Technology Action Plan

Pasadena Independent School District Technology Organizational Chart

Roles and Responsibilities

The responsiblities of the personnel in charge of integrating technology and instruction from the district office to the campus and classroom are detailed below.

Associate Superintendent (District-level) – The Associate Superintendent ensures the technology needs and district direction is filtered into every aspect of the district. This position also ensures the Superintendent is aware of the needs for the campuses and the students.

Executive Director of Technology Services (District-level) – In this position, the Executive Director oversees the hardware and software used for the administration office and the campuses.  He keeps the Associate Superintendent aware of the status of software implementation and infrastructure needs.

Director, Student Information Services (District-level) – This position oversees the PEIMS data.  The staff in this area ensures the data is accurate and they are also able to combine requested information into useful reports for various departments and campuses.

Director, Network Services (District-level) – Through this position, the district technology infrastructure is managed.  This department is also responsible for troubleshooting and assessing the functionality of technology throughout the district.

Executive Director of Instructional Technology (District-level) – The Executive Director makes certain that acquired technology resources are properly used and that the district remains a frontrunner in using technology in instructional and organizational leadership. The Executive Director also shares resources and gathers feedback from principals during quarterly meetings.

Instructional Technology Specialists (District-level) – Campus Technology Liaisons assist the Specialists in sharing the proper use of resources with teachers.  The Specialists stay abreast of the current trends in technology and pass them to the campuses through district-wide trainings and campus professional development workshops.

Campus Technology Liaison (Campus-level) – The Campus Technology Liaisons attend monthly meetings with the district Technology Specialists to learn more on new technology available for use and how to model the use of current technology resources for the campus. The liaison then carries the information to the principal and shares strategies with the teachers and staff.

Principal (Campus-level) – In this role, the principal ensures the process works for the campus and is monitored. Additionally the principal makes decisions regarding hardware and software needs for the campus by allocating money to this are.

Students (Campus-level) – Students will use the technology resources with assistance from the teacher.  They will provide feedback that will be useful for the teacher on if the technology strategies implemented are successful or cumbersome.

Ensuring the Organizational Chart is Implemented and Monitored – The principal will utilize technology and information systems to support the development, management, delivery, analysis and monitoring of the written curriculum through instruction and assessment. Additionally, the principal will use the data to improve and maintain alignment to TEKS-based instructional targets and to make certain the rigor and relevance of instruction increases.

Professional Development  Plan for Park View Intermediate School (Pasadena I.S.D.)
Activity	Area of Improvement Addressed (Gathering, Analysis, Use of Data, Decision-making)	Rationale/Need Addressed	Outcomes
Regular guided data disaggregation in content areas	Analysis; Decision-making	The district improvement plan requires every campus disaggregate data continuously.  Tools used are the AEIS, AYP, and STaR Chart.	Weak objectives in each content area will be identified.
Explanation of STaR Chart data and use	Analysis	The district technology plan has made goals based on the Texas STaR chart. Every teacher must understand the chart to better understand their role and their responsibilities in meeting the Technology Plan’s goals.	Understanding of what the STaR chart means and what professional development gaps exist will occur.
Content specific training on how to integrate the Promethean interactive whiteboards into lessons daily	Use of Data; Decision-making	Many teachers on the campus have interactive whiteboards but rarely use them. The CIP states integration will take place in all content areas.	There will be an increase in the number of teachers using the interactive whiteboard for instruction.
Training of 6th and 7th grade teachers on Accelerated Reader and Successmaker	Use of Data; Decision-making	Based on 2010 TAKS results, 6th & 7th grade students struggled with Reading.  Both programs assist struggling readers.	After use of this computer-based program, students will show an increase in reading levels.
Train administrators on accessing eduphoria! for teacher assessments	Gathering	Administrators will use their Blackberries to conduct observational walkthroughs.	Administrators will complete the required observations in an efficient manner that allows for quicker feedback for the teacher.
Workshop on peer modeling	Use of Data; Decision-making	Peer modeling will show teachers how to integrate technology in an effective way. Teachers tend to learn better from other teachers in a one-on-one setting.	There will be an increase in the number of teachers using various forms of technology for instruction.
Parent Internet Awareness Workshop	Decision-making	Often, parents are unaware of internet safety and cannot be vigilant in keeping their child safe while they are online.	Post-survey results will reveal increased knowledge of the internet and how to keep their child safe while online.

Technology staff development has been a primary focus in order to integrate technology into the curriculum and instruction. The district provides face-to-face, computer-based, or web based instruction. Three categories of workshops have been designed to meet the needs of teachers and administrators:

·         Awareness - skills needed for staff to manage their needs, such as Basic Operations of Computers, Email, Use of the Internet, Internet Searches, and Technology Planning, Policies, and Procedures.

·         Application - skills needed for the staff to acquire the productivity skills they would need for word processing, spreadsheets, databases, thinking maps, and web design.

·         Integration - skills needed to provide teachers with resources and modeling on how to infuse the technology and the Internet into the curriculum and instruction.

Teachers are expected to complete the Awareness level courses within the first year they receive a computer. In the second year, they are required to begin the integration process. Since staff development is a large part of all the grants we receive, many of the teachers have completed the above requirements. Workshops are provided via the six district Instructional Technology Specialists, outside resources, or one of the sixty-two campus technology liaisons. The campus technology liaison is a certified teacher or librarian who assists with software and pedagogy. The district Instructional Technology Specialists are responsible for training and working with the campus technology liaisons.

The Instructional Technology Department developed its own Pasadena Technology Competency program to demonstrate educator technology proficiency.

Since 2005, PISD performed, or hired outside resources to complete, over 650+ technology workshops. The technology specialists and the campus technology liaisons have provided over 950 workshops with a technology emphasis. Staff members can also request a workshop and the district will either provide the training or hire someone from outside the district to perform the training if the need is deemed great.  

Evaluation Plan

A locally developed National Ed Tech Plan rubric will be used to measure the progress toward meeting the goals of No Child Left Behind (NCLB) and address the gaps in curriculum. The campus STaR Chart results will be used to assess progress toward meeting the goals of the district’s Long Range Technology Plan (LRTP.) Throughout the year, evaluation information with be compiled, evaluated, shared, reported and archived. This vital information will later be utilized in future planning for technology integration and professional development workshops, a strong need mentioned during interviews with critical staff in Week 3.

The District’s four step evaluation process is as follows:

·         Step I - Set Evaluation Goals (training of the evaluation committee, developing evaluation questions, and indicator rubrics.)

·         Step II- Monitor, Collect, and Analyze Data (using surveys, STAR data interpretation, National Ed Tech rubric interpretation, focus group interviews, and classroom observations; analyze and report data.)

·         Step III - Determine Recommendations-(score performance indicators against locally developed rubrics, recommendations for adapting or changing practices to achieve higher levels of performance.)

·         Step IV - Report to Stakeholders (Formal presentations to Board Technology Committee, Board of Trustees, campus administrators, and community members.)

            The campus will use walkthroughs by administrators to ensure technology is used appropriately and that strategies from professional development workshops are incorporated. Administrators will also attend team meetings to evaluate if information is gathered and analyzed to drive decisions for students.  Also, evaluated through attending the meeting is how the data-driven decisions incorporate the use of technology to address any identified needs. Administrators will also discuss data from AEIS, district benchmark test results, and the AYP to drive what is offered in the master schedule and if remediation classes or pull-outs are needed to help students succeed.

The Texas STaR Chart: Park View Intermediate Data

What is the Texas STaR Chart and why is it important? In this presentation, you will learn more about how this Texas initiative gives insight into the technology present and used on the campus of Park View Intermediate School.

Instructional technology

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Analysis of Texas Educator Preparation and Development for Technology

In the Texas Long Range Plan for Technology, 2006-2020, there are four key areas that the state requires growth and change: Teaching and Learning; Educator Preparation and Development; Leadership, Administration and Instructional Support; and Infrastructure for Technology. I want to focus on Educator Prepartion and Development of Leadership. The plan states that professional development must always be available, including online options, and must be “comprehensive.” Additionally, “all educators should

• graduate from an educator preparation program that models current technology in instructional and administrative practices PreK-12,
• exit educator preparation programs knowing how to use technology effectively in the teaching-learning process as demonstrated by the SBEC Technology Applications Standards,
• develop new learning environments that utilize technology as a flexible tool where learning is collaborative, interactive and customized for the individual learner, and
• ensure full integration of appropriate technology throughout all curriculum and instruction.”

As a district, our teachers are receiving increases opportunities for staff development that are embedded in the school day, online, and held after school. Many of the workshops focus on how to use technology effectively. The district has also included technology in the strategic plan. At the state level, progress is being made with the establishment of such initiatives as the Texas Virtual School Network, allowing students more access to course credit via the computer and providing more immersion of students in technology through the Texas Technology Immersion Pilot.

Nationally, online collaboration is the new trend. Teachers are encouraged to work with teachers across the nation and the world to improve their instruction and better learn their content. The state has answered this trend by creating an online professional learning community named Project SHARE, an online community that facilitates the exchange of resources, ideas, and staff development in the core content areas. Locally, the district offers eduphoria!, an online resource management tool for professional development, evaluations, and instructional resource sharing. Through eduphoria!, teachers are able to share district lesson plan, ideas from the district instructional specialists, and each other.
Given the budget cuts facing districts across the nation, it is important that districts keep the momentum regarding educational technology and not choose to cut in that area alone. My suggestion is that districts look at more online professional development via webinars to continue to promote cost-effective professional learning that many teachers still need. As the field of education continues to evolve, it is important for the professional development to remain current and relevant for teachers to ensure their instruction is also relevant for the students.

Reference:
Long-Range Plan for Technology, 2006-2020. (2006). Austin, TX: Texas Education Agency.

How Are We Doing? A Progress Report on the Texas Technology Plan 200-2008

The Progress Report on the Long-Range Plan for Technology, 2006-2020 addresses the strides the state of Texas has made in educational technology. There are two major sections that are addressed in this report to the Texas legislature- progress on the key areas of the Long Range Plan, including a report on the Technology Immersion Pilot (TIP) and the Texas Virtual School Network (TxVSN) programs and the latter part details the services offered at the twenty regional education service centers and their progress on implementing the Long Range Plan. In the first section, the report begins with an assessment of data results from the Net Day Speak Up 2007. In reviewing the data from students, teachers, and parents, I was surprised by the fact that 89% of the participants surveyed stated they had a computer with DSL or cable access. Additionally, 59% of the teachers believe they are average tech users, indicating they are “more technology equipped to meet the evolving needs of theirs students.” This is incredible in a state where many of the students come from low-income families.

In addressing the TIP and TxVSN programs, the data showed many interesting facts. I found it no surprise that the greater access to laptops and other digital resources, the more opportunities students had to engage in “intellectually demanding work” while in the TIP program. Principals, as is the case in many aspects of education, drive the success of any project. Principals who were more involved and invested in the TIP project where considered higher technology immersion schools and had more positive results with students and teachers. The TxVSN demonstrated through virtual school access, more students stayed in school and completed credits toward graduation. In support of the Long Range Plan, education service centers are offering many services such as access to Blackboard and ongoing professional development opportunities. Through tapping into the services, campuses can improve their ratings on their STaR Charts. In conclusion, the report showed the state is making adequate progress on the Long Range Plan as they continue to implement initiatives that promote staff development and greater access to technology.

Reference:
Progress Report on the Long-Range Plan for Technology, 2006-2020. (2008). Austin, TX: Texas Education Agency.

A National Look at Educational Technology

The National Education Technology Plan, Transforming American Education: Learning Powered by Technology, calls for Americans to leverage technology to “provide engaging and powerful learning experiences, content, and resources and assessments that measure student achievement in more complete, authentic, and meaningful ways.” The five goals presented in the plan focus on the areas of learning, assessment, teaching, infrastructure, and productivity. With each goal, the plan makes recommendations for education systems at the state, local district, and federal levels to implement the plan, understanding the biggest challenge will be coordination and funding at the national level. For each goal, the plan states:

Learning – “All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.”

Assessment – “Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement."

Teaching – “Professional educators will be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.”

Infrastructure – “All students and educators will have access to a comprehensive infrastructure for learning when and where they need it.”

Productivity - “Our education system at all levels will redesign processes and structures to take advantage of the power of technology to improve learning outcomes while making more efficient use of time, money, and staff.”

In order to achieve the goals, teaching and learning must change through sufficient professional development and training. The article acknowledged that often teachers are held accountable for student achievement but are often not provided with the latest technological resources to accomplish the goal. Teaching will improve when teachers practice connected teaching, where teaching is accomplished as a team. Online communities help to facilitate successful connected teaching for students. Additionally, ongoing professional learning must take place through collaborations. Providing teachers with extra time to learn from one another increases their content knowledge and will provide them with the additional strategies needed to impact student achievement in their classroom. The extra time afforded teachers also allows for additional time to attend professional development workshops on how to infuse technology into their content area lessons.
As I think to the many suggestions throughout the plan, I focus on the section devoted to extending learning time. Many schools have shown success with extending the day. A way to extend learning and make an impact on achievement would be the infusion of technology. Extending the day, I believe, should look different than the regular day in order to increase student achievement. My concern is that teachers may not change the way extended day looks because they do not know how to make it different. This is the time to use the innovative technology of a weblog or interactive whiteboards to incorporate rigor in lessons and enhance student learning. Thus, professional development is essential for ensuring students create an extended day that is beneficial for students.

Reference:
National Educational Technology Plan: Transforming American Education: Learning Powered by Technology. (2010). Washington, D.C.: U.S. Department of Education.

EDLD 5352 Web Conference - February 27, 2011 (SP2 11 - EA1236)

I had the opportunity to attend my second web conference since enrolling in the class. I logged on 15 minutes before the start of the conference and it was great. Only about 30 people and I asked one of my questions early and was able to track the many responses others provided. The other participants were very helpful! Then 5 p.m. came......

Ninety-seven people logged on (It was capped at a 100 but 3 people eventually left) and I could bearly keep up! People asked GREAT questions, some of which the answers were needed for the assingment due later that day. However, because of the incredible number of people attending the conference and the Acrobat meeting technology, you could never scroll back to read the wonderful answers to the questions because the screen would always jump to the latest person that was asking a question or making a comment. The screen was constantly jumping! Unfortunately, I missed the answers to many questions and was not able to see those answers until after the assignment was due. In fact, I ended up emailing my IA who quickly answered my question so that I could make the necessary modifications before the assignment deadline.

I think the web conference is a wonderful venue to communicate with peers but it would be more effective and beneficial to have a smaller number of participants.

The link to the recording of the web conference is http://lamar.na4.acrobat.com/p77278744/

Third time is a charm...

I had the opportunity to meet with my site supervisor and one of his assistant principals and my action plan changed! So here it is.....

Action Research Plan (FINAL)

Objective: Determine the benefits of using Accelerated Reader versus SuccessMaker in sixth grade to increase reading comprehension in all content areas and student achievement on standardized tests.

Action Step(s)
Person(s) Responsible
Timeline: Start/End
Needed Resources
Evaluation
1.
Receive informed consent forms from participating teachers.
Olivia, Site Supervisor,
September 1, 2010 – September 30, 2010
Informed Consent forms
Classes will be identified by mid-September and informed consent forms will be turned in by the end of September.
2.
Identify the students for participation in the project that closely resemble each other. Twenty students for the ACE* program and 20 students from a regular 6th grade class will be identified. Reading levels for participants will be determined prior to beginning their assigned project activities.
Olivia, Participating teachers
September 15, 2010 – September 30, 2010
TAKS test (use median scale score), STAR assessment results
Students’ reading levels from the participating classes will be determined through data disaggregation.
3.
Students in the ACE program will begin their work in SuccessMaker and the regular students will work with Accelerated Reader. Each group will spend an hour on their assigned activity three days per week.
Olivia, Participating teachers
October, 2010 – May, 2011
Accelerated Reader reports, SuccessMaker reports, Teacher lesson plans
Teacher lesson plans will reflect student participation in assigned activities.
4.
Observe students during their assigned project activity.
Olivia
Every other six weeks between October, 2010 – May, 2011
Field note collection method
Each class will receive two observations each semester.
5.
Interview teachers to gather feedback and their daily observations of the project activity.
Olivia, Participating teachers
December, 2010 and March, 2011
Interview protocol
Interview notes will be recorded.
6.
Collect and compare student work; assess student growth
Olivia
Every six weeks between October, 2010 – May, 2011
Student work, STAR assessment results
A portfolio of student work before and after the project will be maintained to determine growth over time. Share mid-year project progress in February, 2011.
7.
Disseminate research findings.
Olivia, Site Supervisor
July – August, 2011
2011 TAKS Test scores; Pre and Post STAR assessment results
Action research findings will be shared with the faculty during a faculty meeting and will be available through a summary report. Share the findings with the feeder high schools.