STaR Chart Summary for Bryan ISD By Jenna Springfield

What is a STaR Chart? A Star Chart measures: School Technology and Readiness (STaR) Progress toward state and federal goals –Texas Long-Range Plan for Technology –No Child Left Behind All information adapted from

A STaR Chart is used for: District self-assessment Technology planning Goal development Budget setting Photo from What is a STaR Chart?

Key Areas of STaR Chart Teaching and Learning (TL) Educator Preparation and Development (EP) Leadership, Administration and Instructional Support (L) Infrastructure for Technology (INF)

STaR Chart Rating System Target Tech Focus Rating: 4 Advanced Tech Focus Rating: 3 Developing Tech Focus Rating: 2 Early Tech Focus Rating: 1

Relationship between Key Areas Infrastructure for Technology Leadership, Administration & Instructional Support Educator Preparation & Development Teaching & Learning

Key Area Ratings Infrastructure for Technology Leadership, Administration & Instructional Support Educator Preparation & Development Teaching & Learning

Infrastructure for Technology Focus Area Internet Access Connectivity/Speed 444 LAN/WAN 333 Distance Learning Capacity 233 Students per Computers 222 Other Classroom Technology 222 Technical Support 222 Target Advanced Developing Early

Infrastructure for Technology Focus Area Internet Access Connectivity/Speed 444 LAN/WAN 333 Distance Learning Capacity 233 Students per Computers 222 Other Classroom Technology 222 Technical Support 222 Direct connectivity to the Internet available in all rooms with adequate bandwidth Target Advanced Developing Early

Infrastructure for Technology Focus Area Internet Access Connectivity/Speed 444 LAN/WAN 333 Distance Learning Capacity 233 Students per Computers 222 Other Classroom Technology 222 Technical Support 222 Most rooms connected to LAN/WAN Teachers and students have access to Print/file sharing District-wide resources Target Advanced Developing Early

Infrastructure for Technology Focus Area Internet Access Connectivity/Speed 444 LAN/WAN 333 Distance Learning Capacity 233 Students per Computers 222 Other Classroom Technology 222 Technical Support 222 District has improved from: Scheduled access to online learning -to- Simultaneous access to online learning with rich media such as streaming video, podcasts, applets, animation, etc. Target Advanced Developing Early

Infrastructure for Technology Focus Area Internet Access Connectivity/Speed 444 LAN/WAN 333 Distance Learning Capacity 233 Students per Computers 222 Other Classroom Technology 222 Technical Support 222 Between 5 and 9 students per Internet-connected multimedia computer Target Advanced Developing Early

Infrastructure for Technology Focus Area Internet Access Connectivity/Speed 444 LAN/WAN 333 Distance Learning Capacity 233 Students per Computers 222 Other Classroom Technology 222 Technical Support 222 Dedicated computer per educator Shared use of technology such as Digital cameras Flash drives Portable digital devices Interactive white boards Projection systems Target Advanced Developing Early

Infrastructure for Technology Focus Area Internet Access Connectivity/Speed 444 LAN/WAN 333 Distance Learning Capacity 233 Students per Computers 222 Other Classroom Technology 222 Technical Support 222 At least one technical staff to computers Technical support response time less than 24 hours Target Advanced Developing Early

Infrastructure for Technology Recommendations Internet Access/Connectivity Speed –Maintain Target Level as district grows LAN/WAN –Connect all rooms to LAN/WAN Distance Learning Capacity –Provide sufficient bandwidth and storage

Infrastructure for Technology Recommendations Students per Computers –Assure four or less students per Internet- connected multimedia computer Other Classroom Technology –Ensure assigned use of technologies on educator computers Technical Support –Provide one support staff to computers

Key Area Ratings Infrastructure for Technology Leadership, Administration & Instructional Support Educator Preparation & Development Teaching & Learning

Key Area Ratings Infrastructure for Technology Leadership, Administration & Instructional Support Educator Preparation & Development Teaching & Learning

Focus Area Communication and Collaboration 333 Leadership and Vision 223 Planning 222 Instructional Support 222 Budget 222 Leadership and Support for Online Learning 232 Leadership, Administration & Instructional Support Target Advanced Developing Early

Focus Area Communication and Collaboration 333 Leadership and Vision 223 Planning 222 Instructional Support 222 Budget 222 Leadership and Support for Online Learning 232 Leadership, Administration & Instructional Support Information tools and systems used for Communication Management of schedules and resources Performance assessment Professional development Target Advanced Developing Early

Focus Area Communication and Collaboration 333 Leadership and Vision 223 Planning 222 Instructional Support 222 Budget 222 Leadership and Support for Online Learning 232 Leadership, Administration & Instructional Support Campus leadership moved from Developing -to- Communicating and implementing a shared vision Target Advanced Developing Early

Focus Area Communication and Collaboration 333 Leadership and Vision 223 Planning 222 Instructional Support 222 Budget 222 Leadership and Support for Online Learning 232 Leadership, Administration & Instructional Support Campus has several technology goals and objectives that are incorporated in the Campus Improvement Plan Target Advanced Developing Early

Focus Area Communication and Collaboration 333 Leadership and Vision 223 Planning 222 Instructional Support 222 Budget 222 Leadership and Support for Online Learning 232 Leadership, Administration & Instructional Support Campus provides regular access to instructional support Target Advanced Developing Early

Focus Area Communication and Collaboration 333 Leadership and Vision 223 Planning 222 Instructional Support 222 Budget 222 Leadership and Support for Online Learning 232 Leadership, Administration & Instructional Support Campus funds and other resources are allocated to advance implementation of some technology strategies outlined in Campus Improvement Plan Target Advanced Developing Early

Focus Area Communication and Collaboration 333 Leadership and Vision 223 Planning 222 Instructional Support 222 Budget 222 Leadership and Support for Online Learning 232 Leadership, Administration & Instructional Support District regressed from integration supported by professional development back to integration supported by collaboration alone Target Advanced Developing Early

Leadership, Administration & Instructional Support Recommendations Communication and Collaboration –Use a variety of media to communicate Leadership and Vision –Promote a shared vision Planning –Create technology-rich Campus Improvement Plan

Instructional Support –Participate in learning communities Budget –Implement most of the strategies outlined in the Campus Improvement Plan Leadership and Support for Online Learning –Support online learning through professional development Leadership, Administration & Instructional Support Recommendations

Key Area Ratings Infrastructure for Technology Leadership, Administration & Instructional Support Educator Preparation & Development Teaching & Learning

Key Area Ratings Infrastructure for Technology Leadership, Administration & Instructional Support Educator Preparation & Development Teaching & Learning

Focus Area Capabilities of Educators 223 Content of Professional Development 222 Models of Professional Development 222 Levels of Understanding and Patterns of Use 222 Professional Development for Online Learning 222 Access to Professional Development 322 Educator Preparation & Development Target Advanced Developing Early

Focus Area Capabilities of Educators 223 Content of Professional Development 222 Models of Professional Development 222 Levels of Understanding and Patterns of Use 222 Professional Development for Online Learning 222 Access to Professional Development 322 Educator Preparation & Development Teachers improved from demonstrating two to three SBEC Technology Applications Standards to demonstrating four. Target Advanced Developing Early

Focus Area Capabilities of Educators 223 Content of Professional Development 222 Models of Professional Development 222 Levels of Understanding and Patterns of Use 222 Professional Development for Online Learning 222 Access to Professional Development 322 Educator Preparation & Development Content specific to subject area and to increasing productivity Target Advanced Developing Early

Focus Area Capabilities of Educators 223 Content of Professional Development 222 Models of Professional Development 222 Levels of Understanding and Patterns of Use 222 Professional Development for Online Learning 222 Access to Professional Development 322 Educator Preparation & Development Provides large group professional development sessions Target Advanced Developing Early

Focus Area Capabilities of Educators 223 Content of Professional Development 222 Models of Professional Development 222 Levels of Understanding and Patterns of Use 222 Professional Development for Online Learning 222 Access to Professional Development 322 Educator Preparation & Development Teachers adapt technology knowledge and skills for content area instruction Target Advanced Developing Early

Focus Area Capabilities of Educators 223 Content of Professional Development 222 Models of Professional Development 222 Levels of Understanding and Patterns of Use 222 Professional Development for Online Learning 222 Access to Professional Development 322 Educator Preparation & Development Focuses on customization of online courses of content for appropriate subject area Target Advanced Developing Early

Focus Area Capabilities of Educators 223 Content of Professional Development 222 Models of Professional Development 222 Levels of Understanding and Patterns of Use 222 Professional Development for Online Learning 222 Access to Professional Development 322 Educator Preparation & Development District dropped from to 9-18 hours of technology professional development Target Advanced Developing Early

Educator Preparation & Development Recommendations Capabilities of Educators –Demonstration of all SBEC Technology Applications Standards by most teachers Content of Professional Development –Use strategies that facilitate the development of higher order thinking skills and collaboration Models of Professional Development –Utilize multiple staff development models

Educator Preparation & Development Recommendations Levels of Understanding & Patterns of Use –Use technology to enhance higher order thinking skills Professional Development for Online Learning –Participate in professional development to teach online Access to Professional Development –Re-establish hours of available development

Key Area Ratings Infrastructure for Technology Leadership, Administration & Instructional Support Educator Preparation & Development Teaching & Learning

Key Area Ratings Infrastructure for Technology Leadership, Administration & Instructional Support Educator Preparation & Development Teaching & Learning

Focus Area Patterns of Classroom Use 222 Content Area Connections 222 Technology Application/TEKS Implementation 222 Student Mastery of Technology Applications TEKS 222 Online Learning 222 Frequency/Design of Instructional Setting Using Digital Content 332 Teaching & Learning Target Advanced Developing Early

Focus Area Patterns of Classroom Use 222 Content Area Connections 222 Technology Application/TEKS Implementation 222 Student Mastery of Technology Applications TEKS 222 Online Learning 222 Frequency/Design of Instructional Setting Using Digital Content 332 Teaching & Learning Teachers use technology to Direct instruction Improve productivity Model technology skills Students use technology to Access Communicate Present information Target Advanced Developing Early

Focus Area Patterns of Classroom Use 222 Content Area Connections 222 Technology Application/TEKS Implementation 222 Student Mastery of Technology Applications TEKS 222 Online Learning 222 Frequency/Design of Instructional Setting Using Digital Content 332 Teaching & Learning Teachers use technology to support content objectives Target Advanced Developing Early

Focus Area Patterns of Classroom Use 222 Content Area Connections 222 Technology Application/TEKS Implementation 222 Student Mastery of Technology Applications TEKS 222 Online Learning 222 Frequency/Design of Instructional Setting Using Digital Content 332 Teaching & Learning Teachers aware of appropriate TA TEKS At least 4 TA courses offered and at least 2 taught Target Advanced Developing Early

Focus Area Patterns of Classroom Use 222 Content Area Connections 222 Technology Application/TEKS Implementation 222 Student Mastery of Technology Applications TEKS 222 Online Learning 222 Frequency/Design of Instructional Setting Using Digital Content 332 Teaching & Learning TA TEKS are mastered by 26 to 50% of students Target Advanced Developing Early

Focus Area Patterns of Classroom Use 222 Content Area Connections 222 Technology Application/TEKS Implementation 222 Student Mastery of Technology Applications TEKS 222 Online Learning 222 Frequency/Design of Instructional Setting Using Digital Content 332 Teaching & Learning Teachers customize several web-based lessons Target Advanced Developing Early

Focus Area Patterns of Classroom Use 222 Content Area Connections 222 Technology Application/TEKS Implementation 222 Student Mastery of Technology Applications TEKS 222 Online Learning 222 Frequency/Design of Instructional Setting Using Digital Content 332 Teaching & Learning Target Advanced Developing Early District regressed from using technology weekly in various settings to just using it in the classroom, library or lab

Teaching & Learning Recommendations Patterns of Classroom Use –Use technology to develop higher-order thinking skills and collaboration Content Area Connections –Incorporate technology into TEKS Technology Applications/TEKS Implementations –Consistently use TA TEKS

Teaching & Learning Recommendations Student Mastery of Technology Applications TEKS –Mastery of 51 to 85% of TA TEKS by students Online Learning –Create web-based lessons Frequency/Design of Instructional Setting Using Digital Content –Ensure the availability of mobile technology

Key Area Ratings Infrastructure for Technology Leadership, Administration & Instructional Support Educator Preparation & Development Teaching & Learning

Summary of Key Areas Key Area Teaching and Learning (TL)13 Educator Preparation & Development (EP)13 14 Leadership, Administration & Instructional Support (L)1315 Infrastructure for Technology (INF)1617 Target Advanced Developing Early

Final Recommendations Build solid infrastructure foundation Increase professional development opportunities Prepare staff for survey

References All information retrieved from: Texas Education Agency. (n.d.). Star chart. Retrieved November 10, 2009, from Photo Slide 3: Planning Meeting [Online Image]. (n.d.). Retrieved November 12, 2009, from