ii. curriculum and assessment (c a)

The complete set of Information Technology Blueprint documents consists of the following chapters:

0. Preface, Acknowledgements, and Methodologies

I. Vision and Introduction

II. Curriculum and Assessment (C & A)

III. Teaching and Learning Technologies (TLT)

IV. Learning Environments and School Facilities (LEF)

V. Human Resources/Organizational Development and Staffing (ODS)

VI. Staff Development (SDV)

VII. Standards, Procurement, and Maintenance (SPM)

VIII. Policies, Procedures, and Security (PPS)

IX. Administrative Computing and Decision Support Systems (ADS)

X. Communications and Network Infrastructure (CNI)

XI. District-, School-, and Program-level Planning (DSP)

XII. Community Access and Participation (CAP)

XIII. Monitoring and Evaluation (M & E)

XIV. Budget, Funding Sources, and Total Cost of Ownership (BFS)

XV. Benefits and Outcomes

Appendices

A. References

B. Master List of Action Plans

C. Addressing E-Rate Requirements

These chapters are intended to be used in accompaniment with the Research and Best Practices Implementation Guide.

December 2005

Miami‐Dade County Public Schools Chapter II: Curriculum and Assessment

December 2005 Page II-i

TABLE OF CONTENTS

1.0 INTRODUCTION.............................................................................................................................. 1

2.0 CURRENT STATUS ........................................................................................................................ 3

2.1 Student Technology Standards........................................................................................... 3

2.2 Curriculum and Technology Integration.............................................................................. 3

2.3 Assessment and Evaluation................................................................................................ 4

2.4 Instructional/Learning Management.................................................................................... 4

3.0 MAJOR RECOMMENDATIONS ...................................................................................................... 5


3.2 Curriculum and Technology Integration.............................................................................. 5

3.3 Assessment and Evaluation................................................................................................ 6

3.4 Instructional/Learning Management.................................................................................... 6

4.0 IMPLEMENTATION APPROACHES AND ACTION PLANS........................................................... 7


4.2 Curriculum and Technology Integration............................................................................ 11

4.3 Assessment and Evaluation.............................................................................................. 14

4.4 Instructional/Learning Management.................................................................................. 16

December 2005


December 2005 Page II-1

1.0 INTRODUCTION Chapter II: Curriculum and Assessment of the Information Technology Blueprint focuses on the role of technology resources to enhance the delivery of curriculum content and support the assessment of student achievement. The topics presented in this chapter are:

• Student Technology Standards

• Curriculum and Technology Integration

• Assessment and Evaluation

• Instruction/Learning Management

Rationale

The purpose of the Curriculum and Assessment chapter is to focus on the role of technology resources to enhance the delivery of curriculum content and support the assessment of student achievement. The integration of scientifically researched best-practice teaching and learning technologies enables students and teachers to learn in ways not available without these resources. To maximize the potential of these resources, students will attain technology proficiencies as defined in the National Education Technology Standards for Students (NETS•S). The introduction, practice, and mastery of these standards will be woven throughout the grade levels and across the disciplines.

Technology resources will be deployed to assist teachers with the development and delivery of assessments, the organization and analysis of assessment data, and the delivery of instruction that matches the learning needs of aggregated and disaggregated groups of learners. Components of instructional management are underway that will link content/standards with assessments, student academic achievement, and resources for teaching and learning.

This chapter, in conjunction with the complete collection of Information Technology Blueprint chapters, is a dynamic living document that is updated regularly to address:

• emerging technologies

• new standards and/or specifications

• federal, state, and local regulations/legislations

• best practice research both within the district and nationally

• initiatives implemented within the district

The information contained in this document is of importance to instructional technology leadership, curriculum staff, school-based administrators, and teachers. Methods, models, and strategies for effectively integrating technology



resources into the curriculum to enhance learning and improve student achievement are outlined for multiple learning communities within the district. Additionally, parents will benefit from increased access to information about their child's achievement data, their school environment, and opportunities for continuing education.

School-based leadership and teachers will use this resource to:

• expand their vision and increase their understanding of curriculum and technology integration techniques

• develop a plan for enabling each student within the district to achieve required technology proficiencies

• guide their thinking about effective ways to assess and analyze student achievement and make instructional decisions with this assessment data.



2.0 CURRENT STATUS A comprehensive information technology assessment was conducted in Spring 2005. This chapter of the Information Technology Blueprint is predicated on the needs analysis and detailed key findings documented in the Curriculum and Assessment chapter of the Findings and Recommendations report.

2.1 Student Technology Standards

The NETS S Standards from the International Society for Technology in Education (ISTE) and Information Literacy Standards have been adopted and aligned with the Competency Based Curriculum (CBCs). Standards are broken down into competencies and benchmarks by grade level. There is no scope and sequence defined. In addition, no requirement is in place for teachers to implement the standards, nor is there school-level curriculum/technology integration support. Some teachers are implementing technology and information literacy standards in their lessons (e.g., those participating in the EETT grant where leadership recognizes the importance of technology); however, this practice is not a requirement. In light of the NCLB requirement for 8th grade technology proficiency, this could be problematic (see C&A-1, below).

2.2 Curriculum and Technology Integration

Until very recently, technology has not been considered part of an integrated curriculum. However, with the new administration that started in fall 2004, instructional technology was moved back to curriculum where they are now talking with instruction on how technology can help address national, state, and local standards.

Miami-Dade’s historic emphasis on local school decision-making means there is no consistent set of expectations regarding student mastery of technology competencies and the integration of technology into the curriculum at the school level. However, schools that participate in the EETT grant (about 100) are using technology effectively in teaching and learning.

Through the Enhancing Education through Technology (EETT) grant (Title II-D), a training model has been developed and implemented in 100 schools, centered around school cohorts with the principal and a designated mentor as the technology leadership. The goal of this model was for teachers to become technology literate, with content-based lessons addressing NCLB requirements. The program has demonstrated success through student work and digital portfolios. An outside evaluation of the program in 2004 reported that this training model was highly effective for participating administrators, mentors, and teachers in the cohorts. In fact, mentors “diffused technology training beyond the teachers in the cohorts in various ways.” The mentors expanded technology



training by holding sessions during faculty meetings and conducting special training sessions for parents and families.

The recent evaluation of M-DCPS’s use of Cognitive Tutor that explored the relationship between students using Cognitive Tutor and FCAT results stated that Cognitive Tutor Algebra I students were more likely to achieve higher FCAT scores than their conventional Algebra peers.

This past year the district has successfully piloted EasyTech, a technology literacy program that integrates technology into the language arts, math science, and social studies curriculum by Learning.com, in 51 elementary and middle schools covering 4th through 8th grades. According to the EasyTech Program Evaluation (June 2005) conducted by the reliability group, feedback from pilot participants indicated that the “program was successful in integrating technology into the school curriculum.” An overwhelming majority of participants believed that the “program should be expanded within Miami-Dade County Public Schools.” (See C&A-2, below.)

2.3 Assessment and Evaluation

Various assessment tools are being used including: Edusoft (used quarterly during 2005/2006 school year and purchasing test content next year) and DIBELS. Early feedback from schools using the Edusoft assessment software is very favorable. The district has rolled out the product to all schools. The goal is to have interim assessments scored by Edusoft and automatically generate Academic Improvement Plans (AIPs) with links to Houghton-Mifflin and other resources.

2.4 Instructional/Learning Management

Components of an instructional management system are being implemented, including Riverdeep’s Learning Village, Academic Improvement Plan (AIP), and Pinnacle Grade Book. Microsoft’s Class Server and IBM’s Teacher Workbench, developed with the district, are all being piloted in M-DCPS. Teachers are using SPI to access student data. It is expensive and teacher-intensive to try to support multiple systems, with approximately thirty teachers supporting each of the systems (see C&A-5, below). For more detailed information about Instructional/Learning Management Systems, please see the Research and Best Practice Implementation Guide, section 2.4.



3.0 MAJOR RECOMMENDATIONS A set of high-level recommendations in the area of Curriculum and Assessment were identified during the comprehensive information technology assessment was conducted in Spring 2005. This section outlines a series of recommendations that address the current status described in the previous section of this document.

For more information about successful implementation of these recommendations, refer to the corresponding sections in the Research and Best Practices Implementation Guide that accompanies this Information Technology Blueprint.


C&A‐1: Align Technology Standards Across the Curriculum

Develop scope and sequence of technology proficiencies and embed them into the curriculum as well as the staff development program and supervision/evaluation process. This will be achieved by aligning and integrating the technology proficiencies with the appropriate grade level, subject matter, process skills, and content objectives.


C&A‐2: Integrate Technology Across the Curriculum

Focus instruction at all levels in all disciplines toward a constructivist, project-based learning model. Support this transformation in teaching and learning with the development of scientifically researched best practice technology and curriculum integration strategies. As part of this approach, institutionalize existing, proven best practices in M-DCPS by:

• expanding the technology leadership program for principals funded by the Enhancing Education Through Technology (EETT) grant throughout the district, thereby strengthening the implementation of technology in the schools.

• allocating resources for the EasyTech program, that coaches teachers on integrating technology into the curriculum, in order to expand it throughout the district.




C&A‐3: Adopt District‐Wide Online Assessment Tools

Develop common framework for selection of assessment tools including information about the validity and reliability of assessments. Provide a framework for selecting and reporting data from various assessments.

C&A‐4: Provide Teachers with Electronic Tools for Data Entry

Continue to expand the use of electronic tools such as handhelds and laptops to improve student achievement and operational efficiency. (This is part of the ERP for Learning (ADS-4) and does not have an independent action plan.)


C&A‐5: Consolidate District‐Wide Comprehensive Instructional/Learning Management Systems

Consolidate and continue to implement a Web-based instructional management system that makes curriculum, student information, instructional resources, assessment programs, and staff development initiatives accessible to students, teachers, parents, and community members 24/7 in a secure way. (This is also part of the ERP for Learning (ADS-4) and does not have an independent action plan.)



4.0 IMPLEMENTATION APPROACHES AND ACTION PLANS

The implementation approaches included in this section incorporate the following factors:

• the district's strategic and technology goals

• the Findings and Recommendation Report

• current status of on-going projects in M-DCPS

• high priority areas as identified by M-DCPS staff

• current status of Florida and federal legislative efforts

The Action Plans that follow provide specific steps for implementing the major initiatives developed in this Information Technology Blueprint chapter. For each initiative, district strategic and technology goals addressed and primary leadership responsibility for implementation are identified. Each plan is assigned a priority level: Critical, Urgent, or Moderate, with Critical being the highest.

For external reference purposes, the Action Plans within Chapter II: Curriculum and Assessment are numbered as C&A-1 through C&A-5.

Staging and phasing of implementation steps is displayed over five years. Some initiatives will continue beyond this five-year timeframe. The staging/phasing matrix indicates the year in which each activity is planned to begin and end. All initiatives will have defined and approved scopes of work that include measurable objectives as well as detailed workplans that describe the task, phase of the Sterling Process (Plan, Do, Study, Act), and timelines for accomplishing the work. At a minimum, project managers will report the status of the project against its objectives.

An “X” denotes the start of an activity. Activities that are already in process are marked with an asterisk (*). Note that changing budgetary conditions may accelerate or impede the implementation schedule. For activities that span more than one quarter or several years, an arrow is used. Iterative activities will be designated by an “X” in the quarter (or quarters with an arrow) per year.

The Action Plans will be useful to M-DCPS in determining an annual workplan for implementation activities and for anticipating the resources and budgetary support needed from year to year.

For more information about successful implementation of these recommendations, refer to the corresponding sections in the Research and Best Practices Implementation Guide that accompanies this Information Technology Blueprint.


2 Responsibility: INST = Instructional Technology SD = Professional/Staff Development 1 District Goals: AUD = Auditing & Risk Management ITS = Information Technology Services SIP = School Improvement Programs I = High Academic Standards AVP = Adult Vocational Programs LGL = Legal Counsel SP = School Principals II = Students Compete in Global Economy BUD = Budget, Finance & Payroll PERF = Accountability & Performance SPR = Strategic Planning & Reporting III = Engage Community Partners CI = Curriculum & Instruction PR = Communications/Public Relations SSS = Student Support Services IV = Cost-Effective Business Practices FAC = Facilities & Maintenance PUR = Purchasing & Contracts SUP = Superintendent V = High Performing, Diverse, & Motivated Staff FDS = Food Services RA = Regional Administrators TCH = Teachers Association HR = Human Resources SEC = Security & Safety TSP = Transportation



C&A‐1: Align Technology Standards Across the Curriculum

Develop scope and sequence of technology proficiencies and embed them into the curriculum as well as the staff development program and supervision/evaluation process. This will be achieved by:

• aligning and integrating the technology proficiencies with the appropriate grade level, subject matter, process skills, and content objectives,

• allocating time for the development of the EasyTech program implementation, that coaches teachers on integrating technology into the curriculum, in order to expand it throughout the district.




C&A‐1: ALIGN TECHNOLOGY STANDARDS ACROSS THE CURRICULUM

Priority: Critical Pre-requisites: NA Leadership Responsibility2: INST, CI, SD

Related Goals1: I, II, V Success Benchmarks:

M-DCPS meets or exceeds NCLB grade 8 computer literacy requirement in all middle schools. Technology competencies are embedded into all disciplines in grades K-12 and assessed as a component of course requirements. Technology competencies are embedded into staff development program and supervision/evaluation.

Action Steps *Denotes that step has already started.

Year 1 (05-06)

Year 2 (06-07)

Year 3 (07-08)

Year 4 (08-09)

Year 5 (09-10)

1. Embed technology standards in core curriculum. X X X

2. Identify the grade level at which these technology skills will be introduced, practiced, and mastered. X X X

3. Identify or create lesson plans that address the specific technology standards. X X X

4. Incorporate information literacy, computer science, and 21st century skills as needed to complement the Sunshine State Standards and the NETS•S/Technology CBCs.

X X X

5. Purchase an automated system to support technology literacy development and to track the attainment of the Sunshine State Standards and the NETS•S proficiencies (e.g., EasyTech).

X X X X X




C&A‐1: ALIGN TECHNOLOGY STANDARDS ACROSS THE CURRICULUM

Priority: Critical Pre-requisites: NA Leadership Responsibility2: INST, CI, SD


M-DCPS meets or exceeds NCLB grade 8 computer literacy requirement in all middle schools. Technology competencies are embedded into all disciplines in grades K-12 and assessed as a component of course requirements. Technology competencies are embedded into staff development program and supervision/evaluation.


Year 1 (05-06)

Year 2 (06-07)

Year 3 (07-08)

Year 4 (08-09)

Year 5 (09-10)

6. Provide staff development on the Sunshine State Standards and the NETS•S proficiencies and accompanying assessment rubrics (refer to Blueprint Chapter VI: Staff Development).

X X X X X





C&A‐2: Integrate Technology Across the Curriculum

Focus instruction at all levels in all disciplines toward a constructivist, project-based learning model. Support this transformation in teaching and learning with the adoption of best practice technology and curriculum integration strategies. As part of this approach, institutionalize existing, proven best practices in M-DCPS by expanding the technology leadership program for principals funded by the Enhancing Education Through Technology (EETT) grant throughout the district, thereby strengthening the implementation of technology in the schools.




C&A‐2: INTEGRATE TECHNOLOGY ACROSS THE CURRICULUM

Priority: Moderate Pre-requisites:

Analyze current EETT grant deployment to develop a district-wide phase-in plan. Apply for additional EETT and secure/identify additional funding.

Leadership Responsibility2: INST, SD

Related Goals1: I, II Success Benchmarks:

An additional 100 schools develop EETT cohort groups each year until all schools have participated in this training model. Progress and success of the training model will continue to be based upon technology enhanced student work and digital portfolios.


Year 1 (05-06)

Year 2 (06-07)

Year 3 (07-08)

Year 4 (08-09)

Year 5 (09-10)

1. Identify and align with M-DCPS CBC’s best practice technology and curriculum integration approaches in support of constructivist, project-based learning for primary (preK-2), intermediate (gr. 3-.5), middle school (gr. 6-8), and high school (gr. 9-12) learners (refer to C&A-1).

* X X X

2. Identify technology resources (hardware, software, and peripherals) required to implement selected technology and curriculum integration approaches (refer to Blueprint Chapter III: project TLT-1).

X X X

3. Conduct gap analysis of existing resources versus identified resources. X X X

4. Develop a timeline and identify funding sources for securing the remainder of required resources. X X




C&A‐2: INTEGRATE TECHNOLOGY ACROSS THE CURRICULUM


Analyze current EETT grant deployment to develop a district-wide phase-in plan. Apply for additional EETT and secure/identify additional funding.

Leadership Responsibility2: INST, SD

Related Goals1: I, II Success Benchmarks:

An additional 100 schools develop EETT cohort groups each year until all schools have participated in this training model. Progress and success of the training model will continue to be based upon technology enhanced student work and digital portfolios.


Year 1 (05-06)

Year 2 (06-07)

Year 3 (07-08)

Year 4 (08-09)

Year 5 (09-10)

5. Secure resources using district standards and procurement guidelines and install required resources (refer to Blueprint Chapter VII: Standards, Procurement, and Maintenance).

X X X

6. Use model approaches such as the EETT Technology Leadership Program for staff development (refer to Chapter VI: Staff Development). * X X X





C&A‐3: Adopt District‐Wide Online Assessment Tools

Continue implementation and begin on-going maintenance and support for a common framework for selection of assessment tools including information about the validity and reliability of assessments. Provide a framework for selecting and reporting data from various assessments.

C&A‐3: ADOPT DISTRICT‐WIDE ONLINE ASSESSMENT TOOLS


Analyze current Edusoft deployment to develop a district-wide phase-in plan. Secure/identify additional funding to expand licensing throughout the district. Leadership

Responsibility2: INST, CI, PERF


Edusoft is deployed in schools across the district where at least 75% of the student population can benefit. Appropriate school staff is trained in using Edusoft features and components. System use monitors indicate that students/staff use Edusoft regularly to integrate technology into the language arts, math science, and social studies curriculum.


Year 1 (05-06)

Year 2 (06-07)

Year 3 (07-08)

Year 4 (08-09)

Year 5 (09-10)

1. Continue to expand the use of Edusoft for all types of assessment throughout * X X X




C&A‐3: ADOPT DISTRICT‐WIDE ONLINE ASSESSMENT TOOLS


Analyze current Edusoft deployment to develop a district-wide phase-in plan. Secure/identify additional funding to expand licensing throughout the district. Leadership

Responsibility2: INST, CI, PERF


Edusoft is deployed in schools across the district where at least 75% of the student population can benefit. Appropriate school staff is trained in using Edusoft features and components. System use monitors indicate that students/staff use Edusoft regularly to integrate technology into the language arts, math science, and social studies curriculum.


Year 1 (05-06)

Year 2 (06-07)

Year 3 (07-08)

Year 4 (08-09)

Year 5 (09-10)

the district

2. Determine if this tool can be used by classroom teachers to develop classroom-based assessments aligned to the CBC’s/Sunshine State Standards. If not, explore purchasing such a tool.

X X X

3. Integrate Edusoft with all components of an instructional management system (e.g., Pinnacle gradebook, SPI, Learning Village, AIP, etc.) * X X X

4. Ensure that assessment results populate the diagnostic component of the AIP and that assessment results drive instruction. X X X

5. Continue to purchase test item banks that are aligned with Sunshine State Standards and district CBCs. * X X X




C&A‐4: Provide Teachers with Electronic Tools for Data Entry

Continue to expand the use of electronic tools such as handhelds and laptops to improve student achievement and operational efficiency. This is part of the “ERP for Learning”, Chapter IX: ADS-4, and does not have an independent action plan.


C&A‐5: Consolidate District‐Wide Comprehensive Instructional/Learning Management Systems

The curriculum and instruction staff will be adopting and implementing a scope and sequence approach to instruction. As a result, they need a comprehensive curriculum development and instructional management system that will allow them to break down the Florida Standards into the following discrete components:

• content objectives • process skills • technology proficiencies

Therefore, the district should consolidate and continue to implement a Web-based instructional management system that makes curriculum, student information, instructional resources, assessment programs, and staff development initiatives accessible to students, teachers, parents, and community members 24/7 in a secure way. An instructional/learning management system is also part of the “ERP for Learning”, Chapter IX: ADS-4, which is included here for reference.




ADS‐4: Procure an “ERP for Learning”

Construct and release an RFP for an ERP for Learning focused primarily on a new Web-based Student Information Management System (SIMS) with integrated functions for pre-school through adult education. The selected vendor must be required to integrate with existing ERP for Learning components such as gradebook (Pinnacle), assessment (Edusoft), SPI, the library system (Destiny), and the data warehouse. The student system will include such functions as scheduling, auto dialers, state reporting, etc. Other components should include:

• Web portal for ubiquitous access (originally budgeted as a foundation project)

• food services

• on-line assessment and instructional/learning management systems

• electronic tools for teachers

All software that is part of the ERP for learning should be SIF certified.

[Note: ADS-4: Procure an “ERP for Learning” is directly related two actions recommended in Chapter II, C&A-4: Provide Teachers with Electronic Tools for Data Entry, and C&A-5: Select District-Wide Comprehensive Instructional/Learning Management System.]




ADS ‐ 4: PROCURE AN “ERP FOR LEARNING”

Priority: Critical Pre-requisites: NA Leadership Responsibility2: CI, INST, SSS, ITS

Related Goals1: I, II, IV, V Success Benchmarks:

An integrated system of learning applications is procured and installed, including student system, grade book and attendance, scheduling, assessment, data warehouse, SPI, library, and state reporting. The learning applications are used extensively by teachers and administrators to improve student achievement.

Action Step *Denotes that step has already started.

Year 1 (05-06)

Year 2 (06-07)

Year 3 (07-08)

Year 4 (08-09)

Year 5 (09-10)

1. Appoint a district wide team to determine needs. X

2. Identify what exists or is planned. X

3. Review and agree on the needs/specifications and the component parts to be procured in the ERP for Learning. X

4. Determine the sequence of installation, defining which organizational units will be done first, second, etc. X

5. Review what is being done in other school districts with regard to an ERP for Learning. X









Year 1 (05-06)

Year 2 (06-07)

Year 3 (07-08)

Year 4 (08-09)

Year 5 (09-10)

6. Determine if partnering with other school districts is acceptable. X

7. Create the TCO with alternatives. X

8. Obtain management and board approval on the vision, direction, organization, and schedule.

X

9. Determine RFP guidelines and write specifications. X X

10. Conduct an RFP. X

11. Select a vendor and implementation services team for a long term partnership. X

12. Management and Board approval of recommended vendor(s). X









Year 1 (05-06)

Year 2 (06-07)

Year 3 (07-08)

Year 4 (08-09)

Year 5 (09-10)

13. Implement ERP for Learning. X X X X

ii. curriculum and assessment (c a)

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