st. bernard's elementary school technology plan 2015 – 2020...• classrooms with interactive...

St. Bernard's Elementary School

Technology Plan

2015 – 2020

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I. Mission Statement and Vision

A. Mission Statement St. Bernard's Elementary School, inspired by the motto, "Deeds, Not Words," is committed to providing a quality Catholic education by teaching the gospel values of charity, responsibility, dignity and respect in a faith-centered community.

B. Vision St. Bernard's Elementary School will provide a technology program to enable its students to use a wide variety of technology tools to enhance their current and future successes by providing educational technologies to pursue quality-learning opportunities. Toward this goal, the school will nurture a dynamic program designed to enhance, broaden, strengthen, and transform learning to produce:

• Teachers and students who become partners in learning, enjoying the benefits of discovering opportunities available through integrating technology into teaching and learning through cooperative activities;

• Classrooms with interactive capacity to enhance teaching and learning;

• A school that is an energized center of learning, utilizing technology in a variety of ways to enhance and expand teaching and learning for members of our community;

• Students prepared for high school, college and a future workplace in which a key to success is the ability to access, interpret, analyze, and communicate information in a meaningful and constructive manner.

C. Acknowledgements

Technology plan completed by Deborah Wright, Principal, and Andrea Rheault, Computer/Technology teacher at St. Bernard's Elementary School. Technology Committee: Deborah W. Wright -Principal Andrea Rheault – Computer/Technology Teacher Deborah Gallagher – Grade 3 Teacher Marsha McCue – Grade 5 Teacher Daniel Hanlon – Parent Melissa Thibodeau – Parent

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II. Needs Assessment A. Assessment A needs assessment has been conducted at a whole group meeting and as individual surveys. Based on the results of the needs assessment, the school administration and the Computer/technology teacher has developed a plan for technology integration. This survey included, but was not be limited to: 1. Teachers and staff comfort level with technology 2. Teachers and staff frustrations and fears 3. Teachers and staff "wish list"

Also, a needs assessment was conducted within the technology committee to determine the needs of the school to maintain and add to our current technology systems.

III. Goals and Strategies for 2015 – 2020

A. Infrastructure Please see attached Addendum A.

B. Support and Security We currently have a service plan in place with Integrity by Celt for our firewall, some technical support, and Verizon line.

C. Curriculum Integration: In all classes the students will have the opportunity to use a word processor for writing activities, access online projects that present subject matter in a real-world situation and use internet resources to study topics relevant to the class.

Through the use of technology, St. Bernard's Elementary School has empowered its students by providing them with the necessary technology tools to excel and make a positive impact on society through rewarding opportunities. Tools will continue to be introduced that allow students to analyze, demonstrate, explore, investigate, and design presentations of their work while making interdisciplinary connections among subjects. The plan includes an on-going provision to maintain the computer equipment, provide adequate support through “on-time and real-time” equipment maintenance and troubleshooting and through an on-going professional development program for teachers.

1. In Religion, students will: 1.1 use Internet resources to study topics such as the Saints, sacraments,

and the meaning behind Holy days

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1.2 access various web sites to research current Catholic events 1.3 use a word processor for writing activities 1.4 access online projects that present subject matter in a real-world situation

2. In Language Arts, students will: 2.1 use technology for oral, written and multimedia presentations 2.2 use the Internet as a vehicle for publishing original work 2.3 integrate multimedia development as a means for presenting research findings 2.4 improve writing skills by using a word processor to compose, edit, and publish writing assignments 2.5 create more complex research projects by using electronic information

sources 2.6 solve problems with multimedia technology to present characters,

themes and topics from required reading materials

3. In Math, students will: 3.1 use technology to present and solve problems that are not contrived but offer real world situations 3.2 use software for enrichment and reinforcement of basic skills 3.3 use software to analyze and develop hypothesis of comparative results

4. In Science, students will:

4.1 study all curriculum topics through the use of the Internet 4.2 utilize online projects to learn about specific science topics, such as cell structure and processes, structure of atoms, makeup of the solar system, etc. 4.3 engage in simulations of basic concepts through the Internet 4.4 be able to annotate, browse, link and present information in a

multimedia database containing scientific data 4.5 utilize software programs to describe and learn about topics in Life,

Earth and Physical science

5. In Social Studies, students will: 5.1 develop timelines of historical events 5.2 create more complex research projects by using electronic information source on the Internet and/or through the use of a multimedia encyclopedia 5.3 write concisely in the analysis of historical problems 5.4 use technology to remain abreast of current event

6. In Art, students will:

6.1 develop computer-generated graphics 6.2 develop multimedia presentations that integrate digital photographs,

video and oral presentations 6.3 develop resource content and contribute graphics to the school web site

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D. Technology Curriculum: 1. Learn and apply basic technology concepts and operations.

1.1 demonstrate an understanding of the nature and operation of technology systems, including networked environments 1.2 discriminate among a variety of technologies and media resources to select appropriate technology for specific purposes

2. Use technology ethically and responsibly.

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 creatively and effectively.

3.1 use a variety of media to communicate information and ideas to multiple audiences and across different subject areas 3.2 use telecommunication 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, imbedded graphics and conversation

4. Use technology for thinking, learning and producing.

4.1 develop new knowledge by combining and synthesizing different types of information

4.2 .use computer modeling, simulations and data manipulation to develop understanding of specific topics and their relative application

4.3 obtain the knowledge of, and when to apply a variety of technologies 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 develop collaboration skills with group activities, which present a problem within a topic, and require overall use of technologies to solve it

IV. Professional Development St. Bernard's Elementary School recognizes that professional development underlies all successful integration efforts. Professional development will be:

1. Research based 2. Funded as a line item budget allocation 3. Assessed frequently for effectiveness 4. Ongoing throughout the year 5. On-site

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6. Matched to existing resources available in both the technology lab and in the individual teachers’ classrooms

7. Accountable to planned technology purchases to guarantee their effective implementation.

V. Budget and Resources Funding is provided by budget line item, grants and fund raising.

VI. Evaluation St. Bernard's Elementary School recognizes that the ultimate goal of technology is to increase student achievement. In order to properly gauge whether students are increasing their knowledge base projects are assigned at each grade level to assess the impact that the technology program is having on student achievement.

Effective evaluation methods are about measuring change. The Technology Committee is committed to on-going development of its evaluation procedures and to continue to effectively assess that goals are being met. As importantly, it will seek to identify the underlying reason behind strengths and weaknesses in technology and its use at St. Bernard’s Elementary School. Therefore, the following areas will be evaluated using the criteria listed on the Evaluation Matrix on the following page.

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Evaluation Matrix Evaluation Area

Criteria or Measurement Process

Professional Development

1. Annual technology needs assessments will be given to teachers and results from prior years will be compared and graphed to determine improvement.

2. Use of technology in the classroom will become part of the teachers’ observations conducted by the administration.

Student Technology Use 1. Tracking Internet traffic on school network. 2. Use of student portfolios or log of students’ work

produced using technology during the year. 3. Teacher focus group will include questions on how

students are typically using computers and for what purpose.

Technology Support 1. Compare network “down-time”, if any, for each quarter. 2. Survey faculty on how well support needs have been

addressed. Academic Achievement 1. Compare year-to-year results on standardized tests for

subjects that the technology program targeted that specific year, e.g. integrating technology resources into the school’s math program.

2. Survey faculty regarding student class participation. 3. Review report card results.

Community Engagement 1. Review community engagement program every year. 2. Track funds procurement levels from community

engagement activities, partners, special funded programs. 3. Track contacts received through school web site.

VII. Appendices

A. Massachusetts DESE Local Technology Guidelines (Benchmark Standards) pps. 12-19

B. Massachusetts DESE Instructional Technology Standards pps. 19-33

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YEAR ONE (2015 – 2016)

Budget Category Projected Funds

Actual

I. Equipment

a. 25 Dell Optiplex 755 towers b. 11 Dell Inspiron Laptops c. 2 Dell Optiplex 780 DT d. Electrical Update

3320.00 3090.00 416.00 295.00

Subtotal 7121.00 II. Contractual

a. Integrity by Celt (firewall/Internet Service through Comcast) b. IT Solutions Services

1512.21

1800.00

Subtotal 3312.21 III. Miscellaneous

a. Printer ink and toner cartridges

2000.00

Subtotal 2000.00 Total Program Costs – Year One

12433.21

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YEAR TWO (2016 – 2017)

Budget Category Funds Actual I. Equipment

a. 11 Epson LCD Projectors at $369.99 each

b. 11 Dual-Mode Document Cameras at $125.10 each

c. 3 IW2 Wireless Interactive Whiteboard Systems at $160.55 each

4324.21

1376.10 481.65


a. Integrity by Celt (firewall/Internet Service through Comcast) b. Edge2day Grading Software

1512.21

1800.00

Subtotal 3312.21 III. Software

a. Quickbooks Pro

180.00

Subtotal 180.00 IV. Miscellaneous


2000.00 Subtotal 2000.00

Total Program Costs – Year Two

11674.17

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YEAR THREE (2017 – 2018)


a. 8 IPEVO Interactive Whiteboards $160.55 each b. 11 Wireless Mice c. 2 Video Cameras with intercom

1284.40 219.45

2500.00


a. Integrity by Celt (firewall/Internet Service through Comcast b. Edge2day Grading System

1512.21

1800.00

Subtotal 3312.21 III. Software

a.

Subtotal IV. Miscellaneous


2000.00

Subtotal 2000.00 Total Program Costs – Year Three

9316.06

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YEAR FOUR (2018 – 2019)


a. 72 Chromebook Lease 3 year agreement

b. Charging station for Chromebook

TBD

TBD

Subtotal II. Contractual

a. Integrity by Celt

TBD

Subtotal III. Software

a. Microsoft Office Pro License 72 seat

TBD



2000.00

Subtotal Total Program Costs – Year Four

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YEAR FIVE (2019 – 2020)


TBD

Subtotal II. Contractual

a. Integrity

TBD

Subtotal III. Software

a.



2000.00

Subtotal 2000.00 Total Program Costs – Year Five

VII. Appendices

A. Massachusetts DESE Local Technology Guidelines (Benchmark Standards) Local Technology Plan Guidelines (School Year 2010-‐2011 through 2014-‐2015) These guidelines are designed to help districts develop purposeful long-‐range technology plans. While not mandated, the guidelines represent recommended conditions for effectively integrating technology into teaching and learning.

There are several reasons that a school district should develop and maintain a technology plan. First, comprehensive planning helps the district take advantage of technology’s power to improve teaching and learning. Technology has the power to engage and challenge students. Applications such as formative assessment tools can help teachers ensure that students are

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meeting the standards. By allowing teachers to access information about student learning, information systems make it possible for teachers to support individual students better. Virtual learning programs can increase the range of learning opportunities available to students, enabling them to study with experts and other students around the globe. Technology can also play a role in ensuring students’ safety, by facilitating communication among school personnel and parents.

Funding is another reason technology planning is important. Every school district must have a long-‐range strategic technology plan approved by the Department of Elementary and Secondary Education in order to be eligible for E-‐Rate discounts and federal and state technology grants. Each school district is required to develop a 3-‐ to 5-‐year plan, which should be kept on file locally. Each year, as part of the technology plan approval process, the Department asks districts to report on the progress they have made in implementing their plans through the Department's security portal. The Department reviews this data, along with the district’s long-‐range plan, to approve the district’s plan. To facilitate this process, the Department asks the district to post its long-‐range plan on its web site or to email a copy of the plan to the Department.

These guidelines are based on the School Technology and Readiness (STaR) Chart1 developed by the state’s Educational Technology Advisory Council (ETAC). Using the STaR Chart, along with advice from stakeholders across the Commonwealth, the Department has developed this new set of guidelines for schools to use in technology planning. These guidelines are not mandated but rather recommended benchmarks for districts to meet by the end of the school year 2014-‐ 2015. The Department will use these guidelines to gauge the progress of districts' implementation in order to approve their technology plans annually.

Benchmark 1 -‐ Commitment to a Clear Vision and Implementation Strategies

A. The district's technology plan contains a clearly stated and reasonable set of goals and implementation strategies that align with the district-‐wide school improvement plan. The district is committed to achieving its vision by the end of the school year 2014-‐2015.

B. The district has a technology team with representatives from a variety of stakeholder groups, including school committee members, administrators, and teachers. The technology team has the full support of the school superintendent to implement the plan.

C. Needs Assessment

1. The district assesses the technology products and services that will be needed to improve teaching and learning.

2. The technology plan includes an assessment of the services and products that are currently being used and that the district plans to acquire.

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D. Budget

1. The district recognizes that technology plays a critical role in achieving its goals. The district has a budget that will ensure the implementation of its long-‐range technology plan.

2. The budget includes staffing, infrastructure, hardware, software applications, professional development, support, and contracted services.

3. The district seeks funding for technology programs from federal, state, and private resources, as well as from academic departments that are supported by technology. The district explores ways that technology can reduce costs and create efficiencies in other areas of the district budget.

4. For districts that plan to apply for E-‐rate reimbursement, the technology plan specifies how the district will pay for the non-‐discounted portion of their costs for the services procured through E-‐rate. E.

Evaluation

1. The district routinely consults with technology staff before purchasing technologies items, to ensure that the items are appropriate, cost-‐effective, and sustainable.

2. The district's technology plan includes an evaluation process that enables it to monitor its progress in achieving its goals and to make mid-‐course corrections in response to new developments and opportunities as they arise.

Benchmark 2 -‐ Technology Integration and Literacy

A. Technology Integration2

1. Outside Teaching Time -‐ At least 90% of teachers use technology every day, including some of the following areas: research, lesson planning, organization, administrative tasks, communications, and collaboration. Teachers explore evolving technologies and share information about technology uses with their colleagues.

2. For Teaching and Learning -‐ At least 90% of teachers use technology appropriately with students every day to improve student learning of the curriculum. Activities include some of the following: research, multimedia, simulations, data analysis, communications, and collaboration. Teachers integrate evolving technologies that enhance student interest, inquiry, analysis, collaboration, and creativity.

B. Technology Literacy

1. At least 90% of eighth grade students show proficiency in all the Massachusetts Technology Literacy Standards and Expectations for grade eight 3 .

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2. 100% of teachers are working to meet the proficiency level in technology, and by the school year 2014-‐2015, 90% of teachers will have mastered 90% of the skills in the Massachusetts Technology Self-‐Assessment Tool (TSAT).4

C. Staffing 2

1. The district has a district-‐level technology director/coordinator.

2. The district provides one FTE instructional technology specialist per 60-‐ 120 instructional staff to coach and model.

3. The district has staff specifically dedicated to data management and assessment.

Benchmark 3 -‐ Technology Professional Development

A. At the end of five years, at least 90% of district staff will have participated in high-‐quality, ongoing professional development that includes emerging technology issues, technology skills, universal design, and research-‐based models of technology integration.

B. Technology professional development is sustained and ongoing and includes coaching, modeling best practices, district-‐based mentoring, study groups, and online professional development.

C. Professional development planning includes an assessment of district and teachers' needs. The assessment is based on the competencies listed in the Massachusetts Technology Self-‐Assessment Tool.5

D. Administrators and teachers consider their own needs for technology professional development.6

Benchmark 4 -‐ Accessibility of Technology

A. Hardware Access

1. By 2014-‐2015, the district has an average ratio of one high-‐capacity, Internet-‐connected computer for each student. (The Department will work with stakeholders on a regular basis to review and define high-‐capacity computers.)

2. The district provides students with emerging technologies appropriate to their grade level.

3. The district maximizes access to the general education curriculum for all students, including students with disabilities, using universal design principles and assistive technology devices.

4. The district has procurement policies for information and instructional technologies that ensure usability, equivalent access, interoperability and SIF compliance 7 .

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5. The district provides technology-‐rich classrooms, with access to devices such as digital projectors, electronic whiteboards, and student response systems.

6. The district has established a computer replacement cycle of five years or less.

B. Internet Access

1. The district provides connectivity to the Internet for all computers in all classrooms in all schools, including wireless connectivity.

2. The district provides an external Internet connection to the Internet Service Provider (ISP) of 100 Mbps per 1,000 students/staff.8

3. The district provides bandwidth of at least 10/100/1 GB to each classroom. At peak, the bandwidth at each computer is at least 100 kbps. The network card for each computer is at least 10/100/1 GB.

C. Networking (LAN/WAN)

1. The district provides internal wide area network (WAN) connections from the district to each school between schools of at least 1 Gbps per 1,000 students/staff.

2. The district provides access to servers for secure file sharing, backups, scheduling, email, and web publishing, either internally or through contracted services.

D. Access to the Internet Outside the School Day

1. The district provides access to its computer labs before and after school to ensure that students and staff have adequate access to the Internet outside of the school day.

2. The district disseminates a list of up-‐to-‐date list of places where students and staff can access the Internet after school hours

E. Staffing

1. The district provides staff or contracted services to ensure that its network is functioning at all times.

2. The district provides resolves technical problems within 24 hours, so that they do not cause major disruptions to curriculum delivery. The district provides clear information about how to access technical support, which can be provided in person or remotely.

3. The district provides at least one FTE person to support 400 computers. Technical support can be provided by dedicated staff or contracted services.

Benchmark 5 -‐ Virtual Learning and Communications

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A. The district encourages the development and use of innovative strategies for delivering high-‐quality courses through the use of technology.

B. The district deploys IP-‐based connections for access to web-‐based and/or interactive video learning on the local, state, regional, national, and international level.

C. Classroom applications of virtual learning include courses, collaborative projects, field trips, and discussions.

D. The district maintains an up-‐to-‐date website that includes information for parents and community members.

Benchmark 6 -‐ Safety, Security, and Data Retention

A. The district has a CIPA-‐compliant Acceptable Use Policy (AUP) regarding Internet and network use. The policy is updated as needed to help ensure safe and ethical use of resources by teachers and students.

B. The district educates teachers and students about appropriate online behavior. Topics include cyberbullying, potential risks related to social networking sites and chat rooms, and strategies for dealing with these issues.9

C. The district has a plan to protect the security and confidentiality of personal information of its students and staff.10

D. The district complies with federal and state law11, and local policies for archiving electronic communications produced by its staff and students. The district informs staff and students that any information distributed over the district or school network may be a public record.

Local Technology Plan Guidelines (School Year 2010-‐2011 through 2014-‐2015)

These guidelines are designed to help districts develop purposeful long-‐range technology plans. While not mandated, the guidelines represent recommended conditions for effectively integrating technology into teaching and learning. There are several reasons that a school district should develop and maintain a technology plan.

First, comprehensive planning helps the district take advantage of technology’s power to improve teaching and learning. Technology has the power to engage and challenge students. Applications such as formative assessment tools can help teachers ensure that students are meeting the standards. By allowing teachers to access information about student learning, information systems make it possible for teachers to support individual students better. Virtual learning programs can increase the range of learning opportunities available to students, enabling them to study with experts and other students around the globe. Technology can also play a role in ensuring students’ safety, by facilitating communication among school personnel and parents.

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Funding is another reason technology planning is important. Every school district must have a long-‐range strategic technology plan approved by the Department of Elementary and Secondary Education in order to be eligible for E-‐Rate discounts and federal and state technology grants. Each school district is required to develop a 3-‐ to 5-‐year plan, which should be kept on file locally.

Each year, as part of the technology plan approval process, the Department asks districts to report on the progress they have made in implementing their plans through the Department's security portal. The Department reviews this data, along with the district’s long-‐range plan, to approve the district’s plan. To facilitate this process, the Department asks the district to post its long-‐range plan on its web site or to email a copy of the plan to the Department.

These guidelines are based on the School Technology and Readiness (STaR) Chart1 developed by the state’s Educational Technology Advisory Council (ETAC). Using the STaR Chart, along with advice from stakeholders across the Commonwealth, the Department has developed this new set of guidelines for schools to use in technology planning. These guidelines are not mandated but rather recommended benchmarks for districts to meet by the end of the school year 2014-‐ 2015. The Department will use these guidelines to gauge the progress of districts' implementation in order to approve their technology

1 The StaR Chart is available on the Department’s website (http://www.doe.mass.edu/boe/sac/edtech/?section=star ).

2 The Massachusetts Department of Elementary and Secondary Education defines technology integration as the daily use of technology in classrooms, libraries, and labs to improve student learning.

3 The Massachusetts Technology Literacy Standards and Expectations are available on the Department’s website (http://www.doe.mass.edu/edtech/standards.html). 4 The Technology Self-‐Assessment Tool is available on the Department’s website (http://www.doe.mass.edu/edtech/standards/sa_tool.html ) .

4 The Technology Self-‐Assessment Tool is available on the Department’s website (http://www.doe.mass.edu/edtech/standards/sa_tool.html ) .

5 The Technology Self-‐Assessment Tool is available on the Department’s website (http://www.doe.mass.edu/edtech/standards/sa_tool.html ).

6 A sample administrator technology self assessment tool is available on the Department’s web site (http://www.doe.mass.edu/edtech/standards/tsat_sampadmin.html). Administrators may also want to refer to the National Educational Technology Standards (NETS•A) and Performance Indicators for Administrators published by the International Society for Technology in Education (http://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/2009Standards/NETSA_2009.pdf). computers.)

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7 For more information, see the website for the SIF Association (http://www.sifinfo.org/us/index.asp).

8 For more information, see the 2008 report High-‐Speed Broadband Access for All Kids: Breaking through the Barriers published by the State Educational Technology Directors Association (SETDA), available on SETDA’s website (http://www.setda.org/web/guest/2020/broadband ). contracted services.

9 To learn more about teaching students about safety and the Internet, see Net Cetera: Chatting with Kids About Being Online, a free guidebook produced through a partnership of federal agencies and the technology industry (http://www.edgovblogs.org/duncan/2009/12/online-‐safety-‐guidebook-‐for-‐parents/ ).

10 To find out how state agencies in the Executive Branch must protect personal information, as well as to find training tools related to this effort, see the Commonwealth’s website (http://www.mass.gov/?pageID=afsubtopic&L=6&L0=Home&L1=Research+%26+Technology&L2=IT+P olicies%2c+Standards+%26+Guidance&L3=Legal+Guidance&L4=Privacy+%26+Security&L5=Executive +Order+504&sid=Eoaf ).

11 Information about state regulations is available from the state’s Record Management Unit (http://www.sec.state.ma.us/arc/arcrmu/rmuidx.htm).

B. Massachusetts DESE Instructional Technology Standards – June 2016

Guiding Principles for Effective Digital Literacy and Computer Science Education

The vision of the Massachusetts Digital Literacy and Computer Science (DLCS) standards is to engage students in digital literacy and computer science skills and concepts through the integration of practices, while making connections to what they know and the world they live in. The goal of the Guiding Principles is to help educators create relevant, rigorous, and coherent DLCS programs that support student engagement, curiosity, computational thinking, and excitement for learning over time. The following five Guiding Principles are intended to inform the development of programs that effectively engage students in learning the Digital Literacy and Computer Science (DLCS) standards. They should guide the development and evaluation of programs in the schools and the broader community. Strong DLCS programs effectively support student learning so students are prepared for a dynamic world.

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Guiding Principle 1: Learning Digital Literacy and Computer Science ideas should be explored in ways that stimulate curiosity, create enjoyment, and develop depth of understanding.

Students need to understand digital literacy and computer science concepts and use them effectively. The standards for digital literacy and computer science practice describe ways in which students increasingly engage with the subject matter as they grow in digital literacy and computer science maturity and expertise through the elementary, middle, and high school years. Students should be actively engaged in designing, creating and inventing, discussing ideas, and applying their skills in interesting, thought-provoking situations. As students develop technology skills, it is important they apply these skills in their classroom, school, and life so that they will understand why these skills are important. For example, a student who needs to gather data in a science experiment and organize and manipulate the data in order to analyze the results will see a reason for learning about the features and function of a data collection tool and database. This is context-sensitive learning in which technology skills instruction is centered on the students’ needs. Student understanding is further developed through ongoing reflection about cognitively demanding and worthwhile tasks. Tasks should be designed to challenge students in multiple ways. Activities should build upon curiosity and prior knowledge and enable students to solve progressively deeper, broader, and more sophisticated problems. Digital literacy and computer science tasks reflecting sound and significant concepts should generate active classroom talk, promote the development of conjectures, and lead to an understanding of the necessity for digital literacy and computer science reasoning.

Guiding Principle 2: Teaching An effective program is based on a carefully designed set of content standards that are clear and specific, focused, and articulated over time as a coherent sequence. The sequence of topics and performances should be based on what is known about how students’ knowledge, skill, and understanding develop over time. What and how students are taught should reflect not only the topics, but also the key ideas that determine how knowledge is organized and generated. Students should be asked to apply their learning and to show their thinking and understanding. Creating and problem solving are the hallmark of computational thinking and an effective program. Skills in computational thinking require practice with a variety of problems, as well as a firm grasp of devices, tools, services, and techniques, and their underlying principles. Armed with this deeper knowledge, the student can then use digital literacy and computer science skills in a flexible way to create new products, attack various problems, and devise different ways of solving any particular problem. Problem solving calls for reflective thinking, persistence, learning from the ideas of others, and going back over one's own work with a critical eye. Students should be able to communicate their ideas and work collaboratively. They should analyze situations and justify their solutions.

As digital tools, computing devices, and services become an integral part of the learning environment, and as students gain the knowledge and skills to use, modify and create with them

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appropriately, new opportunities for learning open up. Dynamic geometric applets, for example, can help students visualize and understand complex mathematics concepts. Simulation software enables students to investigate models of real-‐world problems, such as climate change and population growth.

Success in creating and solving problems helps to create an abiding interest. Students learn to solve problems arising in everyday life, society, and the workplace.

For a program to be effective, it must also be taught by knowledgeable teachers.

Guiding Principle 3: Equity All students should have a high quality digital literacy and computer science program that prepares them for college and a career.

All Massachusetts students should have a high quality digital literacy and computer science program that meets the goals and expectations of these standards and addresses students’ individual interests and talents. The standards provide clear signposts along the way to the goal of college and career readiness for all students. The standards provide for a broad range of students, from those requiring tutorial support to those with talent in digital literacy and computer science. To promote achievement of these standards, teachers should encourage classroom talk, reflection, use of multiple problem-‐solving strategies, and a positive disposition toward digital literacy and computer science. They should have high expectations for all students. At every level of the education system, teachers should act on the belief that every child should learn challenging digital literacy and computer science concepts. Teachers and guidance personnel should advise students and parents about why it is important to take advanced courses in digital literacy and computer science and how this will prepare students for success in college and the workplace.

All students should have the benefit of quality instructional materials, good libraries, and adequate technology. All students must have the opportunity to learn and meet the same high standards. In order to meet the needs of the greatest range of students, digital literacy and computer science programs should provide the necessary intervention and support for those students who are below or above grade-‐level expectations. Practice and enrichment should extend beyond the classroom. Tutorial sessions, digital literacy and/or computer science clubs, competitions, and apprenticeships are examples of digital literacy and computer science activities that promote learning.

Because digital literacy and computer science is the cornerstone of our digital world, a comprehensive curriculum should include modeling activities that demonstrate the connections among disciplines. Schools should also provide opportunities for communicating with experts in applied fields to enhance students’ knowledge of these connections.

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Guiding Principle 4: Literacy Across the Content Areas An effective digital literacy and computer science program builds upon and develops students’ literacy skills and knowledge.

Reading, writing, and communication skills are necessary elements of learning and engaging in digital literacy and computer science, as well as in other content areas. Supporting the development of students’ literacy skills will allow them to deepen their understanding of digital literacy and computer science concepts and help them to determine the meanings of symbols, key terms and phrases, as well as develop reasoning skills that apply across the disciplines. In reading, teachers should consistently support students’ ability to gain and deepen understanding of concepts from written material by helping them acquire comprehension skills and strategies, as well as specialized vocabulary and symbols. Digital literacy and computer science classrooms should make use of a variety of text materials and formats, including textbooks, notebook/journals, contextual problems, -‐Internet, and data presented in a variety of media.

In communicating, teachers should consistently support students’ ability to reason and achieve deeper understanding of concepts, and to express their understanding in a focused, precise, and convincing manner.

In collaborating, teachers should facilitate opportunities for digital literacy and computer science discourse using precise language to convey ideas, communicate solutions, and support arguments.

Guiding Principle 5: Assessment Assessment of student learning in digital literacy and computer science should take many forms to inform instruction and learning.

Assessment reflects classroom expectations and shows outcomes of student learning based on established knowledge and performance goals. The learning standards in this Framework are a key resource for setting such knowledge and performance objectives. Assessment assists teachers in improving classroom practice, planning curricula, developing self-directed learners, reporting student progress, and evaluating programs. It provides students with feedback about how their knowledge and skills are developing and what can be done to improve them. It lets parents know how well their children are doing and what needs to be done to help them do better. Diagnostic information gained from different types of assessment enables teachers to adjust their day-to-day and week-to-week practices to foster greater student achievement. There are many types of assessment, such as paper-and-pencil testing, performance assessments, interviews, and portfolios, as well as less formal inventories, such as regular observation of student responses to instruction. Given the emphasis on practices in the standards, performance-based assessments should be developed that allow students to demonstrate what they have learned in the context of real-world problems and applications.

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Guiding Principle 6: Planning and Support An effective digital literacy and computer science program requires coherent district-wide planning and ongoing support for implementation. An effective curriculum that addresses the learning standards of this Framework must be planned as a cohesive K–12 program. Teachers in different classrooms and at different levels should agree about what is to be taught in given grades. For example, middle school teachers should be able to expect that students coming from different elementary schools within a district share a common set of DLCS understandings and skills and that the students they send on to high school will be well prepared for what comes next. In order for this expectation to be met, middle school teachers need to plan curricula in coordination with their elementary and high school colleagues and with district staff. To facilitate planning, a district coordinator or administrator should be involved in articulating, coordinating, and implementing a district-wide (K–12) DLCS curriculum. School districts should choose engaging, challenging, and accurate curriculum materials that are based on research into how children learn DLCS. When planning for the introduction of a new curriculum, it is important to explicitly identify how success will be measured. Indicators need to be determined and should be communicated to all stakeholders. Supervisors should monitor whether the curriculum is actually being used, how instruction has changed, and how student learning is being realized. Teacher teams, working across grade levels, should look at student work and other forms of assessment to determine whether there is evidence of achievement of the sought-for gains in student understanding. Implementation of a new curriculum is accomplished over multiple years and requires opportunities for extensive professional development. Teachers must have both content knowledge and pedagogical expertise to use curricular materials in a way that enhances student learning. A well-planned program for professional development provides for both content learning and content-based pedagogical training. It is further recommended that middle and high school courses be taught by teachers who are certified in their areas and who are, therefore, very familiar with the safe use of materials, equipment, and processes. Finally, students will be more likely to succeed in meeting the standards if they have the curricular and instructional support that encourages their interests in DLCS. Further, students who are motivated to continue their studies and to persist in more advanced and challenging courses, are more likely to become STEM-engaged citizens and, in some cases, pursue careers in STEM fields. These affective goals should be an explicit focus of quality DLCS programs.

st. bernard's elementary school technology plan 2015 – 2020...• classrooms with interactive...

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