plan

Here's our draft plan:

=Seamless integration of Technology= = =

Technology-infused curriculum

 * Objective Statement:** Teachers incorporate appropriate TA TEKS into daily curriculum.

1. Teachers receive training or demonstrate proficiency in TA Standards for all Educators
 * Strategies/Activities:**
 * Reference/Resources: List of professional development opportunities.
 * Responsibility: District provides access to training and proficiency assessments.
 * Timeline: Training, implementation and application -- August, 2008; Evaluation -- Annual
 * Evidence: ERO Transcripts/Proficiency Assessment

2. Teachers receive training or demonstrate proficiency in utilizing the technology in their appropriate level TA TEKS and content TEKS.
 * Reference/Resources: List of professional development opportunities.
 * Responsibility: District provides access to training and proficiency assessments.
 * Timeline: Training, implementation and application -- August, 2008; Evaluation -- Annual
 * Evidence: ERO Transcripts/Proficiency Assessment

3. Professional Learning Communities/Campus Professional Development discuss and design engaging student works that incorporates the TA TEKS
 * **Reference/Resources:**
 * ♣ Scope and Sequence link to available TA TEKS on the campus/district
 * ♣ Access to lesson plan data bases http://www.techappsnetwork.org/ -- lesson plans for all grade/subject levels of the TA TEKS
 * ♣ Access to TEKS and Standards
 * • http://www.tea.state.tx.us/technology/ta/edstd.html#edstd1 -- TEA TA Standards for Educators
 * • http://www.tea.state.tx.us/rules/tac/ch126.html#s1261 -- TA TEKS K-12
 * **Responsibility**:
 * ♣ Teacher responsible for using the technology infused curriculum
 * ♣ District and Campus administration provide resources to implement technology in the class
 * ♣ District provides link to available TA TEKS on the campus/district in the scope and sequence
 * ♣ CIS/CIT/Teachers – pull technology requirements out of the content area TEKS
 * **Timeline:** Training, implementation and application: Beginning August, 2008; Evaluation -- Annual
 * **Evidence:**
 * ♣ Lesson plans added to data base
 * ♣ PDAS Supervisor
 * ♣ Teacher and Student Use Logs

4. Create a data base of lessons plans that incorporate the TA TEKS
 * **Reference/Resources:**
 * ♣ Access to out of district lesson plan data bases http://www.techappsnetwork.org/ -- lesson plans for all grade/subject levels of the TA TEKS
 * ♣ Access to TA TEKS and Standards
 * • http://www.tea.state.tx.us/technology/ta/edstd.html#edstd1 -- TEA TA Standards for Educators
 * • http://www.tea.state.tx.us/rules/tac/ch126.html#s1261 -- TA TEKS K-12
 * **Responsibility:**
 * ♣ Teacher to create the lessons plans
 * ♣ District Curriculum Director (office) to review and approve the lesson plans
 * ♣ Technology services to enter the lesson plans and upload to the network
 * **Timeline:** Beginning Spring, 2009; on going
 * **Evidence:** Lesson plans added to data base

5. Identify the content area TEKS that require the use of technology.
 * Reference/Resources: Access to content TEKS -- http://www.tea.state.tx.us
 * Responsibility: District Curriculum Director (office)
 * Timeline: TBA
 * Evidence: List of technology content area TEKS

Objective Statement: To determine the technology skill level of KISD's students, teachers and administrators. Strategies:
 * Needs Assessment for Technology/Teacher training of basic and advanced tools**
 * Student ability profiles
 * Teacher ability profiles
 * Administrator ability profiles
 * Focus Area:** //Assessing needs & abilities of students, teachers, and administrators//
 * Determine the current technological competency levels of students, teachers, and administrators.
 * Design detailed surveys that will determine the technology knowledge and skills which students, teachers and administrators currently possess.
 * Timeline: By the end of Spring 2008
 * Responsible parties: Designed by District and implemented by Campus
 * Evidence: Survey results and appropriate assessments
 * Communicate with businesses, community, and higher education to determine what skills are needed.
 * Timeline: By the end of Spring 2008
 * Responsible parties: Designed by District
 * Evidence: Survey results
 * Determine the resources currently available to students, teachers and administrators.
 * Timeline:Spring 2008
 * Responsible parties:CIT
 * Evidence:Inventory
 * Create assessments that determine the skill level of students, teachers and administrators.
 * Timeline:Spring 2008
 * Responsible parties: District and campus
 * Evidence: Completed assessment results

Time
Objective Statement: Time will be allocated for training, implementation and application at all levels (Admin to student) for existing and emerging technologies.

Strategies/Activities: 1. Re-allocation of district/campus level training to include more technology training.
 * Reference/Resources:
 * Responsible Parties: District/Campus Administration
 * Timeline: Begin -- August 2008; Evaluate and adjust -- Annually
 * Evidence: Professional Development Schedule

2. Teachers/Administrators given ability to trade time with District/Campus Level Training for training in technology outside the instructional day/contract to work on implementation of outside training.
 * Reference/Resources:
 * Responsible Parties: CIS/CIT
 * Timeline: August 2008
 * Evidence: ERO/CPE Hours; Transcript of training and proficiency specified technology/emerging technology.

3. Revise teacher job description to include required level of proficiency in current technology.
 * Reference/Resources:
 * Responsible Parties: Human Resources
 * Timeline: Begin -- August 2008; Review and update annually
 * Evidence: Job Description.

4. Re-allocation of some PLC time to implement TA TEKS into the lesson plan.
 * Reference/Resources:
 * Responsible Parties: District/Campus Administration
 * Timeline: Begin -- August 2008; Evaluate and adjust -- Annually
 * Evidence: Professional Development Schedule; Innovative technology lesson plans added to the data base

5. Administration and staff are required to complete minimum number of hours the appropriate level in technology training annually.
 * Reference/Resources:
 * Responsible Parties: District/Campus will provide opportunities for
 * Administrators and teachers to attend minimum number of hours of appropriate level technology training annually.
 * Timeline: Begin -- August 2008; Evaluate and adjust -- Annually
 * Evidence: Professional Development Schedule; ERO/CPE Hours; Transcript of training and proficiency specified technology/emerging technology.

6. Create a list of appropriate level technology professional development opportunities available and required.
 * Reference/Resources:
 * Responsible Parties: District *** There should be some system put in place where teachers, technologists, administrators can request training to be added.
 * Timeline: Initial list completed August 2008; Evaluate and update annually
 * Evidence: List of Approved Professional Development Opportunities

District will provide internet access to all employees that will encourage creativity to include access to blocked sites on request.
 * Access to Internet Resources**:
 * Objective**

Repositories will be created to archive content from blocked sites for employees to use in their professional capacity.
 * Strategies**

Technology Services Campus designated employee(s)
 * Responsible Parties**


 * Timeline**


 * Evidence**

District will provide sufficient funds annually to replace 1/3 of the technology infrastructure (hardware/software) and provide a 1:1 student/computer ratio by 2010.
 * Need for hw/sw/infrastructure:**
 * Objective**

District will budget appropriate amount to accomplish above objective
 * Strategies**

School Board
 * Responsible Parties**

2009 -2010
 * Timeline**

State mandate
 * Evidence**

=Emerging Technologies/Support=


 * Objective Statement:** District professional personnel will be knowledgeable about and apply emerging technologies.
 * Strategies/Activities:**
 * 1) Provide access to professional learning opportunities to build capacity on emerging technologies.
 * Reference/Resources:
 * Responsible Parties: Campuses/Departments
 * Timeline: Ongoing
 * Evidence: Personnel attend a variety of learning experiences (could include, but not limited to KISD workshops, state conferences, online learning, etc.), and provide evidence of applying this knowledge into their daily work.
 * 1) Technologists will be provided training opportunities in emerging technologies that focus on the implementation of these technologies to the learning environment.
 * Reference/Resources:
 * Responsible Parties: Professional Learning
 * Timelne: Ongoing
 * Evidence: CITs will offer district/campus professional learning experiences helping teachers learn how to integrate emerging technologies in order to provide engaging work for students.


 * Objective Statement:** Students and teachers will have a variety of resources to support the seamless integration of technology in the classroom.
 * Strategies/Activities:**
 * 1) Provide an appropriate number of technical personnel to address SchoolDude requests within a 48 hour period (to include an email, phone call, etc).
 * Reference/Resources:
 * Responsible Parties: Technology Services; Superintendent's Council
 * Timeline: Reviewed annually
 * Evidence: SchoolDude requests will show shorter response times (**//__clarify__//**). STaR chart responses in the area of technical support.
 * 1) Hire technician to do troubleshooting; leave CITs for instruction
 * 2) Basic troubleshooting techniques videos and a troubleshooting flowchart will be provided online in order for individuals to do some of their own troubleshooting.
 * Reference/Resources:
 * Responsible Parties: Technology Services; CITs
 * Timeline: Spring, 2008; Ongoing
 * Evidence: CITs should see fewer requests for basic troubleshooting, resulting in more time to devote to integration.
 * 1) Recurring professional learning time will be provided for CITs for the purpose of learning collaboratively about emerging technologies, classroom implementation strategies, and how to design engaging work for digital learners.
 * Reference/Resources:
 * Responsible Parties: Professional Learning
 * Timeline: Ongoing
 * Evidence: CITs will provide increased professional learning opportunities on campus/district for teachers and will occupy more time in the classroom working with students and teachers.
 * 1) CITs and CIS will be provided recurring learning opportunities to focus on learning how to support teachers as they design engaging work for students.
 * Reference/Resources:
 * Responsible Parties: Professional Learning
 * Timeline: Ongoing
 * Evidence: CITs and CISs will provide increased professional learning opportunities on campus/district for teachers and will occupy more time in the classroom working with students and teachers. The CIS/CIT team will provide guidance during PLCs as support for the design process.
 * 1) Designated district support for the purpose of providing direction in the area of instructional technology.
 * Reference/Resources:
 * Responsible Parties: Superintendent's Cabinet
 * Timeline: Spring/Summer 2008
 * Evidence: