1. Technology Action Plan—2009-2010
High School Plan
Gordon Ivers
Source: Smithson Valley High School Website December 2009
Organizational Chart:

2. Job Description Roles & Responsibilities Administrator Role
Personnel/Stakeholders
Technology Integration Oversee the technology • Ensure technology Increase
Administrator department; is enhancing, communication
• District website supporting, and
with links to all facilitating learning,
departments and instruction,
campuses. communication and
• Campus websites administration in
maintained by the district
campus webmaster,
with links to
teacher websites
• (First Class).
• Communications
platform (First
Class) for district
wide
communication
(email, file sharing,
calendar)
• Network and email
accounts for every
employee.
• Data storage (I:
Drive and X Drive)
for all network
accounts and
students
• Web based grade
book and parent
portal
• Web based student
management
system
• Distance learning
opportunities
• Variety of other
resources and
programs
Instructional Work collaboratively • To improve the
Technology Coordinator with technology capacity of all
integration teachers to
administrator and integrate
instructional technology technology
specialist to provide effectively into
leadership curriculum and
instruction
• To provide training

3. that identifies and
promotes curricula
and teaching
strategies that
integrate
technology
effectively into
curricula and
instruction, based
on a review of
relevant research,
and leading to
improvements in
student academic
achievement.
• To provide ongoing,
sustained
professional
development for:
teachers, principals,
administrators, and
school library media
personnel to
further the effective
use of technology in
the classroom and
the library media
center
Instructional Provide leadership, • Provide ongoing Review technology
Technology Specialist coordination, and staff sustained staff training offering and
development to ensure development in the work collaboratively
an aligned and integration of with specialists to
articulated instructional technology into the provide technology
program in regards to a curriculum for training to their campus
variety of technology teachers, principals,
tools, applications and administrators and
programs school library
personnel to
further the effective
use of technology in
the classroom and
library media
centers
Curriculum Specialist AEISIT, TMSDS, CSCOPE • Provide educators Communicate and work
and Benchmark Testing access to a district collaboratively to scan
data disaggregation and score campus data
systems to analyze on benchmark testing
student
performance
Director of Elementary General Education • Ensure content area Attend meetings to

4. Education Curriculum K-6, specialists are increase collaboration
ESL/Bilingual Education provided time and between other campus
PK-12, Federal resources to administrators
Programs and State become properly
Compensatory trained in assisting
Education, Migrant teachers integration
Education, Gifted and technology into
Talented Education K-6, specific content
Dyslexia K-6 areas, work directly
with campus
principals on a
variety of topics
related to job
description
• Encourage
relationship
building between
technology
department and the
curriculum and
instruction
department
Director of Secondary General Education • Ensure content area Attend meetings to
Education Curriculum 7-12, Gifted specialists are increase collaboration
and Talented Education provided time and between other campus
7-12, Dyslexia 7-12, resources to administrators
Advanced Placement become properly
7-12, Career and trained in assisting
Technology 7-12, teachers integration
International technology into
Baccalaureate Program specific content
9-12 areas, work directly
with campus
principals on a
variety of topics
related to job
description
• Encourage
relationship
building between
technology
department and the
curriculum and
instruction
department
Content Area Provide leadership, • Work Establish a positive
Coordinators coordination, and staff collaboratively with relationship with
development to ensure teachers to content area
an aligned and integrate coordinators, discuss
articulated instructional technology into campus/teacher needs

5. program in the subject classroom practices and support, share
area assigned • Provide ideas regarding
professional integration of content
development specific technology,
directly related to include coordinators in
the integration of campus communication
technology in the and invite to key
content areas meetings
• Serve as a liaison
between the
teachers and
technology to
ensure needs are
being met
• Work
collaboratively with
the technology
department to stay
abreast of current
technology and its
uses
District Testing TAKS and all related • Ensure basic Work collaboratively to
Coordinator assessments technology skills are ensure all state testing
evaluated K-12 is conducted properly
Campus Administrator Create a • Provide support for Personally evaluate
shared vision, teachers and staff their use of technology
encourage and sustain in the integration of to effectively run their
the appropriate technology to campus, asses and
integration of enhance teaching, complete the Texas
technology, use modern learning and STaR Chart for their
information technology communication campus, meet with
tools to embrace • Model the use of district coordinators
accountability and technology to regularly, collaborate
hence use data for enhance campus with other principals
sound decision-making communication regarding technology,
and continual with staff, parents, attend professional
assessment of effective and the community development related to
technology for • Provide policies integration of
improving student that encourages technology to enhance
learning innovative use of teaching and learning,
technology hold meetings (wiki,
blog or video
conference) with key
personal regularly,
model the use of
technology
Campus Technology Serve as the liaison • Provide campus Hold meetings with the
Support (Tech Mates) between the campus support for a Tech Mates to asses
and technology variety of technology needs of the
department technology needs, campus

6. technology
department is
contacted as
needed
Librarian Oversee the • Provide students Meet with campus
management of the with a variety of librarian to discuss
campus multimedia opportunities to needs and budgeting in
center utilize technology an effort to provide
for information additional high quality
acquisition, support for students to
problem-solving, integration technology
and oral and into their school day
written
communication
• Assist teachers in
utilization of the
library to enhance
classroom
instruction related
to technology
• Provide additional
high quality support
for students to
integration
technology into
their school day
All Teachers Integrate technology • Provide students Walkthroughs and PDAS
effectively into with a variety of evaluations, ensure
curriculum and opportunities to teachers attend one
instruction, thus utilize technology technology professional
improving academic for information development a year
achievement and acquisition,
technology literacy for problem-solving,
all students and oral and
written
communication
Background Information:

7. The district’s primary data gathering sources include STaR charts, the LoTi Profile, and
DETAILS for the 21st Century Profile. The LoTi (Level of Technology Implementation)
questionnaire measures components related to supporting or implementing the instructional
use of computers like PCU (personal computer use) and CIP (Current Instructional Practices).
DETAILS (Determining Educational Technology and Instructional Literacy Skill sets) represents
five professional Development categories—1) Proficiency with Technology Use, 2) Student Influences
on Instructional Practices, 3) Using Technology for Complex Thinking Projects, 4) Locating
Resources and/or Assistance to Increase Existing Classroom Technology Use, and
5) Overcoming Challenges to Beginning Classroom Technology Use.
The STaR charts indicate a strong need for ongoing professional development and support
for the integration of technology into the curriculum. The LoTi Profile indicates that technology-based
tools supplement the existing instructional program (tutorials and basic skills) and complement
multimedia and/or web-based projects (like internet research papers and multi-media projects).
The DETAILS questionnaire had the highest-level need for professional development while Proficiency
with Technology Use was determined to have the lowest level need for professional development.
The STaR Charts also indicate levels of proficiency with each of the four categories but indicated a strong
and immediate need for professional development that will help to establish a model for 21st century
educations.
Professional Development Plan:
Through the results of the profiles, questionnaires, interviews, round table discussions, and reviews
of both campus and district technology plans, some issues become clear. Although the high school campus
principal has begun to purchase and provide state-of-the-art equipment for his campus, there’s much
work left to do. He must focus on the professional development needs of his teachers. He has not yet
brought it to the desktop or made it available 24/7/365. Bringing it to the desktop will solve the problem
of reaching each staff member, will provide the immediate support that each teacher needs, and will provide
individualized learning for each teacher. Of course, the principal should participate himself so that he
becomes the digital citizen that he needs to become.

8. In order to meet Goal 3 of the District Long-Range Technology Plan (Provide ongoing Professional
Development to ensure effective use of emerging technologies with emphasis on instructional
programs), Objective 3.1 (Define and implement a professional development program that will
instruct professionals in the effective use of technology), the high school campus can begin with
professional development in two district and campus initiatives:
1) elevate teacher proficiency using AEIS-IT, the district’s software TAKS and benchmark data program, and
2) increase usage of CSCOPE, the district’s vertical alignment and 5E Lesson Program.
To accomplish these two goals, the following steps can be taken:
1) District technology specialists can train campus technology support specialists. This training can be
offered at a variety of times in order to provide the flexibility needed to get everyone trained. These
trainings can be offered both on campus and at the district tech labs. The district’s Distance Learning
Lab can be used to send this training to campus lab desktops. This training can begin on the January
inservice day so that department leaders can use the February professional development day to train
their teachers.
2) Campus support specialists can train campus department leaders. Department leaders can, in turn,
provide training to their department members. They should first survey their teachers about their levels
of proficiency. They can then customize their trainings.
3) After February benchmarks, district tech specialists and campus department leaders can be available
on campuses to assist teachers as they disaggregate their benchmark data using AEIS-IT. They will also
disaggregate their spring 2010 TAKS data.
4) After teachers have received the initial training using CSCOPE, campus leaders can require weekly lessons
plans to be submitted using the program. Monitoring these lesson plans will provide data that will
guide needed follow-up training.
5) Summer training can provide follow-up for teachers who needed additional training. All new employees
to the district should be required to participate in both AEIS-IT and CSCOPE training as part of their contracts.
6) Surveys can be provided at periodic points to asses continued teacher needs.

9. 7) Administrators and department leaders will conduct classroom observations to determine use of new
training.
EVALUATION:
Methods to evaluate implementation of AEIS-IT and CSCOPE will include:
1) Surveys of the staff in regards to their use of the two programs.
2) Interviews conducted by both district and campus technology specialists and administrators
3) Records of staff member participation in training monitored by sign-in sheets and
teacher professional development records
4) Teacher feedback from training evaluation forms
5) Integration of training into instruction as measured by lessons plans and classroom
observations
6) Ability of teachers to disaggregate their benchmark and TAKS data
7) STaR Chart, LoTI, and DETAIL survey information