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 with approximately a zero percent response rate that had very high proportions of african american and latino students. we got about 900 percent more responses and about a percentage point or more each for the response rate for the latino and african american families. our main finding is most households have internet. the district average is about 94 percent. it ranges from the high 70 percent for american indian and alaska native families, up to 98.4 percent for our white families. as you can see below the

district average of 94 percent is our say moe wan families, latino families, african american families and our american indian families. not only that, we looked at education level as an approximation of socioeconomic income. this corresponds with our lunch program data and as advised by rpa, asking people for their highest level of education was much less sensitive than their level of income. as i previously noted, all rerespondents for the district have about 94 percent internet access. i'm sure it's not that surprising to found out that internet access declined slightly with the level of education completed, but even with households with less than

a high school education, about 86 percent of them report having internet access. we asked parents what their primary device was. as you can see for the district, most people do tend to use computer to access the internet, with the second being mobile phone, the third being tablets. the number for tablets was actually a little higher than we thought so the average is about 20 percent or so or 23 percent of tablet use. the interesting thing here is that our white families reported the lowest use of tablet device, at 15 percent, the next lowest was african american families at 18 percent. most of the people report using computer most are african american and latino families use mobile phones to access the

internet by about 10 to 20 percent, higher than the computer, which obviously differs from the rest of the district. and our american indian and pacific islander families use computer and mobile phone about half, half. we also asked households how many -- if their children had access to a computer with internet. about 84 percent of them do. this looks a lot like the range of households with the minorities a little lower than the district average. 60 percent of children report having access to mobile device with internet, and our white families have the lowest number

of children who report having access to one of these devices. as you can see the latino, pacific islander and african american families have 60 percent saying their children have access to those. the percentage of children with mobile device access is actually inversed so families with possibly a high school level of education, less than high school or some college, this is where they're using -- the children have the most access to mobile devices with internet, as opposed to the over four year college, which is only about 50 percent. we also asked parents about how they would prefer for us to communicate with them so urgent

communication preferences in terms of an emergency, peoples' first choice was to be informed by phone call very dramatically, but we also found that people very much preferred getting a text message as a secondary choice. we also asked them for their top six non urgent communication preferences, such as school events. a lot of parents wanted email, with printed handouts being sent home with their child as a strong second choice.

we have about 20 percent tablet device. so we had some first tier sort of low hanging fruit recommendations, only it's not low hanging fruit because they require resources so our take away is that we do want to move forward with creating a mobile version of our website, particularly with information that parents are seeking out most often that we currently don't have a text messaging system except for in the cases of an extreme citywide emergency type of situation, so we would like to see how we can figure out getting a text messaging system, possibly -- certainly for emergency situations and other important things and enrollment deadlines and other ways of

communicating, especially with families we are trying to increase our on time enrollment with. finally, while it might be obvious that parents might use emails these days, we don't have any way of collecting systematically across the district parents' email addresses and don't have that information in our student information system so we'd like to figure out how we can move that forward and make that an option for families as well. that is it. i think we can now turn to questions about the overall presentation, both the digital district and this presentation and we'll have mr. ryan join us back up here.

>> commissioner norton. >> i was really kind of mystified by this chart, which is the inverse -- you know, the children with the mobile device actually rises as the parents education level falls. i mean, do you have any interpretation of that or any sort of thoughts about that? >> well, i suspect a lot of it is financial on the mobile devices are easier to acquire than a computer. you don't have to sign up for additional internet plan, which costs a substantial chunk of money, as most of us probably know. you can get this with your phone, you have the family plans and et cetera, and as i found in, like, a lot of research in other areas,, like, a lot of more low tech areas or areas with more low income families, they tend to use the mobile devices the most to access the internet. >> in general, i mean, how

representative do you think, based on the responses that you got and where they came from, how representative or -- you know, that's hard to say what the margin of error is, but i mean, i'm sort of wondering, are we only looking at a part of the district? i think when we talk about this kind of topic, we often tend to say what about all the parents that don't answer the survey or what about the parents that don't speak english or whatever it is. how representative or accurate do you think these findings are? >> we've looked at a lot of other research across the country in terms of parent access and preferences and this does seem to track similarly to those types of -- for example, overall mobile devices are more common in low income families. we also looked at what the mission promise neighborhood schools got back in terms of a response that they did for a

survey about family technology resources and we found that the responses to that survey were very similar to this so to the degree that we can, i think we can make pretty good assumptions on this day that that it's pretty representative. >> it begs the question -- the other piece of this, the digital district piece, i mean, when carlos was here, you know, one of his first proposals was let's spend $1 million a year getting every teacher a laptop an putting it on a four year refresh cycle and i think we need to do that. one of my questions for you is have you identified actually funding for this or is it more like this is an ask as part of the fundamental development strategy. >> i'll take a first stab at it. great question.