UplandFR

Upland Unified School District Future Ready Schools Initiative

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UplandFR Table of Contents

Click the hyper-bookmark to navigate to the desired section.

Plan Goal Current State

Instructional Use of Technology Student Use of Technology Infrastructure

Key Findings Identified Risks

Plan Objectives Leadership Academy Lead Learners T³ Courses

Foundation Modules Open Modules Module Descriptions

Equitable Access Device Evaluation Pilots Infrastructure Updates Timelines Funding & Budget Student Technology Outcomes Program Evaluation Support & Sustainability Keys to Success Appendix

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UplandFR Plan Goals

As addressed in the board approved Upland Unified School District strategic plan, the purpose of this technology plan is to design, deliver and evaluate a comprehensive program that is device agnostic while leveraging computing technology and collaborative learning environments to support “seamless transitions to the Common Core State Standards” (Goal 1), “improve consistency in teaching and instructional practices”(Goal 4), and ensure “equitable access to technology” for students (Goal 3). The plan includes concentrated training with technology leads about deployment and maintenance, teachers and administrators 21st century learning strategies, Common Core pedagogical practices, and expected student outcomes. The plan is also designed to support additional, long-range goals that are necessary in order to transform Upland Unified Schools into future-ready learning environments. What does it mean to be Future Ready? Future Ready schools take an inclusive approach to maximizing impact of the resources and human capital available. Being a Future Ready school is not a destination, but a mindset where schools take a holistic and continuous approach to modernization. The core elements of a Future Ready school are built on a foundation of the infrastructure needed to support stakeholders in constructing a learning experience that truly meets the needs of learners while empowering teachers to do what is right for their students.

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In order to better take advantage of technologies both present and future, several shifts will need to occur in the way both students and teachers work. By June 2020, the district is committed to implementing and supporting the following shifts in work habits:

1. Students will learn in a blended digital learning environment that resembles both present and future work environments.

2. A complete migration to digital “textbooks” and curriculum for both teachers and students 3. Teachers will conduct all grading, reporting, assessments, and planning online using

cloud­based technologies that support anytime, anywhere access to data for decision­making and personalization.

4. Staff professional development and learning will model the research­based, student­centered instructional approaches we desire in the classroom. Throughout this cycle of learning, teachers will be provided traditional and nontraditional (virtual, online, on­demand) opportunities for professional growth and development.

UplandFR Current State

Instructional Use of technology As part of the instructional technology planning process, classroom observations, staff interviews, and surveys were conducted to determine existing state of classroom technology access and integration across the district. Across the district’s fourteen school sites, classrooms are equipped with technology as a result of the last bond issuance and modernization efforts. In general, classrooms are equipped with document cameras, projectors, sound amplification, and interactive whiteboards. In addition, each classroom has wireless and wired Internet access. In most instances, the teachers have a classroom cart with 15 district-issued laptops. The aggregate data from both observations and surveys revealed a high level of access to technology in the classroom. These hardware tools provide teachers with the opportunity to meet the needs of diverse learners. Due to issues around reliability of the technology, specifically the aging laptops, most instructional use of technology has lapsed into low-level usage that is more teacher-centric versus being student-centered. While not every classroom was observed, there were clear and consistent trends in the observations.

High usage of document cameras and projectors to support visual learners Inconsistent usage of sound amplification. Supporting research has shown sound

amplification better supports students with special needs, second language learners, and students in general.

Inconsistent usage of interactive whiteboards. While interactive whiteboards (IWBs) are considered to be teacher-centric devices, IWBs support visual learners in a different way from standard classroom projection.

Significant loss of instruction time when using laptops due to the time needed to boot the devices.

In classrooms where the laptops were being used by students, it was observed the

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technology was being used to supplement instruction without a clear focus or goal. Students were self-selecting games they wanted to play from websites such as Starfall, but a clear connection to curriculum and instruction was not evident.

With some outliers, classroom instruction overwhelmingly appears to be whole class, direct instruction with minimal collaborative or cooperative learning taking place. One student even commented in the survey that “...I would like tech to be more student based and not so much based to where the teacher does almost everything”. Beyond projecting lessons and presentations, teacher usage of technology primarily leans towards administrative tasks such as record-keeping--grading, attendance, and email. Some teachers have moved beyond this basic use of technology to integrate cloud-based applications for student learning such as Google Apps for Education, Wixie, Discovery Streaming, Edmodo, and Socrative, but this is not the norm. Through the observations and data collected through surveys, it is evident that staff professional development on the integration of technology into instruction is needed in order to meet the needs of students and to address the Common Core State Standards. In the survey conducted in spring 2014, staff overwhelmingly reported the need for professional learning opportunities that focused on their unique needs whether that be in small group settings, online, or by content area. This technology plan intends to address those needs.

Student Use of Technology

Student access and usage of technology is currently dependent upon the school site and classroom. While there is consistent distribution of technology across the district, usage and access varies due to teacher comfort level with effective technology integration or availability of devices due to disrepair. A stand out comment from a student highlighted this issue.

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“... why are we spending millions of dollars on technology that is BARELY used in class? I maybe used the laptops ONCE all year in 5/6 of my classrooms. It’s just a ton of money sitting there and gathering dust”.

This student’s comment reflects a clear need for professional development and learning opportunities in order to better prepare all teachers to leverage both existing and future technologies in the classroom. Students are primarily engaged in tasks related to research and information-gathering, word processing, designing presentations, and so forth using a variety of applications--both locally installed and online. These are certainly valuable applications of technology, but are not considered transformative use of technology nor are students developing the skill sets of collaboration and computational thinking which is a clear need under the Common Core State Standards.

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Infrastructure As part of the instructional technology planning process, a full infrastructure audit was conducted to determine existing state of information technology infrastructure in Upland Unified. The audit took a multi-threaded approach to cover the following four areas highlighted:

Infrastructure: System audit of school’s internal network, servers, staff and student devices Organization: Review of technology department staff responsible for technology support and current on-going projects Operations & Projects: The analysis of the practices surrounding the management of the district’s technology resources and current projects 3rd Parties & Services: Review of the current services and 3rd party contracts controlled by IT

The following methods were utilized to obtain the findings documented in this report:

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Key Findings

Infrastructure

General Infrastructure is piece meal, not integrated or planned. Grown organically with no instructional tie-in while planning which makes for an unmanageable situation.

As part of an ongoing Technology Plan, infrastructure should be planned, logically developed, and integrated to meet instructional goals.

Server estate should leverage virtualization to improve redundancy and lower costs. Groupwise should be replaced by Gmail and students should be provided access to email

to better facilitate collaboration and communication. The transition of staff from Groupwise to Gmail occurred in Spring 2015. Students at specific grade level spans will have access to a sand-boxed version of Gmail in the 2015-2016 school year.

A large portion of infrastructure is over 4/5 years old and obsolete – requiring constant increased support.

For devices, Chromebooks should be investigated as replacement technology. Hardware replacement cycle should be put in place and tied into Tech Plan Novell system should be replaced by Active Directory

Organization

IT Staff overburdened and can only allocate small percentage of time to planning; majority of time is spent “fire fighting”.

Revamp IT structure and incorporate all staff that deal with technology Redesign IT infrastructure to minimize staffing requirements

Budgets are not projected and are based on immediate needs Allocate % to Technology to utilise to drive and maintain improvements

Operations

IT Technology Plan does not exist This needs to be created and should guide all Technology projects - progress

should be reviewed twice a year to assess and enable change Enhanced training program put in place to build champions within schools No Helpdesk software for trend analysis/review

Implement ZenDesk to simplify helpdesk requests and build internal knowledgebase

3rd Parties & Services

As current infrastructure is re-designed, incorporate funding from then obsolete contracts into planning to analyse true ROI

Consider outsourcing support for all hardware to external 3rd parties to build service management team internally

Identified Risks Mission Risks

Data containing student/parent information is currently not being backed up sufficiently

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Revise Backup solution to include online backup IP addressing is DHCP assigned and flat VLAN; any computer can be placed on the estate

and will gain access to network. Security risk. Assign IP addressing via DHCP allocations according to VLAN and authentication

Compliance Risks

Google Apps Agreement states COPPA is a school’s responsibility. School must obtain parent consent for children under 13 before offering online services. When offering online services to children under 13, schools must be cognizant of Child Online Privacy Protection Act (COPPA). COPPA is a regulation that requires parental consent for the online collection of information about users under 13. Per the Google Apps Education Edition Agreement, any school administering Google Apps Education Edition acknowledges and agrees that it is solely responsible for compliance with COPPA, including, but not limited to, obtaining parental consent concerning collection of students' personal information used in connection with the provisioning and use of the Services by the Customer and End Users. For more information on complying with COPPA see the FTC's website at www.ftc.gov/coppa.

Acceptable Use Policy (AUP) for all students should include standard terms and a list of services utilized should be kept up to date on website.

AUP outdated and does not adequately cover the school for all services and situations. Does not include parents.

The AUP should be revised and separate for Staff, and Student/Parent AUP’s should be created.

General Risks

Key data/systems are not currently backed up or redundant – potential data loss and loss of availability of key systems

Revise Backup solution and add virtualization to ensure redundancy of key systems

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UplandFR Plan Objectives

Objective 1: Equip school site administrators with the tools necessary to manage innovative, collaborative and safe 21st century learning environments, promoting stakeholder buy-in and implement school-based teacher development programs. Objective 2: Support site-based Technology Leads with the training necessary to implement collaborative, communicative and safe learning environments. Objective 3: Support teachers with professional development focusing research-based 21st Century teaching strategies and Common Core pedagogical practices. Objective 4: Form an active online learning community to support leadership & teachers through sharing of best practices, synchronous and asynchronous professional development and global connections to like-minded communities. Objective 5: Sustain positive impacts of program by equipping schools with tools, training and resources that promote school-based, mission-consistent, professional development. Objective 6: Implement a device pilot evaluation program seeking input from stakeholders on future device selections and options. Objective 7: Eliminate the digital divide for all students regardless of economic status through innovative programs.

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UplandFR Leadership Academy

Description: The purpose of the Upland University Leadership Academy is to equip school site administrators and site Technology Leads with the tools necessary to manage innovative, collaborative and safe 21st century learning environments, promoting stakeholder buy-in and deploy school-based teacher development programs. Through multiple half day workshops, school leadership will explore a Technology Integration Design Guide, examine the factors connected to making an implementation successful along with designing a plan for their own site. Objectives Objective 1. Guide school site administrators in selecting a technology integration model Objective 2. Develop site expertise in codes of conduct, user policies and digital citizenship. Objective 3. Design a roll out plan for the school site that addresses teacher professional development, student and teacher accountability, and awareness campaigns Objective 4. Plan and deliver a stakeholder information meeting Objective 5. Enter and participate in a robust, sustainable learning community Activities Activity 1. Selecting a technology integration model - Participants will learn about the pros and cons of each type of model available (BYOD, 1:1, etc.) and then work with their school site leadership to determine the model that best meets the needs of students. Activity 2. Develop expertise in user conduct policies and digital citizenship - Through exploration of the district AUP, discipline policies, and digital citizenship resources, administrators & Technology Leads will be better prepared to implement accountability measures for all stakeholders. Activity 3. Design a roll out plan - Leadership will begin the process of designing a roll out plan for their school site. This plan will address ongoing teacher professional development that supports both foundational knowledge of cloud-based technologies and support for achieving proficiency with technology integration. Additional factors of both student and teacher accountability, and information campaigns related to the technology plan will be addressed. Activity 4. Stakeholder information meeting - Using the Change Management guide that will be provided, site leadership and Technology Leads will design a site-based stakeholder information meeting to provide an appropriate forum for sharing the information and opportunities for parents & guardians to learn about digital citizenship, student safety, and technology use in the classroom. Activity 5. Enter and participate in a robust, sustainable learning community - Administrators and technology leads will be encouraged to participate in robust community exchanges powered by Google+. A specific community for district leadership will be established to support administrators through the change effort.

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UplandFR Lead Learners

Description The purpose of the T³ Courses for teachers is to promote sustainability of the initiative through the development of highly trained teachers known as Lead Learners. These Lead Learners will serve as resources and model teachers for not only their local school but also other schools within the district as the technology refresh grows out of the pilot stage. This 4 month course will guide teachers towards excellence in integrating CCSS pedagogical practices into a high-functioning computing environment. The process for change begins with each individual completing a self-assessment on their own technology skills https://goo.gl/vCdkFJ. This self-assessment will serve as a baseline for each staff member on personal goal setting each year. The goals will be formed around building foundational knowledge with technology tools and subsequent proficiency with integrating technology into instruction--and supporting the goals and objectives of this plan. Objectives Objective 1. To apply and demonstrate basic to advanced skills in Google Apps. Objective 2. To design a collaborative learning environment around the CCSS. Objective 3. To reflect and discuss with other participants how Google Apps and other cloud-based technologies can support good teaching practices. Objective 4. To initiate participation in an Upland University Google Apps learning community. Activities Activity 1. Develop Basic Google Apps proficiency - Participants will receive a half day of hands-on professional development to create, navigate and share Google Docs, Forms, Spreadsheets, Presentations and Sites. Differentiation will also be provided for intermediate to advanced users. Activity 2. Common Core Habits of Mind & Google Apps - Participants will receive a half day of professional learning exploring the Standards for Mathematical Practice and the cross discipline Anchor Standards for Writing and aligning key design considerations to Google Apps functionality. Activity 3. Lab School visitation and 21st Century Classroom Design Workshop - Participants will visit the district lab school, Foothill Knolls STEM Academy, to observe four classes (math, English language arts, social studies, and science) engaged in a Google Apps learning environment. During the afternoon, participants will design and construct their own 21st Century classroom on Google Apps that enables efficient lines of communication between teacher, student and parent. Internet safety issues about appropriate information sharing will

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be discussed. Activity 4. Classroom Application & Peer Review - With support, participants will deploy newly acquired pedagogical practices and technology in their classrooms and leverage Google Hangouts (video conferencing) to invite instructional coaches and other participants into their room to observe and discuss outcomes. In addition, recorded classroom lessons will be uploaded to the District-provided Teaching Channel portal for peer review and learning. Activity 5. Enter and participate in a robust, sustainable learning community - Teachers will be invited to participate in robust community exchanges powered by Google+. These communities will serve as a force for sustainability for teachers as the move to implement a Google Apps-based Common Core environment in their classrooms.

UplandFR T³ Courses

Through Upland University, all administrators, teachers, and technology leads will receive prescribed modules necessary for the construction of a 21st century learning environment that supports student learning outcomes. These Foundation Modules will help school-based stakeholders develop operational proficiency in both 21st century tools and associated Common Core pedagogical practices. To view module descriptions please click the link in each .

Module

Technology leads Administrators Teachers

Tech Integration Design Institute

X X

Internet Safety X X X

Google+ X X X

Google Apps for Education 101

X X X

Designing a 21st Century Classroom

X X

Google Apps for Administrators

X

Lead Learners Course X X

Math Practices & Anchor Standards

X X

Classroom Observations

X X

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UplandFR Open Modules

Because of differentiated skill sets amongst district staff, it will be necessary to supplement the Foundation Modules with Open Modules targeted at specific skill deficits in order to build foundational knowledge. Teachers will have the opportunity to work towards proficiency on their own by attending both school-based and off-site professional development modules throughout the year via Upland University-in addition to all staff Upland University days in fall and spring each year. Additional modules will be added as need arises that support district initiatives under the LCAP plan. To navigate to the module descriptions please click the hyper-bookmark.

Chromebooks 101 Chromebook Deployment Illuminate InterWrite Board Teaching Channel Wixie

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UplandFR Module Descriptions

Foundation Module Descriptions Google Apps for Education 101. This hands-on workshop focuses on the basic functionality and use of Google Apps For Education. Attendees will learn to navigate the Gmail interface, manage calendars, create and share folders, documents, presentations and forms. Google Apps Classroom & Content Management. This hands-on workshop will provide attendees with all the tools needed to establish a vibrant, efficient and collaborative learning environment. By leveraging Google Classroom to open channels of communication, Sites to share information with the community, Calendars to increase efficiency and Forms to collect more, better, and faster information, teachers will leave ready to launch their classes into the 21st century.

Standards for Mathematical Practice (SMP)/Anchor Standards for Writing (ASW). Technology plays an integral role in the CCSS Anchor Standards for Writing and Standards for Mathematical Practice. This full-day workshop will provide teachers an opportunity to observe instruction in practice to see how GAFE can be integrated into their pedagogy to implement the ASW and SMP, followed by a discussion of the strategies observed and the connections to the ASW/SMP. Google Apps for Administrators. This full-day workshop will provide school-level administrators opportunities to observe and interact in a school setting where GAFE is fully integrated into daily practices, from individual teachers and students to whole-school level. By leveraging Docs, Classroom, and especially Sites to share information in a systematic and efficient way with the entire school community, school-level administrators can meet increasing demands for accountability and access in our 21st century learning environments. Google+. This hands-on workshop will focus on the use of Google+ as a vibrant, engaging community for supporting the use of GAFE in the classroom. Attendees will learn to navigate the Google+ homepage, create circles, post comments, share content, join and create communities, and participate in Hangouts. Internet Safety. These workshops for Technology Leads, Administrators, and teachers will provide information regarding the legal ramifications as well as behavioral issues that arise with increased accessed to technology in the classroom. These workshops specifically address the ISTE standards and 21st century learning guidelines for staff and students. Participants examine cyberbullying, online safety, privacy, and piracy while reflecting on their own school’s technology integration structure. Strategies and resources to model digital citizenship will be reviewed and

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Open Module Descriptions

Chromebooks 101. Chromebooks have proven to be an excellent solution for schools looking to make a safer, cheaper and easier foray into 21st century learning. Chromebooks provide inexpensive access to the full suite of Google Apps while requiring minimal technical knowledge to deploy. Attendees will have hands-on access to Chromebooks and explore ways students and teachers can leverage the technology in their classroom. Chromebook Deployment. This workshop for administrators and Technology Leads will explore effective strategies for designing, deploying and maintaining a fleet of Chromebooks at a school site. Attendees will learn all about the Chromebook, managing devices in the Google Apps dashboard, AUP protocols, roll out models, and support resources. Attendees will walk away with the confidence to start planning their own Chromebook deployment at their school site. Illuminate. This workshop is an overview of the Illuminate website including creating Manual Assessments for multiple choice tests, building Answer Sheets (including multiple test versions), printing Pre-Slugged Answer Sheets, scanning Answer Sheets, using Pre Built Reports which include printing Student Small Slips as “mini reports”, and altering a multiple choice Answer Sheet to include short-answer responses using rubric scoring. An initial “practice” test will be built and scanned and participants are encouraged to bring an upcoming test to build during the session.

InterWrite Board - Basics. In this workshops, teachers are exposed to using the tool as an aid to support daily instruction. By the end of the session, teachers will know what each tool does, design their own customized toolbar, and create a sample lesson page.

InterWrite – Lesson Building Tools. Participants learn how to take basic Interwrite skills to the next level. In this hands on session, teachers transform a pre-built lesson into an engaging presentation. Participants learn how to merge lessons together, import existing PowerPoint lessons, and incorporate online textbooks and other resources already in use. Participants also learn way to Interwrite tools dynamically by creating “drag and drop” activities, mobilize figures, and develop “cue cards” that can be easily tucked away. Basic knowledge of Interwrite strongly recommended and laptops are required.

Teaching Channel

Getting at the Core of Video with Teaching Channel Teams. Participants learn how to use this inspirational tool to see what Common Core looks like in the classroom. Participants will search and locate videos with exciting Common Core strategies and lessons, preparing teachers to implement these practices the next day. Participants will also learn how to create purposeful groups.

Level Up Using In-Class Video with Teaching Channel Teams. In this hands on session, participants learn how to use and upload observational videos to transform teaching practice. Administrators and leads will be able to support teachers and their ability to be vulnerable in a

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fun and inviting way. Attendees learn how to post, reflect, and provide time-stamped notes that teachers will welcome since they do not need to leave the classroom to observe a district peer. Teaching Channel apps will be showcased and mobile devices are welcome.

Wixie Introduction. In this hands-on workshop, participants learn how to use this online authoring tool to enable students to create products, communicate ideas, and demonstrate mastery of content. Students can create presentations, books, trading cards, and more that support and display visible thinking and learning.

Wixie – Common Core Support. Participants will learn how students can use creativity tools to complete performance tasks that demonstrate mastery of Common Core Standards through a combination of text, original artwork, voice narration, and images. Participants explore and create a variety of activities and projects that support and connect to the Standards for Mathematical Practice (SMP) and Anchor Standards for Writing (ASW).

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UplandFR Equitable Access

Description A recurring theme around technology use in the classroom in most any school or district is equitable access for students. High-speed internet and device access at home and technology usage for learning in the classroom is varied student to student. Upland Unified intends to address needs through the implementation of innovative programs and services. Objectives Objective 1. Implementation of a streamlined professional development program for teachers designed to develop foundational knowledge of technology tools and support for achieving proficiency with integrating technology into instructional practice. Objective 2. Administer a district-wide survey of parents and guardians to gather data on home internet and computer access. Objective 3. Redistribute district technology earmarked for eWaste through the Highlander Education Foundation. Objective 4. Identify alternatives at each level to provide increased technology access for underserved students Activities Activity 1. Streamlined professional development. Under Upland University, professional development efforts will be coordinated to close basic technology skills gaps for all staff in addition to equipping teachers with the tools needed to effectively address the Standards for Mathematical Practice (SMP), the Anchor Standards for Writing (ASW), and the Next Generation Science Standards (NGSS). Activity 2. District-wide survey. A survey of stakeholders will be constructed and shared in Fall 2015 with the intent of collecting aggregate information from parents and guardians regarding current state of technology access at home. This data will inform planning for technology redistribution. Activity 3. Technology redistribution. As part of the device refresh that began in spring 2015, older technology will be evaluated for redistribution to parents and guardians through the Upland Highlanders Foundation. A process for evaluating device usability will need to be constructed. In addition, selected devices will need to be wiped of sensitive data and categorized as eWaste prior to transfer to the Foundation. Activity 4. Expanded network access. A pilot program intended to increase filtered internet access to the community surrounding a school site will be implemented in November 2015 beginning with Foothill Knolls.

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UplandFR Device Evaluation Pilots

Description A variety of devices including tablets and notebook computers for both teacher and student use were piloted in classroom across the district beginning in Fall 2014 and through the end of the 2014-2015 school year. Data is being collected from both teacher and student surveys on classroom usage, durability testing, failure rates, and appropriateness for learning. In order to keep pace with rapidly changing technology and to ensure Measure K funds are best used, the pilot cycle will need to be revisited every two years. Objectives Objective 1. Identify device choices sites will have when implementing a technology refresh. Objective 2. Solicit stakeholder feedback in the decision-making process. Objective 3. Develop a matrix of devices for teachers and administrators to guide decision-making Current Timeline

October 2014 Pilot devices deployed into classrooms

March 2015 2nd purchase of devices to support CAASPP testing

May 2015 Staff and student surveys constructed Staff Survey https://goo.gl/aaEdHY Student Survey https://goo.gl/IYxjzm

June 2015 Surveys and data collection

July 2015 Draft of matrix of devices published for input by stakeholder groups. Additional recommendations for parent purchase will be made.

August 2015 Final matrix of available devices to be published. Revisions to be made as needed.

Pilot Devices

Site Technology Model Screen

Size QTY TOTAL

FK Tablets IOS/Android 40 40

PT Chromebooks HP 14 32

PJH Chromebooks HP 14 40 72

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HHS Chromebooks Samsung 13 25

UJH Chromebooks Samsung 13 40 65

MAG Chromebooks Samsung 11.6 32

CAB Chromebooks Samsung 11.6 32

BV Chromebooks Samsung 11.6 32 96

SYC Chromebooks Dell 11.6 32

UHS Chromebooks Dell 11.6 40 72

UES Chromebooks Acer 11.6 32

SV Chromebooks Acer 11.6 32

VAL Chromebooks Acer 11.6 32 96

CIT Convertible Lenovo 11.6 32 32

473 In addition to the pilot devices above, schools received additional devices to support CAASP testing in Spring 2015. A total of 36 carts for a total of 1,188 Chromebooks were deployed across the sites with each cart holding 36 HP 14” Chromebooks. The devices are to remain with the school sites to supplement the coming hardware refresh. Refresh Timeline Once devices are selected and the final matrix produced, device updates for existing technology will occur every 6 months for the duration of this plan in conjunction with the Upland University Leadership Academy process until all classroom technology is current.

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UplandFR Infrastructure Updates

As addressed in the key findings from the Amplified IT report, there is a defined need to update key components of the infrastructure in order to appropriately support student learning and operational functions. Efforts are currently underway to address gaps and moving forward, the IT planning will be functionally built around instructional planning. Infrastructure

The Information Technology department has now been moved under Education Services in order to facilitate communication and better support the needs of the classroom while balancing risks and staffing needs.

All staff have been migrated from the legacy Groupwise server to cloud-based Gmail. Technology refresh pilots are under way to evaluate devices that best support student

learning outcomes. A device refresh plan has been laid out along with reasonable timelines to reduce strain

on staffing. Authentication via active directory is currently being tested and will be implemented for

the 2015 school year to ease the account creation process for the various systems being utilized across the district.

Organization IT and educational services are now in planning mode as evidenced by this technology

plan. A help desk technician has been added to help facilitate and resolved technical issues in

a more expeditious manner. 3rd party services and support are being examined as an effective means to provide

support without the need for additional and costly staffing. The Teacher Technology Lead job description is currently being revised to better reflect

the knowledge, skills, and abilities of this person under this plan. https://goo.gl/41JuE3 In year two of this plan, Instruction intends to hire a teacher on special assignment

(TOSA) to serve as leadership on instructional technology at the district level. Operations

A technology plan has been drafted and will be used as the roadmap for future planning purposes.

The Acceptable Use Policy (AUP) will be revised in summer 2015 to address compliance issues and will be presented to the school board for review and approval.

The need for professional training has been addressed and will continue to expand under Upland University.

A helpdesk system is being sourced and implemented in the 2015-2016 school year. this software will not only expedite resolution of technical issues, but also provides trend analysis/review and will simplify building an internal knowledge base.

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UPLANDFR Timelines

Year One Timelines Year one activities will be focused on the rollout of a 1:1 program at Foothill Knolls Elementary along with the implementation of a specific grade level at each elementary site. The grade level to be implemented will be determined through joint consensus with the school site administration and site leadership. At the middle school level, a single grade level will be selected in year one. At the high school levels, the school sites will determine which content area will be selected to use new devices in year one. The following timelines outline only the initial deployment architecture during the summer and fall semester. The Sustainability & Support components continue throughout the year and are ongoing efforts. Please note that the examples provided assume a June 2015 start. Depending on the project start date, the timelines will shift accordingly. Infrastructure Preparation

Activity Anticipated Date

Acquisition of updated, smart access points to support Phase 1- 3 classroom updates

June 2015

Installation of updated access points at Foothill Knolls Elementary and Phase 1 Schools

July 2015

Acquisition of approximately 4400 devices and storage carts to support Phase 1-3 classroom rollouts in year 1

July 2015

Deployment of additional devices to bring Foothill Knolls to 1:1 ratio; deployment of additional devices in Phase 1 Schools

August 2015

Installation of updated access points in Phase 2 schools

September 2015

Installation of updated access points in Phase 3 schools

October 2015

Deployment of additional devices to Phase 2 Schools

November 2015

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Deployment of additional devices to Phase 3 Schools

January 2016

Administrator & Technology Lead Professional Development Track

Activity Anticipated Date

Design Book development June 2015

Design Institute late July 2015

Design guide revisions June - December 2015

Google Apps for Administrators (Half Day)

August 2015

Technology Leads T³ Course August-December 2015

Google+ Community for admins & technology leads set up

June 2015

Internet Safety & Google+ Modules August 2015

Open Modules to close skill gaps Fall 2015

Phase 1: Lead Learners Professional Development Track

Activity Anticipated Date

School info session & Grade Level Selection

August 2015; site dependent

Google Apps 101 & Classroom Management Modules for Lead Learners

August 2015; site dependent

Internet Safety & Google+ Modules August 2015

SMP/ASW Module August 2015

Saturation In-Classroom Coaching and Support

August 2015-October 2015

Open Modules Fall 2015/Spring 2016

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Phase 2: Lead Learners Professional Development Track

Activity Anticipated Date

School info session & Lead Learner Selection

September 2015; site dependent

Google Apps 101 & Classroom Management Modules for Lead Learners

October 2015; site dependent

Internet Safety & Google+ Modules October 2015

SMP/ASW Module October 2015

Saturation In-Classroom Coaching and Support

October 2015-January 2016

Open Modules late-Fall 2015/Spring 2016

Phase 3: Lead Learners Professional Development Track

Activity Anticipated Date

School info session & Lead Learner Selection

November 2015; site dependent

Google Apps 101 & Classroom Management Modules for Lead Learners

December 2015; site dependent

Internet Safety & Google+ Modules December 2015

SMP/ASW Module December 2015

Saturation In-Classroom Coaching and Support

January-March 2016

Open Modules Fall 2015/Spring 2016

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Years Two and Three Years two and three activities will be focused on expanded grade level access to devices at each elementary site. Additional grade levels to be implemented in the 2016-2017 school year will be determined through joint consensus with the school site administration and site leadership. At the middle school level, a single grade level will be selected in year one. At the high school levels, the school sites will determine which content area will be selected to use new devices in year one. For the 2017-2018 school year, the device refresh will be finalized under the current plan. In addition, we are hopeful that each year fewer devices will need to be purchased in order to maintain a 1:1 ratio of devices to students. It is anticipated this will be achievable through the combination of a voluntary bring-your-own-device (BYOD) program and lowering of device costs.

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UPLANDFR Funding & Budget

In order to effectively implement this plan, resources will need to be allocated to support both infrastructure updates and professional development. Funding Sources Current funding sources available to support this initiative will come from the following:

Microsoft Voucher Funding (one time, $300,000) Measure K Funding Categorical funding under LCAP Grants and donations from various sources including Highlander’s Foundation,

Donorschoose, county and state grant Information Technology Infrastructure Budget The full scope of the costs for the hardware refresh and infrastructure update are not yet fully known as the IT and Ed Services teams are currently in evaluation mode. Once the evaluations and pilots are complete, a full budget can be constructed upon which to rely upon for the duration of, at minimum, 3 years. For planning purposes, the recommendations made by Amplified IT are budgeted below.

Description Anticipated Costs

IT Consultancy & IT Training $30,000

User Account Structure and Authentication

Consultancy & user account automation integration - $15,000 Single Sign On (SSO) - $2,500

$17,500

Infrastructure Updates Servers (full replacement) Vmware on ESX Hosts & SAN - $120,000 Printing - $25,000 Papercut implementation- expected savings would provide access to additional hardware Website - replacement would cost similar to current spending - budget $10,000 for transition

Backup - Combined solution such as

$1,055,000

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Vault + Backupify & CloudLock should be sourced and Drive should be leveraged - estimated $30,000

Network Updates to Handle Load

Wireless - Meraki access points - $1299 per MR26 & 3-5 years subs with installation x 500 = $650,000

Wired - Switches - on average ⅓ of wireless requirements = $220,000

Active Directory/Novell Switch Over estimate: $24,875.00

End User Hardware Replacement (Staff)

Assumes 15% overage for repair/unanticipated replacement due to damage @ average cost $1000 per machine.

$975,000

End User Hardware Replacement (Student Access to Technology) Classroom carts + devices

Assumes 15% overage for repair/unanticipated replacement due to damage @ $350 average unit cost

$3,700,000

IT/Hardware Anticipated totals $5,777,500

Professional Development Budget For the professional development portion of this plan, it is anticipated that it would cost the following:

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Description Anticipated Costs

Design guide development $5,000

Year One PD (Substitutes) $70,000

Year One Trainer/consultants $150,000

Year Two PD (Substitutes) $70,000

Year Two Trainer/consultants $125,000

Year Three PD (Substitutes) $70,000

Year Three Trainer/consultants $100,000

Miscellaneous PD/Conferences $200,000

Total $790,000

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UplandFR Student Technology Outcomes

Any initiative with ambitious outcomes such as this should have accountability built into the process. Additionally, in order to prepare our students to be career and college ready lifelong learners, we need to have clear expectations for what students will be able to know and do as it relates to technology, specifically, as a tool for supporting learning and personal growth. Finally, teachers must be prepared with the prerequisite knowledge and provided the training to teach to the outcomes. A matrix of student technology outcomes has been designed that provides a clear guide for teachers, students and parents as to what students will know and do at each grade level band. The learning outcomes are scaffolded and provide a flexible framework for school sites to work within.

UUSD Student Technology Outcomes Matrix

Digital Literacy Standard

Technology Skills

Grades PK­2 Grades 3­6 Grades 7­8 Grades 9­12

1. Demonstrate proficiency in the use of computers & applications, as well as an understanding of the concepts underlying hardware, software, and connectivity.

Basic Operations

1. Demonstrate beginning steps in using available hardware and applications (e.g., turn on a computer, launch a program, use a pointing device such as a mouse). 2. Explain that icons (e.g., recycle bin/trash, folder) are symbols used to signify a command, file, or application. 3. Identify, locate, and use letters, numbers, and special keys (e.g., space bar, Shift, Delete) on the keyboard. 4. Recognize the functions of basic file menu commands (e.g., New, Open, Close, Save, Print).

1. Demonstrate basic steps in using available hardware and applications (e.g., log into a computer, connect/disconnect peripherals, upload files from peripherals). 2. Select a printer, use print preview, and print a document with the appropriate page setup and orientation. 3. Use various operating system features (e.g., open more than one application/program, work with menus, use the taskbar/dock). 4. Demonstrate intermediate keyboarding skills and proper keyboarding techniques.

1. Use features of a computer operating system (e.g., determine available space on local storage devices and remote storage resources, access the size and format of files, identify the version of an application). 2. Identify successful troubleshooting strategies for minor hardware and software issues/problems (e.g., “frozen screen”). 3. Independently operate peripheral equipment (e.g., scanner, digital camera, camcorder), if available. 4. Identify and use a variety of storage media (e.g., CDs, DVDs, flash drives, school servers, and online storage spaces), and provide a rationale for using a certain medium for a specific purpose.

1. Identify the platform, version, properties, function, and interoperability of computing devices including a wide range of devices that compute and/or manage digital media. 2. Use online help and other support to learn about features of hardware and software, as well as to assess and resolve problems. 3. Explain effective backup, cloud storage, and recovery strategies. 4. Explain criteria for evaluating hardware and software appropriate for a given task (e.g., features, versions, capacity). 5. Demonstrate keyboarding techniques, including the use of keyboard shortcuts, to complete assignments efficiently and accurately. (For students with disabilities, demonstrate alternate input techniques as appropriate.) 6. Identify and assess the capabilities and limitations of emerging technologies.

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Word Processing & Publishing

5. Use a word processing application to write, edit, print, and save simple assignments. 6. Insert and size a graphic in a word processing document.

5. Use menu/tool bar functions in a word processing program (i.e., font size/style, line spacing, margins) to format, edit, and print a document. 6. Copy and paste text and images within a document, as well as from one document to another. 7. Proofread and edit writing using appropriate resources (e.g., dictionary, spell-checker, grammar resources).

5. Demonstrate use of intermediate features in word processing applications (e.g., tabs, indents, headers and footers, end­notes, bullet and numbering, tables). 6. Create, save, open, and import a word processing document in different file formats (e.g., RTF, HTML).

7. Apply advanced formatting and page layout features when appropriate (e.g., columns, templates, and styles) to improve the appearance of documents and use of word processing and desktop publishing skills in various careers. Use editing features appropriately (e.g., track changes, insert comments)

Database Management

7. Explain that computers can store and organize information so that it can be searched. 8. Use a simple computer graphing application to display data.

8. Define the term “database” and provide examples from everyday life (e.g., library catalogues, school records, telephone directories). 9. Define terms related to databases, such as “record,” “field,” and “search.” 10. Do simple searches of existing databases (e.g., online library catalog, electronic encyclopedia).

7. Describe the structure and function of a database, using related terms appropriately. 8. Create a simple database, defining field formats and adding new records. 9. Perform simple operations in a database (i.e., browse, sort, filter, search on selected criteria, delete data, enter data). 10. Plan and develop database reports to organize and display information.

10. Save database files in various formats. 11. Define the term “metadata,” and explain how metadata describes the structure and workings of an organization's use of information. 12. Use database features to create mailing labels, form letters, and perform mail merges. 13. Identify the use of database skills in various careers.

Spreadsheet Productivity

11. Demonstrate an understanding of the spreadsheet as a tool to record, organize, and graph information. 12. Identify and explain terms and concepts related to spreadsheets (i.e., cell, column, row, values, labels, chart, graph). 13. Enter/edit data in spreadsheets and perform calculations using simple formulas (+, -, *, /), observing the changes that occur.

11. Describe the use of spreadsheets to calculate, graph, organize, and present data in a variety of real-world settings. 12. Create an original spreadsheet, using formulas. 13. Use various number formats (e.g., scientific notation, percentages, exponents) as appropriate. 14. Produce simple charts and graphs from a spreadsheet. 15. Distinguish among different types of charts and graphs, and choose the most appropriate type to represent given data. 16. Apply advanced

14. Define and use functions of a spreadsheet application (e.g., sort, filter, find). 15. Enter formulas and functions; use the autofill feature in a spreadsheet application. 16. Explain and use advanced formatting features of a spreadsheet application (e.g., reposition columns and rows, add and name worksheets). 17. Use multiple sheets within a workbook, and create links among worksheets to solve problems. 18. Import and export data between spreadsheets and other applications. 19. Create and use pivot tables. 20. Explain how various

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formatting features to customize tables, charts, and graphs.

formatting options are used to convey information in charts or graphs. 21. Identify the use of spreadsheet skills in various careers.

Network / Internet

9. Explain that the Internet links computers around the world, allowing people to access information and communicate. 10. Demonstrate the ability to use tools in painting and/or drawing programs.

14. Explain and use age-appropriate online tools and resources (e.g., tutorial, assessment, Web browser). 15. Save, retrieve, and delete electronic files on a hard drive or school network. 16. Explain terms related to the use of networks (e.g., username, password, network, file server). 17. Identify and use terms related to the Internet (e.g., Web browser, URL, keyword, World Wide Web, search engine, links). 18. Use age-appropriate Internet-based search engines to locate and extract information.

17. Use Web browsing to access information (e.g., enter a URL, access links, create bookmarks/favorites, print Web pages). 18. Identify probable types and locations of Web sites by examining their domain names, and explain that misleading domain names are sometimes created in order to deceive people (e.g., .edu, .com, .org, .gov, .au). 19. Explain and correctly use terms related to networks (e.g., LANs, WANs, servers, and routers) and Internet connectivity (e.g., DSL, T1, T3). 20. Explain and correctly use terms related to online learning (e.g., IP address, post, thread, Intranet, discussion forum, drop box, account, password). 21. Use e-mail functions and features (e.g., replying, forwarding, attachments, subject lines, signature, and address book.)

22. Use search engines and online directories. Explain the differences among various search engines and how they rank results. 23. Explain and demonstrate effective search strategies for locating and retrieving electronic information (e.g., using syntax and Boolean logic operators). 24. Describe good practices for password protection and authentication. 25. Identify career options in network technologies.

Presentation & Multimedia

11. Create and share multimedia presentations using applications such as Wixie, Slides, Voice Threads, using images, narration,and/or text etc...

19. Create, edit,format text on a slide, and make a presentation. 20. Create and present a series of slides and organize them to present research or convey an idea. 21. Copy and paste or import graphics; change their size and position on a slide. 22. Use painting and drawing applications to create and edit work.

23. Create a multimedia presentation using various media as appropriate (e.g., audio, video, animations, etc.). 24. Use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of work.

26. Identify technology tools (e.g., authoring tools) that can be used to create a multimedia product. 27. Use a variety of applications to plan, create, and edit multimedia products (e.g., slide presentations, videos, animations, simulations, podcasts). 28. Link information residing in different applications (e.g., linking a chart in a word-processing document to the spreadsheet where it was

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created). 29. Identify career options in multimedia and software development.

Web Publishing

30. Distinguish between effective and ineffective Web site designs; explain the reasons. 31. Explain terminology related to Web page authoring (e.g., HTML, URL, links, browsers, plug-ins, Web servers). 32. Use HTML or Web-authoring tools to create, edit, and publish well organized Web sites with effective navigation. 33. Explain how to test and debug Web files for quality assurance. 34. Identify career options in Web design, development, and management.

2. Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity and innovation.

Research 1. Use various age-appropriate technologies to locate, collect, and organize information. 2. Review teacher-selected Internet resources and explain why each resource is or is not useful.

1. Locate, download, and organize content from digital media collections for specific purposes, citing sources. 2. Perform basic searches on databases (e.g., library card catalogue, encyclopedia) to locate information, using two or more key words and techniques to refine and limit such searches. 3. Evaluate Internet resources in terms of their usefulness for research. 4. Use content-specific technology tools as needed to support scientific or mathematical inquiries (e.g., environmental probes, sensors, measuring devices, simulations) to gather and analyze data. 5. Use online tools (e.g., e-mail, online discussion

1. Explain and demonstrate effective searching and browsing strategies when working on projects. 2. Collect, organize, and analyze digital information from a variety of sources, with attribution. 3. Use a variety of computing devices (e.g., probeware, handheld computers, digital cameras, scanners) to collect, analyze, and present information for curriculum assignments.

1. Devise and demonstrate strategies for efficiently collecting and organizing information from electronic sources. 2. Compare, evaluate, and select appropriate electronic resources to locate specific information. 3. Select the most appropriate search engines and directories for specific research tasks. 4. Search for information within an electronic source (e.g., using the find command).

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forums, blogs, and wikis) to gather and share information collaboratively with other students, if the district allows it.

Problem Solving

3. Use age-appropriate technologies (e.g., a simple graphing application) to gather and analyze data.

6. With teacher direction, use appropriate technology tools (e.g., graphic organizer) to define problems and propose hypotheses. 7. Use data from spreadsheets and other applications to make predictions, solve problems, and draw conclusions.

4. Independently use appropriate technology tools (e.g., graphic organizer) to define problems and propose hypotheses. 5. Use and modify databases and spreadsheets to analyze data and propose solutions. 6. Develop and use guidelines to evaluate the content, organization, design, use of citations, and presentation of technologically enhanced projects.

5. Explain and demonstrate how specialized technology tools can be used for problem solving, decision making, and creativity in all subject areas (e.g., simulation software, environmental probes, computer-aided design, geographic information systems, dynamic geometric software, graphing calculators, art and music composition software).

Collaboration 4. Use a variety of age-appropriate technologies (e.g., drawing program, presentation software) to communicate and exchange ideas.

8. Create projects that use text and various forms of graphics, audio, and video (with proper citations) to communicate ideas. 9. Use teacher-developed guidelines to evaluate multimedia presentations for organization, content, design, presentation, and appropriate use of citations. 10. Communicate with other students and other classes using appropriate technology, including e-mail if the district allows it.

7. Plan, design, and develop a multimedia product to present research findings and creative ideas effectively, citing sources. 8. Identify differences between various media and explain issues associated with repurposing information from one medium to another (e.g., from print to the Web). 9. Use a variety of telecommunication tools (e.g., e-mail, discussion groups, Web pages, blogs, Web conferences) to collaborate and communicate with peers, experts, and other audiences (at district’s discretion).

6. Use a variety of media to present information for specific purposes (e.g., reports, research papers, presentations, newsletters, Web sites, podcasts, blogs), citing sources. 7. Demonstrate how the use of various techniques and effects (e.g., editing, music, color, rhetorical devices) can be used to convey meaning in media. 8. Use online communication tools to collaborate with peers, community members, and field experts as appropriate (e.g., bulletin boards, discussion forums, listservs, Web conferencing). 9. Plan and implement a collaborative project with students in other classrooms and schools using telecommunications tools (e.g., e-mail, discussion forums, groupware, interactive Web sites, video-conferencing). 10. Complete at least one online credit course or tutorial; discuss the benefits and disadvantages of this method of learning.

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3. Demonstrate the responsible use of technology & an under- standing of ethics & safety issues in using electronic media at home, in school, and in society.

Ethics, Health and Safety

1. Follow classroom rules for the responsible use of computers, peripheral devices, and resources. 2. Explain the importance of giving credit to media creators when using their work in student projects. 3. Explain why there are rules for using technology at home and at school and follow rules. 4. Identify the purpose of a media message (to inform, persuade, or entertain). 5. Describe how people use many types of technologies in their daily lives. 6. Follow the school rules for safe and ethical Internet use. 7. Explain that a password helps protect the privacy of information.

1. Explain and demonstrate compliance with school rules (Acceptable Use Policy) regarding responsible use of computers and networks. 2. Explain responsible uses of technology and digital information; describe possible consequences of inappropriate use. 3. Explain and follow Fair Use Guidelines for the use of copyrighted materials (e.g., text, images, music, video) in student projects. 4. Identify ways in which technology is used in the workplace and in society. 5. Work collaboratively online with other students under teacher supervision. 6. Analyze media messages and determine if their purpose is to inform, persuade, or entertain. 7. Explain how hardware and applications can enable people with disabilities to learn. 8. Recognize and describe the potential risks and dangers associated with various forms of online communications. 9. Identify and explain the strategies used for the safe and efficient use of computers (e.g., passwords, virus protection software, spam filters, popup blockers). 10. Demonstrate safe email and social media practices, recognition of the potentially public exposure of social media, including but not limited to e-mail

1. Explain ethical issues related to privacy, plagiarism, spam, viruses, hacking, and file sharing. 2. Explain how copyright law protects the ownership of intellectual property, and explain possible consequences of violating the law. 3. Explain fair use guidelines for using copyrighted materials (e.g., images, music, video, text) in school projects. 4. Describe appropriate and responsible use of communication tools (e.g., chats, instant messaging, blogs, and wikis). 5. Identify and discuss the technology proficiencies needed in the workplace, as well as ways to prepare to meet these demands. 6. Identify and describe the effect technological changes have had on society. 7. Explain how technology can support communication and collaboration, personal and professional productivity, and lifelong learning. 8. Analyze and explain how media and technology can be used to distort, exaggerate, and misrepresent information. 9. Give examples of hardware and applications that enable people with disabilities to use technology. 10. Explain the potential risks associated with the use of networked digital information (e.g., Internet, mobile phones, wireless, LANs). 11. Provide examples of safe and unsafe practices for sharing personal information via e-mail and the Internet. 12. Explain why

1. Demonstrate compliance with the school’s Acceptable Use Policy. 2. Explain issues related to the responsible use of technology (e.g., privacy, security). 3. Explain laws restricting the use of copyrighted materials. 4. Identify examples of plagiarism, and discuss the possible consequences of plagiarizing the work of others. 5. Write correct in-text citations and reference lists for text and images gathered from electronic sources. 6. Give examples of the appropriate and responsible use of communication tools (e.g., chats, instant messaging, blogs, wikis). 7. Discuss misuse of technology for personal and commercial reasons (e.g., software piracy, unauthorized file sharing/downloading, virus spreading, and hacking); explain possible consequences. 8. Design and implement a personal learning plan that includes the use of technology to support lifelong learning goals. 9. Evaluate the authenticity, accuracy, appropriateness, and bias of electronic resources, including Web sites. 10. Analyze the values and points of view that are presented in media messages. 11. Describe devices, applications, and operating system features that offer accessibility for people with disabilities. 12. Evaluate school and work environments in terms of ergonomic practices. 13. Describe and use safe and appropriate practices when participating in online communities (e.g., discussion groups, blogs,

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and appropriate e-mail etiquette. 11. Identify cyber-bullying and describe strategies to deal with such a situation.

computers, networks, and information need to be protected from viruses, intrusion, and vandalism. 13. Explain terms associated with the safe, effective, and efficient use of telecommunications/Internet (e.g., password, firewalls, spam, security, Acceptable Use Policy).

social-networking sites). 14. Explain and use practices to protect one's personal safety online (e.g., not sharing personal information with strangers, being alert for online predators, reporting suspicious activities). 15. Explain ways individuals can protect their technology systems and information from unethical users.

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UplandFR Program Evaluation

In addition to the expectation that all teachers will participate in ongoing professional development in support of student learning outcomes, all teachers will be expected to participate in both pre-/post-training and end of year surveys designed to evaluate pedagogical outcomes. The pre-and post surveys will be designed by internal staff and distributed to participants just prior to participating in training. All teachers will be expected to participate in the survey. Topics to be evaluated will address:

Integration of technology into instruction How teachers are integrating technology. Beliefs regarding benefits of technology to improve instruction

Data will also be collected on Google Apps for Education, measuring the impact of the training on classroom usage. Data collected will include usage, production, and collaboration. Teachers will be broken out into bands including early adopters, deliberate adopters, and non-adopters. While this is not a final list of research questions and data collection instruments it should grow as the program evolves to address the emerging needs of the stakeholders. Is the technology model scalable and sustainable?

Stakeholder evaluations (Technology Leads, Admin, Teacher, Parent & Student) Stakeholder interviews (Technology Leads, Admin, Teacher, Parent & Student) Cost analysis (rates of theft, damage, loss, etc) Usage analysis (comparative between schools & disciplines)

Is the professional development model in place scalable and sustainable?

Stakeholder evaluations (Technology Leads, Admin, Teacher) Stakeholder interviews (Technology Leads, Admin, Teacher) Course & Workshop evaluations Attendance figures

Is Google Apps for Education (GAFE) an effective platform for student learning?

Is GAFE effective at supporting an environment compatible and conducive to successful implementation of the Common Core?

Does it promote a Collaborative Learning Environment? Does it promote Student Achievement? Does it provide appropriate tools for student to be creative and innovative?

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UplandFR Sustainability

Long term support of teaching staff is essential to the success and sustainability of a technology initiative. To more readily facilitate the organization change needed to transition to a high-functioning digital environment, support mechanisms should be easily accessible, available in near ubiquity, and provide teachers with the content and support necessary for success. Resource Portal A resource portal accessible via the UUSD website and linked to from school websites will need to be developed to provide students, teachers and parents a single location for information about the District Instructional Technology program. Each portal will contain links to the essential information about school policies, Google Apps for Education and other cloud-based tools, Internet safety, Common Core, 21st Century Skills, device tutorials and video training modules as well as extra resources. Most resources should also be translated to meet the needs of second language stakeholders such as Spanish speakers. Google+ & Teaching Channel Communities The purpose of the online communities at Upland is to connect staff to communities of all scales (classroom, discipline, school, state, national and international) in a single, collaborative space. By leveraging Google+, educators are able to access a deep well of resources while also contributing to the shared body of knowledge. Through this platform, there will be opportunities for live webinars, Q&A sessions as well as synchronous and asynchronous professional development modules. In addition, communities built around the Teaching Channel will provide a video-based platform for teachers to reflect on their teaching, student work, and to see evidence of their own progress. Through reflective practice in a collaborative environment, teachers gather evidence of their own progress while being able to also help coach and guide peers. Professional Development Hours With the addition of a minimum of 21 professional development hours comes an opportunity for teachers to hone their skill sets outside of class time. These hours can be used to:

Technology Lead hosted Genius Bar style targeted small group sessions to help teachers find answers to their questions in a face-to-face setting

Department level planning sessions focusing on lesson sharing, streamlining and troubleshooting

Quarterly presentations by staff showcasing successful integration of technology in their classrooms that demonstrates higher-order thinking skills by students.

Upland University Workshops Throughout the year, Upland University will host open & free workshops covering a number of different categories targeted to support schools and teachers. Two district-wide Upland University professional learning release days will also be hosted each school year. The intent of

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Upland University whether a release day or an after school workshop is to provide teachers with choice on what they want to learn about while reinforcing sound instructional practice, exposing teachers to new ways of thinking and teaching, and building a community of practice. In addition, Upland University will serve as a platform for designing professional development to meet the needs of adult learners while also building instructional leadership capacity. Summits featuring Google for Education Each year, several formal Summits featuring Google for Education are hosted in Southern California connecting teachers to Google Certified Teachers, trainers and professionals. These Summits serve to build capacity, community and awareness for Google Apps best practices. It is recommended that school leadership attend along with Lead Learners and other teaching staff where feasible.

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UplandFR Keys to Success

Research has shown that for professional development to be successful there needs to be high levels of commitment from both administration and teaching staff. Research also demonstrates that teachers more regularly engaged in the practices outside of direct professional development sustain the impacts of the professional development over longer periods of time. Schools interested in enjoying the most impact from the Upland Future Ready initiative should promote the following best practices: Because administrators play such an important role in the success of any initiative, we recommend that site leadership...

...should attend all training sessions.

...should use Gmail for inter­school communication.

...should create a school­based Google Calendar as method of disseminating school­events to teachers and students. ...should have departments submit department meeting notes via Google Docs. ...should support teachers with stipends and/or sub pay for on­site modules. ...should dedicate time for Technology Lead drop­ins and technology lesson planning. ...should allow researchers access to classrooms for observations and data gathering. ...should make time for activities outlined in the Design Guide (Parent night, student internet safety training during class time, homeroom, etc).

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UplandFR Appendix Docs

Amplified IT Upland Unified Infrastructure Review 2014 http://goo.gl/qXYNHD Survey Summaries http://goo.gl/V7XWHG

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