labama technology plan/update transform 2020 documents... · hybrid/blended (combination), webinar,...

Version: June 16, 2016| ALABAMA STATE DEPARTMENT OF EDUCATION | EDUCATIONAL TECHNOLOGY

Planners document Purpose: (Vision, Mission,

Values/Beliefs), Community Description,

Program Coordination, Key Achievements,

Desired Improvements, and Student

Achievement Information.

(1.)

Executive

Summary

Planners document fair representation of

appropriate Stakeholder engagement in

planning (process and product).

(2.)

Stakeholder

Involvement

Planners document process and actions to

ensure compliance and accountability for

technology (inventory, infrastructure, survey

results, EducateALABAMA evaluations-

aggregate data), E-Rate, professional

learning, supporting documentation, etc.).

(3.)

Technology

Diagnostics

Planners update (add, remove, edit) Goals,

Objectives, Strategies, and Activities to meet

the Technology Plan requirements, using the

ASSIST Goal Builder. (Use the three required

Alabama Goals, and the Objectives that best

relate to your needs, as identified by the

Transform 2020 Survey results, etc. Create

your own Strategies and Activities.)

ALSDE Educational Technology Section

Reviewers follow the Checks and Balances

process and communicate with Planners to

ensure that the Technology Plan/Update

includes all the required components.

(4.)

Tactical Plan

(5.)

Review &

Approval

Workflow

ALABAMA TECHNOLOGY PLAN/UPDATE:

TRANSFORM 2020

GUIDANCE FOR SCHOOLS AND DISTRICTS

Version: June 16, 2016| ALABAMA STATE DEPARTMENT OF EDUCATION | EDUCATIONAL TECHNOLOGY

* District Technology Plan is Due no later than Oct. 15

October 15 District

Technology Plan:

Due to ALSDE

Educational Technology

for Review/Approval

Version: June 16, 2016| ALABAMA STATE DEPARTMENT OF EDUCATION | EDUCATIONAL TECHNOLOGY Page: 3

Table of Contents

Alabama Technology Plan/Update Process: Transform 2020 ...…………………………………………….1

Table of Contents………………………………………………………………………………………………………………………2

(1.) AdvancEd Assist: How to Get Started...................................................................................3

(2.) District/School Executive Summary.....................................................................................3

(3.) District/School Stakeholder Involvement ...........................................................................4

(4.) District/School Technology Diagnostics .............................................................................5-9

Data, Funding…………………………………………………………………………………………………………………..5

Needs Assessment, Professional Learning………………………………………………………………………..6

Inventory/Infrastructure (School Profiles)…………………………………………………..........................6-8

(5.) District /School Tactical Plan............................................................................................ 812

Goal, Objective Builder & District/School Plan Vital Components (Must Haves)……………..10

Goal References……………………………………………………………………………………………………………..10

Objectives………………………………………………………………………………………………………………………10

Strategies…………………………………………………………………………………………………………………..10-11

Activities………………………………………………………………………………………………………………………..11

Example of Goal, Objective, Strategy, and Activity……………………………………………………11-12

(6.) District Review and Approval Workflow………………………………………………………………… 13-14

(7.) Transform 2020 Update Steps* (to update existing plan) ………………………………………… 15-16

(8.) District Assurances…………………………………………………………………………………………………17-18

(9.) Creating and Accessing Transform 2020 Reports ……………………………………………………….19

(10.) District Review of School Technology Plans ……………………………………………………………….20

(11.) Transform 2020 Technology Plan Review Checklist …………..…………………………………….21-24


ASSIST How to get started

Go here - https://cas.advanc-ed.org/cas/login

Click on the green button on the right that says “Create new Account”

Set your first name, last name, confirm your email and set your password.

ACCESS Code – for SDE, leave blank. For LEAs, Jean Scott, [email protected], has access codes.

Click the “register” button.

(2.) District/School Executive Summary

The Executive Summary provides Planners with an opportunity to describe in narrative form its purpose as well as strengths and challenges within the context of continuous improvement. Use the links

below to navigate the Executive Summary and respond to the various questions. The responses should be brief, descriptive, and appropriate for the specific section. Ensure that all Key District Program staff work collaboratively to provide input into the District Executive Summary, and all School Staff provide input into the School Executive Summary.

It is recommended that the responses are written offline and then transferred into the following sections.

Description of the School District/School Describe the size, community/communities, location, and changes experienced in the last three years.

Include demographic information about the students, faculty/staff, and community at large. What

unique opportunities and challenges are associated with the community/communities? (Narrative)

Notable Achievements and Areas of Improvement Describe your notable student achievements and areas of improvement in the last three years. Additionally, describe broad areas for improvement that you will be striving to achieve in the next three years. (Narrative)

District/School/School of Education Purpose Provide the purpose statement and ancillary content through the mission, vision, and values/beliefs.

Describe how the District/School/School of Education embodies its purpose through its program

offerings, technology, and expectations for students. (Narrative)

Values and beliefs are brief, numbered statements about what your highest aspirations are for

your students, staff, faculty, community, state, nation, and world based upon what skills and

dispositions you think students will need to be successful in life, school, and careers.

The vision statement describes the “perfect” world stakeholders would see if the mission is

achieved. It evokes excitement, paints a picture, and has the effect of enrolling others.

The mission statement should be brief, describe how the vision will be realized, and contain

essential resources you will need (people, time, funding, technology, facilities, etc.).

https://cas.advanc-ed.org/cas/login


Additional Information Provide any additional information you would like to share that you were not prompted to complete

in the previous sections. (Narrative)

(3.) District/School Stakeholder Involvement

Stakeholders are all the people that the plan will impact directly and indirectly. The Stakeholders have vested, real interests in ensuring the highest quality educational experience for every student. They may be partners, employees, teachers/faculty/staff, board members, community members, parents, and of course students themselves (former, current, future).

The Overall Planning Team should be comprised of representative stakeholders who should be involved according to levels of expertise and closeness of impact. Involvement spans range from an input/advisory capacity to writing/expert levels. For example, it is helpful to have a Core Writing Team comprised of key program experts responsible for creating the basic content for input by the Overall Planning Team. Subgroups may be formed according to levels of involvement. All should clearly understand their roles and expectations in the process and final plan produced.

1. Describe the process used to engage and solicit input from a variety of stakeholders in the

development of the plan. Include information on how stakeholders were selected and informed

of their roles, and how meetings were scheduled to accommodate various levels of input into

the plan (For example, levels may range from the Core Writing Team to Advisory capacities.).

(Narrative)

2. Describe how your program is included in other program planning and discussions (Technology,

Special Education, Career Technical, Prevention/Support, Federal Programs, Curriculum and

Instruction, Leadership, ARI, AMSTI, etc.). (Narrative)

3. List each Team Member and their respective Job Positions and Team Function being sure to

include experts in each key program area. (Examples of program areas include Technology,

Special Education, Curriculum and Instruction, Content Specialists, Leadership, Federal

Programs, Career Technical, Project-Based Learning Specialists, etc.). (Narrative)

4. Explain how the final plan was/will be communicated to all stakeholders, and the method and

frequency in which stakeholders will receive information on the status of activities and progress

during the year. (Narrative)


(4.) District/School Technology Diagnostics

Data, Funding, Needs Assessments, Professional Learning, 1. Data Sources. Select all sources of data used for planning:

Board of Education actions Compliance Monitoring Reports Continuous Improvement Plan Discipline and Attendance Reports EducateAlabama Data End-of-Course Assessments Federal Government Regulations Formative Assessments Graduation Rates Inventory & Infrastructure Report--Fast and Easy Access to network, and Availability of

Technology School of Education (SOE) Accreditation Reviews/Reports Other Data Sources--be specific Principal Walk-Through Checklist Professional Learning Evaluations, Lesson Plans SpeakUp Data State Government Regulations Student Achievement Data Technology Program Audit, etc. Transform 2020 Surveys (*Required)

Funding 2. Funding Sources. Select the most probable Funding Sources for each activity.

Annual Giving Fund Booster Fund Capital Improvement Fund Career Technical Funds District Funds (Local Funds) Endowment/Memorial Fund Financial Aid General Fund Perkins Scholarship Fund School Council Funds State Funds Title I, Part A Title I, Part C Title I, Part D Title I, School Improvement Title I, Schoolwide Title I, School Improvement Grant (SIG) Title II, Part A Title III Title IV, Part A Title IV, Part B USAC Technology No Funding Required Other:


Needs Assessment

3. Strengths & Needs. Address each of these Technology Program areas below. Be sure to cite the data that you used to determine the strength and need areas. (Narrative)

A. Strengths. For each area, list the top 1-3 areas of strength of your technology

program. Identify both the data sources for how you determined that they are strengths and cite the specific data that led you to this conclusion.

B. Needs. For each area, list the top 1-3 areas of need associated with your technology program. Identify both the data sources for how you determined that they are needs and cite the specific data that led you to this conclusion.

Technology Program Areas 1) Infrastructure (fast and easy access to network, digital content) 2) Inventory (fast and easy access to technology) 3) Student Learning (subject area processes and content; technology skills and

dispositions to ensure school, career, and life success) 4) Professional Learning Program (Teachers, Staff, Leaders, Community) 5) Teacher Use—Teaching (how teachers use technology to teach as well as require

students to use technology to learn) 6) Teacher Use—Productivity (how teachers use technology for increased productivity) 7) School Leaders Use—Productivity (how administrators use technology for increased

productivity) 8) Other (Optional)

Professional Learning 4. Topics. Based upon the strengths and areas of need listed above, what are your

Professional Learning Topics for the upcoming year? (Note: You do not have to address all needs or build upon strengths in one year! You will need to prioritize them over three years.) (Narrative)

5. Logistics. For each topic, include: (Narrative) A. What kind of Delivery Method(s)?—Face-to-Face (onsite or offsite),

hybrid/blended (combination), webinar, videoconferencing, online (real-time or asynchronous), etc.

B. Time? Number of hours C. Who will attend? (teacher, school administrator, district administrator,

specialists, other ) D. Who will present? (Indicate type or name, i.e. Technology in Motion Instructional

Specialist, ALEX A.C.E. Trainer, ACCESS trainer, LEA staff, AETC attendance, external trainer, corporate, consultant), etc.

Inventory/Infrastructure (School Profiles)

In ASSIST click the blue pencil beside Technology Diagnostic then “Create a New Technology Diagnostic.” Include 2016-17 in the description. Inventory/Infrastructure is the fourth item in the list. The 2016-17 Transform 2020 Technology LEA Inventory will be completed in SharePoint.


Or you may use this link directly to the Technology Plan Inventory website to only access the inventory: https://connect.alsde.edu/sites/erate/LEATech

1. You must be logged into EDDir. (If “Web Part Error” appears click “Sign In” in the upper right hand corner.)

2. You may consolidate the entry by only sharing this link with those individuals on your staff but each of them must log into EDDir.

3. Questions concerning the content of Demographics, Hardware and FTE should be directed to your Educational Technology Representative.

4. Questions concerning Network Infrastructure content can be directed to Jerome Browning, [email protected].

5. This Inventory system will be a part of your Technology Plan process but you will not be required to upload this data into ASSIST. The data entered here will be reviewed and evaluated by ALSDE staff and included within the Technology Plan evaluation process.

A. Instructional Spaces 1) WiFi /WLAN Active Classrooms: Add the total number in each grade level

a. Classroom Count

b. WiFi/"WIRED" Standards Met Classroom

c. Access Points Serving (802.11_ wireless LAN standards)

2) WiFi/WLAN Other Active Instructional Spaces (counts and standards met):

a. Library/Libraries

b. Gymnasiums

c. Other

3) Wireless Controller Information: (Shared Wireless, Dedicated, Cloud Based)

a. What type wireless controller environment is deployed at this school?

b. How many switches are installed and in use at this school?

c. What is the predominant LAN wiring technology deployed at this school?

d. What type of firewall is deployed?

e. What Type Content filter?

B. One-to-One Information (by grade level)

1. On a 1:1 basis (Students can take home devices after hours)

2. On a 1:1 basis (Devices cannot be removed from school)

3. On a cart for in-classroom use only

4. Only available for check-out from school library, media center, or computer lab

5. None, but students are allowed to use their own personal mobile devices in school under a "Bring Your Own

https://connect.alsde.edu/sites/erate/LEATech


Device" (BYOD) Policy. (By number of BYOD policies signed)

6. Other:

C. Device Inventory (Must NOT leave any blanks.)

1. How many devices are currently deployed and in active use in this school? (for student & teacher use)

2. Does the school have a Mobile Device Management (MDM) system deployed to manage school-owned

devices? (Y/N)

3. Does the school already own digital content licenses for its textbooks? (All, Some, None or Other. Explain if

anything other than all.)

D. Off Campus Availability

Describe any off-campus Internet Access projects or resources that are made available to students outside the

school grounds?

E. Wide Area Network Participation for this School: (If a facility is not listed, notify Jerome Browning for a link to add the school.) This school, ,connects directly/indirectly to Connecting Facility:_____________ via a____________(Function) type transport circuit. It is a___________ type connection with a ________ _____ download bandwidth speed and a _________ _____ upload bandwidth speed that is burstable up to a ________ ___ bandwidth. The district/ASA files the E-Rate Application with a monthly recurring cost of ___________ and an initial Non-Recurring Cost of __________. The current contract for this circuit expires __________. The initiating Funding Request Number (FRN) that was filed in FY_____ is ________.

Rare: This school is part of a ring or similar topology and is also connected directly/indirectly to ______________________ via a_____________________ (Function) type transport circuit. This circuit will also be included at that facility.

5.) District/School Tactical Plan

Goals & District Plan Vital Components Now is your chance to address areas of need identified in Section 3. Using the ASSIST Goal Builder, select those prioritized needs/strengths that you have decided to work on over the next three years. You will need to match the Transform 2020 objectives to these prioritized needs and then create strategies and activities to achieve these objectives. (First year: You will have to copy and paste Goals and Objectives from the Transform 2020 document.)

There is also a short list of Vital Components or “Must Haves” that you will need to be sure you include in the activities sections of your plan.

Goal 1: Student Learning

Engage and Empower the Learner Through Technology. All learners will have effective, engaging, challenging, and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society.

Student Learning (subject-area processes and content; technology skills; and

dispositions to ensure school, career, and life success)


Other (Optional)

Goal 2: Educator Learning

Prepare and Support Teachers and Leaders to Graduate College- and Career-Ready Students. Teachers/Faculty Members and Leaders (PK-21) will be prepared to use and help students to use digital resources and technology tools in order to provide quality, engaging learning experiences that best prepare PK-12 students with the skills, knowledge, and dispositions necessary to be successful in school (PK-21), careers, and adulthood.

Professional Learning (Teachers, Staff, Leaders, Community) Teacher Use—Teaching (how teachers use technology to teach as well as require

students to use technology to learn) Teacher Use—Administrative (how teachers use technology for increased productivity) School Leaders Use—Administrative (how administrators use technology for

increased productivity) Other (Optional)

Goal 3: Infrastructure

All educators and students will have tools to access a comprehensive viable infrastructure when and where they need it. All students and educators will have access to a comprehensive infrastructure for learning and productivity using digital tools, when and where they need it in order to fully support a society of learners in which learning is life-long and life-wide.

Infrastructure (fast and easy access to network, digital content) Inventory (fast and easy access to technology) Other (Optional)

Version: June 16, 2016, 2016| ALABAMA STATE DEPARTMENT OF EDUCATION | EDUCATIONAL TECHNOLOGY Page:

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Goal, Objective Builder: District/School Plan Vital Components (Must Haves)

Note: You must use the exact wording from the Transform 2020 Goals and Objectives that best fit the Strategies and Activities that you create. Be sure to create strategies and activities based upon needs/strengths that you identified in the Technology Diagnostics. You chose the needs you want to work on and strengths you want to build on for at least the next three (3) years. (The Transform 2020 Survey results should be most helpful here!)

Goal References (Must address these three goals with at least one objective per goal.)

Goal 1: Engage and Empower the Learner Through Technology.

All learners will have effective, engaging, challenging, and empowering learning experiences both in and out of school that prepare them to be active, creative, knowledgeable and ethical participants in our globally networked society.

Goal 2: Prepare and Support Teachers and Leaders to Graduate College- and Career-Ready

Students.

Teachers/Faculty Members and Leaders (PK-21) will be prepared to use and help students use digital resources and technology tools in order to provide quality, engaging learning experiences that best prepare PK-12 students with the skills, knowledge, and dispositions necessary to be successful in school (PK-21), careers, and adulthood.

Goal 3: All educators and students will have tools to access a comprehensive viable infrastructure

when and where they need it.

All students and educators will have access to a comprehensive infrastructure for learning and productivity using digital tools, when and where they need it in order to fully support a society of learners in which learning is life-long and life-wide.

-----------------------------------------------------------------------------------------------------------------------------------

Objectives: Locate the most appropriate Transform 2020 objectives based upon need/strength

identified through one or more Transform 2020 Surveys, and use the goal/objective builder in ASSIST

to complete the objective components. (Must have at least one Objective for each of the three Goals.)

Create Strategies: (At least one Strategy per Objective)

Strategy 1 Area: Use Technology and Communication Tools to Increase Student

Achievement.

Strategy 2 Area: Ensure Teachers and Instructional Leaders are Prepared to Teach and Lead

Students so that they are Prepared for Work and Life in a Digital World.

Version: June 16, 2016, 2016| ALABAMA STATE DEPARTMENT OF EDUCATION | EDUCATIONAL TECHNOLOGY Page: 11

Strategy 3 Area: Ensure all Educators and Students have ready access to a dynamic

infrastructure.

Create Activities Using Each of these Prompts: (At least 15 Total Activities--one or more per Strategy); Include date(s) and year for each activity, prioritizing them according to your needs.

Create at least three (3) programmatic, digital learning integration activities geared toward impacting student achievement in all schools (District Plan). (Note: May be different activities for different schools, but all schools must be implementing at least one major related strategy.)

Create one (1) or more activities that focus upon using digital tools to improve achievement of all students with special emphasis upon high need and high poverty students.

Create at least five (5) district-wide activities geared toward preparing PK-12 teachers to use technology and digital content to help students meet Alabama’s College- and Career-Ready Academic Standards.

Create at least two (2) district-wide activities geared toward preparing leaders to lead technology planning and use digital tools and resources effectively in their jobs as instructional leaders.

Create one (1) or more activities that facilitate and improve the use of telecommunications networks (phone/Internet/email) among educators, students, and parents/community to improve learning.

Create at least three (3) activities that explain how the network, technical support staff, instructional support staff, and digital teaching and learning resources accessed through the network will be linked to the achievement of learning goals of the District.

Example of a Goal, Objective, Strategy, and Activity:

Goal 1: Engage and Empower the Learner Through Technology. (Academic Goal)

Measurable Objective 1.1: 95% of fourth grade Students at Smith and Watson Elementary Schools will demonstrate creative and critical thinking expertise, and effective collaborative communication skills in Math and Science classes by May 1, 2017 by developing innovative products and processes using technology in a variety of learning environments as measured by project assessment guides.

[Note: The part that is underlined is Objective 1.1 as written in the Transform 2020 Plan; the part that is not underlined is the measureable part of the objective created using the goal/objective builder in ASSIST.]

Strategy 1: [You create from scratch.]


These two schools will implement project-based learning focusing upon a strong STEM curriculum.

Activity Name--Project-Based Teacher Teams [Name each Activity to keep them distinct.]

Activity

Type

Begin date End date Resource

Assigned

Source of

Funding

Staff

Responsible

Activity Description

1.) Trainers at each school will attend Project- Based Learning Training and return to their schools to train their colleagues in teams to plan and implement PBL strategies.

Training 10/01/16 10/15/18 $800

(Subs)

Title II,

Part A

Jones,

Tech.

Coord.

Activity Name--CCRS Digital Resources

Activity Description

2.) Teachers at each school will work in groups each week by subject area to locate/share digital content to teach Math and Science Standards (CCRS) in a PBL Classroom.

Planning 10/22/16 12/15/18 $0 -0- Smith,

Curr. Coord,

ETC.

Technology Support Personnel (Use FTE equivalency)

A. Technology Coordinators

1. Number of Technology Coordinators

2. FTE Equivalency

3. Funding Source (L=Local, S=State, F=Federal, G=Grant; include all applicable)

B. Network Administrators

1. Number of Network Administrators

2. FTE Equivalency


C. Technicians

1. Number of Technicians

2. FTE Equivalency


D. Instructional Technology Coaches*

1. Number of Instructional Technology Coaches

2. FTE Equivalency


* An Instructional Technology Coach is defined as a certified instructional employee that is

responsible for direct teacher professional development and coaching for the time

allocated during the regular school day. For example, a certified teacher that has one half of the school day dedicated to coaching would count as .5 FTE. However, a certified teacher with a full day class schedule that is paid a stipend for after-school support would

not count towards FTE.


(6.) District Review and Approval Workflow

Annual Timeline:

The Technology Plan is due each year by October 15. A suggested Timeline follows:

March-April: The Technology Coordinator selects a two-week window and makes Transform 2020 Surveys available to all personnel during this time. (Additional surveys may also be used.)

April: 1.) The Technology Coordinator closes the surveys, and gathers the data for the Technology Planning Team and the Core Writing Team.

2.) The Technology Coordinator convenes a meeting of the Technology Core Writing Team and other interested stakeholders to prepare a draft or update of the Technology Plan. (Note: Every three years will entail more time for this process; Years 2 and 3 will require less time because the plan will be updated, or evaluated for progress, and activities added, removed, or edited.)

3.) The Technology Coordinator shares Transform 2020 survey results with each school; each school analyzes their data and develops strategies and activities to meet identified needs.

4.) The Technology Coordinator incorporates the Technology Planning Team input and edits.

5.) The Technology Coordinator presents the Technology Plan to the Technology Planning Team, and any additional final edits are completed.

6.) The Technology Coordinator and Planning Team presents the district plan to the Board and Superintendent for approval.

7.) The Technology Coordinator shares the District Transform 2020 Plan Update/Plan with schools.

May: The Schools work on and submit their School Technology Plan to the District Technology Coordinator. (Note: This timeline for schools may be adjusted by Districts, but

school surveys and plans should be completed and approved by Districts before the end of

the previous school year. By September 1, school plans and surveys should already be completed and analyzed/approved by the Technology Coordinator.)

The Technology Coordinator convenes a meeting of the Core Writing Team to present the Technology Plan to the Technology Planning Team for input and edits.

ALSDE takes Data Snapshots of surveys on May 1 of each year.

June-July: The Technology Coordinator incorporates the Technology Planning Team input and edits.

August-Sept.: The Technology Coordinator presents the Technology Plan to the Technology Planning Team, and any additional final edits are completed.

The Technology Coordinator and Planning Team presents the plan to the Board for approval.


October 15: The Technology Coordinator submits the final plan online (along with the assurances form signed by the Superintendent) and works with their assigned Educational Technology representative to ensure all elements are present.

All communications regarding edits, notes, suggestions, etc., will be available online for easy access by the Technology Coordinator.

November: The Educational Technology staff will approve plans using the Technology Plan Checklist.

December- ALSDE staff analyze Survey and Inventory Data and prepare reports for the State Board of

February: Education; Aggregate Data is filtered to Districts for comparisons with statewide d a t a , as needed.


(7.) Transform 2020 Update Steps

Beginning in the 2016-17 School Year, Districts with approved plans refresh their Transform 2020 Technology Plan by simply Updating the approved plan and documents. Here are the steps. It will help if you have your Transform 2020 Plan handy- paper or digital.

Please note that you must add the current (new or revised) components to this year’s plan before the Progress Status will be changed. To add revised components to your final plan, go to the Portfolio tab and ensure that you are looking at the 2016-17 School Year documents. Select “Alabama Technology Plan: Transform 2020” from the list. Click on the Edit pencil icon under the Components heading next to the Section you wish to edit. Check the box next to the REVISED component that you want included in this year’s plan. Repeat for each section. These components can be added at any time, in any order, after they have been created for the current year.

Surveys (Teacher and Administrator): District Level

Surveys are completed yearly in order to note areas of growth and needs.

1.) Log into ASSIST- https://cas.advanc-ed.org/cas/login. (If you cannot remember your login, it can be reset from the home page. If you need additional assistance, contact [email protected].)

2.) Fill in your District Name; Then, Select your Board of Education Name.

3.) Select Alabama Technology Plan: Transform 2020.

4.) Select Diagnostics & Surveys Tab, and then Surveys tab. (Note: If not closed, go ahead and close.)

5.) Select “Start Survey” button; Choose the Alabama Technology Transform 2020 Survey:

Administrators; In the Description box, add the name and current year to keep the results separate; You will be given a choice to send an email template with directions to your administrators. It is a good idea to add a due date for the surveys—usually 1-2 weeks, with a reminder a few days before the due date.

6.) Do the same for the Teacher Survey. A sample E-mail to teachers is provided as well. Be sure to add a due date (1-2 week window works best).

7.) Work with your Technology Planning Team to analyze the data. Compare to previous year’s

results, and record strengths, and needed areas of growth so that you may add, remove, or edit your Objectives, Strategies, and Activities to continue highlighting strengths and address needed growth areas.

Diagnostic

1.) Click on the Diagnostics Tab; Click on Technology Diagnostics.

2.) Select Copy at the bottom.

3.) In the Description box, rename the Diagnostic with the current year to keep them separate.

4.) Edit as desired.

5.) For the Diagnostic, copy and edit last years’ plan, being sure to put 2016-17 in the name.


6.) Give the copied diagnostic a unique description and select Copy to be taken to the diagnostic.

From there, complete any necessary changes.

7.) Even though the newly created Diagnostic will indicate that all sections have been completed, they have not been updated. You will need to open each item of the diagnostic and update the information based on your latest survey results, inventory, etc.

Technology Plan: Goals, Objectives, Strategies, and Activities

1.) Log into ASSIST- https://cas.advanc-ed.org/cas/login. (If you cannot remember your login, contact [email protected].)

2.) Fill in your District (or School) Name; Then, Select your Board of Education Name.

3.) Select Alabama Technology Plan: Transform 2020.

4.) Go to the Goals and Plans Tab.

5.) Go to the Plans Tab and select “Create a Plan.”

6.) Name the plan for the current school year.

7.) Select the goals you want to include in the plan. (Note: Selecting at the goal level will

automatically select all objectives, strategies, and activities within that goal that you have already created and will add them to your plan. Selecting at a lower level, such as the activity will allow for only that specific activity and its related strategy, objective, and goal, to be included in the plan. (Note: At this time, the only way to change the order of goals is to cut and paste in the correct order.)

8.) Once you have selected at least the three (3) Transform 2020 Goals, select Save at the bottom of the page. You can now view your plan output by selecting View PDF.

9.) Now you can select each goal to add progress notes, completion, etc., from the Goals and Plans Overview page by clicking on the particular goal you wish to update. a.) From the Goals details page, select Action for the component where you would like to make a progress note. Select Add Progress Note from the menu. Progress notes can be added at all levels of the goal. b.) A pop-up window will appear allowing for a comment to be added. At the measurable objective and activity levels, an additional progress status can be added.


Measurable Objective: Met or not Met

Activity: In progress, Complete, Not Completed, or Not Applicable.

Provide the desired comment and/or progress status and select Save.

10.) View the Progress Log of all notes provided for a goal component by selecting the Notes link next the component.

Assurances Document

The last step before submitting your plan to the ALSDE is to review the Assurances Statements document. If the statements are true, then both the Technology Coordinator and Superintendent should sign it. It is then uploaded in the ASSIST platform.

To download a blank copy of the Assurances document, open the Technology Diagnostic section. Click on the Diagnostics and Surveys Tab, then the Diagnostics Tab. Click on the title of the current Technology Diagnostic document. Scroll to and click on the Technology Plan Assurances section. Click on Respond next to the question. In the description, you will find a link to the download.

Once complete, the Technology Plan Assurances will be uploaded using the Attachments button located at the bottom of the Technology Diagnostics page. A copy of the Technology Plan Assurances document is also included on the next page for your convenience.

Submit Your Plan through the ASSIST Platform and check your E-mail for your approval or needed edits from your Educational Technology Contact. File the final Approval Checklist for review during your District’s Compliance Monitoring.


(8.) District Assurances

By signing and dating this assurances form, the Superintendent and Technology Coordinator verify that the statements below are accurate.*

1. Our district has an Internet Safety Policy that meets the requirements as outlined in the state

Technology Planning and Child Internet Protection Act (CIPA).

2. Our district has the necessary maintenance and support contracts and services in place to maintain

our technology equipment/infrastructure.

3. Our district’s technology infrastructure (digital resources, hardware, the network, instructional

and technical support staff) is linked directly to the improvement/enhancement of student

learning.

4. Every principal in our district has a documented process (i.e., a school technology plan,

EducateAlabama reviews) in place to assure technology integration is occurring in every

classroom.

5. Our district documents how students will be digitally literate and understand the ethics of

technology use by the end of the 8th grade.

6. Our Transform 2020 Technology Plan/Update describes how the technology program supports

the development of students’ t e c h n o l o g y skills that include critical thinking/problem solving,

collaboration/teamwork, and communication.

7. Our Transform 2020 Technology Plan/Update documents ways that digital tools, online

teaching/learning resources, and fast and reliable Internet access are readily available for all

K---12 students to use to help them meet Alabama’s College- and Career---Ready Standards.

8. Our district ensures that beginning in 9th grade, every student will participate in at least one

online/technology---enhanced experience prior to graduation, OR complete an online course

(unless an exception is documented through the student’s IEP).

District Name Date (signed by Superintendent)

Superintendent (Print) Superintendent Signature

Technology Coordinator (Print) Technology Coordinator Signature

This signed, dated assurances form must be uploaded into the ASSIST planning platform to complete the requirements of the Transform 2020 Technology Plan.


(9.) Creating and Accessing Transform 2020 Reports

1.) From the Goals & Plans tab, select the Reports subtab. Select the report you want to access by

selecting the report name.

2.) After selecting the report, choose the filtering criteria you desire in your report.

3.) Select Export as CSV or Excel. You will be E-mailed the requested file within 10-15 minutes.


(10.) District Review of School Technology Plans

(11.) ALSDE Educational Technology Approval Checklist

Version: June16, 2016| ALABAMA STATE DEPARTMENT OF EDUCATION | EDUCATIONAL TECHNOLOGY Page: 21

ALABAMA TECHNOLOGY PLAN: TRANSFORM 2020 APPROVAL CHECKLIST

ALSDE EDUCATIONAL TECHNOLOGY I | DUE: OCTOBER 15, | YEAR: ____

DISTRICT:

REVIEWER:

ASSURANCES PAGE SIGNATURE WITH DATE:

PLAN SUBMISSION DATE:

APPROVAL DATE:

A.) EXECUTIVE SUMMARY

Area Component Notes/

Information

Needed

1.) Description Adequate demographic information is provided.

2.) Purpose Technology clearly plays a viable role in learning,

support for implementing the CCRS, and preparing

students for school, careers, and adulthood; Mission,

Vision, Values, and Beliefs are included.

3.) Achievements/

Improvements

The last 3 years and upcoming 3 years of achievements

and needed improvements are described.

B.) STAKEHOLDER INVOLVEMENT

C.) TECHNOLOGY DIAGNOSTIC

4.) Planning Process The process for engagement and collaboration across all

programs through scheduled meetings is clearly

described.

5.) Team Members A reasonable variety of expertise from representative

grade levels, content areas, and skills is evidenced in

the Team member List.

6.) Communication A process is clearly in place to communicate the District

Plan and Progress Reports throughout the year.

7.) Data Sources Data Sources for planning are listed. (Note: Must list

Transform 2020 Surveys as a minimum data source; Every row

and column should be checked below if the district has

completed these items.)

8.) Needs Assessment

(minimum of 1

each)

One Need One Strength One Data Source

a. Infrastructure

b. Inventory

c. Student Learning

d. Professional

Learning Program

e. Teaching

ALSDE Educational Technology Contact

(1) (2) (3)

(1) (2) (3)

(1)


f. Teacher

Productivity

g. School Leader Use

Area Component Notes/ Information

Needed

9.) Transform 2020

Surveys

Teachers (At least 80%), Library Media Specialists

(100%), and administrators (100%) completed the

Transform 2020 Surveys. (Note: Instructions to

view/print/review the survey results are located in the

Approval Process Document.)

a. At least 80% of the teachers took the Transform 2020 Teacher Survey.

b. 100% of the administrators took the Transform 2020 Administrator Survey.

c. 100% of the Library Media Specialists took the Transform 2020 Library Media

Survey.

10.) Professional

Learning

Topics are listed and based upon

needs/strengths.

a. Topics are listed with delivery mode, hours, participants,

presenters/trainers, and type or name of presenter(s).

b. Topics are based upon need and strengths identified in the needs assessment

section.

11.) Inventory/

Infrastructure

All Inventory/Infrastructure items are complete

and reasonable and support student

achievement.

a. The inventory/infrastructure clearly supports student achievement for all schools.

b. Specific narrative information is provided using these topics: WAN, LAN,

Connectivity, Bandwidth, Internet Access, Information Security and Safety, Digital

Content Delivery, and Digital Tools. (Note: The Needs Assessment and Inventory

should contain some of this information if it cannot be located in this section.)

c. Reasonable Inventory data is provided in the inventory for Hardware/ACCESS (A-

H).

d. Reasonable Inventory data is provided in the inventory for

Infrastructure/Connectivity (A-E).

e. Reasonable Inventory data is provided in the inventory for

Technology Support Personnel (A-D).

D.) ACCOUNTABILITY

12.) Accountability All Accountability requirements are met. (Note: In some

cases, the same activity may be used-use good judgment

here.)

a. All 3 Transform 2020 Goals are addressed verbatim (using exact wording).

b. Objectives wording matches Transform 2020 (See Transform 2020 document) and

“measureable” wording that includes Who, Proportion, What, Measured By, and

When.

c. Each goal’s objective, strategy, and activities make sense and are located under the

appropriate goal, objective, and strategy, respectively.

d. It is clear that the plan is at least a 3-year plan. (See begin and end dates.)


e. At least three (3) programmatic, digital learning integration activities are geared

toward impacting student achievement in all schools (District Plan). (Note: May be

different activities for different schools, but all schools must be implementing at least one

major related strategy.)

f. One (1) or more activities focus upon using digital tools to improve achievement of

all students with special emphasis upon high need and high poverty students.

g. At least five (5) district-wide activities are geared toward preparing PK-12 teachers

to use technology and digital content to help students meet Alabama’s College- and

Career-Ready Academic Standards.

h. At least two (2) district-wide activities are geared toward preparing leaders to lead

technology planning and use digital tools and resources effectively in their jobs as

instructional leaders.

i. At least (1) or more activities facilitate and improve the use of telecommunications

networks (phone/Internet/email) among educators, students, and parents/community

to improve learning.

j. At least three (3) activities explain how the network, technical support staff,

instructional support staff, and digital teaching and learning resources accessed

through the network will be linked to the achievement of learning goals of the

District.

E.) DISTRICT TACTICAL PLAN

Area Component Notes/

Information

Needed 13.) Goals Summary Goal type and funding make sense.

14.) Goal 1 Goal 1 components are reasonable and complete (a- d).

a. Goal 1 wording is verbatim (using exact wording).

b. Objectives wording is consistent with Transform 2020 wording (See Transform 2020

document) and “measureable” wording includes Who, Proportion, What, Measured

By, and When.

c. All activity types, begin/end dates, funding amount/source, and staff responsible is

complete and makes sense (wording and relationship to strategy, objective and goal).

d. It is clear that the Goal 1 section is at least a 3-year plan. (See begin and end

dates.)





By, and When.


complete and makes sense (wording and relationship to strategy, objective and goal).


dates.)





By, and When.


complete and makes sense (wording and relationship to strategy, objective and

goal).



dates.)

ADDITIONAL NOTES/COMMENTS

labama technology plan/update transform 2020 documents... · hybrid/blended (combination), webinar,...

Documents