Site Tech Coordinators Meeting

1
Site Tech Coordinators Meeting

• Tuesday, February 7, 2006

2
January Agenda Review

• 800 - 810 AM Refreshments
• 810 - 845 AM Welcome and Technology Updates
• 845 900 AM Internet Bypass Filter Password
• 900 - 1015 AM Work Order Training / Web Design
• 1015 - 1030 AM Break
• 1030 - 1200 PM Contributing Factors IT
  Academic Technical Support
• 1200 - 100 PM Lunch Provided
• 100 - 200 PM Staff Development Mac Server
  Authentication

3
Agenda Review

• 800 - 815 AM Refreshments
• 815 - 830 AM Welcome and Technology Updates
• 830 1000 AM A Future for District Supported
  Instructional Technology
• Tim White, Systems Engineer, Apple Computer
• 1000- 1015 AM Break
• 1015 1045 AM Discussion / Feedback, Activity
  Developing a Future District Policy
• 1045 1100 AM NEW - District UHF
  Communications
• Raf Waites, Communications Expert
• 1100 1130 AM www.MySpace.com
• Gabby Ibarra Former CHS Student, MySpace user
  and student at
  Long Beach State,
  Elementary Education
• 1130 - 1230 PM Lunch Provided
• 1230 - 130 PM Instructional Technology
  Using Data to Make Instructional decisions

4
Tim White, Recommendations

• Abc individual efforts by schools
• Technology Line Item
• How do other disitircts do this?
• Iron Triangle
• IT, Teachers, Tech (STC)
• This relationship has push pull arrows between
  each other
• Most of the time stc and teachers is not tied to
  IT

5

• Som disitrict IT dept have all the mney
• Some disitrict have many IT layers of people at
  iT level (routers, switches, wires) requires
  three people to assist
• Some disitircts have teacher swith all the oney,
  lots of tech but no one to set-up, they are
  teaching.
• Some disitrcts have STC with all the money,
  special projects emerge that exclude regular
  teachers, differentiaited focus with no
  consisitenacy year after year

6

• Iron triangle
• Look for how the technology is being used
• The balance is not the issue, but its the
  connections to each other that counts, the
  communitions and coordianton, lines of
  cmmunications must go both directons
• If you ave a problme someone in the disitrict has
  the answer, but its finding the answer in a
  timely maner. Can persona a pick up thenphone and
  get their questions answered.

7

• ABC has informal communications food network
• Phone calls to Americo to do work outside on the
  work order system.
• Informal Communications is Key, but can not
  survice alone
• A piece of technology apple remote desktop, and
  PC products exist just the same. One comptuer can
  see the screen of another computer on the
  network. You can look at the problem of a teacher
  who call on the phone.

8

• VNC Virtual Network Control
• There are free versions available
• Mac and pc can look at each other via VNC
• We have to have unifromity to make this work
• Password
• This means there is a back door into that
  particular machince (this could be
  controlverisal) privacy issues??
• Trust factors
• screen scraping

9

• Can lock the screen in a lab, teachers love
• Teacher elvel product 200
• Its mine, no else uses it mentality
• Disitrict philopshy every macine in the
  district has remote access, passwrod,
• If you have a problem, another users, may not
  even be an IT person, can help.
• Key resource, users helping one another

10

• Lab adminsitrator has their own password
• Can lock,
• Remote control password DO people can go over
  network and look at machnes
• Third doorway allows changes to macines
• (every machine has three dorrways into it)
• Americo uses phone remote access to
• Eliminate the driving, time issues vs. remote
  access solve online
• How many more problems can Americo solve remotely?

11

• What the problem? The arrows between groups
  overlap and require trust from each triangle.
• District Image
• Leverage resources with a standard image,
  operating sysytem, applicatons, uniform for all
  schools
• Apple can put the image of the machine with the
  image already installed.
• Unifrom across the disitrict

12

• Software Warranty
• New versions of operating sysytems
• You have to buty software warranty
• This ensures the OS upgrades for free.
• Otherwise this expnse will bite you after the
  purchase and threaten the unifromity of the
  disitrict image.
• This is key to maintain the disitrct image
• No Office
• lets not put MS Office on the Image
• controversial

13

• Does everybody k-12 use Microsoft office
• Therefore are we going to put the office on every
  image
• If you send an emai tha tyou need MS Office and
  tell me why- Ill send it you for free.
• 50 of motoral did not request the MS Office-
  learning they did not need it.
• May be needed only powerpoint
• Challenge the assumption do we need MS Office
  for all 100 of every instructional cmputer?

14

• Hit and miss needs for Office in different
  classrooms
• Every 6 mo the district reviews the disitrict
  image to avoid layers new and newer applciaitons
  on top of one another. Its is being reviewed and
  clearned.
• You do not want a 60GIG immage
• Standard hardware is not required to have a
  disitirct image (explore this idea)

15

• Advantages
• Our own personal computers with our own stuff,
  however, we are talking about NETWORK accounts-
  this stuff has to be located where the users can
  ge tehri owrks at any cometuer they go.
• A server that will store users trash (personal
  stuff) any where on the network
• This approach will save work on servers and allow
  instantialy swap out machines

16

• Donated machines should be connected ot the
  server and all the work is stoed on the server-
  when the machine dies simply sawp the machine
  wihtout threatening the work.
• Network machnes will nnot replace the teachers
  own laptop due to indivual needs
• Do not look at every computer and user as a
  network account htat does not work
• You have to have mix of network and local
  accounts
• Require for success

17

• Network accoutns will solve many support issues
• Restore Computers
• Deepfreeze (replcing cd restore)
• Netbook and netrestore allow resotre ove rthe
  network.
• Philosphical appcoach I am not going to figure
  out whats wrong Im just going to make the
  computer work- by restoring the computer. (This
  is threatening to some people- they have t know
  what went wrong)
• We do not have the time to figure ut what wrong
  any more. We do not have te personnell to keep up
  with the uber of computers.
• Americo solution
• Should everyone do deepfreeze? No.. Because you
  have multiple solutons are requireddifferent
  tools for different restore
• Mideia la with big files netboot netrestire is
  difficeult
• Library with machines and rowser net bookt and
  netresore is way to go now

18

• Break Fix
• One year old computers do not breal often, 4 year
  s or older break al the time (T or F)
• True. This is predictable behaviior of older
  computers.. There fore we can change our behavior
  for our older computers
• Disitricts have choices about break-fix
• Warrany. Some disitricts require schools to but a
  warranty 3-5 years
• Other disitrict do not buy waranty
• 3 year warranty harware vendors will ie better
  rpice for 3 year vs. 5 year
• Some district buy extra machnes, and simply swap
  out
• What is best for us?

19

• Technology Refresh / SwapOUt
• Dead Fish analogy
• Year 4 and 5 parts are low from supplier, takes
  loner ot get parts, required by law to have parts
  for 7 years
• A donated computer three years old breaks what
  do you do?

20

• 200 old computers, Ill trade you 200 older
  computers for 150 new ones.
• Who would not take that deal? thats 50 less
  machines we would have to support
• Stc did not seem to mind that concept.
• Line item specified amuont weill requrie that
  palces us in an economic situtaiton to use you
  money for maintaince or new machines. (How llong
  do you want to put the fish on ice)
• Its the numbers of days the machines work is the
  key. Year one les than 3 year turnaround, later
  in life it ltakes longer to fix machine. Less
  days of service.

21

• HS How aout I give 400 (older comouters),
  combine with what you have 700 working comouters.
  The 100 that are spare we put on the shelf. If
  any of the computer break down we throw out and
  we hot swap the old computers with spares.
• These machines are not warranty- thet are being
  swapped out. The extra macines are coming from
  schools who make trades for new machines.
• Disitrict should do all these methods of warranty
  and swap out of old machines.

22

• Windows and Mac can go over network and do
  snooping
• How much hard drive space do you have?
• Hard rive space required on machines fo elbo
  room.
• If we ask all our computers if there is less that
  10 space someone proactivlty to take care of.
• This reporting and proactive approach is key to
  better service.
• This can be threatening to some users snooping

23

• Software Updates
• Controlled by the disitrict IT department where
  images are updates inbetween semesters. Everybody
  get upgraded all at once.
• This means giving up some control to the
  disitrict who controls the image
• Form a committee, date on calendar, collect
  input, make the update, everyone ,oves at the
  same time.
• Servers push the install sout- atuomated tasks
  takes the labor out.

24

• Name Space
• Importing names and passwords
• Americo does this work now for our schools
• What happends when a student joins in the middle
  of the semester.. Schools do this
• Fullerton School Disitirct
• A student registers and the disitrict trickles
  down the instructional log-in use back don to the
  schools. Teachers and schools do not have to
  worry about this.
• The disitrict dictates the applications the users
  sue with this method- this causes controvery at
  the school elvel as to hat applciaitons should be
  given to users.
• This can be given to the schools. Let the schools
  worry about the applictions (what the kids
  expereinces when the kids logs in to the coputer
  let the schools direct this)
• Distirict whould take care of the name and log in
  functions.

25

• Frictions points ahead with the line item ideas
• Who owns the computer?
• Whose responsibility is it?
• Do I trust the people I have to to rely on?
• Ratio expectations from each of the schools

26

• Sharing solutions and information is the key to
  making do successful
• Fish smell
• Age of computers and oprtating sysytem is bigger
  issue than the numbe rof the computers.
• Uptime is a stragety not a measurement or
  productity.
• Keeping computers running is key have a
  stragety to fix eatiehr replace or fix??

27
The Process

• Process
• Friction will be a part
• Mind set for change
• Line item allows annual predictions
• Strategy required
• Best used practices
• Economies of scale
• One grading program
• One office suite, etc..
• However, people have to compromise with
  preferences

28

• Vendor success depends on our success in this
  process

29
2006 CTAP Survey Requirement

• To access the 2006 California School Technology
  Survey
• District PIN (number) 695705
• School Survey System Password desktop
• School Technology Survey Web Address
• http//www.cde.ca.gov/ls/et/rs/techsurvey.asp
• Window is January 4, 2006, through March 17,
  2006.
• Last day to complete is Friday, March 17, 2006.
• Failure to complete the Survey on time will put
  grant eligibility and grant funding at risk.
  (EETT)

30
Survey Status
needs to be completed
31
Agenda Review

• 800 - 815 AM Refreshments
• 815 - 830 AM Welcome and Technology Updates
• 830 1000AM A Future for District Supported
  Instructional Technology
• 1000 - 1015 AM Break
• 1015 1045 AM Activity 3 Pros / 3 Cons /
  Discussion
• 1045 1100 AM District Supported UHF
  Communications
• 1100 - 1130 AM www.MySpace.com
• 1130 - 1230 PM Lunch Provided
• 1230 130 PM Using Data to Make Instructional
  Decisions

32
Agenda Review

• 800 - 815 AM Refreshments
• 815 - 830 AM Welcome and Technology Updates
• 830 1000AM A Future for District Supported
  Instructional Technology
• 1000 - 1015 AM Break
• 1015 1045 AM Activity 3 Pros / 3 Cons /
  Discussion
• 1045 1100 AM District Supported UHF
  Communications
• 1100 - 1130 AM www.MySpace.com
• 1130 - 1230 PM Lunch Provided
• 1230 130 PM Using Data to Make Instructional
  Decisions

33
Agenda Review

• 800 - 815 AM Refreshments
• 815 - 830 AM Welcome and Technology Updates
• 830 1000AM A Future for District Supported
  Instructional Technology
• 1000 - 1015 AM Break
• 1015 1045 AM Activity 3 Pros / 3 Cons /
  Discussion
• 1045 1100 AM District Supported UHF
  Communications
• 1100 - 1130 AM www.MySpace.com
• 1130 - 1230 PM Lunch Provided
• 1230 130 PM Using Data to Make Instructional
  Decisions

34
Agenda Review

• 800 - 815 AM Refreshments
• 815 - 830 AM Welcome and Technology Updates
• 830 1000AM A Future for District Supported
  Instructional Technology
• 1000 - 1015 AM Break
• 1015 1045 AM Activity 3 Pros / 3 Cons /
  Discussion
• 1045 1100 AM District Supported UHF
  Communications
• 1100 - 1130 AM www.MySpace.com
• 1130 - 1230 PM Lunch Provided
• 1230 130 PM Using Data to Make Instructional
  Decisions

35
Agenda Review

• 800 - 815 AM Refreshments
• 815 - 830 AM Welcome and Technology Updates
• 830 1000AM A Future for District Supported
  Instructional Technology
• 1000 - 1015 AM Break
• 1015 1045 AM Activity 3 Pros / 3 Cons /
  Discussion
• 1045 1100 AM District Supported UHF
  Communications
• 1100 - 1130 AM www.MySpace.com
• 1130 - 1230 PM Lunch Provided
• 1230 130 PM Using Data to Make Instructional
  Decisions

36
Agenda Review

• 800 - 815 AM Refreshments
• 815 - 830 AM Welcome and Technology Updates
• 830 1000AM A Future for District Supported
  Instructional Technology
• 1000 - 1015 AM Break
• 1015 1045 AM Activity 3 Pros / 3 Cons /
  Discussion
• 1045 1100 AM District Supported UHF
  Communications
• 1100 - 1130 AM www.MySpace.com
• 1130 - 1230 PM Lunch Provided
• 1230 130 PM Using Data to Make Instructional
  Decisions

37
Agenda Review

• 800 - 815 AM Refreshments
• 815 - 830 AM Welcome and Technology Updates
• 830 1000AM A Future for District Supported
  Instructional Technology
• 1000 - 1015 AM Break
• 1015 1045 AM Activity 3 Pros / 3 Cons /
  Discussion
• 1045 1100 AM District Supported UHF
  Communications
• 1100 - 1130 AM www.MySpace.com
• 1130 - 1230 PM Lunch Provided
• 1230 130 PM Using Data to Make Instructional
  Decisions

38
Agenda Review

• 800 - 815 AM Refreshments
• 815 - 830 AM Welcome and Technology Updates
• 830 1000AM A Future for District Supported
  Instructional Technology
• 1000 - 1015 AM Break
• 1015 1045 AM Activity 3 Pros / 3 Cons /
  Discussion
• 1045 1100 AM District Supported UHF
  Communications
• 1100 - 1130 AM www.MySpace.com
• 1130 - 1230 PM Lunch Provided
• 1230 130 PM Using Data to Make Instructional
  Decisions

39
STC Data Presentation

• February 7, 2006

40
CHS API Growth Chart 2004-2005
41

• Introduction
• Who we are
• Our role
• Our Objective
• Intro to API and Proficiency Levels Julie
• The relationship of API, Proficiency Levels and
  Scaled Scores
• Lets Talk About CHS Data
• Sub group distributions
• of students showing improvement or decline
• School wide vs. grade levels
• Gainers, Stickers and Sliders
• Net Gains / Loss by Grade Level
• What questions does the data suggest?

42
2004 API BaseTest Weights for Grade Levels Nine
Through Eleven
API Test Weights for Grade Levels 9-11
43
STAR CST Scaled Score Ranges English Language
Arts
Grade Level
Below Grade Level
44
below grade level
45
Schoolwide
2 Net Gain
-17 Net Loss
46
-33 Net Loss
-11 Net Loss
47
(No Transcript)
48
-172
-70
Net Gain / Loss
49
Net Gain/Loss Analysis
50
3rd, 4th and 5th Grade Example
Name Grade Gain Stick Slide
Gain/Loss Ave Gain
Stick Slide Gain/Loss Ave
51
(No Transcript)
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(No Transcript)