Created By: Erin McAlister Christiana Elder Sherene Mayner Freddie Martinez

 What we know:  Lack of Success in Technology Integration  Insufficient Hardware  Lack of Technology Support  Lack of Administrative Support  Lack of Commitment  Lack of Teacher Training  Problem Statement:  Marietta High School is in need of an integrated technology program..

 What we need to know:  What budget is available for the transformation of the physical structures and professional development?  What are the reasons for the failures for integrating technology.  Possible Actions  Staff Development  Instructional Specialists  Provide Motivation  Encourage Leadership

 Analyze Information  Presentation

 April – initial assessment  Hardware  Infrastructure  Campus beliefs  May – Cabinet formation and early campus level planning  Gathering resources  Preparation to work with outside groups  Announcements  Press Release  Community Forum(s)

 June – Cabinet and campus technology leaders prepare and begin early leadership training  Paid to participate (stipends)  Open to all Faculty and Staff  stipulations:  Will train peers  Will participate in continuing technology education  Example Training Program Example Training Program  July – work with outside groups  Assess current plans and collaborate with community partners to fine tune steps and prioritization of implementation modules

 August – begin working with second group of faculty and staff and Building Preparation  Campus and district technology groups will collaborate and train teachers prior to official first day back  House keeping and Building Management will arrange classrooms according to plans  September – All leaders participate in debriefing sessions, re-group  October – Meet with Superintendent

 Productivity Vs. Problem Based/Authentic/21 st Century Learning  COWs  Wireless Access – 3G (stand alone)  Web 2.0  Wikis & Google Docs  OpenSource Software  Online Collaboration

 Veteran teachers are not “computer savvy”  Afraid to learn or just don’t want to put the time into being taught  Unsure of district commitment  Unsure of available resources  Viewing technology as cost or investment  Maintenance  Increasing enrollment  Teacher turnover and the lack thereof

 Corporate Sponsors  ideology and vision  District Technology Groups  Instructional technology Staff, Information Systems, Division, Content area staff, District Technology Leadership Teams, Campus Technology Leadership Teams, Educational Technology Advisory Committee  Leaders Currently on Staff  Peer Leadership  Empathetic to the plight

 Students  insightful  eager  knowledgeable  Parent (PTO)  Quick Start  Vertical and Horizontal Teams  Logical Sequencing  Best Practices

 Executive Level  Superintendent and Campus Administration to oversee adherence to plan and to continue with formative assessment, utilizing specifically designed assessment tools  Team Approach  Project Manager  Team consisting of most qualified Campus, District, and Corporate stakeholders

The four goals are:  Increase effective integration of technology by educators into curriculum, instruction, and assessment through professional development.  Through the integration of technology into curriculum, instruction, and assessment, improve academic achievement, including technology literacy, of all students.  Increase the level of student and teacher support/access to technologies, including but not limited to computers, the Internet, and network resources.  Increase instructional, technical, and administrative support of the integration of technology into curriculum, instruction, and assessment through planning, budgeting, and funding.

Assessment Process:  Several assessment tools were used to analyze the status of technology in the District and establish future needs. The Texas Campus School Technology and Readiness (STaR) Chart and the Educator Technology Standards have provided the most feedback on what is working well and what areas are in need of improvement.  The Educator Technology Standards are delineated into three levels of proficiency: Basic, Intermediate and Advanced. The timeline for Educators to achieve proficiency in each level of the Educator Standards is as follows: Foundations ( ); Basic ( ) and Intermediate ( ).

 The campus has had insufficient hardware, inappropriate and or insufficient software, lack or inadequacy of technology support, lack or inadequacy of teacher training and staff development, lack of administrative support, mismatch between the technology and educational need, and lack or inadequacy of initial and continuing funding.

Areas of need:  Professional development for teachers in integrating technology into the classroom.  Instructional support specialist on each campus to assist classroom teachers as a model teach situation.  The district has implemented a technology proficiency assessment order to help certified professionals within the District meet SBEC and NCLB Technology Proficiency expectations.

To meet the technology goals, the campus will do the following:  Access mentors from neighboring campuses experienced in implementations of technology.  Update campus infrastructure technology needs for the initial year during the summer prior.  Assign technology department leaders to share integration ideas and successes with the faculty. This will be the “go to” person for the grade level. Include one day per nine weeks for technology training for the leaders with the Instructional Technology Specialist.  Provide one day during the year for each department to come up with integration ideas for their academic subject.  Hire an Instructional Technology Specialist and a Technical Support Specialist to assist in improvement of technology.

 Offer a free class period covered by administration for sharing an integration lesson with faculty and staff.  Demonstrate proficiency for different levels of technology. Offer teachers incentives for meeting the requirements of the assessments. If all proficiencies are met, the teacher will provide documentation of implementing technology into the classroom. If the teacher completes all requirements, offer a laptop for their use.

 Focus on a small group of motivated teachers to begin the transformation to new teaching models.  Hire a full time Instructional Technology Specialist to assist in integration.  Provide staff development throughout the year on the new technology hardware teachers are given in their classrooms.  Allow one day per nine weeks for teachers to plan technology-rich lessons in their content area with support of the ITS.

 Create an environment for teachers to share ideas to assist in motivation.  Create technology leadership opportunities for teachers to volunteer.  Provide staff development on problem-based learning to assist in integration ideas.  Purchase Bill Daggett’s “How to Design Gold Seal Lessons” and “Instructional Strategies- Teacher Handbook” to provide integration lesson assistance.