it's an accelerator. and as we move forward we need to think about what are -- what is the -- what are the signature practices, what is the curriculum, what are the bodies of knowledge and the ways of thinking we want all students to walk away from our schooling experience with and what is the technology that enables that and how can we make that body of knowledge and that way of think inging. not only that, but we're also -- as information and data becomes available at all times, the trick, the true education

is how do we teach students to determine what is useful and what is useless. and that changes our classroom dramatically. we have to teach those skills and information that they have is not all that -- is just -- we need to teach them how to access it, but how do we interpret it, how to use the tools in our classroom to make arguments, to be persuasive, to evaluate. the other piece of the student experience is that what technology can do as an enabler or an accelerator of schooling is it can add transparency between the student and the family and the classroom so that they have -- so that students' progress and growth in status is available and viewable to that parent and that family at all times, so that it's no longer a -- a school is no longer a black

box, but it is a partnership between the family and school. what does that mean for an educator? what that means for an educator is if we are thinking that they have -- the students have access just in time and it's [inaudible] so does the teacher and the teacher has access to expertise about them. they have collaborators at all times and technology can give that to them. earlier today superintendent carranza mentioned that it is the desire that the district no longer have to purchase textbooks because they're out of date the moment they print and what technology allows us to do is create a curriculum that is living at all times, that it no longer become static and what we need to do at the central office is be

able to when we think about our central office responsibilities, our responsibility is if curriculum is changing at all times, then the support we are vied to teachers has to be changing at all times and has to be available at all times and the curriculum they need. not only are we talking about students having personalized past curriculum, but we have to be able to differentiate the support that we offer to educators at all times so they have what they need when the kids show up in their classroom and when the students contact them through twitter, through email and whatever it might be 12 years from now.

>> we'll move on to talk about the actual digital district plan tgs and what i'd like to start off with is what were the guiding principles as we sat back in december when we thought about what's this plan look like. so the curriculum department sat together and came up with three major concepts that we looked at. number one is that technology should change as the student experience grows through their academic career and within that how they access information and what they do with their information changes so in the early years students generally will spend more time consuming information, taking in information and learning it as opposed to creating information. as you move into middle years they start developing more information, but still consuming information. in the high school years, by no means did they stop consuming

information, but we start expecting them to start creating information and start creating work product. and then instructional use of technology, again, is somewhat analogous to sort of release of responsibility model where students in the earlier years can be very focused, the middle years will be more guided and the teachers will be there closely guiding their use of the [inaudible] and how students use technology and what technology they use. so with those guiding principles then we start thinking about what's the device look like and so for the primary device, by no means the only device in the early years we see the primary device being the tablet type because those types of devices are great at consuming information, however, we still see the need for

laptops as well. in the middle years we see the shift towards laptops.

number one is the connectivety. many of the resources are online. we need to make the connectivety is reliable and flexible and mobile so students can learn around their mrerning experiences from classroom to lunchroom to the field and back into the classroom. classroom technology really needs to be enhanced to make sure it's a space to allow for collaboration and we'll get into more detail as to what that means. as well as how we budget our resources to support our learning. so there are three key components in the technology plan. the first one is to redefine

the classroom experience so we talked about what that might look like and we'll delve deeper boo that. er into that. the third one is to build a resilient infrastructure to ensure these things will work. we're going to go into further detail on each one of these. so the first component is a redefined classroom experience. what does this mean? this means that every educator has a device they can use in instruction. every student has a device that can be used in struk. instruction. initially this is not a one to one model. we see for different instructional purposes the students will have difference technology. building on a a digital curriculum so mr. ryan talked about let's stop buying the textbooks and build the curricula materials we need for or students and not be bound to any single providers curriculum. technology enabled [inaudible]

and mr. ryan talked a little bit about that as well as the classroom technology infrastructure, which i'll get into little bit further detail. so first [inaudible] is redefined classroom experience, where are we now? our current state is not all that great. we don't issue from a district level laptops to our educators. some school sites do issue them, some do not.

then we need to redefine the

classroom experience. our current state only about 7 percent of the student use technology daily in instruction. the goal of the plan is to make sure it's ubiquitous. if we're doing away with textbook and other printed materials, students need to be able to access daily. we're only at 7 percent right now. devices need to be current and reliable. if they're more than 4 years old, that the time devices start having issues and become unusable. we need to get one to one device ratio, right now we're 1 to [inaudible] device ratio. at the early years prek through 5, we need a mix of tablets and laptops. then sixth through eighth that's where the shift starts going. then grades nine through 12 we allow students o bring their own device, however there will be a district funded option

that will be equivalent to what the teacher gets as their device. all schools will have high end mobile labs available to them to address the more specific requirements of some of the higher end, particularly our english language lerner software and others that require a fully powered desktop machine to do specific work. so the second component is to develop critical tool systems so what does this mean? realtime technology and curricular support, collaboration, knowledge and learning tools, and professional development systems.

the current state of classrooms is not in the world's best shape. 27 percent of our classrooms [inaudible] the target that we're trying to get to is that every single classroom -- every single student has device that will be able to stream video. in the common core state standard, pretty much throughout five grade levels, there's a comparison. students were really required to prepare written text to video text to compare and contrast text. we can't play some of the tricks that we used to be able to play to multiple devices because students should be able to choose their own videos and what interests them and what they're doing. only half our classrooms have a projector so if you're really trying to focus students on particular work it's difficult

to do when looking at their own devices. finally, only 7 percent of our classrooms have enhanced audio. we're looking at wireless at every school and a classroom suite that you see in corporate meeting rooms that you see today so that projectors, modern phone, and then a screen sharing device which may not be clear to people, but if you think apple tv, it's available for a student to be able to take their device and put it up in the projector in front of the class and talk about what

they're working on. finally to build the resilient infrastructure so we did increase our bandwidth and increeded the ability for us to really be able to stream lots of information down ; however, if one point fails it can bring down a school site pretty easily. so what we really need to do is build more redundant conductions. this is the way airplanes are reliable. they have two or threesomes that do similar things. this is similar concept and how we were to build out or network to be more resill yents. our current state. mr. ryan's commented that teachers don't have a common place they can go for the curriculum. they don't have a place of materials embedded by the

district that aligns to our curricula goals to access videos and documents and other artifacts that are used. our employee system is over ten years old and it barely supports really the basic transactions of managing an employee. when i was a new hire i had 12 different forms and filled out the exact same information on moegs of those forms with a slight change here and there because there were so many different things on how to do that and some never made it into the system. i commented that our [inaudible] system is not in the world's best shape and we had a couple school sites fail where we managed to keep ahead of the curb, but that won't last very long. fortunately mr. goldman [inaudible] we've been scraping together money where we can find it to upgrade our high risk sites, but this is a big risk. what is needed for all this?

we need a system that has online content, videos, documents, pictures that are embedded by the curricular staff that is appropriate for the particular learning needs. we need a place for the curriculum where the teachers can go access the curricular materials to develop their lesson plans. related to that we need a learning management system for students to be able to go out and get their assignments, do online quizzes. we have a professional development system for teachers right now but we need to enhance that. as we're trying to do so much professional development with our teachers, we ran into conflicts with substitutes so we need to tie this professional development system in to make sure we're not having conflicts with substitutes. we need to ub grade our budget system. we run a $600 million budget

off a spreadsheet. we need a budget system to make sure we're aligning our funds appropriately and they're loading into our gl correctly. and our facilities management system. a couple years ago our [inaudible] resolution and we've been working to really understand what facilities we have available for the community, how to use the community, so we need to build out that system. the digital district plan -- one of the things we learned when we first built this is -- and went ran this by our funders is they really want to be able to buy part of the plan so we had to break -- we found that it's going to be effective to break the plan up into multiple components to people can put their stamp on that. so the sales force corporation

is investing in the middle years. we broke them into nine different projects, which you can see up there. we talk about many of these. year one is intention is going to be next year. we're being aggressive for this and trying to raise funds to help support this and get into that a lit later, but the idea is we're going to do this in a three year plan and roll these projects out at different times. in order to make this work we'll be collaborating with our innovating leaders and thinkers.

with our network connectivety and connecting us with many different thinkers about education, how with can change our education. google's been a critical partner, redefining how we collaborate and collaboration tools and [inaudible] has been a really phenomenal partner in donating some software to help our students to use their software to create some amazing products. finally working with non profits to give us guidance on what we need to so a local non

profit is education super highway. they've been working at the federal level to convince and change the way the federal government helps support funding for connectivety at schools. it's a program called e rate and they've made some incredible progress in that area. in fact, i think commissioner [inaudible] and i spoke with the founder of it years ago and he explained his vision to me and i think my thought to him was good luck with that, but i was impressed with how much work he's done and where he is now. they've given us a lot of guidance. [inaudible] has been working with us in terms of how we integrate computer science [inaudible]. >> thank you, i want to thank

you for the presentation. what are our next steps? obviously we want to finalize the digital district plan and this will include the articulation of the instructional objectives, technology, stake holding engagement, implementation plan, that will come to the board as well for your endorsement and input as well. and then identify short and long term budget priorities that we have for fundsing the plan. we want to focus on external fund raising activities. but as a closing note, you may want to ask yourself, why are we talking about technology when we just finished having a conversation around vision 2025. i say to you, this is my 25th year in education. i remember with fondness with my master teacher, taking the

mimio and going to the staff office and putting in the mimio graph and smelling the chemicals and running my mimios for my class that day and thinking wow, i hit the big time. then we got a xerox machine and before you knew it we had a desktop that we could keep grades on and i didn't have to use the slide ruler. technology is contextual. the technology of that time was appropriate to that time. what i don't want us to lose track of, and mr. ryan mentioned i've been talking about textbook adoptions. i'm not advocating that we get away completely from books. i love sitting in a quiet place with a book. however, if we're going to

spend $6 million for the adoption of a social studies textbook and that's adopted this year and we implemented and brought them in this year, it was obsolete the minute it hit our loading dock, and if you don't believe me look at a map of ukraine in that textbook. that textbook doesn't provide our students for the ability to look at [inaudible] comments about un intervention. it doesn't allow us to look at president obama's conversations about how we're going to intervene or not. what about the relationship between the united states and germany and what is the socioeconomic implications of the invasion of that territory. so technology, all it does is provide our students with real world, realtime ability to engage in very deep

conversations that are not just conversations centered on a chapter, read the even pages or odd pages. quite frankly, we're san francisco so this is part of who we are, this is the dna of our community that our students would have this kind of technology. now, i won't say this is going to be an easy lift. it'll be a big lift for us. it'll require us all to row in the same direction, require us to make a compelling case to the community and business community in san francisco, but i know we can do it, because as i read through our vision 2025, this is what we're talking about, vision 2025. the graduate of 2025. and i had the opportunity this afternoon to attend an event with auto desk with several of the commissioners, president fewer was there, commissioner mendoza-mcdonnell was there, and probably 50 of our teachers

were there. these were our first group of teachers that implemented the middle school initiative where they were trained on how to use technology and transform how they teach. the excitement in that room was palpable. they were excited, engaged, scared. several teachers told me they were scared because they figured out there was a lot more to learn, but excited to learn more. i had a teacher show me a in physics describing the difference between speed and velocity. so how many of us would do that right now? so what these children did is she was very clear with them, these are the five characteristics i want you to have in your presentation, figure it out. what'd they do?

they engaged with other students and they filmed movies where they demonstrated the difference between speed and velocity, developed rubrics, they filmed each other, wrote a narrative and were able to give feedback using software that allowed them to give realtime feed back on the presentation, what was powerful, what was not. that's 21st, 22nd learning. that's san francisco. so we're very excited about how we go forward and we look forward to hearing your comments and we will come back with the finished digital district plan. >> i'm going to turn this over to go through the [inaudible].

>> just spent time talking about access in the classroom and in the school buildings, as well as our students so in addition to that we wanted to find out exactly what parents preferences were in terms of receiving communications from the district that technology enabled so thank you. i'm the executive director of communications for sfusd. this is the first survey of this kinds we did in this district and we have a lot of -- i think overall a lot of assumptions because a lot of low income families, a lot of english learners. we thought we couldn't do a lot of [inaudible] because we assumed a lot of our parents

wouldn't have access to technology. so we're going to show you what we learned and make some recommendations at the end of that. i want to thank the research planning and accountability department, as well as it and the office of community and family engagement who helped us refine the survey before we sent it out. and i want to thank our principals who threw themselves behind this survey. they found the data would be incredibly useful to them and we had great participation overall, with 94 of our schools returning a large portion of surveys and we had 16,000 correspondents. i'd like to turn over the findings to joyce. she's overall someone who saw the need for this and was able

to help usher this along. >> we actually tried to go back to several of the schools