identification and status of subgroup core data. School and District MTSS leadership teams access SMART, consistent with the needs of each struggling students, to evaluate the status of students and interventions. Teachers and administrative staff use the SMART data system on a daily basis for attendance, grades, and student assessment information. I.5 District Policy - The district should provide each of the policies listed below and include any additional digital technology relevant policy in the "other/open" category. If no district policy exists in a certain category, please use "N/A" to indicate that this policy is currently (This does not preclude the district from developing and including a relevant policy in the future.) These policy types are suggestions, please complete as they are available or add additional if necessary. Type of Policy Brief Summary of Policy Web Address Date of Adoption Student data safety, security and privacy Electronic Comm. Policy and AUP Implementation Guidelines addresses Student data safety, security and privacy 07/2016 District teacher evaluation components relating to technology Addressed in FEAPs Learning Environment, Instr. Delivery & Facilitation and Assessment 05/2016 BYOD Your Own Device) Policy Student Mobile Device Agreement and Policy address use of WiFi by students and guests 05/2013 Policy for refresh of devices (student and teachers) The Computer Support Supervisor and the Director of Inservice and Instructional Technology, using the FLDOE guidelines, maintain a timeline for refresh on all district computers. Standard operating procedure is that there are no computers in the district older than six years. 07/2016 Acceptable/ Responsible Use policy (student, teachers, admin) Employees verify via required instruction. Students verify via instruction and signature of parent. 07/2016
Skilled Workforce and Economic Development Professional Development: Instructional personnel and shall have access to opportunities and training to assist with the integration of technology into classroom teaching. Professional Development should be evaluated based on the level of current technology integration by teachers into classrooms. This will measure the impact of the professional development for digital learning into the classrooms. The Technology Integration Matrix (TIM) can be found at: Average integration should be recorded as the percent of teachers at each of the five categories of the TIM for the levels of technology integration into the classroom curriculum: Adoption Adaptation Infusion Transformation Professional Development Needs Analysis (Required) Baseline (established in 2016) Target Date for Target to be Achieved (Mo/Year) II.C.1. Average teacher technology integration via the TIM (based on 200 (approx. 10%) peer observations, 60% of schools) Entry: 21% Adoption: 37% Adaption: 24% Infusion: 11% Transform: 17% 10% Adoption: 40% Adaption: 30% Infusion: 10% Transform: 10% (05/2018) II.C.2. Percentage of total evaluated teacher lessons plans at each level of the TIM Not Yet Determined Entry: % Adoption: % Adaption: % Infusion: % Transform: % % Adoption: % Adaption: % Infusion: % Transform: % (TBD) C. Professional Development Needs Analysis (District Provided) Baseline Target Target to be Achieved (Mo/Year) II.C.3. (D) Instructional technology specialists to assist administrators, technology coaches and classroom teachers in technology integration. 2 Maintain 2 06/2017 Seamless Articulation and Maximum Access Digital Tools: Districts shall continue to implement and support a digital tools system that assists district instructional personnel and staff in the management, assessment and monitoring of student learning and performance. Please complete the chart below to indicate the digital tool components your district currently has access to and utilizes. Districts may also add metrics for the measurement of CAPE (Career and Professional Education) digital tools.
the ability to create and manage professional development offerings and plans. II.D.6. (T) A system that includes comprehensive student information that is used to inform instructional decisions in the classroom for analysis, and for communicating to students and parents about classroom activities and progress. 100% 100% 100% Complete Digital Needs Analysis Parents (Required) Access Utilization Baseline % of parents with access to this type of tool Target % of parents with access to this type of tool by 2017-2018 Baseline % of parents who use this type of tool on a regular basis Target % of parents who use this type of tool on a regular by (P) A system that includes comprehensive student information to inform parents about instructional decisions, classroom activities, and student progress. 100% 100% 50% 75% Digital Tools Needs Analysis Instructional Materials (Required) Baseline % established in 2016 Target % by 2017-2018 II.D.1. (IM) Percentage of instructional materials purchased and utilized in digital format (purchases for 2016-17) 50% 75% II.D.2. (IM) Percentage of total instructional materials implemented and utilized that are digital format (includes purchases from prior years) 50% 75% II.D.3. (IM) Percentage of instructional materials integrated into the district Digital Tools System 80% 100% II.D.4. (IM) Percentage of the materials in answer II.D.2. above that are accessible and utilized by teachers 100% 100% II.D.5. (IM) Percentage of the materials in answer II.D.2. that are accessible and utilized by students 50% 75% .
III.E.1. Supervisor of Computer Support and Director of Inservice and Instructional Technology will monitor purchase, deployment, and of CoWs. Schools are able to conduct statewide FSA/EOC computer-based assessments with largest grade level during a single timeframe.