ITEC 7410 SIP/Technology Plan Analysis Name: Lin-Chiou Lee Semester: Spring 2019

School Improvement Plan (SIP) Analysis

 What is your school’s mission/vision?
1. Prepare students with strong academic foundations and the skills needed to navigate life beyond graduation
2. Provide a welcoming environment and positive school and district culture for students, families, and
employees
3. Engage families, community members, and civic organizations as active partners
4. Manage and protect public funds and assets through efficient and effective use of available resources
 What are the targeted areas for improvement (ex. fourth-grade math, improved LA scores for ESOL population,
etc.) and the specific goals related to this improvement area that are set forth in the SIP (ex. % gain in CRCT
scores)?
1. 85% of the graduates will take one of the following classes: AP, Dual Enrollment, or finish a CTAE Pathway
2. 80% of the graduates who complete a CTAE pathway will pass the End of Pathway Assessment
 How does your SIP address the needs of diverse populations regarding digital technology equity for low SES
and gender groups (ie. females) and assistive technology for disabled learners? If it does not, what are your
recommendations?
My school’s SIP does not address the needs of diverse populations regarding digital technology equity for
low SES or gender groups and assistive technology for disabled learners. Since each student is entitled to receive
one device to use at school and home, I think it is important to discuss the WIFI access issue at home. How can
the school support low SES students’ technology use at home by providing free WIFI access using wireless
providing devices like Kajeet. The school’s SIP should also address the digital technology equity issue by
balancing the race and gender makeup in all the higher-level mathematics and science courses, AP courses, and
career path courses such as computer science, animation, 3D modeling, engineering, and auto. To be more
specific, Black and Hispanic student enrollment in the majority of higher-level academic and AP courses
continue to be lower comparing to their Caucasian and Asian peers. Female students who would choose to stay
on to complete the entire career pathway in computer science and engineering are also lower comparing to their
male peers.
 How is technology included in the SIP? In what ways is student technology literacy included as a goal in your
SIP? If it is not, what are your recommendations?
Unfortunately, student technology literacy is not included as a goal in my school’s SIP. In my opinion,
student technology literacy starts with a strong digital citizenship curriculum. My digital citizenship vision is one
with a community of learners who understand how to participate in online communities of learning in ethical and
constructive ways that enhance their own understanding. By utilizing the resources from Common Sense Media,
students and teachers can learn strategies and dispositions that will help them participate and contribute in
positive ways in the classroom and in a larger online world. Our large school culture that values respect for
others, personal responsibility, integrity in all aspects of academic life, and a climate of trust and honest
communication can be upheld. The Common Sense Media curriculum also supports our transition to
personalized learning as teachers and students make smart choices in consuming and creating information and
knowledge. The ultimate goal is to narrow the participation gap so that all learners can fully take part in their
civic, social, and academic aspects within the digital communities.
 Why is technology addressed (or not addressed!) as it is? For example, does school culture or history contribute
to the way the SIP addresses technology? [Additional Field Experience option if interviewing others in the
school to find this history.]
Technology is not addressed in the current SIP because my school is automatically held accountable to
fulfill the three instructional technology goals set forth by the county: (1) enhance the education of students
 through the integration of mobile devices; (2) promote and teach digital citizenship; (3) provide access to
technology-rich resources and digital content.
 Are you pleased with the current treatment of technology-related issues in the SIP? Why or why not?
Even though the treatment of technology-related issues does not exist in the current SIP, my school is held
accountable to fulfill the three instructional technology goals set forth by the county to promote and teach digital
citizenship, utilizing the Common Sense Media curriculum. To enhance the education of students through the 1:1
device initiatives, making sure that all students’ school-issued laptops have 24-7 access to technology-rich
resources and digital content on the Fulton County Launchpad. Moreover, all teachers and students are equipped
with all the educational productivity tools under their Microsoft Office 365 (i.e., Word, PowerPoint, OneNote)
and Google Apps for Education – GAFE (i.e., Google Dos, Sheets, Slides) school accounts.
 Would you like to see technology issues represented differently in future SIPs? Why?
I would like to see my school’s future SIP addresses how technology implementation at the local level can
better support the district-wide initiative to fully personalize student learning through the use of technology as
every teacher and student continue to utilize Microsoft Surface tablets in the classrooms for the entire school
year.
 What are your first thoughts of how technology could contribute toward achieving the mission/vision/goals set
forth in your school improvement plan?
If my school expects that 85% of the graduates taking one of the following classes: AP, Dual Enrollment, or
finish a CTAE Pathway and that 80% of the graduates who complete a CTAE pathway passing the End of
Pathway Assessment, my school must first find ways to close the digital technology equity gap by balancing the
race and gender makeup in all the higher-level mathematics and science courses, AP courses, and career path
courses such as computer science, animation, 3D modeling, engineering, and auto. To be more specific, Black
and Hispanic student enrollment in the majority of higher-level academic and AP courses continue to be lower
comparing to their Caucasian and Asian peers. Female students who would choose to stay on to complete the
entire career pathway in computer science and engineering are also lower comparing to their male peers.
 How might technology be integrated more effectively into your SIP in the future?
My school’s SIP must address how local technology implementation can best support (1) choice and voice
where students express their learning preferences as active participants; (2) varied strategies where students learn
and access the content using traditional and technology tools; (3) mastery-based assessments where students
drive the curriculum guided by both formative and summative assessments focusing on proficiency and
competency; and (4) just-in-time direct instruction where direct instruction is available in various modalities
according to student needs (Fulton County Instructional Technology, 2016).

District Technology Plan Analysis

 What are the three main curriculum goals in your district’s technology plan?
1. Enhance the education of students through the integration of mobile devices
2. Promote and teach digital citizenship
3. Provide access to technology-rich resources and digital content
 What strategies are outlined for achieving these goals?
To promote and teach digital citizenship, utilizing the Common Sense Media curriculum. To enhance the
education of students through the 1:1 device initiatives, making sure that all students’ school-issued laptops have
24-7 access to technology-rich resources and digital content on the Fulton County Launchpad. Moreover, all
teachers and students are equipped with all the educational productivity tools under their Microsoft Office 365
 (i.e., Word, PowerPoint, OneNote) and Google Apps for Education – GAFE (i.e., Google Dos, Sheets, Slides)
school accounts.
 Does the plan seem achievable over the designated timeline? Why?
The plan has been achieved because every school now has fulfilled its 1:1 device initiatives. Every school is
also responsible to submit its device distribution, device collection, and digital citizenship plan to the principal
and the county instructional department for approval. Every teacher and student is utilizing the Fulton County
Launchpad, Microsoft 365, and GAFE accounts.
 In what ways would you like to see the plan improved?
There are still rooms for refinement on the process of device distribution, device collection, and digital
citizenship every year. The technology-rich resources and digital content shared on the Fulton County
Launchpad can also be enriched by allowing each school to localize its resources. Finally, it is also crucial to
effectively provide ongoing teacher and student training to maximize the usage of all the educational
productivity tools under their Microsoft Office 365 (i.e., Word, PowerPoint, OneNote) and Google Apps for
Education – GAFE (i.e., Google Dos, Sheets, Slides) school accounts.
 What could you, in your current or a future position, do to help support implementation of the plan?
As a media specialist at my school, I am always looking for ways to refine and simplify the process of
device distribution, device collection, and digital citizenship every year. In April, I always meet with other media
specialists from the same learning community to brainstorm and discuss the best device and digital citizenship
plan for the upcoming school year before we write up the final plan for principal and county instructional
department approval. In my weekly newsletter to the entire school, I continue to introduce and promote the
different digital content on the Launchpad. Moreover, I either share 3-minute tutorials on the different Microsoft
365 and GAFE tools or showcase how teachers and students have been using these tools in their classrooms.
 How does the plan address the needs of diverse populations regarding digital technology equity for low SES and
gender groups (ie. females) and assistive technology for disabled learners? If it does not, what are your
recommendations?
Even though the district technology plan does not specifically address the needs of diverse populations
regarding digital technology equity for low SES and gender groups, it does promise to provide access to
technology-rich resources and digital content to all learners, including assistive technology for disabled learners.
Teachers across the district are trained on the SOLO literacy suite to better support learners with special needs in
text reading, information organization, and word processing. The text reader feature provides access to all of the
new eBook formats required in IDEA with an accessible web browser. The graphic organizer feature guides
students step-by-step in outlining, note-taking, and draft-writing to write a quality first draft. The talking word
processor provides the text-to-speech feature to help students focus on writing while the word prediction feature
guides struggling writers to write grammatically correct sentences with proper spelling.
 In what ways does the plan tie-in to your local SIP?
The district technology plan does not have a direct tie-in to my school’s SIP. However, my school is (1)
promoting and teaching digital citizenship, utilizing the Common Sense Media curriculum; (2) enhancing the
education of students through the 1:1 device initiatives, making sure that all students’ school-issued laptops have
24-7 access to technology-rich resources and digital content on the Fulton County Launchpad; (3) equipping all
teachers and students with all the educational productivity tools under their Microsoft Office 365 (i.e., Word,
PowerPoint, OneNote) and Google Apps for Education – GAFE (i.e., Google Dos, Sheets, Slides) school
accounts.
School Technology Plan Status
 Is there a technology plan that is separate from the SIP at your school? If so, when and how was it created?
Even though there is no separate technology plan from the SIP, the school is dedicated to fulfill the three
instructional technology goals set forth by the county to promote and teach digital citizenship, utilizing the
Common Sense Media curriculum. To enhance the education of students through the 1:1 device initiatives,
making sure that all students’ school-issued laptops have 24-7 access to technology-rich resources and digital
content on the Fulton County Launchpad. Moreover, all teachers and students are equipped with all the
educational productivity tools under their Microsoft Office 365 (i.e., Word, PowerPoint, OneNote) and Google
Apps for Education – GAFE (i.e., Google Dos, Sheets, Slides) school accounts.
 Do members of the school community know about the tech plan?
The members of the school community know about the district tech plan as it is clearly outlined on the
school’s media center website (http://hoochstudio.weebly.com/) since the media specialist is in charge and
overlook the entire process. Moreover, constant communication about the tech plan is sent to all stakeholders
through the School Messenger system.
 Is it being implemented effectively? Why or why not?
It is hard to say whether the school tech plan is being implemented effectively or not since there is either no
local implementation timeline or clear expectations set forth by the school administration team.
 What strategies could be implemented to help accelerate adoption of the plan?
I believe to maximize the role of the school Vanguard team, aka the technology team) and I are providing
school-wide training sessions every other Tuesday morning to systematically broaden every teacher’s
instructional technology pedagogy. These trainings are intended to demonstrate how integrating technology-
enhanced learning can best support student choice and voice in content access, instruction delivery, and mastery-
based assessments in their classrooms. the Vanguard Team continues to mentor, coach, and observe each
teacher’s instructional practice using the TIM-O Matrix. The TIM-O Matrix classifies technology use as active,
collaborative, constructive, authentic, and goal-directed in five different levels – entry, adoption, adaptation,
infusion, and transformation. Before a Pineapple visit (teacher observation), the teacher will use the TIM-O
Matrix to self-assess and get a clear picture of which level he or she currently is in for each category of
technology use. After an observation, the teacher and the Vanguard Team member sit down to have a reflective
dialogue about what worked and what did not for the lesson. Based on the teacher’s decision to advance one
level up in a TIM-O category, the Vanguard Team member will then suggest the appropriate technology tools
and model how to integrate them into the next appropriate lesson. The TIM-O Matrix will continue to be
utilized to track a teacher’s instructional practice and effective technology integration .