Section 1: Background/Historical Perspective
In previous years, the Kaukauna Area School District (KASD), along with all school districts in the State of Wisconsin, developed three year technology plans, which were submitted to the Wisconsin Department of Public Instruction. After 2013, the State no longer required districts to submit technology plans utilizing their form because the funding for paying a percentage of districts’ telecommunication costs was eliminated. The information below highlights key facets of the two previous KASD Technology Plans as well as 2015-16
Previous Technology Plans
- 2009 2012: KASD’s technology plan was concerned with creating wireless coverage for the entire District. Density was not an issue as we did not have high concentration of wireless devices anywhere. Most devices and plans for devices revolved around wired devices but a pilot emerged for a Blend Ed option. This new concept allowed student to learn outside the classroom. The Curriculum was completely online and the students were allowed to take their devices (a netbook at the time) home. They were also allowed to use their device for other classes. By the end of the 2009-12 Technology Plan, 4 5 other Blend Ed classes had emerged. At the same time, Special Education was discovering Apple iPads for individual learning. While these devices were great for instruction, the iPad lacked any management solution for largescale deployment. While the plan was tied to curricular needs, it was strong on devices and increasing those numbers
- 2012-2015 and 15-16: KASD’s technology plan spent all three years aligning technology to curricular goals. It became obvious there was a need for more devices and research supported that. Our neighboring school districts also came to this conclusion and started 1to1 deployments in their schools. KASD’s Blend Ed capped at 7-8 classes because of a lack of funding as well as the industry abandoning their netbook solutions although a need and desire to expand the program continued. Moreover, iPad technology stalled in education as the lack of device management and cost made it prohibitive to consider. Many of KASD’s neighbors that had adopted an iPad deployment were moving away from continuing with that device. About the time that netbooks were being discontinued, HP, Lenovo, Acer, and some other bigger vendors started creating Chomebooks. These devices were cheaper and had a free operating system, but they lacked the depth of apps that Apple had. During this time, KASD was busy aligning curriculum needs with the technologies that follow.
- Hardware:
- Along with the existing netbooks for the Blend Ed pilot in Forensics, we added Blend Ed classes in AP Physics, PreEngineering, AP Math, and Microsoft Business.
- -COWs (Computers on Wheels) were introduced to meet the new E/LA requirements. A total of 15 netbook carts (of 30) were added from 2010 2014 (not as replacements but new devices).
- -iPad carts were also put in each of the elementary schools. This added some 210 new (regular education) tablets to our schools
- -In early 2015, we purchased our first Chromebooks and piloted the 100+ devices in classrooms.
- Wireless/Internet Access
- -In the plan, we enhanced our wireless access to increase the density demands in our classrooms. With more wireless devices and more assessment demands, we increased our Internet pipe from 25Mb to 100Mb, from 100Mb to 250Mb, and from 250Mb to 1200Mb.
- Software:
- -During the last three years, there has been a tremendous push from the industry to move toward “Web 2.0” softwares. These new software solutions are webbased, no longer require installing on individual machines, but are usually subscriptionbased.
- -Assessments like ACT, WKCE, and MAP changed names and moved away from paper and/or software testing to webbased assessments. While it has provided more timely and useful results, it has required an increase in hardware and internet bandwidth.
- Professional Development:
- When the professional development budget went away, there still existed the need to increase our teachers’ comfort level with all of the technologies given to them. Over the next three years, their classrooms would contain laptops, interactive whiteboards, document cameras, and tablets. Voluntary sitandget trainings as well as twofour hour sessions were offered, but they lacked the handson depth required to take the information back to the classrooms and to apply for use with students. During the 2014-15 school year, secondary began to utilize part of the newly approved Professional Development days for IT training. After receiving feedback from staff regarding 45 minute and 60 minute sessions, 90 minute sessions were utilized to provide time for instruction as well as handson application with support. KASD staff members and outside trainers provided sessions, which staff could selfselect based on need or interest. Those sessions (2014-15 and 2015-16) included the following:
- Google Drive
- Google Docs, Sheets, and Slides Beginning
- Revisit of Google Beginning
- Google Classroom
- Google Forms and Flubaroo
- Google Calendar
- Google Groups creating, setting permissions, and organization
- Gmail
- Google Site Creating your own
- Google Slides for Students in the Classroom
- Google Read and Write
- An Introduction to the Chromebook
- Kahoot
- Blogger
- Front Row (math grades K8)
- Adding a profile to CMS4Schools
- YouTube/WeVideo/Screencastomatic...making your own videos?
- From Beginning Research to Polished Final Product
- Converting from SharePoint to Google
We also started pilot programs small earlyadopter groups that would work with Curriculum and IT to start integrating new technologies and ways of teaching into the classroom. The first of those groups was the BlendEd groups. When KASD decided to go with Chrome devices, we found a classroom at each level to pilot using these devices. While it did not get us to a 1to1 feel, it did allow teachers to start converting their curriculum to a digital format. Students were allowed/encouraged/required to submit their assignment electronically. New opportunities for presentation, collaboration, and education were adopted. These pilot teachers were then expected to bring what they learned back to their colleagues during newly designed handson Professional Development trainings during regularly scheduled staff development days. We are currently running pilots in the following areas:
- ELA at KHS (Chromebook cart 30)
- Social Studies at KHS (Chromebook cart 30)
- Health at RVS (Chromebook cart 30)
- Classroom Teachers at RVS (8 Chromebooks per room) (3 rooms)
- Classroom Teachers at Elementary (8 Chromebooks per room) (2 schools 2 classrooms each)
- Classroom Teachers at Elementary (8 Chrome Tablets per room) (2 schools)
- LMC at KHS (Chomebook cart 30) x 2
- LMC at RVS (Chomebook cart 30) x 2
Section 2: Rationale and Proposal
Rationale
The Kaukauna Area School District Technology Committee facilitated a process for the development of an Instructional Technology Mission and Vision. The process allowed feedback and input from certified staff and administration. The emergent Vision Statement is the following: The Kaukauna Area School District is committed to equipping educators with the necessary knowledge and tools to ensure students become lifelong learners within an information driven society.
In addition, the Technology Committee has identified the following components as integral to the Mission of Instructional Technology in KASD: to provide resources for diverse technologies for students to attain the skills necessary; to be innovative and productive global and digital citizens; to provide multiple and diverse professional development opportunities for staff to utilize best instructional practices; to promote safe and ethical use of technology; and to increase knowledge of standards.
Moreover, the Vision and Mission for Instructional Technology support the overall Vision and Mission of the Kaukauna Area School District:
Vision Statement
The Kaukauna Area School District will educate students to be effective lifelong learners who can successfully meet the challenges of their lives and be positive contributors to society.
Mission Statement
The Kaukauna Area School District, in partnership with our community, will provide a rigorous and relevant curriculum through best instructional practices which emphasize student achievement and accountability, delivered in a safe and caring environment.
Research/Best Practice
Several sources support the merits of technology as a tool to enhance or to foster learning. One source makes the point that
“Applied effectively, technology not only increases student learning, understanding, and achievement but also motivates students to learn, encourages collaborative learning and helps develop critical thinking and problemsolving skills (Schacter & Fagnono, 1999)” Pitler, H., & Hubbell, E. (2012). Using technology with classroom instruction that works (2nd ed., p. 3). Alexandria, Va.: Association for Supervision and Curriculum Development. An additional consideration is the following: “Research shows that integrating technology into instruction tends to move classrooms from teacherdominated to studentcentered learning environments. In such ‘constructivist’ classrooms, students tend to work cooperatively, have more opportunities to make choices, and play a more active role in their learning (Mize & Gibbons, 2000? Page, 2002? Waxman, Connell, & Gray, 2002). Pitler, H., & Hubbell, E. (2012). Using technology with classroom instruction that works (2nd ed., p. 3). Alexandria, Va.: Association for Supervision and Curriculum Development.
Talking about the U.S. Department of Education’s Transforming American Education: Learning Powered by Technology, Karen Cator, then Director of the Office of Educational Technology, stated the following:
Now is the time to begin to make sure that every student has a digital device 24/7. I say that for three reasons. First, digital and mobile devices are proliferating and are available at lower costs? second, the amount and quality of digital content for learning is exploding? and third, interactive environments online are becoming easier to use and more useful. Students must have a digital device with them in class, just as they have had their binder, their textbook, and their pencil box. ?Scherer, M. (2011). Transforming Education with Technology A Conversation with Karen Cator. Educational Leadership,68(5), 1621. Retrieved December 27, 2015, from http://www.ascd.org/publications/educationalleadership/feb11/vol68/num05/TransformingEducationwith Technology.aspx
Another author Dr. Kevin Costley, an Associate Professor of Curriculum and Instruction at Arkansas Tech
University, states, “...technology integration has the following benefits: 1) increased student motivation 2) increased student engagement 3) increased student collaboration 4, increased handson learning opportunities 5) allows for learning at all levels 6) increased confidence in students, and 6) increased technology skills.” Costley, K. C. (2014, October 30). The Positive Effects of Technology on Teaching and Student Learning. Retrieved from ERIC (ED554557).
Effectiveness Project
The Kaukauna Area School District has adopted the CESA 6 Effectiveness Project to meet the State of Wisconsin’s teacher evaluation requirement. Performance Standard 2 (Instructional Planning) states, “.” Performance Indicator 2.5 indicates that (the teacher) “Uses resources, including technology, to effectively communicate with stakeholders regarding the curriculum shared in their classroom.” Moreover, Performance Standard 3 (Instructional Delivery) states, “The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.” Moreover, Performance Indicator 3.4 notes that (the teacher) “Uses materials, technology and resources to enhance student learning.” Although Performance Standards 2 and 3 explicitly name it, technology certainly can be utilized to demonstrate effectiveness in for all six Teacher Effectiveness Performance Standards.
KASD Survey Results
In the 201314 school year, the Kaukauna Area School District worked with School Perceptions to survey stakeholders. Ninety-four percent of students surveyed indicated that they have Internet access at home, and high percentages indicated having a device or multiple devices and utilizing various forms of social media. Eightytwo percent agreed they have access to computers at school while sixteen percent disagreed. Conversely, only fifty percent of students agreed that computers/technology work consistently at school, and forty-eight percent disagreed. One of the student comment themes related to suggestions regarding computers/technology.
In addition, of the staff members surveyed, seventyfour percent indicated they are satisfied with the technology resources available to them, and seventyfive percent are satisfied with the available technology support. Seventy percent of staff members agreed they receive the training needed to do their job well. Suggestions to improve technology access and support also emerged in the staff comment themes.
Of the community respondents, seventysix percent had students attending the Kaukauna Area School District. On a fourpoint scale, community members ranked the importance of Media/Technology Literacy as a 3.3 while ranking the District’s performance in this area as 2.74. In perhaps the most striking data point, community (seventyfour percent) and staff (seventytwo percent) both ranked “keep technology uptodate” first of approximately eighteen priority areas for the District.
Conclusion What emerges from the considerations of the District’s and Technology Committee’s Vision/Mission Statements, Research/Best Practices, the Effectiveness Project, and the Perceptions Survey are consistent themes of the value of instructional technology as well as the desire for the Kaukauna Area School District to do better with instructional technology to enhance student learning.
Proposal
Although the State of Wisconsin no longer requires districts to submit technology for DPI approval, they do recommend that districts create and utilize fiveyear technology plans. This proposal follows DPI’s recommendation. The core of this plan features the integration of new technology and classroom instruction. Listed below are the hardware recommendations, which cycle on a fouryear rotation. The following recommendations were developed with input from classroom teachers and administration.
Technology
This plan includes a fouryear implementation cycle as well as the recommendations of not charging additional student fees and of allowing the option provided to students and families through the District’s BYOD Policy. As technology continues to evolve, the devices noted below are subject to change.
- Classroom Hardware
- Grades 9-12 Chromebooks for every student (1to1)
- Grades 7-8 Chromebooks for every student (1to1)
- Grades 2-6 Chromebooks (Pods of 8 per core classroom? Approximately 1to3 ratio)
- Grades K4-1 Chrome tablets or Chromebooks (Pods of 8 per classroom? Approximately 1to3 ratio)
- Infrastructure
- Upgrade internal infrastructure from 1Gb to 10 Gb between switches (network connections)
- Upgrade internal infrastructure from potential 12 Gb to 120 Gb between buildings (In the works)
- Upgrade Internet connection from current 1 Gb to 2 Gb
Staffing
Section 2 of the National Education Technology Plan, titled, “Teaching with Technology” sets a goal that “Educators will be supported by technology that connects them to people, data, content, resources, expertise, and learning experiences that can empower and inspire them to provide more effective teaching for all learners.” In addition, the Plan authors state the following:
Technology offers the opportunity for teachers to become more collaborative and extend learning beyond the classroom. Educators can create learning communities composed of students, fellow educators in schools, museums, libraries, and afterschool programs; experts in various disciplines around the world; members of community organizations; and families. This enhanced collaboration, enabled by technology offers access to instructional materials as well as the resources and tools to create, manage, and assess their quality and usefulness.
To enact this vision, schools need to support teachers in accessing needed technology and in learning how to use it effectively. Although research indicates that teachers have the biggest impact on student learning out of all other schoollevel factors, we cannot expect individual educators to assume full responsibility for bringing technologybased learning experiences into schools.1, 2, 3, 4, 5 They need continuous, just-in-time support that includes professional development, mentors, and informal collaborations. In fact, more than two thirds of teachers say they would like more technology in their classrooms,6 and roughly half say that lack of training is one of the biggest barriers to incorporating technology into their teaching.7
Thomas, Susan. "Future Ready Learning Reimagining the Role of Technology in Education." National Education Technology Plan. Office of Educational Technology, Jan. 2016. Web. 3 Jan. 2016. <http://tech.ed.gov/netp/>.
In trying to realize the vision of supporting teachers with effective use of technology while balancing the District’s goal of Fiscal Responsibility, we are proposing the addition of 2.6 FTE that will be added to support the advent of the technology proposed in this plan. The additions feature 1.0 FTE for another secondary Library Media Specialist with a propensity for technological proficiency. This position will provide a 1.0 FTE at River View Middle School and a 1.0 FTE at Kaukauna High School and will complement the current 1.0 Library Media Specialist, who is currently .5 FTE at River View Middle School and .5 FTE at Kaukauna High School. The emphasis on Library Media Specialists is aligned to the Wisconsin DPI’s “Vision for Role of Library Media Specialists,” which articulates the following:
As a teacher, teaches all students to ask higher level thinking questions, conduct inquiry, ethically use appropriate technology tools and resources, communicate using a variety of formats, and develop their own knowledge base
As a leader in the school’s learning community, collaborates with teachers to:
- apply the pedagogical skills necessary to guide a 21st Century curriculum
- assure access to an information and technologyrich curricula which motivates all students to be effective users of information, communication and technology so they will be successful in their post secondary and career choices
- use effective teaching strategies embedded in general education curricula to teach each student to be a progressively active 21st century learner
As a library media center administrator, creates information and literacyrich environments for students and teachers that meet their unique needs.
Vision for Role of Library Media Specialists. Wisconsin Department of Public Instruction, n.d. Web. 5 Jan. 2016.
<https://sites.google.com/a/dpi.wi.gov/wisconsintechnologyplanning/lmsrole>.
In addition, at the elementary level, .6 FTE will be added to the current Tanner Library Media Specialist position. This combination of both the Media Specialist and Technology Coach role is akin to the secondary model. The redesign of this position provides the increased Media Specialist time, and creates the opportunity to couple the Technology Coach time to create one full time position. The remaining 1.0 FTE will be utilized for an elementary Technology Coach position that will be shared proportionately with the remaining elementary sites. This person will work directly with classroom teachers to integrate the use of technology into their daily instruction delivered by the teacher as well as to integrate the use of technology by students.
Section 3: Connections Between IT Plan and KASD Goal (Improved Student Achievement)
Although the advent of this KASD Technology Plan has implications for all three District Priorities (Culture, Fiscal Responsibility, and Student Achievement), this section will focus on the latter. The Technology Plan connects to the goal of improving student achievement in several areas, including ISTE Standards, 21st Century Skills Framework, Common Core and NGSS Standards, Instructional Levels, Instructional Strategies, and Online Assessments. Moreover, it supports Goal 1 of the 2016 National Education Technology Plan as well as the Pedagogy & Instruction element of “A Vision for Digital Learning in Wisconsin.” The adoption and implementation of the proposed KASD Technology Plan will help provide the necessary technology to help students realize the expectations from these multiple sources.
2016 National Education Technology Plan Goal 1: Learning
Goal 1 of the U.S. Department of Education’s 2016 National Education Technology Plan, titled Future Ready Learning: Reimagining the Role of Technology in Education, states, “All learners will have engaging and empowering learning experiences in both formal and informal settings that prepare them to be active, creative, knowledgeable, and ethical participants in our globally connected society.” In addition, the Plan articulates “five ways technology can improve and enhance learning, both in formal learning and in informal settings”:
- Technology can enable personalized learning or experiences that are more engaging and relevant.
- Technology can help organize learning around realworld challenges and projectbased learning using a wide variety of digital learning devices and resources to show competency with complex concepts and content.
- Technology can help learning move beyond the classroom and take advantage of learning opportunities available in museums, libraries, and other outofschool settings.
- Technology can help learners pursue passions and personal interests.
- Technology access when equitable can help close the digital divide and make transformative learning opportunities available to all learners.
Thomas, Susan. "Future Ready Learning Reimagining the Role of Technology in Education." National Education Technology Plan. Office of Educational Technology, Jan. 2016. Web. 3 Jan. 2016. <http://tech.ed.gov/netp/>.
“A Vision for Digital Learning in Wisconsin” Pedagogy & Instruction
Wisconsin’s DPI formed a Digital Learning Advisory Council (DLAC) that has developed a comprehensive plan for PK12 digital learning titled, “A Vision for Digital Learning in Wisconsin.” The plan is currently being updated to align with the Future Ready Framework, and it, too, stresses the role of technology in learning and instruction:
The world is changing at an increasing pace. Pedagogy and instruction must support the teaching and learning of key 21st century skills: critical thinking, collaboration, creativity, innovation, and realworld problemsolving. Today’s digital world requires a flexible and responsive educational system to ensure students are successful leaders in a globally competitive and everevolving workplace. Administrators, teachers, students, and parents alike are facing a paradigm shift, and need a powerful set of strategies and applicable training to make this shift happen.
It is critical that the nature of teaching change to leverage the value and efficiencies of technology and digital resources. The era of educators as the primary source of knowledge has ended with the birth and development of the Internet. Today, we must aggressively pursue strategies that allow educators to become facilitators and guides for learning. We must also use technology to free teachers from tasks they no longer need to perform because technology can perform those tasks (e.g., developing curriculum, managing paperbased curricular resources, performing certain types of paperbased assessments, and manual calculations for grading). Technology can accomplish these tasks much more efficiently and allows teachers to dedicate their time to the highvalue aspects of instruction, which includes building strong and engaging relationships with their students. Pedagogy and Instruction. Wisconsin Department of Public Instruction, n.d. Web. 5 Jan. 2016.
<?https://sites.google.com/a/dpi.wi.gov/wi_digital_learning_plan/pedagogyinstruction?>.
ISTE and AASL Standards
The Wisconsin Department of Public Instruction (DPI) has posted the following update regarding Information and Technology Literacy Standards:
WI will be adopting the ISTE Nets Standards and components of the AASL standards in the next year as both of these organizations will be releasing standards in the summer of 2016. DPI is aware that a majority of our schools are using the ISTE Net Standards after an informal state committee began to work on this adoption process in 2012. (n.d.). Retrieved December 28, 2015, from http://dpi.wi.gov/imt/digitallearningplanning/itliteracystandards
The International Society for Technology in Education (ISTE) has established standards for students, teachers, administrators, coaches and computer science teachers. In addition, the American Association of School Librarians (AASL) has articulated standards for students as 21st Century Learners. The Teaching and Learning Directors will work with appropriate staff, including library media specialists, teacher leaders (CSLs, CCCs, and SLTs), and administrators to develop and implement the sequence of these standards.
21st Century Skills Framework
Mention of “2st Century Skills” has become commonplace in education. The origin of 21st Century Skills stems from the work of the Partnership for 21st Century Learning (P21), whose mission is the following: “?P21's mission is to serve as catalyst for 21st century learning to build collaborative partnerships among education, business, community and government leaders so that all learners acquire the knowledge and skills they need to thrive in a world where change is constant and learning never stops.” P21’s Framework for 21st Century Learning, which was developed by a group of educators and business leaders, consists of four components: Content Knowledge and 21st Century Themes? Learning and Innovation Skills? Information, Media and Technology Skills? and Life and Career Skills. The third area, Media and Technology Skills, demonstrates a a need for student access to technology: “Today we live in a technology and mediasuffused environment with: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to create, evaluate, and effectively utilize information, media, and technology” (n.d.). In FRAMEWORK FOR 21ST CENTURY LEARNING. Retrieved from http://www.p21.org/aboutus/p21framework.
Common Core State Standards and Next Generation Science Standards
Wisconsin adopted the Common Core State Standards (CCSS) for both English/Language Arts and Mathematics. One aspect of the CCSS is College and Career Readiness (CCR) standards. In English/Language Arts, one of the underpinnings of the CCR is the following:
Research and media skills blended into the Standards as a whole To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section. Wisconsin Standards for English Language Arts (n.d.). In English Language Arts in Wisconsin. Retrieved from http://dpi.wi.gov/sites/default/files/imce/standards/pdf/elastdsapparevision.pdf
Moreover, the E/LA CCSS identify descriptors of students who meet the standards. One characteristic is particularly relevant to the KASD Technology Plan:
They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals. Wisconsin Standards for English Language Arts (n.d.). In English Language Arts in Wisconsin. Retrieved from http://dpi.wi.gov/sites/default/files/imce/standards/pdf/elastdsapparevision.pdf
Similarly, the Mathematics CCSS identify mathematical proficiencies to be developed in students. The most relevant to the KASD Technology Plan is the following:
Use appropriate tools strategically. ?Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. Wisconsin Standards for Mathematics (n.d.). In Mathematics in Wisconsin. Retrieved January 2, 2016, from
http://dpi.wi.gov/sites/default/files/imce/standards/pdf/commoncoremathstandards.pdf
In addition to the CCSS, the Next Generation Science Standards put emphasis on the integration of technology. This emphasis is highlighted in the following: “The Framework specifies two core ideas that relate science, technology, society and the environment: the interdependence of science, engineering and technology, and the influence of science, engineering and technology on society and the natural world.” The authors of the NGSS make key points about the role of technology in students’ lives:
In the decades ahead, the continued growth of the world’s population along with technological advances and scientific discoveries will continue to impact the lives of our students. Whether or not they choose to pursue careers in technical fields, they will be asked to make decisions that influence the development of technologies and the direction of scientific research that we cannot even imagine today. Consequently, it is important for teachers to engage their students in learning about the complex interactions among science, technology, society and the environment. APPENDIX J – Science, Technology, Society and the Environment (n.d.). In The Next Generation Science Standards. Retrieved January 2, 2016, from http://www.nextgenscience.org/sites/ngss/files/APPENDIX%20J_0.pdf
Instructional LevelRAT
Shared in 2006, the RAT is an assessment framework, whose authors state, “Teachers are in great need of evaluative frameworks for assessing and guiding their own accomplishments with technology integration.”The RAT Framework features three categories of integration: Technology as Replacement, Technology as Amplification, and Technology as Transformation. As curriculum writing continues in the District, teachers will be able to select the appropriate category for each activity through Build Your Own Curriculum as well as to reflect on the instructional impact of their decisions regarding technology integration. Hughes, Joan, Ruth Thomas, and Cassie Scharber. "Assessing Technology Integration: The RAT Replacement, Amplification, Transformation Framework." . Ed. Joan E. Hughes. SlideShare, 14 Mar. 2013. Web. 3 Jan. 2016. <http://www.slideshare.net/joanhughes/hughesscharbersite2006>.
Instructional Strategies
In 2001 Robert Marzano, Debra Pickering, and Jane Pollock wrote a influential book titled, Classroom Instruction That Works: ResearchBased Strategies for Increasing Student Achievement, which has become a cornerstone for instructional strategies. The book was updated in 2013 by Ceri Dean, Elizabeth Ross Hubbell, Howard Pitler, and BJ Stone. An accompanying text ?Using Technology with Classroom Instruction that Works was published in 2012.
This book takes the Nine Categories of Instructional Strategies (Setting Objectives and Providing Feedback
Reinforcing Effort and Providing Recognition; Cooperative Learning; Cues,Questions, and Advance Organizers; Nonlinguistic Representations Summarizing and Note Taking; Assigning Homework and Providing Practice Identifying Similarities and Differences and Generating and Testing Hypotheses) and explains how each correlates with the Nine Categories of Technology (Word Processing Applications, Organizing and Brainstorming Software, Data Collection and Analysis Tools, Communication and Collaboration Software, Instructional Media, Multimedia Creation; Instructional Interactives; Database and Reference Resources; and Kinesthetic Technology). Future Instructional Technology sessions during the Professional Development days will focus on utilizing technology to support these high impact, instructional strategies as well as other utilized instructional strategies. Pitler, H., & Hubbell, E. (2012). Using technology with classroom instruction that works (2nd ed., p. 10). Alexandria, Va.: Association for Supervision and Curriculum Development.
Online Assessments
KASD utilizes a plethora of assessments for a variety of purposes. Some of the assessments are given as local decisions, and others are given in compliance with the DPI’s Wisconsin Student Assessment System. Those assessments that are online assessments include The Wisconsin Forward Exam, ACT Aspire, ACT (beginning in 201617), Dynamic Learning Maps, ACCESS, MAP, and STAR. The current assessment schedule requires that computer labs be scheduled in blocks to facilitate testing. As a result, access is limited to other students and classrooms. The use of computers for the purpose of assessing student learning is certainly aligned with Goal 4 of the U.S. Department of Education’s 2016 National Education Technology Plan, which states, “At all levels, our education system will leverage the power of technology to measure what matters and use assessment data to improve learning.” Thomas, Susan. "Future Ready Learning Reimagining the Role of Technology in Education."
National Education Technology Plan. Office of Educational Technology, Jan. 2016. Web. 3 Jan. 2016.
<http://tech.ed.gov/netp/>. Furthermore, it supports the Curriculum and Assessment element of A Vision for Digital Learning in Wisconsin:
Our vision is that every student graduates ready for further learning and the 21st century workforce by providing educators digital access to standardsdriven curricula that are personalized to meet the academic needs of all students, while providing balanced assessments that measure students’ knowledge and skills in each of the content domains.
We believe the most efficient and useful means of accomplishing this vision of curriculum and assessment is via collaboration. We see technology being able to deliver on a professional learning “commons” that will include resources to develop:
- common understanding of the essential elements and researchbase of new media literacies
- common understanding of the Common Core and other state academic standards, their linkages to Universal Design for Learning Response to Intervention and assessment
- a digital curricular repository including digital “textbooks”
- equitable access to (common) digital tools
- access to exemplars suggesting contentfocused, technology embedded units
- models of assessment tasks, and
- a collaborative space to promote and discuss promising practices in digital learning.\
All educators should have digital access to online, blended and facetoface, and standardsdriven curricula that is personalized to meet the academic needs of all students. All educators must also have access to balanced assessment approaches that measure students’ knowledge and skills in each of the content domains. Doing so ensures that every student graduates ready for further education and the 21st century workforce. Curriculum and Assessment. Wisconsin Department of Public Instruction, n.d. Web. 5 Jan. 2016. <https://sites.google.com/a/dpi.wi.gov/wi_digital_learning_plan/curriculumassessment>.
Section 4: Implementation Action Plan
Rationale for Number of Devices at Grade Level
KASD staff have long recognized the potential of technology to enhance student learning, in particular with the expansion of the Internet, As computers became affordable to be used in education, KASD has sought ways in which to use them to help students learn. In our current model, schools have computer labs and laptops available for student use. However this model does not allow students to use technology as a transformational tool, but rather an occasional tool to only replace or enhance current lessons.
After meetings with Building Administrators and Teachers, the following consensus was met:
- Grades 9-12: 1 to 1
- Grades 7-8: 1 to 1
When students have a personal device, they are able to use it as a tool integrated into all areas of their curriculum. Teachers are able to maximize student engagement and learning. Through a variety of apps and the Internet, teachers can empower students to access learning tasks where they are able to work at their own pace, individually and collaboratively, to create, present and share work with their classmates, school and the world. By having their own device,students Grades 7-12 can access their work everywhere, at home, in other classes, on excursions, every moment can become a learning opportunity
- Grades 2-6: 8 Chromebooks per Core Classroom
- Grades K4-1: 8 Chromebooks or Chrome tablets per regular classroom
The elementary classroom model involves instruction through “rotations.” During the ELA and Math instructional blocks, one of the rotations will include a technology station.
FVA Comparables
The following information is shared to provide some perspective of what other area school districts are doing in relation to technology resources for students:
- Oshkosh 1to1 (Grades 3-12 Chromebooks)
- Appleton 1to1 (Grades 9-12 Chromebooks) (1to4 for elementary and middle)
- Neenah 1to1 (Grades 6-12 Chromebooks) (Grades 35 1to1 tablets) (Grade 2under have classroom sets of tablets)
- Menasha BYOD (Grades 9-12 BYOD with 500 checkout devices. Grades 58 have 15 devices/classroom. Grades 14 have 15 devices/classroom) and
- Kimberly 1to1 (Grades 5-8, with the opportunity to purchase the device to HS. HS BYOD with limited checkout).
Hardware Implementation Timeline
- Year 1
- Chromebooks (1to1) for all 9th graders. These devices would follow the students for 4 years (Currently 272 students)
- Chromebooks for all (1to1)7th graders. These devices would follow the student for 2 years and go back to 7th graders (Currently 261 students)
- Chromebooks or Chrome tablets for all 1st grade classrooms (Approx 1to3) (noncharter). (?8 per classroom) (Currently 13 classrooms)
- Year 2
- Chromebooks (1to1) for all 9th graders. These devices would follow the students for 4 years (Currently 265 students)
- Chromebooks (1to1) for all 7th graders. These devices would follow the student for 2 years? and go back to 7th graders (Currently 261 students)
- Chromebooks for all 2nd grade classrooms (Approx 1to3)(noncharter). (8 per classroom)
(Currently 13 classrooms)
- Year 3
- Chromebooks (1to1) for all 9th graders. These devices would follow the students for 4 years (Currently 261 students)
- Chromebooks for all 5th and 6th grade classrooms. (Approx 1to3) (8 per classroom)
- Chromebooks for all 3rd grade classrooms (Approx 1to3)(noncharter). (8 per classroom)
(Currently 13 classrooms)
- Year 4
- Chromebooks (1to1) for all 9th graders. These devices would follow the students for 4 years (Currently 295 students)
- Chrome tablets for all 4K and KG grade classrooms. (Approx 1to3) (8 per classroom)
- Chromebooks for all 4th grade classrooms (noncharter). (Approx 1to3) (8 per classroom)(Currently 13 classrooms)
- Year 5 (repeat of Year 1)
- Chromebooks (true 1to1) for all 9th graders. These devices would follow the students for 4 years
- Chromebooks for all 7th graders. These devices would follow the student for 2 years and go back to 7th graders
- Chrome tablet for all 1st grade classrooms (noncharter). (Approx 1to3) (8 per classroom)
Section 5: Budget
The overall cost of this proposal is a recurring cost that consists of two main components Hardware and Staffing. The anticipated Hardware costs over the next five years include between $250,000 and $280,000 annually while the anticipated Staffing costs of salary and benefits for the requested 2.6 Library Media Specialists and Technology Coach range from $200,000 to $220,000. Combined the approximate annual recurring cost of the plan is $450,000 to $500,000.
Funding Source Options Given the health insurance cost savings with the recent change from Network to WPS/Arise, the Business Services Department recommends that the KASD Technology Plan be paid for in full from the health insurance cost reduction.
As discussed during the December 14, 2015, Board of Education Meeting, the District will see an annual budget decrease for health insurance of approximately $584, 000. Reallocation of the funds to other areas within the operating budget in an effort to improve student achievement has been identified as a priority. The technology plan, as presented, is a natural landing place for the annual cost savings. With a proposed budget of approximately $500,000 for 20162017, and with a 2%-3% increase per year based on the increased cost of personnel and equipment, the technology plan fits within the $584,000 cost savings forecast from health insurance.
Rationale for purchasing vs. leasing We are requesting the purchase option as it allows us the following:
- to integrate the technology systematically over 4 years allowing us to vet out integration issues with our infrastructure and to aid staff in their integration
- to make incremental changes in wireless and power needs as needed and
- to be more fiscally responsible as leasing costs us more over 4 years.
Implications of Not Adopting Plan Given the current number of District machines, current replacement cycle, and current Technology Budget Allocations, KASD is facing a reduction that would begin with the 2016-17 school year. With all of the State and National source advocating for students’ use of technology, reducing machines and further limiting student access when we have the opportunity to increase student access would not be prudent.
Section 6: KASD Related BOE Policies
The KASD Board of Education Policies that relate to the proposed Technology Plan include the following:
- 363 Use of District Technology Resources 363.1 Internet, Email, and Voice Mail AUP
- 364 Guest Wireless AUP
- 365 BYOD (Bring Your Own Device) and
- 366 Web Page.
Board of Education Policies. Kaukauna Area School District, n.d. Web. 6 Jan. 2016. Path: //www.kaukauna.k12.wi.us/district/policies.cfm.
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