Tech Use Plan



Technology Plan Salida Union Elementary July 1, 2011 - June 30, 2014 This plan is for EETT and E-Rate. Table of Contents \TOC \f Background and Demographic Profile - Optional PAGEREF _Toc165544093 \h 11. Plan Duration PAGEREF _Toc165544094 \h 32. Stakeholders PAGEREF _Toc165544095 \h 43. Curriculum PAGEREF _Toc165544096 \h 53a. Current access by teachers and students PAGEREF _Toc165544097 \h 53b. Current use of technology to support teaching and learning PAGEREF _Toc165544098 \h 63c. District curricular goals to support plan PAGEREF _Toc165544099 \h 83d. Teaching and learning goals (Measurable Objectives, Benchmarks) PAGEREF _Toc165544100 \h 83e. Acquiring technology skills AND information literacy skills (Measurable Objectives, Benchmarks) PAGEREF _Toc165544101 \h 123f. Ethical use PAGEREF _Toc165544102 \h 143g. Internet safety PAGEREF _Toc165544103 \h 153h. Description of access for all students PAGEREF _Toc165544104 \h 163i. Student record keeping PAGEREF _Toc165544105 \h 173j. Two way home-school communication PAGEREF _Toc165544106 \h 193k. Curriculum Monitoring Process PAGEREF _Toc165544107 \h 214. Professional Development PAGEREF _Toc165544108 \h 224a. Summary of Teacher and Administrator Skills and Needs PAGEREF _Toc165544109 \h 224b. Providing PD Opportunities (Measurable Objectives, Benchmarks) PAGEREF _Toc165544110 \h 234c. Professional Development Monitoring PAGEREF _Toc165544111 \h 295. Infrastructure, Hardware, Technical Support, and Software PAGEREF _Toc165544112 \h 315a. Existing Resources PAGEREF _Toc165544113 \h 315b. Needed Resources PAGEREF _Toc165544114 \h 335c. Annual Benchmarks and Timeline for obtaining resources PAGEREF _Toc165544115 \h 355d. Process to Monitor 5b PAGEREF _Toc165544116 \h 366. Funding and Budget PAGEREF _Toc165544117 \h 386a. Established and Potential Funding Sources PAGEREF _Toc165544118 \h 386b. Annual implementation costs PAGEREF _Toc165544119 \h 396c. District replacement policy PAGEREF _Toc165544120 \h 406d. Budget monitoring PAGEREF _Toc165544121 \h 407. Monitoring and Evaluation PAGEREF _Toc165544122 \h 427a. Overall progress and impact evaluation PAGEREF _Toc165544123 \h 427b. Evaluation schedule PAGEREF _Toc165544124 \h 437c. Communicating evaluation results PAGEREF _Toc165544125 \h 438. Collaborative Strategies with Adult Literacy Providers PAGEREF _Toc165544126 \h 449. Effective, Researched-Based Methods and Strategies PAGEREF _Toc165544127 \h 469a. Research Summary, District Application PAGEREF _Toc165544128 \h 469b. Technology to Deliver Rigorous Curriculum PAGEREF _Toc165544129 \h 47Appendix C - Criteria for EETT Technology Plans PAGEREF _Toc165544130 \h 48Appendix J - Technology Plan Contact Information PAGEREF _Toc165544131 \h 57 Background and Demographic Profiletc \f C \l 1 "Background and Demographic Profile - Optional"District ProfileSalida Union School District serves kindergarten through eighth grade students. As of June 30, 2010 enrollment was 2,838 students. The District is comprised of three elementary schools (grades K 5), one middle school (grades 6 8), and one charter school.Elementary Schools (K5)Middle School (68)Charter SchoolDena Boer ElementarySalida Middle SchoolIndependence CharterSalida Elementary School Sisk Elementary School The pupil population is culturally and socioeconomically diverse. According to the 20082009 CBEDS, .4% are American Indian, 5.3% are African American, 3.6% are Asian, 2.1% are Filipino, 52.3% are Hispanic, 1.3% are Pacific Islander and 34.7%% are White. 26.6% of students are English language learners, and 53.2% percent receive free or reduced price lunches. All sites, with the exception of Salida Middle School and Independence Charter, are Title I schools. 2009 Base API2009 Statewide Rank2009 Similar Schools RankSalida Union Elementary768N/AN/ADena Boer Elementary77954Salida Elementary School78958Sisk Elementary School81677Salida Middle School75054The district has met two of three AMAO targets for English learner programs. The area that was not met was in AMAO 3 where English learners did not meet the AYP goal in mathematics. The district is in year 3 program improvement in the areas of English language arts and mathematics. Dena Boer is in year 2 program improvement. Sisk Elementary and Salida Elementary School are in year 1 program improvement. Currently the district is experiencing a steady decline in student enrollment. Since 20022003 the district has seen enrollment drop from 3,473 students to 2,961 students in 20082009 with no anticipated plateau. Coupled with volatile education funding over the past two years, Salida has experienced unprecedented cuts in all programs. District Technology VisionOur goal for the future is to make nearly all curriculum resources available online. We want to continue to increase the technology used by teachers during instruction to effectively support core academic learning. We believe it is important to move software and data from desktop computers to network servers and make this information available via to webbased applications. While we have moved many applications to server-based operations we are continuing to move forward with webbased applications. We see the need to develop administrative software that will automate time intensive tasks. We also see the need for secure websites that will allow parents access to information they need to become full partners in their children’s education. When surveyed, parents see the need for a webbased attendance, grade, and conduct reporting system, which is accessible to students and parents. This addition will increase stronger school to home communication and increase parent involvement. 1. Plan Durationtc \f C \l 1 "1. Plan Duration"July 1, 2011 June 30, 2014This technology plan will be used for Erate purposes. It will be reviewed and revised as needed through the District Technology Committee (DTC) at its regular monthly meetings.2. Stakeholderstc \f C \l 1 "2. Stakeholders"StakeholdersNamePositionCDSJohn HallDistrict AdministratorStanislaus Salida Union ElementaryRex TschetterSite AdministratorStanislaus Salida Union Elementary Dena BoerMelanie EvansClassroom TeacherStanislaus Salida Union Elementary Salida ElementaryLeo VillanuebaTechnology Support StaffStanislaus Salida Union ElementaryBurt LoCounty CTAP RepresentativeStanislausLinda SmithCounty CTAP RepresentativeStanislausChris NillesCorporate/NonProfitGovConnectionThe District Technology Committee (DTC) serves as the technology-planning group that broadly represents both school site and district office staff. The committee meets eight times each year and is composed of 12 regular members including teachers, principals, parents, technology specialists, and district office administrators. Beginning in the 20102011 school year, parents, community members, and students will be invited to participate in the meetings. This committee is given the task of reviewing each of the seven plan components, develop goal statements, and determine program focus statements and plan implementation activities and timelines. This is further reviewed and refined in collaboration with CTAP 6. The work of all stakeholders is represented in the body of this document.3. Curriculumtc \f C \l 1 "3. Curriculum"3a.Description of teachers' and students' current access to technology tools both during the school day and outside of school hours.tc \f C \l 2 "3a. Current access by teachers and students"Elementary School Students : All elementary school students have immediate access to technology resources in their regular classrooms, libraries, and computer labs and via roving wireless workstations. Each classroom has an Internet connection supporting between 3 and 10 student computers. All elementary schools have a complete computer lab designed for whole class instruction of technologybased skills and technology aided instruction in core subjects. Standard software applications licensed and provided at all elementary sites include Microsoft Office, STAR Reading, Auto Skills Reading and Math, Rosetta Stone, Accelerated Reading, Read Naturally, and Education City. Each elementary school site has between 2 and 6 computers in the library used for electronic card catalog systems and Internet access. Additionally, 100% of the elementary schools have an afterschool academic intervention center with computers setup to deliver supplemental reading and math instruction to struggling students and English learner students. Middle School Students : The one middle school has full access to technologybased resources for students. Some classrooms have 36 computers connected to the Internet and server applications via a Thin Client connection. Students also have access to whole class instruction in a dedicated computer lab housing 35 workstations. In addition, the school has a learning center with 17 computers, which deliver reading and math supplemental instruction to struggling students and English learner students. Finally, students have access to technology resources before, during and after school via 18 workstations in the library dedicated to student research projects. Standard software applications licensed and provided at the middle school include Microsoft Office, STAR Reading, Auto Skills Reading and Math, Rosetta Stone, Education City. Independence Charter: Independence Charter has full access to technologybased resources for students. Fourteen computers exist for students to work with on a weekly basis. Global Student Network is provided for each student in Social Studies and Science. In English Language Arts and Mathematics, students in grade 68 use Holt Online.Teachers : All teachers have a computer for administrative functions, lesson preparation, assessment monitoring and instruction. Some teachers have desktop computers and others have laptop computers. Each teacher has an individual email account. All workstations are loaded with Microsoft Office, Adobe Acrobat Reader, Flash and Antivirus software. In addition, an LCD monitor, SMART board, or Elmo system is available in some classrooms for interactive instruction. All teachers who specialize in educating our students with disabilities have current software and hardware to support to the county selected SEIS system, which maintains IEP goals, benchmark assessments, annual and triennial meeting notes.Access to Technology ToolsCurrently, all students and teachers have access to technology in their classrooms. All multimedia computers are connected to the Internet and all teachers have email accounts.Students have scheduled access to computer labs on a regular basis during the school day. Computer lab time is spent teaching specific technology skills and completing teacher directed assignments.Students also have access to technology before and after school in classrooms, libraries and computer labs. These facilities are formally staffed by paid certificated teachers, teaching assistants and library media aides. Students take advantage of this extended learning time to complete Accelerated Reader tests, research reports and other academic work.The ratio of computer to students in the district is 1:4 There is a 1:3 computer to student ratio for GATE students. Special education students have the same access to computers as regular education students.3b.Description of the district's current use of hardware and software to support teaching and learning.tc \f C \l 2 "3b. Current use of technology to support teaching and learning"The Salida Union School District maintains state of the art hardware and software products as a means of providing 21st century learning opportunities for all students.Students: Computers are available to students in their classrooms, in school libraries and within computer lab settings at all school sites. The internet and district network are accessible through the use of all student computers. Each student computer has the district's standard software applications installed and ready for student use. Technology is used on a daily basis to increase student mastery of grade level standards and to increase student academic productivity. Students in all grades use computers in four specific ways. First, they have access to computers in their classrooms to complete technology-assisted instruction, take webbased assessments, research academic topics and complete regular classroom assignments. Students complete one to three multimedia related projects each trimester. Targeted grades use software such as: Read, Write and Type, Math FactsinaFlash, Accelerated Reader, and Starfall Reading on a daily basis. Second, students visit sitebased computer labs once each week to complete district assigned curriculum designed to develop computer skills. English learners who are identified as Beginning to Early Intermediate on CELDT access labs daily to complete additional English language development activities using Rosetta Stone software. Third, students have access to computers in school libraries to research academic subjects on the Internet, complete classroom assignments and check the electronic card catalog for local library resources. The library computers are available before and after regular school hours. Additionally, the middle school offers computer/technology classes to students as elective courses. Fourth, struggling students and English learners are selected to participate in extended day programs for reading, math and English language intervention classes at dedicated supplemental instruction centers. Students receive intensive, systematic instruction designed specifically for their individual needs. Students participate in the intervention program five days a week for a 12-week term. Teachers: Teachers in the Salida Union School District use technology as a tool to assist in their day-to-day instruction and as a means of managing their student enrollment. Multimedia production software and presentation equipment enable teachers to present interactive and engaging instructional lessons that keep pace with 21st century learning goals. Teachers use the district's AERIES student management system to track student attendance, record grades and communicate with students and their families. District parents are able access and monitored their child's academic progress via the Parent Portal created within the AERIES system. The district divides technology use for teaching and learning into three categories: core curriculum instruction, technology skill instruction and academic intervention for reading, math and English language development.Core Curriculum Instruction: Technology is easily accessible to students and teachers for core curriculum instruction. Teachers select effective ways of using technology to enhance standardsbased instruction from teacher guides, staff development offerings and district adopted lessons specifically designed to aid teachers with the integration of technology in standardsbased lessons. These lessons are supported by staff development sessions that help teachers get started using technology in core curriculum instruction. With our recently adopted history/social science and science curriculum online learning, ebooks and student resources provide preteaching and reteaching of essential standards. Core instruction for students with disabilities includes interactive technology learning tools and software specialized to target their IEP goals.Technology Skill Instruction: The district adopted technology skills curriculum matrix outlines standards for each grade level K8. Dedicated technology and instructional time is established to systematically and sequentially introduce students to increasingly difficult technology skills. Systemwide standardization of software and skills, and alignment with high school requirements, ensure that students leave 8th grade with a consistent set of skills.Academic Intervention: The district supports and maintains technology-learning labs dedicated to providing academic support in reading, math and English language development for struggling students, English learners and students with disabilities. Software programs proven effective through reputable research studies have been selected for use in these settings. Leading publishers of academic intervention software have selected the district as a demonstration site for effective use of technology in supplemental instruction. 3c.Summary of the district's curricular goals that are supported by this tech plan.tc \f C \l 2 "3c. District curricular goals to support plan"The district has 3 curricular goals that will be presented in the district's LEA plan pending a Spring 2011 rewrite:All students and statistically significant subgroups will meet their AYP goals or safe harbor goals in English language arts annually as measured by the CST/CMA in English language arts. All students and statistically significant subgroups will meet their AYP goals or safe harbor goals in mathematics annually as measured by the CST/CMA in mathematics. All English learner students will make growth towards English proficiency by one level annually as measured by the CELDT. The technology plan will be a key element in achieving these goals by providing the foundation to:Monitor student academic progress towards proficiency Assist in delivering intervention lessons Assist with English language development for English learners Foster collaboration among staff and global sources Access learning resources beyond the classroom 3d.List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals.tc \f C \l 2 "3d. Teaching and learning goals (Measurable Objectives, Benchmarks)"Goal 3d.1: Salida Union School District students will make steady progress in English Language Arts.Objective 3d.1.1: By June of 2014, 90% of the students in the Salida Union School District will be proficient or greater in English Language Arts as measured by the California Standards Test (CST).Benchmarks:Year 1: By June of 2012, 68% of the students in the Salida Union School District will be proficient or greater in English Language Arts as measured by the California Standards Test (CST). Year 2: By June of 2013, 79% of the students in the Salida Union School District will be proficient or greater in English Language Arts as measured by the California Standards Test (CST). Year 3: By June of 2014, 90% of the students in the Salida Union School District will be proficient or greater in English Language Arts as measured by the California Standards Test (CST). Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentStudents will utilize a variety of applications such as Read, Write and Type, Read Naturally, Accelerated Reader, Academy or Reading, and Education City to develop vocabulary and reading skills. Reading skills will include decoding, fluency and comprehension development.Weekly beginning in September 2011 May 2014Classroom teachers, media clerk, and principalThe assessments embedded in the software applications will be utilized to monitor and evaluate student mastery.District ELA benchmark assessments. California Standards Test (CST)Students will complete writing assignments utilizing various word processing applications such as Read, Write and Type, Kid Pix Microsoft Word, PowerPoint, and Mavis Beacon. Writing assignments will vary in length and complexity as it relates to grade level expectations. For examples of grade level specific technology based learning projects refer to Appendix A.Weekly beginning in September 2011 May 2014Classroom teachers and principalDraft writing assignments will enable teachers to monitor and provide feedback. Final drafts will be collected and evaluated for content and format.Grade level writing prompts. CST writing assessments for 4th and 7th grades.Students performing below grade level in ELA will participate in computer based intervention programs. Students will complete remedial skills activities utilizing computer applications such as Read Naturally, Academy of Reading, Rosetta Stone and Education City.Daily intervention will be provided beginning in September 2011 and continue through May 2014Classroom teachers, intervention instructors and principalThe assessments embedded in the software applications will be utilized to monitor and evaluate student mastery.District ELA benchmark assessments. California Standards Test (CST)Goal 3d.2: Salida Union School District students will make steady progress in Mathematics.Objective 3d.2.1: By June of 2014, 90% of the students in the Salida Union School District will be proficient or greater in Mathematics as measured by the California Standards Test (CST).Benchmarks:Year 1: By June of 2012, 69% of the students in the Salida Union School District will be proficient or greater in Mathematics as measured by the California Standards Test (CST). Year 2: By June of 2013, 80% of the students in the Salida Union School District will be proficient or greater in Mathematics as measured by the California Standards Test (CST). Year 3: By June of 2014, 90% of the students in the Salida Union School District will be proficient or greater in Mathematics as measured by the California Standards Test (CST). Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentStudents will utilize technology components embedded in their grade level curriculum. These components develop computation and problem solving math skills. The content and complexity of these skill-building activities will be age and grade level appropriate. For examples of grade level specific technology based learning projects refer to Appendix A.Weekly beginning in September 2011 May 2014Classroom teachers and principalEmbedded assessment tools will be utilized to monitor and evaluate student progress.District Benchmark Assessment for Math and the California Standards Test (CST)Students who are performing below grade level expectations will participate in computer based intervention programs. Students will build their grade math skills through the use of computer applications such as Academy of Math, Math Facts in a Flash and Education City.Daily beginning in September 2011 and continuing through May 2014.Classroom teachers, intervention teachers, and principalAssessment tools embedded in the application will be utilized to monitor and evaluate student progress.District Benchmark Assessments for Math and California Standards Test (CST)Goal 3d.3: English Language Learners in the Salida Union School District will make steady progress towards language proficiency.Objective 3d.3.1: By June of 2014, 58% of English Language Learners will make progress towards language proficiency and 38% will achieve proficiency as measured by the California English Language Development Test (CELDT).Benchmarks:Year 1: By June of 2012, 55% of English Language Learners will make progress towards language proficiency and 34% will achieve proficiency as measured by the California English Language Development Test (CELDT). Year 2: By June of 2013, 56% of English Language Learners will make progress towards language proficiency and 36% will achieve proficiency as measured by the California English Language Development Test (CELDT). Year 3: By June of 2014, 58% of English Language Learners will make progress towards language proficiency and 38% will achieve proficiency as measured by the California English Language Development Test (CELDT). Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentIdentify computer application/program for EL students to utilize.By October 2011District Testing Coordinator Coordinator of Professional DevelopmentResponsible person(s) will provide overview of choices to DTC for recommendation.DTC Meeting notesPurchase application for use with EL studentsBy November 2011District Testing CoordinatorPurchase Orders submittedPurchase Orders completedInstall application on computers to be used with EL students.By January 2012District Technology LeadMeet to schedule installationSchedule of installationPresent identified Learning Projects (Appendix A) to each site for use with EL students.By October 2011District Testing Coordinator Coordinator of Professional DevelopmentSchedule of site visits for Professional developmentSign in sheetsProfessional development on new/continuing computer application/programBy February 2011District Testing Coordinator Coordinator of Professional Development District Technology LeadSchedule of Professional DevelopmentEvaluation of trainingsMonitor English proficiency progress annuallyby the first month of each school year.District Testing CoordinatorReport to DTC, report to school board, and report to District Curriculum Committee (DCC)Meeting notes, reports3e.List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace.tc \f C \l 2 "3e. Acquiring technology skills AND information literacy skills (Measurable Objectives, Benchmarks)"It is the goal of the Salida Union School District to prepare students to be successful high school students. As a 21st Century learner it is imperative that students have the technology skills that will enable them to access electronic information, communicate electronically and complete academic assignments utilize technology tools. Based on these student needs the district has established technology skill goals for its students.Goal 3e.1: All Salida Union School District students will acquire basic computing skills, network skills and electronic communication skills through the course of their enrollment.Objective 3e.1.1: By June of 2014, all students completing eighth grade will possess computing and information literacy skills.Benchmarks:Year 1: By June of 2012, 50% of students completing eighth grade will possess computing and information literacy skills. Year 2: By June of 2013, 75% of students completing eighth grade will possess computing and information literacy skills. Year 3: By June of 2014, 100% of students completing eighth grade will possess computing and information literacy skills. Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentStudents will learn basic computing skills through the instruction they receive from the site media clerk during their weekly computer class. See Appendix A for specific computing skills being taught during computer instruction.Weekly beginning in September 2011.Media Clerk Classroom TeacherStudent's computing skills will be monitored and evaluated as they complete technology based learning projects.Grade level projectsStudents will learn the importance of information literacy through the course of instruction in their weekly computer classes. See Appendix A for specific information literacy skills.Weekly beginning in September 2011Media Clerk Classroom TeachersStudent's computing skills will be monitored and evaluated as they complete technology based learning projects.Grade level projects3f.List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair usetc \f C \l 2 "3f. Ethical use"Goal 3f.1: By June 2014, all students completing eighth grade will be trained in the ethical use of computer technology and electronic media.Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentTrain teachers on ethical use of computer technology and electronic media. Teachers will receive training on information technology.By September of each yearPrincipal Media ClerkSurvey results will be used to determine proficiencyEd Tech Survey resultsAt the beginning of the year, all students will take a preassessment on the appropriate and ethical use of information technology. Teachers will score the assessment. The scored assessment along with the correct answers will be sent home for parents to review with their child. A signed copy will be kept on file.Yearly beginning in August 2011Media Clerk Classroom TeachersPreassessments will be utilized for instructional planning purposes and decision makingPre and PostAssessmentsDuring weekly computer instruction students will be introduced to copyright policies and computer etiquette, including opening own files, respecting others’ privacy, not copying previously printed work as own.Yearly beginning in August 2011Media Clerk Classroom TeachersAcquisition of computer using skills will be monitored and evaluated as students complete their grade level technology based learning activities.Grade level assignmentsStudents will learn to perform searches in online databases, encyclopedias, and Internet reference materials and cite references in a word-processed document.Weekly beginning September 2011Media Clerk Classroom TeachersAcquisition of computer using skills will be monitored and evaluated as students complete their grade level technology based learning activities.Grade level assignments3g.List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307)tc \f C \l 2 "3g. Internet safety"Goal 3g.1: It is the goal of the Salida Union School District to educate its students on the safe and productive use of the internet.Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentTrain teachers on Internet safety, including how to protect online privacy and avoid online predators.By September of each yearMedia Clerks PrincipalsResults from Ed Tech Survey will analyzed yearlyEd Tech SurveyAll students will be taught rules of Internet safety, including how to protect online privacy, avoid online predators and cyberbullying using NetSmartz videos, activities cards, and online activities.Yearly beginning in August 2011Media Clerk Site AdministratorPre and postassessments will be utilized to evaluate student knowledge of safe use.Pre and postassessmentsAt the beginning of the year, all students will take a preassessment on Internet safety, including how to protect online privacy, avoid online predators and cyberbullying. Teachers will score the assessment. The scored assessment along with the correct answers will be sent home for parents to review with their child. A signed Internet use agreement will be kept on file for each pupil.Yearly beginning in August 2011Media Clerk Classroom Teachers ParentsStudents’ background knowledge will be evaluated using the cyber safety preassessment. Results of the preassessment will guide instructional planning and continued growth will be monitored as the plan is implemented.Preassessment, Internet Use AgreementThe district will partner with local law enforcement to provide evening workshops for parents. The topic of these workshops will be cyber safety and how parents can protect their children from cyber threats.Yearly beginning in September 2011Media Clerk Site Principal Law EnforcementSchool sites will track parent participation rates for cyber safety workshops.Parent signin sheets3h.Description of the district policy or practices that ensure equitable technology access for all students.tc \f C \l 2 "3h. Description of access for all students"Each instructional classroom in the Salida Union School District will be equipped with one networked computer for teacher use and a minimum of two student computers. All classroom computers will be networked with accessibility to online learning opportunities. Each school site in the district will maintain a 4 to 1 student to computer ratio. All students will have access to networked computers daily when attending school and students attending the district Charter Program will have weekly access.All students will have access to computers and technology before and after school. School libraries, media centers, and after school programs will maintain fully networked computers for students participating in these programs. Technology instruction will be extended beyond the regular school day through computer courses being offered through site after school programs.3i.List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.tc \f C \l 2 "3i. Student record keeping"The district has begun the process of integrating technology in all aspects of student information and student assessment. The recent commitment to Online Assessment Reporting System (OARS) for student assessment and commitment to AERIES for student information has given a firm foundation for teachers, administrators, and parents to access information crucial to student success.In the last two years, the district has focused on using data to drive educational practice. Professional development has been focused on not only retrieving the data but also creating plans for student achievement based on the results of the data. The district found that while it was easy to retrieve student data, decisions based on that data were difficult to find.Goal 3i.1: All teachers and administrators will take/monitor attendance electronically.Objective 3i.1.1: By June 2014, all teachers and administrators will take and monitor student attendance electronically using AERIES.Benchmarks:Year 1: All Salida Middle School teachers and administrators will take and monitor student attendance electronically using AERIES. Year 2: All elementary school teachers and administrators will take and monitor student attendance electronically using AERIES Year 3: All teachers and administrators will continue to take and monitor student attendance electronically using AERIES. Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentDevelop plan of action for offering support to users encountering difficulties with AERIES attendanceBy October 2011District Technology LeadPlan of action to be presented to technology committee for review and inputImplementation planUser login and password information created and distributed to teachers, administrators, and staffAnnually as schools come online; as needed with new teachers, administrators, and staffDistrict Technology Lead District Testing CoordinatorMonitor the creation of user loginsUser login and password lists with distribution datesProfessional development on how to use AERIES to take attendanceAnnually as schools come online; as needed for new teachers, administrators, and staff.District Technology Lead District Testing CoordinatorSignin sheetsActual use of AERIES for student attendanceGoal 3i.2: All teachers will monitor student academic achievement to make data driven decisions.Objective 3i.2.1: By June 2014, all teachers will use Online Assessment Reporting System (OARS) to monitor district benchmark data.Benchmarks:Year 1: 75% of teachers will use OARS to monitor district benchmark data and make data driven decisions based on the results. Year 2: 90% of teachers will use OARS to monitor district benchmark data and make data driven decisions based on the results. Year 3: 100% of teachers will use OARS to monitor district benchmark data and make data driven decisions based on the results. Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentUser login and password information distributed to teachers, administrator, and staff.Annually; as need for new teachers, administrator, and staff.District Testing CoordinatorDistribution lists, staff lists for each siteUser login and password listsProfessional development for each site on how to find benchmark, STAR, and CELDT data within OARSBy September annuallyDistrict Testing CoordinatorEvaluation forms from training, schedule of trainings at each siteSignin sheets, usage reportsProfessional development for each site on using data to develop action plans for student achievementBy October annuallyDistrict Testing CoordinatorEvaluation forms from training, schedule of trainings at each siteSignin sheets, usage reports, data analysis/action formsBenchmark Assessments through OARS INSPECT toolApproximately every 45 days during a two week windowDistrict Testing CoordinatorTeachers will administer exams in English language arts and mathematics in grades 28 and return answer documents to District testing coordinatorAnswer documents returned and online testing completedBenchmark Assessment Analysis through site and district grade level meetingsFollowing every benchmark assessments every 45 days within a two week windowDistrict Testing CoordinatorGrade level meeting agendas, completed benchmark analysis tool, plan of action tool, and dedicated collaboration timeBenchmark analysis tool, Plan of action tool, dedicated collaboration time3j.List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve twoway communication between home and school.tc \f C \l 2 "3j. Two way home-school communication"The Salida Union School District will use several technology-based tools to maintain a high level of communication between school and home. The district's web site is the primary tool used to maintain electronic communication between our schools and the community. The district office and each individual school site maintain and frequently update the information for their individual sites. Parents are encouraged to access these web sites for important information and announcements. All departments and employees are accessible through the district's web site and email system.Parents of all district students will access to their child's school records through the Parent Portal within in the district's student information management system (AERIES). By using their unique login, parents will be able to access their child's academic and attendance records. This interactive online system will enable our parents to monitor current and historical information regarding their children as well as maintain consistent communication with the district's staff.Goal 3j.1: All parents will have access to the AERIES parent portal to monitor their child's attendance, academics, and personal information.Objective 3j.1.1: By June of 2014, all parents will have access to the AERIES parent portal to monitor their child's attendance, academics, and personal information.Benchmarks:Year 1: All parents will have access to the AERIES parent portal to monitor their child's attendance and personal information. Year 2: All parents will have access to the AERIES parent portal to monitor their child's academic information Year 3: All parents will continue to have access to the AERIES parent portal to monitor their child's attendance, academics, and personal information. Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentTechnology Hardware to handle trafficBy October 2011District Technology LeadDetermine the potential technology hardware to meet the needs of all parents having access to AERIES parent portalminimum/recommended specifications for AERIES parent portalDevelop support capacity and structure to assist parents that encounter technical difficultiesBy March 2012District Technology LeadSupport protocols and structure to assist parents encountering technical difficultiesSupport protocols for site technology leads to assist parentsDistribute parent access codes for AERIES parent portalBy August 2012District Technology Lead Site PrincipalsParent letter detailing access instructions and access codes for AERIES parent portalUsage reports of parents, password distribution lettersGoal 3j.2: All schools will provide access to an online communication tool (such as a wiki or blog) for parents to access and communicate throughObjective 3j.2.1: By June of 2014, 100% of schools will provide access to an online communication tool for parents to access and communicate with the schoolBenchmarks:Year 1: A plan of implementation will be developed to provide access to an online communication tool for parents to access and communicate with the school Year 2: 100% of schools will receive training in the online communication tool for parents to access and communicate with the school Year 3: 100% of schools will provide access to an online communication tool for parents to access and communicate with the school Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentInvestigate online communication tools for plan developmentBy December 2011District Technology Lead District Testing Coordinator District Technology CommitteeSelection of online communication toolAgendas and minutes from technology meetings, consultation with outside agencies for input on viable toolsDevelop professional development plan for implementation of online communication toolBy May 2012District Technology Lead District Testing CoordinatorPlan of action developed for training of staff in online communication toolSchedule of professional developmentImplement technology structure for online communication toolBy October 2012District Technology Lead District Testing CoordinatorEvaluate current server capacity to handle requests, evaluate possible offsite hosting of serviceTechnology infrastructure inventory, minimum/recommended specifications of toolProfessional development in online communication tool at each school site and district officeby May 2013District Technology Lead District Testing Coordinator District Technology CommitteeList of training dates and times for each siteSignin sheets, training dates and times, evaluation forms for trainingProvide training for parents to access online communication toolBy September 2013Site tech leads District Technology Lead District Testing CoordinatorList of dates and times for each site trainingTraining dates and times for each site, evaluation of trainings3k.Describe the process that will be used to monitor the Curricular Component (Section 3d3j) goals, objectives, and benchmarks and planned implementation activities including roles and responsibilities.tc \f C \l 2 "3k. Curriculum Monitoring Process"Evaluation instruments and program analysis information is included in the charts above for each curriculum component goal. A comprehensive plan to monitor the progress of these goals is in place.To ensure clear communication of the plan goals, the Leadership Council including site administrators, district staff, and cabinet members will be informed annually of the goals and updated yearly through presentations. Each administrator will receive a copy of the presentation to present to his or her school staff. In addition, school site technology committees will review the technology goals, timelines and benchmarks with their administrator each trimester. All Single Plans for Student Achievement shall incorporate technology as a tool and align to the district technology plan.The District Technology Committee (DTC) meets eight times each year. These meetings focus on monitoring, modifying and adjusting the implementation of the District Technology Plan. At each DTC meeting the five area goals are specifically reviewed including: improving teaching and learning, how students acquire technology skills, equitable access to technology, utilizing technology to make record keeping and assessment more efficient, and effective utilization of technology so that teachers and administrators are accessible to parents. The district committee members collaborate and inform school technology committees of progress. Solutions will be sought and adjustments made by the committee if obstacles arise during implementation.District office staff will meet every other month with staff in Education and Technology Services to ensure the technology plan is being fully implemented and supported as adopted. 4. Professional Developmenttc \f C \l 1 "4. Professional Development"4a.Summary of teachers' and administrators' current technology skills and needs for professional development.tc \f C \l 2 "4a. Summary of Teacher and Administrator Skills and Needs"Based on the most recent EdTEchSurvey Results, Salida Union School District teachers and administrators rate themselves to be intermediate to beginning users of technology. This was based on a 67% response rate.In the area of Computer Knowledge and Skills, 62% rated themselves intermediate and 32% as beginning. The areas of greatest proficiency were in:Word Processing skills General computer knowledge and skills while the lowest areas were in:Database software skills Presentation software skills Spreadsheet software skills In the area of Using Technology in the Classroom, 27% rated themselves intermediate and 68% rated themselves beginning. The areas of greatest proficiency were in:using computer applications to manage records and to communicate through printed media and interacting with others using email familiarity with a variety of computer based collaborative. The areas of lowest proficiency were numerous and include:The use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered Chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning.Examines a variety of current educational technologies and uses established selection criteria to evaluate materials, for example, multimedia, Internet resources, telecommunications, computerassisted instruction, and productivity and presentation tools. Demonstrates knowledge of copyright issues and of privacy, security, safety issues and Acceptable Use Policies.Analyzes best practices and research findings on the use of technology and designs lessons accordingly.In the area of Using Technology to Support Student Learning, 19% rated themselves intermediate and 68% rated themselves beginning. The areas of greatest proficiency were in:using technological resources available inside the classroom or in library media centers, computer labs, local and county facilities, and other locations to create technology enhanced lessons aligned with the adopted curriculum. uses computer applications to manipulate and analyze data as a tool for assessing student learning and for providing feedback to students and their parents. while the area of lowest proficiency were in:interacts and communicates with other professionals through a variety of methods, including the use of computerbased collaborative tools to support technology enhanced curriculum.demonstrates competence in evaluating the authenticity, reliability and bias of the data gathered, determines outcomes, and evaluates the success or effectiveness of the process used. He/she frequently monitors and reflects upon the results of using technology in instruction and adapts lessons accordingly.4b.List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your district needs assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of the plan.tc \f C \l 2 "4b. Providing PD Opportunities (Measurable Objectives, Benchmarks)"It is the goal of the Salida Union School District to train its staff in the use of technology tools that increase productivity and learning. Computer management systems will be utilized by all staff members regardless of job assignment to organize and complete their assigned tasks in the most productive and efficient manner. Those staff members who are responsible for student instruction will be trained in techniques and strategies that utilize technology as a tool for learning.District staff members will have a variety of training opportunities offered to them. Technology and computer training will be offered in the computer lab setting at each district school site. Site media clerks and district technology staff will provide job specific and general computer and software training for district employees. District employees will have the opportunity to receive training through applicable webinars in a group setting as well as individually. Individual employees will receive job specific training to enable them to productively utilize the hardware and software products necessary to complete their assigned duties.Technology conferences such as our local ETC (Educational Technology Conference) and CUE (Computer Using Educators) will be attended by district technology leaders. Information and training attained at conferences such as these will be brought back to the school district and shared with staff.Goal 4b.1: All Salida Union School District staff members will be trained and using Microsoft Office 2010 as their technology productivity tool.Objective 4b.1.1: 100% of Salida Union School District staff members will be trained in using Microsoft Office 2010.Benchmarks:Year 1: By June 2012, 75% of Salida Union School District staff members will be trained in using Microsoft Office 2010. Year 2: By June 2013, 100% of Salida Union School District staff members will be trained in using Microsoft Office 2010 l. Year 3: By June 2014, 100% of Salida Union School District staff members will be offered continuing training as needed in using Microsoft Office 2010 as their productivity tool. Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentDevelop training plan for Microsoft Office 2010By July of each yearDistrict Technology LeadSchedule of trainings, training materialsPresentation of schedule and materials to DTCPresent trainings to staffBy September of each yearDistrict Technology Lead Coordinator of Professional Development District Testing CoordinatorTraining evaluationsSign in sheetsWebinars and a series of mini staff trainings will be provided to staff members for continuing trainingSeptember 2011 September 2013District Professional Development Coordinator Information Technology Department Staff Site Principals Media ClerksAttendance logs for training coursesEdTech Survey ProfileGoal 4b.2: All Salida Union School District staff members will utilize AERIES as a tool to manage student information.Objective 4b.2.1: 100% of the Salida Union School District staff members will be trained to utilize AERIES as a tool to manage student information.Benchmarks:Year 1: By June 2012, 50% of the Salida Union School District staff members will be trained to utilize AERIES as a tool to manage student information. Year 2: By June 2013, 75% of the Salida Union School District staff members will be trained to utilize AERIES as a tool to manage student information. Year 3: By June 2014, 100% of the Salida Union School District staff members will be trained to utilize AERIES as a tool to manage student information. Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentWebinars and a series of mini staff trainings will be provided to staff membersBy September of each yearProfessional Development Coordinator Information Technology Department Staff Site Administrators Media ClerksTraining attendance login formsEdTech Survey ProfileTraining staff to attend yearly AERIES conferenceBy December of each yearDistrict Technology Lead District Testing CoordinatorPurchase order for conferenceAttendance at conference, training plan subsequent to conferenceTrain elementary school staff in use of online attendanceBy September of 2013District Technology Lead Coordinator of Professional Development District Testing Coordinatorsign in sheetstraining evaluationInvestigate use of AERIES as report card for Elementary (K5) schoolsBy August of 2013District Technology Lead District Testing Coordinator of Professional DevelopmentPresentation to DTCSurvey of teachers on using AERIES for report cardsGoal 4b.3: All Salida Union School District staff members will be trained to utilize Online Assessment Reporting System (OARS) as a tool to manage student assessment data.Objective 4b.3.1: By September of 2013, 100% of Salida Union School District staff will be trained to utilize Online Assessment Reporting System (OARS) as a tool to manage student assessment data.Benchmarks:Year 1: By September of 2011, 75% of Salida Union School District staff members will be trained to utilize Online Assessment Reporting System (OARS) as a tool to manage student assessment data. Year 2: By September of 2012, 90% of Salida Union School District staff members will be trained to utilize Online Assessment Reporting System (OARS) as a tool to manage student assessment data. Year 3: By September of 2013, 100% of Salida Union School District staff members will be trained to utilize Online Assessment Reporting System (OARS) as a tool to manage student assessment data. Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentTraining in OARSBy September of each yearDistrict Testing Coordinator of Professional DevelopmentSignin SheetsTraining evaluations, OARS usage logsDistribute monthly OARS webinarsMonthlyDistrict Testing CoordinatorEmail detailing monthly webinar scheduleAttendance summaries from OARSTeachers will use data (through OARS) from district grade level benchmarks to inform instructionAfter each benchmark period (currently about every 3040 school days, 3 times a year)Principals District Technology CoordinatorMonthly site grade level meetings, monthly district wide grade level meetingsAction plans as a result of data compiled in OARSGoal 4b.4: All Salida Union School District staff members will be trained in the effective use of technology in the classroom.Objective 4b.4.1: 100% of staff will be trained in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of data gathered.Benchmarks:Year 1: By June 2012, 50% of the Salida Union School District staff members will be trained in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of data gathered. Year 2: By June 2013, 75% of the Salida Union School District staff members will be trained in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of data gathered. Year 3: By June 2014, 100% of the Salida Union School District staff members will be trained in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of data gathered. Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentDevelop/investigate training optionsBy October 2011District Technology Lead District Testing Coordinator of Professional DevelopmentMeetings to discuss training optionsPresentation to DTCDevelop training scheduleBy October of each yearDistrict Technology Lead Coordinator of Professional Development District Testing CoordinatorDTC meeting notesSchedule of trainings, present to DTCInitiate training scheduleBy December of each yearDistrict Technology Lead Coordinator of Professional Development District Testing CoordinatorSignin SheetsTraining EvaluationsObjective 4b.4.2: 100% of staff will be trained in best practices and research findings on the use of technology and designing of appropriate lessons.Benchmarks:Year 1: By June 2012, 50% of the Salida Union School District staff will be trained in best practices and research findings on the use of technology and designing of appropriate lessons. Year 2: By June 2013, 75% of the Salida Union School District staff will be trained in best practices and research findings on the use of technology and designing of appropriate lessons. Year 3: By June 2014, 100% of the Salida Union School District staff will be trained in best practices and research findings on the use of technology and designing of appropriate lessons. Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentDevelop/investigate training optionsBy October 2011District Technology Lead District Testing Coordinator of Professional DevelopmentMeetings to discuss training optionsPresentation to DTCDevelop training scheduleBy October of each yearDistrict Technology Lead District Testing Coordinator of Professional DevelopmentDTC meeting notesSchedule of trainings, present to DTCInitiate training scheduleBy December of each yearDistrict Technology Lead District Testing Coordinator of Professional DevelopmentSignin SheetsTraining EvaluationsObjective 4b.4.3: 100% of staff will be trained to examine a variety of current educational technologies and uses established selection criteria to evaluate materials, such as, multimedia, Internet resources, telecommunications, computerassisted instruction, and productivity and presentation tools.Benchmarks:Year 1: By June 2012, 50% of the Salida Union School District staff members will be trained to examine a variety of current educational technologies and uses established selection criteria to evaluate materials, such as, multimedia, Internet resources, telecommunications, computerassisted instruction, and productivity and presentation tools. Year 2: By June 2013, 75% of the Salida Union School District staff members will be trained to examine a variety of current educational technologies and uses established selection criteria to evaluate materials, such as, multimedia, Internet resources, telecommunications, computerassisted instruction, and productivity and presentation tools. Year 3: By June 2014, 100% of the Salida Union School District staff members will be trained to examine a variety of current educational technologies and uses established selection criteria to evaluate materials, such as, multimedia, Internet resources, telecommunications, computerassisted instruction, and productivity and presentation tools. Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentDevelop/investigate training optionsBy October 2011District Technology Lead District Testing Coordinator of Professional DevelopmentMeetings to discuss training optionsPresentation to DTCDevelop training scheduleBy October of each yearDistrict Technology Lead Coordinator of Professional Development District Testing CoordinatorDTC meeting notesSchedule of trainings, present to DTCInitiate training scheduleBy December of each yearDistrict Technology Lead Coordinator of Professional Development District Testing CoordinatorSignin SheetsTraining EvaluationsObjective 4b.4.4: 100% of teachers will be trained on the ethical use of computer technology and electronic media.Benchmarks:Year 1: By June 2012, 50% of teachers will be trained on the ethical use of computer technology and electronic media, information literacy and internet safety. Year 2: By June 2013, 75% of teachers will be trained on the ethical use of computer technology and electronic media, information literacy and internet safety. Year 3: By June 2014, 100% of teachers will be trained on the ethical use of computer technology and electronic media, information literacy and internet safety, information literacy and internet safety. Implementation PlanActivityTimelinePerson(s) ResponsibleMonitoring & EvaluationEvaluation InstrumentDevelop/investigate training optionsBy October 2011District Technology Lead District Testing Coordinator of Professional DevelopmentMeetings to discuss training optionsPresentation to DTCDevelop training scheduleBy October of each yearDistrict Technology Lead Coordinator of Professional Development District Testing CoordinatorDTC meeting notesSchedule of trainings, present to DTCInitiate training scheduleBy December of each yearDistrict Technology Lead Coordinator of Professional Development District Testing CoordinatorSignin SheetsTraining Evaluations4c.Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned activities including roles and responsibilities.tc \f C \l 2 "4c. Professional Development Monitoring"Evaluation instruments and program analysis information is included as part of the district's technology professional development goals. A comprehensive plan to monitor the progress of these goals is in place. Annually, the District Technology Committee (DTC) will review results of the EdTech Survey that is completed by district staff members by using comparison charts to see if growth is made in the three areas of focus: 1) teacher knowledge using presentation software 2) use of the Internet to support regular classroom instruction. 3) standardsbased instruction with technologyrich, gradeappropriate projects. The staff development goals for technology are included in the district staff development plan. The district's DTC Chairperson, Professional Development Staff, and Chief Business Officer meet quarterly to review districtwide participation and provide follow up support when necessary to professional development offerings.5. Infrastructure, Hardware, Technical Support, and Softwaretc \f C \l 1 "5. Infrastructure, Hardware, Technical Support, and Software"5a.Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components of the plan.tc \f C \l 2 "5a. Existing Resources"Existing Hardware: All curricular and professional development goals can be supported with existing hardware in place. The district office houses most of the servers in use throughout the district. These servers function as application servers, file servers and resource servers. They are kept in a temperature-controlled room plugged into a UPS, which powers a rack and feeds filtered power thereby assuring constant normal operation. One server monitors all other servers and informs IT staff of any irregularities among them or downed WAN links via email. Backups of critical servers such as email and the student information systems (Aeries) are done daily whereas other servers not deemed critical are done biweekly or weekly. Server software patching is generally completed after the second Tuesday of the month and patches for application servers are based on patch availability. The student information system is patched monthly. Servers installed at the school sites are generally kept in an air-conditioned room but are backed up from the district office.Each school site has one Windows 2003 server that provides resources for client computers. In addition, each school also has a Windows server that is used to run student applications such as Kid Pix, Accelerated Reader, and Oregon Trail etc. These servers provide file storage for student work. All staff has access to computers for communication and information resources. All teachers have a teacher workstation, either a desktop or laptop computer. All teachers take attendance electronically using Aeries. Classrooms have up to ten computers per room depending on teacher preference, space and power availability. Computer labs at each site have a main lab consisting of a minimum of 33 computers and optionally a smaller lab which contains anywhere from 7 to 25 computers. Each school has at least one mobile wireless lab with approximately 20 laptops. Most computers in the district are greater than 4 years old and running Windows XP however all are able to access the existing curricular resources such as Rosetta Stone, OARS, Aeries, Read Naturally, Academy of Reading/Math, Accelerated Reader and Education City. The district has adopted standards for hardware. These standards reduce technology support costs and ensure compatibility between hardware and software. The current standards for desktop and laptop computers are the Dell Optiplex and Latitude models. Standards for printers include the HP Laserjet models. The District has implemented a help desk system called Sysaid. This system includes an asset tracking and inventory module, which allows hardware and software to be inventoried and purchases recorded. Systems that no longer meet standards either thru hardware requirements or retirement dates can easily be tracked and scheduled for replacement.Existing Internet Access: The schools in the district are connected using dark fiber leased from Charter Communications via erate. The speed of the connection is aggregate 1GBs for all 5 school sites and two administration sites. The sites are connected to the District Office, which in turn is connected to the Stanislaus County Office of Education. The speed of the connection from the District Office to the Stanislaus County Office of Education is 100 MBs. Three of the schools have a 1GBs LAN backbone while two others have a 100MBs LAN backbone. The district has standardized on the Cisco platform for switches and routers, thus there are no communication issues between sites. All classrooms in the school district have at least 1 RJ45 Ethernet drop while most have 23. These drops support a communication speed of 100 MBs or 1GBs. All teachers and staff have district-hosted email but students do not. The Stanislaus County Office of Education hosts our internet filtering. All Salida network traffic from administration and students pass thru the M86 filter and a report is generated once a week showing which websites are accessed and by whom.The existing internet/network bandwidth can easily accommodate all curricular and professional development needs at this time.The phone systems in the district are a combination of direct access and 4-digit dialing. Two school phone systems use 4 digits dialing over the LAN and support direct access to voicemail. The other 3 schools are direct dial. All teachers have voicemail and it can be accessed either through direct four-digit dialing or through the district homework hotline.The district hires a consultant from Infinity Communications and Consulting to oversee the Erate process. Previously we have used Erate funds primarily to support fiber optics and telecommunications between all sites.Existing Electronic Learning Resources: Most curricular and professional development goals can be supported with current software. Additional software can be added as needed. The software in use throughout the district includes:Accelerated Reader Online Assessment Reporting Systems (OARS)Academy of Reading/Math Read NaturallyAeries Read180 /System 44 Global Student Network Renzulli Learning Kids Pix Studio Rosetta StoneLeapTrack Star Reading Math Facts in a Flash United SteamingMicrosoft Office Existing Technical Support: The district has two dedicated support technicians who maintain technology in the district. Their purpose is deal with larger technical support issues such as servers, infrastructure, and hardware. All sites have Library Media Clerks that deal with the day-to-day work Technician:Maintains all hardware and software associated with the WAN and Internet. Approves technical specifications for all infrastructure, hardware and software purchases. Negotiates hardware and software purchases to ensure best possible price. Coordinates technical support services. Provides staff development to end users of district network services. Service Technician:Services all computer workstations and peripherals Maintains WAN/ and Internet services in absence of Network Technician Oversees all telecommunications including cell phones and automated phone systems Sets up technology resources for meetings and staff development 5b.Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district's teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan.tc \f C \l 2 "5b. Needed Resources"Hardware Needed: Currently, all district curricular and Professional Development goals can be supported with existing hardware. However, as new technologies and software become available this may not always be the case. The typical life of a computer is anywhere from three to five years. Looking forward one can conclude that new educational applications will require hardware that the district does not possess. With the current budget shortfalls, the cost to replace all of the outofdate computers in the district will soon not be feasible. A different course of action must be undertaken to reduce upcoming costs and ensure all computers in the district will continue to support the existing and future curricular software demands. To address this issue, the planned solution is Virtualization. Virtualization allows the use of multiple applications and operating systems to run on the same computer at different times. This allows the user to boot a machine to Windows XP with Office 2003 and then reboot the same computer in Windows 7 with Office 2010.The advantage to this method is that a device (computer or thin client) is versatile for each and every student or teacher use. It also gives the flexibility to configure the machines based on individual needs. Once virtualization is complete, it will be paired to a software-based private cloud application allowing students/parents/staff to access all district resources from a school based or homebased web browser. With this solution in place existing hardware can be reused to support current educational needs. The introduction of new curricular software is not an issue. 40 new computers or thin clients will need to be added to achieve the two student computers needed for every classroomThe hardware needed to achieve this solution is as follows:7 Windows 2008 R2 Servers 1 Network Attached Storage (NAS) 40 Thin clients This equipment will host all virtual desktop and applications necessary to support the curriculum and professional development goals. Backups and disaster recovery will be handled between the servers and the NAS device. Updates and patches for applications and operating systems will be handled at the server level. Electronic Learning Resources Needed: Nearly all Curricular and Professional development goals can be supported with existing electronic learning resources in place. The additional resources needed are:Microsoft Office 2010VMware View Premier (to virtualize desktops)VMware starter kit (to virtualize desktops)VMware Thinapp (to virtualize applications)VMware Sphere (to virtualize servers)Virtual backup softwareStoneware software (private cloud)wiki or blog softwareNetworking and Telecommunications Infrastructure Needed: All curricular and professional development goals can be supported by the existing Networking and Telecommunications goals. Physical Plant Modifications Needed: All Curricular and Professional Development goals can be supported by the existing Physical Plant infrastructure.Technical Support Needed: current Technical Support can support nearly all Curricular and Professional Development goals. Technical Support will need to be trained in virtualization and cloud concepts, strategies, implementation and troubleshooting.Technical Support, administration, and staff will need to be trained in the Microsoft Office 2010 suite of applications.0.List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components as identified in Section 5b.tc \f C \l 2 "5c. Annual Benchmarks and Timeline for obtaining resources"Year 1 Benchmark: Begin Testing and Implementation of Virtualization: District will purchase 2 servers and 1 NAS. Microsoft Office will be purchased. District will pilot a 60-day trial of virtualization using a school library or lab. District will purchase Virtualization software. IT dept will virtualize 100 computers 5 years or older. IT dept will be trained in Virtualization and Microsoft Office. IT dept will provide training to staff in Microsoft Office as needed. District Technology Committee will develop plan to provide online communication toolRecommended Actions/ActivitiesTimelinePerson(s) ResponsiblePurchase 2 servers and 1 NASBy December year 1IT Dept, FiscalPurchase Microsoft Office 2010by January year 1IT Dept FiscalPilot 60 day trial of virtualization softwareby March year 1IT DeptPurchase virtualization softwareby April year 1IT Dept, FiscalIT Dept trained on virtualizationby April year 1IT Dept, FiscalVirtualize 100 computersby June Year 1IT DeptTrain staff on Microsoft Office 2010by June year 1IT DeptDistrict Technology Committee will develop plan for online communication toolby June year 1District Technology Committee, IT DeptPlan for purchase of electronic learning resources for year 1.By October Year 1District Technology Committee, IT DeptYear 2 Benchmark: District will purchase 2 servers to continue virtualization. IT dept will demo stoneware (private cloud software) Implement plan for online communication tool. IT will virtualize 100 computers 5 years or older. Purchase 20 thin clientsRecommended Actions/ActivitiesTimelinePerson(s) ResponsiblePurchase 2 serversby December year 2IT dept, FiscalDemo stoneware softwareby June year 2IT deptImplement plan for online communication toolby June year 2IT dept, FiscalVirtualize 100 computersby June year 2IT DeptPurchase 20 thin clientsby June year 2IT Dept, FiscalPlan for purchase of electronic learning resources for year 2By October Year 2District Technology Committee, IT DeptYear 3 Benchmark: Purchase 3 servers, Stoneware software and implement private cloud. IT will virtualize 100 computers 5 years or older. Purchase 20 thin clientsRecommended Actions/ActivitiesTimelinePerson(s) ResponsiblePurchase 3 servers, Stoneware softwareby June year 3IT Dept, FiscalImplement private cloudby June year 3IT DeptVirtualize 100 computersby June year 3IT DeptPurchase 20 thin clientsby June year 3IT Dept, FiscalPlan for purchase of electronic learning resources for year 3By October Year 3District Technology Committee, IT Dept5d.Describe the process that will be used to monitor Section 5b and the annual benchmarks and timeline of activities including roles and responsibilities.tc \f C \l 2 "5d. Process to Monitor 5b"The District Technology Committee (DTC) will monitor the progress and implementation of the Technology Plan. The District Technology Lead will report to the DTC the progress made at the beginning of the school year and at the end. The DTC may call for more frequent updates should the need arise. The DTC may make modifications to the plan should the District be unable to implement it. The DTC will report to the school board at least once per year on the progress made during the year.The Technology Department will inventory technology resources at least once per year and will be responsible for keeping it up to date.6. Funding and Budgettc \f C \l 1 "6. Funding and Budget"6a.List of established and potential funding sources.tc \f C \l 2 "6a. Established and Potential Funding Sources"Established Funding Sources: Salida Union School District (SUSD) has been hit particularly hard during California's recent budget crisis. While state funding continues to decline, SUSD faces the added challenge of declining enrollment. This "perfect storm" has created little budget flexibility. Creative and innovative uses of funding will continue to be the norm for the foreseeable future.Established Funding SourcesGeneral fund Lottery Title II, Part D EETT Grant Potential Funding Sources: SUSD will examine the possibility of the following potential funding sources:Onetime block grants Deferred Maintenance (currently in flexibility) Grants Business Partnerships 6b.Estimate annual implementation costs for the term of the plan.tc \f C \l 2 "6b. Annual implementation costs"Item DescriptionYear 1Year 2Year 3Funding Source Including ERate10001999 Certificated SalariesTraining Certificated$20,000$20,000$20,000General Fund, Lottery, Title I, EIA, EETT20002999 Classified SalariesTechnology Support Staff$130,000$130,000$130,000General FundTraining Classified$2,000$2,000$2,000General Fund, Lottery, Title I, EIA30003999 Employee BenefitsTechnology Support Staff$26,000$26,000$26,000General Fund40004999 Materials and SuppliesTraining Supplies$5,000$5,000$5,000General Fund, Lottery, Title I, EIA, GATE50005999 Other Services and Operating ExpensesMicrosoft Office 2010$25,000$0$0Microsoft SettlementVMware Starter kit$1,500$0$0General fund, LotteryVMware SPhere$5,120$0$0General Fund, LotteryVMware Premier$12,000$13,000$13,000General Fund, LotteryStoneware software (private cloud)$0$0$15,000General Fund, LotteryVRanger Pro (Backup software)$600$0$0General Fund, LotteryOARS Online Software$16,000$15,000$14,000Title I, EIA, General fund, LotteryAERIES Software Support$10,000$10,000$10,000General Fund, LotteryNetwork, Computer, Printer, and Projector repair parts$10,000$10,000$10,000General Fund, LotteryWeb Filtering Software$6,000$6,000$6,000General fund, LotteryAnti Spam Filtering Software$5,000$5,000$5,000General Fund, LotteryRenzulli Learning, NetTrekker, United Streaming, AutoSkills$20,000$20,000$20,000General Fund, Lottery, Title I, GATE, EIAInternet Services (Charter, StanCOE)$90,000$90,000$90,000General Fund, Lottery60006999 EquipmentServer$20,000$20,000$30,000General Fund, LotteryNetwork Attached Storage$10,000$0$0General Fund, LotteryThin Clients$0$10,000$10,000General Fund, LotteryComputer Replacement$150,000$150,000$150,000General Fund, Title I, EIA, LotteryWireless Access Points$2,000$2,000$2,000General fund, LotteryTotals:$566,220$534,000$558,000 6c.Describe the district's replacement policy for obsolete equipment.tc \f C \l 2 "6c. District replacement policy"The district recognizes that equipment will need to be replaced. For this reason, the district will replace/reallocate the oldest equipment first. Technology that is more than 5 years or older will be given first priority. This will ensure a consistent quality of equipment district wide. This will encourage sites to get the most utility out of equipment during the current budget crisis. The oldest equipment is evaluated by the district technology service department and is either moved to a setting that does not require the most modern equipment, converted to a terminal on one of our Thin Client networks, or auctioned as surplus equipment.6d.Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary.tc \f C \l 2 "6d. Budget monitoring"The District Technology Committee (DTC) meets eight times each year. These meetings focus on monitoring the implementation of the District Technology Plan. The DTC specifically reviews site technology goals and matching funds allocated in the Single Plans for Student Achievement, allocates district technology funds, plans technology staff development, shares ideas on the integration of technology in the regular classroom, collaborates and informs school technology committees and refines standards based activities for student technology related skills.The district Chief Business Officer and Technology Supervisor meet regularly to ensure the technology plan is being implemented and that adequate financial resources are available. The current state budget crisis presents significant challenges in the full implementation of the technology plan.7. Monitoring and Evaluationtc \f C \l 1 "7. Monitoring and Evaluation"7a.Describe the process for evaluating the plan's overall progress and impact on teaching and learning.tc \f C \l 2 "7a. Overall progress and impact evaluation"The district’s progress on implementation of the technology plan is compared with the original timeline in order to manage, update and improve the plan. Midcourse corrections are made if implementation does not adhere to schedules.The evaluation process focuses on the curriculum and the use of technology to help all students master the state content standards. If intended results are not evident, the evaluation process assists in determining the next steps that need to be taken to achieve the desired results.The education technology plan is part of overall school improvement to increase academic achievement. The technology plan goals are included in the school’s Single Plan for Student Achievement (SPSA) . The SPSA for each school includes timelines, benchmarks, tasks and progress monitoring features. School leadership teams monitor plan goals each trimester by documenting the level of progress towards achievement for each plan goal. This progress is monitored and reviewed by Site Leadership Teams and School Site Council members at a minimum of two meetings during the school year. District administration monitors and reviews each site's progress toward goal completion throughout the year. The evaluation of the effect of technology on student achievement is conducted in collaboration with the overall evaluation of the school improvement effort.District program evaluation and decision-making are driven by analysis of data, especially student achievement data. The district has a fulltime employee dedicated to the collection, analysis and reporting of data. Program administrators and advisory committees use these reports to guide important decisions. Examples of data collected are: STAR results, local assessment results, language development assessments, student and employee attendance, State Technology Survey, EdTechProfile, E Staff Proficiency Survey, studentteacher contact time and studentprogram contact time. Each year site level technology teams will complete a technology equipment and infrastructure inventory. Site inventories will record staff equipment, student equipment, and infrastructure equipment and will include the purchase and installation dates for all technology equipment. The District Technology Committee (DTC) reviews, equipment inventories, data reports, evaluation benchmarks described in each section of the technology plan and student work samples demonstrating completion of projects in the District Technology Skills Curriculum Matrix. Decisions and committee recommendations regarding technology are based on a review of this information.7b.Schedule for evaluating the effect of plan implementation.tc \f C \l 2 "7b. Evaluation schedule"The monitoring and evaluation process will be a collaborative effort between district administrators, site technology leaders, and the school community. The DTC will lead the collaborative effort to review and evaluate the district's progress towards technology goal achievement.Evaluation Timeline:September: Site representatives from the DTC will collaborate with their site leadership teams to evaluate student and staff progress towards technology goal completion, collect student work samples, review staff development and training opportunities, and identify barriers to implementation and goal achievement. October: Site representatives will report at the monthly DTC meeting on the findings from their site reviews. November March: Continued site level monitoring. Pressing issues will be communicated at monthly DTC meetings. April: Site representatives from the DTC will collaborate with their site leadership teams to evaluate student and staff progress towards technology goal completion, collect data on the percentage of students achieving technology goals, measure levels of staff competency in technology skill development, and gather student work samples. May: Site representatives will report to the DTC. The DTC will prepare a presentation for the district school board that communicates student and staff progress towards technology goal achievement. This presentation will be shared at the May Salida Union School District board meeting. 7c.Describe the process and frequency of communicating evaluation results to tech plan stakeholders.tc \f C \l 2 "7c. Communicating evaluation results"Each spring the DTC creates an evaluation findings report. This report is sent to school principals, school site councils, program managers and the administrative cabinet. Annually, the evaluation of the plan is reported in a public meeting to the board as set forth in the District Strategic Plan. DTC findings are used to modify program offerings and establish budget recommendations for the following year. This communication is critical due to the variety of funding resources utilized throughout the district.8. Collaborative Strategies with Adult Literacy Providerstc \f C \l 1 "8. Collaborative Strategies with Adult Literacy Providers"The district and local adult literacy programs have collaborative partnerships that share technology resources. These partnerships secure access to technology resources and educational networks for adult learning organizations.Adult learning organizations benefit from public school experience with technology planning. The district provides these organization with planning expertise, support and resources. The district helps adult learning organizations to critically engage the role of the Internet to facilitate communication and provide access to distance learning resources.The collaboration between the district and adults from the school community exist in two categories. The district collaborates with adults as parents to assist them in supporting technology education for their students. In addition, the district provides opportunities for parents to develop their personal skills through the use of technology instruction.The district assists parents with their desire to support student learning by providing experiential, training, and guidance opportunities in the area of educational technology. These opportunities include:School technology nights District technology fair Internet safety and cyberbullying training Electronic communications The district provides services to adults both directly and in collaboration with adult learning organizations.District programs that serve adults are:Even Start Family Literacy Community Based English Tutoring Parent Institutes Head Start and State Preschool GED classes Adult literacy classes The adult literacy providers use district technology resources to enhance instruction with software solutions aimed at improving reading, math and general education skills and with Internet resources selected by the instructor. Adult education classes are benefiting from software such as Rosetta Stone and Academy of Reading and Math.District leaders met with adult literacy providers and shared information about the district technology plan, learned how adult literacy providers are currently incorporating technology in their classes, and discovered how the district may collaborate to better provide services to our students, our parents and the general community. As a result of meeting, a computer literacy class for parents of English learners was added at Dena Boer Elementary one night a week in addition to the evening literacy classes parents attend. English learner parents expressed to staff a lack of technology in their homes and therefore little knowledge using computers. Or, if parents had technology in their home their children knew more than they did. Currently, more parents are interested in attending. Plans are in process to expand the adult computer literacy class to meet the need of additional parents in our community.Assistance to the adult literacy providers now includes provision of facilities for adult classes, sharing of ideas and assistance that helps integrate technology into curriculum, collaborative pursuit of adult literacy funding sources, and technology professional development courses for adult literacy staff. The Salida School District continues to actively pursue new partnerships with the school community in an effort to meet the adult literacy needs of Salida families. The district's goal is to utilize its existing technology resources as means of providing training and educationalAs a means of monitoring and continued collaboration, parents from the school community are encouraged to attend the District Technology Committee (DTC) meetings. The agendas for the DTC include that opportunity for community feedback as well as question and answer periods.9. Effective, ResearchedBased Methods and Strategiestc \f C \l 1 "9. Effective, Researched-Based Methods and Strategies"9a.Summarize the relevant research and describe how it supports the plan's curricular and professional development goals.tc \f C \l 2 "9a. Research Summary, District Application"Salida Union School District is currently updating all plans to be built upon the Essential Program Components (EPC). The nine EPCs represent research-based ideals that have been shown to be evident in successful education programs. The districts current focus is in the area of EPC 5 and EPC 7. The excerpts here are taken from Creating a Systemwide Literacy Plan for Student Success published by the California County Superintendents Educational Services Association.EPC 5 Student Achievement Monitoring System“Frequent monitoring of student performance is positively related to school effectiveness.” Levine, D.U. & Lezotte, L.W. (1990). Unusually Effective Schools: A Review and Analysis of Research and Practice. Madison, WI: National Center for Effective Schools Research and Development. As data becomes more prevalent it is easy to overload on data that is not relevant to the decision at hand. Effective data usage involves focusing on developing a digital profile of the learner, which includes assessment data, curriculum content and individual characteristics. Dessoff, A. (2011). What's Your Data Integration Strategy?. District Administration. Districts that are leaders in encouraging data use, teachers report using data for schoolwide planning, student placement and broad curricular planning more often than for tailoring instruction to individual student needs or to improve their own teaching, indicating that datadriven decision making is not making it down to the classroom level. Means, B., Padilla, C., & Gallagher, L. (2010). Use of Education Data at the Local Level: From Accountability to Instructional Improvement. EPC 7 Teacher Collaboration “The study found that professional community strongly predicts the school’s level of teaching quality as measured by pedagogy, and this directly boosts student achievement.” Louis, K.S., & Marks, H.M. (1998). Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools. American Journal of Education 106(4) 532575. Technoolgy integration in the area of teacher collaboration is supported by Grunwald (2009). Participation in online communities and social media is a growing trend. Teachers should be at the forefront of integration. Support is need for those that are not yet comfortable in this area. Grunwald Associates LLC. (2009) Digitally Inclined. Professional development for staff Onthejob technology training for teachers focuses on equipment, although the greater need is for training on how to integrate technology into teaching and learning. Grunwald Associates. (2010) Educators, Technology and 21st Century Skills: Dispelling Five Myths. 9b.Describe the district's plans to use technology to extend or supplement the district's curriculum with rigorous academic courses and curricula, including distancelearning technologies.tc \f C \l 2 "9b. Technology to Deliver Rigorous Curriculum"The District Technology Committee encourages the development and utilization of innovative strategies. Staff members may submit a proposal for the innovative use of technology. A proposal must include: a curriculum objective, a technology objective, a unit/lesson plan, a budget, and a plan to share the idea with other teachers. The proposals are reviewed by DTC and receive implementation funding if deemed worthy. Priority is given to strategies that use technology to deliver specialized or rigorous academic courses and curricula, including distance learning.The District Technology committee is constantly exploring and adding opportunities for distance learning in the classroom. School labs and classrooms use distance-learning sites for online dictionaries, encyclopedias and World Fact Books. Renzulli Learning is used with gifted and talented students in our district. Students work online and are surveyed about their personal interests in curriculum content and learning styles. An individualized learning path is created and through over 150,000 websites students explore, learn and create projects related to their individualized learning path. This web tool enables students to experience interest learning, which goes beyond current curriculum available in stateadopted materials. It is an ideal way for students to truly have an individualized learning plan tailored to their interests. In addition, students and their parents can access this anytime, anywhere. Parents, teacher and students can see where they have been exploring and what they have been learning using this webbased learning.tc \f C \l 1 "Appendix C - Criteria for EETT Technology Plans "Appendix C Criteria for EETT Technology Plans(Completed Appendix C is REQUIRED in a technology plan)In order to be approved, a technology plan needs to "Adequately Addressed" each of the following criteria:For corresponding EETT Requirements, see the EETT Technology Plan Requirements (Appendix D). Include this form (Appendix C) with “Page in District Plan” completed at the end of your technology plan. 1. PLAN DURATION CRITERIONPage in District PlanExample of Adequately AddressedExample of Not Adequately AddressedThe plan should guide the district's use of education technology for the next three to five years. (For a new plan, can include technology plan development in the first year) 3The technology plan describes the districts use of education technology for the next three to five years. (For new plan, description of technology plan development in the first year is acceptable). Specific start and end dates are recorded (7/1/xx to 6/30/xx).The plan is less than three years or more than five years in length.Plan duration is 200811.2. STAKEHOLDERS CRITERION Corresponding EETT Requirement(s): 7 and 11 (Appendix D).Page in District PlanExample of Adequately AddressedExample of Not Adequately AddressedDescription of how a variety of stakeholders from within the school district and the communityatlarge participated in the planning process. 4The planning team consisted of representatives who will implement the plan. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included.Little evidence is included that shows that the district actively sought participation from a variety of stakeholders.3. CURRICULUM COMPONENT CRITERIA Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D).Page in District PlanExample of Adequately AddressedExample of Not Adequately Addresseda. Description of teachers' and students' current access to technology tools both during the school day and outside of school hours. 5The plan describes the technology access available in the classrooms, library/media centers, or labs for all students and teachers.The plan explains technology access in terms of a studenttocomputer ratio, but does not explain where access is available, who has access, and when various students and teachers can use the technology.b. Description of the district's current use of hardware and software to support teaching and learning. 6The plan describes the typical frequency and type of use (technology skills/information and literacy integrated into the curriculum).The plan cites district policy regarding use of technology, but provides no information about its actual use.c. Summary of the district's curricular goals that are supported by this tech plan. 8The plan summarizes the district's curricular goals that are supported by the plan and referenced in district document(s).The plan does not summarize district curricular goals.d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals. 8The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the district's curriculum goals and academic content standards to improve learning.The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace. 12The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.The plan suggests how students will acquire technology skills, but is not specific enough to determine what action needs to be taken to accomplish the goals.f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students and teachers can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peertopeer file sharing; and avoiding plagiarism 14The plan describes or delineates clear goals outlining how students and teachers will learn about the concept, purpose, and significance of the ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing and/or downloading.The plan suggests that students and teachers will be educated in the ethical use of the Internet, but is not specific enough to determine what actions will be taken to accomplish the goals.g. List of goals and an implementation plan that describe how the district will address Internet safety, including how students and teachers will be trained to protect online privacy and avoid online predators. 15The plan describes or delineates clear goals outlining how students and teachers will be educated about Internet safety.The plan suggests Internet safety education but is not specific enough to determine what actions will be taken to accomplish the goals of educating students and teachers about internet safety.h. Description of or goals about the district policy or practices that ensure equitable technology access for all students. 16The plan describes the policy or delineates clear goals and measurable objectives about the policy or practices that ensure equitable technology access for all students. The policy or practices clearly support accomplishing the plan's goals.The plan does not describe policies or goals that result in equitable technology access for all students. Suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers' efforts to meet individual student academic needs. 17The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to support the district's student recordkeeping and assessment efforts.The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve twoway communication between home and school. 19The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve twoway communication between home and school.The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.k. Describe the process that will be used to monitor the Curricular Component (Section 3d3j) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities. 21The monitoring process, roles, and responsibilities are described in sufficient detail.The monitoring process either is absent, or lacks detail regarding procedures, roles, and responsibilities.4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 and 12 (Appendix D).Page in District PlanExample of Adequately AddressedExample of Not Adequately Addresseda. Summary of the teachers' and administrators' current technology proficiency and integration skills and needs for professional development. 22The plan provides a clear summary of the teachers' and administrators' current technology proficiency and integration skills and needs for professional development. The findings are summarized in the plan by discrete skills that include Commission on Teacher Credentialing (CTC) Standard 9 and 16 proficiencies.Description of current level of staff expertise is too general or relates only to a limited segment of the district's teachers and administrators in the focus areas or does not relate to the focus areas, i.e., only the fourth grade teachers when grades four to eight are the focus grade levels.b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your district needs assessment data (4a) and the Curriculum Component objectives (Sections 3d 3j) of the plan. 23The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d 3j) of the plan.The plan speaks only generally of professional development and is not specific enough to ensure that teachers and administrators will have the necessary training to implement the Curriculum Component.c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities. 29The monitoring process, roles, and responsibilities are described in sufficient detail.The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Corresponding EETT Requirement(s): 6 and 12 (Appendix D).Page in District PlanExample of Adequately AddressedExample of Not Adequately Addresseda. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components (Sections 3 & 4) of the plan. 31The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to support the implementation of the Curriculum and Professional Development Components.The inventory of equipment is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development Components. The summary of current technical support is missing or lacks sufficient detail.b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district's teachers, students, and administrators to support the activities in the Curriculum and Professional Development components of the plan. 33The plan provides a clear summary and list of the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support the district will need to support the implementation of the district's Curriculum and Professional Development components.The plan includes a description or list of hardware, infrastructure, and other technology necessary to implement the plan, but there doesn't seem to be any real relationship between the activities in the Curriculum and Professional Development Components and the listed equipment. Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components.c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components identified in Section 5b. 35The annual benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom, and when.The annual benchmarks and timeline are either absent or so vague that it would be difficult to determine what needs to be acquired or repurposed, by whom, and when.d. Describe the process that will be used to monitor Section 5b & the annual benchmarks and timeline of activities including roles and responsibilities. 36The monitoring process, roles, and responsibilities are described in sufficient detail.The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.6. FUNDING AND BUDGET COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix D)Page in District PlanExample of Adequately AddressedExample of Not Adequately Addresseda. List established and potential funding sources. 38The plan clearly describes resources that are available or could be obtained to implement the plan.Resources to implement the plan are not clearly identified or are so general as to be useless.b. Estimate annual implementation costs for the term of the plan. 39Cost estimates are reasonable and address the total cost of ownership, including the costs to implement the curricular, professional development, infrastructure, hardware, technical support, and electronic learning resource needs identified in the plan.Cost estimates are unrealistic, lacking, or are not sufficiently detailed to determine if the total cost of ownership is addressed.c. Describe the district's replacement policy for obsolete equipment. 40Plan recognizes that equipment will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components.Replacement policy is either missing or vague. It is not clear that the replacement policy could be implemented.d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary. 40The monitoring process, roles, and responsibilities are described in sufficient detail.The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.7. MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix D).Page in District PlanExample of Adequately AddressedExample of Not Adequately Addresseda. Describe the process for evaluating the plan's overall progress and impact on teaching and learning. 42The plan describes the process for evaluation using the goals and benchmarks of each component as the indicators of success.No provision for an evaluation is included in the plan. How success is determined is not defined. The evaluation is defined, but the process to conduct the evaluation is missing.b. Schedule for evaluating the effect of plan implementation. 43Evaluation timeline is specific and realistic.The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan.c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders. 44The plan describes the process and frequency of communicating evaluation results to tech plan stakeholders.The plan does not provide a process for using the monitoring and evaluation results to improve the plan and/or disseminate the findings.8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement(s): 11 (Appendix D).Page in District PlanExample of Adequately AddressedExample of Not Adequately AddressedIf the district has identified adult literacy providers, describe how the program will be developed in collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify adult literacy providers or potential future outreach efforts.) 44The plan explains how the program will be developed in collaboration with adult literacy providers. Planning included or will include consideration of collaborative strategies and other funding resources to maximize the use of technology. If no adult literacy providers are indicated, the plan describes the process used to identify adult literacy providers or potential future outreach efforts.There is no evidence that the plan has been, or will be developed in collaboration with adult literacy service providers, to maximize the use of technology.9. EFFECTIVE, RESEARCHEDBASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 and 9 (Appendix D).Page in District PlanExample of Adequately AddressedExample of Not Adequately Addresseda. Summarize the relevant research and describe how it supports the plan's curricular and professional development goals. 46The plan describes the relevant research behind the plan's design for strategies and/or methods selected.The description of the research behind the plan's design for strategies and/or methods selected is unclear or missing.b. Describe the district's plans to use technology to extend or supplement the district's curriculum with rigorous academic courses and curricula, including distancelearning technologies. 47The plan describes the process the district will use to extend or supplement the district's curriculum with rigorous academic courses and curricula, including distancelearning opportunities (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).There is no plan to use technology to extend or supplement the district's curriculum offerings.tc \f C \l 1 "Appendix J - Technology Plan Contact Information "Appendix J Technology Plan Contact Information(Required)Education Technology Plan Review System (ETPRS)Contact InformationCounty & District Code: 50 - 71266School Code (Direct-funded charters only): LEA Name: Salida Union Elementary*Salutation: Mr.*First Name: John*Last Name: Hall*Job Title: District Testing Coordinator*Address: 4801 Sisk Rd.*City: Salida*Zip Code: 95368-9226*Telephone: 209-545-0339 Ext: 3134Fax: (209) 545-2962*E-mail: jhall@salida.k12.ca.usPlease provide backup contact information.1st Backup Name: Rex TschetterE-mail: rtschetter@salida.k12.ca.us2nd Backup Name: E-mail: * Required information in the ETPRS ................
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