Examining the Tech Ed Plan for Claremont USD

1.a. Looking at your school technology plan or school improvement plan, is there a shared vision? The closest thing this document has regarding vision is this statement: "In order to improve student performance, CUSD faculty, staff, and students will have access to curricular materials and resources that support the use of technology in teaching, learning, and instructional management, including developmentally appropriate technologies to help all students attain high academic achievement in federal, state, and local content standards." (Page 8) Claremont wants to implement technology to help students achieve federal, state, and local content standards. Teachers and students are to use these tools: teachers to improve their teaching and instructional management; students to help them learn. The document goes on to list the curricular goals, which are modeled after the California state standards and the N.E.T.S. standards. (Page 7)

1.b. Does this vision provide activities that facilitate a constructivist vision of technology infusion where an assortment of technologies and applications are used to enhance the creation of products that facilitate problem solving, and assist exploration? Share some examples. Under Goal 2 of the tech plan, it clearly states, "2.1 Students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology as defined in the National EducationTechnology Standards such as: web browsers, Google Docs, MS Office tools, ComicLife, digital cameras and video recorders, email, discussion forums, Google Earth, etc." (Page 13) These are collaborative and project based tools that are essential for constructivist learning. Also mentioned is the idea that teachers should model technology use so that students would learn to use it also. "Consistently promote the use of technology by teachers so that students can see effective models of technology use. Develop a strategic site technology plan for El Roble that targets systemic introductory technology integration across all content areas." (Page 13). One of the goals listed is, "75% of students will plan and conduct research, manage projects, solve problems and make informed decisions utilizing available digital resources and tools." (Page 14) Clearly, the tech leaders in Claremont understand that teachers should use

these 21st century technology tools to promote constructivist learning, and not just to enhance their traditional teacher-centered pedagogy. Here is a chart that outlines the pedagogical change suggested by N.E.T.S. and included in Claremont's technology plan: (Page 53)

Furthermore, in Goal 12.1 on page 59, the District expects our learning environment and methods to be revolutionized, not just an add-on to what we are currently doing. "12.1 Faculty, staff and administrators embrace technology as a ubiquitous learning environment rather than an "add on "to existing curriculum." 2. Do the educators at your school have access to current technologies, software and telecommunication networks? Are teachers provided with laptops and up to date software? If not, is this part of the five-year plan? El Roble has come a long way after lagging behind other districts for years, thanks to a new superintendent with a vision for technology. Every teacher in our school has a laptop, document camera, Wi-Fi, desktop computer, LCD projector, speakers, internet access, printers that also copy and scan, and Interwrite tablets. Some teachers have responders to allow students to click in their answers to questions on the screen. We are able to access our files and email from home, we have cloud storage on the district server, Moodle for our LMS, and Google Docs and Google drive. We have an online service for data and benchmarks and Zangle for grades, attendance and class management. Our system for calling in for substitutes in automated through www.subfinderonline.com, our phone system is VOIP, and our cell phones receive appointment reminders through Outlook. No one has a Smart board at El Roble, but with the other technologies, that would be a little redundant. Little by little, we are

obtaining iPads for teachers to use in class, since we cannot use our own personal devices, because the Wi-Fi is locked out to any device not owned by the District. 3.a. Are educators provided with consistent access to professional development in support of technology use in teaching and learning? Claremont does professional development in technology several ways. The school plan says, "Utilize early-adopters as teacher-to-teacher mentors. Use Teachers on Special Assignment (TOSAs), CHS Technology Integration Teachers and Technology Mentors, and Ed Tech Advisory to demonstrate implementation of these standards and related issues through direct curriculum integration." (Page 14) We currently have two TOSA's who conduct professional development courses during the summer and from time to time. They do personal classroom visits to help teachers one-onone on request, as they did meeting with me weekly to help me implement the "flipped classroom" model in my classroom. Claremont also offers professional development and support through the "Technology Integrators" program. It is a program where the TOSA's enter into a mentoring relationship with one teacher from each department at El Roble. The yearlong program consists of weekly training of these Technology Integration Teachers who then mentor someone in their department the following year. This multiplication effect takes place until everyone at the site has been trained. The explanation is found in the following chart from page 83. 3.b. Are there opportunities for team collaboration, one-on-one mentoring, focused training sessions on applications and infusion methods, and clearly communicated expectations? As noted above, there are opportunities of one-on-one mentoring through the TOSA's and the technology integrators. As for team collaboration, we meet weekly for our PLC time, but in reality technology is only beginning to become a focus as we transition to the Common Core Standards, which will require technology in their implementation and assessment. Although the district plan does clearly communicate expectations that teachers will migrate toward new technologies and teaching styles, at this point the focus is more on whether the TOSA's are themselves accountable before making the teaching staff feel like the expectations to use technology have changed.

One component of the plan is to, "Utilize TOSAs, Ed Tech Advisory, and CHS Technology Integrators and Tech Mentors to develop, model, and implement lessons within the general education classroom." (Page 59)

4. Do educators have technical assistance for maintaining and using technology? Yes. The district has two full-time technicians who are assigned to the different school sites exclusively for technical assistance with maintaining technology. Goal 12.4 notes that for help, "Faculty, staff and administrators submit work orders for technical or educational technology curriculum support electronically through a Google Form." (Page 61)

5. Are teachers provided with training on how technology can facilitate content standards? Are they provided with technology-enhanced lessons? In various content areas? The District envisions teachers creating technology integration lessons to share with their colleagues. "Each spring, CHS and ER Tech Integrators and Mentors will present best practices and lessons for all CHS & ER teachers, the community, and fellow CUSD employees at the "Tech Buffet." As part of the CHS Technology Integrators program, participants will participate in action research, which by its very nature, is highly reflective." (Page 64) They also wish to create a Technology Integration Project database accessible through Moodle for teachers to share and borrow ideas and lesson plans.

6. Are teachers provided with training on ways technology can facilitate active, cooperative, and project-based learning? "TOSAs will model technology integration lessons in various curricular areas and demonstrate how to use Project Learning Labs at various sites after school in Project Learning Labs, and/or in individual classrooms with students present. TOSAs will work with teachers in communicating lab setup needs for specific projects. Needs might include installing applications, bookmarking websites, loading files, or creating student files on the server." (Page 74) It is clear that the TOSA's have the huge task of leading us into project-based learning. Technology training is built into Goal 14.1: "CUSD will be committed to flexible training options, such as before/after school, Saturdays, summer academies, districtwide professional development days, prep-time, in-class mentoring, sub release, professional learning communities, and online Moodle courses." (Page 76)

7.a. Is technology for learning being assessed? Are we achieving our learning goals by implementing technology? The evaluation schedule mentions on page ninety-five mentions, "Monitor the increase in percent of proficient or above students in English language arts and mathematics as measured by the Districts Adequate Yearly Progress results." Primarily they will look at the results of the CST's under this plan to evaluate whether technology is impacting learning. Those responsible every September for making this evaluation include the Director of Technology, the Assistant Superintendent of Educational Services, and the Technology Integration Teachers. 7.b. Is training provided for performance-based assessment? The TOSA's provide modeling and mentoring to specific teachers in creating curriculum that contains a performance-based component that can be assessed. The plan strongly suggests that curriculum should be both project-based and assessed, but it is not very specific about creating rubrics to assess the performance of the student. This seems to be more in the "penumbra" of the document, rather than specifically stated! 7.c. Are teachers required to develop an appropriate assessment component for lessons? The plan is not that specific. It is assumed that if you are creating assessments for curriculum, especially if you are using the Backward Design Model (as mentioned in the philosophical and academic underpinnings of this plan), you are going to begin with your big ideas and build your lessons on what you are planning to assess. "In accordance with this research, CUSD must first focus on student learning goals--not technology goals. The backwards design model will force teachers to identify essential "big ideas," and then design lessons to meet those objectives. Only then will technology fit into the lesson design successfully." (Page 103)

8.a. Are there community and school partners that provide expertise, support and resources to the school? Is there any financial support received from the community to enhance technology in the classroom? The following chart taken from page 92 of the tech plan lists the funding sources for the technology expansion.

The Claremont Educational Foundation actively raises funds for our district, as well as the PFA. We also floated a bond several years ago, some of which is earmarked for technology and infrastructure improvement. 9. Are any of the NETS for Teachers or Nets for Students addressed at the building level? Yes. All teachers and students will be instructed in the 2007 N.E.T.S. standards, fair use, and copyright law and internet safety issues. Already students have had two years of instruction about internet safety through lessons created and shared through Moodle and presented in each class during a specific week during our SSR classes. (Page 34)

As you can see from this goal, N.E.T.S. standards are embedded in the plan and meant to be implemented at the site level and with every student. "Rewrite current Computer Survey course curriculum to include digital media, communication, and collaboration. Use TOSAs, CHS Technology Integration Teachers, Technology Mentors, and Advisory members to demonstrate implementation of NETS standards, CUSD tech scope and sequence, and related issues through direct curriculum integration." (Page 26)