Welcome Sit with Color Group Why are we here today? OUR - - PowerPoint PPT Presentation

Welcome

Sit with Color Group

Why are we here today?

OUR PURPOSE

Given data, an analytical tool, and a theoretical strategy, the Community Education Council and the District Leadership Team will collaborate to identify and assess issues within and outside the school district to inform the District's 5-year strategic decision- making plan known as the Competitive Advantage Plan (C.A.P.).

COMPETITIVE ADVANTAGE PLAN (C.A.P.) Strategic Planning Meeting February 27, 2016

9:00 – 9:30 Intro/C.A.P. Process Update 9:30 – 11:45 S.W.O.T. Analysis & Share Session 11:45 – 12:00 BREAK 12:00 – 12:45 Explore Demographic Study Results 12:45 – 1:30 Analyze Technology Study Results 1:30 – 2:00 Wrap Up/Next Steps

Next Community Education Council

& Leadership Team Strategic Planning Session

Saturday, April 9 , 2016

Saturday, April 30, 2016 (If necessary)

TIMELINE FOR STRATEGIC PLAN COMPLETION DATE GROUP ACTIVITY

April 25 District Leadership Team Evaluate Data April 30 C.A.P. Writing Team Draft C.A.P. May 16 District Leadership Team Review C.A.P. Draft May 19 Trustees/Study Session Present C.A.P. By July 1 Trustees Approve C.A.P.

COLOR GROUPS

SIGN-IN SHEET

by STAR color group.

Jenny Owen Kaye Ekstrand Mark Sims Michael Chavez Scott Moses

FACILITATORS

ON YOUR NAME TAG ARE YOUR TWO COLOR GROUPS.

Laura

Silverman

Parent Representative Duarte High School

PARTNER

Rotate discussion with colleagues to your right and left.

5 minutes

COMPETITIVE ADVANTAGE PLAN (C.A.P.) Strategic Planning Meeting February 27, 2016

9:00 – 9:30 Intro/C.A.P. Process Update

9:30 – 11:45 S.W.O.T. Analysis & Share Session 11:45 – 12:00 BREAK 12:00 – 12:45 Explore Demographic Study Results 12:45 – 1:30 Analyze Technology Study Results 1:30 – 2:00 Wrap Up/Next Steps

DISTRICT LEADERSHIP TEAM (DLT)

Jim Arellanes James Bauler Ermias Bitow Kelly Buckley Sheri Callen Joilyn Campitiello Michael Chavez Richard Crosby Kaye Ekstrand Alicia Fields Miriam Fox Luis Haro Janice Kolodinski Angela Montalvo Kevin Morris Allan Mucerino Jenny Owen Brad Patterson Margaret Rasmussen Jennifer Romero Mercedez Ruiz Mark Sims Jerry Skaff Brian Volz Ines Zapatero

COMMUNITY EDUCATION COUNCIL (CEC)

ORGANIZATION NAME

Ken Bell Rep. Karen Wilson Tom Reyes Rep. Henry Baltazar Reyna Diaz Rep. Yvonne Bullock Cheryl Taylor Rep. Robert Jole Douglas Edwards Rep. Melinda Branch Child Development Kaye Ekstrand Child Development Alt TBD Andres Duarte Laura Thomas Andres Duarte Alt Greg Saris Beardslee Mirtha Hernandez Beardslee Alt Pam Sanchez Maxwell Angie Salas Maxwell Alt Gerry Estrada Royal Oaks James Finlay Royal Oaks Alt Alexandra Allison Valley View Diana Guzman Valley View Alt Ceci Carroll Northview Mary Logan-Marks Northview Alt Genevieve Spinella Duarte High Laura Silverman Duarte High Alt Kim Alshoushi

ORGANIZATION NAME

MIT Felipa Oronia MIT Alt Ana Urias MAD Town Council David Hall MAD Town Council Alt Linda Sells CSEA Scott Hilton CSEA Alt TBD City of Duarte Tzeitel Paras-Caracci City of Duarte Alt Samuel Kang DUEA Scott Moses DUEA Alt TBD Kiwanis Tina Carey Kiwanis Alt TBD LULAC Dolores Ortiz LULAC Alt TBD Rotary Club Steve Hernandez Rotary Club Alt Lydia Carswell YMCA TBD YMCA Alt TBD Chamber of Commerce Tina Carey Chamber of Commerce TBD City of Bradbury Bruce Lathrop City of Bradbury Alt Justine Brody

Engage the entire community in the process

• f creating a long term strategic plan that

supports equitable education programs to ensure that all students, unbounded by geography or demography, are provided educational options equal to their local, neighboring, regional, national, and international peers.

Sustained Competitive Advantage Planning

DESIRED OUTCOME

REVIEW THE C.A.P. PROCESS

• The CAP survey was a great success with
• ver 4500 survey responses!
• Data is currently being coded and analyzed

by the Claremont Graduate School evaluation team.

• Based on the results, questions will be

developed for focus groups sessions from early March to mid April.

Phase 2. Data Collection & Stakeholder Engagement Details

Grou Groups ps To Total P tal Pop.

• p.

Est. Est. Sample Sample Me Meth thod

• d

Mtgs. Mtgs. All stakeholders:  District & Site Staff  Board members  City Officials  Key partners 4200 2500 Survey* Board of Education All All FG 1 City of Duarte Officials 10 + 8 - 12 FG 1 City of Bradbury Officials 10 + 8 - 12 FG 1 District Leadership Team 25 8-12 (x2) FG 2 Community Education Council 25 25 Town Hall 1 Specialty Groups (i.e. Private

schools, faith-based, residents not attending

• ur schools, transfers, alums, others)

10+/per 100+ FG 12 Site-Based Teachers 12-15/ site 8-12 / site FG 8 Site-Based Staff All 8-12 / site FG 8 Site-Based Parents All 8-12 / site FG 8 Site-Based Students HS 900 (x1) MS 520 (x1) ES 300-500 (x5) 8-10 6-10 6-10 FG FG FG 2 1 5 Total Meetings: 50

Phase 2. Data Collection & Stakeholder Engagement – Jan-Feb

Tasks:

• Collected secondary data, including

enrollment and transfer, performance, demographic, and technology.

• Administered a technology survey (Bright

Bytes) to students, teachers, and parents from Jan 18-29.

• Focus Group sessions were conducted from

Feb 4 & 5.

Phase 2. Data Collection & Stakeholder Engagement – February Tasks:

• Administered the strategic planning

(Bright Spots) survey to students, teachers, and parents, and a variety of community stakeholders from Feb 1 - 12.

Phase 2. Data Collection & Stakeholder Engagement – Feb - Mar Tasks:

• Code, analyze and interpret survey data.
• Identify themes.
• Develop questions for focus groups

meetings based on themes.

Phase 2. Data Collection & Stakeholder Engagement – Jan - June Tasks:

• School Board will conduct Study

Sessions from 4-6 pm prior to Board meetings to engage the public in a dialogue relative to the data collected.

• The DLT & CEC teams will meet

collectively to analyze and assess.

Phase 3. Data Analyses March & April

• Claremont Evaluation Team conducts

focus group sessions.

• Analysis of focus group data.
• Report results in aggregate form to

ensure confidentiality and encourage disclosure.

Phase 4. Strategy Development April-May

Tasks:

• Joint Board Meeting with City to discuss,

interpret, and prioritize findings and strategy development.

• Stakeholder engagement in strategy generation –

District Leadership Team, Community Education Council on April 9 and April 30*.

• Identification of research-based best practices.

*If necessary

Phase 5. Reporting April - May

• Steering Committee develops

the Strategic Plan Report based on the results of the iterative process of analysis

• n April 30 and May 16.

COMPETITIVE ADVANTAGE PLAN (C.A.P.) Strategic Planning Meeting February 27, 2016

9:00 – 9:30 Intro/C.A.P. Process Update

9:30 – 11:45 S.W.O.T. Analysis & Share Session

11:45 – 12:00 BREAK 12:00 – 12:45 Explore Demographic Study Results 12:45 – 1:30 Analyze Technology Study Results 1:30 – 2:00 Wrap Up/Next Steps

MOVE TO YOUR COLOR GROUP TABLE

Jenny Owen Kaye Ekstrand Mark Sims Michael Chavez Scott Moses

FACILITATORS

STRENGTHS

WEAKNESSES

OPPORTUNITIES THREATS

S.W.O.T. Analysis is a

process and tool for assessing Strengths and

Weaknesses, and for

identifying Opportunities for us and Threats against us.

STRENGTHS and WEAKNESSES are often internal to our

• rganization, while

OPPORTUNITIES and THREATS generally are external factors.

S.W.O.T. is sometimes called Internal-External Analysis

• INTERNAL ANALYSIS

Organizational Culture Image Structure Staff (but not individual people) Efficiency Capacity Brand Awareness Resources (Human, Fiscal, Educational)

• EXTERNAL ANALYSIS

Customers (Who are our customers?) Competitors Trends (education, demographic, fiscal) Social Change Economic environment Political (regulatory) environment

STRENGTHS

What do we do well? What unique resources exist? What do others see as our strengths?

WEAKNESSES

What could we improve? Where do we have fewer resources than others? What are others likely to see as

• ur weaknesses?

OPPORTUNITIES

What opportunities are open to us? What trends could we take advantage of? How can we turn our strengths into opportunities?

THREATS

What threats could harm us? What is our competition doing? What threats do our weaknesses expose us to?

FORCED FIELD S.W.O.T. ANALYSIS

STRENGTH WEAKNESS OPPORTUNITY THREAT

Statement (From S.W.O.T. Analysis Form):

WHAT CURRENT FORCES AND BEHAVIORS SUPPORT IT?

STRENGTH 1 weakest WHAT CURRENT FORCES AND

BEHAVIORS WORK AGAINST IT?

STRENGTH 1 weakest

NEXT STEPS:

NEXT STEPS: Increase the advertising budget. Develop a communications plan to more effectively promote the district. Identify the reasons students do not attend and address those concerns strategically. Work with City officials to improve the image

• f the District.

Work with City officials to increase the school-aged population.

TASKS

• 1. Facilitator lists and leads a

dialogue identifying S.W.O.T. using the poster. 2.Identify one S, one W, one O, and one T and analyze it using the Force Field analytical tool.

• 3. Share out.

MOVE BACK TO YOUR COLOR TABLE GROUPS

COMPETITIVE ADVANTAGE PLAN (C.A.P.) Strategic Planning Meeting February 27, 2016

9:00 – 9:30 Intro/C.A.P. Process Update 9:30 – 11:45 S.W.O.T. Analysis & Share Session 11:45 – 12:00 BREAK

12:00 – 12:45 Explore Demographic Study Results

12:45 – 1:30 Analyze Technology Study Results 1:30 – 2:00 Wrap Up/Next Steps

Davis Demographic Study Highlights

Methodology and Deliverables

• Collect data relevant to districts current and future student population

– Students data, area birth data, etc.

• Create short to mid-term student population forecast

– District wide, attendance areas and study area

• Analyze and report on findings

– Detailed report of methodology and findings

• Student transfer analysis

– Where students reside vs. where they attend school

• Student Capture Rate Analysis

– Percentage of school age population attending a D.U.S.D. school

• Data available for queries from district staff

– Create requested reports and analysis

Geographical Information System (GIS) DATA

Forecast Factors – Correlation Between Births and Kindergarten Class Size

Forecast Factors - Mobility

Measures the migration of students in and out of the district. Including move-ins, move-outs, new students from infill housing, drop outs, private school movement, etc…

Areas with a mobility above 1.000 are experiencing a positive migration pattern

Forecast Factors - Mobility

Based upon actual student residence rather than current school of enrollment.

Projection Calculations

• Calculated for each of the district’s Study Areas

– Ability to plan at a neighborhood level

• Based upon student data October 2015/16 and historical student data from

2012/13 – 2014/15

• Based upon actual student residence rather than current school of enrollment.
• Graduate 12th grade; Move up other grades
• Based upon two (2) factors that affect student population

– Incoming kindergarten class (partially determined from recent birth data by zip code) – Mobility - Measures the migration of students in and out of the district. Including move ins, move outs, new students from infill housing, drop outs, private school movement, etc

Projection Calculations

Student Accounting

Resident based Projections:

• Only grade K-12 students living within the D.U.S.D. boundaries
• Excludes special education students requiring a specific facility
• Excludes students residing outside of the D.U.S.D. boundaries
• Excludes TK and students unable to be geocoded

District Summary:

• Grade TK-12 resident students
• Special education students added in proportion of resident growth
• Out of district students added in proportion of resident growth

Attendance and Study Area Summaries:

• Only grade TK-12 students living within the D.U.S.D. boundaries

District-wide Projection Chart

Duarte USD Student Transfer Study

Students attending and reside in ADES

Students attending ADES Students residing in ADES

Student Capture Rate Analysis

Comparing Estimated City School Age Population to Resident D.U.S.D. Students

1- Estimated school age population is from ESRI Business Analyst Online The estimated school age population is based on residence regardless of where they attend school 2 – Enrolled in D.U.S.D. excludes students residing outside of the district boundaries Only the portion of South Monrovia Island within the D.U.S.D. boundaries is included in the study

Attendance Area Age 5-17 Currently Enrolled % of Population Potential Students

Andres Duarte 984 777 79% 207 Beardslee 656 580 85% 76 Maxwell 878 735 84% 143 Royal Oaks 1,119 571 51% 548 Valley View 938 574 61% 364 DUSD 4,575 3,237 71% 1,338

Reviewing Student Capture Rate Data

Census Block Groups and Attendance Areas

Reviewing Student Capture Rate Data

Census Block Groups and Attendance Areas

Reviewing Student Capture Rate Data

Census Block Groups and Cities

Reviewing Student Capture Rate Data

Census Block Groups and District

Reviewing Student Capture Rate Data

Census Block Groups and District

Student Capture Rate Analysis

Comparing Estimated City School Age Population to Resident D.U.S.D. Students

1- Estimated school age population is from ESRI Business Analyst Online The estimated school age population is based on residence regardless of where they attend school 2 – Enrolled in D.U.S.D. excludes students residing outside of the district boundaries Only the portion of South Monrovia Island within the D.U.S.D. boundaries is included in the study

Student Capture Rate Analysis

Comparing Estimated City School Age Population to Resident D.U.S.D. Students

Only the portion of South Monrovia Island within the D.U.S.D. boundaries is included in the study

Student Capture Rate Analysis

Comparing Total D.U.S.D. Enrollment and 71% Capture Rate to Area Districts

1 - Estimated school age population is from ESRI Business Analyst Online The estimated school age population is based on residence regardless of where they attend school 2 - The estimated enrollment is based on enrolled students regardless of where they reside

Student Capture Rate Analysis

Comparing Total D.U.S.D. Enrollment and Capture Rate to Area Districts

The estimated enrollment is based on enrolled students regardless of where they reside

Changing D.U.S.D. Demographics

Based on the total population residing within the D.U.S.D. boundaries

Race & Ethnicity Boundary DUSD White Alone 55.1% 8.7% Black Alone 12.2% 5.2% Asian Alone 13.5% 3.2% Some other race Alone 13.1% 4.9% Two or More Races 5.4% 1.9% Hispanic Origins (all races) 32.4% 76%

Why Now?

OurrCommunity

Elementary Student Capture Rate by Elementary Attendance Area

Attendance Area K-6 Age Students Attending DUSD Percentage of Enrollment

A.D. 396 57% Beardslee 286 79% Maxwell 382 75% Royal Oaks 295 87% Valley View 317 70%

Student Capture Rate by Geographic Area

Geographic Area Age 5-17 Currently Enrolled % of Population Potential Students

City of Duarte 3,334 2,390 71.7% 944 City of Bradbury 117 22 18.8% 95 South Monrovia Island 877 790 90.1% 87 Area Totals 4,328 3,202 73.9% 1,126

Student Achievement & Student Capture Rate by Geographic Area

SMARTER BALANCE ASSESSMENT CONSORTIUM RESULTS 2014-15

MATH SBAC ENGLISH SBAC DISTRICT CAPTURE RATE HIGH SCHOOL # Tested % >

Proficient

# Tested % >

Proficient

Arcadia 109% Arcadia H.S. 799 72 793 80 Azusa 71.8% Azusa H.S. 295 20 295 46 Azusa 71.8% Gladstone H.S. 259 13 260 46 Duarte 73.9% Duarte H.S. 211 16 211 52 Glendora 123.5% Glendora H.S. 525 52 524 80 Monrovia 82.4% Monrovia H.S. 348 37 353 71

Graduation/A-G & Student Capture Rate

GRADUATION RATE PERCENTAGE A – G REQUIREMENTS MET PERCENTAGE DISTRICT CAPTURE RATE HIGH SCHOOL

GIRLS % BOYS % GIRLS % BOYS % Arcadia 109% Arcadia 99.4 99.0 74.2 62.5 Azusa 71.8% Azusa 96.2 88.2 24.8 19.5 Azusa 71.8% Gladstone 94.6 91.3 49.0 31.1 Duarte 73.9% Duarte 97.2 93.6 51.5 27.6 Glendora 123.5% Glendora 99.3 99.3 60.6 42.7 Monrovia 82.4% Monrovia 96.3 93.2 40.6 38.8

Observations

• All factors point to continued declining resident student population

– ~ 150 TK-12 student decline in 7 years

• Between 2010 and 2014 area births have fluctuated

– Compared to 2010 subsequent births have been -14% to +6%

• Mobility is mixed throughout the district

– 6th and 7th grades show decline in 4 of the 5 attendance areas – D.U.S.D. is experiencing out migration of students between 9th and 12th grades

• Families are taking advantage of the D.U.S.D. open enrollment policies

– Only 57% of students residing in AD attend AD – 45% of student enrolled in Royal Oaks ES reside in a different attendance area

• D.U.S.D. is capturing 74% of the school age population residing in the D.U.S.D.

boundaries and 71% percent of the school age population in the City of Duarte

– D.U.S.D. has one of the lowest capture rate captured compared to other area districts

• Area demographics are changing

– The overall population within the D.U.S.D. area is aging – Asian population is increasing

• In many ways DUSD is a model urban

district (i.e. Graduation rate, School Awards, Grant Awards, College admissions, etc….)

• Numerous California Distinguished School

awards.

• DHS was Newsweek Top Public High School

as recently as 2006-7.

• Between 2007-2015 students have been

admitted to many top level universities, including top CA universities such as USC, UC Berkeley, UCLA, and Stanford.

• Graduation rate of 97.4%
• Above L.A. County (78%)

average and Orange County (88%) average.

• Students can earn 30 credits

in the Early College Program w/Citrus College.

• National Health Initiative Grant
• A Science Education Partnership Grant

(SEPA) with City of Hope - students grades’ K-12 work alongside world-class scientists in the City of Hope’s Community Teaching Laboratory.

• T.E.A.C.H. Project (Train, Educate, and

Accelerate Careers in Healthcare) with City of Hope - earn an Associate in Information in Technology degree.

• Measure E (2010) allowing us to build 21st

century learning environments.

• Maxwell Elementary School is one of two K-

6 International Baccalaureate programs.

• Music Matter initiative has put instruments

in the hands of half of our elementary-age students thanks to the generosity of the Duarte Education Foundation and other foundations such as Mr. Holland’s Opus Foundation and VH1.

• A 1:1 HP Notebook initiative.

Students keep them until graduation to be used both at school and home.

• All laptops come with Windows 7,

Office 13, Microsoft OneDrive storage, HP Classroom Manager, and Absolute Computrace for data and device security.

Yet, despite our success, as recently as 11 years ago, 4,692 students attended Duarte schools (compared with 3,476 today).

Duarte High’s enrollment has declined from 1,245 (2007-8 - when last accredited) to 930.

Northview Intermediate School’s enrollment has declined from 685 (during that same period) to 520.

Between 2007-2014, the % of DHS students meeting college admission requirements dropped from 43.4% to 39.4%, well below current County (47.5%) and State (46.9%) averages

• While 51.5% of female

graduates met college entrance requirements and exceeded County (47.5%) and State (46.9%) averages,

• nly 27.6% of boys met

those same requirements.

• During that same period Monrovia

HS increased their % of graduates meeting college admission requirement by 23%.

• During that same period Glendora

HS increased their % of graduates meeting college admission requirement by 19%.

Approximately 1/3 of the District’s revenue (12 million) has been lost due to declining enrollment, although the new LCFF has provided additional funding for educational programs.

COMPETITIVE ADVANTAGE PLAN (C.A.P.) Strategic Planning Meeting February 27, 2016

9:00 – 9:30 Intro/C.A.P. Process Update 9:30 – 11:45 S.W.O.T. Analysis & Share Session 11:45 – 12:00 BREAK 12:00 – 12:45 Explore Demographic Study Results

12:45 – 1:30 Analyze Technology Study Results

1:30 – 2:00 Wrap Up/Next Steps

Making DUSD a Model High Technology District

A Blueprint for Success

Michael Morrison and Jon Corippo

Computer-Using Educators Group (C.U.E.)

CUE is here to spark the fire within DUSD

“Duarte is poised and situated to become a leader in educational

• technology. CUE is proud

to be a partner in the planning process.” Jon Corippo

Every Weakness is an Opportunity for Success Strengths

Weaknesses

&Threats

Opportunities

to Propel Success

Strengths

1:1 has enabled all staff to participate in this project. Teachers are open to utilize the technology more effectively in their classroom.

Weaknesses

• 1. Not enough

computers in classes when things go wrong.

• 2. Teachers can’t install

applications.

• 3. 1:1 Deployment in

lower grades is not complete

• 4. Filter is seen as

restrictive

Opportunity

• 1. Purchase some extra

machines for situation when students machines are unavailable so instruction can continue.

• 2. Allow teachers to install

applications know that if a virus attacks their machine will be wiped.

• 3. Finalize lower grade 1:1

deployment

• 4. Consider options for
• pening up the filter

Quick Wins

Strengths

1:1 has enabled all staff to participate in this project. Teachers are open to utilize the technology more effectively in their classroom.

Weakness

No consistency developed for what software tools will be used to accomplish the state standards of collaboration, presentations and

• research. Office 365 was

tried without tremendous results.

Opportunity

Standardize on Google Apps For Education, create a list of standard software and a skills continuum that mixes well with grade level and subject areas. Create a standard portal that gives single sign on to all the apps in the district. An effective training plan should be developed that will propel teachers to use these applications.

Standardize core applications that support instruction.

Tech Support

Strengths

Overall tech support is solid and the network is stable.

Weaknesses

4 Schools reported speed issues IT staff involved in receiving

Opportunity

Create established hours at sites. Check in with sites monthly to see if support speed has improved. If speed issues continue consider hiring more tech support staff. Consider adding additional staffing for receiving

Tech Support

Strengths

IT and Instruction are already working together and meeting weekly to collaborate.

Weaknesses

Educational technology leadership is lacking at the highest levels. There is also a need for more cohesive leadership teams at schools and the district level.

Opportunity

Create a CTO position with someone that has a background in educational technology that can oversee and plan the larger initiatives. Create a pilot team at the continuation school to test certain software/hardware. Create a dotted line from the “Lab Aides” to the technology department and develop that

• team. Develop the Coaches

technology leadership skills as well as additional people that can assist with moving the district forward.

Technology Leadership

Strengths Current Wireless, Network and user device infrastructure is extremely strong. IT Department has done a great job making sure Duarte receives its full share of eRate Funds.

Weaknesses

eRate Funds are projected to be much lower for Duarte because they have eliminated phones and the funds available for Duarte. Switches and Access points will need a regular schedule of replacement and

• upgrades. Tech department overall

budget has continued to be reduced. Some of the currently deployed equipment will need to be replaced in the 2-3 years. Lack of proper budget and planning in this area could lead to a decline in the ability to maintain a 1:1 program. Student computers may have a 2-4 year life span and a replacement plan is not currently in

• place. Too many student machines

are in the shop on a weekly basis.

Opportunity Budget for future reductions in Federal eRate funding by increasing Technology Budget for Infrastructure. Consider lower cost computers for replace like chromebooks. Infrastructure

Access from Home

Strengths

1:1 Laptop program is already complete so each student already has equipment. The percentage of students that have access is 88%.

Weaknesses

There are 12% of students that report that they have no way to connect to the internet at home. In the situations where students are allowed to take home computers and it is required that they use them for research at home it would be important to be fully compliant with the William’s act to provide students with an option at home. Survey shows that some students have no computer at home as well as internet access.

Opportunity

After the students in need are identified students could, on a check out basis, use a filtered at home hot spot called Kajeet. Further surveys would need to be done to assess the initial and

• ngoing cost to the district. A

computer check out program for students 4-9 with no computer/internet at home in should be considered as well. Only when all students have access to devices can teachers reliable assign research, presentations and online collaboration.

Access from Home

Strengths

Teachers are motivated to utilize computers as an instructional tool.

Weaknesses

There is no comprehensive technology staff development plan. Current Google Apps For Education implementation is targeted only at a few students and staff.

Opportunity

Create a Leveled model of staff

• development. Training in online

collaboration, presentations and research should occur. Utilize Coaches/TOSA positions to assist with training. Focus on Google Apps training. Consider the Google Certified educator Training is an online class, certified by Google After the technology leadership teams are established. It is recommended that Duarte including the superintendent and site admin visit Districts like Tustin USD that have been progressing quickly with 1:1 programs and have developed coaching models for technology integration.

Technology Professional

Development

Curriculum

Strengths Students are in a habit of using computers adding additional features such as online collaboration. Teachers are open to creating a more organized deployment of educational technology Weaknesses

1.

Students are not regularly collaborating online with teachers and students. Technology is being used as a substitute for traditional activities.

2.

There is no consistent list of applications district-wide.

3.

There is no skills continuum for technology so that key elements are introduced at certain grade levels and subject areas.

4.

There is no standard for formative assessment tools.

Opportunity

1. Administrators need to use the same technology they expect students to use to model

• collaboration. Teachers need to

be training and practice online collaboration. 2. Develop a list of essential applications and display them in a single sign on portal similar to Launch Pad. 3. Create a technology skills continuum so that key elements are introduced at certain grade levels and subject areas. Including keyboarding

• standards. Skills must include

state standards that reflect, presentations, online collaboration and research.

Curriculum

Opportunity Continued 4.It is recommended that a core group of formative assessment tools is adopted and

• utilized. The current tools that would fit the

needs of DUSD are Socrative, Kahoot, and Pear Deck. The advantage of using these formative assessment applications over traditional methods of asking questions and having students raise their hand is

• monumental. Students can submit free form

answers and teachers can view the students names while presenting the responses anonymously to the class. This adoption and training will reap large benefits in student engagement throughout out the District.

Curriculum

106

Final Thoughts ▸Consider Being a Future Ready District ▸Baseline Data - Project ▸Inspiring Spaces - Project The CUE All-Star Team is pleased to provide critical data, professional review and evaluation of that data, and recommendations to assist you as your district moves toward achieving its Educational Technology, Professional Learning and student goals.

COMPETITIVE ADVANTAGE PLAN (C.A.P.) Strategic Planning Meeting February 27, 2016

9:00 – 9:30 Intro/C.A.P. Process Update 9:30 – 11:45 S.W.O.T. Analysis & Share Session 11:45 – 12:00 BREAK 12:00 – 12:45 Explore Demographic Study Results 12:45 – 1:30 Analyze Technology Study Results

1:30 – 2:00 Wrap Up/Next Steps

Next Community Education Council & Leadership Team Strategic Planning Session

Saturday, April 9 , 2016

Saturday, April 30, 2016 (If necessary)

TIMELINE FOR STRATEGIC PLAN COMPLETION

DATE GROUP ACTIVITY

April 25 District Leadership Team Evaluate Data April 30 C.A.P. Writing Team Draft C.A.P. May 16 District Leadership Team Review C.A.P. Draft May 19 Trustees/Study Session Present C.A.P. By July 1 Trustees Approve C.A.P.