Draft
Austin Independent School District
Austin, Texas
Austin Independent School District
Technology Vision
2007-2020
ESC Region 13
County District Number 227901
1111 West 6th Street
Austin, Texas 78703
Phone: 512-414-1700
Fax: 512-414-6567
Web site: www.austinisd.org/
Superintendent
Dr. Pat Forgione
District Technology Contact
Gray Salada
gsalada@austinisd.org
512.414.9918
Technology Plan Steering Committee
Dave Sanders
Director of Instructional Technology
Shlomi Harif
Director of Network Support Systems
Melody Parrish
Director of Management Information Systems
Leslie Cohen
Customer Service Supervisor, and Chairperson
Acknowledgements
Austin ISD Educational Technology Advisory Committee
John Hudson
Donny Branam
Dave Sanders
Carmen Williams
Sonya Bianco
Melody Parrish
Elaine Bohls-Graham
Jan McSorley
Viviana Lopez
Gail Belcher
Carye Edelman
Michele King
Susan Wolter
Elizabeth Polk
Gray Salada
Dave Sanders
Mark Kincaid
Chris Busse
Debra Tate
Charla Merrel
Kent Ewing
Doug Hall
John Ellis
Andrew Sowder
Cindy Sanders
Rachel McNeil
Paul Clarke
Roger Stryker
Richard Platt
Annette Gregory
Leigh Lunsford
Leslie Cohen
Lucas Loughmiller
K.C. Cerny
Kathrin Brewer
Donna Calzada
Amy Rathbun
Carole Smith
Austin Partners in Education Technology Committee
Guy Butler
Scott Lipton
Jeanne Newberry
Paul Resta
Karolyn Gutierrez
Howard Clarey
Scott Robuck
Janice Friesen
Tom Burnett
Roy Larson
Campus Instructional Technology Resource Contacts
Table of Contents
Revise Update this page before publishing
Executive Summary .......................................................................................................... 1
Vision Statement and Beliefs ................................................................................. 2
Demographics ........................................................................................................ 3
Teaching and Learning with Technology Overview ...................................................... 4
Learner Profile for the 21st Century ...................................................................... 5
Educator Profile for the 21st Century .................................................................... 6
Current Status ....................................................................................................... 7
Future Direction ................................................................................................... 11
Goals for Teaching and Learning ........................................................................ 13
Goals for Educator Preparation and Development .............................................. 14
Leadership, Administration and Instructional Support ............................................. 15
Current Status of Management Information Systems .......................................... 15
Future Direction .................................................................................................. 17
Goals for Leadership, Administration and Instructional Support ........................ 20
Infrastructure .................................................................................................................. 21
Current Status ...................................................................................................... 21
Future Direction ................................................................................................... 27
Goals for Technology Infrastructure .................................................................... 29
Appendices ....................................................................................................................... 30
Technology Literacy Assessment Results ........................................................... 31
Student Technology Survey ................................................................................. 37
Staff Technology Survey ..................................................................................... 38
Goals and Objectives Summary ........................................................................... 42
Acceptable Use Policy ......................................................................................... 47
Technology Vision
Austin Independent School District
Executive Summary
Purpose
Austin ISD has prepared this planning document to articulate a common vision for
technology in the district and identify the strategies that will help us use advanced
technology to improve the academic achievement, including technology literacy, of all
students of rigorous curriculum standards and the development of critical thinking skills
that are essential for academic and workplace success and build the capacity of all teachers
to integrate technology effectively into curriculum and instruction.
Background
This plan is based on information drawn from many sources including:
 The State of Texas Long-Range Plan for Technology, 2006-2020
 National Educational Technology Plan – 2004
 District Educational Technology Advisory Committee
 A review of the literature to identify best practices
 A survey of school site hardware and instructional media
 A survey of teachers and administrators.
 School site meetings
 Online discussions
Parameters
This Long-Range Technology Plan is driven by the state curriculum standards and supports
the educational mission and instructional goals of Austin ISD and by the No Child Left
Behind Act of 2001. Specific attention is given to addressing student standards for
technology as defined by the Technology Applications Texas Essential Knowledge and
Skills (TEKS), required in the Texas Education Code, Section 28.002. The Technology
Applications TEKS found in 19 TAC Chapter 126 describe what students should know and
be able to do using technology. As a part of the enrichment curriculum, these TEKS are to
be used as guidelines for providing instruction. The goal of the Technology Applications
TEKS is for students to gain technology-based knowledge and skills and to apply them to
all curriculum areas at all grade levels.
The plan stresses the importance of ongoing and sustained staff development in the
integration of technology into the curriculum for teachers, principals, administrators, and
school library media personnel to further the effective use of technology in the classroom
or library media center. It also is consistent with the recommendations for LEAs as defined
by the Texas Long-Range Plan for Technology in the areas of Teaching and Learning,
Educator Preparation and Development, Administration and Instructional Support, and
Infrastructure for Technology, as well as the e-rate applications guidelines, and other state
standards, such as Technology Applications Standards for Beginning Teachers.
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Technology Vision
Austin Independent School District
Vision Statement
The Austin Independent School Strategic Vision for Technology provides a framework for
enhancing education and business functions using technology. This plan integrates and
institutionalizes the technology transforming the infrastructure into a transparent tool with a
multiplying effect on all aspects of education and administration.
These dramatic changes in process and method require a solid and robust infrastructure.
Therefore, technology skills and support are key initiatives in this plan. They are required to
unlock the potential of this technology and to allow seamless integration into all aspects of
our business--whether administrative or teaching.
Beliefs
Technology will be integrated into teaching, learning, and administration by providing ready
access to resources and by assuring secure and accurate data.
In fulfilling the District’s Vision for Technology, we believe that:
 Every student should have access and the skills necessary to use
technology to learn appropriate academic, life and career skills, in and
out of the classroom.
 Every staff member should have access and the skills necessary to use
the technology needed to perform his or her job effectively.
 State-of-the-art software and integration of new technologies support
effective management, teaching, learning, and research.
 Efficient and accurate data collection allows AISD to operate
effectively and meet all legal requirements and timelines.
 Easy data access and effective analysis tools and skills support
information-based decision-making and reporting.
 Technology support should be immediate and customer-oriented.
 Technology resources should be highly valued for achieving the
education and business goals of the District and supported accordingly.
 District implementation of technology should be a model for other
Districts and, as a result, attracts both attention and funding
opportunities.
 The efficient use of technology improves communication both within
and outside the District.
 Technology resources allow parents to participate more
directly in their children's education.
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Technology Vision
Austin Independent School District
Demographics
Austin Independent School District
Total Student Enrollment
Percent Economically Disadvantaged
Number of Campuses
80,426
61%
110
Current Situation
Number of Campuses
with Direct Connection to Internet
Percentage of Campuses
with Direct Connection to Internet
Computer/Student Ratio (number of
students for every computer)
Computer/Teacher Ratio (number of
teachers for every computer)
Number of Classrooms
with Direct Connection to Internet
Percentage of Classrooms
with Direct Connection to Internet
110
100
4.5
1
5500
100
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Technology Vision
Austin Independent School District
Teaching and Learning With Technology
Teaching and learning utilizes the student centered use of technology in all required and
enrichment curricula. The use of technology for instructional delivery using research based
approaches maximizes student achievement. .The expanded use of eLearning and online
resources provides tools for differentiation and creates new possibilities for meeting the needs of
individual students. Increased online communication expands the reach of smaller learning
communities with increased participation from educators, students, and parents. Instructional
planning based on timely and accurate assessment data focuses teaching and highlights gaps that
need to be addressed. Technology has the potential to level the playing field for special
populations. Educators receive adequate training and support to become innovative technology
users. Technology helps increase relevance, rigor, relationships, and results.
Who are our students?
Several themes emerged from students’ comments in the 2003 NetDay Survey.


Today’s students are very technology-savvy, feel strongly about the positive value of
technology and rely upon technology as an essential and preferred component of every
aspect of their lives.
Students are not just using technology differently today but are approaching their lives
and their daily activities differently because of the technology.

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comparatively, the younger students are on a fast track to becoming greater technology
users and advocates.
The access point for technology use, particularly for older students, is home-focused, not
school-focused.
Today’s students are ultra-communicators.
What are the challenges?
The conclusions from the National Educational Technology Plan released in 2004 describe the
challenges facing educators.
 There is no dispute over the need for America’s students to have the knowledge and
competence to compete in an increasingly technology-driven world economy.
 This need demands new models of education facilitated by educational technology.
 In the realm of technology, the educational community is playing catch-up. Industry is far
ahead of education. And tech-savvy high school students often are far ahead of their
teachers.
 This “digital disconnect” is a major cause of frustration among today’s students.
 Public schools that do not adapt to the technology needs of students risk becoming
increasingly irrelevant. Students will seek other options.
 Some of the most promising new educational approaches are being developed outside the
traditional educational system, through e-learning and virtual schools.
 Today’s technology-literate middle and high school students will also be drivers of
reform, creating a new student-teacher partnership.
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Technology Vision
Austin Independent School District
A Learner Profile for the 21st Century.
All learners engage in individualized, real-world learning experiences supported by ubiquitous
access to modern digital tools, robust anywhere, anytime connectivity, and dynamic, diverse
learning communities. They access, evaluate, manage, and use information in a variety of media
formats from a wide array of sources, and they create knowledge, apply it across disciplines and
creative endeavors, and purposefully communicate that knowledge, and the results of its use, to
diverse audiences. Learning experiences take place in authentic settings and require collaboration
and management of complex processes. These experiences involve critical thinking, global and
local social responsibility, complex decision-making, and sophisticated problem-solving.
Learners develop the self-directed learning skills and attitudes that enable them to learn
effectively for a lifetime of global citizenship.
(Adapted from the Texas Long Range Plan for Technology 2006-2020)
What will a 21st century student need?
Today’s students are technology savvy, feel strongly about the positive value of technology and
rely upon technology as an essential and preferred component of every aspect of their lives.
Today’s students need access to life-changing tools that are available for their use BEFORE they
walk into a school building. With different expectations, these learners require a significant,
immediate shift in teaching methodology.
The 21st Century learner expects content to be relevant and presented in a way that applies to the
student’s individual learning style. Learning no longer can be “one-size fits all”, but tailored to
the individual and accomplished through a multitude of learning resources including multiple
instructors (classroom teacher, mentor, local and remote classmates), digital content and
multimedia resources.
It is essential to teach the basics in which learning skills and not content become the focus.
Students require skills that allow them to communicate in a technology-enriched society. They
need technical as well as traditional reading and writing skills and they need analytical skills for
accessing and applying information. Problem-solving and reasoning skills must be learned so
these students become critical thinkers in a digital age.
The 21st Century learner assumes responsibility for their personal well-being. The learner will
encounter different perspectives, different cultures and languages when involved in global
collaborative learning. This technology-savvy student will develop personal skills that include
the ability to self-assess their behavior, develop and achieve goals and react to situations that
require an ethical response.
These learners will use portable and personal technologies to become hyper-communicators. It is
likely in the future that personal devices such as cell phones will be their primary means to
interact with the digital world. As the technology improves at an accelerating rate, the learner
will communicate, connect with digital content, collaborate with other learners, gather real-time
data that includes their current surroundings, and analyze data to fit their personal learning
requirements. The portable devices will also provide real-time assessment of the learner’s
progress.
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Technology Vision
Austin Independent School District
An Educators Profile for the 21st Century.
All educators, PreK-12 through higher education, are well prepared throughout their careers to
use current digital tools, digital resources, and modern, effective teaching-learning processes to
mentor, monitor and motivate students. They leverage the technology and information-rich
learning landscape of 2020 to provide flexible, seamless, and learner-centered environments that
meet the individual and diverse needs of all students and communicate to learners and parents’
progress against learning targets. They participate in communities of learning and inquiry, as colearners and researchers, with students, colleagues and other experts to ensure their own
development and professional learning as both accomplished education professionals and content
experts. All educators contribute to the education profession by informing policy, recruiting and
supporting colleagues, and representing the profession positively within and outside of
education. Educators help provide learners and their families with best practices for obtaining,
utilizing and communicating information in their media-rich environments both in the classroom
and outside it, to keep children safe and parents informed of their childrens’ exposure to outside
information sources and influences.
(Adapted from the Texas Long Range Plan for Technology 2006-2020)
What is the role of the educator?
Educators are prepared in pre-service teaching apprenticeships and through ongoing professional
development to utilize digital tools and resources to amplify learning. Technology enhances
classroom mentoring, monitoring and motivation. Learner centered environments are created that
allow for differentiation and assessment for learning in a standards based approach. Instant
access to student data facilitates instructional planning. Increased teacher student communication
facilitates goal setting and focuses on instructional targets. Digital tools of collaboration nurture
the growth of professional learning communities.
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Technology Vision
Austin Independent School District
Current Status of Teaching and Learning with Technology
The Austin ISD School Board Results Policy 2.5 states:
All students will be proficient in the use of technology.
Commitment: All students in the Austin Independent School District will meet and exceed the
Texas Essential Knowledge and Skills for Technology Applications in the context of core
curriculum and content areas.
Data has been provided in the appendix collected from student and staff surveys reflecting the
perception of technology use in Austin ISD.
What digital resources are currently available?
Hardware and Network
 Internet/Network connectivity in every classroom.
 Computers in every school at an average of 4.5 students per computer.
 Computer labs and/or mobile labs in every school.
 Wireless networks being expanded to all schools.
 Networked printers
 Server storage space for teachers and students
 Video conference capability – dedicated room or mobile units
 Shared projectors and digital cameras
What level of technology support is available?
District Network Systems and Support and Desktop Support are available, although each tech is
responsible for approximately 4000 computers at 15-20 campuses. Some campuses have
managed a full time or part time campus based tech, but in many cases a classroom teacher also
serves as the technology specialist. Providing adequate support is an ongoing challenge.
What software do students use?
Software including tools for document creation and publication, expression and visualization,
communication and collaboration, online research, drill and practice and integrated learning
systems.
 Microsoft Office Standard – Every computer
 Microsoft Office Professional (PC Only) - one per teacher
 Appleworks 6.2.9 - every computer
 Inspiration 7.5 - every computer
 Kidspiration 2.0 - every computer
 Web Browser - every computer (IE, FireFox, Safari)
 PaintShop Pro (Win) - one per classroom
 Graphic Converter 4.4 (Mac) one per classroom
 MicroType - MS and HS site license
 iLife 05 (Mac: iPhoto, iMovie HD, iTunes, iDVD, GarageBand) plus Comic Life on
every Apple computer
 MovieMaker and PhotoStory (Win) for PCs that do video editing,
 Macromedia Suite - High Schools every computer
 Imagination Suite (Pixie, Image Blender, Web Blender) - Elementary only
 Operating Systems: Mac OSX and WinXP/Win 2000
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Technology Vision
Austin Independent School District
Campuses and departments have also purchased limited licenses for:
 Read 180/Reading Counts
 Cognitive Tutor
 NovaNet
 Rosetta Stone
 Accelerated Reader
 Lexia
 Success Maker
 Fast Math
 Vernier Probe Software
 BoardMaker
 (There are numerous additional software titles purchased in small quantities at the
campus level.)
What online resources do students use?
In addition to the many free web sites with valuable educational content, these services are used:
 Nettrekker – Student Search Engine
 Learning.com – Online technology applications curriclum K-8
 United Streaming – Discovery Network Streaming Digital Content
 Atomic Learning – Online technology tutorials
 Custom Typing – Web based Keyboarding program
 Online Library Databases – Large collection of online sources
 Oracle: Think.com – Free student web pages and email.
What software and online applications are available for teachers?
In addition to the student applications listed above, teachers use:
 InterGrade Pro – Grade book software
 SASI/ClassXP – Student Information System
 AIMS – Student Assessment Data Collection and Reporting
 Lotus Notes – Email/Calendaring
 HEAT – Online Technology Trouble Ticket System
 Online Professional Development catalog and registration.
 Telephone/Voice Mail
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Technology Vision
Austin Independent School District
How can technology be used in classrooms?
Educators navigate a wide range of uses of technology. This graphic representation illustrates
some of the uses and their relationship to complexity, authenticity, and instructional method.
The Metiri Group ©2005
http://www.metiri.com/presentations/Range.html
What are students expected to know about the use of technology?
 K-8 Texas Technology Applications standards (Tech App TEKS)
Foundations, Info Acquisition, Problem Solving, Communication
 NETS – National Standards for Educational Technology
 Adopted K-8 “textbook” is online – Easy Tech - Learning.com
 High School Technology Credit for one Tech Apps course or equivalent
How are students doing?
An interactive online assessment was developed through a grant project with Learning.com.
Austin ISD is one of the first districts in the nation to assess student’s technology literacy. All 5th
graders and 8th graders have taken a Technology Literacy Assessment (TLA). The results
showed that approximately 50% of the students are at a proficient level. Strengths were evident
in internet Use and Word Processing while there was less proficiency in spreadsheets and
database use. Core technology activities for each grade level are being developed and aligned
with the core content IPGs. (Data has been provided in the appendix for the most recent TLA
assessment.)
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Technology Vision
Austin Independent School District
What are educators expected to know about the use of technology?
 K-8 Texas Technology Applications standards (Tech App TEKS)
All teachers are expected to master the K-8 Tech TEKS
Foundations, Info Acquisition, Problem Solving, Communication, plus the additional
strand dealing with pedagogy and professional development.
 Teachers plan, organize, deliver and evaluate instruction for all students that incorporates
the effective use of technology for teaching and integrating the Technology Applications
TEKS into the curriculum.
 NETS – National Standards for Educational Technology
How are educators doing?
Campus StaR Charts indicate that most campuses are at a Level 2 (Developing Tech) on a 1 to 4
scale, with 4 being the highest rating possible. There is often a sense that there is not time to use
technology because of the emphasis on increasing TAKS test scores. Teachers also are reluctant
to attempt student centered tech projects because of the lack of campus based tech support. Many
teachers have begun to use United Streaming to deliver digital video to the classroom.
Technology Applications Instructional Planning guides outline core tech activities.
What professional development opportunities do teachers have?
A variety of courses are offered through the Professional Development Center. Instructional
Technology works with the campus ITRC (Instructional Technology Resource Contact) to
deliver campus based training opportunities. A yearly subscription to Atomic Learning provides
online tutorials for most district applications. Online courses developed in house are being
piloted for training on such topics as using web quests in instruction, and using concept-mapping
software.
What other events or programs occur?
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Austin Digital Student Film Festival
Dell Tech Know
Tech Corp
New Tech High
STRUT – Student based computer support
Austin Partners in Education / Computers For Learning
Career and College Preparation – Technology Pathways
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Technology Vision
Austin Independent School District
Future Direction of Teaching and Learning with Technology
A Vision Summary
Although much is uncertain regarding the future of technology, one thing is undeniably true;
Students of the 21st Century will use technology. To what degree technology will be integrated
into formal education is difficult to predict. As the mass production of technology has increased,
the cost has decreased which has increased it’s availability. The patterns of technology usage
continue their expansion into everyday life. The impact on the entertainment industry alone has
firmly rooted the use of technology in our society. The use of the Internet has changed our habits
related to knowledge acquisition and our concepts of publishing. Students in the future will be
text messaging, uploading, downloading, chatting, searching, and surfing even if it is exclusive
of the classroom.
AISD holds an optimistic view of how technology can transform education. We also believe the
teacher-student relationship will remain the most critical factor in learning. Technology will
impact that relationship by providing the stakeholders with tools that will increase the quality of
their interactions. Even in this technology rich environment there will be good teachers and bad
teachers. The best will use the technology in a constructivist, project based approach. But even
for those teachers who remain entrenched in more traditional didactic instruction, the areas
discussed below will impact the very “business” of school.
For purposes of this discussion, I will use the terms “computer”, “laptop”, and “technology”
interchangeably. The technology may take on an entirely new look and much smaller integrated
devices will undoubtedly emerge. My vision will focus on the impact technology will have on
the processes of learning.
These are the five areas we expect to see technology impact the most directly.
1. Accessibility
2. Delivery of Instructional Resources
3. Teacher-Student and Student-Student Interaction
4. Teacher – Parent Interaction
5. Accountability and Assessment
1. Accessibility
Since the computer’s classroom introduction, accessibility has been an issue. If technology is
going to impact student learning, the students have to have a computer to use and time to use it.
The discussion of access must include home and school and for this reason the “digital divide”
has been a concern to educators. Equitable access at home and school is a goal most educators
agree on. Ultimately, a personal computing device for each student is the solution. Anything less
does not guarantee anywhere, anytime accessibility. Advances in wireless connectivity create a
wide range of possibilities for student usage at home and school. As the price of “computers”
decrease and their reliability increases, the idea of a laptop for each student will no longer seem
outrageous. Five years ago who would have thought that a teenage with a mobile phone would
be the norm?
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Technology Vision
Austin Independent School District
2. Delivery of Instructional Resources
Once each student has a laptop, electronic textbooks are no longer a dream. This will be a huge
benefit and the money saved from not having to print textbooks will help offset the cost of the
computers. The concept of outdated textbooks will be obsolete as they will be able to be updated
online. Teachers and schools will maintain web sites with all the resources students need. These
resources will include a variety of media in addition to text. The field of computer-assisted
instruction continues to evolve. Ten years from now we will view the “managed learning
systems” of the 1990’s as crude tools. New “smart” systems will be developed that will allow
students to learn at the rate and style that meets their needs.
3. Teacher – Student and Student-Student Interaction
Electronic communication between teacher and student will be a reality. Teachers will assign and
collect homework via email or in web page drop boxes. Discussion forums and peer chat groups
will facilitate collaboration. Teachers will provide lecture notes or videos online. For older
students, some classes may not physically meet as frequently. Students will have web pages.
These “digital desktops” will deliver the software applications they need and also provide
storage space for their work. Public space will allow a way to publish their work. This electronic
portfolio will grow as a student progresses through school and will become an important part of
the assessment process.
4. Teacher – Parent Interaction
The “parent conference” as we know it will no longer be the once a year chance for parents to
learn about their child. Technology will help solve the problem of providing parents with
accurate, timely information. The grade book will be available online. Parents will be able to
login and see if Johnny turned in his homework, or if he has been absent from class. Email will
become the primary Parent –Teacher communication. Teachers will also rely on their web pages
as a way of providing information and support to parents.
5. Accountability and Assessment
More and more student assessment will occur electronically. This means the results can be
analyzed quickly, which in turn means teachers can modify instruction to meet student needs.
Trends will be easier to identify. One critical change will be the ability for students to track their
own progress. Students will have full access to what the standards are and what gaps have been
highlighted by the assessment. High school students will no longer have to wait to see a
counselor to find out how many credits they have and how many they need to graduate.

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Technology Vision
Austin Independent School District
Goals for Teaching and Learning
Teaching & Learning focuses on the instructional needs of teachers and the learning needs of
students in meeting the vision of technology in education.
All Learners:

have access to relevant technologies, tools, resources and services for individualized
instruction 24/7.
 use information and communication technologies to collaborate, construct knowledge and
provide solutions to real-world problems.
 use research based strategies in all subject areas to improve academic achievement.
 communicate effectively in a variety of formats for diverse audiences.
Objective 1.1: Integrate the Technology Applications TEKS within the foundation curriculum at each
grade level and provide specialized courses in Technology Applications
Objective 1.2: Offer and provide the Technology Applications high school courses to meet the
curriculum and graduation requirements specified in 19 TAC Chapter 74.
Objective 1.3: Use digital diagnostic tools for formative evaluation to monitor progress toward the
mastery of instructional objectives. Integrate student performance data from district/state assessment
instruments with electronic curriculum resources to inform and differentiate instruction for every child.
Objective 1.4: Develop strategies to monitor and document progress of integration of technology into
curricula and instruction and to monitor and report student mastery of the Technology Applications TEKS
to TEA.
Objective 1.5: Provide curriculum to ensure personal safety for students in a digital world and
Acceptable Use Policies that specify expectations and rules for students, parents, and teachers.
Objective 1.6: Implement innovative programs that promote parental involvement, increased
communication with parents and community members, and community access to educational resources.
Objective 1.7: Ensure that school libraries have the latest technology and online resources for student
research and curriculum integration and to assist teachers in teaching information literacy and Technology
Applications Skills
Objective 1.8: Utilize innovative strategies for the delivery of specialized or rigorous courses and
expanded curricular offerings through the use of technology, including distance learning and digital
content services to meet the diverse and personal learning needs of all students.
Objective 1.9: Ensure accessibility by all students to technology-based instruction and
adaptive/assistive devices as appropriate.
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Technology Vision
Austin Independent School District
Goals for Educator Preparation and Development
Educator Preparation and Development addresses the staff development needs not only of
teachers but of all the members of the professional education community.
All educators will:
 develop new learning environments that utilize technology as a flexible tool where
learning is collaborative, interactive and customized.
 ensure integration of appropriate technology throughout all of curriculum and instruction.
Objective 2.1: Provide professional development for teaching and integrating Technology
Applications into the foundation and enrichment
Objective 2.2: Support teachers in developing classroom websites and online resources to share
lessons, monitor student progress, and establish regular communication with parents and students.
Objective 2.3: Utilize innovative strategies for the delivery of ongoing professional development
through the use of technology, including online and other distance learning and digital content services.
Objective 2.4: Provide staff development and document progress of teachers towards mastery of the
Technology Applications Educator Standards I-V.
Objective 2.5: Provide training on the use of electronic tools and information to support sound, datadriven instructional decision-making.
Objective 2.6: Support teachers in exploring emerging technologies for instructional delivery and
student centered technology use.
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Technology Vision
Austin Independent School District
Leadership, Administration and Instructional Support
Overview
Information Systems
The vision for Information Systems is to provide a secure, accessible repository for the District’s
data and the tools to successfully store and mine that data. This will allow use of data to support
meeting the District’s stated goals of providing an environment where all children can learn.
Data supports instructional decisions, business decisions, grant proposals, and to some extent,
even the environment in which we work. A district the size of Austin Independent School
District must have a vision for the future and a roadmap for attaining that vision. Today’s
technology supports easier, faster access to secure data. Newer software applications take
advantage of the technology to make data access and maintenance available to staff when they
need it, how they need it, and where they need it.
Current Status
In order to better serve AISD staff, students, and parents, Information Systems has been
reorganized. This has enabled current Information Systems staff to develop new skills, and
has allowed more interactions with end users to support the improvement of teaching and
learning.
AISD faces daily challenges regarding its data and access mechanisms. AISD is continuing
towards procedures supported by electronic processes. . While the District supports e-mail
and office automation tools, not all staff takes advantage of these tools to work more
efficiently. These issues apply to the entire organization.
All District data has been archived and information is available through web-based applications
that have been developed in-house. Due to this move of information, there currently is little
redundant data entry. Information Systems has begun to build a data dictionary, and by working
with other AISD departments, is creating a partnership to collectively be responsible for specific
data.
Departments purchase stand-alone applications needed to serve special needs. Information
Systems interaction and communication with departments and end users have decreased this
trend, however, there are still departments who purchase stand-alone applications. In these
isolated instances, feasibility studies are not part of the purchasing processes. The result is
further data redundancy, lack of a common definition for data items, and lack of interfaces that
could reduce data entry.
Documents are filed and stored in filing cabinets that take up massive floor space both at the
campus and at the central offices. Staff time is used to file, pull and re-file information on a
regular basis. Warehouse space is taken to archive older files that may prove impossible to
access after any length of time. The security and preservation of materials is questionable. AISD
has just completed a document management study and a plan of action will be put into place to
reduce the amount of floor space needed to house required documents.
15
Technology Vision
Austin Independent School District
AISD is in the process of addressing many of these issues with the implementation of a business
and student information system. SASIxp for Student Information and IFAS for Business
Systems have successfully been implemented district wide. The new interactive, integrated
information systems support the technology demands for all types of users. The new systems
allow for use of information to support current business processes and allow analysis of
information collected for future decision- making requirements. There has been a shift from
programmers developing code that pulls data to programmers developing in-house tools to
supplement both the student and business systems. In the past two years, AISD Management
Information Systems has developed over twenty applications that meet the end user requirements
based on student and/or business requirements gathering. AISD end users have access to these
web- based applications, and enter necessary data needed for reporting both state and federal
regulations. Data are then pulled electronically into the correct system. This eliminates the need
for dual entry, and allows AISD to monitor the accuracy of the data prior to reporting deadlines.
Areas where applications have been developed are: Special Education, Biligual Education,
Discipline, e504, parent access, staff evaluations, staff leave, multi-language progress reports,
report cards, and attendance letters, fitness tracking, personal graduation plans, personal
intervention plans, electronic transcripts, and an instructional management system. Information
Systems has also developed over 80 web-based reports to support teaching and learning.
One of the more important goals of Technology is to provide a secure central data structure that
can support broad access to information. The District has implemented and migrated to Oracle
9i, a powerful relational database structure with a tool set that will allow a secure environment
while making fast data access a reality. This database structure is the standard for new
applications. By implementing a District data dictionary, unnecessary duplication of data items
can be avoided improving the overall validity of data. The power of an Oracle database and
application tools allows data to be retrieved more easily and quickly. More robust security
features, depending on security clearance, empower customers to create reports and respond to
requests for information without going through the current cumbersome programming request
process.
16
Technology Vision
Austin Independent School District
Future Direction for Leadership, Administration and Instructional Support
Integrated Applications
In moving from a disjointed data structure to a more effective relational data structure, the types
of support required will change. There will no longer be a need for as many programmers to
write complex code to pull data. End-users at both the campus and department levels will be
enabled to view data across the District in varying levels of detail according to defined
limitations based on security access. Application Development staff will focus on maintaining
any customization within packaged software, assist end-user development efforts, support enduser queries and ad hoc reporting, and continue web development to support information access.
AISD is embarking on two major projects that will clearly define data mining and access to data.
Information Systems is in the process of building a data warehouse as well as implementing a
portal environment.
These two projects underway have implementation dates in the 2006-08 fiscal years.
Incorporating SASI, IFAS, Oracle, Data Warehousing and Portals together will provide the
beginnings for a consolidated, more accurate data store for the District. These applications will
also provide a seamless solution to end users for accessing and gathering data to drive instruction
and improve student performance.
In designing or configuring systems, standard codes and processes will be employed to the
greatest extent possible. Edits will be put in place to ensure valid data entry. While these
processes cannot ensure absolute data accuracy, they will substantially improve the accuracy of
data. Query tools will allow monitoring of required information – another method of ensuring
valid and complete data entry.
Data Warehousing
As AISD builds a data warehouse and repository, there will be several layers that will need
planning and implementation. The infrastructure of the ETL layer will be crucial to the success
of the data stores. We envision a plug and play model, where any major system, i.e. SASI or
IFAS could be replaced with newer, more robust systems, and the result for end users would be
seamless. Another area that will be concentrated on is the consolidation of existing applications
and by what means they will become a part of the data warehouse and portal projects. The
incorporation of existing applications will become an integral part of these projects. Based on the
programming languages that have been used to write these applications, some may require minor
adjustments, while others may have to be rewritten. This will require careful research and
planning, and possible extra staffing in order to keep the same access to data while these
applications are being incorporated into the new warehouse.
Another issue that will need addressed will be the infrastructure to support the new data
warehouse. This will be a joint project between NSS and Information Systems. As we develop a
data warehouse, deploy a portal environment, and incorporate existing reports and applications
into one environment, an infrastructure that supports this plan will be crucial to it’s success.
17
Technology Vision
Austin Independent School District
Internet/Intranet Access—Web Portal
Access to Internet and intranet capabilities provides AISD the ability to share forms and data
without maintaining stockpiles of paper forms inventory, manuals, and files. Information
Systems has begun to expand the District’s web capabilities by first focusing on internal needs.
Work has begun on making information available by laying a basic framework for departments.
The organizational structure of the internal web site was developed in conjunction with a work
group represented by various areas within the District. The internal web site will support
publishing of department procedures, forms, contacts and other internal department level
information – in general, a wealth of information that is not readily available to all District
employees. Broad availability of this type information will allow employees to spend more time
doing their work and less time trying to find out how to do it.
In a partnership with NSS, Information Systems will assist in creating an identity management
vault. All AISD employees will have a single log-in and through the web portal will gain access
to all tools needed to complete their job duties.
Movement toward Internet and intranet applications will support employee access to employee
benefits and time reporting thus eliminating the paper-intense processes currently in place.
Every classified position will no longer have to file a paper time report and campus/department
time-keepers will not longer have to fill in carbon forms for off-site key entry. Time reporting
will be a simplified on-line reporting mechanism with on-line approvals.
Once intranet development is complete, the web support group will begin improvements to the
District’s external web site. New applications will allow the District to migrate data to relational
database structures, thus making Internet access to public information a more realistic possibility.
Internet applications will allow secure parental access to their student information at any time.
This parental access will free campuses or central office staff to focus more on the student and
work with better informed parents. The potential for data mining will be limited only by legal
constraints and the technical resource availability of those persons accessing the data.
The combination of new applications, strengthened edits, standard codes, and a robust data
storage structure will allow the District to continue it’s reporting to both state and federal
agencies. PEIMS data and other necessary information for reporting will be an integral part of
data collection rather than reviewed and collected/corrected as an end-process.
Moving further into the future, careful evaluation of new trends, applications and tools will be
done in an on-going effort to improve applications and their use. Future changes could enable
teachers to be free of their desk by using hand-held devices for entering attendance. Students
may carry a single id card with their picture and a magnetic strip that allows cross-use for
everything from library book checkout to cafeteria payment to school event admissions.
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Technology Vision
Austin Independent School District
Document Management
Austin Independent School District has amassed literally rooms full of paper files stored in both
filing cabinets and storage boxes across the District. These documents are kept either at the
discretion of District staff or for specific legal requirements. Competition for office space
continues to rise, making it imperative that the District review alternative data presentation and
storage options. Decisions to improve this aspect of the District involve document management
at a District level as supported by Information Systems.
Document management is comprised of the policies and procedures that govern document
retention and the mechanisms used to store those documents. Between campus files,
central office files, and stored files, the District has amassed tons of paper much of which is
not easily accessible. Over time, paper not stored under ideal conditions deteriorates
compromising the District’s ability to produce historical information. Movement toward
electronic media will provide safe long-term storage to meet legal requirements. Careful
selection of a document management product will provide a mechanism to organize
electronically stored documents, support retrieval of those documents as necessary, and
allow for archiving of documents as defined by AISD requirements. A major project
scheduled for 2006-2008 is the implementation of a document management system.
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Technology Vision
Austin Independent School District
Goals for Leadership, Administration and Instructional Support
Leadership, Administration and Instructional Support at all levels address the creation of a
shared vision, encourage and sustain the appropriate integration of technology, use modern
information technology tools to embrace accountability and use data for sound decision-making
and continual assessment of effective technology for improving student learning.
All leaders will:










develop, implement, budget for and monitor a dynamic technology plan to meet the needs of a
changing workforce and economy.
offer expanded instructional opportunities to students via online digital content, and a variety of
distance learning technologies.
provide opportunities for sustained, relevant and timely staff development in a variety of formats.
expect appropriate technology use throughout the teaching and learning process.
provide easy access to student data for effective analysis and decision making
provide an electronic communication system to foster collaboration,
support a comprehensive student data system
provide secure access to data for all stakeholders.
support business practices with an all inclusive software package.
create and support applications to meet the requests of instructional leaders.
Objective: 3.1 Incorporate ongoing technology planning in classroom, library, campus, and district
improvement plans.
Objective: 3.2 Promote a comprehensive planning process that involves all stakeholders.
Objective: 3.3 Create budget and secure funding to support technology identified in classroom,
library, campus, and district planning efforts..
Objective: 3.4 Coordinate the use of electronic data in district planning to support researchbased decision making focused on success.
Objective: 3.5 Initiate and implement policies to expand parental and community access to
school facilities, library resources, and non-secured data through technology..
Objective: 3.6 Provide parents secure electronic access to student information.
Objective: 3.7 Incorporate mastery of SBEC Technology Applications Standards into local
educator appraisal system.
Objective: 3.8 Budget for, offer, and support expanded online curriculum and instructional
opportunities to students,
Objective: 3.9 Participate in collaboration with representatives from Pre-K-12, higher
education, parents, businesses and community to share resources and services.
Objective: 3.10 Provide position appropriate training for all staff.
Objective: 3.11 Support an interactive, integrated system for data.
Objective: 3.12 Design, implement and maintain enterprise applications and services
20
Technology Vision
Austin Independent School District
Infrastructure Overview
The goal of the AISD architecture is to make information available to properly authenticated
users at any time or place, and on any appropriate device (need to define).
Since AISD is a large, rapidly growing enterprise, coordination of information resources across
departments and campuses and providing seamless, transparent access to users provides
significant design challenges. Additionally, as technology continues to rapidly evolve, and since
there is no way to predict the products available three or four years from now, hardware,
software, and network architectures must be flexibly designed and follow commonly accepted
standards. This chapter outlines our current architecture and the proposed evolution over the
next few years.
Current Status
A. General: AISD completed a $10.2 million bond-funded project to replace end-of-life
network equipment. Our current state includes:
 Redundant and multiply connected 10Gb fiber paths between all AISD GAATN
supernodes
 Redundant and multiply connected 2.5Gb fiber paths between all schools
 1Gb copper bandwidth capability to a network drop, and 100Mb copper bandwidth
for every classroom drop at every school
 Six 100mbps Ethernet network connections per classroom
 Wireless 802.11b/g network access at 65 campuses
 Air-conditioned wiring closets for main data frame areas
 Centralized Storage Area Network (SAN) equipment at our northern (Reagan High
School) and southern (Crockett High School) data centers
 Additional data centers at Travis High School (primarily web servers), City of Austin
(Notes servers and several application servers) as well as an Operations Center
(IFAS, SASI, backup, SAN for IFAS and SASI and printing facilities) and a Network
Operations Control Center (NOCC) housing core telephony, voice mail, core routing
servers, paging servers and other equipment, in addition to GAATN partner racks.
 Redundant 200Mb Internet access connections located at the NOCC and at COA, as
well as a 10Mb Internet2 connection
 District- wide Lotus Notes email, secure instant messaging and collaboration software
 One telephone per classroom (for a total of 11,500 handsets District-wide)
 IP based voice trunks connecting each PBX across the WAN network
 Server-based and IP-manageable voicemail
 PA/Intercom in each classroom
 Upgraded video capabilities, including IP-based video
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Technology Vision
Austin Independent School District
Technical Support
The following technical support is currently in place.




12 full time computer technicians are employed by the district .
Technical support requests are submitted online or called into the Help Desk. Technicians
in the Desktop Support group prioritize and respond.
Technical support agreements are purchased with hardware purchases.
Most campuses do not have Campus Tech Specialists, however some campuses have
budgeted locally to staff technology support.
Existing Technology
The following technology is currently in place:
District-Wide
 Direct connection to the Internet via fiber optic network.
 100 MB to classroom computers.
 District web servers in place providing district and campus web sites.
 Written policies in place on acceptable use of the Internet, internet filtering software is in
place.
 Server storage space available for every student and employee.
 Email accounts for all staff.
 Interactive video conferencing equipment available to campuses.
 Wireless network for mobile computing available at every campus.
 Mobile computer labs at every school (COWS – Computers On Wheels)
 Multimedia projectors available at each campus.
 Digital tools such as video and still cameras available at each campus.
 Digital media delivery to every classroom (digital video).
 Austin Instructional Management System for benchmark assessments with immediate
feedback.
 Student Information Systems provide teachers with student data to guide instruction.
 30,000 student computers
 5,500 teacher computers
B. Classroom: Every classroom in the District is wired with six 100mbps Ethernet drops.
Five are used for computers and one is reserved for a printer. Additionally, each classroom
has a telephone, a PA drop, and a coaxial video drop. The District has a student to
computer ratio of approximately 4.5 students per computer. The District has approximately
one laser printer for every four classrooms. However is should be noted that currently many
of these computers and printers are at end of life.
The student and teacher computer architectures use either a variation of the Microsoft Windows
or Apple operating systems. The video drop is connected to a television which provides access
to the cable vision network.
22
Technology Vision
Austin Independent School District
C. Library: The campus libraries use the SIRSI system for electronic checkout and
inventory. They also have multiple drops used for circulation desk, online search and research.
There are drops and computers in every library.
D. Lab: There are multiple labs in the secondary schools, including a dedicated reading
lab. All elementary campuses have at least one computer lab.
E. Campus Network: Each campus has a LAN that interconnects the classroom drops
with a router (switch? Thought only had routers in supernodes/Rob) and a 1 Gbps connection to
the WAN. Additionally, every campus has a telephone switch and a public address system as
well as a connection to the cable network.
F. WAN: AISD owns and operates the WAN. It uses the fiber provided by the Greater
Austin Area Telecommunications Network (GAATN) of which AISD is one of seven partners.
GAATN is comprised of approximately 300 miles of single mode fiber optic cable located across
the city of Austin. GAATN carries voice, data, and video across a backbone of 9 fiber sub-rings
and 2 fiber Super-rings. These fiber rings interconnect all AISD campuses and provide
redundancy in the event of a fiber cut. The network electronics installed on this fiber backbone
support the RPR network at OC48 (2.5 Gbps on each sub-ring) and OC19210Gbps. The WAN
also provides connectivity to the Internet though two 1 Gbps redundant connections diversely
routed into the University of Texas: one at the Carruth Administrative Center, the other at the
City of Austin facility on 4th Street. Figure 1 shows a typical campus design. Figure 2 shows the
GAATN WAN ring topology. .
23
Technology Vision
Austin Independent School District
Fi
gure 1
24
Technology Vision
Austin Independent School District
Figure 2
25
Technology Vision
Austin Independent School District
G. Application Software: The application software is determined by instructional or
administrative need. District standard applications are published and updated periodically.
H. Network storage: Currently there is 44Tb of storage available for students and staff
on two SAN devices. Additionally, a separate 3 TBSAN provides business systems with separate
and secure access to business and student information. Staff, secondary students, and individual
classrooms each have discrete areas to store, retrieve and share documents. Access to stored
information is regulated according to the user’s identity and role in the District.
I. Security: The District security architecture is a tiered system providing many levels
of protection from unauthorized access-from the user, through the desktop, to all aspects of the
LAN and WAN. Users are the key to AISD technology security. The technology allows for
virus control, spyware management and data protection; however, users must be aware of
security, and protect their individual user IDs. Additionally, filtering is implemented to
eliminate access to inappropriate content on the Internet
J. Disaster Recovery: The District has contingency processes in place; for example, the
wide-area backbone network is built to withstand fiber cuts, power loss, and most equipment
failures. In addition, District supernodes, and the NOCC have both battery and generator backup
systems in place. The District has tape backup systems for the file server SANs at CAC,
physically removed from the actual systems, and stores archival tapes from the business system
SAN off-site. The District is currently capable of resuming essential IFAS and SASI operations
within three business days of disruption of operations at CAC. There are only limited
contingencies for dealing with the loss of the telephony at the headquarters operation. Attention
to contingency planning will be a top priority this year as the new enterprise applications are
implemented.
K. Facilities: The District currently has several data centers, located in three supernodes
(Crockett, Reagan and Travis High Schools), at the NOCC and in the Operations Center at CAC.
All these facilities are operating at or very close to maximum utilization of space, power, or air
conditioning capacity. In addition, only the NOCC facility has a fire suppression system and a
backup air conditioning system, and only the Operations Center has centralized battery backup
power. Utilization of space for Information Systems employees and attendant work areas is also
at a limit. Planning for a centralized center capable of handling both servers and staff is a priority
for IS for the coming year, starting with planning for funding from an upcoming Bond offering.
26
Technology Vision
Austin Independent School District
Future Direction
A. General: The goal of the technology deployment is to allow authenticated access to
information at anytime, in any place, using any appropriate device. The current architecture
provides the appropriate level of performance and capabilities. AISD uses a dynamic design
concept anchored to key standards and reviews and plans on a quarterly basis for both
anticipated capacity as well as architectural changes to meet this challenge.
 The architecture will attempt to utilize the current infrastructure and systems as much
as possible.
 The architecture will provide ubiquitous access to information.
 It will be secure both in protection of data and in the protection of students.
 It will be sustainable and provide for high availability. Availability over the past two
years has stood at 99.8% for the network and major applications.
 It will provide a positive return on investment in terms of increased productivity and
enhanced educational outcomes.
 It will support industry-accepted standards.
B. Classroom: Technology-enhanced classroom environments evolve with time.
Currently desktop computers are available in every District classroom. Multimedia capabilities
will be the standard for all classrooms. Video presentations are streamed on the network as well
as available via traditional coaxial cable to television sets in classrooms. Authenticated
broadband Wi Fi access will be available for guest, student and staff use as part of the normal
teaching environment.
C. Library: All libraries are automated and have sufficient computers to ensure students
and staff can retrieve and utilize information resources on demand. Authenticated broadband
wireless access will be available for guest, student and staff use as part of the normal teaching
environment.
D. Lab/media room: Traditional ‘wired’ labs will be developed from existing classrooms
and other spaces based on campus needs. Mobile wireless labs will be available at all schools.
E. Campus: Secondary campuses will have the flexibility to bring together classes
anywhere on the campus, including the outside courtyards, and have full authenticated
broadband wireless access for guests, students and staff. Distance learning capabilities will be
available at all secondary school labs through IP-based video and audio conferencing.
F. WAN: The WAN will evolve with changing technology and will grow in capacity to
meet increased demands. Remote access will be implemented for students, parents and staff
using techniques including virtual private networks, web reverse proxies, and authenticated web
access. Parents will be able monitor student progress. Students will be able to access homework
and reference material from outside the school environment. Staff will be able to access their
HR, payroll, benefits and associated work information. By 2012 the WAN and LAN
infrastructure will be over eight years old and based on industry trends, may have to be
refreshed.
27
Technology Vision
Austin Independent School District
G. Application Software: Application software continues to evolve based on the needs
of users. The trend for software accepted for use in the District infrastructure will trend towards
web-based and user-authenticated software, relying less on desktops and more on concentrated
server power.
H. Network Storage: Storage will follow industry trends and technologies that meet the
security and availability needs of the District. In the past five years the District has seen the
demise of the floppy disk. With the emergence of flash technology portable devices base on this
technology are likely. Collaborative access to data will be key for groups—and virtual groups—
of students working together. Centralized data storage will ensure proper data access protection
through redundancy and backups.
I. Security: Comprehensive identity management is being rolled out starting this current
year, administering multiple levels of security required for the protection of student and staff
data, and by new software systems. All levels of security will be addressed: security for
desktops, applications, data, and the network admission control for the network infrastructure. In
addition, web content filtering capabilities will continue to be refined and enhanced based on
community standards. Processes and procedures for security will be redeveloped, communicated
and enforced. A single sign-on and password will make it easier for users to access multiple
systems and appropriate data.
J.
Disaster Planning: AISD will continue implementing new disaster recovery
solutions, including multiple levels of redundancy for data and applications systems. Through
the implementation of network storage devices and automated tape libraries, the District will
have mirrored copies of its critical applications and data at multiple locations. This will allow
critical systems to remain functional in the event of a large-scale disaster.
28
Technology Vision
Austin Independent School District
Goals for Technology Infrastructure
Infrastructure for Technology focuses on hardware, software, and tech support personnel. The
infrastructure must be secure, stable, supportable, flexible, scalable and follow common
standards in order to grow with new technologies.
The infrastructure will provide:



measures to ensure all data is secure and accurate.
data standards to support interoperability and accessibility for all users.
equitable access to e-learning technologies for all users.
 technical assistance to support teaching and learning.
 reliable access to all computers and systems
 provide a robust network within and between schools.
Objective 4.1: Design, install and maintain a technology and telecommunications infrastructure for
communications and services that ensures reliable secure equitable access.
Objective 4.2: Strive to achieve and maintain a personal computing device access ratio of 1:1 for both
students and professional educators.
Objective 4.3: Provide on-demand access to appropriately configured technology for all students and
staff, including those with disabilities.
Objective 4.4: Maintain an obsolescence policy to ensure maximum efficiency and use of technology
and infrastructure by all students and staff
Objective 4.5: Provide and maintain an infrastructure for communications with parents and
community members, including year-round access to school news, educational resources, data and
personnel
Objective 4.5: Maintain a high level of customer service
29
Technology Vision
Austin Independent School District
Appendices
30
Technology Vision
Austin Independent School District
Appendix
Needs Assessment Data
A variety of processes have been (and continue to be) used to determine the district
technology needs that are addressed in the Austin Independent School District's
Technology Plan.
First, the Educational Technology Advisory Committee, an organization of teachers,
administrators, parents, and patrons of the District, meets to review the contents of this
plan. These meetings have been held to review the contents of the existing plan, suggest
revisions, and to include new initiatives to support student achievement, teacher
productivity and professional development, and the implementation of technology
infrastructure and support systems. The Educational Technology Advisory Committee's
work is presented to two other Austin ISD groups: the Instructional Technology Resource
Contacts, an organization composed of campus technology leaders and the Austin Partners
in Education Technology Group. The APIE Group is comprised of district and community
members. These groups all meet continually throughout the school year to formatively
evaluate progress on the technology plan.
Second, the District reviews campus data in a variety of formats to assess overall and
campus-specific needs. Foremost among these data is the Texas STAR Chart. The District
requires that every campus discuss, submit, and review a Texas STAR Chart based on the
Teacher StaR Chart as part of the technology planning process for both the campus and the
District. These results are reviewed by administrative staff and recommendations submitted
to the Educational Technology Advisory Committee for direction. Furthermore, additional
data is collected from a variety sources related to grants and awards the District has
received and through an annual employee survey that measures staff attitudes and reports
of technology implementation and integration. These data are comprised of a variety of
surveys collected, compiled, and disseminated through the Austin ISD Department of
Program Evaluation. Results are presented to administration for consideration and
communication with the Educational Technology Advisory Committee, Instructional
Technology Resource Contacts.
Third, the Austin Independent School District is especially proud that it plans to lead the
way in assessing student achievement in the implementation of the technology applications
TEKS in its schools through a series of online, authentic assessments for students in grades
2,5 and 8. Partnering with Learning.com through a TARGET grant, the District aims to be
among the first districts in the state to report how its students are performing on the specific
technology application TEKS objectives and to use this data to make better-informed
instructional choices to ensure that Austin ISD students are prepared to utilized technologyrelated skills in the world of college, careers, and beyond
31
Technology Vision
Austin Independent School District
Appendix
The Austin ISD Board of Trustees has included as part of it’s Results Policy, the goal that all
students be proficient in technology. In addition this is a goal of No Child Left Behind and the
Texasl Long Range Technlogy Plan. It is expected that students will master the K-8 Technology
Application TEKS. To assess progress on this goal a Technology Literacy Assessment (TLA)
has been developed to be given at the benchmark years of Grade 5 and Grade 8. The following
data examines the results of the TLA assessments and identifies gaps in student performance.
AISD Results Policy 2.5: Be Proficient in Technology
Performance
Indicators
2.5.2
Monitoring
Frequency
Performance Targets
Results

90% of students across all student
Annually
Technology Literacy
Assessment (TLA)
Met Standard
groups meet or exceed TLA
passing standards.
(Grades 5, 8)
Annual target: Establish baseline
data and passing standard

Grade 5 first year of
TLA assessment 49%
of 5056 students met
proficiency standard.
Grade 8 first year of
TLA assessment 49%
of students met
proficiency standard
See Attachments # 2
5th Grade TLA Results
See Attachment #3
8th Grade TLA Results
32
Technology Vision
Austin Independent School District
Appendix
5th Grade TLA Results
Elementary Technology Literacy Assessment
May 2006
5056 Fifth Grade Students
Proficiency Score = 220
TLA 5th Grade May 2006
9
8
7
6
5
4
3
2
1
0
Possible Correct
AISD Average n=5056
nd
s
am e
en
Sp
ta
re
ls
ad
sh
So
ee
cia
ts
l/E
th
ic
M
al
ul
tim
ed
ia
ba
er
ne
D
In
t
at
a
Fu
W
or
d
Pr
o
ce
ss
in
g
t
All Grade 5 Students
Nationally n=16495
Student Groups – Grade 5
All Students
African American
Hispanic
White
Economically Disadvantaged
% Met TLA Proficiency
52%
32%
36%
83%
31%
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Technology Vision
Austin Independent School District
Appendix
8th Grade TLA Results
Middle School Technology Literacy Assessment
May 2006
3494 Eighth Grade Students
Proficiency Score = 220
TLA 8th Grade May 2006
9
8
7
6
5
4
3
2
1
0
Possible Correct
AISD Average n=3494
Student Groups Grade 8
All Students
African American
Hispanic
White
Economically Disadvantaged
ia
tim
ed
ca
l
th
i
l/E
M
ul
So
cia
ds
he
e
ts
al
s
re
a
en
t
Sp
nd
am
D
at
a
ba
se
er
ne
In
t
Fu
W
or
d
Pr
o
ce
ss
in
g
t
All 8th Grade Students
Nationally n=19644
% Met TLA Proficiency
50%
30%
37%
75%
30%
34
Technology Vision
Austin Independent School District
Appendix
AISD Results Policy 2.5: Be Proficient in Technology
Performance
Indicators
2.5.3
TLA
Technology Literacy
Assessment
Performance Gaps
(Grades 5, 8)
Performance Targets
No significant achievement gaps
between and among student groups
(with performance of all groups
increasing on the met standard
target).
Annual target: Establish baseline
data.
Monitoring
Frequency
Annually
Results
5th % Met Proficiency
 All Students 52%
 African American
32%
 Hispanic 36%
 White 83%
 Econ. Dis. 31%
8th % Met Proficiency
 All Students 50%
 African American
30%
 Hispanic 37%
 White 75%
 Econ. Dis. 30%
35
Technology Vision
Austin Independent School District
Appendix
Graduating seniors complete an exit survey. Questions regarding technology use at school and at
home were included. The following data summarizes the results.
AISD Results Policy 2.5: Be Proficient in Technology
Performance
Indicators
2.5.4
Student and Staff
Use of
Technology
Performance Targets
An increasing percent of students and
staff report a high level of use and
integration of technology into
instruction.
Annual target: Develop survey
questions for High School Exit
Survey and District
Coordinated Survey. Collect
two years of baseline data to
set target.
Monitoring
Frequency
Annually
Results
Student data collected in
2005-2006 school year to
serve as year one
baseline.
See attachment #4
Staff data collected in
2005-2006. to serve as
year one baseline.
See Attachment #5
36
Technology Vision
Austin Independent School District
Appendix
2005-2006 Student Tech Survey Data
Students reported using a computer less than once a month for Math and Science classes, once a
month for Social Studies classes, and more than about twice a month for Social Studies classes, and
more than about twice a month, on average for English classes. Overall, students reported using a
computer at school once or twice a week.
Almost 90% of students reported having a computer at home, which is used several times a week, on
average. This closely mirrors the responses of high school students nationwide (Ingels, Burns, et al.,
2005). The most frequently occurring computer activity was checking e-mail (several times a week,
on average), followed by using the computer to complete a class assignment (almost once a week,
on average.)
How frequently, on average, did you use a computer for your most recent high school classes
in each of the subjects listed below?
Note: Scores may range from 1(Never) to 4(Daily).
District Average
Math
1.5
Science
1.9
English
2.6
Social Studies
2.1
How often do you use a
computer…
At home?
At school?
At the public library?
At a friend's house?
At another place?
To participate in online
communities?
To check e-mail?
To complete a class
assignment?
What percentage of students
stated they had no computer at
home?
3.5
3.1
1.6
1.9
1.8
2.1
3.3
2.8
13.9
District Average
37
Technology Vision
Austin Independent School District
Appendix
2005-2006 Staff Survey Summary
Technology
Educators were surveyed on their use of technology as part of the Coordinated Employee
Survey. The following data summarizes the data that was collected.
2005-2006 Employee Coordinated Survey Results
Total number of item respondents
Respondent Group
Teachers
Total
189
How frequently do you use technology for each of the following tasks?
Showing a PowerPoint or video while I lecture.
Total
2.12%
5.29%
9.52%
12.70%
17.46%
47.09%
5.82%
100.00%
Every day
A few days each week
A few days each month
A few days each semester
A few days each year
I have never used technology in this way.
(blank)
Grand Total
Student centered use of technology tools
Total
17.99%
22.22%
23.81%
12.70%
6.88%
12.17%
4.23%
100.00%
Every day
A few days each week
A few days each month
A few days each semester
A few days each year
I have never used technology in this way.
(blank)
Grand Total
To communicate with parents via email
Every day
A few days each week
A few days each month
A few days each semester
A few days each year
I have never used technology in this way.
(blank)
Grand Total
38
Total
11.11%
18.52%
15.87%
7.41%
9.52%
32.80%
4.76%
100.00%
Technology Vision
Austin Independent School District
Appendix
How frequently do you use technology for each of the following tasks?
To communicate with students via email
To communicate with students via e-mail
Every day
A few days each week
A few days each month
A few days each semester
A few days each year
I have never used technology in this way.
(blank)
Grand Total
Total
2.12%
5.29%
7.94%
4.23%
10.05%
65.08%
5.29%
100.00%
To search the internet for lesson preparation
To search the Internet for lesson preparation
Every day
A few days each week
A few days each month
A few days each semester
A few days each year
I have never used technology in this way.
(blank)
Grand Total
Total
12.70%
34.39%
32.28%
5.29%
6.88%
5.29%
3.17%
100.00%
For internet searches as part of a class
For Internet searches as part of class
Every day
A few days each week
A few days each month
A few days each semester
A few days each year
I have never used technology in this way.
(blank)
Grand Total
Total
7.94%
21.69%
23.28%
14.29%
7.94%
17.99%
6.88%
100.00%
39
Technology Vision
Austin Independent School District
Appendix
2005-2006 Employee Coordinated Survey Results
Please indicate the extent to which you agree or disagree with the following statements.
Students in my class apply technology to develop higher order skills and creativity
Group
Strongly Agree
Agree Disagree Strongly Disagree Don't Know
N/A
Teachers
12.70%
52.91%
8.99%
3.17%
3.70%
14.81%
(blank)
3.70%
Grand Total
100.00%
I am able to plan strategies to manage student learning in a technology-enhanced classroom
Group
Strongly Agree
Agree Disagree Strongly Disagree Don't Know
N/A
(blank)
Teachers
13.23%
51.85%
7.94%
3.70%
4.76%
14.29% 4.23%
Grand Total
100.00%
I am able to locate and evaluate appropriate online resources for my students
Group
Strongly Agree
Agree Disagree Strongly Disagree Don't Know
N/A
Teachers
22.22%
56.08%
5.82%
1.06%
2.65%
10.05%
(blank)
2.12%
Grand Total
100.00%
I use online resources to engage in professional development and improve my teaching
Group
Strongly Agree
Agree Disagree Strongly Disagree Don't Know
N/A
(blank)
Teachers
17.46%
50.26% 13.76%
2.12%
2.65%
10.05% 3.70%
Grand Total
100.00%
I use technology to communicate and collaborate with peers
Group
Strongly Agree
Agree Disagree Strongly Disagree Don't Know
Teachers
37.04%
47.62%
4.23%
1.59%
1.59%
N/A
3.70%
(blank)
4.23%
Grand Total
100.00%
My students have the computer access (at school) they need for optimal learning
Group
Strongly Agree
Agree Disagree Strongly Disagree Don't Know
N/A
Teachers
22.22%
46.03% 15.34%
4.76%
2.65%
5.29%
(blank)
3.70%
Grand Total
100.00%
40
Technology Vision
Austin Independent School District
Appendix
2005-2006 Employee Coordinated Survey Results
Please indicate how often you do each of the following things.
Save files from my district server space (H-drive, Home folder)
Group
Frequently Occasionally Seldom
Teachers
39.15%
26.46%
14.29%
N/A
0.00%
(blank)
1.59%
Grand Total
100.00%
Require my students to save files to their district server space (H-drive, Home folder)
Group
Frequently Occasionally Seldom
Never
N/A
Teachers
11.64%
20.11%
15.87% 35.96%
13.76%
(blank)
2.65%
Grand Total
100.00%
Request support from Instructional Technology related to integration of technology in the curriculum
Group
Frequently Occasionally Seldom
Never
N/A
(blank)
Teachers
6.35%
25.93%
28.04% 28.57%
8.99%
2.12%
Grand Total
100.00%
Which of the following describes your internet access at home?
Total
Broadband (DSL or Cable Modem)
75.13%
Dial-up
15.87%
No Internet access at home
7.94%
(blank)
1.06%
Grand Total
100.00%
41
Never
18.52%
Technology Vision
Austin Independent School District
Appendix
Goals & Objective Summary:
Austin ISD developed goals and objectives based upon the recommendations defined by the
Texas Long-Range Plan for Technology in the areas of Teaching and Learning, Educator
Preparation and Development, Administration and Instructional Support, and Infrastructure
for Technology. Correlations are noted for No Child Left Behind (NCLB) National
Education Technology Plan (NETP).
Goal 1 ~ Teaching and Learning
Teaching & Learning focuses on the instructional needs of teachers and the learning needs of
students in meeting the vision of technology in education.
Goal 2 ~ Educator Preparation and Development
Educator Preparation and Development addresses the staff development needs not only of
teachers but of all the members of the professional education community.
Goal 3 ~ Leadership, Administration and Instructional Support
Leadership, Administration and Instructional Support at all levels address the creation of a
shared vision, encourage and sustain the appropriate integration of technology, use modern
information technology tools to embrace accountability and use data for sound decision-making
and continual assessment of effective technology for improving student learning.
Goal 4 ~ Infrastructure for Technology
Infrastructure for Technology focuses on hardware, software, and tech support personnel. The
infrastructure must be secure, stable, supportable, flexible, scalable and follow common
standards in order to grow with new technologies.
42
Technology Vision
Austin Independent School District
Appendix
Goal 1 ~ Teaching and Learning
Teaching & Learning focuses on the instructional needs of teachers and the learning needs of
students in meeting the vision of technology in education.
All Learners:

have access to relevant technologies, tools, resources and services for individualized
instruction 24/7.
 use information and communication technologies to collaborate, construct knowledge and
provide solutions to real-world problems.
 use research based strategies in all subject areas to improve academic achievement.
 communicate effectively in a variety of formats for diverse audiences.
Objective 1.1: Integrate the Technology Applications TEKS within the foundation curriculum at each
grade level and provide specialized courses in Technology Applications
Objective 1.2: Offer and provide the Technology Applications high school courses to meet the
curriculum and graduation requirements specified in 19 TAC Chapter 74.
Objective 1.3: Use digital diagnostic tools for formative evaluation to monitor progress toward the
mastery of instructional objectives. Integrate student performance data from district/state assessment
instruments with electronic curriculum resources to inform and differentiate instruction for every child.
Objective 1.4: Develop strategies to monitor and document progress of integration of technology into
curricula and instruction and to monitor and report student mastery of the Technology Applications TEKS
to TEA.
Objective 1.5: Provide curriculum to ensure personal safety for students in a digital world and
Acceptable Use Policies that specify expectations and rules for students, parents, and teachers.
Objective 1.6: Implement innovative programs that promote parental involvement, increased
communication with parents and community members, and community access to educational resources.
Objective 1.7: Ensure that school libraries have the latest technology and online resources for student
research and curriculum integration and to assist teachers in teaching information literacy and Technology
Applications Skills
Objective 1.8: Utilize innovative strategies for the delivery of specialized or rigorous courses and
expanded curricular offerings through the use of technology, including distance learning and digital
content services to meet the diverse and personal learning needs of all students.
Objective 1.9: Ensure accessibility by all students to technology-based instruction and
adaptive/assistive devices as appropriate.
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Technology Vision
Austin Independent School District
Appendix
Goal 2 ~ Educator Preparation and Development
Educator Preparation and Development addresses the staff development needs not only of
teachers but of all the members of the professional education community.
All educators will:
 develop new learning environments that utilize technology as a flexible tool where
learning is collaborative, interactive and customized.
 ensure integration of appropriate technology throughout all of curriculum and instruction.
Objective 2.1: Provide professional development for teaching and integrating Technology
Applications into the foundation and enrichment
Objective 2.2: Support teachers in developing classroom websites and online resources to share
lessons, monitor student progress, and establish regular communication with parents and students.
Objective 2.3: Utilize innovative strategies for the delivery of ongoing professional development
through the use of technology, including online and other distance learning and digital content services.
Objective 2.4: Provide staff development and document progress of teachers towards mastery of the
Technology Applications Educator Standards I-V.
Objective 2.5: Provide training on the use of electronic tools and information to support sound, datadriven instructional decision-making.
Objective 2.6: Support teachers in exploring emerging technologies for instructional delivery and
student centered technology use.
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Technology Vision
Austin Independent School District
Appendix
Goal 3 ~ Leadership, Administration and Instructional Support
Leadership, Administration and Instructional Support at all levels address the creation of a
shared vision, encourage and sustain the appropriate integration of technology, use modern
information technology tools to embrace accountability and use data for sound decision-making
and continual assessment of effective technology for improving student learning.
All leaders will:










develop, implement, budget for and monitor a dynamic technology plan to meet the needs of a
changing workforce and economy.
offer expanded instructional opportunities to students via online digital content, and a variety of
distance learning technologies.
provide opportunities for sustained, relevant and timely staff development in a variety of formats.
expect appropriate technology use throughout the teaching and learning process.
provide easy access to student data for effective analysis and decision making
provide an electronic communication system to foster collaboration,
support a comprehensive student data system
provide secure access to data for all stakeholders.
support business practices with an all inclusive software package.
create and support applications to meet the requests of instructional leaders.
Objective: 3.1 Incorporate ongoing technology planning in classroom, library, campus, and district
improvement plans.
Objective: 3.2 Promote a comprehensive planning process that involves all stakeholders.
Objective: 3.3 Create budget and secure funding to support technology identified in classroom,
library, campus, and district planning efforts..
Objective: 3.4 Coordinate the use of electronic data in district planning to support researchbased decision making focused on success.
Objective: 3.5 Initiate and implement policies to expand parental and community access to
school facilities, library resources, and non-secured data through technology..
Objective: 3.6 Provide parents secure electronic access to student information.
Objective: 3.7 Incorporate mastery of SBEC Technology Applications Standards into local
educator appraisal system.
Objective: 3.8 Budget for, offer, and support expanded online curriculum and instructional
opportunities to students,
Objective: 3.9 Participate in collaboration with representatives from Pre-K-12, higher
education, parents, businesses and community to share resources and services.
Objective: 3.10 Provide position appropriate training for all staff.
Objective: 3.11 Support an interactive, integrated system for data.
Objective: 3.12 Design, implement and maintain enterprise applications and services
45
Technology Vision
Austin Independent School District
Appendix
Goal 4 ~ Infrastructure for Technology
Infrastructure for Technology focuses on hardware, software, and tech support personnel. The
infrastructure must be secure, stable, supportable, flexible, scalable and follow common
standards in order to grow with new technologies.
The infrastructure will provide:



measures to ensure all data is secure and accurate.
data standards to support interoperability and accessibility for all users.
equitable access to e-learning technologies for all users.
 technical assistance to support teaching and learning.
 reliable access to all computers and systems
 provide a robust network within and between schools.
Objective 4.1: Design, install and maintain a technology and telecommunications infrastructure for
communications and services that ensures reliable secure equitable access.
Objective 4.2: Strive to achieve and maintain a personal computing device access ratio of 1:1 for both
students and professional educators.
Objective 4.3: Provide on-demand access to appropriately configured technology for all students and
staff, including those with disabilities.
Objective 4.4: Maintain an obsolescence policy to ensure maximum efficiency and use of technology
and infrastructure by all students and staff
Objective 4.5: Provide and maintain an infrastructure for communications with parents and
community members, including year-round access to school news, educational resources, data and
personnel
Objective 4.5: Maintain a high level of customer service
46
Technology Vision
Austin Independent School District
Appendix
Austin Independent School District Acceptable Use Guidelines
The Superintendent or designee shall implement, monitor, and evaluate electronic media resources for
instructional and administrative purposes.
Availability of Access
Access to the District's electronic communications system(s), including the Internet, shall be made
available to students and employees exclusively for instructional and administrative purposes and in
accordance with administrative regulations.
Access to the District's electronic communications system(s) is a privilege, not a right. All users shall be
required to acknowledge receipt and understanding of all administrative regulations governing use of the
system(s) and shall agree in writing to comply with such regulations and guidelines. Noncompliance with
applicable regulations will result in disciplinary action consistent with District policies and regulations.
(See AISD Student Code of Conduct, Local DDA and DHC, and Code of Ethics and Standard Practice for
Texas Educators, Regulations Governing Classified employees, p.6-8) Violations of law may result in
criminal prosecutions as well as disciplinary action by the District.
Acceptable Use
The Superintendent or designee shall develop and implement administrative regulations, guidelines, and
user agreements, consistent with the purposes and mission of the District and with law and policy
governing copyright.
Monitored Use
Electronic mail transmissions and other use of the electronic communication system(s) by students and
employees shall not be considered confidential and may be monitored at any time by designated staff to
ensure appropriate use for educational or administrative purposes.
Internet Safety
The Austin Independent School District:




Controls students' access to inappropriate materials, as well as to materials that are harmful to
minors;
Ensures student safety and security when using electronic communications;
Prevents unauthorized access, including hacking and other unlawful activities; and
Restricts unauthorized disclosure, use, and dissemination of personally identifiable information
regarding students.
Filtering
Each District computer with Internet access shall have a filtering device or software that blocks access to
visual depictions that are obscene, pornographic, inappropriate for students, or harmful to minors, as
defined by the federal Children's Internet Protection Act and as determined by the Superintendent or
designee.
47
Technology Vision
Austin Independent School District
Appendix
Disclaimer of Liability
The District shall not be liable for the users' inappropriate use of the District's electronic communication
resources or violations of copyright restrictions, users' mistakes or negligence, or costs incurred by users.
The District shall not be responsible for ensuring the accuracy or usability of any information found on
the Internet. The Superintendent or designee will oversee the District's electronic communication
system(s). Oversight of the posting of official district, campus, or division/department materials on the
District's electronic communication system(s) will be the responsibility of the superintendent, principal,
or division/department supervisor or designee. The District's system(s) will be used only for
administrative and instructional purposes consistent with the District's mission and goals.
Training
Training for employees and students in the proper use of the system(s) will be provided. Users will be
provided copies of the District's acceptable use guidelines. Training in the District's system(s) will
emphasize ethical use of the system's resources.
Copyright
Copyrighted software or data may not be placed on any system connected to the District's system(s)
without permission from the holder of the copyright. Only the owner(s) or individuals the owner(s)
specifically authorized may upload copyrighted material to the system(s).
System Access
With the approval of the principal, or division/departmental supervisor or designee, users will be granted
appropriate access to the District's system(s). Any system users identified as having violated District,
campus, and/or division/department system acceptable use guidelines will be subject to disciplinary
action consistent with District policies and regulations.
System(s) Coordinator's Responsibilities
The system coordinator(s) (principal, or division/department supervisor, or designee) for the electronic
communication system(s) will:
1. Be responsible for the disseminating and enforcing applicable District policies and acceptable use
guidelines for the District's system(s).
2. Ensure that all users of the District's system(s) complete and sign an agreement to abide by
District policies and administrative regulations regarding such use. All such agreements shall be
kept on file by the system coordinator.
3. Ensure that all employees supervising students who use the District's system(s) provide training
emphasizing the appropriate uses of these resources.
4. Be authorized to monitor or examine all system(s) activities deemed appropriate to ensure proper
use of the system(s).
5. Be authorized to set limits for disk utilization on the system(s), as needed.
Individual User Responsibilities
The following standards will apply to all users of the District's electronic information/communications
system(s). Users who violate these standards may be subject to disciplinary action in accordance with
District policies and regulations:
1. The system(s) may not be used for illegal purposes, in support of illegal activities, or for any
other activity prohibited by District Policy.
2. System users may not use another person's ID or password.
48
Technology Vision
Austin Independent School District
Appendix
3. System users shall maintain electronic information in accordance with established guidelines.
4. System users may not upload programs to the District's system(s) without appropriate
authorization.
5. System users may not knowingly bring prohibited materials into the District's electronic
communication system(s).
Users who violate these standards may be subject to disciplinary action in accordance with District policy
and/or legal actions.
Vandalism Prohibited
Any malicious attempt to harm or destroy District equipment or materials, data of another user of the
District's system(s), or any of the agencies or other networks that are connected to the Internet is
prohibited. Deliberate attempts to compromise, degrade, or disrupt system performance may be viewed as
violations of District policies and administrative regulations and, possibly, as criminal activity under
applicable state and federal laws. This includes, but is not limited to, the uploading or creating of
computer viruses.
Forgery Prohibited
Forgery or attempted forgery of electronic mail messages is prohibited. Attempts to read, delete, copy, or
modify the electronic mail of other system users or deliberate interference with the ability of other system
users to send/receive electronic mail is prohibited
Limitation/Termination/and/or Revocation of System User Access
The District may limit, suspend or revoke a system user's access to the District's system(s) upon violation
of District policy or administrative regulations regarding acceptable use.
Warning
System users and parents of students with access to the District's electronic communication system(s)
should be aware that use of the system may provide access to other electronic communication systems in
the global electronic network that may contain inaccurate or objectionable material.
Disclaimer
The District's system is provided on an "as is, as available" basis. The District does not make any
warranties, whether expressed or implied, with respect to any services provided by the system(s) and any
information or software contained therein. The District does not warrant that the functions or services
performed by, or that the information or software contained on the system will meet the system user's
requirements, or that the system will be uninterrupted or error-free, or that defects will be corrected.
Opinions, advice, services, and all other information expressed by system users, information providers,
service providers, or other third party individuals in the system are those of the providers and not the
District. The District will cooperate fully with local, state, or federal officials in any investigation
concerning or relating to misuse of the District's electronic communication system(s).
49
Long-Range Technology Plan
Austin Independent School District
Appendix
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