Ç 1 Tech Plans for e-rate, EETT Why does an LEA need a tech plan? How can an LEA organize to develop a tech plan? What needs to be in your tech plan to

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Tech Plans for e-rate, EETT

• Why does an LEA need a tech plan? • How can an LEA organize to develop a tech plan?

• What needs to be in your tech plan to meet state criteria and be approved by the state?

• What connections can be identified.... that what WE ARE NOW DOING or would LIKE TO DO that meet the tech plan criteria

• Time line for developing a tech plan • Next steps

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VUSD Tech Plan Overview 2011-14

• There are 30 criteria that a Tech Plan MUST address to be state approved

• Each section needs to Pass or Not pass on its own

• If Not Passing - Directions on how to pass need to be written, likely with an example of suggested wording.

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• Nine Required sections for ANY District Tech Plan • (the nine sections contain 30 criteria points:)

– 1. PLAN DURATION (1)– 2. STAKEHOLDERS (2)– 3. CURRICULUM (3)– 4. PROFESSIONAL DEVELOPMENT (4)– 5. INFASTRUCTURE (Hardware, Software, Tech Support) (5)– 6. FUNDING AND BUDGET (6)– 7. MONITORING AND EVALUATION (7)– 8. ADULT LITERACY INPUT(8)– 9. RESERARCH BASED ACTIVITIES(9)

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1 - PLAN DURATION (1)

• State: this plan is a X year plan (3 to 5 years) • state beginning July1,20xx, and ending June 30, 20xx• State: that the plan contains the required goals,

objectives, benchmarks, and timelines that cover ALL the years in the plan, and address the 30 required criteria for state approval

• In Part 1: list the contact information of the author or team that wrote the plan (names, position, phone numbers, e-mail, Append I info.)

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2a - STAKEHOLDERS (2)

• Describe each group that you solicited to serve as stake holders: curriculum experts, information technology staff, administrators, teachers, students, parents, non-profits, businesses, and/or others (don’t need all)?

• OR state why no stakeholders could be solicited, if that is the case

• Describe how they were involved in the development of the plan (contributed ideas, reviewed drafts etc.)

• Describe how they will be involved in implementation of the plan: (review progress, advise, over sight, etc.)

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CURRICULUM: 3a - Description of Teachers’ and Students’ Access to Technology Tools (3)

• For teachers and students: describe the current USE/Access to technology by/in : classrooms, library, media center, labs, by grade level, or subject area. State computer to student ratio.

• state access: before/after school, lunch, other?• state what is made/created, produced by students

or teachers, using technology to support teaching and learning (by grade, subject, etc.)

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3b - District’s current use of hardware and software to support Teaching & Learning. (4)

• Describe what hardware and software is available to do 3a. Frequency and type of use.

• Could be organized by: grade level, subject area, curriculum, skills used, information literacy, technology integration into the curriculum, types of schools, etc (for both students and teachers).

• State: district policy for use of technology, and details on how technology is actually used.

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3c - State: a summary of the district’s Curricular Goals that will be supported by THIS tech plan, and reference guidance and planning documents. (5)

• State: The academic goals - outcomes for students, by subject, or grade levels, etc. that will be supported by This Tech plan - links to 3d through 3i and 4b, 5a, 5c.

• The plan references/lists other district guidance documents (WASC, SIP plan, II/USP, API level, etc.)

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9VUSD Tech Plan Overview 2011-14

3d - List of clear goals and an implementation plan for using technology to support the district curricular and educational goals (3c). (6)

• State: clear, specific, realistic, measurable technology goals, objectives, and benchmarks, for curriculum support of academic outcomes listed in (3c) (creativity encouraged)

• Identifies: grade levels, subjects, student populations, and an implementation plan

• defines and describes action to be taken, example: statements encouraged!!!

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3-d and others

• FOR ALL CRITERIA THAT REQUIRE Goals, Objectives, and Benchmarks (GOB’s)

• consider using a chart layout• Criteria must be measurable

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3e - Goals and Specific Implementation Plan on how and when students will acquire

1. technology skills and

2. information literacy skills (two different GOB’s)

• Has: clear, specific, realistic, technology goals, objectives, and benchmarks, for STUDENTS to acquire both, tech skills, and information literacy skills

• Implementation supports the goals• List action steps to accomplish the goals

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12VUSD Tech Plan Overview 2011-14

ADDITIONAL: Goals, Objective and Benchmarks (optional), and/or a specific implementation plan on how students/teachers will receive instruction on: (AB 307, Chavez 07)

• (COVERING): copyright, fair use, appropriate and ethical use of information, internet safety, avoiding plagiarism, lawful and unlawful online downloading, the implications of illegal peer-to-peer network file sharing, and obtaining passwords, etc. for non authorized access.

• You must describe a specific plan that delivers these subjects to both students and teachers and how teachers or staff (e.g. Librarians) acquire the knowledge in this area to deliver/support student outcomes.

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3f - GOB’s to address the Appropriate and Ethical use of Technology (8)

• INCLUDING: Distinguish lawful from unlawful use, Ethical Use of Information, copyright, fair use, plagiarism, illegal file sharing, passwords, legal and illegal downloading, peer to peer file sharing, etc.

• Connecting/describing how teachers and staff will be trained to acquire the knowledge necessary to deliver this to students.

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3g - Goals and an Implementation Plan - for students to learn Internet Safety (9)

• INCLUDING: Online Privacy, avoidance of online predators, etc.

• Describe how students will be educated on these topics.

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3h - Description of Policy and Practices or state GOB’s (optional), that insure technology access for all students. (10)

• Has: clear, specific, realistic, statements, for supporting the progress of ALL STUDENTS to have access to technology. Could address: Special Ed., GATE, English Language Learners, special needs, other groups of students, etc.

• Lists action steps and/or current policies that accomplish this goal

• State that the result of all policies and practices is that ALL students have appropriate access to technology, when they need it.

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3i - GOB’s, measurable objectives and an implementation plan to insure technology is used to support student record keeping to be supportive of teachers meeting individual student needs (11)

• Has: clear, specific, realistic, technology goals, for supporting the districts efforts for student record keeping and assessment, may include data driven classroom instruction

• Implementation supports the goals• Lists action steps to accomplish the goals

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3j - GOB’s to use technology to improve two way communication between home and school (12).

• Has: clear, specific, realistic, technology goals, to support improved communication between home and school.

• Implementation supports the goals• Lists action steps to accomplish the goals

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3k - Description of the process that will be used to monitor whether the goals, objectives , benchmarks, activities of the Curriculum section are being implemented according to the timeline. (Sections 3d through 3j) (13)

• The monitoring process is described in sufficient detail: stating who is responsible, and what is expected, how often data is gathered, what data is gathered, how changes, if necessary, can be made, etc.

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4a -PROFESSIONAL DEVELOPMENT - Summary of Teacher and Administrator (each) current technology skills and needs for Professional Development needs. (14)

• Lists current level of tech. skills for teachers and administrators SEPARATELY (can use EdTechProfile), findings are summarized

• Lists needs for Professional Development based on skill assessment (they are linked) and the plan’s needs (sections 3d through 3j)

• all teachers and administrators are covered

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4b - GOB’s and specific Implementation for providing Professional Development, based on needs identified in the curriculum section 4a. (15)

• Plan delineates: clear, specific, realistic goals, objectives, benchmarks, for providing teachers and administrators with sustained, ongoing, Professional Development necessary to implement the Curriculum Component (3d through 3j)

• Implementation plan supports the goals• The plan is specific and detailed, and covers the

years of the plan

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4c- Describe the process used to monitor whether Professional Development goals (4b) are being met and implemented. (16)


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5a - Describe EXISTING hardware, Internet accesses, electronic learning resources, tech support already in the district, that supports the Curriculum and Professional Development parts of the plan. (17)

• States current level of Technical support to implement the plan

• Inventory summary of equipment is provided, describe network, internet access, capacities, etc. could be organized by grade level, curriculum area, etc.

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5b - INFRASTRUCTURE - Describe hardware, resources, networking, physical plant, technical support that will be needed/acquired to implement the Curriculum and Professional Development phases of the plan. (18)

• Plan summarizes: hardware, resources, network, infrastructure, physical plant, future tech. support, items needed to implement the Curriculum and Professional Development sections of the plan.

• lists items to be acquired, costs, when, etc.• relationship is established between stuff and plan

needs

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5c - List clear annual benchmarks and a timeline for obtaining: hardware, resources, and technical support required to implement the plan. (19)

• Benchmarks and timelines: are listed, specific and realistic

• Stakeholders can discern what will be acquired or repurposed, by whom, and when

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5d - Description of the process that will be used to monitor if goals and benchmarks of 5b and 5c are met. (20)

• The monitoring process is described in sufficient detail: stating who is responsible, and what is expected, how often data is gathered, what data is gathered, how changes, if necessary, can be made, etc. (make a chart!)

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6a - FUNDING & BUDGET: List established and potential funding sources, both present and future. (21)

• Plan describes current resources (sources of funds, in-kind services, donations, etc.) that are available or could be obtained to implement overall tech plan.

• Process for identifying future funding is described and how often this will be implemented.

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6b - Estimate Implementation Costs for EACH year of the plan. (22)

• Cost estimates are reasonable, and sufficiently detailed

• A detailed cost estimate/budget for each year of the plan is included!

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6c - Description of the district’s Replacement Policy for Obsolete Equipment. (23)

• Other regulation requires that the district already has a Replacement Policy CA. (Ca. Ed. Code SEC. 84670, Et. Al.)

• The plan describes the policy, the logic for the policy, who is in charge, how it is implemented, its constraints (funding), etc.

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6d - Describe the Process that will be used to monitor Ed Tech Funding, Implementation Costs and finding new funding sources. (24)


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7a - MONTORING AND EVALUATION - Description of how technology’s impact on student learning, curricular goals, classroom and school management, will be evaluated. (25)

• Plan describes the process for evaluation, utilizing the goals and the benchmarks of each component

• Success is defined by!• The process is defined: who does what, when, what

data is gathered, etc. !

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7b - Schedule for evaluating the effect of plan implementation. (26)

• Evaluation Timeline is stated and is realistic and that some level of review is scheduled more often than yearly

• The evaluation timeline supports the implementation of the technology plan

• If the tech plan is to be used for an E-Rate plan be sure to specify a major review AT LEAST EVERY 3 years, and show where yearly E-Rate addendums/supplemental forms are filled out.

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7c - Description of how the monitoring and evaluation information will be used. (27).

• A process for reporting the results of monitoring and evaluation of the tech plan, to persons responsible for implementing and modifying the plan, and to the plan’s stakeholders, is described.

• The process allows for improving and modifying the plan, creates a “feedback loop” and describes how the findings will be disseminated, and used, if changes are needed.

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8a - ADULT LITERACY - Describe how the plan was developed/implemented in collaboration with adult literacy providers. (28)

• Describe how adult literacy providers in your region (colleges, libraries, adult ed, teacher education programs, etc.) were identified/solicited.

• Describe how at least one, was invited to be a partner in the tech plan development and explain how collaboration on PLANNING and IMPLEMENTATION was/is carried out.

• A statement that Adult literacy providers agree that the outcomes of the plan, and that they are consistent with Adult Literacy outcomes.

• Describe how cooperation and sharing of resources could take place, between the Adult Literacy program and the tech plan entity, if possible.

• If No Adult Literacy Providers could be identified: state so, describe the process gone through to identify, and how in future years you re-visit identifying potential Adult Literacy Partners

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9a - RESEARCH - Summarize the goals of the plan and cite relevant research that supports those goals. (29)

• Describe the relationship between the: goals objectives, benchmarks, and/or activities of the plan, and how they are supported by research studies (cite a plan event, then cite a research study that concludes this a good thing to do, do this about 4 or 5 times for selected major goals of the plan)

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9b - Description of current and future innovative, technology based strategies, to deliver rigorous academic courses. (30)

• briefly summarize current district course offerings, supported by technology that provide rigorous courses

• Assuming a fully implemented plan, the district is then positioned to add future new curriculum via technology (to bring rigorous courses to your students), such as using: distance learning, voice over IP, video on demand, video conferencing, etc. (based on research)

• Explain how technology using some or all of the ideas above, can provide additional rigorous academic courses/access to students using technology solutions.

Next Steps• Convene ad hoc groups (Fall-Winter 2010/11)

– Instructional personnel• Contribute to sections in parts 3, 4 and 9

– Other District personnel• Contribute to sections 5, 6, 7

– Outside stakeholders • Contribute to section 8

• Members of these groups will draft new narrative, goals, objectives and benchmarks for the plan (Winter 2010/11)

• Technology Coordinator will work with SDCOE coach to craft the plan so that it passes upon submission in Spring 2011

• Submission to CDE – Spring 2011• Approval by Board – must be approved in time to take effect

on July 1, 2011

Sources

• The contents of this presentations were provided by

• Dr. Harry Bloom, SDCOE, and

• Daryl Stermon, SDCOE/CDE consultant

Documents

Ç 1 Tech Plans for e-rate, EETT Why does an LEA need a tech plan? How can an LEA organize to develop a tech plan? What needs to be in your tech plan to