Bellingham Public Schools
Technology and Learning Implementation Plan
Revised: April 22, 2004
1. School Board Letter of Approval and Support
2. Vision
Introduction
Vision and Beliefs
Rationale for Plan
District Learning Goals
Technology Learning Standards K-12
Performance Indicators by level
School Expectations
Professional Development Strategies
Implementation of Technology Goals
Needs Assessment Strategies
Building a Culture of Continuous Staff Learning
Funding for Professional Development
3. School Technology & Learning Implementation Plans
See appendix
4. District Technology & Learning Implementation Plan
Adopted: March 1993; Revised: November 1997; Revised: February 2001District instructional learning goals
The Network and Telecommunications Plan
1. SCHOOL BOARD APPROVAL & SUPPORT
April 22, 2004
Ms. Becky Firth
Educational Technology Director
Northwest ESD 189
1601 R Avenue
Anacortes WA 98221
SUBJECT: Approval and Support for the Bellingham Public Schools Learning and Technology Plan
Dear Ms. Firth:
The Bellingham School District Board of School Directors has reviewed the District’s technology plan and is in full accord and agreement with the contents and direction of the plan. It is our belief that student learning and effective teaching are enhanced with the use of computer technologies. Our vision supports this belief.
“In the Bellingham School District, the learning community will be technologically literate life-long learners. Learners will be able to interact successfully in a technological environment to achieve their personal, education, and workplace goals. They will skillfully use technology to access, retrieve, and use information school-wide, community-wide, nationally, and internationally.”
Our commitment in this plan is to provide equal access for the learning community, the development of lifelong learners, integration of technology into the curriculum and classroom, and the building of a culture of continuous learning for staff. The Technology Standards for All Students, derived from the National Educational Technology Standards, represent a key element in the progress towards high student achievement.
The Board has also agreed to support:
1. ongoing efforts to implement the elements of
this plan; and
2. ongoing efforts to maintain currency within
the plan through regularly scheduled reviews.
The District’s technology plan does, to the best of our knowledge, comply with the criteria established for state approval. This technology plan was approved and adopted by the Board of School Directors on April 22, 2004.
Sincerely,
2. VISION
The mission of the Bellingham School District, in partnership with the community, is to provide students with the knowledge, skills, and qualities required to be successful in a changing, diverse world.
Student learning is at the heart of all we do in the Bellingham School District. It is our belief that student learning is improved with the use of computer technologies. This plan begins with a vision for student learning, a statement of beliefs, and a rationale for creating and continuing to build networked learning environments. It continues with Technology Learning Standards for all students, including performance indicators by grade level bands, and expectations for schools. Professional development strategies and philosophy are described in support of the standards. Twenty-one Bellingham School District schools wrote Technology and Learning Implementation Plans, based on their school strategic learning plans, and these are included in Appendix A. The district-level technology and learning implementation plan follows, including three instructional learning goals, and network and telecommunications planning to support the learning goals. A section follows describing the process to annually review and update this plan. The plan additionally includes the district's Information Technology Accessibility Standards (Appendix C), which will assist the district in ensuring the accessibility of its technology resources for all students, including those with disabilities.
In 1993, educators and community members created a plan to implement the use of computer technologies in the Bellingham School District, based on increasing student skills in communication, information processing, and productivity. Since then, considerable work has been accomplished. Students and staff work within a networked environment in which all classrooms and work areas are equipped with networked computers and telephones with voice mail. All computers are equipped with a suite of applications used by all members of the learning community. All staff and students above third grade are able to have network and email accounts so that they may collaborate and seek information. From any computer in the district, members of the network access files from their own dedicated space on servers and from shared drives at their school and across the district. The district is linked in a voice, video, and data wide-area network, and is part of the statewide K-20 network linking all colleges, universities, and K-12 schools to the Internet.
What are the next steps? In December of 2000, the U.S. Department of Education established these National Educational Technology Goals:
Goal 1: All students and teachers will have access to information technology in their classrooms, schools, communities and homes.
Goal 2: All teachers will use technology effectively to help students achieve high academic standards.
Goal 3: All students will have technology and information literacy skills.
Goal 4: Research and evaluation will improve the next generation of technology applications for teaching and learning.
Goal 5: Digital content and networked applications will transform teaching and learning.
As the Department of Education prepares to issue new National Educational Technology Goals, the Bellingham School District joins with communities across the nation to envision educational possibilities into the 21st Century. This plan conveys next steps in using technology more productively and in weaving it more thoroughly into daily learning and teaching.
In the Bellingham School District, the learning community will be technologically literate life-long learners. Learners will be able to interact successfully in a technological environment to achieve their personal, education, and workplace goals. They will skillfully use technology to access, retrieve, and use information school-wide, community-wide, nationally, and internationally.
BELIEFS
Skillful use of technology supports the development of process skills such as flexibility, adaptability, critical thinking, problem solving and collaboration which are essential to success in our rapidly changing information age.
Technology allows us to better serve the diverse learning needs of our students.
Our schools must prepare students to be lifelong learners who are responsible for their own learning, skilled in accessing and processing information, confident in using technological tools, able to solve complex problems alone or collaboratively, capable of being creative and innovative, and able to communicate locally, nationally, and world-wide.
To accomplish our vision for increased student learning with the use of technologies, our plan enables the following:
EQUAL ACCESS FOR THE LEARNING COMMUNITY
- Establishes basic technological networking capabilities provided at all sites.
- Assures that all students, staff and sites will be provided with and have equal access to minimum standards of hardware and software.
- Implements grade level technology goals identified to insure equity of delivery to all students.
- Via telecommunications, enables 24-7 access to school learning resources, classroom lessons and assignments, school information and electronic messages for students, parents, staff, and community members.
- Provides the learning community with greater opportunity for interaction, collaboration and information exchange. The school will become a vital meeting place for a host of community services.
- Promotes equitable access to learning technology as a community investment and encourages an active partnership among schools, businesses, homes and the community.
DEVELOPMENT OF LIFELONG LEARNERS
- Assures skillful use of technology to support the development of lifelong learning skills and process skills such as: flexibility, adaptability, critical thinking, problem solving, and collaboration, which are essential to success in our rapidly changing information age.
INTEGRATION OF TECHNOLOGY IN THE CLASSROOM
- Expands classroom tools for teaching and learning.
- Provides for the integration of multiple resources for existing and emerging curriculum.
- Enables the learning community to communicate more effectively, access and process information, and work productively.
- Links the classroom with educational resources within the building, community and worldwide.
- Creates a collaborative environment for project oriented activities.
- Increases the productivity of students as they work toward attaining learning outcomes.
- Encourages the use of multimedia tools enabling students to become active and experiential learners.
- Enables learning to involve partnerships within the school, among schools, and with other organizations.
BUILD A CULTURE OF CONTINUOUS LEARNING FOR STAFF
- Develops school-based technology planning and learning.
- Builds online learning opportunities.
- Incorporates learning new curriculum (math, writing, science, etc.) with technology applications.
- Facilitates access to collegial support and best practice information from a wide variety of resources.
- Expands the variety of teaching tools to differentiate and support diverse learners.
- Supports productive and efficient management of student assessment and portfolio data.
- Increases support for emerging instructional strategies: inter-disciplinary, collaborative, and active learning options.
- Enables curriculum, instruction and assessment to be developed and aligned with each other.
- Provides a system that helps students, parents and teachers work together to support educational outcomes.
- Pilots new teaching strategies, technologies, and instructional resources.
- Investigates emerging possibilities for electronic learning resources such as e-books, handhelds, and tablets for teachers and students.
Education in Bellingham is a shared, life-long experience in which the diverse needs of all individuals are met. This experience, provided in a safe, supportive environment, will ensure success in a changing world.
Education in the Bellingham School District is guided by our strategic plan, “Pathway to the 21st Century,” which lists the following seven visionary goals:
WHAT WE ARE WORKING TO ACCOMPLISH
GOAL ONE: The Essential Student LEARNINGS are taught and demonstrated using defined standards.
GOAL TWO: Programs and instruction meet the individual needs of all students.
GOAL THREE: Ongoing assessment of student learning, program results, and staff performance is understood and used to support continuous improvement.
HOW WE WILL ACCOMPLISH THIS WORK
GOAL FOUR: Schools, programs and services use improvement plans that are developed collaboratively and are consistent with the District’s strategic plan.
GOAL FIVE: The learning and work environment is safe, supportive, and nurturing for all.
GOAL SIX: Understanding and respect for human diversity are taught and practiced.
GOAL SEVEN: Schools, families, and the community interact as partners to strengthen opportunities to learn.
At the state and district level, educators have identified essential learning requirements for students. The four Washington State Learning Goals are supported by detailed Essential Academic Learning Requirements in the areas of reading, writing, communications, mathematics, and several subject areas. Bellingham School District adopted curricula incorporate the Washington State learning requirements and national standards. Guiding documents include “How People Learn, Bridging Research and Practice” (National Academies Press) and “The Teaching and Learning Cycle”-Appendix E (R.C.Owens Publishers). An effort is underway to include district technology learning goals in all adopted curriculum documents.
Bellingham School District expects its graduates to achieve these “Essential Student Learnings” and to be:
- Knowledgeable Individuals who read with comprehension; write with skill; communicate effectively and responsibly; and demonstrate academic proficiency in the arts, geography, mathematics, civics and history, health and fitness, social sciences, and physical and life sciences
- Quality Producers who successfully apply academic, intellectual, artistic, and practical learning to create quality products and performances
- Effective Communicators who apply their communication skills and processes effectively in a variety of ways and settings
- Competent Thinkers who are able to think analytically and creatively, solve problems and make decisions
- Effective Collaborators who can work successfully with diverse individuals and groups
- Responsible Citizens who are informed and apply knowledge to improve the quality of their lives and communities
- Life-Long Learners who are self-directed and apply learning confidently and successfully to new and different situations and tasks in preparation for a changing world and workplace.
TECHNOLOGY
STANDARDS FOR ALL STUDENTS
Performance Indicators by level
In order to achieve our current goals, as expressed in Pathway to the 21st Century, and to meet state standards, the district adopted Technology Standards for all students in 2001. The standards were derived from previous technology goals and the National Educational Technology Standards for Students from the International Society for Technology in Education (ISTE).
The Bellingham Public Schools Technology Standards for All Students cover five areas for all students in grades K-12:
- basic technology operations and concepts
- responsible and ethical use
- effective and creative communication
- thinking, learning, and producing
- research, problem-solving, and decision-making
Performance indicators are listed for each standard. Additionally, performance indicators are written for four grade-level clusters: primary, intermediate, middle school, and high school. The School Expectations list identifies the expected annual activities for students in each school.
Students at all grade levels, K-12 will
1. Understand basic technology operations and concepts.
1.1 Demonstrate a sound understanding of the nature and operation of technology systems, including networked environments.
1.2 Develop sufficient technical skills to successfully use, troubleshoot and maintain the technology and telecommunications tools in daily life, work situations, and learning environments.
1.3 Discriminate among a variety of technologies and media to select appropriate technology for specific purposes.
2. Use technology responsibly and ethically.
2.1 Practice responsible use of technology systems, information, and software.
2.2 Understand the ethical, cultural, environmental, and societal implications of technology and telecommunications.
3. Use technology to communicate effectively and creatively.
3.1 Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
3.2 Use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
3.3 Create, produce, and present ideas in a variety of forms, including text, video, graphics, and conversation.
4. Use technology for thinking, learning, and producing.
4.1 Enhance content-area learning with technology-infused lessons.
4.2 Construct new meaning and knowledge by synthesizing information.
4.3 Use computer modeling, image processing, simulations, and data manipulation to develop critical thinking and understanding.
4.4 Use a variety of tools to produce quality products.
5. Use technology for research, problem solving, and decision-making.
5.1 Use technology to locate, evaluate, collect, and organize information from a variety of sources.
5.2 Review information analytically and transform it into useful knowledge to solve problems.
5.3 Work with a group to collaboratively solve a problem and present results.
Grades K-2: Performance Indicators
1. Understand basic technology operations and concepts.
1.1 Demonstrate a sound understanding of the nature and operation of technology systems, including networked environments.
- Use appropriate terminology in describing technology.
- Develop skills in basic computer operations (keyboard functions, logon, logoff, mouse techniques).
1.2 Develop sufficient technical skills to successfully use, troubleshoot and maintain technology and telecommunications tools in daily life, work situations and learning environments.
- Successfully operate computers, VCRs, printers, audiotapes and other technologies.
1.3 Discriminate among a variety of technologies and media to select appropriate technology for specific purposes.
- Use multimedia resources (interactive books, software, encyclopedias) to support learning.
2. Use technology responsibly and ethically.
2.1 Practice responsible use of technology systems, information, and software.
- Cooperate with others while using technology.
- Care for and safely operate equipment.
2.2 Understand the ethical, cultural, environmental and societal implications of technology and telecommunications.
- Demonstrate positive and ethical social behavior when using technology (follow rules).
3. Use technology to communicate effectively and creatively.
3.1 Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
- Create documents using word processing and desktop publishing software.
3.2 Use telecommunications to collaborate, publish and interact with peers, experts and other audiences.
- Share information with others using data networks and telecommunications (telephone, email with class).
3.3 Create, produce and present ideas in a variety of forms, including text, video, graphics and conversation.
- Enhance documents with graphics, including clip art and original artwork, using paint, chart and draw programs.
- Make presentations using technology.
4. Use technology for thinking, learning and producing.
4.1 Enhance content-area learning with technology-infused lessons.
- Use a variety of technology resources to support learning (lessons on public drives).
4.2 Construct new meaning and knowledge by synthesizing information.
4.3 Use computer modeling, image processing, simulations and data manipulation to develop understanding.
- Make a graph to sort and understand information.
4.4 Use a variety of tools to produce quality products.
5. Use technology for research, problem solving and decision-making.
5.1 Use technology to locate, evaluate, collect and organize information from a variety of sources.
- Use key words as a search strategy.
- Use technology to locate, evaluate and collect information (electronic encyclopedias, library catalog, selected Internet sites, magazines).
5.2 Review information analytically and transform it into useful knowledge to solve problems.
- Use technology to research a problem or make a decision.
5.3 Work with a group to collaboratively solve a problem and present results.
- Work with a team to find information, make decisions and create a product.
Grades 3-5: Performance Indicators
1. Understand basic technology operations and concepts.
1.1 Demonstrate a sound understanding of the nature and operation of technology systems, including networked environments.
- Demonstrate an understanding of concepts underlying hardware, software and connectivity.
- Navigate computer systems (organize documents into folders, move between different applications).
1.2 Develop sufficient technical skills to successfully use, troubleshoot and maintain technology and telecommunications tools in daily life, work situations and learning environments.
- Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
- Develop keyboarding skills. Use home row fingering position with appropriate fingering stretches, keyboarding faster than handwriting (approximately 10-15 wpm).
1.3 Discriminate among a variety of technologies and media to select appropriate technology for specific purposes.
- Select and use appropriate tools and technology resources to accomplish a variety of tasks
2. Use technology responsibly and ethically.
2.1 Practice responsible use of technology systems, information and software.
- Cooperate with others while using technology. Demonstrate respect for privacy and work of others.
- Care for and safely operate equipment.
2.2 Understand the ethical, cultural, environmental and societal implications of technology and telecommunications.
- Demonstrate positive and ethical social behavior when using technology (follow rules).
- Understand basics of information ownership and copyright law.
- Understand how technology is used daily in industry, business and education.
3. Use technology to communicate effectively and creatively.
3.1 Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
- Create written documents using writing process steps, word processing skills, and publishing programs.
- Revise documents using word processing program features, including spell checking.
- Use a spreadsheet to create tables, graphs and charts, and explain what each means.
3.2 Use telecommunications to collaborate, publish and interact with peers, experts and other audiences.
- Communicate with others using email. Develop good habits for managing email.
3.3 Create, produce and present ideas in a variety of forms, including text, video, graphics and conversation.
- Enhance documents with graphics, including clip art and original artwork, using paint, chart, and draw programs.
- Communicate ideas by creating and delivering a presentation.
4. Use technology for thinking, learning and producing.
4.1 Enhance content-area learning with technology-infused lessons.
- Use a variety of media and technology resources for directed and independent learning activities in the curriculum areas (lessons on public drives, online research projects).
4.2 Construct new meaning and knowledge by analyzing and synthesizing information.
- Compare and contrast information using two or more resources.
4.3 Use computer modeling, image processing, simulations and data manipulation to develop understanding.
- Sort and analyze information using databases and spreadsheets.
4.4 Use a variety of tools to produce quality products.
5. Use technology for research, problem solving and decision-making.
5.1 Use technology to locate, evaluate, collect, and organize information from a variety of sources.
- Use key words as a search strategy for locating information.
- Use technology to locate, evaluate, collect and organize information (electronic encyclopedias, library catalog, selected Internet sites, magazines).
5.2 Analyze information and apply understanding to solve problems.
- Use technology to research a problem or make a decision.
5.3 Work with a group to collaboratively solve a problem and present results.
- Research a problem or decision to be made using technology, and work with a team to create a product
Grades 6-8: Performance Indicators
1. Understand basic technology operations and concepts.
1.1 Demonstrate a sound understanding of the nature and operation of technology systems, including networked environments.
- Demonstrate an understanding of concepts underlying hardware, software and connectivity.
- Navigate computer systems (organize documents into folders on h:drive, move between different applications, use program help and navigation aids).
1.2 Develop sufficient technical skills to successfully use, troubleshoot and maintain technology and telecommunications tools in daily life, work situations and learning environments.
- Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
- Develop keyboarding skills to 20-25 wpm with 90% accuracy on timed test.
- Demonstrate and use ergonomically appropriate posture and techniques to perform tasks.
1.3 Discriminate among a variety of technologies and media to select appropriate technology for specific purposes.
- Select and use appropriate tools and technology resources to accomplish a variety of tasks.
2. Use technology responsibly and ethically.
2.1 Practice responsible use of technology systems, information and software.
- Cooperate with others while using technology.
- Care for and safely operate equipment.
2.2 Understand the ethical, cultural, environmental and societal implications of technology and telecommunications.
- Demonstrate legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
- Demonstrate understanding of intellectual property and copyright law by properly crediting work of self and others. Identify examples of copyright violations.
- Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.
- Identify technological skills needed for school success and jobs.
- Research the accuracy and relevance of information sources.
3. Use technology to communicate effectively and creatively.
3.1 Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
- Create multi-page documents using writing process steps, word processing skills, and publishing programs.
- Revise documents using word processing program features, including spell checking, thesaurus and grammar checking. Use advanced editing and text formatting.
- Use a spreadsheet to create tables, graphs and charts, and explain what each means.
3.2 Use telecommunications to collaborate, publish and interact with peers, experts and other audiences.
- Communicate with others using email. Develop good habits for managing email.
3.3 Create, produce, and present ideas in a variety of forms, including text, video, graphics and conversation.
- Enhance documents with graphics, including clip art and original artwork, using paint and draw programs.
- Design, develop, publish and present products (presentations, web pages, documents, videotapes) for a variety of audiences.
4. Use technology for thinking, learning and producing.
4.1 Enhance content-area learning with technology-infused lessons.
- Use a variety of media and technology resources for directed and independent activities to support learning.
4.2 Construct new meaning and knowledge by combining and synthesizing different types of information.
4.3 Use computer modeling, image processing, simulations and data manipulation to develop understanding.
- Use content-specific tools, software and simulations (environmental probes, graphing calculators, exploratory environments, Web tools, visual learning aids) to support thinking and learning.
- Sort, organize, interpret and display information using spreadsheets and databases.
4.4 Use a variety of tools to produce quality products.
5. Use technology for research, problem solving and decision-making.
5.1 Use technology to locate, evaluate, collect and organize information from a variety of sources.
- Use search strategies, including logical operators, keywords and record sorting, in a prepared database.
- Use technology to locate, evaluate, collect and organize information (electronic encyclopedias, library catalog, selected Internet sites, magazines).
5.2 Review information analytically and transform it into useful knowledge to solve problems.
5.3 Work with a group to collaboratively solve a problem and present results.
- Collaborate with peers, experts and others using telecommunications and collaborative tools to investigate problems, issues and information, and to develop solutions.
Grades 9-12: Performance Indicators
1. Understand basic technology operations and concepts.
1.1 Demonstrate a sound understanding of the nature and operation of technology systems, including networked environments.
- Demonstrate an understanding of concepts underlying hardware, software and connectivity.
- Navigate computer systems (organize documents into folders on h:drive, move between different applications and various drives, use program help and navigation aids).
1.2 Develop sufficient technical skills to successfully use, troubleshoot and maintain technology and telecommunications tools in daily life, work situations and learning environments.
- Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
- Develop keyboarding skills to 25-30 wpm, and demonstrate ergonomically appropriate posture and techniques to perform tasks.
1.3 Discriminate among a variety of technologies and media to select appropriate technology for specific purposes.
- Select and use appropriate tools and technology resources to accomplish a variety of tasks.
- Make informed choices among technology systems, resources and services.
- Identify capabilities and limitations of contemporary and emerging technology resources, and assess the potential of these systems.
2. Use technology responsibly and ethically.
2.1 Practice responsible use of technology systems, information and software.
- Cooperate with others while using technology.
- Care for and safely operate equipment.
2.2 Understand the ethical, cultural, environmental and societal implications of technology and telecommunications.
- Demonstrate legal and ethical behaviors regarding the use of technology and information.
- Demonstrate understanding of intellectual property and copyright law by properly crediting work of self and others.
- Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole.
- Identify technological skills needed for jobs.
- Research the accuracy and relevance of information sources.
3. Use technology to communicate effectively and creatively.
3.1 Use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
- Create multi-page documents using word processing skills, writing process steps, and publishing programs.
- Revise documents using word processing program features, including spell checking, thesaurus and grammar checking. Use advanced editing and text formatting.
- Use a spreadsheet to create tables, graphs and charts, and explain what each means.
3.2 Use telecommunications to collaborate, publish and interact with peers, experts and other audiences.
- Communicate with others using email. Develop good habits for managing email.
- Efficiently use online information resources to meet needs for collaboration, research, publications, communications and productivity.
3.3 Create, produce, and present ideas in a variety of forms, including text, video, graphics and conversation.
- Enhance documents with graphics, including clip art and original artwork, using paint and draw programs.
- Design, develop, publish, and present products (presentations, web pages, documents, videotapes) that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom.
- Collaborate with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce and disseminate information, models and other creative works.
4. Use technology for thinking, learning and producing.
4.1 Enhance content-area learning with technology-infused lessons.
- Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning.
- Evaluate technology-based options, including distance education, for lifelong learning.
4.2 Construct new meaning and knowledge by combining and synthesizing different types of information.
4.3 Use computer modeling, image processing, simulations and data manipulation to develop understanding.
- Use content-specific tools, software and simulations (environmental probes, graphing calculators, exploratory environments, Web tools, visual learning aids) to support thinking and learning.
- Sort, organize, interpret and display information using spreadsheets and databases.
- Investigate and apply expert systems, intelligent agents, and simulations in classroom and real world situations.
4.4 Use a variety of tools to produce quality products.
5. Use technology for research, problem solving and decision-making.
5.1 Use technology to locate, evaluate, collect and organize information from a variety of sources.
- Use technology to locate, evaluate and collect information (electronic encyclopedias, library catalog, selected Internet sites, magazines).
- Use a variety of electronic sources to access resources and media, and apply sophisticated search techniques to collate, interpret and publish a research project.
5.2 Review information analytically and transform it into useful knowledge to solve problems.
5.3 Work with a group to collaboratively solve a problem and present results.
- Collaborate with peers, experts and others using telecommunications and collaborative tools to investigate problems, issues and information, and to develop solutions.
SCHOOL EXPECTATIONS
To enable learners to meet Student Technology Standards adopted by the School Board in October 2000, schools will provide the following activities.
Standard 1. Basic technology operations
- Regular, ongoing, and flexible access to computers throughout the school year
- Keyboarding instruction and practice. Key emphasis on grades 3-4, 6 and 9, with yearly practice sessions conducted from elementary classrooms and English classes
Standard 2. Responsible and ethical use
- Continuous emphasis on responsibility and ethics
- Copyright recognition and citations used properly in research projects
Standard 3. Effective and creative communications
- Planned use of variety of media throughout the curriculum
- Yearly multiple writing experiences using technology for the full writing process (see EALR's and District Language Arts Curriculum)
Standard 4. Thinking, learning, and producing
- Technology available and a regular part of lesson plans
- Use of spreadsheets, databases and other tools for understanding, meaning-making with data, and production
Standard 5. Research, problem-solving, decision-making
- Students complete at least one research project every semester, (a culminating research project which involves the full research cycle (based on essential question, questioning, planning, gathering, sorting, synthesizing, evaluating, reporting), keyboarding (Standard 1), writing (Standard 3), making meaning with data (Standard 4), proper citations (Standard 2), and presentation (Standards 3 and 5).
PROFESSIONAL DEVELOPMENT STRATEGIES
WHY PROFESSIONAL DEVELOPMENT?
A thriving learning community focuses on improving learning for all of its youth and adult members. In order for staff members to create powerful learning experiences for children, they need to be engaged in the same. The Bellingham School District Board Policy for Instructional Professional Development describes a system which “promotes continuous inquiry and improvement embedded in the daily life of schools” and which focuses on “individual, collegial, and organizational improvement.” The professional development strategies for improving learning and teaching with technology are a part of numerous district and school-based strategic plans and curriculum initiatives.
TARGETED AREAS FOR IMPLEMENTING TECHNOLOGY GOALS
ASSESSMENT:
- Evaluate individual work and class progress with reporting options available in software programs.
- Report student achievement to parents.
- Review portfolios of student work and writing saved on the network.
- Prepare written assessments of student progress with report card programs.
- Use resources created on shared drives to store and share assessment data.
INSTRUCTION:
- Use a variety of multi-media materials to more effectively differentiate instruction to reach students with diverse learning styles.
- Plan individualized learning programs based on assessment data.
- Increase student motivation with expanded multi-media resources for classwork and assignments.
- Provide opportunities for students to work collaboratively and actively.
- Guide student use of the Internet by creating and using curriculum pages on school and district websites. Continue to create resources for each other.
- Guide students to deeper investigations by engaging them in research based on the Research Cycle (McKenzie). Use online research modules created by teacher/librarians that guide students through investigations using the resources of the World Wide Web, purchased online services such as ProQuest and Electric Library, and productivity software such as Word, Powerpoint, and Excel. Challenge students with an intriguing question which prods them, working in collaborative groups, to seek information, display it, process it, and produce a presentation of their solution. Teacher teams write the research modules to support the district-adopted curriculum.
COMMUNICATION:
- Use electronic mail systems to communicate within the building and throughout the district.
- Use network access to link up with other educators on specific topics through online discussion groups and professional listserves.
- Increase communication with parents by phone and email exchanges, and by posting information on classroom and school websites.
- Collaborate with distant learning partners via online global projects and distance learning opportunities.
INFORMATION:
- Access current information to supplement teaching resources with electronic sources and online services.
- Access professional journals and information online.
PRODUCTIVITY:
- Increase teaching time by using management programs to streamline grades, attendance, lunch count, etc.
- Use report card programs, databases, and spreadsheets to manage student data.
- Prepare high quality teaching materials at the desktop.
Since the outset of the technology implementation in Bellingham, staff have completed the Technology Skills Self-Assessment annually. Each school has graphed the results and used the information to plan for staff development opportunities.
Additionally, staff teams administer, observe, and score the student performance assessments at one grade level in elementary, middle, and high school. As staff members note the skills in which students need assistance, they work with their peers to enable changes in student learning experiences.
Staff members have participated in an online assessment called the TAGLIT (Taking a Good Look at Instructional Technology). Results from this and PILOT online assessments will be combined with the annual Self-Assessment data and used to create professional development strategies for the next three years.
BUILDING A CULTURE OF CONTINUOUS STAFF LEARNING
School-based Support Strategies
School Technology Teams
- School Technology Teams work throughout the year to coordinate activities and staff development in their schools. Schools have written school technology plans and update them as needed. They use yearly assessments to plan for the next school year.
Library Media Specialists-Technology Coordination Role
- School library media specialists serve as technology coordinators at each school. They receive ongoing training and are a critical component of network and instructional support to schools.
- Library Media Specialists create school websites, with the assistance of staff, students, and parent contributors. Websites guide student learning, publish student work, and structure the effective use of the internet.
Peer Experts
- Tech Committees identify in-school “experts” or “lead learners” who assist colleagues with new programs or ongoing learning.
- Library Media Specialists and Technology Committees in each school offer building-level support and inservice, including the “5-minute inservice” or “just-in-time learning.”
- Several teachers have received grants through the district, the state or the Gates Foundation to create multiple computer classrooms and tie student learning to the state essential academic learning requirements. These teachers are front runners in designing in-classroom learning activities who then share their learning with their colleagues in school and across the district.
Study Teams
- As part of a district-wide initiative to increase literacy and improve student learning, teachers are creating coaching teams to study student learning and their own teaching.
District-wide Support Strategies
Network Services Support
- The Network Services Department supports staff learners with phone and email help lines.
- The Application Support Specialist answers specific questions and designs and offers workshops on applications such as desktop management, using email, and using Microsoft Office applications.
Library/Media/Technology Support
- The Library/Media & Technology staff coordinate courses and workshops. Courses are offered in a variety of formats and times, including during and outside of the school day and the school year.
- Staff coordinate inservice and learning activities conducted via K-20 Videoconferencing.
- The department maintains a professional library of books, videos, and resources to support staff learning.
Invention Opportunities
Curriculum Committees
- Serve on curriculum committees to write curriculum, select materials, and look for ways to integrate technologies into curriculum areas.
Create Resources
- Join writing teams to create online lessons, curriculum pages online, and modules for lessons supporting the Technology Learning Standards.
Learning and Presenting
- Teachers regularly attend and present at conferences such as the annual conferences of NCCE, WLMA, ASCD, and other professional associations.
Clear Expectations Tied to Professional Practice
As part of the National Technology Standards published by ISTE, educational technology foundational skills have been established for preservice and inservice teachers (see Appendix D). The standards fall in six areas:
- Technology operations and concepts
- Planning and designing learning environments and experiences
- Teaching, learning, and curriculum
- Assessment and evaluation
- Productivity and professional practice
- Social, ethical, legal, and human issues
It will be an ongoing effort to include the NETS teacher standards in ongoing district initiatives aimed at improving teaching and ongoing professional development.
Support Resources
- Teacher teams design online professional development modules such as “Information Literacy and the Net,” designed to guide teachers through a set of explorations and understandings of Internet use in the classroom.
- The district website is a rich resource for student and staff learners. Students and staff are both consumers and creators of curriculum resources online.
FUNDING FOR PROFESSIONAL DEVELOPMENT
Funding for staff development has been understood by the Bellingham School district to be critical to the successful implementation of technology throughout the District. To date the District has primarily funded staff development through District Operating Funds and the state-funded Student Learning Improvement Grant Program. District Operating Funds were used primarily for dedicated Technology Coaches and Technology Trainers and substitutes provided for release time for teacher/trainers. Most of the training has been offered during District provided inservice time such as Building-Based Inservice days or early release time.
Ongoing district curriculum funds are used for staff development, both to cover substitute expenses and to pay teacher trainers. Library Media Specialists are the designated technology leaders in each school. To support their training and leadership, the District added funds to increase the hours of instructional assistants in each school library media center. Federal Title V and Title II, Part D, funds have been used to fund curriculum development, training of trainers, technology assessments, and design of staff development courses. Most of the Bellingham School District principals and the Superintendent have participated in the Smart Tools Academies. Fifty teachers are recipients of the Gates Teacher Leadership grants, with accompanying training. Dollars from the district grant from the Gates Foundation are funding ongoing staff development in each school, as well as providing funds for equipment and training of teachers in each of the five schools which did not have a teacher in the Teacher Leadership Program.
3. SCHOOL LEVEL TECHNOLOGY & LEARNING IMPLEMENTATION PLANS
School teams prepared three-year plans, based on learning goals identified in their Strategic Plans. The three-year Technology and Learning Implementation Plans are included in Appendix A.
4. DISTRICT LEVEL TECHNOLOGY & LEARNING IMPLEMENTATION PLAN
The district instructional learning goals are:
- Increase the number of students K-12 who use technology to communicate effectively in a variety of modes, as demonstrated in classroom, school, district and state assessments.
- Increase the number of students K-12 who use technology for thinking, learning and producing quality projects in a variety of modes, as demonstrated in classroom, school, district and state assessments.
- Increase the number of students K-12 who use technology for research, problem-solving, and decision-making in a variety of modes, as demonstrated in classroom, school, district and state assessments.
The Network and Telecommunications Plan describes:
- District Technology Standards with a review and update strategy
- Desired Services (voice, data, video) as they support learning goals
- Desired Technologies
- Level of Connectivity (transmission components-speed, number of connections, bandwidth, etc.)
- Maintenance, Upgrade and Support Strategy including technical support needs