Mariel Moreno-EA1189

Technology Action Plan

The analysis of the Texas STaR chart and interviews with students, teachers, technology
personnel and administration has revealed a need in the areas of Teaching and Learning and
Educator Preparation and Development. Currently, the district has 58% of their total Technology
budget for 2010-2013 dedicated to teaching and learning, and only 11% dedicated to Educator
Preparation and Development. This Title II funding focuses mostly on hardware and equipment
at the campus levels. The goals, strategies, and objectives are evaluated by the District
Technology Steering Committee (DTSC) and by the Site Based Decision Making Committee on
the campus level. The Campus Improvement Plan is revised annually. The revisions use the
Long Range Plan for Technology as a guideline. The goal of the following campus action plan is
to improve technology in both of these areas, based on the district and campus Long Range Plans
for Technology and the District Technology Staff Development Plan

Personnel:

• Dedicate federal funding to hire a certified teacher to teach a technology course based on
TEKS to students Pre-K through 5th grades

• Incorporate the lab into the block schedule

Software/Hardware:

• Investigate and implement the use of e-books and electronic resources in the classroom.

• Investigate and implement the use of creative and educational software in the classroom.

• Purchase laptop carts for each grade level to increase the student-to-computer ratio.

Instruction:

• Create two lab classrooms where teachers focus on teaching through technology. Each
student would have their own laptop.

• Increase collaboration between the departments of instruction and technology via web
conferences.

• Require the use of online assessment, enrichment and educational software to support and
enhance instruction.

Professional Development:

Administrators:

• Conduct a campus walkthrough with the SBDC to interview teachers.

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• Evaluate teachers’ needs and abilities regarding technology.

• Compile data and use it to drive professional development.

• Create professional development sessions addressing the utilization and

benefits of technology use in the classroom.

• Differentiated classes and online learning would focus on:

 Smart Board Use in Literature curriculum

 Smart Board Use in Science / Math curriculum

 Use of the District Network

 Use of E4 / Blackboard

 The use of and benefits of Wikis, Blogs, Power Point, and Podcasts in
literature

 The use of specific software such as PowerPoint, Excel, OneNote,

Windows Movie Maker etc.

 Implications of cyber ethics, copyright law and intellectual property

 Monitor and assess progress of staff in the integration of technology

proficiencies based on the SBEC standards for technology.

• Monitor and assess progress of staff in the integration of technology

proficiencies based on the SBEC standards for technology.

Data Gathering and Analysis:

• In an effort to streamline data gathering, our campus is in the process of creating a

program that holds student documentation such as, r assessment information, special
services, interventions, retentions, photo and internet permission/denial, and personal
data (Student Profile Form). This would assist in the analysis of learning patterns,
problems, and in effectively planning and implementing interventions.

• The Crystal Report system should be improved to print specific assessment reports.
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• Campus specific survey to analyze the needs on the campus outside the STaR chart data.
Funding:

• Create a grant writing committee to research available funding for hardware and software
purchases and write and submit grant applications under the guidance of the district grant
department.

Principal’s Role:

In the incorporation of the campus technology action plan, the principal will create innovative
funding opportunities for technology improvement. He will work closely with the Campus
Technology Integration Specialist to plan and implement professional development
opportunities, investigate effective learning software and acquire hardware that is utilized in the
most efficient way. He will also work closely with the instructional supervisor to ensure the
TEKS are addressed in teaching and learning with technology in the classroom. The principal
will regularly evaluate teachers’ technology proficiencies and effectiveness of their instruction
with the assistance of the campus curriculum leads. To ensure the campus and district technology
plan is implemented and improved upon in the Campus Improvement Plan, he will work closely
with the SBDC.

EVALUATION OF THE TECHNOLOGY PROFESSIONAL DEVELOPMENT PLAN:

• Define expectations for all technology competencies and assess through PDAS.

• Require reflections from teachers and students concerning learned and implemented
technology.

• Assist teachers in developing online communication systems to collaborate and self-

assess.

• Bi-Annual reviews of progress within the campus Long Range Plan for Technology and
the Campus Improvement Plan.

• Track student achievement to see if technology is impacting student success on state

standardized assessments.

• Ongoing informal interviews with teachers are conducted by the campus technology
support staff.

• Professional Development feedback with area to report additional needs/comments.

• Monitor logins for internet, intranet, communication system and digital instructional
resources and databases.
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• Increased documentation of technology integration into lessons.

Technology Organizational Chart

Chief Technology Officer - Plan, organize,

implement, service, and monitor technology
systems to improve the management reporting
and instructional operations of the district;
provide overall coordination and direction for
technology services in effective utilization of
resources to accomplish established goals.

Director of Technology - Direct the development and implementation of district-

wide instructional technology programs and initiatives, especially those which
enable and augment the professional development of the educators and
paraprofessionals of the Clear Creek Independent School District. Develop and
enable the support and service relationships which enhance the delivery of
Elementary ITS: Implement,
instructional technologyPrincipal:
into the Campus
campuslevel
settings.
monitor and evaluate media funding, professional development, data
resources for instructional purposes. collection, curriculum integration, and the evaluation of teacher
Collaborate with all district technology proficiencies and effectiveness of instruction. Ensure the
campuses concerning technology campus and district technology plan is implemented and improved
needs. upon in the Campus Improvement Plan.

Instructional Supervisor: Provide leadership and expertise in the overall

Campus Technology Integration
Specialist: Select, acquire and install
hardware and software for
administrative and instructional
applications while providing technical
assistance to resolve problems and
professional development for teachers.
instructional program of the district, including technology. Support the district
mission, vision, and strategic goals. Plan for and provide effective staff
development that is based on research and best practices, supports the district
curriculum, and incorporates the vision and mission of Clear Creek ISD. (i.e.
CCISD Long Range Plan for Technology) Manage and utilize data effectively for
systemic process and program analysis. Account for the accuracy and verification
of all student program data and reports. Implement data-driven decision making
for improvement efforts based on best practices.

Campus Computer Technician: Curriculum Leads: Ensure that technology use with curriculum
Support all campus hardware, laptops, integration addresses TEKS and the district curriculum instruction
peripheral equipment and desktops. model is followed.
Maintain the District’s wide-area-
network (WAN) and a local area
network (LAN) on campus and Classroom Teachers: Implement technology into lesson plans and
administrative sites. utilize classroom equipment to its fullest capacity while addressing
TEKS. Teach technology TEKS while facilitating learning and
enabling the students to be flexible and explorative in learning.