EDLD 5353 Technology Action Plan

Leslie Harris EA 1256

LVISD Technology Action Plan

Superintendent

·        Develops a district technology vision and mission in compliance with district policy

·        Creates a district Technology Plan that ensures national and state technology standards are being addressed

·        Ensures adequate funding and sources are available for implementation of the district technology policy

·        Ensures implementation of district technology plan through the district’s director of technology

Director of Technology

·        Educates district in national and state standards

·        Provides leadership to the DTQIC

·        Manages funds and sources for implementation of the district technology plan

·        Ensures maintenance of district technology equipment, hardware and software

District Technology Quality Improvement Council (DTQIC)- This council is composed of the superintendent, Director of Technology, Director of Secondary Education, Director of Elementary Education, Director of Finance, District Instructional Specialist for Technology, Director of Special Education, Director of ESL, all campus principals and one campus assistant principal from each campus.

·        Creates and distributes staff survey of technology needs

·        Establishes technology goals and objectives for each school year based on staff survey, STaR Chart, Campus Improvement Plan (CIP), AEIS, AYP data and TEKS technology standards

·        Collaborates with Director of Technology in determining expenditure of Technology Allotment funds

·        Communicates results of technology surveys and expenditures to campus principals

District Instructional Specialist for Technology

·        Provides leadership and assistance to DTQIC

·        Determines technology professional development based on STaR Chart data, Campus Improvement Plan (CIP), TEKS technology standards and staff surveys

·        Develops and delivers technology professional development for campuses

·        Works with campuses to establish technology professional development calendar

·        Works with campuses to establish scheduled monitoring of implementation of technology

Principal

·        Communicates national, state, district and campus technology standards and district technology and mission to staff

·        Determines and models technology standards and expectations to staff

·        Submits and analyzes STaR Chart data

·        Works with District Instructional Specialist and Site-Based Decision-Making (SBDM) committee in determining technology goals and implementation process

·        Monitors and evaluates implementation of campus technology plan through PDAS and data analysis of assessments

Teachers

·        Participate in SBDM and CIP process in determining campus and grade level technology goals

·        Use technology for data analysis of assessments and in targeting instruction

·        Target instruction of technology TEKS

·        Integrate technology into instructional delivery, student assignments, and remediation

·        Plan instruction to include technology ethics

Students

·        Demonstrate mastery of technology TEKS

·        Demonstrate effective usage of technology in assignments, projects, etc.

·        Demonstrate knowledge of technology ethics

   The principal’s role in the successful implementation of the technology plan is crucial. The principal must first educate the campus staff about the national, state, district and campus technology goals. Participating on the DTQIC, working with the District Instructional Specialist for Technology and leading the SBDM in the development of the CIP, are all ways the principal should lead by example in the area of technology. After education comes planning and implementation. The principal should lead the campus in developing a technology plan and process for its implementation.  Next there must be accountability. The principal can use PDAS, as well as informal observations and debriefs to ensure effective implementation of the campus plan. The principal must determine and communicate the method of evaluating the successful implementation of the national, state, district and campus technology goals. This can be accomplished through the STaR Chart, the STAAR assessed technology objectives and anecdotal records of evidences of staff and student implementation.

Professional Development Plan

  Based on the campus STaR Chart findings and campus surveys, the two key areas to target in our professional development plan are Educator Preparation and Development (EP) and Teaching and Learning(TL). In EP the focus area to target is Content of Professional Development. Our goal is for our staff to obtain the level of Advanced Tech in this area. Our staff must be able to integrate technology with proven instructional strategies that facilitate higher order thinking skills and collaboration with other sources. In the TL focus area, the goal is to obtain a level of Developing Tech in Patterns of Classroom Use. We want our teachers to use technology in direct instruction and our students to use technology to access, communicate and present information. By improving the use of data and the integrating of technology with instruction and organization, the STaR levels should be achieved. The chart below illustrates the professional development plan to aid the campus in achieving these goals.

Goal	Activity	Participants	Evaluation
Improving data collection	Beginning of the year PD on data management system	District Instructional Specialist for Technology, all campus staff	Sign-in sheets, certificate of completion
	Retrieve assessment data during bi-weekly grade level meeting	Principal, grade level teachers, interventionists, Sp. Ed. teachers, ESL teacher, Dyslexia teacher	Sign-in sheet, itemized agenda showing use of data from DMAC
Analyzing assessment data	Analyze assessment data by content area during grade level meeting each six weeks	Principal, grade level teachers, interventionists, Sp. Ed. teachers, ESL teacher, Dyslexia teacher	Sign-in sheet, itemized agenda showing use of data from DMAC
	Have teachers and Tier 2 instructors chart class average on board bi-weekly	Principal, grade level teachers, interventionists, Sp. Ed. teachers, ESL teacher, Dyslexia teacher	Sign-in sheet, itemized agenda showing use of data from DMAC
Application of data	Target weakest objectives in bi-weekly grade level meeting	Principal, grade level teachers, interventionists, Sp. Ed. teachers, ESL teacher, Dyslexia teacher	Sign-in sheet, itemized agenda showing use of data from DMAC, highlight weak objectives
	Group students by weaknesses and strengths in grade level meeting every six weeks	Principal, grade level teachers, interventionists, Sp. Ed. teachers, ESL teacher, Dyslexia teacher	Sign-in sheet, itemized agenda showing use of data from DMAC, develop content area grouping charts for instruction
	Determine remediation and enrichment in grade level meeting every six weeks	Principal, grade level teachers, interventionists, Sp. Ed. teachers, ESL teacher, Dyslexia teacher	Sign-in sheet, itemized agenda showing use of data from DMAC, produce and include remediation and enrichment plans on lesson plans
	Attend PD on differentiating instruction at ESC	Principal, grade level teachers, interventionists, Sp. Ed. teachers, ESL teacher, Dyslexia teacher	Sign-in sheet, itemized agenda showing use of data from DMAC, document on lesson plans one item from PD that will now be seen during instruction
Integrate technology with organization	Beginning of the year campus-wide review of the use of attendance and grading technology systems	Principal, grade level teachers, , Sp. Ed. teachers,	Sign-in sheet, itemized agenda showing use of data from DMAC, AEIS, AYP, SuccessMaker, DIP, CIP
	Weekly lesson plans submitted electronically	Principal, grade level teachers, interventionists, Sp. Ed. teachers, ESL teacher, Dyslexia teacher	Weekly monitored lesson plans
	Technology TEKS assessed in every content area monthly on district and campus student assessments throughout the school year	Principal, grade level teachers, interventionists, Sp. Ed. teachers, ESL teacher, Dyslexia teacher	Copies of district and campus content area assessments with technology TEKS highlighted submitted monthly
Integrate technology with instruction	Monthly PD on one technique for integrating technology into direct instruction or independent student work during grade level meeting	Principal, grade level teachers, interventionists, Sp. Ed. teachers, ESL teacher, Dyslexia teacher	Sign-in sheet, itemized agenda showing use of data from DMAC, documented use of technology on walk-throughs, observations, and PDAS
	During grade level meeting once a six weeks, plan for integration of technology in whole group instruction and independent student work	Principal, grade level teachers, interventionists, Sp. Ed. teachers, ESL teacher, Dyslexia teacher	Sign-in sheet, itemized agenda showing use of data from DMAC, documented use of technology on walk-throughs, observations, and PDAS

Evaluation Plan

   In order to produce effective change, there must be a systematic plan of evaluation for the implementation of the technology plan. All district and campus stakeholders must be actively involved with the evaluation process. There will be district and campus evaluation surveys completed after each technology professional development session throughout the year. These will be analyzed by the DTQIC and recommendations will be made. The superintendent will annually evaluate the level of technology implementation in the directors and principals evaluations.  Each campus will develop an assessment calendar that measures the level of implementation and compliance by content area, grade level, teachers and students. DMAC will be the data collection system used by all stakeholders. Data from this system will be analyzed twice a month by campus staff. Technology TEKS objectives will be highlighted to ensure compliance and implementation of the technology plan. Through effective and systematic evaluation of the implementation of the technology plan, the goals for improvement should be accomplished.

EDLD 5352 Web conference

I attended the web conference on Feb. 4 at 9:00 am. The webcast is a source of information on basically anything pertaining to the online courses and requirements at Lamar University. I received the very important information that all of our campus and course embedded logs must be completed BEFORE we can take our final class.

Texas STaR Chart ppt

More PowerPoint presentations from leslie harris

Texas Long Range Plan for Technology, 2006-2020 opinion piece

Leslie Harris
EA 1256

I believe the key area in the Texas Long-Range Plan for Technology that is the most crucial component impacting student learning is Educator Preparation and Development. The effective and thorough implementation of this component will determine if Texas will truly give the students the knowledge and skills necessary to live and work in the 21^st century, or whether Texas will once again “give lip service” to just another educational fad. According to TEA’s Texas STaR Chart (2006), “Preparing teachers and administrators to effectively facilitate and manage 21^st Century learning in technology and information-rich settings involves radical retooling of the existing professional core of the educational system.” Teachers cannot teach what they do not know. The challenges our state and nation face in accomplishing this task are allotting adequate time, acquiring necessary resources, and developing effective models for educator professional development. Progress has been made on my campus by having recognition of the need for training in teaching in the 21^st century. Technology professional development has also been included in the district improvement plan. After studying the Campus Statewide Summary by Key Area chart (2008), it is apparent that teachers are using technology for administrative and management tasks, but rarely integrating technology into teaching and learning. I would like to see the Educational Service Centers partner with the educational technology experts to develop and deliver professional development to the educators in their areas. The state could also provide technical assistance specialists throughout the state to monitor implementation of the technology standards to districts and campuses.

EDLD Week 3 Blog Assignment

Here is a copy of my Action Research Plan.

Action Planning Template
Goal: To obtain an exemplary rating in Reading on the state mandated assessment
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Implement the 3 Tier Model of instruction in reading in grades 4-6	Leslie Harris, campus principal	Aug. 2010-June 2021	Personnel, core program, assessment, schedules, professional development	State mandated assessment scores
Establish an assessment system	Leslie Harris, campus principal	Aug. 2010-June 2011	Assessements, assessment schedules, assessment procedures, analysis of assessment data	A written assessment calendar for the 2011-2012 school year by June 2011
Schedule times, places, personnel, and students for Tier 2 instruction	Leslie Harris, campus principal, classroom teachers, ESL teacher, Sp. Ed. teacher, Dyslexia teacher, and interventionists	Aug. 2010-June 2011	Core progam materials, physical classroom space, personnel, reading schedule, professional development	A written format of Tier 2 instruction filed with campus principal and district Instructional Specialist by Oct. 1, 2010

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

EDLD 5301 Week 2-Blog assignment

Leslie's Action Research Site
http://lesliejblogspotcom/
lesliemexia@yahoo.com
903-388-3761
chris.borland@lavegaisd.org

EDLD 5301 Week 2

I really enjoyed listening to the three educational leaders on our videos give examples of action research items they had undertaken. Many of their ideas and practices reaffirmed my experiences and beliefs. I particularly agreed with Dr. Lewis's belief that research needs to practical to your environment in order to be effective.