Campus Technology Action Plan

Vision

To improve instruction and learning for all students using the integration of technology to create engaging activities, programs, tasks, assignments, and opportunities that result in high levels of student achievement. The vision focuses in on the following four key areas that are aligned with the Texas Long Range Technology Plan.

1. Improve academic achievement, including technology literacy, of all students through the integration of technology into curriculum, instruction, and assessment.

2. Increase the capacity of educators to integrate technology effectively into curriculum, instruction, and assessment through ongoing, sustained, high quality professional development.

3. Increase the level of instructional, technical, and administrative support of the integration of technology into curriculum, instruction, and assessment through planning, budgeting, and funding.

4. Increase the level of student and teacher support and access to commonly used, specialized, new and emerging technologies, including but not limited to computers, the Internet, and network resources.

Organization Chart of Responsible Persons for the Integration of Technology

Executive Director of Technology Services:
Responsible for overseeing all technology needs in terms of infrastructure and technical support as well as providing guidance to all others for fulfilling stated vision and goals.

Campus Principal / Campus Technology Coordinator:
Principal provides organizational leadership for faculty and staff for technology goals and oversees the completion of the action plan. He or she will delegate responsible persons to fill key positions in the plan. The campus technology coordinator will provide the technical assistance and knowledge needed to facilitate and teach other staff members the necessary tools and skills needed for completion of the plan.

Academic Deans/Department Heads---Department Technology Liaisons---Assistant Principals: Academic Deans and Department Heads will oversee and facilitate integrating technology into curriculum and lesson plans. Department technology liaisons are highly trained teachers in each academic area who will provide technical support to their department so that integration can occur and help is there when needed. They will provide the “desktop” professional development needed. Assistant Principals will operate similarly as Deans except for non-teaching staff.

Teachers---Non-teaching Staff:
Teachers will be the ones who implement integration of technology when gathering data and in teaching and learning. Non-teaching staff will also integrate technology of gathering and disseminating data. They will not be involved in teaching.

Students:
Student success with learning through integration will be the method of evaluation of success with the plan.

Assessment

Objectives and strategies to support the vision of this technology action plan are based on assessment data from Technology Excellence Indicator System Surveys, Campus School Technology and Readiness Charts (STaR), and feedback via surveys, Speak Up, Project Tomorrow as well as interviews of all stakeholders including students.

Professional Development design is organized in four phases. One phase will occur each nine weeks and will gradually help increase teacher and staff technology skills and competency.

Phase 1: Staff development day that provides an overview of the vision of the Technology Action Plan; breakout round table sessions to solicit teacher/staff thoughts and ideas concerning integration of technology for teaching and learning; assessing current individual teacher technology skills followed by assigning teachers to teams based on skill level (teams will consist of teachers from all skill levels in order to provide mentors and mentees in each team as well as a department technology liaison, assistant principal or academic dean); timeline and plan for 1st nine weeks established by each team that ensures proficiency by each team member with basic technological tools (web2.0, Excel, PowerPoint, Word, search engines etc.)

Phase 2: Staff development day focusing on data gathering skills, data assessment skills, timeline and plan by each team identifying areas and strategies for improvement in teaching and learning using technology as well as a plan for evaluation. New teams will be assembled by academic and staff area and will continue to include the academic dean/assistant principal (for non-teaching staff) and a department technology liaison. Each team’s plan must align with the stated goals in the Campus Technology Action Plan. At the end of the staff development, each team will share their plan with all participants. The team will implement this phase over the second nine weeks and report on the progress at the Phase 3 staff development day.

Phase 3: Staff development day that begins with report on phase 2 success by each team. The focus of this day is to develop specific activities and lessons for the previously identified strategies that address the areas of need. Develop a timeline and specific plan identifying each activity and when it will be used for teaching and learning during the 3rd 9 weeks. Evaluation tools will also be determined by each team for assessing effectiveness of the activities/strategies.

Phase 4: Staff development day that begins with report on Phase 3 success by each team based on previously determined assessments. The focus of this day is to evaluate these assessments and then adjust each teams plan to address any failures. Evaluation will then lead to round table discussions with each group focused on adjustments for the next year. Each team’s recommendations will be shared with the whole group. Similar recommendations will be consolidated to the least number possible. The group will then prioritize the remaining ideas and a plan and timeline will be developed for implementing adjustments for the next school year.

Evaluation

The Campus Technology Action Plan will be evaluated using post data from the Technology Excellence Indicator System Surveys, AEIS data, Campus School Technology and Readiness Charts (STaR), surveys of stakeholders, Speak Up, Project Tomorrow as well as interviews of all stakeholders including students. This is the same data used for assessment and should provide an accurate picture of progress. Additionally, ongoing evaluation will take place in all phases by periodic assessing as well as feedback from technology liaisons and the campus technology coordinator. Once complete, evaluations will be presented to leadership for reflection and possible revisions for future plans and professional development. Revisions and future plans should include input from all stakeholders.