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District unveils K'12 technology scope and sequence; aims to standardize digital skills and accessibility
Summary
Tigard-Tualatin staff presented a new districtwide technology scope and sequence that defines digital skills in seven focus areas and outlines next steps for piloting and teacher planning ahead of fall implementation.
District staff and a volunteer technology committee presented a proposed K'12 technology scope and sequence designed to give every student a consistent set of digital skills from kindergarten through 12th grade.
The committee of about 27 members — including classroom teachers, administrators, ELD and special-education staff, parents and district leaders — compiled a framework with seven focus areas: digital literacy and responsibility; technical proficiencies and productivity tools; digital communication and collaboration; research and information literacy; problem solving, coding and computational thinking; media and digital creativity; and accessibility and inclusive technology. The committee said the framework is intended for all students, not only those in elective courses.
Staff and committee members told the board that the work builds on the district's existing 1'to'1 device program and a decade of technology procedures funded in part by prior bonds. Presenters emphasized that the sequence is meant to be practical and actionable for teachers: a planning guide provides a one-page, grade-level view to help cohorts integrate technology skills into existing curriculum.
Teachers who contributed said younger students need guided experiences (typing practice, accessibility features such as speech-to-text), middle-school students often need help with basic account skills (email, logging into Canvas), and high-school students need stronger training on research, digital communication and AI literacy. Committee recommendations also include piloting the planning guide in classrooms this spring, communicating guidance to staff, and aiming for full implementation in the fall with professional development tied to a facility bond if passed.
The board asked whether the district will continue the 1'to'1 device program; staff said the district currently plans to maintain a 1'to'1 program but is evaluating policies about devices sent home versus those kept at school and new management tools (teacher device-locking, cart management) that did not exist previously.
Staff noted that student representation on the committee was limited because students had difficulty attending after-school meetings; the committee instead solicited student input through club visits and classroom conversations. The plan also includes an accessibility strand aimed at embedding inclusive tools (read-aloud, text'to'speech) for all learners, including multilingual students and students with special needs.
Next steps: pilot the planning guide this spring, collect additional classroom feedback, finalize classroom-technology standards in May, and prepare rollout planning and professional development for fall implementation.
