The Texas Campus School Technology and Readiness (STaR) Chart

KEY AREA: TEACHING & LEARNING

Focus TL 1 TL 2 TL 3 TL 4 TL 5 TL 6
Area:
Patterns of Frequency/ Content Area Technology Student Mastery Online
Classroom Use Design of Connections Applications (TA) of Technology Learning
Levels Instructional TEKS Applications (TA)
of Setting Using Implementation TEKS
Progress: Digital Content (TAC Chapter 126)
Teachers primarily Most teachers Most teachers use K-8 Campuses: K-8 Campuses: Most teachers use
use technology to occasionally use technology for basic Teachers are aware of the Within each grade level a few web-based
supplement instruction, technology to skills with little or TA TEKS and the adopted cluster (K-2, 3-5, 6-8), TA learning activities
streamline management TA instructional materials TEKS are mastered by up
supplement or no connections with
functions, and present to 25% of the students
reinforce instruction content objectives
teacher-centered 9-12 Campuses: 9-12 Campuses:
Early Tech in classroom, library, TA TEKS are mastered
lectures or lab At least 4 high school TA
courses are offered by up to 25% of the
students as measured
Students use software by integration in core
for skill reinforcement classrooms and TA
courses
Teachers primarily use Most teachers have Most teachers use K-8 Campuses: K-8 Campuses: Most teachers
technology to direct regular weekly access technology to support Teachers are aware of the Within each grade level customize several
instruction, improve and use of technology content objectives TA TEKS appropriate to cluster (K-2, 3-5, 6-8), web-based lessons
productivity, model and digital resources content areas and regularly TA TEKS are mastered which include
technology skills, and for curriculum include technology skills in by 26 to 50% of the online TEKS-based
direct students in the activities in the planning and implementing students content, resources,
Developing use of productivity classroom, library, instruction; use adopted TA learning activities
applications for materials 9-12 Campuses:
Tech or lab TA TEKS are mastered and interactive
technology integration
9-12 Campuses: by 26 to 50% of the communication that
At least 4 high school TA students as measured support learning
Students use
courses offered and at least by integration in core objectives
technology to access,
communicate and 2 taught classrooms and TA
present information courses
Teachers primarily use Most teachers have Most teachers K-8 Campuses: K-8 Campuses: Most teachers create
technology in teacher- regular weekly access incorporate technology Teachers are Within each grade level web-based lessons
led and some student- and use of technology in their subject area knowledgeable and cluster (K-2, 3-5, 6-8), which include
centered learning and digital resources TEKS, and classroom consistently use the TA TA TEKS are mastered online TEKS-based
experiences to in various instructional applications of TEKS as appropriate for by 51 to 85% of the content, resources,
develop higher-order settings such as in technology support content area and grade students learning activities,
thinking skills and classroom, library, lab, the development of level and interactive
Advanced provide opportunities 9-12 Campuses:
or through mobile higher-order thinking 9-12 Campuses: communications
for collaboration TA TEKS are mastered
Tech technology skills and encourage At least 4 high school TA by 51 to 85% of the that support learning
with content experts, collaboration courses offered and at least students as measured objectives
peers, parents, and
community 4 taught by integration in core
classrooms and TA
Students evaluate and courses
analyze data to solve
problems
Teachers seamlessly Most teachers and Most teachers and K-8 Campuses: K-8 Campuses: Most teachers
integrate technology students have on- students seamlessly Teachers are knowledgeable Within each grade level create and integrate
in a student-centered demand access apply technology of and seamlessly integrate cluster (K-2, 3-5, 6-8), web-based lessons
learning environment to appropriate the TA TEKS as appropriate TA TEKS are mastered
where technology technology and across all subject areas which include
to provide learning for content area and grade by 86 to 100% of the online TEKS-based
is used to solve real digital resources
world problems in anytime/anywhere for opportunities beyond level students content, resources,
collaboration with technology integrated the classroom that are learning activities,
business, industry, and curriculum activities 9-12 Campuses: 9-12 Campuses:
not possible without At least 4 high school TA TA TEKS are mastered and interactive
Target Tech higher education on the campus, in the the technology
district, at home, or courses offered and at by 86 to 100% of the communications
Learning is key locations in the least 4 taught or included students as measured that support
transformed as community as new courses developed by integration in core learning objectives
students propose, as independent study or classrooms and TA throughout the
assess, and implement innovative courses courses curriculum
solutions to problems

Correlation to Patterns of Frequency/ Design Content Area Technology Student Mastery Online
Teacher STaR Classroom Use of Instructional Connections Applications (TA) of Technology Learning
Chart Setting Using TEKS Applications
Digital Content Implementation (TA) TEKS
(TAC Chapter 126)
The Texas Campus School Technology and Readiness (STaR) Chart
EDUCATOR PREPARATION & DEVELOPMENT
EP 1 EP 2 EP 3 EP 4 EP 5 EP 6

Content of Models of Capabilities of Access to Levels of Professional

Professional Professional Educators Professional Understanding Development for
Development Development Development and Patterns of Online Learning
Use

Most teachers have Our campus Most of the teachers Less than 9 hours Most teachers Most teachers
completed professional provides large on my campus of technology understand technology have participated
development in group professional demonstrate one of professional basics and how to use in professional
technology literacy development sessions the SBEC Technology development available teacher productivity development on the use
skills, including that focus on skills Applications Standards per school year for all tools of online learning
the Internet, district development and basic teachers
information systems, technology integration
and basic software
applications

Most teachers have Our campus Most of the teachers 9-18 hours of Most teachers adapt Most teachers
completed professional provides large on my campus technology technology knowledge have participated
development on group professional demonstrate two professional and skills for content in professional
the integration of development sessions to three of the development available area instruction development on the
technology specific to that focus on increasing SBEC Technology per school year for all customization of online
their content area and teacher productivity Applications Standards teachers courses or content for
to increase productivity and building capacity appropriate subject
to accomplish a variety to integrate technology area
of instruction and effectively into content
management tasks areas, and include
follow-up to facilitate
implementation

Most teachers have Our campus provides Most of the teachers 19-29 hours Most teachers
Most teachers use
completed professional on-going professional on my campus of technology have participated
technology as a tool
development on development utilizing demonstrate four professional in professional
in and across content
integration of multiple staff SBEC Technology development available development to teach
areas to enhance higher
technology and use development models Applications Standards per school year for all online
order thinking skills
of proven strategies including training, teachers
that facilitate the observation/assessment
development of higher study groups and
order thinking skills mentoring
and collaboration with
experts, peers, and
parents

Most teachers Our campus promotes Most teachers 30 or more hours Most teachers create Most teachers
participate in or anytime, anywhere on my campus of technology new interactive, customize online
mentor others in learning available demonstrate all of the professional collaborative, content and have taught
the development through a variety SBEC Technology development available customized learning or are teaching content
of strategies for of delivery systems Applications Standards per year school year for environments units or courses online
creating new learning including individually all teachers
environments that guided activities,
empower students to inquiry/action research,
think critically to solve and involvement in
real-world problems a developmental/
and collaborate with improvement process
experts across business,
industry and higher
education

Professional Models of Capabilities of Technology Levels of Capabilities of

Development Professional Educators Professional Understanding Educators with
Experiences Development Development and Pattern of Online Learning
Participation Use
 The Texas Campus School Technology and Readiness (STaR) Chart
L1
Leadership and
Vision
Campus leadership has
basic awareness of the
potential of technology in
education to lead to student
achievement
Campus leadership
develops a shared vision
and begins to build buy-
in for comprehensive
integration of technology
leading to increased
student achievement
Campus leadership
communicates and
implements a shared vision
and obtains buy-in for
comprehensive integration
of technology leading
to increased student
achievement
Campus leadership
promotes a shared
vision with policies that
encourage continuous
innovation with technology
leading to increased
student achievement
Leadership and
Vision
LEADERSHIP, ADMINISTRATION, & INSTRUCTIONAL SUPPORT
L2 L3 L4 L5 L6
Planning Instructional Communication and Budget Leadership and
Support Collaboration Support for Online
Learning
Campus has few Campus has limited Campus has limited Campus has limited Grades K-8:
technology goals and instructional support for use of technology to discretionary funds Campus leadership has
objectives incorporated in the integration and use of communicate with teachers for implementation of basic understanding about
the Campus Improvement technology in content areas and parents technology strategies to the use of online learning
Plan meet goals and objectives
Grades 9-12:
outlined in the Campus
Online for-credit courses
Improvement Plan are not available to students
to meet individual learning
needs
Campus has several Campus provides regular Campus uses technology Campus discretionary Grades K-8:
technology goals and access to instructional for communication and funds and other resources Campus uses online
objectives that are support for the integration collaboration among are allocated to advance learning and educators
incorporated in the and use of technology in colleagues, staff, parents, implementation of some collaborate on the
Campus Improvement content areas. students and the larger technology strategies to integration of online
Plan community meet goals and objectives learning into the curriculum
outlined in the Campus Grades 9-12:
Improvement Plan Online for-credit courses
are available to meet
individual needs learning
needs in a limited
number (1-2) of specific
circumstances
Campus has a technology- Teacher cadres have Current information Campus discretionary Grades K-8:
rich Campus Improvement been established to tools and systems are funds and other resources Online learning is
Plan along with a create and participate in used at my campus are allocated to advance encouraged and supported
leadership team that learning communities that for communication, implementation of most of through professional
sets annual technology stimulate, nurture, and management of schedules the technology strategies development; goals for the
benchmarks support faculty in using and resources, performance to meet the goals and online learning are being
based on SBEC technology to maximize assessment, and objectives outlined in the developed for the Campus
Technology Applications teaching and learning professional development Campus Improvement Plan Improvement Plan
standards Grades 9-12:
Online for-credit courses
are available to students to
meet a variety (more than
2) of specific circumstances
Campus leadership team Educational leaders and Campus uses a Campus discretionary Grades K-8:
has a collaborative, teacher cadres facilitate variety of media and funds and other resources Online learning is
technology-rich Campus and support my use of formats, including are allocated to advance facilitated and supported
Improvement Plan that is technologies to enhance telecommunications and implementation of all through professional
grounded in research and instructional methods the school website to the technology strategies development and
aligned with the district that develop higher-level communicate, interact, to meet the goals and integrated into the Campus
strategic plan that is thinking, decision-making, and collaborate with all objectives outlined in the Improvement Plan
focused on student success and problem-solving skills education stakeholders Campus Improvement Plan Grades 9-12:
Online for-credit courses
are available to students
as desired to meet their
individual learning needs
Planning Instructional Communication and Budget Leadership and
Support Collaboration Support for Online
Learning
 The Texas Campus School Technology and Readiness (STaR) Chart
INFRASTRUCTURE FOR TECHNOLOGY
INF 1 INF 2
Students Internet Access
per Computers Connectivity/
Speed
Ten or more students Connectivity to the Internet
per Internet-connected available at the campus
multimedia computers level in less than 50% of
the rooms, including the
library
Between 5 and 9 students Direct connectivity to the
per Internet-connected Internet available at the
multimedia computer campus in at least 50% of
the rooms, including the
library
Four or less students Direct connectivity to the
per Internet-connected Internet available at the
multimedia computer campus in at least 75% of
the rooms, including the
library
All students have 1 to Direct connectivity to
1 access to Internet- the Internet available in
connected multimedia all rooms with adequate
computers when needed bandwidth
Students Internet Access
per Classrooom Connectivity Speed
Computers Classroom
Technology
INF 3
Other Classroom
Technology
Shared use of technologies One technical staff to more
such as computers, digital than 750 computers
cameras, classroom
phones, flash drives,
portable digital devices,
probes, interactive white
boards, projection systems,
classroom sets of graphing
calculators
Dedicated computer per
educator with shared use
of technologies such as
digital cameras, classroom
phones, flash drives,
portable digital devices,
probes, interactive white
boards, projection systems,
and classroom sets of
graphing calculators
Dedicated computer per
educator with assigned use
of technologies such as
digital cameras, classroom
phones, flash drives,
portable digital devices,
probes, interactive white
boards, projection systems,
and classroom sets of
graphing calculators
Fully equipped classrooms
with readily available
technology to enhance
student instruction,
including all the above
as well and emerging
technologies
Classroom
Technology
INF 4
Technical Support
At least one technical staff
to 501-750 computers
At least one technical staff
to 351-500 computers
At least one technical staff
to 350 or less computers
Technical Support
INF 5
Local Area Network
Wide Area Network
LAN/WAN provides
teachers and students
access to print/file sharing
and some shared resources
At least half the rooms
connected to the LAN/
WAN with access for
teachers and students to
print/file sharing, multiple
applications and district
servers
Broadband access to
the campus with most
rooms connected to the
LAN/WAN with access
for teachers and students
to print/file sharing, and
district-wide resources on
the campus network.
All rooms connected to
a robust LAN/WAN that
allows for easy access
to multiple district-
wide resources for
students, teachers, and
administrators, such as
video streaming, desktop
videoconferencing, online
assessment and data access
Local Area Network
Wide Area Network
INF 6
Distance Learning
Capacity
Access to online learning:
text-based with still images
and audio
Scheduled access to
online learning with rich
media such as streaming
video, podcasts, applets,
animation, etc.
Simultaneous access to
online learning with rich
media such as streaming
video, podcasts, applets,
animation, etc.
Simultaneous access to
online learning with rich
media such as streaming
video, podcasts, applets,
and animation, and
sufficient bandwidth and
storage to customize online
instruction
Distance Learning
Capacity