0)

19.2% (5)

7.7% (2)

8.0% (2)

26.9% (7)

3.7% (1)

0.0% (0)

11.1% (3)

3.8% (1)

26.9% (7)

11.1% (3)

11.5% (3)

7.7% (2)

12 of 14

HIGH

N/A

0.0%

11.5%

30.8%

(0)

(3)

(8)

4.0%

8.0%

32.0%

(1)

(2)

(8)

8.0%

12.0%

32.0%

(2)

(3)

(8)

15.4%

23.1%

(4)

(6)

0.0%

7.7%

38.5%

(0)

(2)

(10)

16.0%

28.0%

24.0%

(4)

(7)

(6)

15.4%

26.9%

7.7%

(4)

(7)

(2)

22.2%

29.6%

(6)

(8)

3.8%

15.4%

26.9%

(1)

(4)

(7)

22.2%

25.9%

7.4%

(6)

(7)

(2)

23.1%

7.7%

(6)

(2)

7.7%

26.9%

3.8%

(2)

(7)

(1)

22.2%

3.7%

(6)

(1)

3.8%

7.7%

26.9%

(1)

(2)

(7)

0.0%

11.5%

34.6%

(0)

(3)

(9)

Rating

Average

Count

2.00

1.94

2.18

3.00

1.88

3.42

3.33

3.32

2.05

3.12

2.92

3.04

2.96

1.95

2.06

Textbook publisher online resources

Twitter

30.8%

3.8%

(8)

(1)

48.1%

11.1%

(13)

(3)

7.7% (2)

18.5% (5)

3.8%

19.2%

34.6%

(1)

(5)

(9)

3.7%

7.4%

11.1%

(1)

(2)

(3)

2.65

2.00

answered question

skipped question

13. Please rate the training scenarios below regarding your preferences for attendance at training provided by the district.

LOW

Afterschool voluntary (non-paid)

INTERMEDIATE

40.0%

20.0%

training - no more than 90 minutes

(8)

(4)

Participant paid training afterschool

36.8%

(7) 45.0% (9)

68.2% (15)

80.0% (16)

19.0% (4)

58.8% (10)

83.3% (15) 83.3% (15)

10.0% (2)

HIGH

10.0%

20.0%

(2)

(4)

10.5%

31.6%

(2)

(6)

10.0%

15.0%

(2)

(3)

Rating

Average

Count

2.50

2.95

2.45

5.3% (1)

15.8% (3)

5.0% (1)

25.0% (5)

0.0% (0)

22.7% (5)

0.0% (0)

9.1% (2)

1.82

0.0% (0)

15.0% (3)

0.0% (0)

5.0% (1)

1.50

9.5% (2)

19.0% (4)

23.8%

28.6%

(5)

(6)

3.33

5.9% (1)

29.4% (5)

0.0% (0)

5.9% (1)

1.88

5.6% (1)

0.0% (0)

5.6% (1)

1.39

5.6% (1)

0.0% (0)

5.6% (1)

1.39

Other (please specify)

13 of 14

14 of 14

answered question

skipped question

1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new ideas, products, or processes b. Create original works as a means of personal or group expression c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities

2. Communication and Collaboration

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. a. Plan strategies to guide inquiry b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results

4. Critical Thinking, Problem Solving, and Decision Making

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats c. Develop cultural understanding and global awareness by engaging with learners of other cultures d. Contribute to project teams to produce original works or solve problems

a. Identify and define authentic problems and significant questions for investigation b. Plan and manage activities to develop a solution or complete a project c. Collect and analyze data to identify solutions and/or make informed decisions d. Use multiple processes and diverse perspectives to explore alternative solutions

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship

iste.org/nets

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies NETSÂˇS ÂŠ 2007 International Society for Technology in Education. ISTEÂŽ is a registered trademark of the International Society for Technology in Education.

for Technology (ICT) Literate Students A major component of the NETS Project is the development of a general set of profiles describing technology (ICT) literate students at key developmental points in their precollege education. These profiles are based on ISTE’s core belief that all students must have regular opportunities to use technology to develop skills that encourage personal productivity, creativity, critical thinking, and collaboration in the classroom and in daily life. Coupled with the standards, the profiles provide a set of examples for preparing students to be lifelong learners and contributing members of a global society. The profiles highlight a few important types of learning activities in which students might engage as the new NETS•S are implemented. These examples are provided in an effort to bring the standards to life and demonstrate the variety of activities possible. Space limitations and the realities of the constantly evolving learning and technology landscapes make it impossible to provide a comprehensive collection of examples in this document, and consequently, students and teachers should not feel constrained by this resource. Similarly, because this represents only a sampling of illuminating possibilities, the profiles cannot be considered a comprehensive curriculum, or even a minimally adequate one, for achieving mastery of the rich revised National Educational Technology Standards for Students. Educators are encouraged to stay connected to the ISTE NETS Refresh Project and contribute their best examples to expand this resource. The profiles are divided into the following four grade ranges. Because grade-level designations vary in different countries, age ranges are also provided. 

Grades PK–2 (ages 4–8)



Grades 3–5 (ages 8–11)



Grades 6–8 (ages 11–14)



Grades 9–12 (ages 14–18)

It’s important to remember that the profiles are indicators of achievement at certain stages in primary, elementary, and secondary education, and that success in meeting the indicators is predicated on students having regular access to a variety of technology tools. Skills are introduced and reinforced over multiple grade levels before mastery is achieved. If access is an issue, profile indicators will need to be adapted to fit local needs. The standards and profiles are based on input and feedback provided by instructional technology experts and educators from around the world, including classroom teachers, administrators, teacher educators, and curriculum specialists. Students were also given opportunities to provide input and feedback. In addition, these refreshed documents reflect information collected from professional literature.

for Technology (ICT) Literate Students Grades PK–2 (Ages 4–8) The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK–Grade 2 (ages 4–8): 1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1, 2) 2. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1, 3, 4) 3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2, 6) 4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1, 2, 6) 5. Find and evaluate information related to a current or historical person or event using digital resources. (3) 6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1, 3, 4) 7. Demonstrate the safe and cooperative use of technology. (5) 8. Independently apply digital tools and resources to address a variety of tasks and problems. (4, 6) 9. Communicate about technology using developmentally appropriate and accurate terminology. (6) 10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (6)

The numbers in parentheses after each item identify the standards (1–6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced. The categories are:

1. 2. 3. 4. 5. 6.

Creativity and Innovation Communication and Collaboration Research and Information Fluency Critical Thinking, Problem Solving, and Decision Making Digital Citizenship Technology Operations and Concepts

for Technology (ICT) Literate Students Grades 3–5 (Ages 8–11) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3–5 (ages 8–11): 1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) 2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6) 3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4) 4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6) 5. Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4) 6. Conduct science experiments using digital instruments and measurement devices. (4, 6) 7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4, 6) 8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5) 9. Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5, 6) 10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (4, 6)

1. 2. 3. 4. 5. 6.

for Technology (ICT) Literate Students Grades 6–8 (Ages 11–14) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 6–8 (ages 11–14): 1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1, 2) 2. Create original animations or videos documenting school, community, or local events. (1, 2, 6) 3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4) 4. Participate in a cooperative learning project in an online learning community. (2) 5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3) 6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. (3, 4, 6) 7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6) 8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5) 9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6) 10. Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6)

1. 2. 3. 4. 5. 6.

for Technology (ICT) Literate Students Grades 9–12 (Ages 14–18) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 9–12 (ages 14–18): 1. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1, 4) 2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1, 2) 3. Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3, 6) 4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4) 5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1, 2, 3, 4) 6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4, 5, 6) 7. Design a Web site that meets accessibility requirements. (1, 5) 8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3, 5) 9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1, 5) 10. Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4, 6)

1. 2. 3. 4. 5. 6.