South Fork Union School District - PC\|MAC
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South Fork Union School District
Board of Education
Dale Creighton – President
Allan Jaffe – Clerk
Sherry Nichols – Member
Bill Hood – Member
Jim Alexander – Member
Administration
Robin Shive -District Superintendent
District Technology Committee Members
Sabine Mixon – Technology Coordinator, Teacher, South Fork Elementary School
Foy Clark – Technology Technician, South Fork District
Robin Shive – Superintendent/Principal, South Fork Union School District
Allan Jaffe – Board Clerk, South Fork Union School District
Sherry Nichols – Board Member, South Fork Elementary School, School Psychologist
Jana Maki – Teacher, South Fork Middle School
Mary Ann Morgan – Teacher, South Fork Middle School
Dawne Gibson – Teacher, South Fork Middle School
Shannon Damron – Teacher, South Fork Elementary School
Anita Hrwell – Teacher, South Fork Elementary School
Tom Dwyer – Teacher, South Fork Elementary School
Sherry Webb - Part time technician, cafeteria manager, South fork Union school District
Barb Zimmerman – Teacher, South Fork Elementary School
Linda Congalves - After School Safety and Enrichment Coordinator
Ruth Carroll - Categorical Program Manager
South Fork School and Community Foundation
South Fork Parent Teacher Committee
South Fork After School Safety and Enrichment Program
Table of Contents
District Overview………………………………………………………….…......5
Technology Vision and Plan Overview………………………………………….5
Plan Duration……………………………………………………………………8
Stakeholders……………………………………………………………………..8
Curriculum……………………………………………………………………...…9
Professional Development…………………………………………………….....26
Infrastructure, Hardware, Technical Support, and Software…………………….35
Funding and Budget……………………………………………………………...42
Monitoring and Evaluation………………………………………………………46
Adult Literacy Collaboration ……………………………………………………47
Effective, Research-Based Methods and Strategies and Criteria………..……...48
Appendices……………………………………………………………………….51
Acceptable Use Policy – Students……………………………………………….52
Acceptable Use Policy – Teachers………………………………………………54
DISTRICT OVERVIEW
The South Fork Union School District founded March 26, 1921, is located in Weldon, California. Weldon is in the Kern River Valley about 65 miles northeast of Bakersfield We are a rural, two – school District near a Riparian Forest, The White Blanket Native American Reservation, and 150 year old livestock grazing floor. The technology plan addresses both schools kindergarten through eight grades, (one kindergarten through fourth grade primary school and one fifth through eighth grade middle school). Our total district student population is approximately 349 students (with declining enrollment) being served by approximately 45 teachers, support staff, and administrators. The May 17, 2007 CBEDS reported that 76% of the District’s pupils are served through our free and reduced lunch program, 37% of the pupils are enrolled in a compensatory education program, and 4% are English Language Learners,. The District accommodates various organizations through the community center and cafeteria / auditorium including but not limited to: Kern Valley, Sheriff’s Activities League, After School Safety and Enrichment Program, Senior Community Center and Meal Program, Tribal Assistance for Needy Families, Mustang Boosters, Parent Teacher Club, Categorical Compliance Programs, Community Enrichment Programs, the local 4-H Program, Girl Scouts of America, College Community Health, and local athletic programs.
(3a) Technology Vision and Plan Overview
Technology is to be a tool that supports and further develops problem solving, communication of ideas, critical thinking skills, and collaborative work skills. Meaningful technology use encourages active, independent, and life-long learning. Technology helps facilitate learning, which today extends beyond the walls of the classroom. Our approximate 300 kindergarten through eight grade students at both school sites and teachers must have equal access to the tools of technology. Teachers must be supported in their use of technology with continuous staff development, technical assistance, and hardware/software maintenance.
Technology is currently available to all students who have a signed Student Acceptable Use Policy on file with the district. South Fork Union School District is currently connected to the Internet through a Local Area Network. Internet connectivity is provided through the Kern County Superintendent of Schools. The wireless connection is provided through the district, Kern County Superintendent of Schools, and E-Rate funding. Every classroom is connected to the wireless network. Computer labs are available at both school sites with 30 student computers at the Middle School and 20 at the Elementary School. The computer labs are available for teachers, students, and senior citizens to use during school hours. Most classrooms in the South Fork Union School District are equipped with one teacher computer and two student computers. A few classrooms sponsor mini labs with approximately five student computers each. All computers are connected to the Internet and the Novell Server provided by the Kern County Superintendent of Schools. Each library has computers connected to the Internet and the Follett Library Database System. Each certificated employee and classified supervisor is assigned a network account and an Email account that allows teachers to interact with parents and colleagues.
E-Rate funding assists the district in allowing educators and students to monitor and enhance learning through Renaissance Place and Edu-Soft programs. Students, educators, and classified personal have access to these programs throughout school hours and for the duration of the after school program. In addition to the annual purchase agreement of Renaissance Place and Edu-Soft programs the district has purchased SchoolWise Software allowing the county, state, and district to speak to each other seamlessly.
The vision of the South Fork Union School District is to:
➢ Provide both schools in the district with technology in the classroom, which will be used seamlessly throughout the daily curriculum.
➢ Provide educators with in-service training enabling them to use the purchased software in daily lessons effectively and with confidence.
➢ Empower students with the basic skills necessary to achieve their full potential.
➢ Ensure continuity by implementing sequential learning so that all students can benefit from the same learning opportunities in the classroom, at home, and in the after school safety and enrichment program.
➢ Instill the joy of learning and to develop a positive self-image within the classroom and beyond.
➢ Provide an atmosphere for all students that will promote self-esteem and a sense of well-being within the school setting by providing services connecting home, school and the community. South Fork Union School District is committed to providing the technology, training, and staff support necessary to ensure the success of its students in a global, information based society.
➢ Providing students, parents, and community members with the tools necessary to safely move through the World Wide Web, viewing only the information they seek.
The challenges are:
➢ Acquiring funding to meet the goals and objectives set forth by the South Fork Union School District Technology committee.
➢ Using Information technology to improve learning in classrooms, homes, and workplaces.
➢ Training teachers and developing support services.
➢ Using and purchasing advanced software to engage students in activities that result in their meeting high academic standard.
➢ Establishing strong partnerships to link schools with new learning opportunities at home, in the community, and at work.
➢ Encourage the necessity of parental involvement and commitment to internet safety and usage education.
Our plan puts a focus and emphasis on the support of curriculum and professional development. Our plan addresses and supports the needs of education in the classroom along with supporting various other technical needs of the District. The primary components of our District Technology Plan are:
➢ Curriculum
➢ Professional Development
➢ Infrastructure, Hardware, Software, and Technical Support
➢ Funding and Budget
➢ Monitoring and Evaluation
In the spring of 2001 the California Department of Education announced new requirements for school districts in regards to technology planning. According to Education Code §51871.5, “On or after January 1, 2002, a school district shall have a technology plan as a precondition of receiving any technology grant administered by the State Department of Education.” This document serves to meet the requirements of the Education Code §51871.
1) Plan Duration
Technology is to be a tool that supports and further develops problem solving, communication of ideas, critical thinking skills, and collaborative work skills. Meaningful technology use encourages active, independent, and life-long learning. Technology helps facilitate learning, which today extends beyond the walls of the classroom. Teachers must be supported in their use of technology with continuous staff development, technical assistance, and hardware/software maintenance. The plan will be in effect July 1, 2009 through June 30, 2012. The district recognizes that the plan must be systemically modernized in order to keep up with new technologies, strategies, and research as they emerge and the learning environment advances. The plan will be reviewed annually to reflect these elements and address district needs. The plan addresses the use of education technology in order to meet curricular objectives, provide professional development, provide the necessary hardware, software and support to achieve the curricular and professional development objectives, implement budgets that will allow for technology to support our curricular and professional development objectives, as well as provide guidelines to monitor and evaluate the progress towards achieving our curricular and professional development objectives.
2) Stakeholders
In keeping with the districts Mission Statements and Philosophies, the Technology Committee and Board of Trustees felt it was imperative to receive the input, advice, and goals of our stakeholders. The committee at South Fork Union School District, partnered with the stakeholders, believes it is important that students be provided with a safe environment and an opportunity to attain social and technological skills related to their needs. Our plan is to offer relevant education, to give students a desire for lifelong learning; and to provide educational technological opportunities that will help them prepare for the future.
|Type of Stakeholder |Role in Development of the Technology Plan |
|Board of Trustees |Approved of various segments of the plan and provided the funding information and data format |
|Superintendent |Facilitated technology committee and provided data and information necessary to complete the plan. |
|Technology Administration |Provided input for standardization of hardware, software and network infrastructure |
|Technology Coordinator |Outlined maintenance and support issues and solutions. Shared site technology goals and needs. |
| |Coordinated site-specific data gathering for assessment of current uses of technology and staff skill |
| |level. |
|Technology Committee |Assessed current technology use and future technology needs |
|Teachers |Integrated grade level curricular goals and state standards with technology |
|Kernville Union School District |Inter-district Cooperative Licensing and Collaboration for software, hardware and technology assistance |
| |programs and personal |
|After School Safety and Enrichment |Purchase of hardware, software and provide students with time and opportunity to learn and utilize |
|Program |technology on a daily basis. Provide staff development in areas of technology |
|AUDUBON California, Kern River |Provide off campus technology facilities, enrichment programs and hands on learning experiences that are|
|Preserve |extensions of standards and curriculum. |
|South Fork School District Sight |Assists and approves funding for teacher sought hardware and software |
|Council | |
|Students |Provided information outlining current technology uses in the learning environment and at home |
|Community Center |Provided information on senior needs in areas of technology access and information |
|Kern County Superintendent of |Providing adaptive technologies and employee training to foster learning of a special needs student. |
|Schools |Providing the District Novell Server and wireless connectivity. |
|Categorical Compliance Program |Assisting with community outreach programs and setting goals for parental involvement in students use |
| |and understanding of technologies and safe practices |
|Community Enrichment Program |Provided input regarding programs to educate parents and the community in the uses of technology, |
| |software, and student enrichment programs |
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Curriculum
Technology is a strategy used to strengthen, support, and improve curriculum. The information sources students require will be provided through computers, SMART Boards, and other technologies. Our current plan addresses the integration and progression of technology into the curriculum. Monthly grade level meetings will be continued as teachers share innovative strategies and best practices. The District Technology Committee will continue meet regularly.
Curriculum is the heart of the entire planning process. It is the curriculum that achieves the underlying goal of assisting all students to master the California State Content Standards and each school to meet its Academic Performance Index targets. Therefore, curriculum is the centerpiece of the plan. Decisions made in this Curriculum Section influence other decisions made throughout the plan. The standards for students are organized by Kindergarten through Eighth Grade levels. These student standards (2007) have been identified by the International Society for Technology in Education (ISTE) and approved by the South Fork Union School District Technology Committee.
|The numbers in the parentheses after each item identify the standards (1-6) most closely | |
|linked to the activity described. Each activity may relate to one indicator, to multiple | |
|indicators, or to the overall standards referenced. | |
|Creativity and Innovation | |
|Communication and Collaboration | |
|Research and Information Fluency | |
|Critical Thinking, Problem Solving, and Decision Making | |
|Digital Citizenship | |
|Technology Operations and Concepts | |
|Grades PK–2 (Ages 4–8) |
|The following experiences with technology and digital resources are examples of learning activities in which students might |
|engage during PK-Grade 2 (Ages 4-8): |
|1. |Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1,2) |
|2. |Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally |
| |appropriate solution. (1,3,4) |
|3. |Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2,6) |
|4. |In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum|
| |area. (1,2,6) |
|5. |Find and evaluate information related to a current or historical person or event using digital resources. (3) |
|6. |Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and |
| |animals. (1,3,4) |
|7. |Demonstrate safe and cooperative use of technology. (5) |
|8. |Independently apply digital tools and resources to address a variety of tasks and problems. (4,6) |
|9. |Communicate about technology using developmentally appropriate and accurate terminology. (6) |
|10. |Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites.|
| |(6) |
| | |
|Grades 3–5 (Ages 8–11) |
|The following experiences with technology and digital resources are examples of learning activities in which students might |
|engage during Grades 3-5 (Ages 8-11): |
|1. |Produce a media-rich digital story about a significant local event based on first-person interviews. (1,2,3,4) |
|2. |Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1,2,6) |
|3. |Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3,4) |
|4. |Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3,4,6) |
|5. |Identify and investigate a global issue and generate possible solutions using digital tools and resources (3,4) |
|6. |Conduct science experiments using digital instruments and measurement devices. (4,6) |
|7. |Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support.|
| |(4,6) |
|8. |Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5) |
|9. |Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5,6) |
|10. |Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. |
| |(4,6) |
| | |
|Grades 6–8 (Ages 11–14) |
|The following experiences with technology and digital resources are examples of learning activities in which students might |
|engage during Grades 6-8 (Ages 11-14): |
|1. |Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. |
| |(1,2) |
|2. |Create original animations or videos documenting school, community, or local events. (1,2,6) |
|3. |Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1,4) |
|4. |Participate in a cooperative learning project in an online learning community. (2) |
|5. |Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of |
| |the content. (3) |
|6. |Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, |
| |analyze, and report results for content-related problems. (3,4,6) |
|7. |Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. |
| |(3,4,6) |
|8. |Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with |
| |other learners. (2,3,4,5) |
|9. |Integrate a variety of file types to create and illustrate a document or presentation. (1,6) |
|10. |Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4,6) |
| | |
For each grade span there are ten standards addressing six broad categories. The categories are:
|1. |Creativity and Innovation |
| |Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using |
| |technology. Students: |
| |a. |
| |apply existing knowledge to generate new ideas, products, or processes. |
| | |
| |b. |
| |create original works as a means of personal or group expression. |
| | |
| |c. |
| |use models and simulations to explore complex systems and issues. |
| | |
| |d. |
| |identify trends and forecast possibilities. |
| | |
|2. |Communication and Collaboration |
| |Students use digital media and environments to communicate and work collaboratively, including at a distance, to support|
| |individual learning and contribute to the learning of others. Students: |
| |a. |
| |interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.|
| | |
| |b. |
| |communicate information and ideas effectively to multiple audiences using a variety of media and formats. |
| | |
| |c. |
| |develop cultural understanding and global awareness by engaging with learners of other cultures. |
| | |
| |d. |
| |contribute to project teams to produce original works or solve problems. |
| | |
|3. |Research and Information Fluency |
| |Students apply digital tools to gather, evaluate, and use information. Students: |
| |a. |
| |plan strategies to guide inquiry. |
| | |
| |b. |
| |locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. |
| | |
| |c. |
| |evaluate and select information sources and digital tools based on the appropriateness to specific tasks. |
| | |
| |d. |
| |process data and report results. |
| | |
|4. |Critical Thinking, Problem Solving, and Decision Making |
| |Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed |
| |decisions using appropriate digital tools and resources. Students: |
| |a. |
| |identify and define authentic problems and significant questions for investigation. |
| | |
| |b. |
| |plan and manage activities to develop a solution or complete a project. |
| | |
| |c. |
| |collect and analyze data to identify solutions and/or make informed decisions. |
| | |
| |d. |
| |use multiple processes and diverse perspectives to explore alternative solutions. |
| | |
|5. |Digital Citizenship |
| |Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. |
| |Students: |
| |a. |
| |advocate and practice safe, legal, and responsible use of information and technology. |
| | |
| |b. |
| |exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. |
| | |
| |c. |
| |demonstrate personal responsibility for lifelong learning. |
| | |
| |d. |
| |exhibit leadership for digital citizenship. |
| | |
|6. |Technology Operations and Concepts |
| |Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: |
| |a. |
| |understand and use technology systems. |
| | |
| |b. |
| |select and use applications effectively and productively. |
| | |
| |c. |
| |troubleshoot systems and applications. |
| | |
| |d. |
| |transfer current knowledge to learning of new technologies. |
| | |
|© 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in |
|Education. |
Information Communication Technologies ( ITC) and digital learning resource standards within each category are to be introduced, reinforced, and mastered by students. Technology skills are developed by coordinated activities that support learning in academic content, discipline-specific areas. Integrating technology into the learning activities optimizes instruction.
Shared Vision Proactive leadership in developing a shared vision for educational technology among school personnel, students, parents, and the community
Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of ICT and digital learning resources
Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development
Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders
Skilled Personnel Educators and support staff skilled in the use of ICT appropriate for their job responsibilities
Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas
Technical Support Consistent and reliable assistance for maintaining, renewing, and using ICT and digital resources
Curriculum Framework Content standards and related digital curriculum resources
Student-Centered Learning Use of ICT to facilitate engaging approaches to learning
Assessment and Evaluation Continuous assessment, both of learning and for learning, and evaluation of the use of ICT and digital resources
Engaged Communities Partnerships and collaboration within the community to support and fund the use of ICT and digital resources
Support Policies Policies, financial plans, accountability measures, and incentive structures to support the use of ICT in learning and in district and school operations
Supportive External Context Policies and initiatives at the national, regional, and local levels to support schools in the effective implementation of technology for achieving curriculum and technology
(ICT) standards
National Educational Technology Standards for Students
© 2007 ISTE. All Rights Reserved.
Student Name: ______________________________________
I = Introduced R = Reinforced M = Mastered
| | | | |Grades PK–2 (Ages 4–8) |
|DATE | | | |The following experiences with technology and digital resources are examples of learning activities in which |
| |K |1 |2 |students might engage during PK-Grade 2 (Ages 4-8): |
| | | | |1. |Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1,2) |
| | | | |2. |Identify, research, and collect data on an environmental issue using digital resources and propose a |
| | | | | |developmentally appropriate solution. (1,3,4) |
| | | | |3. |Engage in learning activities with learners from multiple cultures through e-mail and other electronic |
| | | | | |means. (2,6) |
| | | | |4. |In a collaborative work group, use a variety of technologies to produce a digital presentation or product in|
| | | | | |a curriculum area. (1,2,6) |
| | | | |5. |Find and evaluate information related to a current or historical person or event using digital resources. |
| | | | | |(3) |
| | | | |6. |Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of|
| | | | | |plants and animals. (1,3,4) |
| | | | |7. |Demonstrate safe and cooperative use of technology. (5) |
| | | | |8. |Independently apply digital tools and resources to address a variety of tasks and problems. (4,6) |
| | | | |9. |Communicate about technology using developmentally appropriate and accurate terminology. (6) |
| | | | |10. |Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, |
| | | | | |and Web sites. (6) |
Student Name: ______________________________________
I = Introduced R = Reinforced M = Mastered
| | | | |Grades 3–5 (Ages 8–11) |
|DATE | | | |The following experiences with technology and digital resources are examples of learning activities in which |
| |3 |4 |5 |students might engage during Grades 3-5 (Ages 8-11): |
| | | | |1. |Produce a media-rich digital story about a significant local event based on first-person interviews. |
| | | | | |(1,2,3,4) |
| | | | |2. |Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1,2,6) |
| | | | |3. |Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. |
| | | | | |(3,4) |
| | | | |4. |Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test |
| | | | | |hypotheses. (3,4,6) |
| | | | |5. |Identify and investigate a global issue and generate possible solutions using digital tools and resources |
| | | | | |(3,4) |
| | | | |6. |Conduct science experiments using digital instruments and measurement devices. (4,6) |
| | | | |7. |Conceptualize, guide, and manage individual or group learning projects using digital planning tools with |
| | | | | |teacher support. (4,6) |
| | | | |8. |Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5) |
| | | | |9. |Debate the effect of existing and emerging technologies on individuals, society, and the global community. |
| | | | | |(5,6) |
| | | | |10. |Apply previous knowledge of digital technology operations to analyze and solve current hardware and software |
| | | | | |problems. (4,6) |
Student Name: ______________________________________
I = Introduced R = Reinforced M = Mastered
| | | | |Grades 6–8 (Ages 11–14) |
|DATE |6 |7 |8 |The following experiences with technology and digital resources are examples of learning activities in which |
| | | | |students might engage during Grades 6-8 (Ages 11-14): |
| | | | |1. |Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping |
| | | | | |software. (1,2) |
| | | | |2. |Create original animations or videos documenting school, community, or local events. (1,2,6) |
| | | | |3. |Gather data, examine patterns, and apply information for decision making using digital tools and resources. |
| | | | | |(1,4) |
| | | | |4. |Participate in a cooperative learning project in an online learning community. (2) |
| | | | |5. |Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and |
| | | | | |accuracy of the content. (3) |
| | | | |6. |Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather,|
| | | | | |view, analyze, and report results for content-related problems. (3,4,6) |
| | | | |7. |Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve |
| | | | | |problems. (3,4,6) |
| | | | |8. |Use collaborative electronic authoring tools to explore common curriculum content from multicultural |
| | | | | |perspectives with other learners. (2,3,4,5) |
| | | | |9. |Integrate a variety of file types to create and illustrate a document or presentation. (1,6) |
| | | | |10. |Independently develop and apply strategies for identifying and solving routine hardware and software |
| | | | | |problems. (4,6) |
(3b) Duration and Software uses
Within our school district technology architecture, all elements including educational software, smart board technology, computers, and interconnectivity are used to deliver significant and focused education to our students. These elements are typically used daily and sometimes multiple times during the day as compliments to our core curriculum. Students are given ample opportunity to experience and utilize hands on multi-media components during core curriculum instruction and extended activities such as computer labs, centers and SMARTBoard technologies.
Of particular note, our technology architecture component include(s):
Software
Edusoft
Schoolwise
Smart Technologies
Renaissance Place
Operating System Platforms Windows 98 and above
Microsoft Site License
Microsoft Office
(Houghton Mifflin component)
Other multi-media software purchased and licensed individually by teachers
Hardware
Interactive White Boards (Smart Boards)
Personal Computers
Servers
Network Controllers (modems)
Network
Wireless connectivity under Novell through Kern County Superintendent of Schools and E-Rate Funding
The Internet
People
Network Administrator
Certificated Staff with a minimum level one CTAP certification
(3c) We frequently evaluate our systems architecture and delivery techniques to ensure achieving learning goals and objectives. When we find need for modification, those changes are introduced into our system promptly.
K-8 teachers use any one of or multiple sources on a daily basis to create direct meaningful instruction: SMARTBoard technologies, Microsoft Office Programs, virtual field trips, access to primary online sources, and web cam experiences.
K-2 students operate the SMARTBoard Interactive whiteboard on a daily basis during reading, math, science, and weather station activities. All classrooms are equipped with mini labs of 4 or 5 student computers that are utilized by the students on a daily and weekly basis allowing core curricular, basic computer skills, along with information literacy skills to be accessed, reinforced and built upon. Renaissance Place (Accelerated and STAR Reader) and Edusoft are accessed daily to monitor and assess student progress in mathematics and language arts.
Grades 3 – 4 students use technology to monitor and reinforce mathematics and language arts through Renaissance Place and Edusoft as well as having access to the computer lab located in the library/multi-media center. Students are being taught how to access and employ electronic reference materials, word processing programs, and online curricular materials though Houghtin-Mifflin.
Grades 5 – 8 students access multi-media technologies during class through the use of student computers, Interactive SMARTBoard Technologies, a fully equipped computer lab, digital media and Microsoft Office programs. An elective in digital media and yearbook is offered to the students quarterly. Students are required to utilize production media to complete class assignments and projects.
CURRICULUM
GOALS, OBJECTIVES, AND BENCHMARKS
OVERALL GOAL: All students will be fluent in the use of technology as a tool to meet academic standards and personal goals
(3d)
|Goal 1: Technology will be used to support the districts curricular goals and academic content standards to improve teaching and learning. |
|Objective |Responsible Party |Benchmarks |
|By September 2009 the SFUSD teachers will begin |Grade Level Teachers | Beginning September 2009 three technology components for each grade |
|to include technology components into their |Administrator |level’s core content areas will be written and included in the annual|
|curriculum mapping. | |curricular map. |
| | |By September 2010 six technology components for each grade level’s |
| | |core content areas will be written and included in the annual |
| | |curricular map. |
| | |By September 2011 nine technology components for each grade level’s |
| | |core content areas will be written and included in the annual |
| | |curricular map. |
|By May 2010 students will improve proficiency in | |By September 2012 twelve technology components for each grade level’s|
|content standards as measured by Edusoft and | |core content areas will be written and included in the annual |
|Renaissance Place. | |curricular map. |
| | |Each year afore mentioned, students will increase their proficiency |
| | |in mathematics and language arts content standards by 2%. |
| | | |
| |Grade Level Teachers | |
|Implementation Plan and Summary |Each year the teachers at SFUSD are required to submit a curricular mapping of content |
| |standards to the administrator prior to the start of the term. Starting in September 2009, |
| |the curricular maps will include technology components. The administrator will review the |
| |mapping and technology components to ensure that 100% of the teaching staff is delivering |
| |the required technology instruction to students as is appropriate according to grade level |
| |and subject matter. |
| |Edusoft and Renaissance Place have data reservoirs built into their programs for access by |
| |teachers and administrators. Frequent benchmark tests are currently required. Beginning in|
| |May 2010, teachers and administrators will be expecting a minimum of 2% increase in |
| |proficiency annually. The school administrator will report the data gathered by the Edusoft |
| |program and report it to the Tech Committee annually. Revisions will be made as needed. |
(3e)
|Goal 2: K-8 Computer Criteria Checklist will continue to provide the framework and benchmarks for the acquisition of Technological and |
|Information Literacy skills aligned with the ISTE National Educational Technology Standards for Students (NETS) |
|Objective |Responsible Party |Benchmarks |
|By June 2012 certificated staff will utilize the |Grade level teachers |By May 2010 (and every year thereafter) every Kindergarten, 3rd and |
|NETS checklist found on pages (15-17) to monitor | |6th grade student will be assessed to determine the technology |
|the technological growth and progress of each | |standards introduced (I) as per NETS. A permanent file will be |
|student grade K – 8. | |established and maintained through their grade levels. |
|Student emersion in the 10 ISTE NETS standards | |By May 2011 (and every year thereafter) the technology standards and|
|will provide opportunities for (I) Introduction, | |skills introduced in grades 1, 4, and 7 will be reintroduced and |
|I Reinforcement, and (M) Mastery of Information | |reinforced I as per NETS. Student progress will be recorded on the |
|Literacy Skills | |previously established files. |
| |Site Admin. |By May 2012 (and every year thereafter) the technology standards and|
| |Tech Com.. |skills introduced in grades 2, 5, and 8 will be mastered (M) as per |
| | |NETS. Student progress will be recorded on the previously |
| | |established files. |
| | |Annually the school site administrator will require and review |
| | |individual NETS Criteria Checklists to ensure 100% teacher and |
| | |student participation. Checklists will become a part of the |
| | |students cumulative reporting file. |
| | |The site administrator will be responsible for reporting |
| | |participation and progress to the technology committee. The tech |
| | |committee will be responsible for reviewing the findings and making |
| | |revisions as is necessary. |
|Implementation Plan and Summary | Starting in 2010 each K, 3, and 6th grade teacher will be responsible for introducing the |
| |outlined NET Standards, monitoring and recording student progress on individual NETS |
| |Criteria Checklist. At the close of this school year and every year thereafter, these |
| |checklists will be forwarded to the next grade level instructor who will reinforce |
| |previously taught standards. Progress will be recorded on previously established |
| |individual NETS Criteria Checklist. At the close of the 2011 school year and every year |
| |thereafter, these checklists will be forwarded to the next grade level instructor who will |
| |teach and expect mastery of the previously taught standards. |
(3f)
|Goal 3: The teaching staff will educate all students regarding lawful and unlawful uses of copyright, fair use, plagiarism, file sharing, illegal|
|downloading, and proxy servers. |
|Objective |Responsible Party |Benchmarks |
|All teachers, students, staff, and students will |Grade Level |By June 2009 the school board will have adopted new policy to ensure |
|be given information regarding ethical uses of |Teachers\District Tech |policy mirrors the most current legislative requirements. This policy |
|technology. |Committee / SFUSD School|will be posted in all classrooms, multimedia centers, the district |
| |Board |office, the school website, and be listed in the student handbook. |
|Students will understand ethical uses of | |Teachers will receive staff development training by June 2010 to |
|technology and be able to demonstrate its |Grade Level |ensure they are brought up to date regarding all legislative and board|
|practice. |Teachers\District Tech |policy regarding ethical technology practices. |
| |Committee / SFUSD School|By May 2010 all students will have participated in a lesson each |
| |Board |quarter teaching ethical technology use. This will continue to be |
| | |standard practice each year there after. |
| | |By May 2010 the SFUSD student safety officer will have given a lecture|
| | |regarding the consequences of unlawful technology usage. |
| | |By May 2011 all students will participate in a survey demonstrating |
| | |their knowledge of ethical technology practices. We expect a 15% |
| | |increase on proficiency each year. |
| | |By May 2012 the junior high students will create an informative |
| | |pamphlet that outlines ethical technology practices. |
| | |By May 2012 the district will have distributive information that will |
| | |be given to parents outlining ethical usages of technology. |
| | | |
|Implementation Plan and Summary | The Technology Committee will report current legislative requirements regarding ethical uses |
| |of technology to the SFUSD School Board. The School Board will then decide how they would like |
| |to update the Computer Acceptable Use Policy and district handbook. The new policy will then |
| |be posted by the technology committee in all classrooms, multimedia centers, the district |
| |office, and the school website. The Administrator will provide staff development training to |
| |all teachers. The teachers will take the information they glean from the development training |
| |to create lesson plans designed to teach students ethical technology practices. The SFUSD |
| |student safety officer will give an annual lecture to the entire student body outlining the |
| |consequences of unlawful technology practices. The technology committee will create grade level|
| |surveys to be taken by 100% of the student body demonstrating their knowledge of ethical |
| |technology practices. The results from this survey will be reviewed by the technology |
| |committee. The technology committee will revise practices as necessary. Junior high students |
| |will be required to create a informative pamphlet in an elective course. The technology |
| |committee will create parental information leaflets that will be submitted to the school board |
| |for approval prior to being distributed. |
(3g)
|Goal 4: All students will be protected online by district software and policy while becoming educated about internet safety as is appropriate |
|per their age grouping. |
|Objective |Responsible Party |Benchmarks |
|Students will know how to access online |District Tech | By June 2009 15% of the student population will have a survey |
|resources while maintaining privacy and avoiding|Committee/Teachers |that reflects knowledge of online safety. |
|online predators as is measured by the District |SFUSD School Board | By June 2010 35% of the student population will have a survey |
|Technology Survey. | |that reflects knowledge of online safety. |
| | | By June 2011 55% of the student population will have a survey |
|The district will continue to provide software |District Tech |that reflects knowledge of online safety. |
|and policy that provides online safety. |Committee/Teachers |By June 2012 75% of the student population will have a survey |
| | |that reflects knowledge of online safety. |
| |SFUSD School Board |By June 2009 the district will maintain and update iris software |
| | |which allows more immediate control over internet usage. |
| | |By June 2010 the district will have adopted policy that requires |
| | |teachers and staff to view favorites and histories on student |
| | |computers weekly. |
|Implementation Plan |The Technology Committee will report current legislative requirements regarding internet |
|and Summary |safety to the SFUSD School Board. The School Board will then decide how they would like to |
| |update policy and the district handbook. The new policy will then be posted by the |
| |technology committee in all classrooms, multimedia centers, the district office, and the |
| |school website. The Administrator will provide staff development training to all teachers. |
| |The teachers will take the information they glean from the development training to create |
| |lesson plans designed to teach students internet safety practices. The technology committee |
| |will create grade level surveys to be taken by 100% of the student body (starting in grade |
| |two) demonstrating their knowledge of online safety. The results from this survey will be |
| |reviewed by the technology committee. The technology committee will revise practices as |
| |necessary. Teachers will be required to view and clean computer histories and favorites |
| |weekly. The district will continue to maintain software that filters internet access and |
| |protects student privacy when online. |
(3h)
|Goal 5: Provide all students in the SFUSD with equitable access to technology and digital resources. |
|Objective |Responsible Party |Benchmarks |
|All students, including ELL, GATE, Title 1, |Principals & District |By June 2009 technology will be fully integrated into the K-8 Core |
|Tucpan Community Day School, and Special Ed, in |Tech Committee & |curriculum standards and instructional resources as evidenced by the |
|the SFUSD will be provided with equal access to |IEP Case Manager |district’s course of study/standards and a list of technology |
|technology, assistive devices, and digital |After School Program |instructional resources available to teachers. |
|resources. |Coordinator |By June 2010 and every year there after 100% of the students in the |
| | |district will have access in compliance with the Williams Settlement.|
| | | |
| | | |
|Implementation Plan and Summary |The SFUSD is committed to equitable access for all students. Professional development will |
| |be planned based on the results of the California Technology Survey taken annually. This |
| |ensures that our teachers are equipped to provide appropriate technologies to all students. |
| |Teachers will be trained in the use of all assistive technologies that will be used in the |
| |classroom. As our current computer to student ratio is already at 1:4, we will maintain and|
| |upgrade hardware to continue this ratio. Students will be provided with access to |
| |technologies throughout the day in the classroom, multi-media rooms and during after-school |
| |hours through the ASES program. The site administrator will continually check teacher plans |
| |student logins to ensure that the technologies are accessed. The tech committee will ensure |
| |the computer to student ratio improves ir remains the same at 1:4. |
(3i)
|Goal 6: Technology will be used to support the district’s student record keeping and assessment efforts in order to be more efficient and |
|supportive of teachers’ efforts to meet individual academic needs. |
|Objective |Responsible Party |Benchmarks |
|Teachers will be required to utilize Edusoft |Staff |By September 2009 50% of the teachers will use Edusoft to create |
|assessment and record keeping software along |Administrator |assessment driven lesson planning and re-teaching activities. |
|School Wise. The results bank will provide | | |
|teachers with the information needed to meet | |By September 2010 65% of the teachers will use Edusoft to create |
|individual student needs and track student | |assessment driven lesson planning and re-teaching activities. |
|progress over time. Lesson plans will become | | |
|reflective of student achievement scores. | | |
| | |By September 2011 75% of the teachers will use Edusoft to create |
|SchoolWise will be used to track student | |assessment driven lesson planning and re-teaching activities. |
|attendance, demographics, and grades by the | | |
|teaching staff to paint a clearer picture of the | |By September 2012 95% of the teachers will use Edusoft to create |
|individual student. | |assessment driven lesson planning and re-teaching activities. |
| | | |
| | |By September 2009 all the teachers will be trained in SchoolWise so |
| | |they can access all student information necessary to create |
| | |individualized lesson plans. |
|Implementation Plan and Summary | The administrator will provide the teaching staff with the developmental in-service time |
| |needed to learn how to access all of the components included in the Edusoft software |
| |package. Teachers will learn how to create and utilize benchmark tests. Teachers will be |
| |informed on how to read the assessment information and break it down into California State |
| |Standard subgroups. This information will be utilized in future lesson planning ensuring all|
| |students have 75% accuracy in each standard. |
| | |
| |SchoolWise training will be given by the two district secretaries at their individual school|
| |sites. The secretaries will inform the teacher on how to access prior report cards, find |
| |demographic information, and track attendance. The tech committee will ensure that the |
| |trainings take place prior to the goal date. |
(3j)
|Goal 7: All teachers and administrators will create and maintain individual web pages linked to the district/site website, have e-mail |
|available to all parents, and use voice mail technology to encourage communication between home and school |
|Objective |Responsible Party |Benchmarks |
| Teachers will access the school website and |District Tech |By September 2009, 50% teachers and will continue to develop and |
|create teacher pages that that will include class|Committee/Staff |submit upcoming key class assignments, homework, and major school |
|assignments, policies, and communication links. | |activities on teacher web pages linked to the school website |
|Teachers will be provided with voicemail | | |
|technology to encourage personal communication | |By June 2010, 100% of the teaching staff and all administrators |
|between school and home. | |will have an individual web page that will include a personal |
| | |message, upcoming key class assignments, homework, and current news|
| | |for parents and community. This information will be updated weekly.|
| | | |
| | |By June 2011, students will be active contributors and developers |
| | |of the district website. Students will be provided time during the |
| | |school day to input this information. Information will be updated |
| | |at least monthly. |
| |Teachers |By June 2012, a voice mail system will be installed so that all |
| | |teachers have an individual voicemail system allowing parents to |
| | |communicate with teachers regarding attendance, student progress, |
| | |behavior, and school events as needed. Voicemail message services |
| | |will be updated at least biweekly. |
| |District Tech | |
| |Committee/ | |
| |Administration | |
|Implementation Plan and Summary |The District will provide in-service training to staff on personal website design. The |
| |technology coordinator will set up appointment times to meet individually with teachers to |
| |set up informative class web pages. The District will seek community partners to explore |
| |ways to provide greater online access for families. The District will also research |
| |voicemail systems to be purchased for teacher and parent communications. The District |
| |Technology Committee will meet regularly to make sure that the previous benchmarks are met. |
(3k)
|Monitoring: The process for monitoring and evaluating this plan is contained within each section listed above. The District Technology |
|Committee will meet regularly to review, report, and monitor the benchmarks set forth in the previous 7 goals. |
To successfully meet the curricular goals and objectives of this plan, the following guidelines for schools have already been established:
Elementary Schools (K-4):
➢ 4:1 ratio (student: computer) Internet accessible computers
➢ all instructional areas connected to the Internet and Intranet
➢ at least one computer lab
➢ each classroom has 4 student computers
➢ networking to all primary instructional areas
➢ peripherals, including scanners, digital/video cameras, CD/DVD RW drives
➢ grade and subject appropriate diagnostic remedial/ reinforcement/ enrichment software
➢ access to the District web site
➢ intensive, ongoing professional development
➢ SMARTboard in every classroom
➢ SMARTboard in Library\Multimedia center
➢ use of the Accelerated Reader program by all students
Middle Schools (5-8):
➢ 2:1 ratio (student: computer) Internet accessible computers
➢ all instructional areas connected to the Internet and Intranet
➢ at least 1 computer lab
➢ each classroom has 2 student computers
➢ networking to all primary instructional areas
➢ peripherals, including scanners, digital/video cameras, CD/DVD RW drives
➢ grade and subject appropriate diagnostic remedial/ reinforcement/ enrichment software
➢ access to the District web site, with links to individual school sites
➢ a multi-media projector
➢ intensive, ongoing professional development
➢ SMARTboard in every classroom
➢ SMARTboard in the Library/Multimedia center
➢ use of the Accelerated Reader program by all students
To empower student use of technology as a tool to improve academic achievement, the District will ensure that all students have the opportunity to gain computer knowledge and skills including; word processing, internet search and retrieval, email, spreadsheets, electronic publishing, and courseware. These skills will be taught through a variety of courses and instructional opportunities and presented in various educational settings, beginning in Kindergarten and continuing through grade 8.
[pic]
Professional Development
(4a) Current Technology Skills and Needs
It is our belief that all educators should be able to communicate and collaborate electronically; plan, design, and prepare for implementation of learning experiences; evaluate and assess student work using technology tools; customize curriculum, through the use of technology, to enhance its relevance and value to a wider range of learning styles and abilities; improve student abilities to access relevant technologies; use technology to more effectively meet individual student needs.
The Ed Tech Profile survey is an online technology proficiency assessment developed by the California Department of Education State Educational Technology Service
(SETS) to aid schools and districts in planning staff development based on identified needs in technology. The survey inaccurately states that the school employed 20 teachers and that 65% of the South Fork Union School District teachers completed the survey as of November 2008. Teachers who are no longer a part of the school were deleted from Ed Tech Profile and their survey responses were taken out. The actual percentage of teachers taking the survey was 80%.
There were seven areas surveyed: General computer knowledge or skills, Internet skills, Email skills, word processing skills, presentation software skills, spreadsheet software skills, and database software skills. The skill levels were: not applicable; beginning user; intermediate user; and proficient user.
Based on this survey, the strongest areas were general computer knowledge with 100% of teachers and the administrator intermediate or proficient, Email skills with 92% of the teachers and administrators intermediate or proficient, and word processing skills, with 90% intermediate or proficient. The weakest areas were in presentation, spreadsheet and database skills (62%, 61% and 50% intermediate or proficient).
Annually the results of the survey will be analyzed and trainings will be offered to address the areas of greatest need as stated in the implementation plan of Professional Development Goal 1 (see pp.32-34).
Reporting
Date of Report: 11/24/2008 04:08:56 PM PST
Data as of: 11/24/2008 09:55:34 AM PST
Technology Assessment Profile: Proficiency Analysis Report for South Fork Union Elementary District
Assessment: Technology Assessment Profile
All users
Policy: Enhancing Education Through Technology (EETT) Formula Grant (2006-2007)
School type: Public
Category: Computer Knowledge and Skills
South Fork Union Elementary District has 20 credentialed teachers, this chart represents the assessment summary for 13 teachers or 65%. It is important to note that this includes both fully completed and partially completed assessments.
[pic][pic]
1 General computer knowledge and skills (Includes 13 in calculation)
2 Internet skills (Includes 13 in calculation)
3 Email skills (Includes 13 in calculation)
4 Word processing skills (Includes 13 in calculation)
5 Presentation software skills (Includes 13 in calculation)
6 Spreadsheet software skills (Includes 13 in calculation)
7 Database software skills (Includes 13 in calculation)
Teachers also responded to questions pertaining to Standards Nine and Sixteen of the California Commission on Teacher Credentialing Program (CCTC). Standard 9 relates to Using Technology in the Classroom while Standard 16 relates to Using Technology to Support Student Learning. While the average response to “Using Technology to
Support Student Learning” was intermediate, this was the area of greatest need. 80% identified “Integration of Technology into the Curriculum” as the main staff development need. 20% would like training in basic computer and technology skills. 56% prefer small group technology training. The following chart details the results of teacher’s proficiency levels in CCTC Program Standards 9 and 16. Staff development will be offered to address areas of need as stated in the implementation plan of Professional Development Goal 1 (see pp. 32 – 34).
Date of Report: 11/24/2008 04:09:06 PM PST
Data as of: 11/24/2008 09:55:34 AM PST
Technology Assessment Profile: Proficiency Analysis Report for South Fork Union Elementary District
Assessment: Technology Assessment Profile
All users
Policy: Enhancing Education Through Technology (EETT) Formula Grant (2006-2007)
School type: Public
Category: CCTC Program Standard 9: Using Technology in the Classroom
South Fork Union Elementary District has 20 credentialed teachers, this chart represents the assessment summary for 13 teachers or 65%. It is important to note that this includes both fully completed and partially completed assessments.
[pic] [pic]
6. Standard 9a (Includes 13 in calculation)
Each candidate considers the content to be taught and selects appropriate technological resources to support, manage, and enhance student learning in relation to prior experiences and level of academic accomplishment.
2. Standard 9b (Includes 13 in calculation)
Each candidate analyzes best practices and research findings on the use of technology and designs lessons accordingly.
3. Standard 9d (Includes 13 in calculation)
Each candidate uses computer applications to manage records and to communicate through printed media.
4. Standard 9e (Includes 13 in calculation)
Each candidate interacts with others using e-mail and is familiar with a variety of computer-based collaborative. Standard 9f (Includes 13 in calculation)
Each candidate examines a variety of current educational technologies and uses established selection
5. Standard 9f (Includes 13 in calculation)
Each candidate examines a variety of current educational technologies and uses established selection criteria to evaluate materials, for example, multimedia, Internet resources, telecommunications, and computer-assisted instruction, and productivity and presentation tools. (See California State guidelines and evaluations.)
6. Standard 9g (Includes 13 in calculation)
Each candidate chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning.
6. Standard 9h (Includes 13 in calculation)
Each candidate demonstrates competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered.
6. Standard 9i (Includes 13 in calculation)
Each candidate demonstrates knowledge of copyright issues and of privacy, security, safety issues and Acceptable Use Policies.
Date of Report: 11/24/2008 04:09:16 PM PST
Data as of: 11/24/2008 09:55:34 AM PST
Technology Assessment Profile: Proficiency Analysis Report for South Fork Union Elementary District
Assessment: Technology Assessment Profile
All users
Policy: Enhancing Education Through Technology (EETT) Formula Grant (2006-2007)
School type: Public
Category: CCTC Program Standard 16: Using Technology to Support Student Learning
South Fork Union Elementary District has 20 credentialed teachers, this chart represents the assessment summary for 13 teachers or 65%. It is important to note that this includes both fully completed and partially completed assessments.
[pic] [pic]
6. Standard 16a (Includes 13 in calculation)
Each participating teacher communicates through a variety of electronic media.
2. Standard 16b (Includes 13 in calculation)
Each participating teacher interacts and communicates with other professionals through a variety of methods, including the use of computer-based collaborative tools to support technology enhanced curriculum.
3. Standard 16c (Includes 13 in calculation)
Each participating teacher uses 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.
4. Standard 16d (Includes 13 in calculation)
Each participating teacher designs, adapts, and uses lessons which address the students’ needs to develop information literacy and problem solving skills as tools for lifelong learning.
5. Standard 16e (Includes 13 in calculation)
Each participating teacher uses technology in lessons to increase students’ ability to plan, locate, evaluate, select, and use information to solve problems and draw conclusions. He/she creates or makes use of learning environments that promote effective use of technology aligned with the curriculum inside the classroom, in library media centers or in computer labs.
6. Standard 16f (Includes 13 in calculation)
Each participating teacher uses computer applications to manipulate and analyze data as a tool for assessing student learning and for providing feedback to students and their parents.
6. Standard 16g (Includes 13 in calculation)
Each participating teacher 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
Needs and Resources
Teachers’ greatest need for professional development is the integration of technology into the curriculum. This need has been addressed in our plan in Section 3 Goal 1: teachers will develop and implement lessons that integrate technology to support district curricular goals and academic content standards (see pp.7-8). Feedback from teachers also indicates a need for further training in the use of existing resources: using Microsoft Office Suite; using Video Streaming though KCSOS; sending and receiving District email; and posting materials on the server. Annual trainings will be offered to meet these needs as stated in the implementation plan of the Professional Development Goal 1 (see pp 32 -34).
4B. Professional Development Goals, Objectives, Annual Benchmarks and
Implementation Plan
Professional Development opportunities are designed to support the administrators, teachers and students of SFUSD. Professional Development supports the District’s curricular goals and is designed to assist teachers attain demands of CTC Standards 9 and 16. Professional Development opportunities lead administrators and teachers to integrate technology into the curriculum, enhancing student achievement and acquisition of technology skills, thus helping students meet state and district requirements.
Professional Development Goal 1 – Provide staff development in technology for teachers, administrators and other staff members to enhance the technological and information literacy skills needed in the performance of their job
Staff Development Opportunities
• will be based on identified needs (from Ed Tech Profile online survey)
• will support District curricular goals
• will help teachers meet requirements of CCTC Standards 9 and 16
• will provide training for computer technicians, library technicians, office staff, and technical staff so that they may support student achievement of District and State technology objectives as well as increase their personal proficiency
• will also provide exposure to technology and opportunities for technology training for parents
Related Curricular Goals (referred to in Sections 3d – 3J):
Goal 1 – Technology will be used to support the district’s curricular goals and academic content standards to improve teaching and learning
Goal 2 – K-8 Computer Criteria Checklist will continue to provide the framework and benchmarks for the acquisition of Technological and Information Literacy skills aligned with the ISTE National Educational Technology Standards for Students (NETS)
Goal 3 – The teaching staff will educate all students regarding lawful and unlawful uses of copyright, fair use, plagiarism, file sharing, illegal downloading, and proxy servers. (as stated in AB 307)
Goal 4: All students will be protected online by district software and policy while becoming educated about internet safety as is appropriate per their age grouping.
Goal 5: Provide all students in the SFUSD with equitable access to technology and digital resources.
Goal 6 – Technology will be used to support the district’s student record keeping and assessment efforts in order to be more efficient and supportive of teachers’ efforts to meet individual academic needs
Goal 7: All teachers and administrators will create and maintain individual web pages linked to the district/site website, have e-mail available to all parents, and use voice mail technology to encourage communication between home and school
|Professional Development Goal 1 – Provide staff development in technology for teachers, administrators and other staff members to enhance the |
|technological and information literacy skills needed in the performance of their job |
|Objective |Responsible Party |Benchmarks |
|OBJECTIVE 1: Continue to provide staff |Principal & Teachers/ |June 2010 100% of administrators and 100% of teachers proficient at|
|development opportunities for 100% of teachers |District Tech |basic level. |
|and |Committee/Tech |100% of administrators and 50% of teachers proficient integrating |
|administrators to be at basic level of |Coordinator |technology |
|proficiency in technology | |100% of administrators, teachers, and staff proficient in District |
|OBJECTIVE 2: Continue to provide opportunities | |technology tools |
|and tools for 100% of teachers and administrators| |June 2011 |
|to | |100% of administrators and 75% of teachers proficient integrating |
|become proficient with integrating technology | |technology |
|into the curriculum | |100% of new administrators, teachers, and staff proficient in |
|OBJECTIVE 3: Continue to provide staff | |District technology tools |
|development opportunities for 100% of | |2011 – 2012 100% of administrators and 100% of teachers proficient |
|administrators, | |at basic level. |
|teachers, and staff to be proficient in | |100% of new administrators and 100% of teachers proficient |
|technology tools specific to the District | |integrating technology |
| | |100% of new administrators, teachers, and staff proficient in |
| | |District technology tools |
| | | |
STAFF DEVELOPMENT
GOALS, OBJECTIVES, AND BENCHMARKS
(4b) OVERALL GOAL: SFUSD will provide ongoing, site-specific technology staff development to all staff members as needed. 100% of administrators, teachers, and staff will be proficient in District technology tools
Implementation Plan
|TIMELINE |ACTIVITY |RESPONSIBILITY |
|2009-2012 | | |
|Annual |1. Administer and review Ed Tech Profile every year to identify needs |Technology Committee/Coordinator |
|Annual |2. Administer and review CST Survey to identify needs |Technology Committee/Coordinator |
|2009-2010 |3. Addition of Technology Personnel available to all sites dedicated to |Administrator/School Board |
| |providing professional development in the use of technology to support | |
| |curriculum | |
|Annual |4. Maintain an active District Technology Committee including a site based |Administrator/School Board |
| |teacher at each school to act as coordinator for site based needs | |
|Annual |5. Align planned professional development with needs identified in Ed Tech |Technology Committee/Site Administrator |
| |Profile and CST Survey | |
|Annual |6. Continue to offer CTAP Level 1 (Basic Proficiency) and CTAP Level 2 |Technology Personnel |
| |(Technology Integration) Training each year for teachers and administrators | |
| |within the District | |
|Annual |7. Provide District in-service for District Curriculum and Technology |Technology Personnel/Administrator |
| |Integration Matrices in ELA, Math, Science and Social Studies (Related | |
| |Curriculum Goal 1, section3d) | |
|Annual |Provide District in-service for District Technology Standards and District |Technology Personnel/Administrator |
| |Performance Assessment (Related | |
| |Curriculum Goal 2, 3, and 4, sections 3e, 3f, and 3g) | |
|2009-2010 |9. Provide training for teachers pertaining to new legislative requirements and|Technology Personnel/Administrator |
|2010-2011 |Board Policy regarding the ethical use of technology and Internet safety | |
| |(Related Curriculum Goals 3 and 4, section 3f and 3g) | |
|Annual |10. Provide training in the use of data to drive instruction to meet student |Technology Personnel/Administrator |
| |academic needs (Related Curriculum Goal 6, section 3i) | |
|2009-2010 |11. Provide training School Wise and Edusoft (Related Curriculum Goal 6, |School Secretaries/Administrator/ |
| |section 3i) |Technology Personnel |
|2009-2010 |12. Provide District in-service for district, school site and classroom |Technology Coordinator |
|2010-2011 |websites (Related Curriculum Goal 7, section 3j) | |
|Annual |13. Provide training for administrators and teachers in existing resources such|Technology Coordinator |
| |as Video Streaming & CLRN | |
|Annual |14. Site-Specific Software Training provided as | |
| |needed | |
|Annual |15. Plan and coordinate 4 workshops per year based on District needs |Technology Personnel/Administrator |
|Annual |16. Support Staff receives training in productivity software (Office Suite) |Technology Personnel/Administrator |
|Annual |17. Technology Support Staff receives technical |Technology Personnel/Administrator |
| |training | |
|Annual |20. Parent Computer Basic Skill Training |Administrator |
In order to be able to implement our curricular goals with the aid of technology, all teachers and administrators will need to have basic computer skills. The District is using and will continue to use, for the duration of this plan, the Level 1 CTAP Teacher Preliminary Technology Proficiency Model to accomplish this task.
The CTAP Level 1 Preliminary Technology Proficiency Modules include:
➢ General skills/email/Internet
➢ Word Processing/Publishing
➢ Presentation and Publishing
➢ Spreadsheets
➢ Databases
Beyond basic technology skills, teachers will also need to be trained in ways to integrate those skills into their daily teaching and curriculum. In order to assist teachers with integrating technology across the curriculum, we intend to add a technology personnel position whose responsibilities would include providing individual and group professional development training in the use of technology to support curriculum. In addition, for those teachers that have already attained Level 1 proficiencies, Level 2 Professional Technology Proficiency training will be encouraged and offered through the Kern County Superintendent of Schools.
The CTAP Level 2 Professional Technology Proficiency Modules include:
➢ Collaborating with other teachers, librarians, media-techs, resource specialists and other experts to support technology-enhanced curriculum
➢ Optimizing lessons based upon technological resources available in a variety of learning locations
➢ Designing, adapting, and using lessons which develop student information literacy and problem solving skills as tools for life long learning
➢ Creating or making use of learning environments inside the classroom, as well as in library-media center or computer labs which promote the effective use of technology aligned with curriculum
➢ Using technology in lessons to increase each student’s ability to plan, locate, evaluate, select, and use information to solve problems and draw conclusions
The CTAP Levels 1 and 2 Modules will provide a strong basis for incorporating most of the professional development opportunity needs District wide. Training will fill in identified needs from Ed Tech Profile, will support District curricular goals, and will help teachers meet demands of CCTC Standards 9 and 16. New legislative requirements regarding ethical use of technology and internet safety (AB 307) will require staff training. In the future these requirements will be standard instruction in CTAP training.
(4c) Monitoring and Evaluation for the Professional Development Component
Professional Development Goal 1 – Provide staff development in technology for teachers, administrators and other staff members to enhance the technological and information literacy skills needed in the performance of their job
Based on the annual Ed Tech Profile for each site as well as the CSTS, Technology Personnel and the District
Administrator will be responsible for providing opportunities for technology training to meet the needs of their staff. They will then monitor and evaluate the effectiveness of the technology training provided through formal and informal classroom observations, workshop evaluations, and integration of technology in the curriculum.
District Technology Personnel and the Administrator will be responsible for providing CTAP Level 1 and Level 2 Training opportunities. They will monitor the number of teachers receiving certifications to make sure that our timeline and benchmarks are achieved. Teachers will utilize opportunities with the Kern County Superintendent of Schools to complete CTAP training and achieve levels 1 and 2. Currently our district has one Level 3 certifier. It is our intent to increase the number of district certifiers.
The District Administrator and Technology Personnel will be responsible for coordinating and scheduling a minimum of four workshops per year. The Technology Coordinator will facilitate curriculum and computer/technology integration workshops as well as provide computer peer coaching.
Technology Personnel and Certified Level 3 Trainers will be responsible for providing CTAP Level 2 Training opportunities. They will monitor the number of teachers receiving Level 2 certification.
Technology Personnel and the District Administrator will be responsible for coordinating and scheduling training for site-specific software to be integrated into the curriculum as acquired. The District Administrators will be responsible for analyzing the result of these trainings. Based on the analysis of the data, further training will be offered.
District Technology Personnel will be responsible for monitoring and evaluating training for support staff, computer technicians, library technicians, and technical staff. On-going feedback from Information Technology Staff will be used to guide and offer opportunities for training.
The District Administrator will be responsible for coordinating and scheduling Technology training workshops for parents twice a year.
Workshop evaluations will determine the effectiveness and the course of future workshops.
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Infrastructure, Hardware, Technical Support and Software
(5a &b) Wide Area Network
The District’s wide-area-network (WAN) consists of a 10 mbps wireless radios connecting South Fork Middle school, and our District Office to South Fork Elementary. This connection provides connectivity for the entire District’s LAN (local area network). The district uses another set of 10 mbps wireless radios connecting South Fork Elementary School District to the Kern County Department of Education for our ISP.
The following tables outline the current state of our District networking topologies:
Wide Area Network and Bandwidth Connections
|School Site |Circuit Type(s) |Current Bandwidth |
|South Fork Elementary |Wireless Radio |10 Mbps |
|South Fork Middle |Wireless Radio |10 Mbps |
|District Office |Wireless Radio |10 Mbps |
Server and Backbone Local Area Network Connections
|School Site |Server Type(s) |Current Server |Planned Server |Current LAN Backbone Speeds |Planned LAN Backbone Speeds |
| | |Connection |Connection | | |
|South Fork |Novell File/Application |100 Mbps |1000 Mbps |Switched 100 Mbps |Switched 1000 Mbps |
|Elementary |Linux NAT/Filter | | | | |
|South Fork Middle| | | | | |
|District Office | | | | | |
WAN/LAN Equipment Standards
The following network equipment has been installed and all sites have been connected
➢ 4 (four) – 10 mbs Wireless Radios
➢ 3 (three) – 24 port Cisco 2924 Switches
➢ 2 (two) Linksys Wireless Access Points
WAN/LAN Improvements
The District’s primary networking technology plan, pending funding, is to maintain and review the District’s WAN/LANs to accommodate the bandwidth requirements and to stay ahead of the needs that are required for curriculum goals. To accomplish this, the Technology Committee will review the current state of Districts WAN/LAN and write comments from review as to any re-engineering the cabling infrastructure from a shared environment to a segmented structure. This will be evaluated on a yearly base.
Remote Connectivity and Accessibility Expansion
The District has a remote access server to allow users to connect to the District’s network from home.
Wireless Connectivity
Wireless technologies spread spectrum, licensed microwave, and unlicensed microwave have become viable options. Wireless gives much more flexibility when trying to configure layouts for network connectivity. This is has been put in place now.
Network Documentation
Collect all documentation of the entire District network. Put in a user-friendly platform. This is to be updated as needed basis. This will be placed on the District network server for access from anywhere on District’s network by our support staff.
Network Management
Network management software that’s integrates with District’s network with future plans that includes: Windows 2000 Server, Windows XP and Novell network.
Inventory of all networking-related hardware
This is done through a network-enabled database. This database is accessible through district network.
Hardware
Desktop Standards
By having in place District hardware standards, the District positions itself to provide support in a more efficient and cost effective manner.
The current minimum standard configuration for PCs is:
➢ Pentium IV
➢ 1000 Megs Ram
➢ 80 Gig hard drive
➢ CDRW/DVD-Rom
➢ Headphones
➢ 17” monitor
➢ RJ-45 and wireless Ethernet adapter
➢ 128 Meg video cards
➢ Sound card
Server Standards
There is two (2) Compaq Proliant Servers running Novell 6.0. The purpose of the network server is to provide the following:
▪ School Wise Student System
▪ Host the Follett library system
▪ Provide file and print services for local users
▪ Provide storage area for all networked software
▪ Anti-Virus Software
▪ Back-up software
Improving Server and Service Availability
Purchasing smaller, rack-based servers to “break-out” core services such as DHCP, E-mail, file sharing, and printing services will further increase network performance, security, reliability and availability. With these increases, the network can better service the curriculum delivery and professional development.
Software
Our current standards for desktop software in the district are listed in the table below.
|Operating Systems |Applications |
| | |
|Windows XP. |Microsoft Office Pro 2003 |
|. | |
| |Microsoft Internet Explorer |
| |Quick Grade Pro |
| |Adobe Acrobat |
| |Adobe Page Maker |
| |Accelerated Reader |
| |Star Reader |
| |Many more titles for kids!!! |
| |World Wide Web |
Improvements in Repair Services
Focus will be placed on increasing effectiveness in this area by better providing coordination, and designating a single point of contact for repair and installation activities. Additional training will be provided to staff to help them maintain and improve the skills required to perform their jobs effectively.
Other objectives include
Continued technical training to enhance user services and reduce machine downtime.
Network Security and Appropriate Use
As part of the network security process, the following security practices are in process or have been implemented:
➢ Virtual Local Area Network (VLAN) technology to provide secure access to necessary resources
➢ Remote access strategy to provide a secure and safe off-site access
➢ Internet Content filtering server to provide a safe Internet experience
➢ Acceptable Use Policies
District wide backup strategy to ensure data integrity
The use of technology in the district has grown. The amount of data stored on electronic media. These files are primarily stored on file servers that need to be backed up regularly to ensure data integrity of the information.
Implement Virtual Private Networking (VPN)
The use of VPN technology allows a computer outside our firewall to “tunnel” through and access resources that are authorized to that particular user. VPN would allow employees access to South Fork Union School District’s resources via the external public Internet.
District and School Management Systems
Electronic Communications
The public web page contains district information for public use. All web information from schools comes through a school site web administrator and maintained through the district Webmaster.
Business Systems
Users connect to the HP3000 with PCs running terminal emulation software for financial and student services
Student System
The District houses School Wise Software for our student system. This allows instant access for our staff to student records and information.
Student Attendance
Teachers connect to the School Wise server with client software to do class attendance from the classroom.
Library Systems
All schools use the Follett multi-user library software. The library catalog can be accessed by a combination of PCs and Macintoshes at the various schools.
Food Services System
The Food Services software package is the K-TRAC (keeping track of kids nutrition) program and ACCU-SCAN system. It has the following modules: Point of Service, Cash & Meal Counts. The Free and Reduced-Price Meal applications are at the Cafeteria Office.
Accelerated Reader & Star Reader
South Fork Elementary and South Fork Middle School use Accelerated Reader and Star Reader for all grades to keep track of all students reading level.
(5d) Monitoring
The District Technology Committee will be responsible for monitoring our progress for meeting our goals. Technology work orders are required for maintenance of hardware and software. District approval will be required for purchase of hardware and software.
INFRASTRUCTURE, HARDWARE, SOFTWARE, AND TECHNICAL SUPPORT
GOALS, OBJECTIVES, AND BENCHMARKS
(5c) OVERALL GOAL: To provide up-to-date infrastructure, hardware and software supported by an expert technical staff.
|Goal 1: To provide technical staff (in house & outside personal) at a ratio of 300 computers to one staff member. |
|Objective |Responsible Party |Benchmarks |
|Computer-to-technician ratio will be 300:1 as |District Tech |Each year the Technology Department will research and develop a plan |
|evidenced by personnel records and inventory |Committee |for maintaining the computer-to-technician ratio to the 300:1 |
| | |California State Department of Education recommendation, as evidenced|
| | |by the written plan |
|Goal 2: To develop and improve the current infrastructure to allow portability of information between home and school in a controlled way. |
|Objective |Responsible Party |Benchmarks |
|Staff will have access to their network files |District Tech |Each year review the technology plan and budget for providing |
|from home as evidenced by network logs. |Committee |portability of information from school to home. |
|Goal 3: To explore various models for providing equitable access to technology across the district for all staff and students. |
|Objective |Responsible Party |Benchmarks |
|Develop models for providing equitable access to |Principals & District |Each year review various models for providing equitable access to |
|technology across the district will be explored |Tech Committee |technology across the district will be explored and published for |
|and a purchasing cycle for ongoing replacement of| |discussion by district staff and students. |
|equipment will commence as evidenced by purchase | | |
|orders and replacement of equipment. This process| |Each year review various models for providing equitable access to |
|will continue for the fore seeable future. | |technology across the district will be explored and a purchasing |
| | |cycle for ongoing replacement of equipment will commence as |
| | |evidenced by purchase orders and placement of equipment. |
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(6a, b, &d)
The following budget estimates are based on previous purchases and district installation for future wiring and configuration. Prices change daily over time and these estimates reflects a three year plan to install and upgrade our district. This budget is of course an estimate. Each year, Technology Personnel and the Administrator will meet in September, and again in February to review expenditures and identify needs. We may need to shift expenditures to other technology areas, or accelerate purchases or replacement of computers. The twice-yearly review will allow for feedback and monitoring which will respond to the changing needs of technology. The Technology Personnel and Administrator will relay their findings and suggestions to the School Board of Education who will then authorize the expenditure of funds. Funding for this technology is available through E-rate funding, School Improvement Program 7395, Technology Funding 4045, Title I 3010, K12 Vouchers, Teacher Quality 4035, Peer Assistance Review 7271,various grants and general fund dollars.
| |Current and Potential Funding Sources |Estimated Annual Amounts |
|3010 |Title I |$5,000 |
|4035 |Teacher Quality |$2,600 |
|4045 |Technology Funding |$1,500 |
|7271 |Peer Assistance Review |$2,000 |
|7395 |School Improvement Plan |11,000 |
| |E-Rate |$97,000 |
| |General Fund Dollars |$10,000 |
| |K-12 Vouchers |19,000 |
| |Actively Seeking Technology Grants |???? |
The schedule to replace obsolete technology will be facilitated with these funds. The total cost for three years is approximately $437,594 with estimates being $141,254 in 2009-2010 and $148,170 a year for 2010-2011 and 2011 – 2012.
(6c) District’s Replacement Policy for Obsolete Equipment
In order to achieve the goals of this plan, the district and school sites will need to evaluate the software and hardware being used and ensure that both are capable of supporting our curricular and professional development goals.
At the end of each school year, all site computer technicians currently submit, and will continue to submit, inventories of the hardware and software at their site. After an evaluation of these inventories, those computers that are not capable of running software that will help to support our curricular and professional development goals will be marked for replacement. Keeping our technology tools current and functioning efficiently will make the integration of curriculum and technology and providing professional development more attainable goals. Software upgrades and purchases will be assessed to guarantee compliance with the California Learning Resource Network (CLRN website). Software purchases will also be assessed for their alignment with our curricular and professional development goals. In attaining our curricular and professional development goals, the use of the Internet as well as server based software is a critical component. A constant analysis of the use of the district network infrastructure will be essential in order to provide adequate speed and capacity to handle the increased traffic resulting from greater use by students and teachers in meeting our curricular and professional development objectives.
Equipment donations made by individuals and/or corporations will have to meet minimum standards in order to be accepted. All equipment donations will be referred to the district technology office, where a decision will be made as to the disposition of such donations. Surplus or obsolete equipment will be disposed of as recommended by the EPA (Environmental Protection Agency) after Board approval.
An annual inventory allows the District to analyze the age of the equipment at each site. As equipment ages and becomes obsolete in terms of our curricular and professional development objectives, plans will be made to secure funding for replacement. The plan will be implemented in phases over the next three years; our replacement cycle will stagger so that all equipment will not need to be replaced at the same time.
FUNDING AND BUDGET
GOALS, OBJECTIVES, AND BENCHMARKS
OVERALL GOAL: To provide continuous and sufficient funding for technology initiatives including curriculum and staff development, hardware and software purchases and technology support.
|Goal 1: To devise a plan for obtaining ongoing funding for technology initiatives. |
|Objective |Responsible Party |Benchmarks |
|By June 2010 ongoing funding for technology initiatives |District Office |By June 2009 research and devise a plan for obtaining ongoing funding for |
|will be in place as evidenced by technology budgets. | |technology initiatives as evidenced by publication of the plan. |
| | |By June 2010 implement the plan for obtaining ongoing funding for technology |
| |District Office |initiatives as evidenced by records of the implementation process. |
| | |By June 2011 ongoing funding for technology initiatives will be in place as |
| | |evidenced by technology budgets. |
| |District Office | |
|Goal 2: To pursue state, federal and private technology grant opportunities as they become available. |
|Objective |Responsible Party |Benchmarks |
|By June 2010, 2011 and 2012apply for any state, federal |District Office |By June 2010, 2011 and 2012 apply for any state, federal or private technology |
|or private technology grants available as evidenced by | |grants available as evidenced by written applications. |
|written applications. | | |
NARRATIVE
The South Fork Union School District has been fortunate over the years to receive E-rate funding that has paid for the construction of a technology infrastructure. Using grants and/or other funds as available, we have provided hardware and software. Unfortunately this method of funding does not provide a sustained source of funding for technology initiatives. Providing ongoing support, maintenance, and replacement of obsolete hardware and software is difficult without a steady source of income. The equity of access to technology that exists in the district means that hardware is provided at a set ratio, which is below State expectations at this time. To continue to increase this ratio and ensure that what is provided is up-to-date and supported is the focus of this section of the technology plan
.
First of all, a continuous source of funding must be found. It is the goal of this plan to explore all options available and pursue those most promising. The second goal of this plan is to continue to pursue state, federal, and private grant opportunities as they are available. The district has been very successful pursuing this type of funding over the years.
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(7a) Monitoring and Evaluation
Implementation of the Education Technology Plan will be monitored on a quarterly basis by the Technology Committee. Each of the proposed activities will be reviewed for progress. Barriers and challenges will be addressed and the activities will be revised as is appropriate.
The ultimate success of the Education Technology Plan will be reflected in the analysis of student achievement data. Student growth in reading and math, as measured by CST scores and Edusoft data will be used to evaluate the success of the program and use of technology.
Specifically, we are targeting students already identified as Far Below Basic or Below Basic in Math and Reading. Also, subgroups such as ELD students and GATE students will be tracked for improvement on score in State Testing. Teachers monitor students on a daily basis, and report results and feedback to administration at staff meetings, Student Assistance Team meetings, or on a personal level.
Ongoing measurement of professional development goals are made by individuals and the Administrator, as staff meets individual technology goals each year, and progresses towards CTAP Level 2 certification. Articulation will find new areas of focus as weaknesses and strengths are re-evaluated each year. Leadership will be monitored and evaluated by administration and staff as teachers share expertise during professional development, and increase the number of participants in video conferencing and other projects.
(7b) Schedule for evaluating the effect of plan implementation
The plan will be monitored throughout the year at quarterly technology committee meetings. Data related to annual goals and benchmarks will be presented to the committee, including student achievement, staff participation in professional development, and staff, student and parent satisfaction.
(7c) Evaluation results will be communicated to all stakeholders through an annual report presented to the Board of Trustees. In addition, the Superintendent’s Newsletter will publish an annual summary of goals and progress for all parents and community.
(8) Adult Literacy
South Fork Union School District is partner of the Kern River Valley Collaborative. The KRVC structure consists of non-profit and county-based organizations, community parents, students, churches, Director of Children and Family Services, county agencies, private business, and school employees. The South Fork Collaborative completed an intensive assessment of community needs and technology was identified as a priority for children and parents. 57 % of parents in our Valley stated they had no access to a computer. The digital divide impacts a student’s ability to succeed academically and creates barriers for parents seeking employment. Parents and the community indicated a strong interest in learning how to use a computer.
Adult Language Literacy
South Fork Union School District is located in a rural area located 65 miles east of Bakersfield. The majority of our students, parents and community are English literate. Our District has not had a need to provide adult language literacy or collaborate with adult language literacy providers. In the Kern River Valley, the Kern High School District provides Adult Education one night a week and will provide instruction in language literacy for those in need from our District.
South Fork Elementary School District
The Community Center, located at South Fork Middle School, provides a computer lab with Internet access to students as well as community members. Seniors around the Kern River Valley have access during the hours of 10:30 am - 3:00 pm on week days. Other programs targeting Adult Learners are being researched at the present time and creative funding is being explored and pursued.
South Fork Elementary School District, a partner of the Kern River Valley Collaborative, will work in collaboration with the Kernville Union School District by providing access to a computer lab for two nights a week for instruction. Provide a computer Instructor to provide computer instruction to our parents and community members at no charge to either parties.
The Kern County Public Library
The Kern County Public Library provides adults with many opportunities to expand their literacy skills as well as offering availability of computers.
Kern County Superintendent of Schools
Kern County Supt of Schools will make available to our school the Do The Math Program. Do The Math is a bi-weekly, live interactive distance-learning program provided through the internet that models high quality math instruction while assisting callers with their homework questions. Tutoring is provided over the phone with calls of general interest being taken on the air. Telephone help lines are open 3:30 – 6:00 p.m. with on air assistance given between 4:30 – 5:30 p.m. While Do The Math assists student callers of all ages, the secondary targets are the adults (teachers, aides and parents) who assist these young people with their math homework.
South Fork Union School District Technology Committee
South Fork Union School District Technology Committee meets monthly and will continue to explore more opportunities which will allow parents computer access and training on basic computer literacy skills.
Effective, Researched–Based Methods and Strategies
(9a) CEO Forum. (2001, June)
The CEO Forum school technology and readiness report: Key building blocks for student achievement in the 21st century
This report concludes that effective uses of technology to enhance student achievement are based on four elements: alignment to curricular standards and objectives, assessment that accurately and completely reflects the full range of academic and performance skills, holding schools and districts accountable for continuous evaluation and improvement strategies, and an equity of access across geographic, cultural, and socio-economic boundaries.
Consistent with this research, the South Fork Union School District will carefully analyze learning resources and instructional lessons both for alignment with California content standards and for the ability to measure growth/achievement on those standards in a variety of ways. Through ongoing data collection and analysis, the South Fork Union School District will monitor its attainment of the goals and objectives of the Educational Technology Plan, and will report results annually to the Superintendent, the District School Board and the public. Throughout the plan, attention is paid to providing equitable access to all students in our community, including students in special populations.
WestEd Regional Technology in Education Consortium (June, 2002)
The learning return on our educational technology investment
This report seeks to answer the question “what do we need to do to maximize the return on our technology investment?” It offers suggestions related to issues such as professional development, access to technology, and long term planning. These issues are addressed within the development of our district technology plan, and we have considered the ten lessons from this research that address the conditions under which technology has the most benefits for students.
Becker, J.H., and Riel, M.M. (2000)
Teacher professional engagement and constructivist-compatible computer use, Center for Research on Information Technology and Organizations. Retrieved from
This report describes a number of aspects of the professional engagement of teachers. It also examines relationships between professional engagement and teaching practice, including instruction involving computer use. We defined professional engagement as a teacher making an effort to affect the teaching that occurs in classrooms other than his or her own. We measured professional engagement by (1) the frequency that a teacher had informal substantive communications with other teachers at their school; (2) the frequency and breadth of professional interactions with teachers at other schools; and (3) the breadth of involvement in specific peer leadership activities-mentoring, workshop and conference presentations, and teaching courses and writing in publications for educators.
The link between this report and the District Education Technology Plan is that professional development is a primary focus. The Education Technology Plan is consistent with the research in the following ways: (1) Teachers collaborate with various staff to produce and practice technology integrated technology activities; (2) Teachers are provided with the opportunity to attend 15 sessions per semester that cover basic-to-advance use of technology; and (3) Our key technology proficient teachers are involved in leadership activities such as coaching, facilitating and modeling the effective use of instructional technology.
Marzano, R, Pickering, D., and Pollock, J. (2001)
Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement
Virginia: Association for Supervision and Curriculum Development.
This book summarizes the research supporting a variety of instructional strategies with proven successes in improving student achievement. The research-based strategies include 1) identifying similarities and differences; 2) summarizing and note-taking; 3) reinforcing effort and providing recognition; 4) homework and practice; 5) nonlinguistic representations; 6) cooperative learning; 7) setting objectives and providing feedback; 8) generating and testing hypotheses; and 9) cues, questions, and advance organizers.
(9b) As noted in our action plan for meeting our curricular goals of literacy for all students, a variety of instructional strategies and technologies will be used to assist students in acquiring literacy skills in all content areas. As described in the research, the use of nonlinguistic representations, such as graphic organizers, are effective tools for the support of understanding key concepts. Graphic representations are highly effective tools for scaffolding new concepts and vocabulary. Simulation software allows students to generate and test hypotheses quickly and efficiently. Presentation software to organize information, coupled with a printed copy of the presentation to assist in note-taking skills, helps students to better identify key concepts and summarize critical information. Consistent with the research, our curricular and staff development goals include the use of mind-mapping tools, simulation software and PowerPoint handouts to guide students in note taking.
Annually, the Curriculum and Instruction Department and the District Technology Committee will examine the studies in the What Works computer database. The What Works Clearinghouse, funded by the US Department of Education, will provide the following easily accessible and searchable online databases:
1. An educational interventions registry that identifies potentially replicable programs, products, and practices that are claim to enhance important student outcomes, and synthesizes the scientific evidence related to their effectiveness.
2. An evaluation studies registry, which is linked electronically to the educational interventions registry, and contains information about the studies constituting the evidence of the effectiveness of the program, products, and practices reported.
3. An approaches and policies registry that contains evidence-based research reviews of broader educational approaches and policies.
4. A test instruments registry that contains scientifically rigorous reviews of test instruments used for assessing educational effectiveness.
5. An evaluator registry that identifies evaluators and evaluation entities that have indicated their willingness and ability to conduct quality evaluations of education interventions.
These resources will be utilized and incorporated as appropriate to ensure that the education technology program in the South Fork Union School District is consistent with current scientifically based research regarding technology, teaching and learning.
Software evaluation and selection in the area of literacy will be consistent with research from the Early Reading First Initiative, which has identified five components essential to a child’s learning to read:
1. phonemic awareness
2. phonics
3. vocabulary
4. fluency
5. comprehension
All software selected will be evaluated for its ability to support the five key literacy components, and will follow the “assess, align, instruct, and evaluate” model to target instructional activities based on students’ needs.
The South Fork Union School District will use resources from the Corporation for Network Initiatives in California (CENIC) project to increase the variety of course offerings that will be available to students. Online courses will be made available based on student needs and skills, particularly in situations where there may be an insufficient number of students interested or eligible for a course at a given site.
Teachers bring the use of the Internet, as a resource, to the classroom daily. This includes access to live video clips from KCSOS Streaming. District teachers can access programs correlated to California state standards via the internet. Boster, Meyer, Roberto, & Inge (2002) examined the integration of these standards-based video clips into lessons developed by classroom teachers and found increases in student achievement. The study of more than 1,400 elementary and middle school students in three Virginia school districts showed an average increase in learning for students exposed to the video clip application compared to students who received traditional instruction alone. These clips can be streamed live, downloaded and saved to file or DVD, or integrated into student work. This gives the students instant access to information they would otherwise lack.
While we do not have a distance-learning network in place for students, we have used online web based learning through CTAP 8 and KCSOS as a training resource for our teachers. Teachers can access these websites at home as well as school. Teachers also have access to web based software training when enrolled in district coursework.
These resources: use of videoconferencing; Internet access with KCSOS Streaming videos; and online training for teachers, demonstrate how we use technology to expand our curriculum and provide learning opportunities to students and teachers that would be impossible due to geographic distance and lack of resources including time and money.
Our local Community College, Cerro Coso, is the leading two-year California Community College, which delivers fourteen A. A. Degree programs completely online. Both students and adults can utilize the computer lab with Internet access at South Fork Middle School to complete courses and attain degrees.
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COMPUTER ACCEPTABLE USE POLICY
Students and parents, please read this document carefully. When signed by you it becomes a legally binding contract. We must have your signature and that of your parent/guardian before we can provide you access. Listed below are the provisions of this contract. If any user violates these provisions, access to the information service may be denied and you may be subject to disciplinary action. In exchange for the use of the South Fork Union School District computer systems and networks, either at school or away from school, I understand and agree to the following:
1. Personal Responsibility: As a representative of this school, I will accept personal responsibility for reporting any misuse of the network to the principal. Misuse can come in many forms, but is commonly viewed as any messages sent or received that indicate or suggest, pornography, unethical or illegal solicitation, racism, sexism, inappropriate language and other issues.
2. Acceptable Use: The use of the computers must be in support of education and research and within the educational goals and objectives of the South Fork Union School District. I am personally responsible for this provision at all times when using electronic information services.
a. Use of other organization’s network or computing resources must comply with rules appropriate to that network.
b. Transmission of any material in violation of any United States or other state organizations is prohibited. This includes, but is not limited to, copyrighted materials, threatening or obscene material, or material protected by trade secrets.
c. Use of commercial activities by for-profit institutions is generally not acceptable
d. Use of product advertisement or political lobbying is prohibited
e. Access to online services that provide information considered being pornographic or immoral is also prohibited.
f. Only authorized personnel will install software/hardware.
3. Privileges: The use of the information system is a privilege, not a right, and inappropriate use will result in the cancellation of these privileges and appropriate disciplinary actions will be taken. Each person who receives an account will participate in a discussion with a South Fork Union School District faculty member as to proper behavior and use of the network. The principal will decide what is appropriate and his/her decision is final. The principal may close an account (deny access) at anytime if necessary. The administration, staff, or faculty of South Fork Union School District may request the district deny, revoke or suspend specific user accounts.
4. Internet/Network Rules: You are expected to abide by the generally accepted rules of network etiquette. These rules include, but are not limited to, the following:
a. Users are prohibited from concealing or misrepresenting their identity while using the system, except where alias names are appropriate (i.e. pre-approved chat rooms).
b. Be polite. Do not send abusive, harassing or suggestive messages to anyone.
c. Do not respond to abusive, harassing or suggestive messages. You are required to report such messages to the supervising adult immediately.
d. Keep account passwords confidential and do not allow other people to use them.
e. Unauthorized entry, use, transfers, and tampering with the accounts and files of others is prohibited.
f. Use appropriate language. Do not swear, use vulgarities, or express yourself in any other inappropriate language.
g. Communication advocating, encouraging or supporting illegal activities is strictly forbidden.
h. Respect the privacy of all users. Do not reveal the personal address or phone numbers of yourself or anyone else. Remember that e-mail may not be private. Others may read what you type into your computer.
i. Respect the originator of communications. Do not forward e-mail messages or information without the permission of the originator.
5. Areas of Use: The use of South Fork Union School District computers should be used for the following purpose of (in order of priority):
a. Academic support b. Communication c. General information
Non-Academic Games, whether online, on CD-Rom, or on diskettes, are not acceptable uses of the system.
The only exception is when a teacher or staff member designates the games as academic support.
6. Services: The South Fork Union School District makes no warranties of any kind whether expressed or implied, for the service it is providing. The South Fork Union School District will not be responsible for any damages suffered while on this system. The damages include loss of data as a result of delays, non-deliveries, misdeliveries, or service interruptions caused by the system or your errors or omissions. Use of any information obtained via the information system is at your own risk. The South Fork Union School District specifically denies any responsibility for the accuracy of information obtained through its services.
7. Security: Security on any computer system is a high priority because there are so many users. Never demonstrate the problem to other users. Never use another individual’s account.
8. Ethical Use: Plagiarism of ideas or information will be grounds for disciplinary action. Theft or piracy of software and/or vandalism will result in cancellation of privileges. Vandalism is defined as any malicious attempt to harm or destroy data of another user or any other agencies or networks that are connected to the system. This includes, but is not limited to the loading or creation of computer viruses. Any vandalism will result in the loss of computer services, appropriate disciplinary action, and legal referral.
Student Teacher
Required Signatures
STUDENT
I have read or my parent/guardian has read to me the South Fork Union School District Computer Acceptable Use Policy. I understand and will abide by the provisions and conditions of this contact. I understand that any violations of the Computer Acceptable Use Policy may result in disciplinary action; the revoking of my user account (Computer Usage) and appropriate legal action. I also agree to report any misuse of the information system to the appropriate South Fork Union School District administrator. Misuse can come in many forms, but can be viewed as any messages sent or received that indicate or suggests pornography unethical or illegal solicitation, racisms, sexism, inappropriate language, and other issues.
Student Signature Date
PARENT OR GUARDIAN
As the parent/guardian of this student, I have read the South Fork Union School District Computer Acceptable Use Policy and understand that it is designated for educational purposes. I understand that it is impossible for the South Fork Union School District to restrict access to all controversial materials, and I will not hold the District responsible for materials acquired on the network or Internet. I also agree to report any misuse of the information system to the appropriate South Fork Union School administrator. Misuse can come in many forms, but can be viewed as any messages sent or received that indicate or suggest pornography, unethical or illegal solicitation, racism, sexism, inappropriate language, and other issues described.
I accept full responsibility for supervision if and when my child is not in a school setting. I hereby give my permission for my child to be issued an account and certify that the information contained on this form is correct.
Parent or Guardian Name (please print):
Signature Date
TEACHER
I have read the South Fork Union School District Computer Acceptable Use Policy and agree to promote this agreement with the student. Because the student may use the network for individual work or in the context of another class, I cannot be held responsible for the student’s use of the network. As the sponsoring teacher, I agree to instruct the student on acceptable use of the network and proper network etiquette. I also agree to report any misuse of the information system to the appropriate South Fork Union School District administrator. Misuse can come in many forms, but can be viewed as any message sent or received that indicate or suggest pornography, unethical or illegal solicitation, racism, sexism, inappropriate language, and other issues described.
Teacher Signature Date
Office of Larry E. Reider
Kern County Superintendent of Schools
Internet Acceptable Use Policy for Employees
SP 4290
_______________________________________________________________________________________________
Policy Approved: September 19, 2007
Kern County Superintendent of Schools Office
KERN COUNTY SUPERINTENDENT OF SCHOOLS OFFICE
PERSONNEL
EMPLOYEE ACCEPTABLE USE POLICY FOR COMPUTERS, ELECTRONIC
DEVICES, NETWORK AND OTHER ELECTRONIC INFORMATION
RESOURCES
The Kern County Superintendent of Schools Office recognizes that electronic information resources can enhance productivity, facilitate professional communication, and assist in providing quality educational programs. This policy applies to and describes the responsibilities and obligations of all employees using the office electronic information resources including computers, electronic devices, and network.
DESCRIPTION OF ELECTRONIC INFORMATION RESOURCES
Electronic information resources covered by this policy include office computers, electronic devices, and network.
1. Definition of Office Computers
The term “office computer” means any computer, including a laptop computer
that is owned, leased, or rented by the office, purchased with funds from a grant approved by or awarded to this office, or borrowed by this office from another agency, company or entity, whether or not the computer is equipped with a modem or communication peripheral capable of digital connection.
2. Definition of Electronic Devices
The term “electronic devices” means any device other than a computer that is
capable of transmitting, receiving, or storing digital media and is owned, leased, or rented by the office, purchased with funds from a grant approved by or awarded to the office, or borrowed by the office from another agency, company or entity, whether or not the electronic device is portable and whether or not the electronic device is equipped with a modem or other communication peripheral capable of digital connection. Office electronic devices include but are not limited to the following:
? telephones
? cellular telephones
? radios
? pagers
? voice mail
? e-mail
? text messages
? digital cameras
? personal digital assistants such as Palm Pilots and smart phones
? portable storage devices such as thumb drives and zip drives
? portable media devices such as IPODs and MP3 players
? optical storage media such as compact discs (CDs) and digital versatile discs
(DVDs)
? printers and copiers
? fax machines
3. Definition of Electronic Network
The term “electronic network” means the local area office-wide and Internet
systems including software and e-mail and voice mail systems, remote sites, and VPN connections.
OWNERSHIP
The office electronic information resources, including laptop computers and portable electronic devices are office property provided to meet office needs. They do not belong to employees.
All office computers and electronic devices including laptop computers and portable electronic devices are to be registered to the office and not to an employee. All software on office computers and electronic devices including office laptop computers and portable electronic devices is to be registered to the office and not to an employee except as provided in Section 6.
No employee shall remove an office computer or electronic device from the Kern County Superintendent of Schools Office’s property without the prior, express authorization of the employee’s supervisor and the designated technology administrator at the employee’s site.
The use of office electronic information resources is a privilege which the office may revoke or restrict at any time without prior notice to the employee.
NO EMPLOYEE PRIVACY
Employees have no privacy whatsoever in their personal or work-related use of the office computers, electronic devices, network and other electronic information resources or to any communications or other information in the office electronic information resources or that may pass through office electronic information resources. The office retains the right, with or without cause, and with or without notice to the employee to remotely monitor, physically inspect or examine the office computers, electronic devices, network or other electronic information resources and any communication or information stored
on or passing through the office electronic information resources, including, but not limited to software, data and image files, Internet use, e-mails, text messages, and voice mail.
When an employee leaves the employment of the Kern County Superintendent of Schools
Office, management shall be given access to, and the authority to dispose of, any and all of his or her computer files, e-mail, voice mail, text messages, and any other electronically stored information.
PERSONAL USE
Employees shall use the office computers, electronic devices, network and other electronic information resources primarily for purposes related to their employment.
Office laptop computers and portable electronic devices shall be used solely by authorized employees and not by family members or other unauthorized persons.
Where approved by the employee’s supervisor in advance, an employee may make minimal personal use of office electronic information resources as long as such use does not violate this policy, does not result in any additional fee or charge to the office and does not interfere with the normal business practices of the office or the performance of an employee’s duties. As described in Section 3, employees have no privacy whatsoever in their personal use of the office computers, electronic devices and network, including but not limited to software, data and image files, Internet use, text messages, and e-mails.
PASSWORD PROTECTION
To protect against unauthorized use, all office computers and electronic devices, including laptop computers, that are capable of being password protected, shall be password protected, even if a computer or electronic device is assigned to a single employee for his or her sole use. If password protection is not technologically feasible, the employee to whom the computer or electronic device is assigned shall be responsible for physically protecting it against unauthorized use. Any screen saver which is capable of being password protected shall be password protected.
Each employee shall be responsible for registering his or her password(s) with the appropriate administrator, whether the password protection is at the system level or program level. The office needs the ability to access its own equipment.
SOFTWARE AND ELECTRONIC DEVICES
Software, computers, and electronic devices must meet specific standards to protect the office’s network and other electronic information resources. In addition, violations of software copyright law have the potential of costing the office millions of dollars.
Only the designated technology chief technology officer/administrator shall be allowed to authorize installation or maintenance of either hardware or software on office computers and electronic devices.
Unless directed to or authorized by the employee’s supervisor and the designated technology administrator at each site, no employee shall install, maintain, or remove software on office computers and electronic devices. Unless directed to or authorized by the employee’s supervisor and the designated technology administrator, no employee shall connect an electronic device to office computers, whether hardwired or wireless.
The chief technology office/administrator is authorized to approve employee requests for the installation of non-office software, subject to the following limitations:
1. Software not related to the mission of the office shall not be installed.
2. No software shall be installed without written proof of licensing, which shall be retained by the technology administrator. Multiple installations of the same license number will be assumed to violate copyright unless a multiple license provision can be demonstrated.
3. The employee shall surrender to the office all rights whatsoever he or she may have in the software, including but not limited to the following:
? The office has the right to remove the software at any time and for any reason without prior notice to the employee.
? The office has no obligation to return the software to the employee.
? If the employee is assigned to a different computer or electronic device, the office has no obligation to install the software on that equipment.
Employees who have been authorized to download and install software shall run a virus detection program on all files and programs downloaded and shall adhere to copyrights, trademarks, licenses, and contractual agreements applicable to the software, including provisions prohibiting the duplication of material without proper authorization and the inclusion of copyright notices in any use of the material.
FILTERS AND OTHER INTERNET PROTECTION MEASURES
To ensure that the use of the office’s network is consistent with the office’s mission, the office uses content and/or bandwidth software to prevent access to pornographic and other websites that are inconsistent with the mission and values of the office. No employee shall bypass or evade or attempt to bypass or evade the office’s filter system.
UNACCEPTABLE USES
Employees using office computers, electronic devices or network shall be responsible for using them only in compliance with the following requirements unless the chief technology officer/administrator gives prior, express written permission.
1. An employee shall use only his or her assigned account or password to access office computers, electronic devices, and network. No employee shall permit the use of his or her assigned account or password, or use another person’s assigned account or password without the prior express, written consent of the employee’s supervisor and the designated technology administrator at the employee’s work site.
2. Employees are prohibited from using office computers, electronic devices, network and other electronic resources for knowingly transmitting, receiving, or storing any oral or written communication that is obscene, threatening or disruptive, or that reasonably could be construed as harassment or disparagement of others based on their race, religious creed, color, national origin, ancestry, physical disability, mental disability, medical condition, marital status, sex, age, or sexual orientation. This prohibition applies to written and oral communication of any kind, including music.
3. Employees are prohibited from using office computers, electronic devices and network for knowingly transmitting, receiving, or storing any visual image that depicts actual or simulated torture, bondage, or physical abuse of any human being or other creature, or that is sexually explicit.
a. “Sexually explicit” means a visual depiction of actual or simulated human sex acts, or the unclothed human genitalia, pubic area, anus, buttocks, or female breast that lacks serious artistic, literary, scientific, or political value.
b. This prohibition applies to visual depictions of any kind, including screensavers, drawings, cartoons and animations.
4. Employees shall not knowingly store or transmit copyrighted material on office computers, electronic devices, or network without the permission of the holder of the copyright. Employees shall download copyrighted material only in accordance with applicable copyright laws.
5. Employees are prohibited from knowingly using the office computers, electronic devices, and network to intentionally access information intended to be private or restricted; change data created or owned by another user or any other agency, company or network; make any unauthorized changes to the appearance or operational characteristics of the office’s system; load, upload, download or create a computer virus; alter the file of any other user or entity; or remove, change or add a password, alter system settings, preloaded software settings, firmware and hardware without the approval of the designated technology administrator at the employee’s site.
6. Employees are prohibited from remotely accessing any office computer or server without prior express written approval of the chief technology officer/administrator.
7. Employees are prohibited from uploading to a non-office server any file contained on an office computer or server; whether the file is work related or personal, unless the employee has been granted the prior express written approval of the chief technology officer/administrator.
8. Any text transmission can only be used by authorized office blog messaging system and or device.
9. Employees also are prohibited from using office computers, electronic devices, and network for the following:
? personal financial gain
? commercial advertising
? political activity as defined in Education Code sections 7050-7058
? religious advocacy
? promoting charitable organizations
? communicating in someone else’s name
? attempting to breach network security
? creating, sending or receiving materials that are inconsistent with the mission and values of the office
? mass distribution of e-mail to a school site without the prior approval of the site administrator
? mass distribution of e-mail to the office without the approval of the chief technology officer, superintendency, or designee
? accessing pornographic or other websites that are inconsistent with the mission and values of the office
? any activity prohibited by law, board policy, or administrative regulations, or the rules of conduct described in the Education Code
VIOLATION OF THIS POLICY
Management personnel shall promptly report violations of this policy to the chief technology officer and the appropriate associate/assistant superintendent.
Employees who violate this policy are subject to discipline, up to and including termination, pursuant to the provisions of applicable laws governing employee discipline, and applicable office policies, procedures, and collective bargaining agreements. The employee’s use of office electronic information resources also may be restricted, suspended, or revoked.
Legal Reference:
EDUCATION CODE
Appendix C – Criteria for EETT Funded Technology Plans
In order to be approved, a technology plan needs to have “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.
|PLAN DURATION CRITERION |Page in District |Example of Adequately Addressed |Example of Not Adequately Addressed|
| |Plan | | |
|The plan should guide the district’s use of |7 |The technology plan describes the districts use of education|The plan is less than three years |
|education technology for the next three to five| |technology for the next three to five years. (For new plan, |or more than five years in length. |
|years. (For a new plan, can include technology | |description of technology plan development in the first year| |
|plan development in the first year) | |is acceptable). |Plan duration is 2008-11. |
| | |Specific start and end dates are recorded (7/1/xx to | |
| | |6/30/xx). | |
|STAKEHOLDERS CRITERION |Page in District |Example of Adequately Addressed |Not Adequately Addressed |
|Corresponding EETT Requirement(s): 7 and 11 |Plan | | |
|(Appendix D). | | | |
|Description of how a variety of stakeholders |7-8 |The planning team consisted of representatives who will |Little evidence is included that |
|from within the school district and the | |implement the plan. If a variety of stakeholders did not |shows that the district actively |
|community-at-large participated in the planning| |assist with the development of the plan, a description of |sought participation from a variety|
|process. | |why they were not involved is included. |of stakeholders. |
|CURRICULUM COMPONENT CRITERIA |Page in District |Example of Adequately Addressed |Example of Not Adequately Addressed |
|Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, |Plan | | |
|and 12 (Appendix D). | | | |
|Description of teachers’ and students’ current |5-6 |The plan describes the technology access available in the |The plan explains technology access in |
|access to technology tools both during the school | |classrooms, library/media centers, or labs for all students|terms of a student-to-computer ratio, |
|day and outside of school hours. | |and teachers. |but does not explain where access is |
| | | |available, who has access, and when |
| | | |various students and teachers can use |
| | | |the technology. |
|Description of the district’s current use of |17-18 |The plan describes the typical frequency and type of use |The plan cites district policy |
|hardware and software to support teaching and | |(technology skills/information literacy/integrated into the|regarding use of technology, but |
|learning. | |curriculum). |provides no information about its |
| | | |actual use. |
|Summary of the district’s curricular goals that are|18 |The plan summarizes the district’s curricular goals that |The plan does not summarize district |
|supported by this tech plan. | |are supported by the plan and referenced in district |curricular goals. |
| | |document(s). | |
|List of clear goals, measurable objectives, annual |19 |The plan delineates clear goals, measurable objectives, |The plan suggests how technology will |
|benchmarks, and an implementation plan for using | |annual benchmarks, and a clear implementation plan for |be used, but is not specific enough to |
|technology to improve teaching and learning by | |using technology to support the district’s curriculum goals|know what action needs to be taken to |
|supporting the district curricular goals. | |and academic content standards to improve learning. |accomplish the goals. |
|List of clear goals, measurable objectives, annual |15-17 |The plan delineates clear goal(s), measurable objective(s),|The plan suggests how students will |
|benchmarks, and an implementation plan detailing |19-20 |annual benchmarks, and an implementation plan detailing how|acquire technology skills, but is not |
|how and when students will acquire the technology | |and when students will acquire technology skills and |specific enough to determine what |
|skills and information literacy skills needed to | |information literacy skills. |action needs to be taken to accomplish|
|succeed in the classroom and the workplace. | | |the goals. |
|List of goals and an implementation plan that describe|20-21 |The plan describes or delineates clear goals outlining how |The plan suggests that students will be |
|how the district will address the appropriate and | |students will learn about the concept, purpose, and |educated in the ethical use of the |
|ethical use of information technology in the classroom| |significance of the ethical use of information technology |Internet, but is not specific enough to |
|so that students can distinguish lawful from unlawful | |including copyright, fair use, plagiarism and the |determine what actions will be taken to |
|uses of copyrighted works, including the following | |implications of illegal file sharing and/or downloading (as |accomplish the goals. |
|topics: the concept and purpose of both copyright and | |stated in AB 307). | |
|fair use; distinguishing lawful from unlawful | | | |
|downloading and peer-to-peer file sharing; and | | | |
|avoiding plagiarism (AB 307, optional in 2007-08 tech | | | |
|plan, required in all tech plans 2008-09 and after) | | | |
|List of goals and an implementation plan that describe|22 |The plan describes or delineates clear goals outlining how |The plan suggests Internet safety |
|how the district will address Internet safety, | |students will be educated about Internet safety (as stated in|education but is not specific enough to |
|including how to protect online privacy and avoid | |AB 307). |determine what actions will be taken to |
|online predators. (AB 307, optional in 2007-08 tech | | |accomplish the goals. |
|plan, required in all tech plans 2008-09 and after) | | | |
|Description of or goals about the district policy or |23 |The plan describes the policy or delineates clear goals and |The plan does not describe policies or |
|practices that ensure equitable technology access for | |measurable objectives about the policy or practices that |goals that result in equitable technology |
|all students. | |ensure equitable technology access for all students. The |access for all students. Suggests how |
| | |policy or practices clearly support accomplishing the plan’s |technology will be used, but is not |
| | |goals. |specific enough to know what action needs |
| | | |to be taken to accomplish the goals. |
|List of clear goals, measurable objectives, annual |23-24 |The plan delineates clear goal(s), measurable objective(s), |The plan suggests how technology will be |
|benchmarks, and an implementation plan to use | |annual benchmarks, and an implementation plan for using |used, but is not specific enough to know |
|technology to make student record keeping and | |technology to support the district’s student record-keeping |what action needs to be taken to |
|assessment more efficient and supportive of teachers’ | |and assessment efforts. |accomplish the goals. |
|efforts to meet individual student academic needs. | | | |
|List of clear goals, measurable objectives, annual |24 |The plan delineates clear goal(s), measurable objective(s), |The plan suggests how technology will be |
|benchmarks, and an implementation plan to use | |annual benchmarks, and an implementation plan for using |used, but is not specific enough to know |
|technology to improve two-way communication between | |technology to improve two-way communication between home and |what action needs to be taken to |
|home and school. | |school. |accomplish the goals. |
|Describe the process that will be used to monitor the |19-25 |The monitoring process, roles, and responsibilities are |The monitoring process either is absent, |
|Curricular Component (Section 3d-3j) goals, | |described in sufficient detail. |or lacks detail regarding procedures, |
|objectives, benchmarks, and planned implementation | | |roles, and responsibilities. |
|activities including roles and responsibilities. | | | |
|PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA |Page in District |Example of Adequately Addressed |Example of Not Adequately Addressed |
|Corresponding EETT Requirement(s): 5 and 12 (Appendix|Plan | | |
|D). | | | |
|Summary of the teachers’ and administrators’ current |27-31 |The plan provides a clear summary of the teachers’ and |Description of current level of staff |
|technology proficiency and integration skills and | |administrators’ current technology proficiency and |expertise is too general or relates |
|needs for professional development. | |integration skills and needs for professional development. |only to a limited segment of the |
| | |The findings are summarized in the plan by discrete skills |district’s teachers and administrators |
| | |that include CTC Standard 9 and 16 proficiencies. |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. |
|List of clear goals, measurable objectives, annual |31-33 |The plan delineates clear goals, measurable objectives, |The plan speaks only generally of |
|benchmarks, and an implementation plan for providing | |annual benchmarks, and an implementation plan for providing |professional development and is not |
|professional development opportunities based on your | |teachers and administrators with sustained, ongoing |specific enough to ensure that teachers|
|district needs assessment data (4a) and the | |professional development necessary to reach the Curriculum |and administrators will have the |
|Curriculum Component objectives (Sections 3d through| |Component objectives (sections 3d through 3j) of the plan. |necessary training to implement the |
|3j) of the plan. | | |Curriculum Component. |
|Describe the process that will be used to monitor the|34 |The monitoring process, roles, and responsibilities are |The monitoring process either is |
|Professional Development (Section 4b) goals, | |described in sufficient detail. |absent, or lacks detail regarding who |
|objectives, benchmarks, and planned implementation | | |is responsible and what is expected. |
|activities including roles and responsibilities. | | | |
|INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND |Page in District |Example of Adequately Addressed |Example of Not Adequately Addressed |
|SOFTWARE COMPONENT CRITERIA |Plan | | |
|Corresponding EETT Requirement(s): 6 and 12 | | | |
|(Appendix D). | | | |
|Describe the existing hardware, Internet access, |17-18 |The plan clearly summarizes the existing technology hardware,|The inventory of equipment is so |
|electronic learning resources, and technical |36-40 |electronic learning resources, networking and |general that it is difficult to |
|support already in the district that will be used | |telecommunication infrastructure, and technical support to |determine what must be acquired to |
|to support the Curriculum and Professional | |support the implementation of the Curriculum and Professional|implement the Curriculum and |
|Development Components (Sections 3 & 4) of the | |Development Components. |Professional Development Components. |
|plan. | | |The summary of current technical |
| | | |support is missing or lacks sufficient |
| | | |detail. |
|Describe the technology hardware, electronic |36-40 |The plan provides a clear summary and list of the technology |The plan includes a description or list|
|learning resources, networking and | |hardware, electronic learning resources, networking and |of hardware, infrastructure, and other |
|telecommunications infrastructure, physical plant | |telecommunications infrastructure, physical plant |technology necessary to implement the |
|modifications, and technical support needed by the | |modifications, and technical support the district will need |plan, but there doesn’t seem to be any |
|district’s teachers, students, and administrators | |to support the implementation of the district’s Curriculum |real relationship between the |
|to support the activities in the Curriculum and | |and Professional Development Components. |activities in the Curriculum and |
|Professional Development Components of the plan. | | |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. |
|List of clear annual benchmarks and a timeline for |41 |The annual benchmarks and timeline are specific and |The annual benchmarks and timeline are |
|obtaining the hardware, infrastructure, learning | |realistic. Teachers and administrators implementing the plan |either absent or so vague that it would|
|resources and technical support required to support| |can easily discern what needs to be acquired or repurposed, |be difficult to determine what needs to|
|the other plan components as identified in Section | |by whom, and when. |be acquired or repurposed, by whom, and|
|5b. | | |when. |
|Describe the process that will be used to monitor |40-41 |The monitoring process, roles, and responsibilities are |The monitoring process either is |
|Section 5b & the annual benchmarks and timeline of | |described in sufficient detail. |absent, or lacks detail regarding who |
|activities including roles and responsibilities. | | |is responsible and what is expected. |
|FUNDING AND BUDGET COMPONENT CRITERIA |Page in District |Example of Adequately Addressed |Example of Not Adequately Addressed |
|Corresponding EETT Requirement(s): 7 & 13, |Plan | | |
|(Appendix D) | | | |
|List established and potential funding sources. |44 |The plan clearly describes resources that are available or |Resources to implement the plan are not |
| | |could be obtained to implement the plan. |clearly identified or are so general as |
| | | |to be useless. |
|Estimate annual implementation costs for the term |43-44 |Cost estimates are reasonable and address the total cost of |Cost estimates are unrealistic, lacking, |
|of the plan. | |ownership, including the costs to implement the curricular, |or are not sufficiently detailed to |
| | |professional development, infrastructure, hardware, technical|determine if the total cost of ownership |
| | |support, and electronic learning resource needs identified in|is addressed. |
| | |the plan. | |
|Describe the district’s replacement policy for |44 |Plan recognizes that equipment will need to be replaced and |Replacement policy is either missing or |
|obsolete equipment. | |outlines a realistic replacement plan that will support the |vague. It is not clear that the |
| | |Curriculum and Professional Development Components. |replacement policy could be implemented. |
|Describe the process that will be used to monitor |44 |The monitoring process, roles, and responsibilities are |The monitoring process either is absent, |
|Ed Tech funding, implementation costs and new | |described in sufficient detail. |or lacks detail regarding who is |
|funding opportunities and to adjust budgets as | | |responsible and what is expected. |
|necessary. | | | |
|MONITORING AND EVALUATION COMPONENT CRITERIA |Page in District |Example of Adequately Addressed |Example of Not Adequately Addressed|
|Corresponding EETT Requirement(s): 11 (Appendix|Plan | | |
|D). | | | |
|Describe the process for evaluating the plan’s |47 |The plan describes the process for evaluation using the goals|No provision for an evaluation is |
|overall progress and impact on teaching and | |and benchmarks of each component as the indicators of |included in the plan. How success |
|learning. | |success. |is determined is not defined. The |
| | | |evaluation is defined, but the |
| | | |process to conduct the evaluation |
| | | |is missing. |
|Schedule for evaluating the effect of plan |47 |Evaluation timeline is specific and realistic. |The evaluation timeline is not |
|implementation. | | |included or indicates an |
| | | |expectation of unrealistic results |
| | | |that does not support the continued|
| | | |implementation of the plan. |
|Describe the process and frequency of |47 |The plan describes the process and frequency of communicating|The plan does not provide a process|
|communicating evaluation results to tech plan | |evaluation results to tech plan stakeholders. |for using the monitoring and |
|stakeholders. | | |evaluation results to improve the |
| | | |plan and/or disseminate the |
| | | |findings. |
|EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT |Page in District |Example of Adequately Addressed |Example of Not Adequately Addressed|
|LITERACY PROVIDERS TO MAXIMIZE THE USE OF |Plan | | |
|TECHNOLOGY CRITERION | | | |
|Corresponding EETT Requirement(s): 11 (Appendix| | | |
|D). | | | |
|If the district has identified adult literacy |47-48 |The plan explains how the program will be developed in |There is no evidence that the plan |
|providers, describe how the program will be | |collaboration with adult literacy providers. Planning |has been, or will be developed in |
|developed in collaboration with them. (If no | |included or will include consideration of collaborative |collaboration with adult literacy |
|adult literacy providers are indicated, | |strategies and other funding resources to maximize the use of|service providers, to maximize the |
|describe the process used to identify adult | |technology. If no adult literacy providers are indicated, the|use of technology. |
|literacy providers or potential future outreach| |plan describes the process used to identify adult literacy | |
|efforts.) | |providers or potential future outreach efforts. | |
|EFFECTIVE, RESEARCHED-BASED METHODS, |Page in District |Example of Adequately Addressed |Not Adequately Addressed |
|STRATEGIES, AND CRITERIA |Plan | | |
|Corresponding EETT Requirement(s): 4 and 9 | | | |
|(Appendix D). | | | |
|Summarize the relevant research and describe |48-49 |The plan describes the relevant research behind the plan’s |The description of the research |
|how it supports the plan’s curricular and | |design for strategies and/or methods selected. |behind the plan’s design for |
|professional development goals. | | |strategies and/or methods selected |
| | | |is unclear or missing. |
|Describe the district’s plans to use technology|49-50 |The plan describes the process the district will use to |There is no plan to use technology |
|to extend or supplement the district’s | |extend or supplement the district’s curriculum with rigorous |to extend or supplement the |
|curriculum with rigorous academic courses and | |academic courses and curricula, including distance learning |district’s curriculum offerings. |
|curricula, including distance-learning | |opportunities (particularly in areas that would not otherwise| |
|technologies. | |have access to such courses or curricula due to geographical | |
| | |distances or insufficient resources). | |
District Education Technology Plan
Review Cover Sheet
Due Date: December 1, 2008
County/District Code: 15-63784
District Name South Fork Union School District
Contact Person’s Name Sabine Mixon
Contact Phone Number 760 – 378-2211
Contact E-mail Address samixon@zeus.
Plan Status
Initial Submission
Resubmitted Revised Technology Plan
Effective Date of Plan (Month/Year) June 2009
-----------------------
South Fork Union School District
District Technology Plan
2009 - 2014
2009 - 2012
2009 - 2012
2009 - 2012
2009 - 2012
2009 - 2012
2009 - 2012
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