1. 2006 OSEP Project Directors’ Conference July 31, 2006 Pip Campbell Tracy Gray Chuck Hitchcock Preston Lewis

11. CITEd EdTech Locator SUMMARY CHART Teachers and Related Service ProvidersAdministratorsTechnology CoordinatorsProfessional Development Coordinators Early Tech Implementation Technology use by teachers and students is limited with little linkage to instructional strategies or student needs; mainly used as a productivity tool. Purpose of technology use substantially different for general and special educators. Minimal technology plan; no timely technical support; core curricula selected with minimal consideration of students with special needs. Assistive technologies purchased and administered separately. School district does not require that websites and software adhere to accessibility guidelines. Universal design and access issues considered only for students with IEPs. Connectivity and e-learning environments are limited; provide student-computer ration of 10-1; limited access to AT tools. Technology training limited to use and access, with little focus on instruction. Training for general educators and special educators separate, with universal design principles limited to special educators. Developing / Advanced Tech Implementation Technology used to supplement instruction, specifically for remediation, review and practice for special education students. Uses technology some to manage admin tasks or special ed paperwork; uses e-mail, list-serves to convey info to parents. Technology plan aligned with state plan and developed with input from multiple stakeholders. Assistive technologies and other accommodations considered. General cost of ownership principles followed; same day tech support provided. School district requires that websites and software adhere to basic accessibility guidelines. Universal design and access issues considered for a limited number of computers, or areas with high computer use. Internet connectivity available in most or all classrooms, with basic resources available for sharing servers. Significant wireless connectivity. Training relates technology use to content area instruction. Awareness of universal design principles among special educators and some general educators. Target Tech Implementation Technology is integrated into instruction, as well as curricular and assessment materials, follows principles of universal design, accommodating diverse needs of all learners. Multiple forms of technology are used to manage IEP and admin tasks. Technology enables teachers and parents to communicate. Technology plan focuses on integrating technology to improve outcomes for all students, and the needs of students with disabilities are included in all curricular and technology decisions and purchases. School district requires and ensures that websites and software adhere to best-practice accessibility guidelines. Universal design and access issues are considered and implemented throughout the district. Direct Internet connectivity available in all rooms in all schools, with easy access to wireless connectivity. Training models the use of technology as a seamless and expected component of any instruction, with heavy focus on universal design strategies to ensure access to the general education curriculum for all students. Adapted from Massachusetts and Texas STaR Chart Initiatives

12. TEACHERS Focus Areas / Levels of Progress Plan and Deliver Instruction Assess Student Progress Manage IEP and Administrative Tasks Communicate with Parents & Guardians Advance Professional Knowledge Early Tech Implementation Teacher uses technology in isolation, without any link to particular instructional strategies or student needs. Teacher uses technology to produce, distribute, or score print-based summative assessments. Teacher uses minimal to no technology to manage daily administrative classroom tasks (e.g., grade keeping, attendance, managing homework, assignments, and tests). Technology plays a minimal role in parent outreach (e.g., sporadic email use to schedule meetings or convey logistical information). Teacher has received minimal training on the integration of technology into instruction. Developing / Advanced Tech Implementation Teacher links technology to instructional strategies, but the strategies are not designed to meet diverse learning needs other than for remediation. Teacher uses technology to adapt or supplement print-based assessments in order to evaluate different skills and strategies (e.g., via simulations) or to provide accommodations. Teacher uses some technology to manage daily administrative classroom tasks (e.g., grade keeping, attendance, managing homework, assignments, and tests) or for managing special education paperwork. Teachers use email and sometimes other technology applications (e.g., listservs, websites) to regularly convey information to parents (e.g., announcements, homework assignments, grades). Teacher has participated in professional development activities related to the integration of technology into instruction, and continues to seek out additional opportunities for professional development and/or information-sharing with colleagues. Target Tech Implementation Teacher uses technology to implement effective instructional strategies that meet diverse student needs. Teacher uses technology as part of universally designed curricula that embed assessment directly within activities, to monitor progress in a timely fashion and to guide instruction for all students. Teacher regularly uses multiple forms of technology to manage daily administrative classroom tasks (e.g., grade keeping, attendance, managing homework, assignments, and tests) or for managing special education paperwork. Teachers use a variety of technology applications to communicate with parents, and the communication goes both ways; i.e., technology enables teachers to convey information to parents, and vice-versa. Teacher is engaged in regular, ongoing professional development that involves collaborative activities with colleagues around the use of technology to meet a variety of instructional goals and a diversity of learning needs. Adapted from Massachusetts and Texas STaR Chart Initiatives

13. ADMINISTRATORS Focus Areas / Levels of Progress Set a Vision and PlanManage Budgets and Operations Manage Instruction and Assessment Advance Professional Knowledge Address Social, Legal, and Ethical Issues Early Tech Implementation The school/district has an incomplete technology plan that is not updated on a regular basis and was developed through an insular process involving a small number of staff. The plan is not systematically aligned with the academic goals and learning objectives established in other school/district instructional plans. Technology is not prominent on the school/district's policy agenda. District and school budgets provide for hardware, software, and some professional development, but do not explicitly provide for support costs, maintenance, or replacement. Technical support is generally not available on a same-day basis and technical problems can cause widespread disruptions to the delivery of curriculum. Assistive and traditional technologies are purchased and administered separately, and core curricula are selected with minimal consideration of students with special needs. The school/district predominately uses traditional paper-based testing methods and it does not formally evaluate the effectiveness of computer- based instructional techniques. Administrators are minimally familiar with best practices in utilizing technology for instructional and administrative purposes; they are not pursuing professional development with respect to technology. The district/school does not require that websites and software adhere to established accessibility guidelines. The district/school has not established policies in regards to privacy, security, or legal issues such as copyright and acceptable use. Developing / Advanced Tech Implementation The school/district has a complete technology plan that is occasionally updated through a collaborative process involving multiple stakeholders. Technology holds a clear place on the district's policy agenda and the plan is generally aligned with the academic goals and learning objectives established in other school/district instructional plans. District and school budgets follow general total cost of ownership practices for technology by providing for hardware, software, and professional development, as well as on-going support costs, maintenance, and replacement. Technical support is generally available on a same-day basis and technical problems only occasionally cause widespread disruptions to the delivery of curriculum. Core curricula are selected with minimal consideration of students with special needs but assistive technologies and other accommodations are considered during the selection process. The school/district promotes the use of computer-based testing methods and accommodations, as necessary, for special education students, and the school/district formally evaluates the effectiveness of some computer-based instructional techniques. Administrators are generally familiar with best practices in utilizing technology for instructional and administrative purposes, and are supplementing current knowledge with some professional development. The district/school requires that websites and software adhere to established accessibility guidelines. The district/school has established policies in regards to privacy, security, and legal issues such as copyright and acceptable use. Target Tech Implementation The school/district has a complete technology plan that exemplifies the integration of technology and systematically aligns with the academic goals and learning objectives established in other school/district instructional plans. The plan is updated annually through a collaborative process involving all stakeholder groups and technology holds a prominent place on the district's policy agenda. District and school budgets follow best practices in total cost of ownership practices for technology purchases, and align with school and district technology plans. Technical support is readily available on-site and technical problems rarely cause widespread disruptions to the delivery of curriculum. All technologies, assistive and traditional, are purchased and administered together; core curricula are selected and implemented based on the quality of their instructional effectiveness and universal designs. The school/district staffs instructional technology specialists that are familiar with best practices in the use of traditional and assistive technologies. The school/district fully promotes and supports the use of computer-based testing methods and requires accommodations, as necessary, for special education students. The district also formally evaluates the effectiveness of most computer-based instructional techniques. Administrators hold a high and current familiarity with best practices in utilizing technology for instructional and administrative practices, and regularly supplement current knowledge with a variety of focused professional development activities. The district/school requires and regularly tests to ensure that websites and software adhere to established accessibility guidelines. The district/school has established policies in regards to privacy, security, and legal issues such as copyright and acceptable use that are proactively communicated and consistently enforced. Adapted from Massachusetts and Texas STaR Chart Initiatives