TECHNOLOGY PLAN 2016
TABLE OF
CONTENTS
M i d w a y I S D Te c h n o l o g y P l a n 2 0 1 6
TECHNOLOGY PLAN
DEVELOPMENT MEMBERS
S TA F F :
Dikran Bullijian, Amy Davis, Susan Fletcher, Ann Gage, Kasha
Gorham, Diane Gough, Seth Hansen, Amy Hanshew, Jimmy
Hughes, Dr. George Kazanas, Robert Meek, Katie Meredith,
Dr. Brent Merritt, Kathleen Minshew, Jeremy Morgan, Abby
Neal, Jeremy Neal, Rachel Nelson, Janet Peralta, Kari Shelton,
Donna Shillinglaw, Jennifer Smith, John Storm, Brian Vasek,
Susan Whitley
STUDENTS:
Grayson Felder, Ellis McCormick, Joey White-Swift, Braxton
Williams
COMMUNITY MEMBERS:
David Burns, Dr. Leanne Howell
01
Introduction
02
Executive Summary
04
Existing Conditions
07
Needs Assessment
14
15
17
21
23
Goals, Objectives, and Strategies
G OAL 1
G OAL 2
G OAL 3
G OAL 4
25
Glossary
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
M i d w a y I S D Te c h n o l o g y P l a n 2 0 1 6
INTRODUCTION
The mission statement of the Midway Independent School District supports the
assertion that the potential of every student will be maximized through a learnercentered and supportive environment. On a broader scale, Midway ISD’s vision
statement encompasses these three aspirational goals: innovation, commitment, and
excellence. Thus, in order to fulfill the mission of the district while supporting the
pillars of its vision, technology must be an integral part of the classroom environment
created by our talented faculty and staff so that students are engaged and prepared for
future careers and academic endeavors.
In 2013, the Midway community supported the infusion of financial resources through
the passage of bonds dedicated to ensuring that every child in MISD is equipped with
his or her own technology device. Why did Midway ISD ask voters to approve expending
precious resources for technology in education? I have asked this question many times
since 2013, and below is a summary of why technology is important in today’s everchanging, global society:
• Creates a truly participatory and authentic learning environment for students;
01
• Inspires students to create, communicate, collaborate, research, problem-solve, and
think critically about ideas and content;
• Encourages a student-centered learning environment that heightens engagement,
advances academic growth, and intensifies the desire to learn;
• Provides access to resources and expertise on a world-wide scale;
• Guarantees equitable access to all students for formal and informal learning
opportunities both inside and outside the classroom.
The following technology plan serves as a guide for Midway faculty, staff, students,
parents, and the community as the district fully harnesses the potential of technology
to redefine how content is accessed, consumed, and ultimately applied by our students.
In other words, this plan serves as a roadmap to supplement the great teaching that is
already occurring in our classrooms. Technology does not replace the pivotal role of the
classroom teachers—it opens a door to more opportunities for students to be career and
college ready.
George Kazanas, EdD
Superintendent of Schools
Midway ISD
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 1
Executive Summary
EXECUTIVE
SUMMARY
PROCESS OF DEVELOPMENT
Traditionally, the district technology plan has been a formal document that was created
out of the requirement for funding instead of being used as a true planning document.
As the district took a step back and evaluated the purpose of the Technology Plan, it
was evident a different approach was needed. In years past, the Executive Director
of Technology and Director of Instructional Technology took the lead and wrote most
of the plan individually. More stakeholder input was needed and collaboration with
stakeholders was vital to the development of a plan that would be usable and relevant. In
the development process we leaned on the acting district technology committee to give
input into the creation of the technology plan, made note of anecdotal data staff members
shared, and implemented a new measurement and data gathering tool built around
technology in the classroom. A smaller technology leadership group was formed that
utilized information from all of these data points and created the current technology plan.
This more holistic approach to the development of the technology plan leaves us with a
forward-thinking and innovative document that is usable to staff, students, parents and
community members.
02
EXISTING CONDITIONS
In development of the technology plan it is important to understand the existing
conditions in both the instructional and technical departments. The Technology
Department is made up of the network and infrastructure team along with the campus
technicians. The network group manages a robust network with industry standard
connections and top of the line infrastructure hardware and software. The technician
team supports campuses in hardware and software application implementation and
requests.
The Instructional Technology Department encompasses the instructional technology
specialists and the student services personnel. The main focus of the instructional
technology staff is to support the integration of digital learning in classrooms across
the district and provide high quality professional development. The student services
personnel are the foundation for maintaining the integrity and accurate reporting of
student information as it affects not only state and federal reporting requirements, but
the transfer of student data into other online systems.
A large portion of both the instructional and technology team time and effort is spent
supporting the district wide one-to-one implementation. Each student and teacher, K-12,
has an iPad device to assist in teaching and learning.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 2
Executive Summary
NEEDS ASSESSMENT
The needs assessment portion of the report outlines a variety of feedback options utilized when developing our
goals. One of the main needs assessment tools utilized during the process was Clarity, a platform delivering data
from BrightBytes Technology and Learning survey administered to district students, staff, and parents. Clarity was
referenced frequently to gain insight into what needs the district had around technology. There are four domains in
which Clarity survey collects data on technology use, and they are represented by the acronym CASE. CASE stands
for: Classroom, Access, Skills, and Environment. Taken together, these four sections encompass twenty-two success
indicators which link technology and learning per the current research. With Clarity in hand, the district also utilized
the district technology committee, face-to-face district leadership meetings, and other district avenues to solicit
feedback on major technology needs in the district.
I N I T I AT I V E S I D E N T I F I E D F O R
I M P L E M E N TAT I O N
After evaluating existing conditions and analyzing needs based on a variety of factors the following major initiatives
were identified for implementation. Each initiative, in its own right, represents a significant step needed to complete
the overall vision of being the standard of excellence in educational technology. These specific initiatives make up
the core focus of how technology is implemented at Midway ISD moving forward.
• Account Provisioning and Single Sign-On Solution for Digital Resources
• Closing the Homework Gap by Providing Internet to Homes in Need
• Strategically Moving Technology Resources to Cloud
• Creating a Long-Range Hardware Lifecycle Plan
• Providing Innovative Learning Spaces that Incorporate Technology
• Evaluating and Updating Technology Related Policies
• Developing Cohort of Digital Learning Leaders
• Piloting a Group of Teachers to Create and Discover Digital Resources
• Developing a District-Wide Digital Citizenship Plan
CONCLUSION
When it comes to technology, iteration and innovation are of utmost importance.
Apple’s iOS operating system is continually updating. Adobe releases new versions
of its software all the time. The Google search engine algorithm changes twice a day.
Microsoft has even moved from a static operating system upgrade path to frequent
updates. This technology plan follows the model of iteration and innovation outlined
in these examples. Midway ISD is constantly evaluating the needs of students, staff,
and community through a variety of needs assessments. Through the initiatives
identified for implementation Midway ISD will be a trailblazer among districts in the
state and nation. This plan will be reviewed and revised each year to continue to align
with the goals and objectives of the district. Use this document as your guide into the
future of technology and how it is integrated at Midway ISD.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 3
Existing Conditions
EXISTING
CONDITIONS
INSTRUCTIONAL
The Instructional Technology Department led by the Director of Instructional
Technology, Susan Fletcher, serves the digital learning needs of the staff and students.
The campus instructional technology team supports the available technology and
resources while researching and implementing new ideas to positively impact digital
learning. The student services personnel are responsible for the accuracy of the
student information system which feeds data into online systems used in the offices
and classrooms.
Instructional Technology
The instructional technology team focuses on the implementation of digital
learning from the perspective of the teacher and student. Members of this team
share technical and instructional strategies for the effective use of technology in
the classroom through designing instructional lessons, locating digital resources,
and providing high-quality professional development. Opportunities for faceto-face professional learning are offered in summer workshops, grade level/PLC
meetings, new teacher workshops, and one-on-one time while online workshop
offerings occur throughout the year. The instructional technology team also works
cooperatively with curriculum coordinators and administrators to assist in their
digital learning and planning at the campus level. Additional responsibilities
include planning the distribution and collection of student iPads, organizing the
collection of the BrightBytes Clarity student data survey, planning and assisting
with campus technology events for parents, evaluating and recommending apps,
and implementing a digital citizenship curriculum at all levels.
03
Student Services
The student services team remains current on state and federal reporting
requirements as it relates to student data. Procedures and processes are developed
to ensure the accurate entry and maintenance of student information.
TECHNICAL
The technology department is currently led by Seth Hansen, Executive Director of
Technology. The Midway ISD Technology Department is responsible for the installation,
maintenance, and support of the technical systems that provide the information
technology infrastructure of the district. The network and infrastructure areas
concentrate on the wired and wireless communication networks, servers, data storage,
back-up and recovery, e-mail system, cabling, and phone system. The technical service
area focuses on the installation and support of the computers, laptops, software, iPads,
and other technology related items that are provided to the staff and students in the
district.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 4
Existing Conditions
Network and Infrastructure
The network team manages the wide area network including the data center core,
routers, and high speed wide area network fiber connections that link district sites to
the centralized data center. One key component of our network is a robust wireless
infrastructure that can support multiple devices per student at each of our campuses.
Server and storage systems play an integral role in the ongoing functions of a variety
of district departments. The district also makes desktops available through a virtual
desktop infrastructure that is managed by the department. The server environment is
mainly Windows servers in an Active Directory structure. VMware is used to virtualize
servers, maximize efficiency, increase recovery options, and reduce costs. Our storage
area network (SAN) provides data storage with fast access and high availability. Other
systems supported include data back-up solutions, e-mail, internet firewall, webfiltering, and other data center enterprise systems and equipment.
Technical Information Services
The on-site technical support is handled by five
technicians with the assistance of on-campus technology
assistants. The technicians are assigned with one
technician handling two campuses. They have primary
school assignments and help out at other campuses
based on need and work load. Of the five technicians, one
is always posted on the district help desk to provide live
telephone support to district staff. The help desk provides
assistance so staff can resolve problems quickly on the
phone or receive answers to questions. The technicians
support a variety of hardware devices including desktops,
laptops, tablets, printers and more.
8,994
965
3,000
501
209
451 TB
2580
123
401
Tablets (iPads)
Laptops
Desktops
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
Printers
Switches
Servers
per year
Work Orders
(Terabytes)
Storage
Wireless Access Points
pg. 5
Existing Conditions
ONE-TO-ONE
Midway ISD implemented a district wide one-to-one program in the Spring of 2014.
The purpose of this shift in how our students learn was initiated by a need to provide
a truly participatory and authentic learning environment that heightened student
engagement, advanced academic growth and intensified the desire to learn. With the
initiative, the district wanted to inspire students to create, innovate, communicate,
collaborate, research, problem solve and think critically. To a large extent, our teachers
and students have taken great strides in fulfilling the purpose of the initiative. The
program uses technology that is already a big part of student’s lives to make them more
excited about learning. The district chose iPads during the planning process for the oneto-one initiative. Each student K-12 received an iPad that spring. This transformation
has helped to give teachers the ability to meet the needs of students and allow for more
individualized attention. Students and teachers across subject areas and grade levels
have found new ways to make learning rich, deep, and interactive.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 6
Needs Assessment
NEEDS
ASSESSMENT
Midway ISD took steps to assess the current technology climate through technology
committee feedback, staff feedback, and surveys. A new tool used during the needs
assessment process was the Technology and Learning survey created by BrightBytes.
The district used the Clarity platform, developed by BrightBytes, to disaggregate the data
taken from staff, student, and parents and make it educative, engaging, and actionable
by combing research and easily digestible infographics. The platform is completely
online. One of the most unique and powerful parts of the process is a set of adaptive,
research-based questionnaires delivered to teachers and students, collecting data on
the use of technology for learning and cross-referencing it within the school and across
thousands of schools around Texas and the United States. The Technology and Learning
module of BrightBytes, sits on the CASE technology framework. CASE has four domains
that enable BrightBytes to prioritize and strategically target opportunities to improve
student outcomes. CASE examines Access to technology, Skills, and factors in the school
Environment. All three areas converge to produce the results in the Classroom. The
following guide helps to determine how the district scored in each domain based on the
survey answers.
04
CLASSROOM - PROFICIENT
The classroom area addresses “how” technology is used in the classroom. In a connected
and technological world coupled with the decline in manufacturing and unskilled
jobs, the need for graduates to possess skills such as critical thinking, creativity,
communication, and collaboration (4Cs) has never been greater. Living and thriving
in this digital world not only demands educators instruct students in the 4Cs, but also
obligates all stakeholders to teach students to live responsibly and ethically.
When Clarity teachers were asked how often they require students to write online, 4%
responded weekly and 82% reported they never asked their students to write online.
An article from the Pew Research Center shows digital communication increases
student engagement, connects students to a broader world, and promotes collaboration.
Additionally, when asked if they require students to collect and analyze data, 9% of Clarity
teachers responded weekly and 54% reported they never require students to collect
and analyze data. Students who research, investigate, and problem solve use higher
order thinking skills allowing them to connect new and prior knowledge to apply to the
situation.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
CATEGORY
SCORE
Beginning............. 800-899
Emerging.............. 900-999
Proficient........... 1000-1099
Advanced........... 1100-1199
Exemplary......... 1200-1300
pg. 7
Needs Assessment
M I D WAY I SD STATS
Being successful in the digital world also means being safe online. Clarity students were asked if they were taught
how to share information online about themselves. Of the responses 12% replied they were taught weekly and 58%
selected never. Midway ISD students’ responses were almost identical in this area with 12% responding weekly and
55% replying never.
The classroom area of the Clarity survey for Midway ISD scored proficient with the Teacher Use of the 4Cs rated as
emerging. Increasing the knowledge of the 4Cs among the teachers and assisting them to discover ways students can
use the 4Cs will have a direct impact on learning. Fully staffing the instructional technology department, educating
leadership, and working with teachers in both small and large groups are positive steps that can affect the instruction
and learning.
ACCESS - EXEMPLARY
Teachers’ and students’ access to technology at school
is a prerequisite for 21st Century Learning. According to
NCES, the ratio of students to computers in the classroom
every day is 5.3 to 1. However, this is often not sufficient for
transformative instruction to occur.
Only 49% of all Clarity teachers in the nation report that it
is always easy to get access to computers when needed for
class. Further only 12% of Clarity teachers across the nation
rate the quality of computers and internet access at their
school as excellent. Teachers who have difficulty getting
access to high quality computers for students when needed
are much less likely to plan and implement classroom
activities that include digital communication, digital
collaboration, digital creativity, and critical thinking.
The results within the Access domain for Midway ISD
were rated as exemplary. Much of the evidence pointing
to needs associated with the Access domain is anecdotal
because of the high ratings under the CASE framework.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
M I D WAY I S D S TATS
pg. 8
Needs Assessment
MI DWAY I S D S TAT S
When speaking with the technology committee and staff members, a major need surfaced surrounding the ease
of access to digital resources on digital devices. A key implementation project derived from this evidence is the
development of an account provisioning and single sign-on solution where students and staff will have access to all of
their digital resources in one portal.
The technology team also identified a challenge to close the homework gap by providing high-speed Internet to homes
where students are in need. This goal is called out in the National Education Technology Plan as one of importance. We
have a high percentage of students who have high-speed Internet in their homes, but
the goal is to supply all students with internet access, at their home, through creative
business partnerships and district support.
Other Access initiatives were highlighted with importance during the planning process.
A more defined hardware lifecycle plan is a need within the district. A formalized
lifecycle plan will assist in the long term budgeting of the district’s One-to-One program
and overall hardware strategy. With budgeting in mind, the district will also look to
leverage cloud resources such as Google Apps for Education and Microsoft Office 365
in ways that will allow more efficient use of on-premise hardware. Innovative learning
spaces are another trend that is picking up within the district. We will continue to
explore the idea of the active learning ecosystem, which incorporates pedagogy, space,
and technology to create an active learning space.
MID WAY ISD S TAT S
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 9
Needs Assessment
SKILLS - ADVANCED
The foundation undergirding the integration of technology into a classroom is the teacher’s level of understanding of
technology and the ability to use the technology. A study commissioned by the Richard W. Riley College of Education
and Leadership at Walden University found that a teacher who is a frequent user of technology places more emphasis on
students developing those skills necessary to flourish in the digital world.
Clarity teachers were asked if they learned technology easily and 31% selected strongly agree while 2% selected
strongly disagree. Students were asked the same questions and their responses were 46% strongly agreed and 1%
strongly disagreed. Other factors surveyed included the ease of collaborating using online documents to which
35% of teachers responded very easily to the students’ 51%. Writing online allows students to communicate with a
wider audience and leads to better collaboration and creativity skills. When asked the frequency of writing reviews,
commenting, or blogging online, 4% of teachers write almost daily and 56% never write online. Students’ response
was 12% for almost daily and 55% replied never writing online.
For Midway ISD the skills area was rated as advanced with
all subsections rated as advanced or exemplary except for
the Student Online Skills. The results show that Midway
ISD staff and students have a solid foundation in technology
skills and are ready to transfer that knowledge to impact
learning. With the growth in online resources, the need for
students to have these skills has dramatically increased.
Continuing to ensure Midway ISD students and teachers have the necessary skills will require the district to continue
to educate leadership and teachers on the Technology Application TEKS. Through professional development and
partnering with curriculum personnel, the instructional technology department will continue to help staff grow in the
knowledge and application of current technology skills in the classroom.
Student-reported frequency of writing reviews, blogging, or commenting
(Amazon, Yelp, ...)
Why This Matters
“The Internet supports students in communicating with other children, worldwide, rather than
isolating them” and can lead to increased levels of spoken communication (Barone, 2012).
Citation
Barone, D. (2012). Exploring home and school involvement of young children with web 2.0 and social media.
Research in the Schools, 19(1), 1-11
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 10
Needs Assessment
“I learn technology easily.”
Student Response
Why This Matters
Students who believe that they are able to fix their own technology problems are more likely to
persevere in many areas of life when problems become more difficult (Duckworth & Alfred, 2012).
Citation
Duckworth, A.L., & Alfred, K.M. (2012). Temperament in the classroom. In R.L. Shinder & M. Zentner (Eds.). Handbook of Temperament
(pp. 627-644). New York, NY: Guilford Press.
“I learn technology easily.”
Teacher Response
Why This Matters
Hands-on practice with technology is strongly correlated with a teacher’s self-efficacy and
confidence using the technology (DelliCarpini, 2012).
Citation
DelliCarpini, M. (2012). Building computer technology skills in TESOL teacher education. Language Learning & Technology, 16(3), 14-23.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 11
Needs Assessment
ENVIRONMENT - ADVANCED
The environment domain encapsulates a few important factors in the survey including policies, procedures and
practices, as well as technical support, professional development opportunities, and community beliefs about
technology.
High quality, speedy, educative technology support is the catalyst for teachers trying new instructional techniques
that employ technology. These environmental factors can overcome the lack of confidence that teachers have with
technology, as expressed in a 2012 LEAD Commission National survey, in which 82 percent of teachers feel they have
not received the necessary training to use technology to its fullest potential in the classroom.
However, adequate technology support can assuage teachers’ trepidations. Teachers who perceive that the quality of
technology support is high are more likely to try new lessons or learning activities with technology. This is because
they feel confident that someone will be able to help them if a problem or disruption occurs. Seventy-seven percent of
teachers at schools that use Clarity agree that technology use can enhance student learning and that learning is more
engaging with the use of technology.
The technology team as a whole received solid ratings when it came to support of teachers in the classroom. When
compared to other survey respondents across Texas and the world, the district departments showed to be exemplary.
One area where improvement is always needed falls under content filtering. While MISD does well when compared to
other Texas districts, there is always an evaluation of the balance between letting students have freedom to learn and
also guarding them from inappropriate content. The technology team will evaluate web filtering systems soon to see if
other solutions are appropriate.
Research conducted by The Center for American Progress concluded that teachers need a minimum of 14 hours of high
quality professional learning per topic in order to affect classroom teaching. Professional development that uses 21st
century skills and models the way a classroom should be constructed provides teachers with the skills and insight to
change their classrooms.
Teachers report that school filters prevent access to
websites needed for classes
Why This Matters
Overzealous filtering on school networks impacts lower income students at greater levels because
students in higher income brackets likely have unfiltered internet access at home (Baron, 2014).
Citation
Baron, K. (2014, June 26). What’s the impact of overzealous internet filtering in schools? MindShift.
Retrieved from http://ww2.kqed.org/mindshift/2014.06.26.whats-the-impact-of-overzealous-internet-filtering-in-schools/
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
Midway ISD teachers
participated heavily
in school-sponsored
professional
development and 66%
ranked the quality
as above average
or excellent. Less
participation was
reported in non schoolsponsored formal and
informal professional
development.
Developing a personal
learning network is
a vital tool to assist
teachers in both formal
and informal learning.
To help teachers create
a robust PLN, the
instructional technology
department will create
a resource guide to aid
pg. 12
Needs Assessment
teachers in this area.
Many teachers comment
they learn best from
other teachers. To grow
more teacher-leaders, a
cohort of teachers will
be created with time
and effort dedicated to
growing these leaders to
impact their peers.
Teacher-reported time spent per year participating
in school-sponsored PD
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 13
Goals, Objectives, and Strategies
GOALS, OBJECTIVES,
AND STRATEGIES
After evaluating existing conditions and analyzing needs based on a variety of factors
the following major initiatives were identified for implementation. Each initiative, in its
own right, represents a significant step needed to complete the overall vision of being the
standard of excellence in educational technology. These specific initiatives make up the
core focus of how technology is implemented at Midway ISD moving forward.
• Account Provisioning and Single Sign-On Solution for Digital Resources – Access
• Closing the Homework Gap by Providing Internet to Homes in Need – Access
• Strategically Moving Technology Resources to Cloud - Access
• Creating a Long-Range Hardware Lifecycle Plan – Access, Environment
• Providing Innovative Learning Spaces that Incorporate Technology – Classroom,
Access, Environment
• Evaluating and Updating Technology Related Policies – Environment
05
• Developing Cohort of Digital Learning Leaders – Environment
• Piloting a Group of Teachers to Create and Discover Digital Resources – Classroom
• Developing a District-Wide Digital Citizenship Plan – Classroom
Below is a more detailed plan for the next three years of technology at Midway ISD. Each domain from the CASE
framework has goals, objectives, and strategies that will be implemented at different times to lead the district
forward. The major initiatives outlined above are addressed as well as other smaller projects.
CLASSROOM
Definition: This domain examines how much time students spend using technology and how they use it. The
Classroom domain looks at the use of technology in the classroom to determine if the activities are closely linked
with college and career readiness, and whether it is promoting 21st century skill development. The data includes
activity of higher order thinking skills, as well as preparation to use online environments. The Classroom domain is
divided into six success indicators:
• Teacher use of the “4Cs” (Communication, Collaboration, Creativity, Critical Thinking)
• Student Use of the “4Cs” (Communication, Collaboration, Creativity, Critical Thinking)
• Teacher Digital Citizenship
• Student Digital Citizenship
• Assistive Technology
• Digital Assessment
Persons Responsible: Instructional Technology, Leadership Team (Principal, Assistant Principal, Instructional
Specialist), Teachers, Content Coordinators
Evidence: Clarity by BrightBytes, Lesson Plans, Walkthrough Data, MLINK Posts, Technology Committee Feedback,
Digital Citizenship Online Course and Curriculum
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 14
Goals, Objectives, and Strategies
GOAL 1
Enhance and accelerate learning in a student
centered environment fostering creativity,
communication, collaboration and critical
thinking through the use of technology.
Objective 1.1
Increase the pattern of classroom use where all teachers are seamlessly
integrating technology in a student centered environment.
STRATEGIES
S1.1.1
Provide a full time instructional technology specialist for each elementary and
intermediate campus and two full time instructional technology specialist for
the middle school and two for the high school.
S1.1.2
Develop and incorporate content lessons that effectively use creativity,
communication, collaboration, and critical thinking.
S1.1.3
Enrich learning experiences for all students through real-world applications
that infuse technology.
S1.1.4
Observe and provide feedback to teachers through observations, walk-throughs,
PLCs, grade level and content area meetings.
S1.1.5
Solicit formal and informal feedback from students to enhance and improve
content lessons and technology use in all classrooms.
S1.1.6
Establish regular meetings with leadership and instructional technology to
grow in understanding and knowledge of technology integration.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
20152016
20162017
20172018
pg. 15
Goals, Objectives, and Strategies
Objective 1.2
Ensure all students, parents, and staff have access to resources to promote digital citizenship for each student.
20152016
STRATEGIES
S1.2.1
Develop a common definition and expectations for digital citizenship.
S1.2.2
Inform all stakeholders, including students and parents, of the responsibilities
and benefits of digital citizenship.
S1.2.3
Integrate digital citizenship expectations into all areas of curriculum and
instruction.
S1.2.4
Develop a digital citizenship online course for all staff.
20162017
20172018
Objective 1.3
Provide resources that promote creativity, critical thinking, communication, and collaboration.
STRATEGIES
S1.3.1
Evaluate the current LMS and compare to other LMS programs.
S1.3.2
Evaluate current video streaming services and compare to other products.
S1.3.3
Educate staff on assessment tools providing immediate feedback in order to
adjust instruction.
S1.3.4
Pilot a group of teachers to develop course materials in lieu of adopting a third
party resource.
S1.3.5
Create an instrument for evaluating the technological impact of digital content
considered for adoption or purchase.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
20152016
20162017
20172018
pg. 16
Goals, Objectives, and Strategies
ACCESS
Definition: This domain looks at the hardware,
software, infrastructure, and connectivity that supports
technology use. The platform looks at the availability of
these tools for students and teachers both in the school
and home environment. Data is collected not only on
the availability of these items, but on the quality and
accessibility of them. The Access domain is divided into
four success indicators:
• Teacher Access at School
• Teacher Access at Home
• Student Access at School
• Student Access at Home
Persons Responsible: Technology Staff, Instructional Technology Staff, Technology Committee, Administration,
Campus Technology Staff, Technology Vendors/Consultants
Evidence: Clarity by BrightBytes, System Reports, Vendor Reports, Surveys (Student and Staff), Helpdesk Data,
Meeting Feedback, Community Feedback
GOAL 2
Promote a safe and secure learning environment
that includes high-speed connectivity, learnercentered applications and modern hardware.
Objective 2.1
Utilize technology solutions to enhance safety and security for all students, faculty, and staff.
STRATEGIES
S2.1.1
Continue providing an industry leading CIPA-compliant content filter to create a
safe digital learning environment.
S2.1.2
Continue providing enhanced network security solutions through the use of
next-generation firewall technologies, email security appliances, and user
account policies.
S2.1.3
Perform an external security assessment and evaluation of the internal,
external and wireless networks.
S2.1.4
Continue providing an access control system that ensures appropriate entry by
authorized personnel into district facilities.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
20152016
20162017
20172018
pg. 17
Goals, Objectives, and Strategies
S2.1.5
Provide district and campus level notification systems to keep students, staff,
and community members informed of safety concerns.
S2.1.6
Utilize mobile device management software to apply policies that enhance the
safety of students while using district-issued mobile devices.
S2.1.7
Implement safety management solution for cloud based communication and
storage applications.
S2.1.8
Continue to ensure student and staff data is protected and stored on internal
resources for enhanced user privacy.
Objective 2.2
Provide exceptional network connectivity throughout the district and community.
STRATEGIES
S2.2.1
Provide internet connectivity in alignment with the national standard
recommendations.
S2.2.2
Implement secondary internet connection to maintain uninterrupted
connectivity.
S2.2.3
Provide WAN, LAN and wireless infrastructure capable of delivering industry
leading connectivity speeds.
S2.2.4
Monitor and audit Wi-Fi network in order to provide a wireless environment
capable of supporting a variety of devices.
S2.2.5
Explore alternative connectivity options for facilities across the district.
S2.2.6
Conduct data center exercises to assist in the development of a comprehensive
disaster recovery plan.
S2.2.7
Create partnerships with local businesses and develop programs to provide
internet access outside of the traditional school network.
S2.2.8
Develop recommendations for district technology facility based off of bestpractice data center standards.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
20152016
20162017
20172018
pg. 18
Goals, Objectives, and Strategies
Objective 2.3
Ensure that district staff and students have access to the necessary
hardware and software for instructional and operational needs.
STRATEGIES
S2.3.1
Automate the provisioning process of district user accounts across digital
resources.
S2.3.2
Develop a single sign-on portal for staff and student ease of access to digital
resources.
S2.3.3
Create a comprehensive hardware refresh plan for technology equipment.
S2.3.4
Develop a timeline and replacement process for one-to-one program.
S2.3.5
Purchase and update relevant software for classroom and operational needs.
S2.3.6
Continue to equip standard classrooms with computing device, document
camera, phone, large-screen display, and printer.
S2.3.7
Maintain and update district websites to allow student, staff, and parent access
to information and web services.
S2.3.8
Deliver traditional desktop resources to staff and students through a virtual
desktop infrastructure that is accessible inside and outside of the district
network.
S2.3.9
Support collaborative and creative learning spaces with innovative and forward
thinking technology solutions.
S2.3.10
Leverage cloud (Office 365, Google, etc.) solutions to save time, money, and
infrastructure resources.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
20152016
20162017
20172018
pg. 19
Goals, Objectives, and Strategies
SKILLS
Definition: This domain looks at the personal and
professional technology skills that teachers and students
have, measuring their ability to use technology for their
interests as well as their ability to use technology for
learning. This domain explores foundational, online,
and multimedia skills. Foundational skills include basic
skills such as using spreadsheets and sending email.
Online skills include skills such as social networking
and online document collaboration. Multimedia skills
include skills such as recording and editing audio or
video. The Skills domain is divided into six success
indicators:
• Teacher Foundational Skills
• Teacher Online Skills
• Teacher Multimedia Skills
• Student Foundational Skills
• Student Online Skills
• Student Multimedia Skills
Persons Responsible: Instructional Technology, Leadership Team (Principal, Assistant Principal, Instructional
Specialist), Teachers, Content Coordinators
Evidence: Lesson Plans, Clarity by BrightBytes, PLC/Grade Level Meetings, PD Offerings, Staff Meetings
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 20
Goals, Objectives, and Strategies
GOAL 3
Afford students and staff opportunities to gain
foundational, online, and multimedia skills.
Objective 3.1
Develop and maintain student skills through the mastery of the Technology Application TEKS.
20152016
STRATEGIES
S3.1.1
Educate staff on Technology Application TEKS through a variety of professional
development opportunities. (K-8)
S3.1.2
Collaborate with teachers to seamlessly integrate Technology Applications into
the curriculum. (K-8)
S3.1.3
Utilize Technology Applications skills in the curriculum. (9-12)
S3.1.4
Investigate options for allocating additional time and resources for student
mastery of the Technology Application TEKS. (K-8)
S3.1.5
Document the Technology Applications TEKS in eduphoria forethought.
20162017
20172018
Objective 3.2
Provide and support professional development that increases the capacity of teachers,
administrators, and staff to effectively access and use technology tools.
STRATEGIES
S3.2.1
Partner with curriculum personnel to develop, expand, and model technology
skills.
S3.2.2
Partner with campus administration to model technology skills in campus
meetings, encouraging digital leadership.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
20152016
20162017
20172018
pg. 21
Goals, Objectives, and Strategies
ENVIRONMENT
Definition: This domain looks at the many factors in the school environment that can either support or hinder the use of
technology for learning. This includes technology policies, the discussion of technology in evaluation/observation, the speed
and quality of technical support, and the quantity and quality of professional development. Finally, it also includes beliefs that
teachers and students have regarding the use of technology for learning, a bedrock need in the building of an effective culture
that supports the use of technology in the classroom. The Environment domain is divided into six success indicators:
• Policies
• Practices
• Procedures
• Support
• Professional Learning
• Beliefs
Persons Responsible: Technology Staff, Instructional Technology Staff, Technology Committee, Administration, Campus
Technology Staff, Technology Vendors/Consultants
Evidence: Clarity by BrightBytes, System Reports, Vendor Reports, Surveys (Student and Staff), Helpdesk Data, Meeting
Feedback, Community Feedback
M L I N K . M I D W AY I S D . O R G
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 22
Goals, Objectives, and Strategies
GOAL 4
Provide a quality support system that is based
on effective policies, practices and procedures
necessary for a successful student and staff
learning environments.
Objective 4.1
Provide technical support to ensure students and staff can
effectively access and utilize appropriate technology tools.
20152016
STRATEGIES
S4.1.1
Provide technology staff with a helpdesk system that features robust reporting,
SLA integration, and quality feedback.
S4.1.2
Develop district-wide service level agreement that measures speed and quality
of support to better meet staff and student needs.
S4.1.3
Provide additional support with a permanent help desk technician.
S4.1.4
Ensure district technicians have remote support tools available to rapidly
diagnose and remediate technical issues.
S4.1.5
Employ technology staff at each campus to provide first-tier support.
20162017
20172018
20162017
20172018
Objective 4.2
Maintain and develop policies, procedures, and practices that encourage
the creative and safe use of technology in the classroom.
STRATEGIES
S4.2.1
Evaluate and update Internet Safety Plan and Policies.
S4.2.2
Revise personal electronic device policy.
S4.2.3
Assess current acceptable use policy and restructure the document based on
current needs and practices.
S4.2.4
Consolidate multiple policies and guidelines into an easily accessible and
usable document.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
20152016
pg. 23
Goals, Objectives, and Strategies
S4.2.5
Continue to utilize inventory system to manage, archive and project future
technology needs.
S4.2.6
Create campus blueprints outlining current technology at each campus.
Campus blueprints will allow for strategic hardware planning.
S4.2.7
Develop an assessment to evaluate data privacy practices of applications and
solutions under consideration within the district.
S4.2.8
Create data retention guidelines in relation to staff, student, and financial data.
Objective 4.3
Provide personalized learning to support educators.
20152016
STRATEGIES
S4.3.1
Offer multiple venues for professional development.
S4.3.2
Create a resource to guide in the development of a personal learning network.
S4.3.3
Investigate the possibility of digital badges for professional development.
S4.3.4
Provide a full time instructional technology specialist for each elementary and
intermediate campus and two full time instructional technology specialist for
the middle school and the high school.
20162017
20172018
20162017
20172018
Objective 4.4
Increase the capacity of teachers to lead in technology integration.
STRATEGIES
S4.4.1
Create a cohort of teachers to participate in concentrated professional learning.
S4.4.2
Invite former Midway Wired and Innovate4Excellence teachers to participate in
additional training.
S4.4.3
Select additional teachers to participate in the cohort.
S4.4.4
Provide professional development for cohort during the summer and school year.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
20152016
pg. 24
M i d w a y I S D Te c h n o l o g y P l a n 2 0 1 6
GLOSSARY
BRIGHTBYTES
BrightBytes is a company that gathers ideas from the best experts in the world and
creates evidence-based frameworks that are combined with world-class research and
analysis from your school or region, giving you the tools to understand and quickly
improve student learning outcomes.
CASE™
A flexible, research-based framework that informs the data gathering and analytical
processes used to improve the impact of technology on learning outcomes. CASE™
examines Access to technology, Skills, and factors in the school Environment. All three
areas converge to produce the results in the Classroom.
CLARITY
Analysis platform developed by BrightBytes to examine the results from the Technology
and Learning Survey.
06
CLOUD COMPUTING
A model for delivering information technology services in which resources are retrieved
from the internet through web-based tools and applications, rather than a direct
connection to a server.
DIGITAL CITIZENSHIP
Digital citizenship can be defined as the norms of appropriate, responsible behavior
with regard to technology use.
LAN
A local area network (LAN) is a computer network that links devices within a building or
group of adjacent buildings.
LEAD COMMISSION
The Leading Education by Advancing Digital (LEAD) Commission is made up of a group
of experts from across.
LMS
Learning management systems (LMS) are software applications or Web-based
technologies used to plan, implement, and assess a specific learning process.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 25
M i d w a y I S D Te c h n o l o g y P l a n 2 0 1 6
MLINK
mlink.midwayisd.org is a website dedicated to sharing how students and staff re-imagine traditional learning.
ONE-TO-ONE
The practice of issuing students an electronic device in order to access the Internet, digital course materials and
digital textbooks.
PLC
A professional learning community (PLC) is an extended learning opportunity to foster collaborative learning among
colleagues within a particular work environment or field.
PLN
A personalized network of fellow educators and resources designed to professional growth. This network exists in
face-to-face relationships as well as on-line.
SAN
A storage-area network (SAN) is a dedicated high-speed network (or subnetwork) that interconnects and presents
shared pools of storage devices to multiple servers.
SLA
A service-level agreement (SLA) is a part of a standardized service contract where a service is formally defined.
SSO
Single sign-on (SSO) is an authentication process that allows a user to access multiple applications with one set of
login credentials.
TEKS
Texas Essential Knowledge and Skills (TEKS) are the state standards for Texas public schools from kindergarten to
grade 12.
USER ACCOUNT PROVISIONING
Process for creating and managing access to resources in an information technology system.
VDI
A virtual desktop infrastructure (VDI) is the practice of hosting a desktop operating system within a virtual machine
running on a centralized server.
WAN
A wide area network (WAN) is a computer network in which the computers connected may be far apart, generally
having a radius of half a mile or more.
M I D W AY I S D T E C H N O L O G Y P L A N 2 0 1 6
pg. 26