Bakersfield City School District 1300 Baker Street Bakersfield, CA 93305 Board of Education Lillian Tafoya, President Pam Baugher, Clerk Dr. Fred Haynes, Clerk Pro-Term Russ Shuppert, Member Superintendent Doc Ervin Assistant Superintendent, Educational Services Mark Luque Curriculum and Instruction Rachelle Montoya, Director Rayshell Fambrough, Educational Technology Specialist Benjamin Boesch, Educational Technology Specialist Information Technology John Deaton, Director
Bakersfield City School District
July 1, 2017 - June 30, 2020
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Contents
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
Background and Demographic Information Plan Duration Stakeholders Local Control and Accountability Plan Research-Based Effective Technology Use Learning: Engaging and Empowering Learning With Technology. Teaching: Teaching with Technology Leadership: Creating a Culture and Conditions for Innovation and Change Assessment: Measuring for Learning Infrastructure: Enabling Access and Effective Use Appendix A. References
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Bakersfield City School District
July 1, 2017 - June 30, 2020
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Background and Demographic Information
Bakersfield City School District, established in 1882, is the largest elementary school district in California, serving approximately 30,372 students (79% Hispanic, 10% White, 8% African American,and 3% Other) and encompassing approximately 158 square miles. The District is located approximately 100 miles north of Los Angeles in Bakersfield, the 9th largest city in California, in a community known for its agriculture and oil industries. The District operates 33 elementary schools, 9 middle and junior high schools, and 2 alternative sites for Special Education. Our students are served by over 3,500 certificated and classified employees. The unduplicated percentage of the District's students that are low-income (based on Free and Reduced Meal Program eligibility), English Learners and Foster Youth is 89.88%. The District's Mission, Vision, and Values are shown below. We are honored to serve the children and families of the Bakersfield City School District. An important part of our Mission is to create an open and welcoming environment for all parents and community members in order to foster their active engagement in the learning process. Parents play an instrumental role in supporting student learning and it is very important that we continue to work together in shaping their student's future.
Mission:
Bakersfield City School District’s Mission is to ensure a safe and nurturing learning environment in which all students receive an effective, state of the art, comprehensive curriculum that utilizes research-based strategies and data-driven decisions and where all parents and community members are welcomed and engaged in the learning process.
Vision:
Bakersfield City School District’s Vision is to be a leader in public education through a collaborative and supportive learning community that ensures all students are inspired to achieve academic excellence and become lifelong learners and productive citizens.
Bakersfield City School District
July 1, 2017 - June 30, 2020
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Values:
The Bakersfield CIty School District is committed to strong values that guide our daily behavior toward students’ success. To achieve this success the Bakersfield City School District Board of Education defines how we must work with our students, colleagues, and community through the following core values: Equity: To ensure students and adults receive impartial treatment and that students have access to educational opportunities according to their unique needs. Integrity: To demonstrate honesty, trustworthiness, and strong moral principles. Caring: To treat others with empathy and genuine concern for their well-being. Collaboration: To work jointly towards common goals through the sharing of our responsibilities, knowledge, and experiences. Personal & Collective Accountability: To honor our obligations and take ownership of our actions and results.
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July 1, 2017 - June 30, 2020
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Plan Duration This plan will guide Bakersfield City School District’s use of technology for the three-year period from July 1, 2017 through June 30, 2020. It outlines the vision of technology implementation and integration based on our Local Control and Accountability Plan goals. The Instructional Technology Plan will be used as an instructional roadmap to engage all learners. It serves as both the Enhancing Education Through Technology (EETT) Plan and the E-Rate plan for the district. Every three years the district will conduct a review to comply with E-Rate regulations and to adjust goals and actions based on the needs of those within our organization.
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Stakeholders The BCSD Instructional Technology Plan Represents input from a wide range of stakeholders. The district recognizes that the collaborative efforts of educators, students, parents, and community members enrich the planning processes, provide valuable insight for enhancing our students’ learning environments, and accelerate the achievement of district objectives. It remains a priority of Bakersfield CIty School District to encourage the widest possible involvement of these stakeholders in as many aspects of the Instructional Technology Plan. Our district’s Technology Advisory Committee along with our Technology Teacher Leadership Team provide feedback on the current use and perceived needs of students and educators in the area of educational Technology. Additionally, school leaders provide input based on the information they receive from their School Site Council and PTA/PTO meetings. Bakersfield CIty School District currently benefits from partnerships with local, statewide and nationally based business and organization such as Chevron Corporation, incorporated businesses like Sonitrol and Lightspeed, and higher educational institutions such as California State University, Bakersfield. Each of the BCSD schools partner with various organizations based on their specific needs, programs, site personnel, site councils, site PTA’s, site partners, and community members. Based on feedback from our stakeholders, BCSD has a clear picture of how technology is currently used for learning and teaching. Students are leveraging devices within their classrooms to demonstrate their learning and retrieve information. Educators are using them to ensure students have greater accessibility to the California Common Core State Standards and 21st Century Student Outcomes. The members of the Informational Technology Department and the Educational Technology Specialists in the Curriculum and Instruction Department meet regularly in response to feedback from stakeholders. They address the immediate and future challenges in maintaining and updating the infrastructure, hardware, and software. Based on feedback, the team constructs appropriate, systematic, and ongoing goals and
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actions to address user needs. This team also works in tandem with the Communications Department to maintain and update the district website, www.bcsd.com, to increase communication with parents, community, and all stakeholders. Additionally, the Communication Department uses social media platforms such as Facebook (https://www.facebook.com/BakersfieldCitySchoolDistrict/), Twitter (https://mobile.twitter.com/bakcityschools) and YouTube (https://www.youtube.com/channel/UC_wMJ74fbOC5f6i5HwXHnTQ) to interact with and inform stakeholders of current and upcoming events and opportunities and to celebrate the work of all stakeholders. The Technology Planning Team consists of a variety of individuals who represent those who contribute to the implementation of the Instructional Technology Plan. This group includes staff and community members, many of whom are also parents of students in the Bakersfield CIty School District. Information Technology John Deaton, Director Curriculum and Instruction Rachelle Montoya, Director Rayshell Fambrough, Educational Technology Specialist Benjamin Boesch, Educational Technology Specialist Family & Community Engagement Dee Dee Harrison, Coordinator School Sites Students, Student Advisory Committee Parents, School Site Councils Technology Teacher Advisory Committee, Classroom Teachers Technology Teacher Leadership Team, Classroom Teachers Administrators, Principals
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Local Control and Accountability Plan Goals District Goals 2017 - 2020 The goals in this Instructional Technology Plan align closely with the goals and actions in the Local Control and Accountability Plan.
Goal 1:
Every student, including low-income students, English learners, and foster youth will meet grade level expectations.
Goal 2:
Ensure strong social-emotional systems, structures, and programs to support students, parents, and employees.
Goal 3:
Ensure all parents and community members are welcomed and engaged
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Research-Based Effective Technology Use
Given the rapid change in the way most people interact with one another and with information, schools must leverage devices to prepare students for a reality of interaction with information that exists outside of the school walls. This is not only the reality of information exchange outside the walls of the classroom, it is a requirement that it exist inside of the classroom as well. The Common Core State Standards reflect this reality having integrated technology into both English Language Arts and Math standards. There are 100 mentions of technology use in the Common Core Standards (ISTE, 2016). If we want our students to be able to participate and thrive in the educational system of today in a way that prepares them to be successful in the economy of tomorrow, we owe it to them to let them experience how technology can be leveraged to create, connect, and accelerate learning. Many agree that technology is not only an ideal, but required, classroom tool that is to be utilized in the classroom to create, communicate, collaborate, and critically think. As noted above, Technology is required to address the expectations of Common Core State Standards (e.g., U.S. Department of Education, 2016; Tulare County Office of Education, n.d.; Partnership for 21st Century Skills, 2011; International Society for Technology in Education, 2016; California State Board of Education, 2015). Additionally, technology provides students the opportunity to simultaneously employ and connect skills and content knowledge taught in isolation (e.g., McAdams, 2013; Pifarre and Fisher, 2011; International Society for Technology in Education, 2016). Furthermore, technology allows students to learn by doing (e.g., Bradford and Michio, 2015; Hughes, 2013: Gilajani, 2013). Finally, the ability to navigate the digital landscape will determine our students’ future success in the 21st century economy (e.g. Burnett and Merchant, 2015, Delgado, Wardlow, McKnight and Kimberly, 2015; Hechter and Vermette, 2013). The California Common Core State Standards are “designed to support the development of broadly literature students who have the capacities of literate individuals necessary for success in college, careers and civic participation in today's world” and “21st century
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skills are crucial to this goal” (CDE, 2015). As early as first and second grade students have to navigate digital information using electronic menus, keywords, hyperlinks, and sidebars (TCOE, n.d.). In kindergarten students must be able to “explore a variety of digital tools to produce and publish writing that includes collaboration with peers” (TCOE, n.d.). Students access to technology to consume and connect information, collaborate with others, and to create is not only required by our standards , it is, as the U.S Department of Education (2016) notes, a necessary tool for the student use of to transform their learning. If students do not have this access, it will contribute to the digital divide with our students standing on the side with those that use technology only for passive consumption. Technology can provide students with the opportunity to create a product that reflects their learning. Through the creation of products, whether it be a code that successfully manipulates a robot’s actions, a multimedia project, a poster, or an essay, students deepen their learning and make connections across content. There is a danger that devices will only be used for low level tasks such as computation or an internet search. But, when those low level tasks are paired with student opportunities to create, for example a multimedia project or collecting and interpreting data for a real life application of skills learned in isolation, deeper and more meaningful learning occurs (Hew and Brush, 2007). As Fouts (2000) points out using technology in a way that students must employ “higher order thinking, problem solving skills, and learning associated with real world application” can transform the student learning experience and meet the expectations of the standards. Doering, Koseoglu, scharber, Henrickson, & Lanegran (2014) concur expressing the need for students to have an opportunity to apply their skills given a real life context to enhance and deepen their understanding of content. John Dewey, a famous educational philosopher, expressed his perception of learning as it occurs through focused and intentional action (Bradford and Michio, 2015). Bruce and Levin (2001) point out what Dewey saw as the “greatest educational resource” was students’ desire and natural impulse to inquire, use language and enter into the social world, build, and express emotion can all be accessed and enhanced with technology use in the classroom. An and Reigeluth (2011) agree noting that technology allows the learner to do work that affords students an opportunity to collaborate, problem solve, and participate in the higher order thinking required to meet the complex needs of the information age. If we do not want to “perpetuate a heritage curriculum that is of little
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relevance to students” we must address 21st-Century literacies (Burnett and Merchant, 2015). Mims-Word (2012) points out that that family survival in the 21st century will require students to be creative and adaptive as they navigate the job market; and if we want our students to be viable in this market, we must create opportunities at school for students to develop an understanding of the “interrelationship among computer usage, careers, and values.” Our students must be able to adapt and create using devices as the World Economic Forum (2016) pointed out that approximately 65% of the children in grade school will work in jobs that do not exist today (ISTE, 2016). Many of those jobs will be in the STEM field. The U.S. Department of Education (n.d.) explains that the “number of STEM/STEAM jobs in the United States will grow by 14% from 2010 to 2020, growth that the BLS notes is much faster than the national average of 5%-8% across all job sectors.” We must work to prepare this new generation of students who view technology differently and will need a varied set of skills to survive and thrive.
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July 1, 2017 - June 30, 2020
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Learning
Engaging and Empowering Learning With Technology
As we enter into the next three years, our focus for student use of technology to accelerate pedagogy will remain on students successfully engaging in communication, collaboration, creation, and critical thinking. To do so, students will participate in project-based learning that affords them an authentic context to problem solve and innovate. These opportunities will be present in the design of the instructional units and ongoing professional learning for educators. Furthermore, the district will ensure systematic support to guarantee student access to 21st Century Learning opportunities.
Goal 1:
Continue to provide all students in grades 3rd-8th 1:1 ratio of devices and students in grades Transitional Kindergarten - 2nd devices at a 2:1 ratio.
Goal 2:
Continue to provide all students with instruction in keyboarding, digital research, and safety computer skills.
Goal 3: Provide STEAM focused Summer School that includes coding for all students and multi-media art production for grades 3rd - 8th to enrich student learning experiences and accelerate academic achievement for at-risk students.
Goal 4:
Implement an Achievement Academy program to close the achievement gap by provided STEAM focused learning that includes coding and multimedia production, cultural field trips, and other extracurricular activities for African American students in grades 4th -8th.
Goal 5:
Implement an online instructional resource at 14 schools to support access to instructional-level informational text connected to evidence-based writing experiences to reinforce mastery of grade level standards.
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Teaching
Teaching with Technology
Bakersfield City School District understands the need to provide teachers ongoing support, time, and space to master the use of technology to accelerate and transform the learning in our classrooms. Ongoing systematic professional development will be provided throughout the year at different levels based on need. Furthermore, professional learning opportunities focused on Common Core State Standards in ELA and Math or on NGSS standards will frequently have a technology component as, discussed above, the standards, as in all industries, do not live separate from technology. They are integrated. Finally, teachers will have access to tools provided by the district that will increase their ability to receive real time feedback on student work, communicate with parents, and analyze data to individualize instruction.
Goal 1:
Create a web-based Parent Portal through the new Student Information System where teachers can communicate with parents in a streamlined manner.
Goal 2:
Provide professional learning to teachers throughout the academic year on Google Apps for Education to support the integration of technology into daily instruction using a tiered system for professional learning.
Goal 3:
Provide monitoring software that allows teachers to view and alter student activity on the devices in the classroom. It is imperative that all of California’s students be provided educational programs and environments in which creativity is valued, encouraged, and taught in every discipline - California State Board of Education
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Leadership
Creating a Culture and Conditions for Innovation and Change
The U.S. Department of Education (2016) notes that it should be a goal for all organizations “to embed an understanding of technology-enabled education within the roles and responsibilities of education leaders at all levels and set state, regional, and local version for technology learning.” With an understanding of how technology can support the achievement of a vision that would otherwise be out of reach, leaders are leveraging technology as a tool to to enable transformative learning. The leadership at Bakersfield City School District is creating culture and conditions for innovation and change. The district will continue to provide ongoing support of leadership development with monthly or bi-monthly professional learning opportunities.
Goal 1:
Provide professional learning on leadership topics such as: Lesson observation protocol, teaching & learning framework, content standards for all subjectives, research-based instructional practices, culturally responsive teaching methods, through a Multi-Tiered System of Supports to build leadership capacity through monthly Administrative Leadership Institutes that includes effective use of technology in conjunction with above mentioned foci. Administrators should promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. - International Society for Technology in Education Standards for Administrators
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Assessment Measuring for Learning
Technology can provide teachers immediate feedback on students’ abilities, strengths, and needs. Teachers are able to leverage free web-based interfaces that allow them to collect evidence of learning. For example, Google Forms can be used to pose questions to students at a Depth of Knowledge level 1 and a Difficulty Level 1 or students can create a multimedia representation of their understanding that allows the teacher to view evidence of students’ multidisciplinary understanding along with students’ abilities to critically think, connect ideas, and problem solve. Bakersfield City School District will continue to work to allow students to demonstrate their learning in a variety of formats offered to them by technology. In addition to the flexibility in formative assessments that technology affords, systems of supports will be provided district-wide to guide individualized instruction, universal access, and needs-based intervention in the form of assessment software or web-based systems that are designed to collect evidence or student learning and manage the data that is generated.
Goal 1: Provide a digital data management system to support data analysis at the classroom, school, and district level.
Goal 2: Provide Accelerated Reader license and STAR Reading Tests, to include differentiated learning and support a culture of reading.
Goal 3:
Provide data analysis system to support intervention monitoring and measure the fidelity of PBIS implementation. Technology enabled assessments support learning and teaching by communicating evidence of learning progress and providing insights to teachers, administrations, families, and most importantly the learners themselves. - U. S. Department of Education
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Infrastructure
Enabling Access and Effective Use
There are 39, 935 instructional computers/chromebooks that are 100% connecting to the Internet via a 10 gigabit connection over a fiber optic network. Existing hardware includes one routing device and switch at the District Office and at each campus in the Main Distribution Frame. Additionally, five to ten Intermediate Distribution Frames with switches are located strategically throughout the school campus. These devices accommodate internet access to all computers in the district. Our current internet service provider is Kern County Superintendent of Schools. They provided the 10 gigabit connection to the internet.
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Appendix A References
An, Y., & Reigeluth, C. (2011). Creating technology-enhanced, learner-centered classrooms: K-12 teachers' beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62. doi:10.1080/21532974.2011.10784681 Bakersfield City School District (2017). Bakersfield city school district local control and accountability plan/ local educational educational agency plan: 2016-17 annual update and 2017-18 through 2019-20 plan. Retrieved June 23, 2017 from http://bcsd.com/files/2017/06/2017_LCAP_Bakersfield_City_School_District_201706 096-15-17.pdf Bradford, M., & Michio, O. (2015). Living as Learning: John Dewey in the 21st Century. Schools: Studies in Education, 12(2), 261-270. Bruce, B., & Levin, J. (2001). Roles for new technologies in language arts: inquiry, communication, construction, and expression. In J. Jenson, J. Flood, D. Lapp, & J. Squire (Eds.), The handbook for research on teaching the language arts. NY: Macmillan. Retrived April 28, 2017, from https://www.ideals.illinois.edu/bitstream/handle/2142/13422/roles_new_technologie s_language_arts.pdf?sequence=2&isAllowed=y Burnett, C., & Merchant, G. (2015). The challenge of 21st-century literacies. Journal of Adolescent & Adult Literacy, 59(3), 271-274. doi:10.1002/jaal.482 California Department of Education. (2015). A blueprint for great schools report version 2.0. Retrieved from http://www.cde.ca.gov/eo/in/bp/documents/yr15bp0720.pdf California State Board of Education. (2015). Chapter 10: Learning in the 21st century. English Language Arts/English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve, 937-967. Retrieved April 28, 2017, from https://www.mydigitalchalkboard.org/cognoti/content/file/resources/documents/ac/a c1376ba/ac1376ba78a91e80241cb0e458caaa57310d0763/elaeldfmwkfeb17.pdf Doering, A., Koseoglu, S., Scharber, C., Henrickson, J., & Lanegran, D. (2014). Technology integration in K-12 geography education using TPACK as a conceptual model. Journal of Geography, 113(6), 223-237. doi:10.1080/00221341.2014.896393
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Fouts, J. T. (2000). Research on computers and education: Past, present and future. Bill and Melinda Gates Foundation. Retrieved April 28, 2017, from www.portical.org/fouts.pdf Hew, K.F., and T. Brush. (2007) Integrating technology into K-12 teaching and learning:Current knowledge gaps and recommendations for future research. Educational Technology Research and Development 55 (3): 223-252. doi 10.1007/s11423-006-9022-5 International Society for Technology in Education. (2016). ISTE standards for students. Retrieved April 28, 2017, from http://www.iste.org/standards/standards/for-students-2016 International Standards for Technology in Education. (2008). ISTE Standards for teachers. Retrieved April 28, 2017, from https://www.iste.org/standards/standards International Standards for Technology in Education. (2009). ISTE Standards for administrators. Retrieved June 1, 2017, from https://www.iste.org/standards/standards McAdams, L. (2013). Innovative literacy instruction with a classroom computer: A solid rationale for the integration of specific digital tools. Texas Journal of Literacy Education, 1(1), 54-59. Retrieved April 26, 2017 from https://eric.ed.gov/?id=EJ1110821 Mims-Word, M. (2012). The importance of technology usage in the classroom, does gender gaps exist. Contemporary Issues in Education Research (CIER), 5(4), 271-278. doi:10.19030/cier.v5i4.7271 Partnership for 21st Century Skills. (2011) P21 common core toolkit: A guide to aligning the common core state standards with the framework for 21st century skills. Retrieved April 28, 2017 from http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf Piarre, M., and Fisher R. (2011). Breaking up the writing process: How wikis can support understanding the composition and revision strategies of young writers. Language & Education: An International Journal, 35(5), 451-466. doi:10.1080/09500782.2011.585240 Tulare County Office of Education. (n.d.). California common core standards learning progression guide: Integration of media and/or technology. Retrieved April 28, 2017, from http://www.commoncore.tcoe.org/docs/default-source/Tech-docs/media_standards _integration.pdf?sfvrsn=0
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U.S. Department of Education. (2016). Future reading learning: Reimagining the role of technology in education. 2016 National Educational Technology Plan. Retrieved October 28, 2016, from https://tech.ed.gov/files/2015/12/NETP16.pdf U.S. Department of Education. (2014). Future ready district pledge. Retrieved June 1, 2017, from https://tech.ed.gov/wp-content/uploads/2014/11/140930_FutureReadyPledge_ReFor matted.pdf
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