2001 Texas STaR Chart

KEY AREAS:

TEACHING AND LEARNING

FOCUS AREAS:

LEVELS OF PROGRESS

(A)
The Impact of Technology on Teacher Role and Collaborative Learning

(B)
Patterns of Teacher Use

(C)
Frequency/Design of Instructional Setting
Using Digital Content

(D)
Curriculum Areas

(E)
Technology Applications TEKS Assessment

(F)
Patterns of Student Use

I. Early Tech

Teacher-centered lectures
Students use technology to work on individual projects

Use technology as a supplement

Weekly Computer labs only; scheduled use only

Restricted to technology skills classes

Some but not all grade level benchmarks met

Irregular basic tool use and drill and practice, integrated learning labs

II. Developing Tech

Teacher-directed learning
Students use technology for cooperative projects in their own classroom

Use technology to streamline administrative functions

3-4 times per week Labs, libraries, some classroom; flexible scheduling

Use of technology is minimal in foundation subject TEKS

PK-12 and at least four high school courses offered

Regular individual use; access information resources; use technology for communication and presentation projects

III. Advanced Tech

Teacher facilitated learning
Students use technology to create communities of inquiry within their own community

Use technology for research, lesson planning, multimedia and graphical presentations and simulations, and to correspond with experts, peers, and parents

Daily, with activities organized by grade, discipline, or classes
Labs, libraries, all classrooms and some portable technology; flexible scheduling

Integrated into subject area
TEKS and activities are separated by grade, discipline, or classes

PK-12 and more than four high school courses offered
Benchmarks established PK-12

Work with peers and experts, evaluate information, analyze data and content in order to problem solve

IV. Target Tech

Student-centered learning, teacher as mentor/ facilitator with national/ international business, industry, university communities of inquiry

Integration of evolving technologies transforms the teaching process by allowing for greater levels of interest, inquiry, analysis, collaboration, creativity and content production

Seamlessly integrated throughout all classes and subjects on a daily basis

Integral to all content area TEKS and integrated on a daily basis

PK-12 and all high school courses offered, or included as new courses developed as local elective or included as independent study course

Work collaboratively in communities of inquiry to propose, assess, and implement solutions to real world problems
Communicate effectively with a variety of audiences

KEY AREAS:

EDUCATOR PREPARATION

FOCUS AREAS:

LEVELS OF PROGRESS

(G)
Content of Training

(H)
Capabilities of Educators

(I)
Leadership and Capabilities of Administrators

(J)
Models of Professional Development

(K)
Levels of Understanding and Patterns of Use

(L)
Technology Budget Allocated to Technology Professional Development

I.
Early Tech

Technology literacy skills

10 % meet SBEC proficiencies and implement in the classroom

Recognizes benefits of technology in instruction
Minimal personal use

Whole group

Most at entry or adoption stage (Students learning to use technology; teachers use technology to support traditional instruction)

5% or less

II. Developing Tech

Technology, including multimedia and the Internet, in support of learning
Use of technology in the administration and management of classroom

30 % meet SBEC proficiencies and implement in the classroom

Supports use of technology in instruction
Uses technology in some aspects of daily work

Whole group, with follow-up to facilitate implementation

Most at adaptation stage
(Technology used to enrich curriculum)
Most beginning to use with students

6-24 %

III. Advanced Tech

Integration of technology, including multimedia and the Internet, into the curriculum and instruction

50 % meet SBEC proficiencies and implement in the classroom

Recognizes and identifies exemplary use of technology in instruction
Often uses technology skills in daily work such as research and communications

Coaching, modeling best practices, campus-based mentoring Involvement in a development/ improvement process
Study groups

Most at appropriation stage
(Technology is integrated, used for its unique capabilities)

25-29 %

IV.
Target Tech

Creation and communication of new technology-supported, student-centered projects
Vertically aligned integration of all Technology Application TEKS

100 % meet SBEC proficiencies and implement in the classroom

Promotes exemplary use of technology in instruction
Models use in daily work in communications, presentations, on-line collaborative projects, and management tasks
Advocates to the community integration of technology in instruction

Creates communities of inquiry and knowledge building
Anytime learning available through a variety of delivery systems
Inquiry/action research
Individually guided activities

Most at invention stage
(Teachers discover and accept new uses for technology)

30 % or more

KEY AREAS:

ADMINISTRATION AND SUPPORT SERVICES

FOCUS AREAS:

LEVELS OF PROGRESS

(M)Vision and Planning

(N)Technical Support

(O)Instructional and Administrative Staffing

(P)Budget

(Q)Funding

I.
Early Tech

No technology plan; technology used mainly for administrative tasks such as word processing, budgeting, attendance, gradebooks

No technical support on-site; technical support call-in; response time greater than 24 hours

No full time dedicated
Technology Coordinator
Campus educator serving as local technical support

Budget for hardware and software purchases and professional development

Technology allotment only

II. Developing Tech

Technology plan aligns with the Texas LRPT; integrated into district/ campus plans; used for internal planning, budgeting, applying for external funding and discounts
Teachers/administrators have a vision for technology use for direct instruction and some student use

At least one technical staff to 750 computers
Centrally deployed technical support call-in; response time less than 24 hours

Full-time Technology Coordinator/Assistant Superintendent for Technology
Centrally located instructional technology staff; one for every 5,000 students
Additional staff as needed, such as webmaster, network administrator and help-desk staff

Budget for hardware and software purchases and professional development, minimal staffing support, and some ongoing costs

Technology allotment and minimum grants/ minimal local funding

III. Advanced Tech

In addition to the above, the technology plan is approved by the board and supported by superintendent
Plan collaboratively developed, guiding policy and practice; regularly updated
Addresses Technology Application TEKS and higher order teaching and learning

At least one technical staff to 500 computers
Centrally deployed and minimal campus-based technical support on-site; response time is less than 8 hours

Full-time Technology Coordinator/Assistant Superintendent for Technology
Centrally located instructional technology staff; one for every 1,000 students
Additional staff as needed

Budget for hardware and software purchases and professional development, adequate staffing support, and ongoing costs

Technology allotment, TIF and/or TIE grants, E-Rate discounts applied to technology budget, locally supplemented through tax dollars

IV.
Target Tech

In addition to the above, the technology plan is actively supported by the board
Plan is collaboratively developed, guiding policy and practice; updated at least annually
The plan is focused on student success; based on needs, research, proven teaching and learning principles

At least one technical staff to 350 computers; centrally deployed and dedicated campus-based
Technical support on-site; response time is less than 4 hours

Full-time Technology Coordinator/Assistant Superintendent for Technology
Dedicated campus-based instructional technology support staff -one per campus plus one for every 1,000 students
Additional staff as needed

Budget for hardware, software, sufficient staffing support, costs for professional development, incentives for professional development, facilities, and other ongoing costs
Appropriate budget to support the district technology plan

Technology allotment, TIF, TIE, other grants, E-Rate discounts, locally supplemented through tax dollars
Other state and federal programs directed to support technology funding, bond funds, business partnerships, donations, foundations, and other local funds designated for technology

KEY AREAS:

INFRASTRUCTURE FOR TECHNOLOGY

FOCUS AREAS:

LEVELS OF PROGRESS

(R)
Students per Computer

(S)
Internet Access Connectivity/Speed

(T)
Distance Learning

(U)
LAN/WAN

(V)
Other Technologies

I.
Early Tech

One computer per classroom or 10 or more students per computer

Dial-up connectivity to the Internet available only on a few computers

Satellite based at a single campus

Limited print/file sharing network at each campus
Some shared resources

Shared use of resources such as, but not limited to, TVs, VCRs, digital cameras, scanners, classroom sets of programmable calculators

II. Developing Tech

Less than 10 students per computer

Direct connectivity to the Internet available at each campus and in most rooms
Adequate bandwidth to the campus to avoid most delays

Web-based/on-line learning
Satellite-based learning over video distribution network
Two-way distance learning classroom in at least one campus in the district

Most rooms connected to the LAN/WAN at each campus with student access
Minimum 10/100 Cat 5 hubbed network
High-end servers, such as Novell or NT servers, serving some applications on each campus/district

Dedicated teacher computers, teacher telephone in classroom
Shared use of resources such as TVs, VCRs, digital cameras, scanners, classroom sets of programmable calculators and scanners digital projectors and analog video cameras

III. Advanced Tech

Less than 5 students per computer

Direct connectivity to the Internet in all rooms on all campuses
Adequate bandwidth to each classroom over the local area network (at least 10/100 MB LAN) to avoid most delays
Easy access for students and teachers

Web-based/on-line learning
Satellite-based learning over video distribution network
Two-way distance learning classroom in at least 1/3 of the campuses in the district

All rooms connected to the LAN/WAN at each campus with student access
Minimum 10/100 Cat 5 switched network
High-end servers, such as Novell or NT servers, serving multiple applications on each campus/district

Dedicated and assigned use of commonly used technologies such as computers with projection devices, TVs, VCRs, programmable calculators assigned to each student, and telephones
Shared use of specialized technologies such as digital cameras, scanners, document cameras and projectors, and digital video cameras

IV.
Target Tech

One student per computer (or as recommended by the Texas Long-Range Plan for Technology)
-One computer per teacher (or as recommended by the Texas Long-Range Plan for Technology)

Direct connectivity to the Internet in all rooms on all campuses
Adequate bandwidth to each classroom over the local area network (at least 100 MB or fiber network LAN)
Easy access for students and teachers including some wireless connectivity

Web-based/on-line learning
Satellite-based learning over video distribution network
Two-way distance learning classrooms in each of the campuses in the district

All campuses connected to the WAN sharing multiple district-wide resources
Robust WAN with 100 MB/GB and/or fiber switched network that allows for resources such as, but not limited to, video streaming and desktop teleconferencing
Easy access to network resources for students and teachers, including some wireless connectivity

Fully equipped class rooms with all the technology that is available to enhance student instruction readily available including all the above as well as the use of new and emerging technologies such as PDAs and IP telephony