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1.3 Determine a standard set of the academic and life skills needed for postsecondary and career success based upon research and collaboration with local institutes of higher education and industry partners. By adopting these skill sets, the school community can be assured the district is preparing students for college or career with skills and abilities desired by the respective institutions in the local region.

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3.1 Create a technology consortium with feeder districts for vertical alignment of technology embedded skills across all curriculum. This will allow the district and the teachers to know what skills their students should already know, and the skills they need to continue to develop. [reference citation provided

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5.1 Create a plan for teaching with technology that builds upon the feeder districts’ (Union, Campbell, Cambrian) goals for graduating 8th graders and leads district high school students to develop the types of technology skills in demand within career and academic life. The outcome is part of a more comprehensive and coherent strategy for preparing students for post-secondary life with the technology skills and digital life mindset to support their success

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1.1 Collaborate with the feeder districts (Union, Cambrian, Campbell) to adopt a local scope and sequence of digital literacy skills that builds upon the feeder districts’ eighth grade graduate profile. By developing this scope and sequence CUHSD incoming ninth grade students will be able to continue building on their prior knowledge of life and academic technology skills. [reference citation provided

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3.3 The district and school site administration collaborate with teachers to provide technology training (including district funded training) for all teachers at least once a year for new hires and interested staff. The training would help ensure equitable, and effective implementation of technology from classroom to classroom. [reference citation provided]

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1.4 Support and encourage teachers and administrators to take professional learning training or courses about student life skills and college academic preparation practices in order to support students planning to attend college.

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6.1 Develop a comprehensive and cohesive professional learning plan (i.e., professional development “PD” plan) [to support implementation of the recommendations of the TTF for the district that is supported by onsite professional learning. This would help develop systemic change in the school site through continuous professional learning activities that are congruent with district goals.

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4.1  Provide appropriate professional development, first to identify gaps in integrating technology into curriculum among teachers and staff, then to provide regular training to close those gaps through the implementation of TOSAs and school tech leaders who will lead follow-up sessions throughout the school year. The result is relevant training that, when delivered consistently, will create a district wide culture that values educational technology education and establishes norms for best practices. [reference citation provided

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6.4 Provide ongoing support for professional development via coaching, professional learning communities and relevant, continually updated resources. These resources will provide access to information and practices that can be immediately implemented in the classroom. [reference citation provided

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6.3 Nurture a culture of continuous professional learning the includes relevant conferences in technology, pedagogy, and/or content. This would help develop a growth mindset for continuous improvement in teaching and learning practice.

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5.5 Develop and nurture a culture of continuous improvement in which teachers and staff feel safe and creative when evaluating current circumstances and recommending changes. This type of culture, when demonstrated at every level of an organization is the foundation for systemic change and adoption of innovation needed to achieve the district’s goals for any initiative.

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4.3 Survey staff and students regularly via school readiness tools about their comfort and use of technology integration in the classroom and at home. The district will use this information to create annual benchmarks and communicate those results to the stakeholder community with strategies for how the data can improve educational technology integration. [reference citation provided

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3.4 Administer a brief classroom survey, including questions about technology access, for all students and have incoming Freshman complete it at registration. Use the results to identify the degree of need for free and reduced cost internet access at home and determine the channels through which to disseminate the information to low socio-economic status students and families.  [reference citation provided