Questions on District's Technology Plan

Bold= question

Black= my response to the question

Blue= district info backing response

 

  1. What is your district's vision or mission statement? Five years from now, would a visitor coming to your school see technology supporting learning and teaching? Would there be an improvement from today?

I work for the Frisco Independent School District in Frisco, Texas and we have both a vision and a mission statement which I have listed below.  I was in contact with two of our technology “higher-ups” in the district and was told by both that as far as an official document that we call our technology plan is concerned we do not have one that they are aware of; however, the district has a nice section on their website which features the vision, mission, as well as other pertinent information for the technology department.

Five years from now a visitor would definitely see technology supporting learning and teaching and there would be an improvement from where we are today.  One of the comments I heard before working for the FISD is that each school is a technology Disneyland.  The school district strives to provide teachers, staff, administrators, and students with the tools to enhance our curriculum.  The FISD also has great technology coordinators at the district level as well as each school site which offer staff development frequently and are very diligent to make sure any issue with technology is resolved in a timely manner.

I can say without a doubt that technology is not stagnant in Frisco and we have administrators and teachers who not only want to see us have the latest technology; but have the knowledge and resources to be able to effectively use the technology.  I was surprised that we didn’t have an official document called our technology plan, but rather several documents that depict our focus and direction as a district.

The FISD Technology Vision

It is our intention that this vision will be a dynamic and ever changing document that will be utilized as a resource for the proper integration of technology. Our goal is for this to be a tool for the teachers to allow them to extend and enhance our current curriculum.

Our Mission Statement

By providing leadership, infrastructure, support, and staff development, the Frisco ISD Technology Department will empower students, educators, and the community to utilize current and emerging technologies as tools for life-long learning.

 

 

  1. Has the district established levels of proficiency in technology by grade levels? If so, are these proficiencies woven into the academic curriculum? Are they taught in separate stand-alone technology lessons/classes?

The Frisco ISD has established levels of proficiency in technology based on grade level through state standards that we have in our TEKS (Texas Essential Knowledge & Skills).  At the elementary levels the students go to the computer lab one day each week to be taught by a computer “specials” teacher.  At the middle school level the students have a computer applications course which they take as a requirement.  Middle school students have elective classes which they can take like animation, robotics, TV production, etc.  The high school offers most of the same classes at the middle school, but with higher expectations and a deeper exploration into the content.  To answer the question, these are stand-alone technology classes; however, most of the teachers I know incorporate technology into their core classes as well.  You can view our grade by grade (K-8) scope and sequence at http://www.friscoisd.org/departments/technology/students.htm . Below are our course descriptions for our middle and high school classes from our technology information portion of the FISD website.

Middle School Technology Course Descriptions bottom border


Computer Literacy (Semester)
Students will achieve intermediate/advanced level of Technology TEKS.

Integration Lab (Year)
Students will increase proficiency of Technology TEKS by creating projects in their core curriculum classes using Microsoft Word, Excel, Access, PowerPoint, and Publisher.

Multimedia (Semester)
Students will investigate and increase their understanding of graphic design. They will create and manipulate digital graphics using photo-editing software. These graphics will be integrated with MS PowerPoint and/or iMovie to produce advanced animation techniques.

Video Production (Semester/Year)
Students will investigate and increase their understanding of producing a broadcast video.  Using hands-on problem solving, the students will produce special edition videos over various topics according to specific campus needs, as well as acquire “in front of the camera” broadcasting experience.  Students will learn:  to operate video equipment; computer video editing software; lighting techniques; interviewing, writing, and reporting skills.

Keyboarding (Semester)
Students will operate the keyboard by touch and begin development of acceptable speed and accuracy levels.  Formatting of basic documents is also included.  The purpose of the keyboarding class is to teach the “touch” keyboarding skill, teach proper formatting of documents for personal and business use, give opportunities for students to apply their keyboarding skills in “real life” situations, and help students achieve their potential in keyboarding speed and accuracy.  Students who pass this course will receive high school credit.

Robotics (Semester)
Teams of students will learn to build, program, and test a Pitsco-Lego Dacta RCX robotic brick; set up the IR tower; and download the firmware to control outputs and various commands. They will learn the different programming levels of ROBOLAB programming software from pilot to inventor and be introduced to modifiers, jumps, forks, and merges.

High School Course Descriptions bottom border


Keyboarding – (1/2 credit) 9th - 11th grade

Prerequisite: None

Prepares students to operate the keyboard by touch and begin development of acceptable speed and accuracy levels. Formatting of basic documents is also included. The purpose of the keyboarding class is to teach the “touch” keyboarding skill, teach proper formatting of documents for personal and business use, give opportunities for students to apply their keyboarding skills in “real life” situations, and help students achieve their potential in keyboarding speed and accuracy. Students who pass a competency test through a timed writing and successful formatting skills on a computer are exempt. The competency test must be taken the spring before fall enrollment. Qualifies for Tech Prep Keyboarding and Document Formatting course.

Word Processing Applications – (1/2 credit) 9th -12th grade

Prerequisite: Keyboarding or Competency Test

Builds on a student’s knowledge of word processing concepts and designs with emphasis on the advanced formatting and production of documents. The course is designed to develop proficiency in computer keyboarding, communication skills, document processing skills, correspondence skills and advanced word processing skills.

Business Computer Information Systems I – (1 credit) 10th – 12th grade

Prerequisite: Keyboarding or Competency Test

Prepares students to apply technology skills to personal/workplace business situations focused on word processing, spreadsheet, database, telecommunications, database, desktop publishing, presentation management, networking, operating systems, and merging technologies. Students complete the course with an intermediate level skill in word processing, spreadsheet, and database applications. Qualifies for Tech Prep Computer Applications I course.

Business Computer Information Systems II – (1 credit) 11th – 12th grade

Prerequisite: BCIS I

Gives students advanced training in computer operation and applications. Students have the opportunity to receive training in areas of technology that are in great demand in today’s job market. Emphasis is on communication, real world experiences, and career opportunities. Qualifies for Tech Prep Integrated Software Applications course.

Desktop Publishing – (1 credit) 9th – 12th grade

Prerequisite: None

Students will use technology to access, analyze, create a solution to, and evaluate information. Students will use electronic productivity tools to edit text and graphics and create professional documents for publishing. Students will also study many other areas such as communications and copyright law.

Business Image Mgmt. & Multimedia I – (1/2 credit) 10th - 12th grade

Prerequisite: BCIS I or II, Computer Science I or II

Provides proficiencies in designing, importing, and manipulating advanced text, graphics, audio, and video used in presentation management, multimedia productions, publishing systems, and merging technologies. Qualifies for Tech Prep Multimedia Authoring course. Must complete BIMM I and I for Tech Prep credit.

Business Image Mgmt. & Multimedia II – (1/2 credit) 10th - 12th grade

Prerequisite: Business Image Management and Multimedia I

Provides the student with advanced opportunities in designing, importing, and manipulating advanced text, graphics, audio, and video used in presentation management, multimedia productions, publishing systems, and merging technologies. Qualifies for Tech Prep Multimedia Authoring course. Must complete BIMM I and II for Tech Prep credit.

Web Mastering – (1 credit) 9th – 12th grade

Prerequisite: None

Students will create WWW pages using specific authoring tools such as text-based editing programs or graphical-based editing programs. Students will also employ methods to evaluate the design and functionality of WWW pages and compare the method with other established methods.

Computer Science I – (1 credit) 10th – 12th grade

Prerequisite: Algebra I and II or Geometry

A beginner's level approach to the computer programming (software engineering) language of Visual Basic. No previous knowledge of programming is necessary. Keyboarding is useful but not required. Students will develop and apply algorithms to solve real-world problems. Programming concepts will be taught using structured programming techniques, file management, data structures, graphics, debugging, hardware components, and social implications of computer systems. Upon completion of this course, the student will have created a software program such as a simple database or animated graphics display. This course is designed as a preparation for programming at the college level.

AP Computer Science I – (1 credit) 11th – 12th grade

Prerequisite: Grade of “B” or better in Algebra II and Geometry

An introductory level approach to the computer programming (software engineering) language of Visual C++. No previous knowledge of programming is necessary. Keyboarding is useful but not required. Students will develop and apply algorithms to solve real-world problems. Programming concepts will be taught using structured programming techniques, file management, data structures, graphics, debugging, hardware components, and social implications of computer systems. Upon completion of the course, the student will have created a software program such as a database and animated graphics display. This course is intended for students who want to pursue careers in computer science, mathematics, engineering, or science. This course prepares students for the Advanced Placement Computer Science “A” Exam.

AP Computer Science II – (1 credit) 11th -12th grade

Prerequisite: AP Computer Science I

An advanced level approach to the computer programming (software engineering) language of Visual C++. Students will develop and apply advanced algorithms to solve real-world problems. Advanced programming concepts taught will include sorting, searching, linked lists, binary trees, and graphics. Upon completion of the course, the student will have created a software program such as a database and animated graphics display. This course is intended for students who want to pursue careers in computer science, mathematics, engineering, or science. This course prepares students for the Advanced Placement computer Science “AB” Exam.

Computer Science II – Windows 98 OS – (1 credit) 10th – 12th grade

Prerequisite: Geometry

Provides students with the background necessary to understand the MicrosoftÒ Windows 98 Operating System. The course serves as a general introduction for students who need a foundation in troubleshooting, planning, system architecture, and the interaction of Windows 98 with other operating systems. Students are preparing for possible Microsoft certification competency.

Internet Working I – Cisco I and II – (1 credit) 11th - 12th grade

Prerequisite: Windows 95-98 OS

Will provide the students with basic networking terminology and models, Cisco software commands, and configuration of protocols and IP addresses. This is the first year of a two-year program. After two years, the student will be prepared to take the exam to become a Cisco Certified Networking Associate (CCNA). Students will receive a state credit for this class. This class cannot be used as the state-required Computer credit. Qualifies as Tech Prep Cisco I and Cisco II course.

Internet Working II – Cisco III and IV – (1 credit) 11th – 12th grade

Prerequisite: Internet Working I (full year)

Will provide the students with the knowledge of how to program CISCO routers and setup a LAN/WAN network. This is the second year of a two-year program. After the second semester of this class, the students will be prepared to take the CCNA (Cisco Certified Networking Associate) test. Students will receive a state credit for this class. This class cannot be used as the state-required Computer credit. Qualifies as Tech Prep Cisco III and Cisco IV course.

CADD 1301 Computer Graphics Systems – (1/2 credit) 11th –12th grade

Prerequisite: None

A basic computer graphics applications course using the Autocad software packages used in drafting and design. Hardware and software operations will include: booting displays, files, commands, defaults, input-output devices, disks, printers, plotters, precision utilities and data base construction. It is the first semester of a two-year course of study and is available only to juniors who plan to complete the two-year program. This course qualifies for Tech-Prep credit.

CADD 1302 Technical Graphics Systems I – (1/2 credit) 11th – 12th grade

Prerequisite: CADD 1301

A course covering the use of instruments, applied geometry, orthographic projections, dimensioning, pictorial drawing and sketching, sectional views and working drawings. It is the second half of the first year of a two-year program. This course qualifies for Tech Prep Technical Drafting course.

CADD 1303 Technical Graphics Systems II – (2 credit) 12th grade

Prerequisite: CADD 1302

A course which covers working detail drawings with proper dimensioning and tolerancing. Standard symbols, stock shapes and descriptions are covered and applied to fabrication and forming drawings. This course is the 2nd year of a two-year program and is available to Seniors only who have completed CADD 1301 and CADD 1302. This course qualifies as Tech Prep Intermediate Computer Aided Drafting course.

Broadcast Television I - (0.5 – 1 Credit) 9th – 12 grade

Students will learn Operations and Procedures for television equipment, Broadcast Law overview, production techniques on the studio equipment, newsgathering and story development, post-production, and engineering for television.

Broadcast Practicum - (.5 – 1 Credit) 9th – 12 grade

Application class where techniques will be applied to a newsroom setting for broadcast to FHS News 17 on Cable. Students will also be able to produce specialty programming in Research format. Students will participate in projects conducted outside the regular school day.

Advanced Journalism – (1 credit) 10th – 12th grade

Television Broadcasting II and III

Prerequisite: Teacher Approval

Students will learn all aspects of camerawork, lighting, audio reinforcement, staging, newsgathering, reporting, editing, and production. Advancement in the program is based on merit. Students will progress through the program as Crewmembers, Directors, Producers, and Executive Directors.

 

 

 

  1. What are some of the classroom management strategies that work with the amount of technology actually available in the classrooms?

Our district offers the general classroom a projector which is connected to the teacher’s computer; we also have the option of using a wireless mouse/keyboard or having a Mobi Interwrite (which I chose).  As far as the classroom computer situation is concerned for students, teacher in general classes have access to mobile labs, but the use and availability depends on each teacher’s willingness to work around the calendar of availability. 

When we have a mobile lab in our classroom we have a “to-do” list which included proper procedures for assigning a student to a particular laptop, distribution and set-up of laptops as well as the proper way to collect and put the laptops back on the mobile cart.  These procedures are not part of the documents that are a part of our “tech use plan,” but rather something that each campus tech facilitator would develop to help maintain the equipment despite massive use.

 

  1. Does the district have an inventory system or does one need to be developed to track the type and age of hardware? (Feel free to visit the California Department of Education Web site to complete a technology survey online. Ca Tech Survey )

 

Our district uses our campus tech facilitators to handle the incredible job of inventorying equipment.  I do not have access to this information; but our tech facilitators make their visits to all of our classrooms from time to time checking projectors, computers, and hallway printers to make sure that everything matches up.

All of the employees in our district take a survey pertaining to our technology and whether or not we feel it is being adequately utilized for our learning environment.

If we have any problems with software or hardware we have an online form (work order) that we would complete which would be sent to our facilitator.  Typically any situation is rectified between 24-48 hours (if not sooner). 

 

  1. Are assistive technologies available to students with special needs as well as to other students, such as English language learners, who might benefit from the use of those devices and software?

 

We have numerous technologies available for students with various needs.  One example is a device that students can checkout from the library which look like iPods and read stories for the students to listen to.  This has been a great tool for our students who have troubles with reading and comprehension; however, it has been a pain for teachers thinking that students are listening to iPods. 

  1. What replacement cycle has been built into the plan? Will adequate funding be set aside for replacements?

 

The Frisco ISD is one of the fastest growing school districts in the nation and most of our schools are five years old or less and have brand new technology and equipment.  With that having been said, the district has been really good about replacing the equipment from the older schools.  I have not seen anything specifically stated about how long to wait before replacing items, but FISD have been very proactive to keep all of the campuses well-equipped and up to date.

We have such incredibly high property taxes in this state that we have not experienced the budget troubles that most of the rest of the country has suffered through.  Our district spends an average of $8,032 per student each year.  With all of our growth being mostly upper-middle class homes and there being very little slow-down locally, despite a horrible national economy, FISD has been blessed.  Below is our current bond which indicates funding for technology.

Frisco ISD Bond Information bottom border


Current Bond 2006 | View Bond History

Because many are choosing to plant roots in the Frisco area, Frisco ISD is at the top of the fastest growing school districts growing by 20-30 percent annually over the past 8 years.

The bond committee reviewed current facilities, current bond program projects and enrollment projections for the future, and proposed a package to take the district to 52,000 students. The bond passed in May, 2006.

The bond package will provide for:

School/Instructional Facilities

Total School/Instructional Facilities $687,337,198 (86%)

Instructional and Student Support Services

Total Instructional and Student Support Services $80,662,802 (10%)

Special Programs/Facility Needs

Total Special Programs/Facility Needs $30,000,000 (4%)

Total $798,000,000

 

  1. How does the tech plan address technology proficiencies and information literacy skills?

The plan addresses technology proficiencies and informational literacy skills through identifying where we are at, where we want to go, and how we are going to get there.  We also have the scope and sequence for each grade which lays out some basic information that needs to be learned.  Below is the list that the district has published on the technology portion of the web site.

Where We Are

Where We Are Going

How We Will Get There

Providing resources at each campus to conduct classes via videoconference and participate in interactive projects and field trips

Continue to increase the number of videoconferencing experiences for all students

Provide teachers with information & training and an avenue to access distance learning

Providing timely staff training and tech support

Increase the computer competency of all staff

Provide training for minimum competency expectations and offer more advanced staff development

Establishing a technology scope and sequence that is reinforced with an existing database of lessons

Expand number of technology integration lessons in our district database

Provide workshops for teachers to create technology integrated lessons

Creating video broadcasts & multimedia projects K-12

Focus more on projects that can be utilized with other grade levels & between subjects

Provide easy access via the WAN and facilitate communication among teachers

Sharing of  core curriculum lessons through district network

Provide web access to a district database of core curriculum lesson plans

Facilitate the database entry of K-12 curriculum lessons aligned with the subject scope and sequence

Collaborating projects within each campus

Facilitate collaborative projects between schools

Use the video conference capabilities of our WAN

Using several different software packages and our region service center for district administrative, finance, and gradebook needs

Increase the administrative use of technology to improve accuracy, effectiveness, and efficiency of administrative functions within the district

Research, purchase, and implement administrative software and technology communication resources

Utilizing technology as a communication tool for the students, teachers and community

Continue to strive to improve communication with emerging technologies

Use Edline to post secondary grades and curriculum and use email as a major tool for ease of parent communication

Creating our current Technology Vision

The Technology Plan will continue to evolve as implementation occurs, and procedures will be conducted to determine if goals are appropriate and are being fulfilled

An evaluation tool will be available to all FISD employees yearly, allowing for consistent, timely feedback

 

 

  1. How will the school district know whether implementation of this plan has made a positive impact on teaching and learning?

Every staff member in the district must complete a state-mandated survey (Star Chart) dealing with technology and its usage.  The information is taken and analyzed by the technology department to determine the opinion of staff members as to what is working and what isn’t working.  Each schools technology facilitator is also a representative from their home campus in bringing a status update to the department administration.

http://starchart.esc12.net/

This information is not from my school’s website, but is the rationale for utilizing the survey.  The Texas STaR Chart is a Tool for Planning and Self-Assessing School Technology and Readiness aligned with the Texas Long-Range Plan for Technology, 1996-2010.  It is sponsored by the Texas Education Agency Educational Technology Unit.

 

  1. Does the plan address a time frame by which the district proposes to implement the various components of the plan?

No, with the rapid growth of the district they have just settled with using the statements “Where We Are,” “Where We Are Going,” and “How We Will Get There” to address the components of the technology plan.  It works better for our district not to commit to having things done by a particular deadline because things are changing so fast as far as our opening of new schools, student enrollment, and needs are concerned.

 

  1. Do you think this plan has addressed issues such as equity for all students? Please explain your thinking.

The Frisco ISD has some ethnic diversity; however, the community is very much an upper-middle class location and almost every student has home access to a computer, the internet, and many other technology tools that children from other locations may not have as readily available to them.  To answer the question, I don’t see equity being addressed at this point, but it may be more of it not being an issue that has presented itself.  I can see this issue needing to be addressed in the not-so-distant future when the growth of Frisco slows down and the high-end homes start being built elsewhere and we find the populous of the community begin to vary socio-economically.

 

  1. Does this plan provide tools to help lower the achievement gap? Please explain your thinking.

I keep finding myself thinking about other districts I have worked for in the past and comparing them to Frisco.  Frisco is more of a fantasy land than a reality.  Frisco’s focus and main concern is keeping the high state test scores and maintaining a high-level of academic success rather than trying to lower an achievement gap.  With that, I don’t see much, if anything, in the tech plan that would focus its attention on lowering the achievement gap.   Like all school districts, you create a plan that works for your specific needs at the time and if conditions change then the tech plan would need to change to address the new area(s) of concern.

 

  1. If you could recommend some improvements to your district's technology team regarding this plan, what would they be and why?

 

I would start by having the district create an actual technology plan as opposed to just listing information on our website.  I think it would benefit us at a greater level if we all had an actual document that was available and easily accessible which gave more detail our focus and direction with technology.  The FISD is a great district with technology, but I would like to see sections of the website’s tech plan addressing assistive technology in more detail because there is technology available which can really aid students with needs and bridge an educational gap. 

I would also like to see a plan in place and ready to operate which address equity and lowering the achievement gap.  I know the Frisco ISD doesn’t have a major need at this point; but I feel that it is important to be proactive and realize that the trends in the Dallas-Fort Worth area indicate that most of these population exploding cities wind-up with the same needs as everyone else as soon as the novelty of the community wears-off.