Florida School Technology and Readiness (STaR) Chart

The Florida STaR chart has been an invaluable roadmap for the thinking of many of the Laptop Task Force members. Given the comprehensiveness of the STaR chart, Task Force members felt that it would be helpful to include the standards in an appendix along with additional comments relating the standards to the use of laptop computers. Please note that for the purposes of this appendix, the STaR chart has been slightly reformatted. In its published chart form, it is designed to be read from bottom to top to facilitate the interpretation of school profile data presented in graph form. For the purposes of this narrative however, it seemed best to present items in a top-to-bottom order. Also, it is important to note that the sections headed "Task Force Comments" are comments by the Task Force on the implications of each section for a laptop initiative. These comments are not a part of the published STaR chart.

Each category has indicators for entry, intermediate, advanced, and target levels. Each level builds upon the previous one, and may retain the same technology traits while expanding in depth and breadth.


Technology Administration and Support:

Technology Planning

EntrySchool has a technology plan

Planned technology use mainly for administrative tasks such as word processing, budgeting, and attendance

IntermediateEducational technology planning aligns with District/State technology plans

Planned technology use for internal planning, budgeting, applying for external funding and discounts for direct instruction and some student use

AdvancedEducational technology planning is integrated into the SIP process and approved by the school's SAC committee

The collaboratively developed technology plan guides policy and practice, planned technology use addresses higher order teaching and learning for ALL students (including ESOL and ESE), and is regularly updated

TargetThe school's administration, teachers, and staff actively support technology planning

The technology plan focuses on student success; planned technology use is based on needs, research, proven teaching, and learning principles; Revised annually

Task
Force
Comments
The need for careful technology planning is magnified by the introduction of laptop computers into the classroom. As indicated in the STaR chart, the focus of any technology implementation (including a laptop initiative) must remain on teaching and learning, rather than administrative tasks. It is critically important that a laptop initiative not leave any child behind either in terms of hardware or curriculum. All students must be given access to curriculum that emphasizes higher order teaching and learning. Furthermore, the need for careful research regarding the use of laptops is necessary, but beyond the means of most schools and even some districts. For this reason, the Task Force is recommending a strong research component as a part of any state-supported laptop initiative.

Technical Support

EntryTechnical support comes from outside the school

Technical support response time greater than 24 hours

IntermediatePart-time school-based technical support

Technical support response time less than 24 hours

AdvancedFull-time school-based technical support capable of troubleshooting basic network and hardware repair including assistive technologies

Technical support response time less than 8 hours

TargetFull-time school-based technical support with additional staff as needed (including faculty) to support network and web production

Technical support response time less than 4 hours

Task
Force
Comments
A lack of technical support can undermine any laptop program. Successful initiatives have often included loaner laptops for students when an extensive repair is needed. Many schools have also trained both teachers and students to solve minor support problems, thereby freeing technical support staff to focus on more serious issues.

Instructional Technology Support</font>

EntryInstructional Technology support comes from outside the school
IntermediatePart time school-based instructional technology specialist
AdvancedFull time school-based instructional technology specialist
TargetFull time school-based instructional technology specialist and additional staff as needed (including faculty) with expertise in specialized areas of integration
Task
Force
Comments
The Task Force has noted that the amount of instructional technology support may vary greatly depending on the predominant style of teaching in a school. If a school tends toward a student-centered, constructivist style of teaching, then teachers can often be quite successful with a basic introduction to the capabilities of the students' software followed by examples of technology integration. In the best schools, technology integration can take on a life of its own and creative uses spread rapidly from one teacher to the next. On the other hand, schools that tend toward a traditional teacher-centered model, will often need significantly more assistance from instructional technology specialists. A laptop implementation must be an integrated part of school reform. A teacher who insists on being the sole source of knowledge in a classroom is on a collision course with a class of students who have been given the means to obtain multiple sources of information, develop higher order thinking skills, and collaborate with their classmates and others.

School Budget

Entry Budget for hardware and software purchases and professional development
IntermediateBudget for hardware and software that is accessible to all students, professional development, and some ongoing costs
AdvancedBudget for hardware and software that is accessible to all students, professional development, and ongoing costs
TargetBudget also addresses facilities and investigation of new technologies Budget reflects the goals identified in technology plan
Task
Force
Comments
The Task Force agrees that the school budget should provide hardware and software accessible to all students as well as professional development for teachers. Sustainability must be taken into account. Laptops are not simply a one-time purchase. Budget provisions should be made for support and hardware replacement. To be effective, professional development must be ongoing, so provisions must be made for funding.

Funding

EntryDistrict, state and federal technology allotments only
IntermediateDistrict, state and federal technology allotments only
AdvancedSuccessfully obtains funding from one source other than their allotment
TargetSuccessfully obtains funding from two or more sources other than their allotments
Task
Force
Comments
The Task Force recognizes that funding will become a major consideration as laptop implementations transition from smaller pilot or demonstration projects to widespread rollouts. Schools and districts will have to look beyond their continuing technology allotments. Successful laptop initiatives across the country have been funded by a mix of bond funds, business partnerships, donations, foundations, and the reallocation of other local funds. For example, monies can be redirected from textbooks to technology as laptops reduce the dependence on traditional textbooks. The business community, in particular, has been recommending that our schools add important 21st century skills to the curriculum. A laptop initiative that includes such an emphasis may well attract additional community and business support.

Technology Capacity:

Student Computer Access

EntryOne modern computer per instructional area, or 10 or more students per computer; no refresh cycle
IntermediateFewer than 10 students per one modern computer; refresh cycle every 5 years

Special needs workstations (including Universal Access stations) limited to special education instructional areas

Student access to computers for after-school care students or by special arrangement

AdvancedFewer than 5 students per one modern computer; refresh cycle every 4 years

Special needs workstations (including Universal Access stations) limited to some instructional areas and media center

After-school access to computers for all students 1-5 hours per week

TargetOne computer per student; refresh cycle every 3 or fewer years

Special needs workstations (including Universal Access stations) are available in all instructional areas as needed

After-school access to computers for all students over 5 hours per week

Task
Force
Comments
The Task Force notes that the established target level of student computer access in Florida is one-to-one and that issues of after-school access would be resolved if the students were permitted to take their laptops home with them.

Teacher Computer Access

EntryOne dedicated teacher computer per 2 or more teachers; no refresh cycle
IntermediateOne dedicated computer per teacher; refresh cycle every 5 years
AdvancedOne dedicated modern computer per teacher; refresh cycle every 4 years
TargetOne dedicated modern computer per teacher; refresh cycle every 3 or fewer years
Task
Force
Comments
The Task Force believes that teacher computer access is a critical prerequisite to any successful student laptop program.

Internet Access

EntryDial-up connectivity to the Internet available to support web-based applications only on a few computers
IntermediateDirect connectivity to the Internet at the school and accessible in some rooms

Adequate distribution of bandwidth to the school to avoid most delays

AdvancedDirect connectivity to the Internet at the school and all instructional areas

Adequate bandwidth to each instructional area over the LAN to avoid most delays

TargetAnywhere, anytime direct access to the Internet for any desired application

Bandwidth supports multiple web-based applications

Task
Force
Comments
A laptop computer with a wireless connection would provide access throughout and around the school campus.

Video Capacity

EntryVideo available in the instructional area on magnetic or optical media

Media is available via instructional area device such as VCR or DVD player

IntermediateCapacity to schedule and distribute video over school network to the instructional area

Capacity to receive via satellite and distribute programming to the instructional area

AdvancedCapacity to schedule and distribute video over district or cable access network to the instructional area

Two-way interactive video conferencing used to connect schools

TargetNetwork provided video on demand

Two-way interactive video conferencing used to connect to postsecondary institutions and other education providers

Task
Force
Comments
Two-way video conferencing capability should be included in laptop specifications in order to meet this standard

LAN/WAN

EntryFewer than 5 networked computers connected to the LAN (Local Area Network within the school)

Some computing devices connected into a server environment

Limited print/file sharing capabilities

IntermediateMost instructional areas connected to the LAN with student access

Minimum 10/100 hubbed network

Servers are capable of serving some applications for instructional purposes

AdvancedAll instructional areas connected to the LAN with student access

Minimum 10/100 switched school network

Schools are connected to the district via a WAN

Servers are used to connect schools

TargetAll instructional areas connected to the LAN/WAN with student access

WAN has 100 MB/GB and/or fiber switched network that allows for resources in the instructional day (e.g., video streaming, desktop conferencing)

Anytime, anywhere access to network

Task
Force
Comments
The Task Force notes that a number of laptop initiatives have been victims of their own success. In these schools network utilization rose dramatically as students engaged in research and collaboration activities. A school must ensure that its network can handle the increased demands of a 1:1 student laptop implementation.

Curriculum-based Tools

EntryLimited access to some instructional equipment (i.e., televisions, VCRs, digital cameras, scanners, programmable calculators, etc.)

Tool-based software limited to word processing and spreadsheets

IntermediateShared use of instructional equipment among groups of teachers

Tool-based software includes presentation, some graphics and concept mapping

AdvancedInstructional equipment assigned to each teacher/ instructional area including at least a computer with projection device, TV, and VCR or DVD

Tool-based software includes some multimedia authoring and video editing

TargetFully equipped instructional areas with all the technology that is available to enhance student instruction including all forms of software, digital cameras, scanners, other devices specific to content areas resources for students and teachers including some wireless connectivity and off campus access
Task
Force
Comments
An essential piece of any laptop initiative must be tool-based software, including multimedia authoring and video editing. The goal of a laptop implementation is not to replace print textbooks with equivalent electronic textbooks. Included software should be sufficient to enable students to be producers, not merely consumers, of content. There should also be a shared supply of digital devices such as scanners, still and video cameras, microphones, science probes, etc., to provide students with multiple sources of digitized content for their projects.

Educator Competency and Professional Development:

Educator Use of Technology

EntryTeachers use e-mail and word processing programs

Technology not used to review student assessment information

IntermediateStreamlined administrative tasks (grades, attendance, lesson planning, etc.)

Technology used infrequently to review student assessment information

AdvancedTechnology used for research; creating templates for students; multimedia and graphical presentations and simulations; and correspondence with experts, peers, and parents

Technology frequently used to review student assessment information

TargetTeachers explore and evaluate new technologies and their educational impact; technology used for inquiry, analysis, collaboration, creativity, content production, and communication

Technology regularly used to review student assessment information which results in needed changes in instruction

Task
Force
Comments
A teacher laptop would greatly facilitate many of the teacher tasks itemized above. Every teacher who has ever prepared multimedia presentations at home has dealt with the difficulties of transferring all of the related files to disks, taking them to school, and checking to make sure they work on the classroom machine. A teacher laptop that can be taken home would facilitate presentation, research, and administrative tasks.

School Administrators

EntryRecognizes benefits of technology in instruction Limited use of technology
Intermediate Recognizes benefits of technology in instruction for all students and supports use of technology in instruction

Routinely uses technology in some aspects of daily work

AdvancedRecognizes and identifies exemplary use of technology in instruction for all students

Models use in daily work including communications, presentations, on-line collaborative projects and management tasks

TargetPromotes exemplary use of technology in instruction for all students; advocates and encourages parental and communal involvement in the training and integration of technology and education

Maintains awareness of emerging technologies; participates in job-related professional learning using technology resources

Task
Force
Comments
It is essential that the principal or curriculum leader have a vision of how technology can improve the teaching and learning process. Administrators must be equipped to model how technology can be used as a productivity tool in their schools.

Professional Development Budget

Entry5% or less of money spent on technology for your school is devoted to professional development in technology-related training
Intermediate6-24% of money spent on technology for your school is devoted to professional development in technology-related training
Advanced25-29% of money spent on technology for your school is devoted to professional development in technology-related training
Target30% or more of money spent on technology for your school is devoted to professional development in technology-related training
Task
Force
Comments
The most recent STaR Survey indicates an average of only 14% is spent for professional development. This should be increased to at least 25% to bring it into the "Advanced" range.

Models of Professional Development

EntryLeader presents information to group of teachers Training provided by school or district staff
IntermediateTeachers participate in hands-on instruction with follow-up to activity

Additional training provided by outside instructors brought to the school

AdvancedMajority of instructional staff participate in coaching, modeling of best practices, scaffolding, and school-based mentoring

Educators participate in workshops, conferences, and seminars outside the school/district

TargetLearning communities created among instructional staff to provide continuous coaching, modeling of best practices, and school-based mentoring to promote individual growth

Additional professional development available any time, at any level, through a variety of delivery systems

Task
Force
Comments
Just as 1:1 laptop computing encourages a movement in the classroom environment from teacher-centered activities to more effective student-centered activities, a 1:1 laptop initiative for teachers would tend to move professional development from the leader-centered "entry" level to the recommended learner-centered "target" level.

Content of Professional Development

EntryTeachers become acquainted with technology (i.e., basic computer skills)
IntermediateTeachers learn to use technology in the classroom (i.e., administration, management, and or presentation software; Internet as a research tool; vendor-specific training)
AdvancedTeachers learn to use technology with curriculum/students (i.e., integration skills for creating learner-centered technology projects using Internet, applications, multimedia presentations, data collection; making accommodations with assistive technologies; etc.)
TargetTeachers learn about emerging technologies and their uses with curriculum/students (i.e., creation and communication of new technology-supported, student-centered projects)
Task
Force
Comments
Learning to use technology effectively is a process that takes place over time. Professional development should be designed to move teachers from lower-order skills such as basic knowledge and comprehension to higher-order skills such as synthesis and evaluation.

Learners and Learning:

Student Use of Technology

EntryInfrequent use by students as a basic tool for drill and practice, and/or integrated learning labs
IntermediateFrequent individual use by students to access information resources for communication and presentation projects
AdvancedStudents regularly use technology for working with peers and experts, evaluating information, analyzing data and content in order to solve problems, and evaluating individual progress
TargetStudents regularly use technology for working collaboratively in communities of inquiry to propose, assess, and implement solutions to real world problems, and for evaluating and analyzing their own assessment information to improve learning

Students communicate effectively with a variety of audiences

Task
Force
Comments
Technology is more than a tool to provide content or deliver an electronic textbook. Student must have opportunities to create their own knowledge and products, mimicking real world situations.

21st Century Classroom

EntryTeacher-centered learning

Teachers allow students to use technology to work on individual projects

IntermediateTeacher-directed learning

Teachers encourage students to use technology for cooperative projects in their own classrooms Teachers support student use of technology to accomplish curriculum goals

AdvancedTeacher-facilitated learning

Teachers establish communities of inquiry for students to collaborate with community members

Technology is embedded in core curriculum areas

TargetStudent-centered learning

Teachers act as mentors/ facilitators with national / international business, industry, and university communities of inquiry to develop 21st century skills

Technology is vital to all curriculum areas and embedded in daily instruction

Task
Force
Comments
If we want the high level of learning we need project based, student-centered learning.

Secondary Technology Courses

EntryOffers some technology courses
IntermediateOffers a variety of technology courses on different topics or at different levels
AdvancedOffers at least one sequential program of study in an area of technology
TargetOffers multiple sequential programs of study in technology
Task
Force
Comments
All students need the 21st century skills recommended elsewhere if they are to succeed in the workplace and community. These are skills that should be embedded in all courses. However, we also need to provide additional technology courses for those students who will be entering technical fields requiring prerequisite skills and knowledge.

Community Outreach

EntryUses technology such as voice bulletins, voice mail, and telephone homework hotlines to communicate with parents

Parents can access school computers during extended (noninstructional) hours

IntermediateUses email to communicate with parents

School offers technology awareness programs for parents (e.g., family tech night or through web sites or videos)

AdvancedUses a variety of technologies, including the Internet, to communicate with parents/community

School staff lead technology training for parents/community

TargetUses a variety of technologies, including radio or television broadcasting, to communicate with parents/community

School participates in establishing technology access centers for the community

Students lead technology training for parents/community

Task
Force
Comments
Laptops going home to students' families will greatly increase communication between school and parents. Many schools with laptop program report a dramatic increase in parent involvement with the school, increased parent attendance at PTA meetings, and opportunities for parent technology training in the evenings. When parents are actively involved in their children's school, student achievement tends to rise. Laptops going home with students ensure that all parents have access to email and a direct method of communication with the school.

Accountability:

Student Technology Standards

EntryCore curriculum teachers address the technology implicit standards (SSS)
IntermediateSpecific student technology standards beyond SSS adopted
AdvancedA method for monitoring and evaluating student progress established

Technology integrated into curriculum areas; grade level and subject-area expectations for technology established

TargetAll technology standards for students are accomplished
Task
Force
Comments
A 1:1 laptop program is the most effective means of achieving the standards that have been set by the State of Florida and the Federal government for student technology literacy.

Teacher Technology Standards

EntryUp to 25% of educators meet Educator Accomplished Practices (EAP) #12 at or above the Professional level proficiencies and utilize them in the classroom
IntermediateAt least 25% of educators meet Educator Accomplished Practices #12 at or above the Professional level proficiencies and utilize them in the classroom
AdvancedAt least 50% of educators meet Educator Accomplished Practices #12 at or above the Professional level proficiencies and utilize them in the classroom
TargetAt least 75% of educators meet Educator Accomplished Practices #12 at or above the Professional level proficiencies and utilize them in the classroom
Task
Force
Comments
Laptops computers would give teachers the tool they need to meet the standards set by the State of Florida for Educator Accomplished Practice #12.


[Return to Index]