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Corona‑Norco details ed‑tech plan: AI training for teachers, Cammy rollout and device policy under review
Summary
District leaders described an 'edtech maturity' model and highlighted an AI 'base camp' for teachers, adaptive tools (Cammy), and a plan to set grade‑level screen‑time parameters and decide whether to continue 1:1 devices for early grades.
Corona‑Norco Unified School District staff told the board on May 5 that the district is shifting its ed‑tech approach from simply providing devices to ensuring purposeful classroom use and teacher support.
At a presentation titled "From access to fidelity," district technology and instructional leaders described a three‑phase maturity model — access, use/design, fidelity — and said the district aims for supervised, purposeful technology that enables students to produce, collaborate and publish work they could not otherwise do. Mr. Odipo and Dr. Goins (presentation leads) said the district hosted an AI 'base camp' on June 9, 2025 that drew roughly 400 teacher attendees and that teacher‑led professional development will be central going forward.
The district ran a short demonstration of Cammy, an adaptive web‑based platform, and described how the tool can support students with dyslexia, English learners and advanced learners by providing in‑line definitions, read‑aloud and translation features that keep students on task. The Innovate team said it has resolved 520 issues district‑wide this year, delivered approximately 530 training sessions on a new communications platform and provided 160 site‑level training opportunities.
Site examples highlighted purposeful use: a Sierra Vista kindergarten classroom arranged into literacy stations where Chromebooks are used in one station for targeted work (presenters said that in that example device use averaged 13–15 minutes per day for the activity); and high‑school CTE students using Fusion and 3‑D modeling as examples of fidelity in action.
Trustees asked for evidence and measures of program effectiveness. Staff said edtech investments are monitored through LCAP progress monitoring tools, site‑level implementation reviews and analytics tied to specific metrics. The Innovate team said the district is cataloging platforms in an edtech 'lookbook,' auditing redundancies (Canvas vs. Google Classroom) and has the capacity to scale or cancel subscriptions. For classroom monitoring, the district uses GoGuardian to lock down browsers and view student activity when needed.
On policy questions, staff said the district is studying whether to continue universal 1:1 device issuance for the youngest grades or shift to classroom sets, and they committed to involve parents through the LCAP process and site councils in setting grade‑level expectations for screen time and digital citizenship. The presenters said they expect multiple meetings and a report back to the board before changes are finalized.
What to watch: a district follow‑up report and timeline for device‑issuance decisions, and any formal guidance on grade‑level screen‑time parameters that the board adopts following community engagement.
