School Technology And Readiness Chart (Star Chart)

Massachusetts School Technology and Readiness Chart (STaR Chart)

MASSACHUSETTS SCHOOL TECHNOLOGY AND READINESS CHART (STAR CHART)

Massachusetts Education Technology Advisory Council's1 (ETAC's) School Technology and Readiness Chart (STaR Chart) is designed to promote best practices in the use of technology in the Commonwealth’s schools. Districts can use it to find suggested next steps along the technology continuum to improve teaching, learning, and educational management. It can also be used to inform decision/policy makers about the complexity of the issue and how multiple elements must be addressed simultaneously to ensure the effectiveness of technology implementation and use.

The STaR Chart is organized to address the impact of technology in four broad realms. Each realm contains multiple focus areas that describe a typical progression from early through advanced technology use. Each level builds upon the capabilities of the earlier level. The focus areas recommended for use in the Massachusetts Local Technology Plan Benchmarks are indicated below by an “*.” For these identified focus areas, ETAC recommends the STaR Chart’s "Proficient Tech" level as the targeted “Level of Progress.”

1. Teaching and Learning . Impact of Technology on Teacher Role . Patterns of Teacher Use* . Design of Instructional Setting . Curriculum Areas . Patterns of Student Use*

2. Educator Preparation and Development . Content of Training

Education Technology Advisory Council (ETAC) Revised 6/14/2010 Page 1 Massachusetts School Technology and Readiness Chart (STaR Chart) . Capabilities of Educators* . Leadership of Principals, Teacher Leaders, and District Administrators . Models of Professional Development . Levels of Understanding . Universal Access: Integration of Universal Design and Assistive Technology

3. Administration and Support Services . Vision and Planning . Technical Support (hardware, operating system, network)* . Technology Integration Specialist* . Budget Levels . Budget Allocated for Technology (Total Cost of Ownership)*

4. Infrastructure for Technology . Universal Design and Accessible Technology Considerations (e.g. Section 508) . Students Per Instructional Computer* . Internet Access Connectivity/Speed* . E-learning Environments* . LAN/WAN * . Other Technologies . Safety and Security*

Education Technology Advisory Council (ETAC) Revised 6/14/2010 Page 2 Massachusetts School Technology and Readiness Chart (STaR Chart) The STaR Chart was derived from the Texas chart2 of the same name several years ago. The Massachusetts STaR Chart has subsequently been updated several times. This is the first update since November 2006.3 Note that the axes of the 2006 STaR chart have been transposed for the 2010 version.

WHY A STAR CHART

There are several reasons why ETAC maintains this chart:

1. ETAC believes that any strategic technology plan for the Commonwealth should reflect the best practices incorporated in the chart. All plans should consider these expectations for schools, teachers, students, and infrastructure as goals to strive for over time.

2. ETAC believes it is important to have clear standards for every school district. We recommend that Massachusetts Local Technology Plan Benchmarks be defined by the Proficient Tech level of the following focus areas: . Patterns of Teacher Use (Row B) . Patterns of Student Use (Row E) . Capabilities of Educators (Row G) . Technical Support (Row M) . Curriculum Integration Staffing (Row N) . Budget Allocated for Technology (Row P) . Students per Instructional Computer (Row R) . Internet Access (Row S) . E-Learning Environments (Row T) . LAN/WAN (Row U) . Safety and Security (Row W)

Education Technology Advisory Council (ETAC) Revised 6/14/2010 Page 3 Massachusetts School Technology and Readiness Chart (STaR Chart)

3. The STaR chart provides a common set of goals for guidance to the Massachusetts Department of Elementary and Secondary Education when distributing technology grants. This guidance is part of ETAC's charge from the Commissioner.

STAR CHART ASSUMPTIONS

There are several assumptions built into this work:

1. Technology should be integrated into teaching and learning so that its use extends opportunities and potential for all students.

2. The effective use of technology involves the many elements specified by the focus areas. Technology in education, used appropriately and effectively, is a complex set of interactions of people, materials, infrastructure and continuous support. It is not a single investment at one time.

3. The chart will be reviewed annually and updated as needed.

4. The chart is "forward looking" because technology constantly changes and educators need to consider how these changes impact teaching and learning and educational management.

The chart strikes a balance between what is reasonable in schools given the current funding and what is desirable given our goals for student learning and each community's expectations.

1. TEACHING AND LEARNING

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (A) Impact of Mostly teacher-centered Mostly teacher directed Mostly teacher-facilitated Mostly student-centered Technology on lectures. Minimal learning. Students use learning. Students use learning, teacher as Teacher Role student use of technology to work on technology for mentor/facilitator. Students technology in individual projects. cooperative projects in use technology to instruction. their own classroom. communicate and collaborate outside the classroom. (B) Patterns of 85% of teachers use 85% of teachers explore 85% of teachers use 85% of teachers integrate Teacher Use technology as a using technology to technology for research, evolving technologies that productivity tool (e.g., support curriculum goals lesson planning, transform the teaching email, grades) and/or as (e.g. research, lesson multimedia and graphical process by allowing for a classroom supplement planning). presentations, and greater levels of access, (e.g. drill and practice). simulations. Teachers interest, inquiry, analysis, share technology uses collaboration, creativity, and with colleagues. content production. (C) Design of Mostly computer labs or Labs, libraries, many Lab, libraries, all Seamlessly integrated Instructional libraries; scheduled use classrooms; flexible classrooms, and portable throughout classes and all Setting only. scheduling. technology (e.g. wireless content areas. Technology is laptops or handheld available anytime both in electronic devices); school and within the flexible scheduling. community.

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (D) Curriculum Limited to teaching Use of technology is Integrated into most Integral to all curricular Areas technology skills at minimal in a few Curriculum Framework areas at all grade levels. different grade levels. curricular areas across areas and activities at all grade levels. grade levels. (E) Patterns of Less than half of More than half of Almost all of students All students show Student Use students show students show show proficiency in all proficiency in all proficiency in all proficiency in all Massachusetts Massachusetts Technology Massachusetts Massachusetts Technology Literacy Literacy Standards and Technology Literacy Technology Literacy Standards and Expectations for their grade. Standards and Standards and Expectations for their Expectations4 for their Expectations for their grade. grade. grade. (F) Content of Technology skills (email, Training encompasses Training directly ties Training focuses on Training word processing, more complex technology to its use in modeling, mentoring, and Iinternet browser use, professional uses content areas and how to adopting new technologies etc.) for teachers' (district applications effectively manage it in as well as the integration of professional use. such as attendance and the classroom. Universal Design and access report cards, scanners, considerations for all cameras) and curriculum students. integration strategies.

2. EDUCATOR PREPARATION AND DEVELOPMENT

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (G) Capabilities of 100% meet TSAT and/or 80% meet TSAT and/or 80% meet TSAT and/or 80% meet TSAT and/or Educators local district teacher local district teacher local district teacher local district teacher technology technology technology technology competencies competencies and competencies and competencies and and implement them into implement them into the implement them into the implement them into the the school environment. school environment. school environment. school environment. (H) Leadership of Recognizes benefits of Supports use of Recognizes and identifies Promotes exemplary use Principals, technology in instruction technology in instruction. exemplary use of of technology in Teacher Leaders to improve learning Uses technology in daily technology in instruction. instruction. Models and and District outcomes for all work. Approaching Uses technology skills in uses in daily work in Administrators students. Minimal proficiency of national daily work such as communication, personal use (email, standards for research and presentations, online word processing, administrators. communication and collaborative projects, and Internet browser use, models appropriately management tasks. etc.). Awareness of with staff. Provides Develops a school culture national standards for constructive feedback to that expects all teachers administrators. teachers on their to use technology. technology use. Advocates in the community for the integration of technology in instruction. Expects all teachers to use technology well.

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (I) Models of Whole group, skill-based Whole group curriculum- Coaching, modeling best Creates a culture of Professional training with minimal based training with practices, district-based inquiry, sharing and Development follow-up. follow-up to facilitate mentoring. Involvement knowledge building. classroom in a development / Anytime learning available implementation. improvement process. through a variety of Study groups. delivery systems (e.g., just-in-time support, mentoring, peer observation). (J) Levels of Most at entry or Most at adaptation stage Most at appropriation Most at invention stage Understanding adoption stage (Students (technology used to stage (technology is (teachers discover and learning to use enrich curriculum). Most integrated, used for its accept new uses for technology; teachers use beginning to use with unique capabilities). technology). technology to support students. traditional instruction).

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (K) Universal Access: Emerging awareness of Awareness of universal Awareness of universal Systemic adoption of Integration of universal design and design and assistive design and assistive universal design strategies Universal Design assistive technologies technologies technologies throughout the curriculum and Assistive (hardware/software) (hardware/software) by (hardware/software) by and the seamless Technology limited to special special educators & special educators & most integration of assistive educators; few examples some general educators; general educators; technology to promote across the district of universal design universal design access to the general universal design strategies or assistive strategies or assistive curriculum for all strategies or assistive technology used to technology used to students; staff are technology used to promote access to the promote access to the designated to provide AT promote access to the general curriculum general curriculum assessment, procurement, general curriculum. demonstrated across all demonstrated across all support (training), and grade levels. grade levels; staff are maintenance. designated to provide AT assessment, procurement, support (training) and maintenance.

3. ADMINISTRATION AND SUPPORT SERVICES

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (L) Vision and Minimal technology plan; The technology plan is In addition, the The technology plan and Planning technology used mainly for aligned with the Technology Plan is vision are focused on administrative tasks such Massachusetts integrated into district improving the success of as word processing, Technology Plan, and is plan; used for internal all students based on budgeting, attendance, approved by the School planning, budgeting, needs, research, proven grade book. Committee & supported applying for external teaching and learning by the Superintendent. funding and discounts. principles and is actively Plan collaboratively Teachers and supported by the School developed by key administrators have a Committee and stakeholders (e.g., vision for technology use Superintendent. teachers, parents, in support of student Technology plan is community members, learning, teacher collaboratively local business, and professionalism, and developed, guiding policy individuals with data management. and practice; updated at disabilities), guiding least annually. policy and practice. Addresses local district teaching and learning standards.

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (M) Technical Some technical support Sufficient technical staff Sufficient technical staff Sufficient technical staff Support and minimal support tools and support tools to and support tools to and support tools to (hardware, to resolve 95% of problems resolve 95% of resolve 95% of problems resolve 95% of problems operating in greater than five days. problems in two to five within two days. Same- within one day. Technical system, network) Problems cause major days. Same-day day in-classroom support is readily disruptions to curriculum technical support for technical support available on-site for both delivery using technology. infrastructure problems available. Problems infrastructure and by call-in. Problems infrequently cause major application problems. sometimes cause major disruptions to curriculum Problems do not cause disruptions to delivery using major disruptions to curriculum delivery technology. Network curriculum delivery using using technology. administrator. technology. Network Designated Network administrator. Administrator. (N) Technology No district level District level District level Technology District Technology Integration Technology Director. Local Technology Director. Director. Dedicated Director. Dedicated Specialist instructional technology One-half instructional instructional technology instructional technology support is inconsistent. technology specialist specialist—one half specialist—one half per 60-120 staff. person per 30-60 staff. person per 30-60 staff. Dedicated staff at district Dedicated staff at district level for data level for data management and management and assessment. assessment and to help produce integrated curriculum content.

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (O) Budget Levels Budget for hardware and Budget for hardware Budget for purchases, Budget for purchases, software purchases and and software purchases professional incentives for professional development. (new and replacement) development, adequate professional and professional staffing support, and development, sufficient development, minimal ongoing costs. Other staffing support, and staffing support, and state, federal, and local ongoing costs. some ongoing costs. programs directed to Appropriate budget to support technology support district funding. Business technology plan. partnerships, donations, and other local funding designated for technology. (P) Budget Allocated Less than $175 per Between $175- $300 Between $300 - $425 per $425 or more per student for Technology student. per student. student (Total Cost of Ownership)

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (Q) Universal Design Considerations for Considerations for Considerations for Universal design and and Accessible universal design and universal design and universal design and accessible technologies Technology accessible technologies are accessible technologies accessible technologies considerations are Considerations limited to the Individual are established in areas are established in areas established throughout (e.g., Section Education Program (IEP) of high student use of high student use (e.g., the district; procurement 508) process for students with (e.g., libraries, libraries, computer labs), policies for information disabilities. Procurement computer labs); some classrooms and and instructional policies for information inconsistent administrative offices; technologies that ensure and instructional implementation of routine implementation usability, equivalent technologies do not ensure procurement policies of procurement policies access, and usability, equivalent for information and for information and interoperability in access, or interoperability. instructional instructional accordance to the technologies that technologies that ensure guidelines established by ensure usability, usability, equivalent Section 508. equivalent access, and access, and interoperability. interoperability.

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (R) Students Per 10 or more students per Fewer than 10 students Fewer than 5 students One student per Type A Instructional Type A or B computer; no per Type A and B per Type A and B and B computer or other Computer firm computer computer; replacement computer; replacement electronic device. replacement policy policy established; one cycle established for 6 Replacement cycle established by district. computer per teacher. years or less; one established for 5-6 years computer per teacher— or less; one computer per possibly a laptop for teacher—possibly a working at home. Most laptop for working at students have access to home. 75% of computers handheld electronics. meet Massachusetts A/B Maintains a list of places standards. School works students can use with community to technology outside of provide equitable access school. to technology for students and community members after school hours.

4. INFRASTRUCTURE FOR TECHNOLOGY

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (S) Internet & WAN Dial-up connectivity Direct connectivity to the District Internet connection District Internet connection of Access, to the Internet Internet available at each of 10 Mbps per 1,000 100 Mbps per 1,000 students Connectivity, available only on a school and in most students and staff district- and staff district-wide.6 School and few computers. rooms. Adequate wide.5 School connection to connection to district WAN of Speed bandwidth to the school district WAN of 100 Mbps 1,000 Mbps per 1,000 to avoid most delays. per 1,000 students/staff to students/staff. Easy access for avoid most delays. Easy students and teachers access for students and including most wireless teachers, including some connectivity to enable wireless. interactive presentations and video.

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (T) E-Learning Web- and/or Expanded web- and/or Building upon Developing Seamless IP-based Environments satellite-based satellite-based Tech, development of infrastructure expanded to K- interactive learning interactive learning connections for improved 16 to allow development of opportunities opportunities with the access to web-based and/or high-quality web- and video- delivered possible addition of interactive IP-based video based content. Content synchronously or asynchronous video learning on the local, state, distribution available for all asynchronously, on streaming or regional, national, and students and teachers. a scheduled or synchronous international level (school Archives allow for content unscheduled basis, videoconferencing. The to school, district to district, review asynchronously and primarily for addition of courses for school/district to state, sharing/distribution of these professional professional state to state, country to resources. development on a development for country). Applications to limited basis. teachers and student include courses, cultural courses at the high projects, virtual field trips, school and college level etc. (K-16).

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (U) LAN Limited print/file Most rooms connected All rooms connected to All rooms connected to sharing network at to Internet via WAN and Internet with significant Internet with significant each school for lab, wireless connectivity wireless connectivity at wireless connectivity at each administration, and where possible at each each school with sufficient school with sufficient some classrooms. school with student bandwidth for effective bandwidth for effective Some shared access. Minimum 10/100 student access. Minimum student access. Minimum 100 resources and some Mbps Cat 5 switched 100 Mbps Cat 5e switched Mbps/1 Gbps Cat 5e/6 secure storage network. Basic servers network. District-owned switched network to space. Minimum for sharing some servers or cloud computing classroom. Different services 10/100 Mbps Cat 5 resources at each school. provides secure storage, (data, phone, video, guest hubbed network. backups, applications, access, etc.) on different virtual schedule, email, and LANs. All schools have website. Students, teachers sufficient bandwidth for and parents have easy content delivery through access to educational resources such as video resources from home and streaming and conferencing. school (e.g., web portal). Students, teachers and parents have easy access to educational resources from home and school (e.g., web portal).

Levels of Progress Row Focus Areas Early Tech Developing Tech Proficient Tech Advanced Tech (V) Other Shared teacher use Shared use of resources Dedicated and assigned use Readily available fully equipped Technologies of resources such as such as telephone, of common technologies classrooms with telephone, TVs, computer video such as telephone, computer/video projectors, VCRs, DVD players, projectors, or interactive computer video projectors, interactive whiteboard, and and classroom sets white boards, classroom or interactive white boards. other technology to enhance of programmable sets of programmable Programmable calculators student instruction. Use of calculators. calculators, digital assigned to each student as new and emerging cameras, and scanners. needed. In each school, technologies. there is shared use of specialized technologies, digital cameras, scanners, handheld electronic devices. (W) Safety and Backup and Basic firewall protection To Developing Tech, add Usage authentication added for Security restoration and diligent upgrading of adequate network and mobile computer and procedures and network vulnerabilities server availability protection home/external access virus protection to added to protect against for expanded capabilities requirements. Use of virtual guard individual external threats. and to ensure dependable LANs (VLANs) to protect computers. District- Protection against a wide access. Protection of network infrastructure and wide acceptable use range of malware workstations from internal sensitive data. If guest devices policy in place. (viruses, worms, Trojans, network attacks. Encryption are allowed on the network, rootkits), adware, and of sensitive personal data guest traffic is on an isolated spyware. District-wide on local networks. Network VLAN and/or guest devices are responsible use policy in supports board policy on checked for currency of anti- place, as well as policy on connecting student/staff- virus software and operating connecting student/staff- owned devices (guest system security patches. owned devices to school devices) on the network. network.

END NOTES

Education Technology Advisory Council (ETAC) Revised 6/14/2010 Page 19 1 Educational Technology Advisory Council to the Massachusetts Board of Education and the Commissioner, http://www.doe.mass.edu/boe/sac/edtech/

2 Texas School Technology and Readiness (STaR) Chart, http://starchart.esc12.net/. The Texas Teacher STaR Chart is intended to assist all classroom teachers in assessing needs and setting goals for the use of technology in the classroom to support student achievement.

3 Massachusetts STaR Chart (School Technology and Readiness Chart), November 2006

4 Massachusetts Technology Literacy Standards and Expectations, Massachusetts Department of Elementary and Secondary Education, approved by the Massachusetts Board of Education on April 29, 2008, http://www.doe.mass.edu/edtech/standards/itstand.pdf

5 Based on recommendations the State Education Technology Directors Association (SETDA) in High-Speed Broadband Access for All Kids: Breaking Through the Barriers for network speeds for “next 2-3 years” for a technology-rich learning environment, June 2008, http://www.setda.org/web/guest/2020/broadband

6 Based on recommendations the State Education Technology Directors Association (SETDA) in High-Speed Broadband Access for All Kids: Breaking Through the Barriers for network speeds in “5-7 years” for a technology-rich learning environment, June 2008, http://www.setda.org/web/guest/2020/broadband