Draft1TechnologyPlan2013 2018

TECHNOLOGY PLAN: LEA PROFILE AND CONTACT INFORMATION EFFECTIVE DATES OF THE TECHNOLOGY PLAN (ENTER YEARS)
Begin: July 1, 2013 End: July 31, 2018
LEA PROFILE
Complete the requested information.
LEA name: CTDS:
BALSZ ELEMENTARY SCHOOL DISTRICT #31
070431000 4 142897
Number of schools in LEA E-rate billed entity number (if not applicable, indicate N/A)
TECHNOLOGY PLAN CONTACT INFORMATION

Complete the requested information for both contacts.
PRIMARY TECHNOLOGY PLAN CONTACT INFORMATION Name: Julie Morgenthal Title: Technology Director Address: 4825 E. Roosevelt/Phoenix, AZ/85008 Telephone #: 602-629-6424 Fax #: 602-629-6470 E-mail: jmorgenthal@balsz.org
SECONDARY TECHNOLOGY PLAN CONTACT INFORMATION Name: Rhonda Chavez Title: Curriculum Director Address: 4825 E. Roosevelt/Phoenix, AZ/85008 Telephone #: 602-629-6430 Fax #: 602-629-6470 E-mail: rchavez@balsz.org
Technology plans will be submitted online through a web based application in the Common Logon, https://www.ade.az.gov/CommonLogon/logon.aspx, "ALEAT (Arizona Local Education Agency Tracker.) The Arizona Department of Education (ADE) will review the technology plan for accuracy and compliance. Detailed records of all submissions (and accompanying documents) must be retained by the school district or charter school and made available for review or audit upon request.
ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: LEA PROFILE
March 2011
Childrens Internet Protection Act (CIPA) CERTIFICATION

School District/Charter School Name: Balsz Elementary School District #31 CTDS: 070431000 Entity ID 142897 Begins: July 1, 2013
Check the appropriate option:
Ends: July 31, 2018
(DISTRICTS OR SCHOOLS WHO APPLY FOR E-RATE SHOULD CHECK THE FIRST OPTION BELOW.)
_X__ The LEA applies for E-Rate funds and are therefore not required to submit CIPA compliance under the ESEA to the Arizona Department of Education, but instead submit CIPA compliance certification directly through the E-Rate application. ____ Every applicable school1 has complied with the CIPA requirements in subpart 4 of Part D of Title II of the ESEA. ____ Not all applicable schools1 have yet complied with the requirements in subpart 4 of Part D of Title II of the ESEA. However, the LEA has received a one-year waiver from the U.S. Secretary of Education under section 2441(b) (2) (C) of the ESEA for those applicable schools not yet in compliance. ____ The CIPA requirements in the ESEA do not apply because no funds made available under the program are being used to purchase computers to access the Internet, or to pay for direct costs associated with accessing the Internet, for elementary and secondary schools that do not receive e-rate services under the Communications Act of 1934, as amended.
1An
applicable school is an elementary or secondary school that does not receive e-rate discounts and for which Ed Tech funds are used to purchase computers used to access the Internet, or to pay the direct costs associated with accessing the Internet.
LEA APPROVAL & SIGNATURE

Enter dates, district/charter school name, print and sign name, upload a copy to ALEAT Goal #1
Date the technology plan was approved by the LEA governing board: __________________ Date the technology plan will be submitted for board approval: May 14 , 2013
Your signature below certifies that detailed records will be retained and made available for audit upon request.
th
OR
I certify that this information is true to the best of my knowledge, and has been created and written in accordance with Enhancing Education Through Technology Act of 2001, 20 U.S.C. and the Federal Communications Commissions (FCC) Fifth Report and Order (FCC 04-190, released August 13, 2004) for those applying for E-rate.
Balsz Elementary School District #31 School District/Charter School Name Dr. Jeffrey Smith Print School District Superintendent/Charter School Principal/ School Board Presidents Name
_____________________________________________________ Signature of above Representative
________________________ Date
Upload a scanned copy of this completed form into the ALEAT Continuous Improvement Plan Goal #1 Teaching for Learning Environment.
Detailed records of all submissions (and accompanying documents) must be retained by the school district or charter school and made available for review or audit upon request.
ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: CIPA CERTIFICATION AND LEA APPROVAL
December 2011
TECHNOLOGY PLAN: TECHNOLOGY COMMITTEE AND PLAN EVALUATION TECHNOLOGY COMMITTEE TIMELINE & EVALUATION:
The effectiveness of any plan is how adaptable it is to the changing circumstances that an organization experiences. Technology plans should be reviewed at least annually to ensure they continue to reflect the needs and goals of the LEA.
Technology Plan Timeline:

Describe how often will this technology committee meet to review, evaluate, and update this technology plan? (Annually, semi-annually, quarterly, monthly, weekly, etc.)
The Technology Committee brought together to formulate this plan includes a majority of past Committee members as well as some new members. Committee membership is representative of our school communities and includes membership from several different stakeholder groups. All meeting minutes and plan progress is posted on the Balsz Website in a blog format so any public participation from the community may be considered. Committee Purpose: To review the technology goals and initiatives put forth by the district to provide input and direction in the development of a five year plan. To meet twice annually (in October and March) to evaluate and adjust the plan according to the districts progress and challenges. To meet and confer in smaller sub-committees as needed to provide guidance and information with respect to new deployments and/or plan modifications.
Technology Plan Evaluation:

Please describe the Technology Committees process for regularly completing an overall technology plan evaluation. Include how the committee will monitor progress of the technology plan, and make mid-course corrections in response to new developments and opportunities as they arise.
NOTE: This section focuses on overall technology plan evaluation and does not need to include explicit detail about evaluation of each action step generated as a part of the tech tagged action steps in the Continuous Improvement Plan. Information in regard to how each tech tagged action step will be evaluated should be included in the description of the action step entered into the ALEAT Continuous Improvement Plan.
ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: TECHNOLOGY COMMITTEE AND PLAN EVALUATION
July 2010
The committee will meet twice annually (in October and March) to evaluate and adjust the plan according to the districts progress and challenges. The evaluation will be based on the districts progress as indicated by the goals, strategies, and action steps outlined as part of the District Continuous Improvement Plan. In between regular meeting times, mini sub-committees may be brought together to provide guidance and information with respect to new deployments or unanticipated plan modifications that affect particular areas.
LEA TECHNOLOGY COMMITTEE MEMBERS SHOULD INCLUDE:

District upper level administrator such as District Superintendent and/or Assistant Superintendent or Principal for a Charter school. At least one representative of each school principal, teacher, technology coach (if any), parent (other than community member or staff), and community member (other than parent or staff.) Recommended Federal programs director, curriculum director, Ed tech director or coordinator, special education director, and ELL director. (A director may have more than one assigned position/title and should list all that apply to that person.)
Add additional rows as necessary.
Member Julie Morgenthal
Title (if applicable) Technology Director
Constituency Represented District Administrator
Hazen Kor Chris Weiss
Network Engineer IT Support Staff Technology IT Support Staff Support Specialist Technology Mentor Principal Music Teacher Technology Mentor
Patricia Lacina
Michael Halpert Leslee Jonovich
School Administrator Middle School Teacher Elementary Teacher
Amanda Goodrich
Elementary Teacher
July 2010
Scott Semple
Technology Teacher Technology Teacher Elementary Teacher Parent Community Member Elementary Teacher
Elementary Teacher
Meredith Hill
Elementary Teacher
Joy Weiss
Elementary Teacher
Fabiola Muoz Marisa Espinoza
Parent Community Member
Antoinette Flood
Elementary Teacher
July 2010
TECHNOLOGY PLAN: VISION AND MISSION STATEMENTS

The vision and mission statements should reflect 21st Century technology. They should reveal how technology will increase academic achievement as well as students and teachers technology literacy skills.
VISION STATEMENT
The District vision is to increase student academic achievement, as measured by AIMS and District assessments, while preparing each child to meet the challenges of the technological society in which they will live and work.
MISSION STATEMENT
District Mission Statement: The Balsz School District will provide a culture of high expectations and continuous learning. Each student will meet or exceed state standards and apply their learning as a productive member of society. We will passionately commit all efforts and resources available to ensure student success.
Technology Mission Statement: The District is committed to the enhancement of a lifelong learning process by providing stateof-the-art technology systems that are integrated across the curriculum and meet the needs of all students, staff and community members as they prepare for continuing education and to enter the workplace of the 21st century.
ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: VISION AND MISSION STATEMENTS
July 2010
TECHNOLOGY PLAN: NEEDS ASSESSMENT

In order to ensure that all students have the skills and capacity to solve the complex problems facing society today and in the future, Arizonas strategic long-range technology plan makes a series of recommendations that guide efforts to enhance student learning through technology, prepare educational professionals and provide continued development throughout their careers, develop leaders with the skills and philosophy to support an educational process facilitated by technology, and provide the framework that supports a technology-enable learning process.
Long Range Strategic Goals Transforming Education: Enabling Learning for All Arizona Students The Arizona Long-Range Strategic Educational Technology Plan, 2009
The state technology committee made strategic recommendations for the following interrelated components: 1) Student Learning, 2) Leadership, 3) Preparation and Development of Educators, and 4) Infrastructure. Your Needs Assessment is a tool for you to evaluate your current realities in regard to these four components, as well as determining a list of the necessary needs your LEA has which will assist you with aligning your educational technology goals, strategies, and action steps with the Arizona technology plan. A summary of the recommendations and goals for each of the four components can be found throughout this Needs Assessment.
LEA INTRODUCTION:
Briefly introduce and describe your school district or charter school. The Balsz School District consists of four campuses serving grades PS-8. The Balsz District is located in a diverse, urban area of Central Phoenix. The current enrollment is approximately 2700. The student demographics are 69% Hispanic, 2% Asian, 15% Black, 3% Native American, 8% Caucasian, .2% Pacific Islander and 2% Other. All of the Balsz District Schools are Title I Schools. 22% of the district students have English Language Learner Status. Balsz School District is the only district in the state that has a 200 day school year. This was implemented during the 09-10 school year to address the need for greater student achievement and increased learning opportunities. In order to provide teachers with high quality, professional development, the Balsz District has a district-wide Professional Learning Community (PLC) model. This PLC model incorporates a weekly early release day to allow teachers to collaborate and meet strategically in teams to analyze data, work in grade level and content area teams, plan collectively, and receive ongoing professional development for school-wide or District-wide initiatives.
ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT
Updated December 2011
ARIZONA TECHNOLOGY INTEGRATION:

Arizona's definition for fully integration technology is "LEAs who have embedded appropriate technology to support student learning across all curricular areas." The U. S. Department of Education requires states to report the number of LEAs who have fully integrated technology.
Using the matrix below, self-assess the current reality of technology integration for your LEA. Please use the scoring rubric included in the matrix, and the final calculation and status of implementation at the end of the matrix.
Developing (1 point)
No instrument(s) are available or utilized for assessing the level of technology proficiency of staff members.
Components
Staff Technology Proficiency
Approaching (2 points)
One or more instruments are made available for staff to assess their level of technology proficiency.
Fully Integrated (3 points)

An LEA utilizes a specific instrument(s) to assess the level of technology proficiency for staff. An LEA has identified expectations/standards for the level of technology proficiency of staff and provided professional development for staff members to meet the expected level of proficiency. Educational Technology Standard performance objectives have been aligned with other core content areas across all grade levels. Curriculum resources are available to assist teachers with implementing instructional activities that have educational technology standard performance objectives embedded.
LEA SelfAssessment Score
2009 Educational Technology Standard
No specific curriculum resources with educational technology standard performance objectives are available and/or no alignment with educational technology standard performance objectives has occurred for any grade levels.
Some curriculum resources with identified educational technology standard performance objectives are provided for one or more content areas and/or grade levels. Some alignment of Educational Technology Standard performance objectives with other core content areas may be evident across one or more grade levels. One or more instruments are made available for teachers to self-assess how effectively technology is being integrated in their classroom. Teachers use a variety of technologies to enhance instruction. Student use of technology occurs occasionally and is generally for research, presenting information, and creating some text and multimedia products.
Classroom Integration of Technology
No instrument(s) are made available for assessing how effective a teacher is integrating technology in his or her classroom. Technology in the classroom is almost exclusively used by the teacher.
An LEA utilizes a specific instrument(s) to regularly assess how effectively a teacher integrates technology into their classroom. Teachers and students utilize technology daily to explore content, communicate and collaborate on real-world problems, provide real-time data of student progress and to assist teachers and students in individualizing a students learning experiences.
Components
Professional Development/ Instructional Support
Developing (1 point)
No professional development or instructional support on the use of technology is offered.
Approaching (2 points)
Professional Development on the use of technology in the classroom is offered. Instructional support for the effective use of technology is available for some teachers through instructional coaches or curriculum resources.
Fully Integrated (3 points)

Professional Development is offered based on needs identified from Staff Technology Proficiency and Classroom Integration of Technology Assessments. Professional Development is provided for content areas/grade levels on effective technology integration strategies and the use of curriculum resources available for educators specific grade level and/or content area. Coaches are available at each school site to assist teachers with implementing strategies for effectively integrating technology in the classroom.
LEA SelfAssessment Score
Availability of Technology
Classrooms have 1-2 computers. Additional computers may be available in computer labs.
Classrooms include some additional instructional technology hardware (projector, interactive whiteboard, electronic response systems, document cameras, etc.) to assist with instruction. Classrooms have at least 1-2 computers and may have access to additional computers through computer labs and/or mobile carts. Wireless access to the Internet is available in some schools.
Classrooms include a wide variety of instructional technology hardware (projector, interactive whiteboard, electronic response systems, document cameras, digital cameras, digital camcorders) to assist with instruction. Students have access to individual computing devices that can access the Internet. Wireless access to the internet is available campus-wide across all schools. LEA maintains a technology support staff to computer ratio of 1 person to 400 computers or less. Technology funding provides for a computer replacement cycle of 4 years or less.
Technology Funding/ Technology Support
LEA maintains a technology support staff to computer ratio of 1 person per 750 computers or greater. Technology funding provides for a computer replacement cycle of 6 years or longer.
LEA maintains a technology support staff to computer ratio of 1 person to between 400-750 computers. Technology funding provides for a computer replacement cycle between 4 and 6 years.
Comprehensive LEA Technology Integration Status
Developing total 69 points
Approaching total 1015 points
Fully Integrated total 1618 points
11
STUDENT LEARNING:
The challenge for our education system is to leverage the learning sciences and modern technology to create engaging, relevant, and personalized learning experiences for all learners that mirror students daily lives and the reality of their futures. In contrast to traditional classroom instruction, this requires that we put students at the center and empower them to take control of their own learning by providing flexibility on several dimensions. A core set of standards-based concepts and competencies should form the basis of what all students should learn, but beyond that students and educators should have options for engaging in learning: large groups, small groups, and work tailored to individual goals, needs, interests, and prior experience of each learner. By supporting student learning in areas that are of real concern or particular interest to them, personalized learning adds to its relevance, inspiring higher levels of motivation and achievement.
Transforming American Education: Learning Powered by Technology National Educational Technology Plan (Draft), 2010
Long-Range Strategic Goals: All learners will:

have access to authentic learning activities appropriate to their development whenever and wherever they need. use appropriate strategies and technology to collaborate, construct knowledge and develop solutions to real-world problems. communicate effectively with global audiences.
CURRENT REALITY:
Select your implementation level for each recommendation in the columns provided.
Summary of Recommendations for the Local Education Agencies: AZ Long-Range Strategic Ed Tech Plan, 2009
Already Implemented Currently Implementing
Planning for
Implementation
Not Implementing
Provide district policies, curriculum, and resources to ensure that every student has the tools for an individualized, collaborative, and authentic learning experience. Select and deploy a variety of technology-based tools to provide differentiated instruction for every child by monitoring student assessment and suggesting developmentally appropriate content. Embed the Arizona Educational Technology Standard within the curriculum at each grade level. Select and utilize local, commercial, and open source digital content, aligned to state standards, to provide online access to specialized, rigorous, dual enrollment, credit recovery, and remedial courses.
x x x x
Already Implemented
Currently Implementing
Planning for
Implementation
Not Implementing
Provide curriculum and resources that ensure personal safety for students in a digital world and policies that specify expectations of appropriate behavior and rules for students, parents, staff, and teachers.
Describe the current level of technology integration into curriculum areas and the method of technology integration. The district used the ISTE NETS-T assessment to measure teacher technology proficiency levels as well as collect data on levels of integration and use. This survey relies on self-reported data. The 10-11 data collected in September demonstrated that 52% of teachers self-reported they integrated technology into their instruction almost daily while 30% indicated they integrated technology into their instruction, on average, weekly. When surveyed regarding what types of collaborative tools they utilize, the majority reported Google Apps. This is partly due to a 1:1 initiative at the junior high that is highly dependent on this resource. However the data collected in December of the 2009-10 school year, prior to the grant implementation, demonstrated the vast majority of the teachers were self-reporting the use of various web sites such as United Streaming, PBS Kids, Starfall and other sites that had interactive learning games. Some teachers were starting to use Google Apps during the 09-10 school year and a significant number reported integrating their interactive white boards. The data for the 11-12 school year demonstrated growth in the area of technology integration. 77% indicated they integrate technology into their instruction almost daily and 18% indicated, on average, weekly integration. Google Apps remains a popular resource. However, with the discontinuation of United Streaming, teachers are opting for Youtube and NBC Learns as video streaming options. The district Moodle and Wordpress options are also popular particularly among 5th -8th grade teachers. For lower grades Starfall, Study Island and other online activities are utilized. The ISTE NETS-T assessment will not be used during the 2012-13 school year. However, in 2012, teacher Speak Up survey data indicated 90% of the respondents reported using some type of technology to facilitate student learning. The top three uses were for homework and practice, to administer assessments and to create grahic organizers. In a District developed survey, only 23.5% of the respondents indicated they dont need textbooks assuming they had access to the internet and a curriculum map. 23.5% indicated they would like interactive textbooks while 51.5% responded they need physical textbooks but that they use technology often.
What is the current level of technology literacy and how do you measure student technology literacy? Student technology literacy is measured using the Technology Literacy Assessment provided by Learning.com. We test at least 20% of our 5th and 8th graders as a requirement through the AZ Department of Education. During the 09-10 school year, 32% of the 5th graders tested met the proficiency standard on the post test and 56% of the 8th graders tested met the standard.
ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT Updated December 2011
During the 10-11 School year as part of the EETT Grant, all of the 8th graders took a pre and post assessment using the 21st Century Assessment via the Learning.com online portal. On average, on the post test 15% of students scored proficient and 59% scored basic. Only 25% were below basic across all categories. The categories where students were strongest were in Creativity and Innovation and Technology Operations and Concepts. The areas of greatest need were Critical Thinking, Problem Solving and Decision Making and Digital Citizenship. During the 2011-12 school year 419 6th -8th graders took the Wayfind assessment. 66% scored basic overall, 16% were proficient or advanced, and only 19% were below basic. The categories where students were strongest were like in the previous cycle, Technology Operations and Concepts. However, contrary to the previous cycle, they were strong in Digital Citizenship. This could be due to the growth of the 1:1 program and a greater awareness by teachers of the need to focus on this. The areas of greatest need were Critical Thinking, Problem Solving and Decision Making, Research and Information Fluency, Communication and Collaboration, and Creativity and Innovation. Having four areas where more students are before basic than before could be due to the fact that the assessment was given to 5th and 6th graders in 2011-12 where it was given only to the 7th and 8th graders in 10-11. In 2011-12 the 5th and 6th graders were only one year into the 1:1 program at their grade level. Many teachers could not even take full advantage of the program due to poor wireless coverage on their campus. With the current year E-rate upgrades and the expansion of the 1:1 from 3rd grade up, we are expecting to see improvements in these scores when the assessment is given in May of 2013 and then continued growth in 2014. The adoption of the Core Standards should also be of benefit for technology integration. The teachers participating in the grant will also took the Wayfind Assessment in 2010-11. On average 22% scored advanced, 52% scored proficient and 22% scored basic. The teachers were strongest in the areas of Professional Growth and Leadership and Student learning and Creativity. The area of greatest need was Digital-Age Work and Learning. In 2011-12, due to a large staffing turnover, the Wayfind Assessment was not given. However, it will be administered in May of 2013. Again, due to the expansion of the 1:1 and the Technology Core Teacher Program that has occurred over the last few years, we expect to see more teachers in the proficient and advanced category than in 2010-11. As teachers become more proficient, this should increase student proficiency as well as the assumption is that teachers would employ technology in deeper ways and with increased effectiveness. How are you developing and using innovative strategies for delivering curriculum through the use of technology (consider items such as distance learning technologies, online learning, and other e-learning systems)? During the 09-10 school year the district implemented Google Apps for staff and students. This portal started out being used primarily at the junior high for students and teachers to collaborate on student work. However, this resource has grown to be a district-wide collaboration platform. The use is mainly in the Docs area. More training and modeling need to be used to increase the use of other Google tools such as Groups, Sites, Forms, etc. The District has a Wordpress environment that is used by some teachers to communicate with students, encourage writing, and supplement their current curriculum. This portal has the ability to be utilized in conjunction with other tools such as Moodle and Google Apps, but it is not
really deployed in our district as a Learning Management type of environment. However, based on tickets and requests for support, the use of this resource is increasing and student blogs are also being encouraged in some cases as well. During the 10-11 school year, a Moodle environment was deployed. This began as an initiative by one of the Junior High teachers to create online environments for the 1:1 EETT grant. Initially there were only a handful of classes deployed through Moodle. Currently there are over 35 sections. The District Office is currently piloting the use of Moodle to deliver required policy trainings as well as online professional development. Training on Moodle tends to occur organically at the school sites although formal Moodle training has also been provided through the Technology PLC days as well and via small group classes offered at the school sites by the Technology Mentor. The district has an Elluminate license for up to 25 participants to hold virtual trainings and meetings. This tool has been used for small specialty group meetings mostly through the technology department. However it is available to anyone. Further promotion of this tool is needed to encourage more widespread use. With the current reorganization of the school campuses and the junior high being merged into the K-6 campuses, there is an interest in online classes for honors, enrichment, and/or credit retrieval. The district is currently researching these possibilities and is considering adopting an external provider to assist with this initiative initially. How are you using technology to promote increased parental involvement and student engagement? The district is taking several steps to promote increased parental involvement and student achievement. This involves parent classes for technology, collecting additional information in our student management system, encouraging the parent portal in Synergy, looking at new ways to use the Outdial system, taking full advantage of the new marquees, and adopting a new content management system to improve the district/school web sites. Through the Technology Committee work, it was determined parent classes delivered via coffee talks and/or after school might be an effective way to increase the use of the parent portal and assist parents to take advantage of the information posted on the District/School websites. These classes can also be used to help parents to keep their own children safe online and to assist them with learning resources as well. The district modified the registration forms to request data regarding parent email addresses and phone numbers for text messaging. This information can facilitate communication between parents and teachers via the ParentVue portal. It can also provide an additional mode for mass communication via our outdialer system. The parent representative on the Technology Committee felt strongly that text messaging would be an excellent way to increase parent involvement by sending out reminders for school/district events and other general information items.
The district just went through a bid process to secure a new content management system. This will allow us to redesign the District and School websites for a more streamlined experience. This new portal allows for easy end user editing so all teachers and staff, based on their level of security can update their own classroom or department site. It also provides a mechanism for token authentication so parents and staff do not have to remember multiple user/ids and passwords to move between different District web resources. Teachers will also be encouraged to use the new web portal for their classes to better communicate with parents and students. There has been an emphasis over the last several years to make the website content more dynamic with ever changing stories, graphics, and a Superintendent podcast. This is possible because the Technology Mentor dedicates a portion of her time to the website. This is a critical component to maintaining ever changing content. The district has moved to an online student management system. This provides parents with real-time electronic access to student grades, behavior, health, and demographic information via the web or Android/Apple apps. This year, the letters inviting parents to sign up were sent out. The popularity of this resource is slowly increasing. The students have access to this same portal via single sign on. The use of the resource by students is high at the upper grades and has moderate use by upper elementary as well. During the 2013-14 school year, we are planning on a pilot of Streams. This is a social networking component of the ParentVue parent portal that allows for secure collaboration between staff and portal users. The Speak Up 2012 survey included 183 6th-8th grade students. The data demonstrated that 43% of the respondents reported having a high speed internet connection at home. The results from the 2011 survey are similar with 49% indicating they have fast internet access at home. This poses a challenge for parents and students alike when considering electronic resources. The national average is 63%. Based on these numbers our families are in the digital divide and this is an area of significant need. How are you using technology to increase authentic learning, increased collaboration and communication skills, and problem-solving by students? Utilizing funding from the ARRA Title IID grant, the district implemented the Technology Core Group of teachers. This group of teachers attends regular training and is expected to utilize technology in their instruction to provide student centered learning opportunities. This group is coordinated by the Technology Mentor and Technology Director. This group has continued via regular Title II funds into the 2012-13 school year. Feedback and data regarding the groups work has been extremely positive. Funding has decreased however from year to year and the future of the program is currently in question. The District was attempted to employ single sign-on opportunities via Active Directory integration with all of our collaborative platforms. Currently all students K-8 have an Active Directory account as well as a student email account. Student email accounts can only be used within the Balsz Domain at the current time. All students also have access to a Google Apps for Education account, Moodle, and the Wordpress blogging platform. Often student use of these resources precedes teacher use. However, in the case of lower grades, teachers typically
introduce students to the resource. As Common Core Standards move into full adoption, it would seem the use of these resources would increase as the Core Standards encourage technology and collaboration across all of the content areas. Currently these tools are gaining popularity. However, their use is still somewhat limited. Expanding the 1:1 to 3rd grade next year will assign higher relevance to these resources at that grade level as it has done at 4th-8th as the 1:1 initiative has been expanded. So, use should increase as the relevance increases with greater access and the shift to the new standards.
During the 2013-14 school year the Streams component will be enabled as part of the ParentVue parent/student portal. This will provide students, parents and teachers with a social networking platform in a secure, private environment as well. This will give students an opportunity to interact with teachers regarding their own progress.
Additional student learning current realities-During the 09-10 school year curriculum maps for the technology standards were created specifically for the Technology Curriculum. The district employs one certified technology teacher per campus to teach technology skill and to work with teachers on technology-based projects. It is difficult to ensure the standards are being addressed in Computer Class in a common way across the district due to differences in scheduling and a shortage of special area sections. A standardized schedule across the district for Elementary Schools is needed in order to ensure the Technology Curriculum can be carried out as planned. As the Core Standards are adopted, the Technology Mentor has been adding technology resources to the curriculum maps. This is excellent for teachers to generate ideas and begin to embed technology into their instruction. We need to develop an improved mechanism for sharing lessons that include technology and have recordings of model lessons so teachers dont have to re-invent constantly. Access to student devices for K-2 is limited. Where there are labs available, this type of arrangement does not allow for just in time access to technology throughout the school day. There is a need for a concentration of more mobile devices either through expanding the 1:1 initiative to lower grades or working towards a 2:1 computer to student ratio of mobile devices. There also need to be pilots at this grade level to determine the best type of device for K-2. This, along with other standardized classroom tools would provide 100% access to the most appropriate technology for any given lesson.
STUDENT LEARNING NEEDS:

After reflecting on your current realities and the Arizona Long-Range Strategic Educational Technology Plan, please include a bulleted list for any student learning items or issues that are needed. o Continue support for Moodle as an online learning management system and continue to offer training opportunities for the program. o Continue to support and promote other online collaborative learning environments such as Google Apps for Education and Wordpress to offer safe collaboration environments for students and staff. o Develop a partnership with online course providers to offer students more diverse instructional offerings. o Ensure maximum funding through the E-Rate program to ensure high speed connectivity and up to date infrastructure. o Seek opportunities to provide students with Internet access outside of the school day. Discount Internet Program Extend lab hours o Continue to apply funding towards the Balsz District 21st Century Classroom Model. o Include relevant online resources on the common core curriculum maps. o Monitor and maintain a CIPA compliant Internet filter. o Monitor and maintain a software/hardware solution for virus and malware protection. o Ensure best practice security policies are in place. o Ensure staff and students sign the Network Use Agreement yearly o Ensure all staff complete a mandatory online safety class to ensure teachers are aware of resources they can use to teach their students about online safety and to ensure they understand their role according to policy regarding Internet safety. o Establish a culture around the professional use of technology for instructional staff and leadership where collaboration, discussion, and problem solving are the norm so that these practices can be translated into students being encouraged to use technology to collaborate and communicate appropriately, construct knowledge and develop real-world solutions.
LEADERSHIP:
Long-Range Strategic Goals: All leaders will:
model, implement, and assess appropriate technology use at all levels of the teaching and learning process. have access to the appropriate tools and resources to guide instructional and administrative practice. implement a dynamic technology planning process that expands curricular and instructional opportunities to students. provide opportunities for sustained, relevant, timely and effective professional development
CURRENT REALITY:
Planning for
Implementation
Not Implementing
Develop and implement a comprehensive Strategic Technology Plan, tied to the districts strategic plan and school improvement plans, that ensures the instructional and administrative use of technology at the classroom, library, campus, and district level. Adopt the Consortium for School Networkings (CoSN) CTO Skills Framework for the hiring and evaluation of Chief Technology Officers. Develop incentives for new and veteran educators to become technologically literate. Include community input into the planning and support for the integration of technology into teaching and learning. Coordinate the use of electronic data in district planning to support research-based decision-making focused on student success. Participate in collaboration with representatives from PreK-12, Higher Education, parents, businesses and community to share planning resources and services. Support and encourage leaders to attend and present at local/state/national educational technology conferences.
x x x x x x x
List and describe the current uses of technology to support your administrators and their responsibilities (district, school-based, student achievement, and teacher effectiveness) in the chart below. (add additional rows as needed)
Technology Resource MCESA Teacher Evaluation Instrument MCESA Coach Evaluation Instrument MCESA Leadership Evaluation Instrument Google Apps Activity Teacher Evaluation/Teacher Effectiveness Instructional Coach Evaluation/Coach Effectiveness Leadership Evaluation/Leadership Effectiveness Portal for teachers and administrators to access, communicate, and collaborate to create curriculum maps and share formative assessments Portal to plan and collaborate on professional development activities between district administration and site administrators Galileo Online environment for benchmark assessments and common formative assessments to report on and monitor student achievement in the areas of reading and math. Online environment to assess and monitor student progress in the areas reading and math. Data portal to evaluate student demographic, attendance, discipline data and/or other social factors as they relate to at risk behaviors/trends
AIMS Web
Early Intervention System
Describe how administrators promote and evaluate the effective use of technology by teachers. Administrators currently expect teachers to utilize the Google Apps portal to access the various curriculum maps and assessment data. AIMSWeb is another technology-based tool required by administration for progress monitoring and measuring early literacy and numeracy. The district utilizes Galileo for common formative assessments and benchmarking. This data is used regularly during Professional Learning Community time to plan for instruction and differentiation. Site Administrators consistently allocate a certain amount of funding to provide teachers with technology resources that represent the district standard. This amount allocated from site to site varies and this does create inconsistencies. However, overall there is a clear support for technology in the classrooms. District and Site Administrators have been supportive of the Technology Core Teacher initiative designed to build local capacity for technology integration. This is a stipend based position. There is no formal mechanism on the walkthrough form to observe teacher use of technology to provide targeted support for continuous improvement. There is not any formal training for instructional coaches or administrators on the effective use of technology in the classroom. They receive a great deal of training on instructional excellence and being an instructional leader however.
Describe the roles site-based LEA administrators play in the types and quantity of technology that are available to their staff and students. The district provides schools with the infrastructure type equipment necessary to provide LAN/WAN connectivity and ensures budget capacity is available to take advantage of services offered by the Erate program. For large software deployments, it is the district direction that all schools standardize. So, programs such as Study Island, Galileo, and AIMSWeb are available at all sites. Similarly collaboration tools such as Wordpress, Google, Moodle, Email, etc. are also available to all students and at all campuses.
When district money is made available either through a grant, voter initiative, or local budget capacity, funds are spent via the guidance of the technology plan. When district money is not available, local administrators control the budget locally for the technology that is purchased and implemented on each site. All technology purchased however must be within the guidelines of the Technology Plan. All teachers have been provided with a standard district laptop and there is a1:1 at each school for the 3rd-8th grade students. All classrooms have a mounted projector as part of the district standard. The 21st Century Classroom model as outlined in the additional plan documents is supported as budget capacity is made available. Any additional hardware for teachers such as interactive white boards, document cameras, etc. vary from campus to campus. Additional leadership current realities-District and site administrators share a Principal Professional Learning Community for data dialogues and discussion regarding student learning.
LEADERSHIP NEEDS:
After reflecting on your current realities and the Arizona Long-Range Strategic Educational Technology Plan, please include a bulleted list for any leadership items or issues that are needed. o Maintain current subscriptions to benchmarking and assessment tools to ensure leadership can engage in data-driven decision making for increased student learning. o AimsWeb, ATI(Galileo), Early Intervention System o Continue to research data warehouse solutions to create opportunities for easier access to longitudinal data and analysis tools relevant to all district staff members. o Continue with the implementation of the Early Warning System through the Valley of the Sun United Way. o Continue to work with current vendors to encourage them to develop back end data exchange methodologies and active directory integration to create opportunities for higher levels of accessibility and data integrity than are currently available. o Maintain current support for Synergy SIS. o Make time for the Technology Mentor to collaborate with principals and coaches when planning PLCs so they can model the use of technology for teachers. o Continue the support of the Technology Core Teacher initiative to build local capacity for the effective use of technology in the classroom. o Continue at the district and school level to allocate a portion of federal grant money to technology purchases as needed to support teaching and learning.
ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT Updated December 2011
o Seek voter initiatives and/or other grant opportunities to support the hardware outlined in the District Technology Plan. o Create a refreshment plan for staff/student technology o Seek funds from voter initiatives and/or other grant opportunities to implement refresh and renew of aging technology.
PREPARATION AND DEVELOPMENT OF EDUCATORS:

Just as leveraging technology can help us improve learning and assessment, the model of 21st century learning calls for using technology to help build the capacity of educators by enabling a shift to a model of connected teaching. In such a teaching model, teams of connected educators replace solo practitioners and classrooms are fully connected to provide educators with 24/7 access to data and analytic tools as well as to resources that help them act on the insights the data provide.
Long-Range Strategic Goals: All educators will:

complete their initial preparation with the pedagogy, practical knowledge and skills to use technology to enhance every students learning. have access to research-based professional development opportunities whenever and wherever they need.
CURRENT REALITY:
Planning for
Implementation
Not Implementing
Prepare administrators and district professional development personnel to conduct consistent observations of classroom use of technology using a technology integration observation form to determine levels of technology integration and effective use of technology that incorporates this observation into all formal professional evaluation. Develop and maintain funding models and budgets that support participation in statewide, technology professional development opportunities for all teachers and administrators. Develop and maintain professional learning communities that use appropriate technology to support learning and reflection by instructional personnel. Develop and maintain partnerships with Higher Education to pilot new instructional strategies for integrating technology.
x x x
Already Implemented
Planning for
Implementation
Not Implementing
Utilize innovative strategies for anytime/anywhere delivery of ongoing professional development, including online and other distance learning models and digital content delivery services to meet the diverse and personal learning needs of all educators. Provide instructional coaches and mentors to support technology integration efforts to improve learning in core curriculum areas. Provide professional development on the impact of non-compliance with district policies regarding the use of technology and include compliance with these policies as a component of teacher evaluation and observation instruments. Use grants and, where possible, district funds to host and cosponsor regional and statewide technology symposia and training that promote the sharing of instructional strategies and techniques. Work with parents and higher education to develop opportunities for parents to learn how technology can enhance their childs learning.
x x x x x x
What are the methods used for identifying technology professional development needs for teachers, staff, and administrators?
In the past the district used the ISTE NETS-T assessment to measure teacher proficiency levels. Within that survey there was a question regarding what type of technology training teachers would like. For the last two cycles, the district has utilized the Wayfind Assessment for teacher proficiency levels. That assessment indicates areas of need. We can use that data as a higher level indicator as to where there are areas of weakness in a broader sense. We typically survey teachers yearly about what type of technology training they would like to see offered. The Technology Core Teachers also provide feedback as to training needs at their grade level. That institutional knowledge allows us to plan the District Technology PLC days. However, ideally we would have walkthrough and/or evaluation data to develop more differentiated, targeted opportunities for staff.
List and describe the technology professional development opportunities that are available to teachers and staff on the effective integration of technology into the curriculum in the chart below. (add additional rows as needed)
PD Activity Facilitator or Provider of PD Frequency of PD Offered
Rosetta Stone Administration (12-13) Galileo Reports (12-13) Smart Response (11-13) Smart Notebook (11-13) WordPress blog (11-13)
Patricia Lacina Patricia Lacina
1 x year 1-2 x per year
Patricia Lacina/ Amanda 2-3 x year Goodrich (Tech Core) Patricia Lacina / Troxell/ David 3-8 x year Zehring (Tech PLC Day) Patricia Lacina/ Julie Morgenthal/ Kim Rice (Tech 3-4 x year Core) 4 x year 3 x year 1 x year 2 x year 3 x year 2 x year 2 x year 2 x year Patricia Lacina /Julie Morgenthal Patricia Lacina Patricia Lacina Patricia Lacina/ Troxell Hazen Kor (Tech PLC) Erin Green (Tech Core) Elvia Rodriguez; Ben Wright (Tech Core) Sarah Ravel & David Zehring (Tech Core) Scott Semple (Tech PLC Day) Peter Bartanen & Shauna Kinghorn (Tech PLC Day) Wendi Egnew (Tech PLC Day)
Synergy Gradebook (11-12) Patricia Lacina Tech Day Follow-up (11-12) Moodle (11-12) Galileo Test Score Tool (1112) SmartSlate (11-12) Connecting via VPN: Home networking (11-12) Engaging Lessons with ActivInspire (11-12)
Creating Class Data Bar Graphs using Excel with Galileo or AIMSweb Data (11-12) Creating Formative Assessments & Assignments in Galileo (11-12) Digital Storytelling with PhotoStory3 (11-12) Do You Glog? (11-12) Go!Animate (11-12)
2 x year 2 x year 1 x year 2 x year
Creating Engaging Lessons with PowerPoint Animations (11-12) Teacher Website with SchoolCenter (11-12) Study Island (11-12) StoryBird (11-12) Twitter for Professional Development (11-12) Flat Classroom Projects with Skype (11-12) Using Moodle to Build Your Virtual Classroom (11-12) Using Audacity to Create Podcasts for Literacy (1112) Plug, Play, and Plan: Using the AZ Technology Standards and AZ Technology Integration Matrix to plug technology into your current and future lesson plans (1112) ST Math (11-12) Basic Classroom Technology Skills (11-12) Flip Your Classroom (1112) MovieMaker in the Classroom (11-12) PBS Learning Media (1112) PowerPoint for Intermediate to Advanced Users (11-12) Web 2.0 Tools (11-12)
Toni Flood (Tech PLC Day) Lisa Adamson (Tech PLC Day) Stephanie Tapia-Gonzales (Tech PLC Day) Julie Morgenthal (Tech PLC Day) Meg Hill (Tech PLC Day) Ellen Trzaksowski (Tech PLC Day) Peter Bartanen (Tech PLC Day) Kim Rice (Tech PLC Day)
1 x year 3 x year 3 x year 1 x year 2 x year 1 x year 1 x year 1 x year
Amanda Goodrich & Ben Wright
1 x year
Outside Facilitator (Tech PLC Day) Hazen Kor (Tech PLC Day)
1 x year 1 x year
Peter Bartanen (Tech PLC Day) 1 x year Susan Swensen (Tech PLC Day) Mandy Bachali (Tech PLC Day) Toni Flood (Tech PLC Day) Shauna Kinghorn (Tech PLC Day) 1 x year 1 x year 1 x year 1 x year
List and describe the technology professional development opportunities that are available to administrators on the effective use and evaluation of technology in the chart below. (add
additional rows as needed)
PD Activity
Facilitator or Provider of PD
Frequency of PD Offered
Galileo Reporting Working with Student Data in Access (11-12) Creating PD Course in Moodle (11-12)
Patricia Lacina Patricia Lacina Patricia Lacina
1 x year 1 x year 1 x year
What incentives are available to LEA teachers, staff, and administrators for participating in technology staff development? Currently the main incentive available for teachers, staff, and administrators at the large group level is a certificate for recertification hours. There are stipend based opportunities such as the Technology Core Teacher Group. Teachers much apply for this position however and the funding levels vary based on the Title fund budget.
How do you measure the effectiveness of the technology professional development offered? Currently in the district, teachers are given a survey regarding the trainings they attend. For some of the training offered teachers are asked to post reflections and ideas as to how they may use their new skills.
PREPARATION AND DEVELOPMENT OF EDUCATORS NEEDS:

After reflecting on your current realities and the Arizona Long-Range Strategic Educational Technology Plan, please include a bulleted list for any professional development that is needed under each category. Teachers and Staff
o Seek funding for a comprehensive online solution where teachers can share online resources and align them to specific standards to create a shared resource repository. Continue support for Moodle as an online learning management system and expand online learning opportunities for staff. Expand the district repository of training documents and videos currently published on the website. Research the use of Massive Open Online Courses (MOOCS) and other online opportunities for professional development. Continue collaboration with MCESA and ADE to assist with the development of the online professional development portal currently being planned and implemented. Maintain Technology Core Teacher program to build local capacity and model the effective use of technology in the classroom. Maintain Technology PLC days Encourage current professional development providers to utilize model lesson videos/resources that include effective technology use. Maintain Technology Mentor to work individually and in groups with staff on the effective use of technology in the classroom.
o o o o o o o o
Leadership and Administration

o o Make time for the Technology Mentor to collaborate with principals and coaches when planning PLCs so they can model the use of technology for teachers. Include as part of the Administrator instructional leadership training a module on the effective use of technology in the classroom.
INFRASTRUCTURE:
An essential component of the 21st century learning model is a comprehensive infrastructure for learning that provides every student, educator, and level of our education system with the resources they need when and where they are needed. The underlying principle is that infrastructure includes people, processes, learning resources, policies, and sustainable models for continuous improvement in addition to broadband connectivity, servers, software, management systems, and administration tools. Building this infrastructure is a far-reaching project that will demand concerted and coordinated effort.
Long-Range Strategic Goals:

The goals for learners, leaders, and educators will be achieved through an infrastructure that provides: secure and reliable anytime/anywhere access to a variety of current and emerging technologies. just-in-time assistance to support the use of technology for administration, teaching and learning. policies and procedures that ensure equitable access to all users.
CURRENT REALITY:
Planning for
Implementation
Not Implementing
Develop and implement new strategies and practices for the funding, purchase and support of technology infrastructure and services. Provide a 1:1 learning environment for 6th-12th grade students and at least a 3:1 ratio for students below 6th grade. (ETAC has avoided using computer to student ratios because other digital learning devices, i.e. net books or smart phones, might describe these ratios) Maintain an internal wide area network that provides connections from the district to each school and between schools of at least 100 Mbps per 1,000 students/staff within the next one to four years and at least 1 Gbps per 1,000 students/staff within the next five to seven years. (Adapted from High-Speed Broadband Access for All Kids) Provide and maintain an infrastructure for communications with parents and community members, including year-round anytime/anywhere access to school news, educational resources, and data. Utilize technologies that are environmentally safe and can be used to ensure the safety of students (i.e. surveillance and emergency warning systems).
x x
x x x
Already Implemented
Planning for
Implementation
Not Implementing
Provide and maintain an infrastructure for online grading and assessment systems that are standards based and allow access to student performance data to students, parents, and appropriate district personnel. Develop strategies, resources, and best practices that facilitate anytime/anywhere access to digital learning resources and activities by all students within the district. This includes secure access to network resources and ensuring that critical technology applications and data can be recovered in a timely manner. Provide funding and release time for support staff from districts of common size, interests, and technologies to meet and share best practices in infrastructure support.
Describe your network configuration (the amount and type of network connections to the Internet, to individual schools, and within each school) and utilization (the type of network or connectivity that is being used, network configuration, and the current level of utilization.). The district maintains a Windows server environment currently in the process of being upgraded from Server 2008 R2 to Server 2012. The District employs virtualization utilizing mainly Hyper-V as its virtualization solution. The district has certain, specialized solutions that are Linux based, but these are minimal and they are deployed as virtual servers within the Hyper-V environment. Most of the district services and storage (SAN solution) are centralized. There is only one server at each school site for services that make local access more efficient and reliable like directory management, dhcp, and printing. E-Rate funding is also providing for upgraded power management and structured cabling. The current proposal calls for APC 2000VA units to be installed in all the IDFs. For the District MDF, three APC 8000VA units are being proposed. This will extend our battery runtime to approximately 40 minutes. The upgrades will ensure higher reliability of services in the case of a minor power interruption. The cabling upgrades will ensure standardization across all of the classroom with regard to drop count and fiber upgrades that will ensure 10Gbit capacity for future applications. The core network infrastructure is Cisco. After this E-Rate upgrade cycle, the district core switches will be Cisco 4500E Series. Each chassis will have a Supervisor 7 blade, a 24 port fiber blade and two 48 port POE gigabit blades. This solution provides the district with the option of moving to 10Gbit capacity for future applications as well as ensuring future support for the equipment. This upgrade also includes IDF upgrades. The switching equipment is being upgraded from Cisco end of life equipment to Cisco WS-C2960S-48FPS-L power over Ethernet (POE) equipment. This will allow for the migration to a VoIP phone system district wide as well as support for additional wireless access points in rooms, additional printers, security cameras, and other IP devices as needed. The district recently secured a Cisco Wireless Controller that provides centralized management of all the Cisco 1131 AG Series Access Points. These are installed at two schools and provide nearly full campus coverage. These access points do not have support for the new 802.11N wireless standard nor are there enough access points to handle the load of the 1:1 particularly with the junior high being merged into the three of the elementary schools. So, the E-Rate upgrades the
purchase of a new controller and access points capable of supporting 802.11 N to be deployed at all the campuses. This will supplement the coverage provided by the 1131AG series devices, upgrade the wireless for N capability for the devices that support the faster standard and provide greater reliability for the 1:1 deployment as well widespread coverage for all wireless needs. The district is also implementing an IP based video distribution system. This is part of the district centralization goal. It will allow for the digitization of videos that are stored or created at individual sites and content from a cable or satellite TV provider to be stored and streamed on demand. This will provide an economic savings over time, reduce costs associated with loss, as well as provide schools with a wider array of media to use for educational purposes. This system is also be part of the districts communication plan and will allow for messages from the central office or from a site based person to be streamed to every classroom. This includes the potential to deliver professional development content on demand. The district currently had a QMOE implementation that provided 90 MB site to site links, 900MB at the DO and a 40 MB link to the Internet. Due to the video implementation, migration to AD, the centralization of the data storage and the migration to VoIP, the district increased this bandwidth to 200MB site to site links, 1GB at the District Office and 100 MB to the Internet. This should provide sufficient performance to provide fast and reliable access to all users regardless of the application or peak time traffic.
Describe the current level of access to technology resources (computers, cell/smartphones,

interactive whiteboards, student responders, digital cameras, and other technology):
Students have access
Students grades 3-8 have 1:1 access to a netbook computer during the school day. The 7th and 8th grade students have access 24 hours a day. The K-2 computer to student ratio is 5:1 All student computers have a high speed internet connection and access to all the standard district applications including an email account. Each teacher in the district has
A district standard laptop with a webcam, all the standard district applications, VPN access and a high speed Internet connection at school. 69% of teachers have access to a document camera 86% of teachers have access to an interactive white board 100% of teachers have access to a mounted projector 30% of teachers have access to an audio enhancement system 100% of teachers have access to a Smart Slate 100% of the schools have Smart Responders that are shared
Administrators have
A district standard laptop with a webcam, all the standard district applications, VPN access and a high speed Internet connection at school.
Indicate what role, if any, that E-Rate has played or will play in maintaining or expanding LEA infrastructure. E-Rate plays a significant role with respect to the maintenance and improvement of the Balsz School District Infrastructure. The district considers e-rate as a primary funding source for this infrastructure. The district also considers erate as critical funding for Internet and telecommunications.
List and describe the technology infrastructure for department procedures in the chart below. (business needs, HR, district communication, transportation, state reporting requirements, etc.)
(add additional rows as needed)
Department/Service Business/Inventory/Purchasing/HR/Depts District Communication Student Information System (Required for state reporting) Transportation
Technology Infrastructure/System Used

SmartFind, iVisions, Visions Enterprise, Time Clock Plus, Appletrack, MS Office, MCESA Teacher Evaluation System Microsoft Exchange/Outlook, Edline Teleparent, SchoolWires for website Synergy Zonar and Edulog
Department/Service Food Services Special Education

Maintenance Information Technology
Technology Infrastructure/System Used

Mealtime E-IEP Pro, Synergy Schooldude Ticketing System, Lennel Security Software Solarwinds, Schooldude Ticketing System, Sophos, ViewWise, Gwava
List and describe staffing levels versus devices/infrastructure needing support in the chart below. (add additional rows as needed)
Device/Infrastructure Component
Number of Devices 6 core switches, 43 IDF switches, 2 wireless controllers, 225 access points, 6 voice routers, 2 ASA firewalls. 2 SAN units, 1 HP backup iSCSI unit, 8 physical servers. 3 of them are hyper-v cluster nodes hosting approx 55 virtual machines. 2 ESX nodes hosting approx 6 virtual machines including VoIP. 2 IP Video servers (controller, DVR). 1 physical backup server. Workstations: 3000 Software: Approximately 30 specialized software suites are hosted on District Servers. We
Number of Support Positions
Networking
Servers/Systems (Email, SIS, Finance, etc.)
1.25
Workstations/Software
Other Devices (printers, projectors, document cameras, interactive white boards, etc.)
support the data and/or access for approximately six other hosted products as well. 355 IP Phones, ~220 IP Intercom speakers, 50 IP Security Cameras, 50 IP security Access control locks, 15 copiers, 100 document cameras, 85 printers, 193 projectors, 125 smart boards, 150 smart slate tablets, 13 sets of smart responders.
INFRASTRUCTURE NEEDS:
After reflecting on your current realities and the Arizona Long-Range Strategic Educational Technology Plan, please include a bulleted list for any infrastructure that is needed under each category (Hardware, Software, and Staffing). Hardware The Balsz District is currently exploring ways to integrate a thin client solution to extend the life of aging computers. The district is focusing on products that will allow us to leverage the Hyper-V virtualization platform that is currently in use to reduce investment costs. The overall goal is to provide a way to allow older hardware to run a thin version of the Windows operating system and have users log directly into a virtual desktop environment. This will allow the bulk of the processing power required to run modern programs to be handled by the districts backend servers without requiring replacement of older and much slower machines.
Software
Mobile Device Management The intent with the 3rd 8th grade 1:1 is to maintain a standard Windows mobile device. This will ensure the students have a device that provides them the ability to both consume and create content to meet the Common Core standards. It also ensures the district can manage the devices through Group Policy, deploy software efficiently as needed, and provide remote support. This is critical for PARCC testing and it is the only way we can ensure a standard of security for high stakes testing. Finally, Windows based devices are the same devices the teachers use and the operating system is consistent with what is in the computer labs. This ensures teachers will be more familiar with the device and students will have practiced the necessary skills for when the PARCC assessment is being administered. With this focus of expanding 1:1 to the 3rd-8th grades, the K-2 population has not been addressed. K-2 students might have different needs regarding technology and based on survey data from K-2 teachers, there is some interest in looking into tablet type devices. Because of this, the committee has proposed pilot projects for K-2 to determine the type of environment that best meets their needs. There has also been a request from Student Services to purchase tablets for Speech Therapists due to specialized apps that are available. If a tablet solution that has an Android or iOS operating system is chosen, the district will need to acquire mobile device management software (MDM). This is typically a yearly license based on the number of users or devices that we would need to maintain in order to ensure apps would be deployed according to licensing, web filtering could be imposed, and settings could be maintained to give the end users a reliable experience. This software is also important to support a bring your own device (BYOD) initiative. The virtue of technology being highly available to most of the population ensures districts and businesses will have to support BYOD on some level. Thin Client The District has been able to expand the 1:1 through grant monies and voter initiatives. As that hardware ages and if funding were to decline, we need to be able to continue to use the aging hardware for several years past the standard 3-5 year period. While this list is not comprehensive, examples of software needed to maintain a thin client initiative would include increasing Windows Server licensing and purchasing a large quantity of Windows Terminal Server Access licenses. The district would need as many licenses as there would be simultaneous users of the thin clients. If existing Microsoft licensing agreements that are already in place are maintained, 3rd party software purchases to support a thin client initiative should be minimal.
Single Sign On The district currently utilizes a multitude of different software programs that require authentication of some sort. This means users have several different user ids and passwords that they have to keep track of. The district has been proactive in trying to work with vendors to ensure Active Directory integration is integral to new deployments. However, not all software vendors provide this option. Support issues could be reduced, network security improved, and the overall end user experience
facilitated by implementing solutions such as a SIF solution and/or other custom single sign on solution.
Staffing
Because of our efforts to maintain standardization across the district, our current staffing levels for classroom support are sufficient. However, if we branch into nonstandard devices such as Android or iOS based tablets at the level of at least a 3:1 at the K-2 level, we will need to ensure we have one dedicated technician per building and an additional junior level networking position at the district office particularly for wireless support and mobile device management on the network.
Technology Plans: If you apply for Priority 2 Services through the E-rate program, you must submit this Needs Assessment to TechPlans@azed.gov as one part of your technology plan. The Arizona Department of Education (ADE) will review the technology plan for accuracy and compliance. Detailed records of all submissions (and accompanying documents) must be retained by the school district or charter school and made available for review or audit upon request. ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT Updated December 2011
Balsz School District Technology Plan Strategies and Action Steps

Student Learning Arizona State Technology Plan Goal: As measured by the availability of online curriculum and resources, all learners will Have access to authentic learning activities appropriate to their development. Use appropriate strategies and technology to collaborate, construct knowledge, and develop solutions to real-world problems. Communicate effectively with global audiences.
Strategy: Provide software solutions and server/infrastructure resources for students to have online, anywhere, anytime learning opportunities and safe collaborative environments.
Action Steps: Continue support for Moodle as an online learning management system and continue to offer training opportunities for the program. Continue to support and promote other online collaborative learning environments such as Google Apps for Education and Wordpress to offer safe collaboration environments for students and staff. Develop a partnership with an online course provider to offer students more diverse instructional offerings. Ensure maximum funding through the E-Rate program to ensure high speed connectivity and up to date infrastructure. Seek opportunities to provide students with Internet access outside of the school day. Discount Internet Program Extend lab hours
Strategy: Ensure teachers and students have access 100% of the time to the appropriate technology to maximize teaching and learning.
Balsz School District Technology Plan 2013-2018
Page 1
Action Steps: Continue to apply funding towards the Balsz District 21st Century Classroom Model. A network managed mounted projector An interactive whiteboard 1:1 mobile device to student ratio K-8th grade Due to PARCC requirements and security/management concerns of the devices, the 3rd 8th grade standard device will be a Windows based mini computer or tablet type device. For K-2, we need to allocate funds for a pilot to determine what type of device can be both managed efficiently and can be most effective for student learning. A document camera Audio Enhancement Wireless capability Mobile device for Every Teacher
Strategy:
Provide teachers and administrators with professional development activities and resources that are aligned with The Core Standards and AZ State Technology Standards.
Action Steps: Include relevant online resources on the common core curriculum maps.
Strategy: Provide a safe online environment for students and staff.
Action Steps: Monitor and maintain a CIPA compliant Internet filter. Monitor and maintain a software/hardware solution for virus and malware protection. Ensure best practice security policies are in place. Ensure staff and students sign the Network Use Agreement yearly Page 2
Ensure all staff complete a mandatory online safety class to ensure teachers are aware of resources they can use to teach their students about online safety and to ensure they understand their role according to policy regarding Internet safety.
Strategy Maintain and establish a strong culture around the professional use of technology for instructional staff and leadership where collaboration, discussion, and problem solving are the norm. These practices can then be translated into students being encouraged to use technology to collaborate and communicate appropriately, construct knowledge and develop real-world solutions.
Action Steps: Require all instructional staff to bring laptops at PLCs. Coordinate regular, scheduled time for Technology Mentor to collaborate with principals and coaches when planning PLCs to collaborate about how to model effective, deeper uses of technology during PLCs. Collaborate with West Ed and the Curriculum Department to infuse a technology component on the T4S walkthrough form.
Leadership Arizona State Technology Plan Goal: Leadership will model, implement, and assess appropriate technology use at all levels of the teaching and learning process. have access to the appropriate tools and resources to guide instructional and administrative practice. implement a dynamic technology planning process that expands curricular and instructional opportunities to students. provide opportunities for sustained, relevant, timely and effective professional development
Strategy: Ensure district and school staff have real-time access to student progress data and demographic data to support data driven decision making to improve teaching and learning
Page 3
Action Steps: Maintain current subscriptions to benchmarking and assessment tools to ensure leadership can engage in data driven decision making for increased student learning. AimsWeb, ATI(Galileo), Early Intervention System Continue to research data warehouse solutions to create opportunities for easier access to longitudinal data and analytics. Continue with the implementation of the Early Warning System through the Valley of the Sun United Way. Continue to work with current vendors to encourage them to develop back end data exchange methodologies and active directory integration to create opportunities for higher levels of accessibility and data integrity than are currently available. Maintain current support for Synergy SIS.
Strategy: Model the use of technology for communication, collaboration and problem solving.
Action Steps: Make time for the Technology Mentor to collaborate with principals and coaches when planning PLCs so they can model the use of technology for teachers. Continue the support of the Technology Core Teacher initiative to build local capacity for the effective use of technology in the classroom. Maintain the Technology Mentor position.
Strategy: Ensure technology resources are maximized to increase safety and security of students and staff.
Action Steps: Seek funding for the Z Pass Student Ridership Tracking for transportation. Work to work with the Maintenance Department and external vendors to complete current bond projects designed to improve safety and security on the campuses (intercom systems, security cameras, electronic door locks, and VoIP)
Page 4
Strategy: Support technology initiaves in the schools in order to ensure Balsz students have equitable access to technology and are prepared for the future workforce.
Action Steps: Continue at the district and school level to allocate a portion of federal grant money to technology purchases as needed to support teaching and learning. Seek voter initiatives and/or other grant opportunities to support the hardware outlined in the District Technology Plan.
Strategy: Prioritize funding opportunities to ensure all staff and students have access to current technology to maximize teaching and learning.
Action Steps: Create a refreshment plan for staff/student technology Seek funds from voter initiatives and/or other grant opportunities to implement refresh and renew of aging technology.
Preparation and Development of Educators Arizona State Technology Plan Goal: All educators will: have access to research-based professional development opportunities whenever and wherever they need.
Strategy: Provide instructional staff with online professional development opportunities for just in time, standards based, differentiated learning opportunities.
Action Steps: Seek funding for a comprehensive online solution where teachers can share online resources and align them to specific standards to create a shared resource repository. Continue support for Moodle as an online learning management system and expand online learning opportunities for staff. Research the use of Massive Open Online Courses (MOOCS) and other online opportunities for professional development. Page 5
Expand the district repository of training documents and videos currently published on the website. Continue collaboration with MCESA and ADE to assist with the development of the online professional development portal currently being planned and implemented.
Task: Seek a demonstration of Vails Beyond Textbooks collaborative data solution.
Strategy: Build local capacity for technology integration so teachers can improve their practice through collaboration and mentoring specific and aligned to district/site instructional goals and initiatives.
Action Steps: Maintain Technology Core Teacher program to build local capacity and model the effective use of technology in the classroom. Plan for at least two Technology PLC days each year. Encourage current professional development providers to utilize model lesson videos/resources that include effective technology use. Maintain Technology Mentor to work individually and in groups with staff on the effective use of technology in the classroom.
Infrastructure Arizona State Technology Plan Goal: The goals for learners, leaders, and educators will be achieved through an infrastructure that provides: secure and reliable anytime/anywhere access to a variety of current and emerging technologies. just-in-time assistance to support the use of technology for administration, teaching and learning. policies and procedures that ensure equitable access to all users.
Strategy: Ensure maximum funding through the E-Rate program to ensure high speed connectivity, secure access, and up to date infrastructure.
Page 6
Action Steps: Maintain E-Rate consulting services to ensure maximum funding is sought out and program rules are followed. Maintain updated District Technology Plan. Maintain CIPA compliant Internet filtering as E-Rate requirement. Provide online safety training for all staff. Ensure all staff sign the Network Use Agreement yearly - E-Rate requirement. Maintain the Network Engineer position for increased network availability, stability and security.
Strategy: Ensure district staffing and software budget for technology is adequate to provide high network availability and just in time support for staff and students.
Action Steps: Seek funding to provide schools with localized support to ensure just in time support for teachers and the 1:1 initiatives. Support technology initiatives by ensuring staffing levels increase as the number of devices increase. Secure funding for Mobile Device Management software to expand the Departments ability to support tablet type devices. Maintain funding for current support on server software, virus/endpoint protection, internet filtering, network monitoring, email, email archiving, and inventory control.
Strategy: Research alternative methods to extend the life of aging hardware and sustain a technology rich environment in spite of reduced funding.
Action Steps: Discuss licensing models and deployment models for a thin client environment. Secure mobile device management software to sustain a BYOD initiative. Apply for E-Rate funds for additional servers/software to support a virtual desktop initiative (thin client).
Page 7
Parent/Community Engagement Strategy: Utilize technology and communication tools so multiple modes of communication can be used to reach all parents efficiently.
Action Steps: Increase use of the out-dialer at the schools for mass messaging (i.e. reminders of important dates, events, etc.). Task Create a strategy to update data in Synergy for text and email messaging
Strategy: Create a robust online presence for parents to connect and interact with the school/district and view their childs progress for all content areas in order to participate fully in the educational process.
Action Steps: Maximize existing parent involvement days to increase parent communication through training on parent portal, email, website Task Recruit and train parents to facilitate Maintain and expand the district/school social media presence. Secure a new content management system to provide a more interactive online experience for parents via the website and other online tools.
Page 8

Draft1TechnologyPlan2013 2018

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Draft1TechnologyPlan2013 2018

Diunggah oleh

Hak Cipta:

Format Tersedia

TECHNOLOGY PLAN: LEA PROFILE AND CONTACT INFORMATION EFFECTIVE DATES OF THE TECHNOLOGY PLAN (ENTER YEARS)

Begin: July 1, 2013 End: July 31, 2018

LEA name: CTDS:

BALSZ ELEMENTARY SCHOOL DISTRICT #31

TECHNOLOGY PLAN CONTACT INFORMATION

ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: LEA PROFILE

Childrens Internet Protection Act (CIPA) CERTIFICATION

Ends: July 31, 2018

LEA APPROVAL & SIGNATURE

_____________________________________________________ Signature of above Representative

Technology Plan Timeline:

Technology Plan Evaluation:

LEA TECHNOLOGY COMMITTEE MEMBERS SHOULD INCLUDE:

Add additional rows as necessary.

Member Julie Morgenthal

Title (if applicable) Technology Director

Constituency Represented District Administrator

Hazen Kor Chris Weiss

Michael Halpert Leslee Jonovich

School Administrator Middle School Teacher Elementary Teacher

Fabiola Muoz Marisa Espinoza

Parent Community Member

TECHNOLOGY PLAN: VISION AND MISSION STATEMENTS

TECHNOLOGY PLAN: NEEDS ASSESSMENT

ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT

Updated December 2011

ARIZONA TECHNOLOGY INTEGRATION:

Fully Integrated (3 points)

LEA SelfAssessment Score

2009 Educational Technology Standard

Classroom Integration of Technology

ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT

Updated December 2011

Fully Integrated (3 points)

LEA SelfAssessment Score

Technology Funding/ Technology Support

Comprehensive LEA Technology Integration Status

Developing total 69 points

Approaching total 1015 points

Fully Integrated total 1618 points

ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT

Updated December 2011

Long-Range Strategic Goals: All learners will:

ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT

Updated December 2011

ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT

Updated December 2011

ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT

Updated December 2011

ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT

Updated December 2011

ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT

Updated December 2011

STUDENT LEARNING NEEDS:

ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT

Updated December 2011

ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT

Updated December 2011

Early Intervention System

ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT

Updated December 2011

ARIZONA DEPARTMENT OF EDUCATION EDUCATIONAL TECHNOLOGY: TECHNOLOGY PLAN: NEEDS ASSESSMENT