Education Technology Plan July 1, 2010 - June 30, 2015 · Porterville Unified School District EETT July 1, 2010 - June 30, 2015 Education Technology Plan CDS #: 54-75523 County: Tulare

Education Technology Plan

July 1, 2010 - June 30, 2015

Porterville Unified School District

EETT

July 1, 2010 - June 30, 2015

Education Technology Plan

CDS #: 54-75523

County: Tulare

School District Name: Porterville Unified School District

District Mailing Address: 600 West Grand Ave., Porterville, CA 93257

Name: Nate Nelson

Title: Director of Information Services

Phone Number: 559 793-2489

Email Address: [email protected]

Table of Contents

ACKNOWLEDGMENTS ............................................................................................................ 1

1. PORTERVILLE UNIFIED SCHOOL DISTRICT ............................................................................ 2

1. a. Plan Duration and District Summary .............................................................................................................. 2

1. b. Vision ............................................................................................................................................................. 2

1. C. Mission Statement ......................................................................................................................................... 2

2. PARTNERSHIP INVOLVEMENT ............................................................................................ 3

3. CURRICULUM DRIVEN TECHNOLOGY GOALS ...................................................................... 4

4. STAFF DEVELOPMENT ...................................................................................................... 26

5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE ........................... 32

6. FUNDING AND BUDGET ................................................................................................... 40

7. MONITORING AND EVALUATION ..................................................................................... 48

8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY ................................................................................................... 50

9. EFFECTIVE, RESEARCHED–BASED METHODS AND STRATEGIES ......................................... 51

APPENDIX A - ACCEPTABLE USE POLICY/INTERNET SAFETY POLICY ....................................... 54

APPENDIX B: SCOPE AND SEQUENCE.................................................................................... 55

APPENDIX C: TIMELINE 2010-2015 ....................................................................................... 57

APPENDIX D ........................................................................................................................ 58

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Acknowledgments

District and Community Support School Board Richard Morris - President Pete Lara, Jr. - Vice President David Itzenhauser - Clerk Hayley Buettner - Member Pat Contreras - Member Sharon Gill - Member Gregory Gillett - Member Administration Superintendent - Dr. John Snavely Asst. Superintendents:

Val Staley, Ed. D Ken Gibbs, Ed. D Dennis Martinez

Local Representatives Frank Linik - California Technology Assistance Project, Region VII Glenn Williams - Tulare County Office of Education Business Partnership - Cisco Systems/Cisco Academy Higher Education - Porterville College Community Member - Jolene Mawson Technology Committee Membership Nate Nelson - Director of Information Services Melissa Gianetto - Library Media Specialist Kim Day - Technology Specialist / Aeries CS Britt Percival - Computer Teacher DeeJay Blaylock - Tech Specialist II Julie White - Business Teacher Larry Gray - Cisco Network Academy Instructor Catherine May - Library Media Specialist Burk Frank - Teacher on Special Assignment Maria Vidrio - Parent

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1. Porterville Unified School District

1. a. Plan Duration and District Summary

Students in the Porterville Unified School District struggle with handicaps that are common to many California rural settings. High unemployment, geographic isolation, and high numbers of limited English proficient students characterize our population. Test results in reading and language arts are below state averages and access to information technology is limited in most homes. Educators in Porterville are on the front lines in a battle to reduce the impact of the Digital Divide. Our district is comprised of 10 elementary schools, 3 middle schools and 5 high schools. In addition, we have an Adult School, an Education Center, a Community Day School, a Magnet Academy that is a dependent charter, and a Charter High School that is a direct-funded charter. Student learning is at the heart of all we do in the Porterville Unified School District. It is 0ur belief that student learning is improved with the professional integration of educational technology into the daily practice of teachers implementing our curriculum. Bringing technology into the District has been a priority and focus of ours for several years. Considerable work has already been done to implement previous plans and support administrative offices, classrooms and other instructional and work areas with networked computers equipped with a basic suite of computer applications. We believe our current infrastructure and level of instructional technology provide a strong foundation for continued growth. We strive to build an exemplary model for teaching and learning in the Information Age. This plan establishes the role technology will play in our district over the next five years, July 1, 2010-June 30, 2015.

1. b. Vision

Porterville Unified School District provides an educational setting offering a student-centered support system through a collaborative effort of parents, school staff, students, and community members. Students at Porterville Unified School District are actively involved in an educational program that integrates subject areas, provides focus learning goals, and requires the demonstration of academic skills, thinking skills, and personal life management skills.

1. C. Mission Statement

We, the Porterville Unified School Districts’ community of students, parents, and staff, are committed to integrating technology into the lifelong learning process. We view technology as a tool for expanding an individual's perspective to global horizons. By increasing our knowledge base and our avenues of communication, we seek to become active participants in current events, innovative agents of change, and responsible contributors to the evolving world community.

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2. Partnership Involvement

2. a. Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.

We, the Porterville Unified School Districts’ community of students, parents, and staff, are committed to integrating technology into the lifelong learning process. We view technology as a tool for expanding an individual's perspective to global horizons. By increasing our knowledge base and our avenues of communication, we seek to become active participants in current events, innovative agents of change, and responsible contributors to the evolving world community. During the planning process, stakeholders attended Technology Committee meetings as appropriate. Student input was also sought and obtained by teachers and included in the plan.

Partnerships Chart

Type of Partner Name of Partner and Contact Information

Role in Development of the Technology Plan

Role in Supporting the Project

Parents

Dave Brownson Valerie Duncan Gloria Ragan Kelly Schieler

Input regarding classroom technology and use

Participation in monitoring process

Businesses Cisco Systems A & G Telephone

Plan Writing Resources Ongoing technical support Staff development

Postsecondary Institutions

Terry Bese Fresno Pacific University Porterville College Cal State University Bakersfield

Curriculum and Staff Development Goals

Integration of Technology into Curriculum Ongoing staff development offerings, credentialing

Government agencies, including county offices of education and CTAP

Glenn Williams, TCOE Frank Linik, CTAP-7

Plan Development and Critique

Staff Development and Curriculum Resources

Community Groups

Milt Stowe Porterville City Parks and Recreation

Expressed Community Point of View on role of technology in education

Participation in monitoring process

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3. Curriculum Driven Technology Goals

3. a. Current Access to Technology

At present, all schools in the district have computers in every classroom and the majority of schools have computer labs. All labs have an Open Door policy, making them available to the community as well as students and teachers, both before and after school hours. All administrative work spaces have computers. All school sites are connected to the Internet. Every classroom has at least one computer that is connected to the Internet, has the ability to access e‐mail, and has the ability to run our student information system, AERIES. In our elementary schools, many of our classrooms have at least one computer dedicated for student use and all of our elementary libraries and computer labs have computers that are accessible to students. Currently most elementary students learn their technology literacy skills in a lab setting from their classroom teacher. The amount of computer literacy instruction a student receives in a lab setting over the course of a school year varies from site to site. The goal of this Technology Plan is to support elementary classroom teachers in the meaningful integration of appropriate technologies into the core curriculum. The middle school campuses have 2 ‐ 3 computer labs that are used for instruction. Each middle school offers a class that introduces students to many of the skills required for the high school technology proficiency. Technology programs vary in length, content and grade level, based on site needs and goals. Within the core curriculum, recent textbook adoptions provide students with software and/or online resources to support the core subject areas. The majority of our high school classrooms have at least one computer available for student use. There are also several open labs available in various departments such as English Language Arts, Math and Science. Our high schools have a minimum of two computer labs/library media centers that are open to students during the school day. In some cases, these computer labs are open for after school programs as funding is available. A number of our high school sites offer video editing and production courses during and after the school day. One of our high school sites offers training in the CISCO networking course curriculum.

3. b. Current Use of Technology

Computers are used in various ways to support instruction and student learning in all curricular areas. Depending on the availability of computers during core content classes, students access web based language arts, mathematics, science and social studies activities provided by newly adopted textbooks on a daily to weekly basis. A growing number of classroom teachers are providing students with opportunities for online research, collaboration, and presentation activities within the content area. PUSD recognizes that technology changes quickly and that more and more students have access to laptop computers and other computer technology outside of school. In an effort to provide more access to computers within the instructional day, PUSD will work towards creating avenues whereby these devices may be utilized in a safe and monitored manner on the district network.

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PUSD ensures that all employees in the district have access to reliable technology and training on how to use it. To meet these goals Porterville Unified School District will:

1. Develop and implement a plan to ensure that 100% of our employees have access to email. All employees will have access to computers that meet our minimum standards and all will have an email account. Providing email to all our employees on computers that meet our standards is the single most important thing we can do to support the process of integrating technology in our district. Email saves time. It increases the speed at which employees are informed with district news and information. It increases all employees’ ability to gather information quickly (online surveys). It lowers the cost of distributing information (electronically versus paper). Parents, students, and staff benefit from improved communication and access to teachers.

2. Provide quick and convenient access to data for all with a verifiable need for such access. This would include parent/student access to appropriate student information data in addition to teacher and administrator access to such data. Our web based student information system, AERIES, allows PUSD to provide a quick and convenient access to data for teachers, administrators, and parents. Teachers and Administrators throughout the district save time because they are able to:

• Complete attendance online in the classroom. • Input grades into an integrated software package. • Access test score histories on their students very quickly. • Access a variety of data they need to improve their instruction.

Many of our parents have secure access to grades and homework assignments via the Internet though our web based student information system, AERIES. PUSD also utilizes the EDUSOFT webs based assessment management system to record and provide data analysis on our benchmarks. The Edusoft system also allows us to disaggregate student data on state tests, so that our instruction will be focused on actual student needs.

3. Strive towards providing support that is readily available to all within reasonable

response times. This would include keeping equipment running and operating at a level necessary to meet our minimum hardware and software standards. Technology must be reliable if it is to be used effectively. If we are to implement and maintain a technology system to support our rapidly growing district, we must maintain our infrastructure and machines must be supported and maintained if any plan for its sustainability is to be prudent. As of this past year, PUSD has developed and implemented a “Help Desk” where any district employee can electronically request help in the use of technology, and in maintaining our district’s technology. We are also in the process of reviewing a remote desktop application that will help us better maintain technology, and troubleshoot any technological problem that may arise.

4. Develop a professional learning plan that links and synergizes state requirements with

our district needs. In order to use computers and accompanying software productively,

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teachers need access to initial and ongoing training. Professional development is an extremely important item in the process of integrating technology in the district. We recognize the need to provide a variety of training opportunities and models in order to support the individual learning styles and needs of our growing school. We also recognize that professional development continues to be a key element in enhancing teacher effectiveness and school improvement. As PUSD moves forward we will expand opportunities for online learning for our employees.

5. Develop an implementation plan to focus on powerful, proven, instructional software

and its implementation across the district. The Technology Department will work closely with the Curriculum Department so that any adopted software will support teachers’ instruction of the content standards.

3. c. Our District’s Curricular Focus

All of our District curricular goals are tied to academic content standards, as outlined by the State Department of Education. As stated in the District Summary, test results in reading and language arts are below state averages. Consequently, the Board of Education has identified reading and language arts as a district-wide curricular focus in its current Mission and Goals Statement. Our technology curricular goals are directly derived from district and state curriculum content standards, organized into specific goals and objectives, and this is reflected in our School Improvement Plan. These goals are:

All students will reach high standards, at a minimum attaining proficiency or better in reading and mathematics by 2013-14.

All Limited English proficient (LEP) students will become proficient in English and will reach high academic standards at a minimum proficiency or better in reading and mathematics.

All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

All students will graduate from high school. The following sections delineate the specifics of these correlated goals and objectives.

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3. d. Goals for Using Technology to Improve Teaching and Learning by Supporting District Curricular Goals.

Goal 3. d1. Curriculum Goal for Language Arts: Students will demonstrate that technology is used to support standards-based instruction in Language Arts.

Objective: 80% of 4th-12th grade students will compose documents with appropriate formatting using word-processing skills and principles of design.

Evaluation Instrument and Data to be collected

Frequency of

Collection

Program Modification Process

and Person Responsible

Funding Source

End of Year 1: 40% of 4th-12th grade students will compose documents with appropriate formatting using word-processing skills and principles of design.

Grade level writing benchmarks

Student portfolios

Standards-based report cards

STAR test results

Quarterly

Yearly

Teachers collect and review student work, maintain student portfolios

Library Media Teacher at district level will review and support research process

Director of Curriculum reviews data and reports to Assistant Superintendent for Curriculum

Assistant Superintendent for Curriculum reviews data and make recommendations to Director and site principals/teachers

General budget





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Goal 3. d2: Curriculum Goal: Students will become proficient in reading and comprehension skills using district approved, web-based software for practice.

Objective: 90% of K-6th grade students will become proficient in reading comprehension skills using district approved, web-based software for practice.

Evaluation Instrument(s) & Data to be

Collected

Frequency of

Collection


and Responsible Person(s)

Funding Source

& Software to be Used

End of Year 1: 70% of K-6th grade students will become proficient in reading comprehension skills using district approved, web-based software for practice as measured by DRA.

Growth on LitCon – Literature Connection Benchmark Tests Standards based report cards STAR test results

Quarterly Yearly

Teacher – monitors, collects and evaluates

Software usage statistics will be monitored through monthly usage reports, and calculating an average number of minutes per classroom



General budget Orchard – Targeted Educational Software Accelerated Reader Renaissance Place





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Goal 3. d3: Curriculum Goal: Students will become proficient in reading and comprehension skills using district approved, web-based software for practice.

Objective: 90% of 7th-12th grade students will become proficient in reading comprehension skills using district approved, web-based software for practice.


Collected

Frequency of

Collection



Funding Source

& Software to be Used

End of Year 1: 70% 7-12th grade students will become proficient in reading comprehension skills using district approved, web-based software for practice as measured by DRA.

Growth on DRA Benchmark Tests Standards based report cards STAR test results

Quarterly Yearly

Teacher – monitors, collects and evaluates

Software usage statistics will be monitored through monthly usage reports, and calculating an average number of minutes per classroom



General budget Accelerated Reader Renaissance Place





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3. e. Goals for Technology and Information Literacy

Goal 3. e1: Students will be able to use a variety of electronic text (including but limited to: Internet, emails, keyword searches) in order to locate, evaluate, and use information.

Objective: 85% of students will be able to research topics and create reports using a variety of electronic text in order to locate, evaluate, and use information.


Collected

Frequency of

Collection



Funding Source

End of Year 1: 50% of students will be able to research topics and create reports using a variety of electronic text in order to locate, evaluate, and use information.

Grade level writing Benchmarks Quarterly writing assignments Standards based report cards STAR test results

Quarterly Yearly

Teacher- collects, corrects and evaluates Superintendent monitors progress Technology Committee evaluates school-wide progress

General Fund Title II Staff Development





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Goal 3. e2: Students will demonstrate a basic understanding of the use of technology as a tool.

Objective 1 of 2: 80% of 4th-8th grade students will compare relationships among variables within a data set through the use of electronic spreadsheet software program.


Collected

Frequency of

Collection

Program Modification Process and Responsible

Person(s)

Funding Source

End of Year 1: 40% of 4th-8th grade students will compare relationships among variables within a data set through the use of electronic spreadsheet software program:

Grade level writing Benchmarks Student portfolios Standards based report cards STAR test results

Quarterly Yearly

Teacher - collects, corrects and evaluates



General Fund Title II Staff Development SIP Funds Title I District Technology Budget





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Goal 3. e2: Students will demonstrate a basic understanding of the use of technology as a tool.

Objective 2 of 2: 80% of 4th-8th grade students will demonstrate basic keyboarding skills (25 words min.) and familiarity with

computer terminology.


Collected

Frequency of

Collection


Person(s)

Funding Source

End of Year 1: 40% of 4th-8th grade students will demonstrate basic keyboarding skills (25 words min.) and familiarity with computer terminology.

Grade level math Benchmarks Student portfolios Standards based report cards STAR test results

Quarterly Yearly

Teacher- collects, corrects and evaluates








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Goal 3e. 3: Use organizational features of electronic text (e.g., Internet, keyword searches, e-mail addresses) to locate information.

Objective 1 of 2: 80% of 4th-8th grade students will research topics and create reports by using electronic search techniques.


Collected

Frequency of

Collection


Person(s)

Funding Source

End of Year 1: 40% of 4th-8th grade students will research topics and create reports by using electronic search techniques.


Quarterly Yearly









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Goal 3e. 3: Use organizational features of electronic text (e.g., Internet, keyword searches, e-mail addresses) to locate information.

Objective 2 of 2: 80% of 6th-8th grade students will construct appropriate graphs from data and develop quantitative statements about the relationships between variables.


Collected

Frequency of

Collection


Person(s)

Funding Source

End of Year 1: 40% of 6th-8th grade students will construct appropriate graphs from data and develop quantitative statements about the relationships between variables.


Quarterly Yearly









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Goal 3e. 4: Technology will be used to perform online research to meet standards-driven instruction and meet Information Literacy Standards .

Objective 1 of 2: By the end of 5th grade, 100% of 5th grade students will use the Internet to perform research to meet history/social studies and Information Literacy standards.


Collected

Frequency of

Collection


Person(s)

Funding Source

End of Year 1: 80% of 5th grade students will use the Internet to perform research to meet history/social studies and Information Literacy standards.


Quarterly Yearly







End of Year 4: 95% of 5th grade students will use the Internet to perform research to meet history/social studies and Information Literacy standards..


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Goal 3e. 4: Technology will be used to perform online research to meet standards-driven instruction and meet Information Literacy Standards

Objective 2 of 2: By the end of 10

th grade, 100% of 10

th grade

students will use the Internet to perform research to meet science and Information Literacy standards.


Collected

Frequency of

Collection


Person(s)

Funding Source

End of Year 1: 80% of 10th grade students will use the Internet to perform research to meet science and Information Literacy standards.


Quarterly Yearly









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Goal 3e. 5: Students will demonstrate that technology is integrated in standards based instruction.

Objective 1 of 2: 80% of 4th-8th grade students will compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation.)


Collected

Frequency of

Collection


Person(s)

Funding Source

End of Year 1: 40% of 4th-8th grade students will compose documents with appropriate formatting by using word-processing skills and principles of design


Quarterly Yearly









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Goal 3e. 5: Students will demonstrate that technology is integrated in standards based instruction.

Objective 2 of 2: 80% of 4th-8th grade students will support opinions with detailed evidence and with visual or media displays that use appropriate technology.


Collected

Frequency of

Collection


Person(s)

Funding Source

End of Year 1: 40% of 4th-8th grade students will support opinions with detailed evidence and with visual or media displays that use appropriate technology.


Quarterly Yearly









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3. f. Goals for Appropriate and Ethical Use of Information Technology 3. f. Curriculum Goal for ensuring appropriate ethical use, copyright and fair use of technology.

Objective: 100% of K-8th grade students will demonstrate appropriate ethical use of technology skills as measured by the scope and sequence of skills in the CyberSmart curriculum.


Timeline & Frequency

of Collection

Implementation, Program

Modification Process and Responsible

Person(s)

Funding Source

End of Year 1: 80% of K-8th grade students will demonstrate appropriate ethical use of technology skills as measured by the scope and sequence of skills in the CyberSmart curriculum.

Demonstrate an understanding of copyright and fair use by appropriately documenting all resources used in class projects

Students will accurately complete grade level appropriate CyberSmart activity sheets

Daily

Quarterly

Teacher monitoring of all student research

Classroom teachers implement CyberSmart! Student Curriculum Lessons

Technology Committee reviews data and makes reports to Administrator.

Administrator makes recommendations to Technology Committee and teachers

Free Resource





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3. g. Goals for Internet Safety

3.g. Curriculum Goal for ensuring internet safety.

Objective: 100% of K-8th grade students will demonstrate knowledge of internet safety practices in accordance with the scope and sequence of skills in the CyberSmart curriculum.


Timeline & Frequency

of Collection

Implementation, Program

Modification Process and Responsible

Person(s)

Funding Source

End of Year 1: 80% of K-8th

grade students will demonstrate knowledge of internet safety practices in accordance with the scope and sequence of skills in the CyberSmart curriculum.

Demonstrate an understanding of internet safety practice

Students will accurately complete grade level appropriate CyberSmart activity sheets

Daily

Quarterly

Teacher monitoring of all student research

Classroom teachers implement CyberSmart! Student Curriculum Lessons

Technology Committee reviews data and makes reports to Administrator.

Administrator makes recommendations to Technology Committee and teachers

Free Resource









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3. h. Description of District Policy to Ensure Equitable Technology Access for all Students

Porterville Unified School District values appropriate access of learning opportunities for all students, including special education and GATE students, and English Language Learners, etc. At present, all students, including special education, GATE, and English Language Learners have appropriate access to technology.

Technology Access for Special Needs Students

The Individuals with Disabilities Education Act, a federal law passed in 1975 and re-authorized in 1990 mandates that all children receive a free, appropriate public education regardless of the level or severity of their disability. It provides funds to assist states in the education of students with disabilities and requires that states make sure that these students receive an individualized education program based on their unique needs in the least restrictive environment possible. P.L. 94-142 also provides guidelines for determining what related services are necessary and outlines a “due process” procedure to make sure these needs are adequately met. In order to address the needs of these identified students, SELPA will evaluate and suggest software and hardware to help meet each child’s unique needs. 3. h. Curriculum Goal for Equal Access: All students, including Special Education, GATE, English Language Learners and other special populations will have access to technology.

Objective: Computer labs in the district will be open before and after school for 120 days a year.

Evaluation Instrument

and Data to be collected

Frequency of

collection



Funding Source

End of Year 1: Computer labs in the district will be open before and after school for 70 days a year.

Computer lab schedules Sign-in sheets Class attendance records

Annually Daily As scheduled

Technology Coordinators establish lab schedules and classes; Schedules posted on district website, in newsletters and on flyers; advise Director of Technology. Director of Technology oversees program and advises Coordinators

General budget





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3. i. Goals for Record Keeping and Assessment

Porterville Unified School District has identified the Aeries System as one of the software programs that will meet our school’s needs in this area. 3. i1. Curriculum Goal for Record Keeping and Assessment: All teachers will use record keeping and assessment applications to efficiently manage student information.

Objective: 90% of teachers will be trained in and use the Aeries System software.



Frequency of

Collection



Funding Source

End of Year 1: 70% of teachers will be trained in and use the Aeries System software.

School site attendance records Student grade reports

Quarterly Quarterly

Technology consultant installs and maintains software Site Administrator schedules training Teachers attend training and implement program Site Administrator reviews attendance records and grade reports, advises technology consultant and teachers

General Fund Title II Staff Development SIP Funds Title I District Tech Budget

End of Year 2: 75% of teachers will be trained in and use the Aeries System software.

End of Year 3 80% of teachers will be trained in and use the Aeries System software.

End of Year 4 85% of teachers will be trained in and use the Aeries System software

End of Year 5 90% of teachers will be trained in and use the Aeries System software

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3. i2. Record Keeping Goal: Grade 7-8 teachers will use desktop record keeping applications to efficiently manage student information.

Objective: 90% of grade 7-8 teachers will appropriately use the Aeries grade book to manage student information.



Frequency of

collection

Program Modification

Process and Person Responsible

Funding Source

End of Year 1: 70% of grade 7-8 teachers will appropriately use the Aeries grade book to manage student information.

Student grade reports Professional technology portfolios

Quarterly Quarterly

Site Technology Coordinators oversee installation, training and implementation for the software Site administrators Review grade reports and portfolios, gives feedback to coordinators and teachers Director of Instructional Technology reviews application training and makes recommendations

SIP General budget Title II Staff Development





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3. j. Goals Home-School Connection

Porterville Unified School District is committed to making both teachers and administrators more accessible to parents and the community. We realize that technology is another area that can help us further our commitment to make our school more accessible to our community. Homework hotline is a feature that allows modern phone systems to place a teacher’s homework assignments in a voice-mail system. This allows parents and other stakeholders to call and check assignments on a daily basis, to monitor student workloads and homework 3. j1. Curriculum Goal for Home-School Connection: The district will use technology to facilitate communication among school, parents and the community.

Objective: The district will establish and maintain a homework hotline to facilitate communication with parents during and after school hours.



Frequency of

Collection



Funding Source

End of Year 1: The upper grades will establish and maintain a homework hotline to facilitate communication with parents during and after school hours.

School site attendance records

Quarterly

Administration purchases system; Technology Coordinator oversees installation Site Administrators review attendance records, advise District Technology Committee and Administration of effectiveness of system

General Fund Title II Staff Development SIP Funds Title I District Tech Budget E-rate

End of Year 2: The middle grades will establish and maintain a homework hotline to facilitate communication with parents during and after school hours..

End of Year 3: The lower grades will establish and maintain a homework hotline to facilitate communication with parents during and after school hours.

End of Year 4: The district will establish and maintain a homework hotline to facilitate communication with parents during and after school hours.

End of Year 5: The district will establish and maintain a homework hotline to facilitate communication with parents during and after school hours.

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3 j2. Goal for Home-School Connection: The district will establish a web-based communication system to enhance communication between the school and the community.

Objective: The district website will be operational and available on the World Wide Web with email links to all administration and staff.

Evaluation instrument(s) & data to be

collected

Frequency of

collection

Program modification Process and Responsible

Person(s)

Funding Source

End of Year 1: The district website will be operational and available on the World Wide Web with email links to administration.

Website server log analysis. School email Directory Staff Technology Portfolios; School technology portfolio

Twice a year Annually Quarterly

Technology staff prepares log analysis for Administrator; Administrator reviews logs, advises District Technology Committee and gives feedback to teachers Administrator publishes directory Teachers maintain technology portfolios; Administrator reviews and comments to teachers

General Fund Title VII Title II Staff Development SIP Funds Title I

End of Year 2: 25% of teaching staff will have a home page on the district website with email links.




3. k. Monitoring

The implementation of district curriculum goals for technology access, professional development, and integration will be overseen by the PUSD Superintendent and the Director of Information Systems. The Technology Committee will meet twice a year to collect and evaluate relevant data regarding the scope, sequence, and outcomes of our progress toward meeting these curriculum technology goals (Section 3d-3j). At these meetings the committee will monitor data collection, frequency of collection, and program modifications in these goals. The committee will relay their findings to the site administrator who will make recommendations to the site technology committee and teachers.

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4. Staff Development

4. a. Summary of the teachers’ and administrators’ current technology skills and needs for professional development.

Data compiled by the state EdTechProfile survey provides the district with up‐to‐date assessments of teachers’ and administrators’ proficiency levels and integration of technology into the curriculum. Recent survey results indicate that teachers and administrators are “proficient” in word processing skills; “intermediate” in general computer knowledge and skills, Internet skills, email skills, presentation skills, and spreadsheet skills; and are at the “introductory” level in the use of databases. Teachers and administrators have indicated that they are “beginning” or “intermediate” in CCTC Program Standard 9 – “Using Technology in the Classroom”. In CCTC Program Standard 16 – “Using Technology to Support Student Learning”, the majority were at the “beginning” level.

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A central goal of PUSD is to ensure that all staff members have access to professional development opportunities to increase their use of technology, and to support their endeavors to reach advanced levels. Professional learning and support must be structured to meet the needs of newly hired teachers and staff as well as experienced teachers and staff. It must also be structured in a hierarchical sequence so that teachers can progress to highly proficient users of computer‐based technology with the skills and knowledge to help students become lifelong learners. It also must be aligned with state requirements for ongoing professional learning. In order to deal with rapid changes in technology, our learning models will need to be evaluated and updated on a regular basis. PUSD will continue to align technology training and integration with state‐approved content and performance standards, district textbooks, curricula and programs. Additionally, the Technology Committee will continue to explore different methods to help provide learning opportunities for teachers and staff. We are presently looking into the possibility of developing online classes for both students and staff at Porterville Unified School District.

4. b. Staff Development Goals

During the quarterly meetings of the Technology Committee, discussions have focused on the skills and technological competency of teachers at a variety of sites. Committee members continue to request technology training in order to advance teachers on all proficiency levels. All of these factors have contributed to the district’s continued support of the EdTechProfile as a district wide standard for monitoring staff technology competencies and the use of technology to improve student learning. Professional development opportunities include: site based training, regularly scheduled CTAP training at the District and our regional Office of Education, training targeting administrators, and District wide training for areas identified in the EdTechProfile as needing improvement. The data collected through the use of the survey will allow the district to track progress in teachers’ technology proficiencies over time.

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Goal 4b. 1: All teachers and administrators will reach an intermediate level of proficiency with software that is pertinent to their job description.

Objective: 85% of teachers and administrators will reach an intermediate level of proficiency with software pertinent to their job description.


Frequency of

Collection



Funding Source

End of Year 1: 65% of teachers and administrators will reach an intermediate level of proficiency with software pertinent to their job description.

Continue EdTechProfile implementation

throughout the district

Offer applicable training models to address needs of staff as identified by the EdTechProfile Compare and review EdTechProfile data with baseline data

Quarterly

Yearly

Site Administrator- collects and reviews information from EdTechProfile Site Administrator collects and reviews Professional Learning catalog and feedback

forms.

Director of Curriculum reviews EdTechProfile data and reports to Assistant Superintendent for Curriculum

Assistant Superintendent for Curriculum reviews EdTechProfile data and make recommendations to Director and site principals/teachers

General Fund Title II Staff Development SIP Funds Title I

District Technology Budget





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Goal 4b. 2: Professional learning opportunities will support software that accompanies or complements district adopted textbooks and curriculum.

Objective: 95% of core subject/classroom teachers will learn the tools necessary to integrate software and technology into the Language Arts curriculum.


Frequency of

Collection



Funding Source

End of Year 1: 65% of core subject/classroom teachers will learn the tools necessary to integrate software and technology into the Language Arts curriculum.




Quarterly

Yearly


forms.









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Goal 4b. 3: Professional learning opportunities will support software that accompanies or complements district adopted textbooks and curriculum.

Objective: 100% of the Math & Language Arts Teachers will receive training on how to use the Edusoft program to interpret student data and improve instruction.


Frequency of

Collection



Funding Source

End of Year 1: 75% of the Math & Language Arts Teachers will receive training on how to use the Edusoft program to interpret student data and improve instruction.




Quarterly

Yearly


forms.









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4. c. Monitoring

The implementation of staff development will be overseen by the PUSD Superintendent and the Director of Information Systems. The Technology Committee will meet twice a year to collect and evaluate relevant data regarding our progress toward meeting these staff development goals (Section 4b). At these meetings the committee will monitor data collection, frequency of collection, and program modifications in these goals. The committee will relay their findings to the site administrator who will make recommendations to the site technology committee and teachers.

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5. Infrastructure, Hardware, Technical Support and Software

5. a. List of each site’s existing hardware, Internet access, electronic learning resources, and technical support already in the district that could be used to support the Curriculum and Professional Development Components of the plan.

Existing Hardware: Currently our district has approximately 4,327 desktop and laptop computers and 47 servers. The overall student to computer ratio for student‐accessible computers connected to our network 4:1. The desktop computers are currently both Windows and Macintosh. Most of our 10 elementary school sites have a computer lab adjacent to the school library with 25‐35 workstations available for student use. Classrooms all have at least one computer workstation that meets district minimum standards. The overall student to computer ratio for elementary computers connected to our network is 5.5:1. As funding becomes available, our goal is to continue to replace computers not meeting our minimum standard and to add new computers to lower the student to computer ratio. Our middle school classroom configurations vary with the instructional use of the classrooms. Our 3 middle school sites have an average of 2 computer labs at each site. The overall student to computer ratio for middle school computers connected to our network is 3:1. As funding becomes available, our goal is to continue to add new computers to lower the student to computer ratio. Similar to our middle school configurations, our high school classroom configurations vary with the instructional use of the classrooms. Our 5 comprehensive high schools and 3 alternative high schools have an average of 3.5 computer labs at each site. The overall student to computer ratio for high school computers connected to our network is 3:1. As funding becomes available, our goal is to continue to add new computers to lower the student to computer ratio. The district employs Windows 2003 servers for various applications including Aeries, DNS/WINS, file/print services, SQL server, Proxy, Firewall, Internet, Anti‐Virus and our HelpDesk. Active Directory log‐on services are provided by Windows 2003 domain controller servers. PUSD has also implemented server virtualization in an effort to better utilize server hardware and minimize infrastructure costs. The voice services consist of full function PBX systems at the District Office which provides 4‐digit dialing capability between sites. PUSD is serviced by two carriers for telephone and data services ‐ AT&T and Charter Cable. Both carriers provide simple telephone lines, digital trunks, DID services, T‐1 data services and high speed metropolitan Ethernet circuits. Additionally, they also provide technical support and consulting services to help us design and implement a more robust infrastructure.

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Voicemail has been implemented at all the school sites. These are systems that are integrated with the site’s telephone system. Cell phones are used by administrators and technical and support staff to provide communications while away from their respective sites. This includes both voice‐only phones and phones with data access capability to provide connectivity to the district's email services. The ultimate goal is to provide for safety and enhanced communications between administrators, staff, teachers, parents, students and the community. Existing Network and Telecommunications Access: The district’s Wide Area Network (WAN) Internet backbone consists of redundant fiber links from Charter Communications and ATT, operating at 40Mbps and 10Mbps respectively. The backbone currently connects all school sites to the district office with 100Mbps connections to each site and a 2Gbps connection to the district office. The connections extend Internet access to all school sites that is filtered for content, viruses and SPAM to adhere to the CIPA requirements so that staff and students can depend on a safe and productive online environment. All school sites are connected via fiber Metropolitan Ethernet links (100 Mbps), which carry data and voice traffic. All individual school and administrative sites are networked via Ethernet Local Area Networks. All of these LAN’s are implemented in a switched 1 Gbps environment with 100 Mbps to the desktop and 1 Gbps links to servers and select computers. The district network provides a common infrastructure for moving voice, data and other electronic communications to and from the Internet and between PUSD sites. Applications include, but are not limited to:

• Voice services ‐ including long distance, 4 digit dialing, voice mail and other telephone services.

• Student Information System (AERIES) • Computer Assisted Food Service (Lunchbox) • Financial System (TCOE SACS) • E‐mail and Internet access • Library systems (Athena & Library4U)

The telecommunications services consist of full function PBX systems at the District Office to provide 4‐digit dialing capability between sites. All school sites have independent systems providing intercom, total direct outbound and limited direct inbound access. The primary life‐safety objective is to provide direct dial‐tone to the classroom so that outbound calls can be placed without attendant intervention. Existing Electronic Learning Resources: Most of our 10 elementary school sites have a computer lab adjacent to the school library with 25‐35 workstations available for student use. All of our elementary classrooms have at least one workstation that meets district minimum standards. All district computers are imaged with Microsoft Office prior to site deployment. Sites select additional software to meet needs of

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their student populations. Many of our elementary computer labs and classrooms use the following software programs:

• Orchard Suite, • Accelerated Math, • Accelerated Reader, • Renaissance Place, • Micrograms Suite, • Star Reading, • Practice Planet, • Gigi,

Our middle school classroom configurations vary with the instructional use of the classrooms. Our 3 middle school sites have an average of 2 computer labs at each site. In addition to Microsoft Office, many middle school computer labs and classrooms are also taking advantage of free video editing and Web 2.0 tools.

• Orchard Suite, • Accelerated Math, • Accelerated Reader, • Renaissance Place, • Star Reading, • Practice Planet, • Learning 1000,

Similar to our middle school configurations, our high school classroom configurations vary with the instructional use of the classrooms. Our 5 comprehensive high schools and 3 alternative schools have an average of 3 computer labs at each site. Our secondary sites teach a variety of course‐specific software programs, such as:

• DreamWeaver, • Photoshop, • Autocad, • KCA, MicroType, • Maya, • Final Cut Pro, • OdysseWare, • and are also exploring free Web 2.0 programs.

Existing Technical Support: Technical Support for the Porterville Unified School District is provided by the district’s Technology Department. The department has 12 staff members in various technical, administrative, and clerical positions. Support for the instructional workstations is provided by our Desktop Support Technicians. The 7 Desktop Support Technicians focus on on‐site support for computers, printers and software demands at all district locations: 10 Elementary, 5

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Comprehensive High Schools, 3 Alternative Education Schools, District Office/ Support centers and 3 Middle Schools. The Technical Support Staff is responsible for day to day administration and maintenance of all District servers, server based applications, student information system (AERIES), web server and Active Directory network accounts. The Support Staff is responsible for the support and maintenance of the data network, telephone systems and general technical infrastructure. Additionally, there is support for special projects which require technical research and expertise (for example, video and other multimedia applications).

5. b. List of each site’s technology hardware, electronic learning resources, networking and telecommunication infrastructure, physical plant modifications, and technical support needed by teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan.

Hardware Needed: With technology, there is always a need to update and supplant old equipment with newer equipment. Teachers will need continued access to desktop computers that meet district standards to use the district supported software and student information system (AERIES) and also add new computers to lower the student to computer ratio. Servers will continue to need to be updated and data storage increased as technology is used more and more. New technologies come to light every day and PUSD must be able research and adopt these technologies as needed. Additionally, LCD projectors and interactive whiteboards are being utilized more and more throughout the district but are not yet standardized in every classroom. Future expansion of these technologies will be investigated pending research outcomes and as funds allow. Alternative technologies such as virtual desktops are also being explored and researched as possible alternatives to the high cost of computer replacement. Electronic Learning Resources Needed: The district continues to provide resources to computer labs and is also looking to add to the number of workstations in the classroom to lower the student‐to‐computer ratios. PUSD is incorporating the latest in multimedia technology. Sites are widely using various pieces of equipment and software such as, digital/video cameras, LCD projectors, interactive whiteboards, video conferencing equipment and online meeting applications. Networking and Telecommunications Infrastructure Needed: PUSD plans to deploy wireless access at several school sites to provide secured network access to authorized laptops and other wireless devices. The district is also investigating wireless access via cell phone carriers to provide secured access from any location for those applications that are appropriate (Aeries Mobile). The district is working to upgrade existing telephone technologies to be more network‐aware and also begin working on a foundation to support and possibly deploy Voice‐over‐IP (VoIP).

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The existing telephone systems are capable of supporting VoIP when upgraded to the latest releases of hardware and software. Technical Support Needed: As the schools bring in more and more technology and rely on it more and more for instruction, it is anticipated that additional technical support will be needed to meet the demands of faster response time and the sheer volume of equipment growth. Through the budget development process, we hope to move to a formula based process for hiring new technical support staff based on new school openings and application development/ support.

Sustainability Chart

Type of Support Provided (Examples)

Individual(s) Responsible (Person(s) or Job Title(s)

Plan for Providing This Support

Ongoing equipment maintenance, repair, and replacement

Administrator and Technology Consultant

Staff report problems to administrator/ Technology Committee. Technology Consultant provides maintenance and support on a weekly basis.

Technical support provided during school hours


During school hours technical support is provided by Technology Consultant.

Technical support outside school hours


Outside school hours technical support is provided by the administrator. The administrator will decide if the technology consultant needs to be notified.

Professional development

Administrator

Administration will provide Professional development activities throughout the year.

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5. c. List of clear benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other components of the plan.

PUSD recognizes in order to provide all students with a 21st century learning environment; we must increase technology access within all classrooms. Along with using general and bond funds to support the acquisition of technology, we are also actively continuing to pursue grants and endowments that extend technology access for students during and after the school day. Additionally we are researching the feasibility of allowing students to bring their own laptops to class. We are also researching the effectiveness of Interactive whiteboards, classroom response systems, and tablet computers in the classroom and the impact they have on student learning. The tables below indicate the benchmarks/timeline for acquisition of hardware, software and additional resources to be acquired as resources become available.

PUSD Elementary Schools

Hardware/Software When Person Responsible Current/Needed

Laptop Computers 2010 Director of Information Systems 150/200

Video Conferencing Unit 2012 Principal 2/8

Multi-Function Scanner 2011 Site Tech 20/15

Interactive Whiteboard 2013 Principal 60/60

Desktop Computers 2014 Principal 799/10

Printers 2010 Site Tech 200/15

Televisions 2013 Principal 160/5

LCD Projectors 2011 Director of Information Systems 80/100

Digital Cameras 2012 Principal 30/20

Mobile Devices (iPod, iPhone, PDAs) 2014 Principal 3/30

Interactive Classroom Response Systems 2012 Site Tech 22/60

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PUSD Middle Schools








Televisions 2013 Principal 65/7





PUSD High Schools/Alternative Schools








Video Production & Broadcast System 2014 Principals/Video Teachers 2/3





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5. d. Description of the process that will be used to monitor whether the goals and benchmarks are being reached within the specified time frame. The implementation of district curriculum goals for technology access, professional development, and integration will be overseen by the PUSD Superintendent, Business Office, and the Director of Information Systems. Collecting and evaluating relevant data regarding the scope, sequence, and outcomes of the above goals will be conducted annually by the Technology Committee, Curriculum and Professional Development, and site administrators.

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6. Funding and Budget

We are in the midst of a digital revolution and all of our students must be computer literate. The goal of our technology plan is to ensure all district computers meet at least minimum standards, and allow for buying new computers so that every school has computers that meet our district standard. As part of this plan, as funding allows, we plan to replace computers older than five years each year. Over the last five years, we have met this goal through general fund. We will continue to investigate lowering our costs by aggressively negotiating pricing as well as looking at alternatives such as virtual desktop technologies. The Porterville Unified School District is committed to a long‐term financial plan, one that provides students and teachers with suitable technology to support learning, and at the same time, protects the community’s investment. Responding to the financial realities presented by the need to make technology available to students is a significant challenge. Providing and maintaining technology resources not only includes the initial purchase price of the equipment, but must also include the infrastructure to maintain and support equipment as well as to connect each school to the district and every student and staff member to the Internet. Professional learning is essential, both in the use of equipment and software, as well as in instructional strategies for the integration of this technology into the curriculum. The district has met the challenge of developing a comprehensive plan to upgrade and replace both software and hardware as required by obsolescence and district growth over the last five years. Replacement and upgrading will ensure that staff and students have access to the current software products they need. In addition to providing for the upgrade and replacement of existing computers, the district is committed to improving the student/computer ratio as funding becomes available. Additionally we are committed to standardizing non‐computer technologies such as LCD projectors and multi‐media interactive boards as funding allows.

6. a. List of established and potential funding sources and cost savings, present and future.

PUSD realizes that using technology in education requires steady funding to succeed. Priorities have been clearly stated in order to best direct funds as they become available from a variety of sources.

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Funding Source Established Potential Description

District General Funds

Yes

Yes

Pays for salaries of Technology Department, and for hardware and software

No Child Left Behind

K-12 Voucher

Yes Yes Pays for a large part of professional development and hardware

EETT Formula Grant

Yes Yes Provides funding for technology-related professional development

E-Rate

Yes Yes Pays for the major portion of PUSD’s technology data goals

Various State and Federal Categorical Funds and Grants

Yes Yes Provides funding for select projects / staffing to improve access to data

Private Grants Yes Yes Provides professional development funding to implement technology integration within the core subject content areas

6. b. Estimate implementation costs for the term of the plan (5 years). PUSD recognizes that one of the greatest challenges is to continually reinvest in upgrading the district’s technology assets. PUSD will continue to aggressively seek additional funding sources to expand its support of technology in schools. Our current annual budget forms follow.

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School Year 2010-2011

Budget Form: Object of Expenditure

Major Object of Expenditure

Specific Grant Funds (Add

multiple columns if receiving multiple grants)

(a)

School District General Fund

(b)

Total Funds by Object of Expenditure (a)+(b)

1000-1999 Certificated Personnel Salaries $50,625 $38,006 $88,631

2000-2999 Classified Personnel Salaries $134,021 $307,711 $441,732

3000-3999 Employee Benefits

$31,013 $83,256 $114,269

4000-4999 Books and Supplies

$421,618 $216,729 $638,347

5000-5999 Services and Other Operating Expenditures $63,823 $44,352 $108,175

Indirect Costs at an Established Rate (excluding the 6000-6999 category) $21,325 $21,024 $42,349

6000-6999 Capital Outlay

$13,411 $117,074 $130,484

Total Funds

$735,836 $828,150 $1,563,986

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(a)


(b)





$31,013 $83,256 $114,269


$435,321 $219,979 $655,300




$13,846 $118,830 $132,676

Total Funds

$754,816 $836,356 $1,591,171

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(a)


(b)





$32,021 $85,962 $117,983


$449,469 $222,509 $671,978




$14,296 $132,495 $146,791

Total Funds

$780,706 $871,426 $1,652,133

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(a)


(b)





$32,021 $85,962 $117,983


$464,076 $229,741 $693,817




$14,761 $134,019 $148,780

Total Funds

$800,274 $883,065 $1,683,339

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(a)


(b)





$32,021 $85,962 $117,983


$479,159 $237,207 $716,366




$15,241 $135,560 $150,801

Total Funds

$819,046 $894,050 $1,713,096

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6. c. Description of the district’s replacement policy for obsolete equipment. The district has set the lifespan of a computer at 5 years. After five years, the computer can still be circulated if it is useful. Computers broken beyond cost-effective repair or are functionally unwanted will be discarded through the use of the district policy, released at a district auction. The district will fund replacement hardware with sources such as general district funds, school improvement program, Title I, and Title VI funds.

6. d. Description of the feedback loop used to monitor progress and update funding and budget decisions. See Appendix D for the Management Chart.

The PUSD Technology Plan budget will be reviewed annually by the Superintendent, Business Office, Director of Information Systems, and the Technology Committee. Upon review, funding for professional learning and technology needs will be assessed and revised according to funding availability. An annual summary report will be compiled by Technology Committee and distributed to stakeholders via the local school board meetings and the district website. Stakeholders’ input will be sought through board meetings, Technology Advisory Committees, public information resources, and through the Community Link on the district’s website. The plan and budget priorities will be revised based on stakeholders’ input.

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7. Monitoring and Evaluation

7. a. Description of how technology’s impact on student learning and attainment of the district’s curricular goals, as well as classroom and school management, will be evaluated. The Technology Committee will evaluate the Technology Plan annually. The committee will work closely with the technology consultant and all the certificated teachers that have collected and reviewed student’s work throughout the year. The committee will then report its findings to the administrator and the administrator will evaluate whether students performance standards are being met at each grade level. The data will be shared with all stakeholders via the district website and newsletter. All stakeholders have an open invitation to Technology Committee meetings. At times, the Committee contacts various stakeholders for input based on their expertise. The process for utilizing technology in the curriculum, technology and Information Literacy areas begins with the teachers. They are responsible for implementing the goals, working with the students and collecting Accelerated Reader test results, student book reports, student work portfolios, STAR scores and record this data. The Technology Committee will monitor the efforts and review data once a trimester. The Technology Committee reports to the administrator who reviews the input and makes recommendations to the Technology Committee and the teachers. For the goals dealing with appropriate access, record keeping and home-school connection, the Technology Committee will work closely with the technology consultant to implement and monitor the programs. The Committee will meet once a trimester to evaluate progress and report to the administrator. The administrator will advise the Committee.

7. b. Schedule for evaluating the effect of plan implementation. See Timeline in Appendix C.

Staff meetings are held weekly and the staff will have the opportunity to report any specific needs to the administration. These weekly meetings will be a tool to assure that all concerns and evaluations are dealt with immediately and effectively.

The Technology Committee will monitor the efforts and review data once a trimester. The Technology Committee reports to the administrator who reviews the input and makes recommendations to the Technology Committee and the teachers. For the goals dealing with appropriate access, record keeping and home-school connection, the Technology Committee will work closely with the technology consultant to implement and monitor the programs. The Committee will meet once a trimester to evaluate progress and report to the administrator. The administrator will advise the Committee.

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7. c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders. The evaluation of the information will be used to ensure student learning of technology, that teachers will access student learning, reading comprehension, and written curricular goals utilizing technology. Teachers will make the assessments on student learning and reports to be given to Administration and Technology Committee for monitoring and evaluating purposes. Stakeholders have an open invitation to all Technology Committee meetings. The technology coordinator will inform and invite feedback from the after regular trimester meetings, through email, the school newsletter, district website, and personal interaction with personnel involved in the process. Administration and/or Technology Committee will use the information that has been gathered to analyze the plan and then make the recommended modifications as needed.

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8. Effective Collaborative Strategies with Adult Literacy

Providers to Maximize the Use of Technology

8. a. Description of how the program will be developed in collaboration with identified adult literacy providers. Our School District is located in a remote, rural area. At present, the Porterville Unified School District has an active, fully staffed Adult Education Department that address community needs toward adult literacy programs. All Porterville Adult School classrooms have access to computers and a printer, and are connected to the Internet. Some classes have up to 15 computers that are available for student use. Additionally, each classroom at is equipped with a media cart. Teachers regularly use document cameras and LED projectors to deliver instruction. ESL students have access to English language software and programs that are available at several levels in order to accommodate all student needs. Also, Porterville Adult School has incorporated technology into its English literacy/civics education lessons. Students use class computers to complete regular assignments and unit projects. In completing many of their civic education projects, students conduct research on the Internet and extend their information literacy skills. Some projects require students to use digital cameras and to scan pictures to import into documents on which they are working. Furthermore, students can enroll in one of several ESL computer basics courses. In these classes, students learn basic keyboarding, word processing and spreadsheet skills, as well as presentation software and the use of the Internet. Adult basic skills, secondary, and career technical education students also enroll in these computer‐assisted classes. PUSD also offers an adult basic and secondary education (ABE/ASE) program for students seeking their high school diploma or GED. Through technology these students get individualized computer‐assisted training to help prepare for the rigors of the California high school exit exam (CAHSEE). Students have access to GED and CAHSEE instructional software programs and the Internet in order to enhance their educational experience. The district works closely with the community through school-based activities and committee work, and as such is aware of new services that may appear. Should the district be made aware of any opportunity to collaborate with an adult literacy provider, we will contact them and meet as appropriate.

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9. Effective, Researched–Based Methods and Strategies

9. a. Description of how education technology strategies and proven methods for student learning, teaching, and technology management are based on relevant research and effective practices. CEO Forum. (2001, June). The CEO Forum school technology and readiness report: Key building blocks for student achievement in the 21st century. http://www.ceoforum.org/downloads/report4.pdf This report concludes that effective uses of technology to enhance student achievement are based on four elements:

1. alignment to curricular standards and objectives 2. assessment that accurately and completely reflects the full range of academic and

performance skills 3. holding schools and districts accountable for continuous evaluation and improvement

strategies 4. an equity of access across geographic, cultural, and socio-economic boundaries.

District specific analysis of how the research will be used: Consistent with this research, our school district will carefully analyze learning resources and lessons both for alignment with California content standards and for the ability to measure growth/achievement on those standards in a variety of ways. Our curricular goals in the Plan directly address California content standards in Language Arts, a curricular focus for our district. Through the ongoing data collection and analysis stated in our goal implementation plans and our timeline, our district will continuously monitor its attainment of the goals and objectives in the Technology Use Plan. Results will be reported annually to the superintendent, the school board, and the public. Throughout the plan, attention is paid to providing appropriate and equitable access to all students in our community, including students in special populations. 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 September 23, 2002, online http://www.crito.uci.edu/tlc/findings/report_7/startpage.html This report describes a number of aspects of the professional engagement of American teachers. It also examines relationships between professional engagement and teaching practice, including instruction involving computer use. We defined professional engagement as a teacher taking 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.

http://www.crito.uci.edu/tlc/findings/report_7/startpage.html

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District specific analysis of how the research will be used: As indicated in our Technology Use Plan, we value ongoing professional development. The 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 workshops and conferences that cover basic-to-advance use of technology, as funds are available; (3) Our technology savvy 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. District specific analysis of how the research will be used: Technology is used and will continue to be used and further developed to implement a variety of the identified instructional strategies to support student achievement in literacy and content areas. Some examples follow. Software will be used to create nonlinguistic representations such as graphic organizers and scaffolding for supporting understanding of key concepts and vocabulary. A general office suite and mind-mapping software can be used to generate such tools. Presentation software will be used to organize and introduce units of study, accompanied by printed handouts to assist students in note taking and identifying main ideas and summarizing critical information.

Activities for homework and practice will be enhanced and extended by using the Internet and other electronic resources.

Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with Technology: Creating student-centered classrooms. New York: Teachers College Press. “And in the ACOT study, student engagement remained highest when technology use was

integrated into the larger curricular framework, rather than being an “add-on” to an already full

curriculum.”

District specific analysis of how the research will be used: The goal for our district is to integrate technology into the curriculum. Our curriculum and staff development goals in the plan reflect this commitment. The implementation plans and activities in the timeline will lead teachers to make the use of educational technology part of their daily practice rather than something extra or technology for its own sake.

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9. b. Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distance-learning technologies (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources). Our school district serves a K-8 student population. Most distance learning courses are aimed at high school or higher education students. However, our district will use other online resources to enhance and extend the basic curriculum and course offerings. Even though we are a remote, rural district, we will take advantage of information technology to bring heretofore-unavailable educational resources to our district. For example, we will draw upon the resources of SCORE (Schools of California Resources for Education) for additional lessons linked to State content standards and CLRN (California Learning Resource Network) for supplemental electronic learning resources. Internet-based learning activities such as WebQuests will be integrated into the curriculum to include cooperative learning and lead students to higher level thinking skills. Our staff development program will take advantage of our County Office of Education and CTAP Region VII resources for technology training in curriculum integration. We will also explore additional opportunities in staff development such as those offered by SBC Pacific Bell Education Advocates. As our staff successfully implements this plan and grows in its ability to use instructional technology, students will continue to receive the best possible education through our staff’s increased ability to integrate technology and differentiate instruction. In our model, integrated technology can offer all students, whether they be developmentally delayed or gifted, English Language Learner or physically challenged, as well as those at the 50th percentile, a challenging, specialized and exciting school experience.

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Appendix A - Acceptable Use Policy/Internet Safety Policy

Porterville Unified School District

Name(print clearly) Permanent ID#

Year of Graduation Student ID# Your child will have the use of the Internet soon. In class we will be visiting sites around the world, and searching for data on the World Wide Web. Porterville Unified School District has gone to some effort to prevent the access of unacceptable materials through our computer system. One safeguard includes the use of a filtering program to help stop objectionable material. Another safeguard involves the training of our students. The students are coached regarding their responsibility in the use of the Internet. In addition, all student access will be in the presence of an adult, either a teacher or aide. Finally, no students will be allowed access without written permission from their parents/guardians. However, it is possible that all of our efforts will still allow some material which is unacceptable to be accessed. Students will be counseled to immediately leave any site that shows material that is not acceptable. If students deliberately attempt to access materials that are unacceptable, they may lose the privilege of using the Internet and computers in the Porterville Unified School District.

Student User Agreement As an Internet user, you are expected to follow these rules:

BE POLITE: Never send, or encourage others to send abusive messages. USE APPROPRIATE LANGUAGE: You are a representative of the Porterville Unified

School District on the World Wide Web. Never swear or use inappropriate language. PRIVACY: Never reveal any address, phone number, or personal information. CONCERNING E-MAIL: You must sign YOUR name to any message you send. ACCOUNTABILITY: You will lose your Internet and possibly your computer privileges if

you use the Internet inappropriately. This includes any attempt to inappropriately access student or administrative data at our sites (hacking).

SURFING: There will be no surfing at any time. Internet use will be teacher supervised and structured at all times.

You must have an Acceptable Use Policy on file to USE or VIEW the internet.

PERMISSION I have read this policy and agree to use the Internet and Computer network appropriately. _________________________________ / _________________ Student signature Date I have read this policy with my child. My child DOES_______ DOES NOT_______ have permission to use the Internet. ________________________________ Print Parent/Guardian name

________________________________ / __________________ Signature of Parent/Guardian Date KG/if Business Services

Forms-Internet

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Appendix B: Scope and Sequence

Scope and Sequence for Standards Based Technology use in the curriculum. The scope and sequence is based upon the National Educational Technology Standards.

Students will: K 1 2 3 4 5 6 7 8

Learn basic computer operation B B P P M M M M M Legend: B - Basic P - Proficient M- Mastery

Learn basic computer terms B B P P M M M M M

Learn basic keyboarding B B P P M M M

Learn basic word processor use B B P P M M M

Learn to use software to display standards appropriate material

B B P P M

Learn to use internet search engines to find data

B B P P M M

Learn to use spreadsheets to perform calculations

B B P P M

Learn to use spreadsheets to create graphs and charts

B B P P M

Learn to use electronic tools to spell check, grammar check, and compose standards based reports.

B B P P M M

Learn to use software designed to aid in appropriate skills building (ex. Learning 100, Accelerated Math, etc.)

B

B

P

P M M

Teachers at Porterville Unified School District will develop and present lessons with the usage of technology within in the curriculum that support learning according to the following guidelines:

Information Literacy

Guidelines for Kindergarten through Grade 8

Essential Components of Information Literacy

Identify a Need or Problem Seek Applicable Resources Gathers Information Analyzes Information Interprets & Synthesizes Information Presents Information Evaluates the Process and Product

Identify a Need or Problem

1. Be inquisitive about a wide range of topics, issues, problems

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2. Recognize the need for accurate and complete information 3. Brainstorm to focus topic and formulate research questions

Seek Applicable Resources

1. Identify potential sources of information 2. Utilize effective search strategies 3. Access information within resources 4. Evaluate sources for appropriateness

Gathers Information

1. Read, view, and hear a wide variety of appropriate material 2. Build background knowledge in the topic 3. Begin building in-depth knowledge in certain aspects of the topic

Analyzes Information

1. Skim and scan for key words and major ideas 2. Determine accuracy, relevance and reliability of information 3. Differentiate between fact and opinion 4. Identify propaganda, point of view 5. Recognize comprehensiveness 6. Recognize the interrelationships among concepts

Interprets & Synthesizes Information

1. Create logical format for note taking 2. Summarize and paraphrase information 3. Draw conclusions based on collected information 4. Create new information to replace inaccurate information as needed 5. Logically organize and sequence information 6. Apply information into critical thinking and problem solving to complete a task

Communicates Information

1. Select a presentation format appropriate for the audience and purpose 2. Document sources using an appropriate format

Evaluates Process and Product

1. On-going evaluation revising, improving, updating process and product 2. Determine how well the project met the defined need or resolved problem 3. Determine skills or knowledge gained

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Appendix C: Timeline 2010-2015

Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Training

Technology Skills X X

Internet X X

Accelerated Reader/Reading Counts X

Curriculum Projects X

Word Processing X

Tech/Information Literacy Skills X X X X

Aeries Electronic Grade Book X

Edusoft – Interpret Student Data X

Student Information Database X

Monitoring/Evaluation

Collect student tech skills data X X

Collect faculty tech proficiency data X X

Collect technology-curriculum data X X

Student Leadership Team (BMS) X

District Technology Team X X

District Curriculum Council X X

District Management Team X X X X

Board of Education Colloquy X

Technology Repair Log X X X

Web Access Log X X X

Staff Development Log X X

Purchasing Log X X

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Appendix D

Management Chart

Individual(s) Responsible (Person(s) or Job Title(s)

Responsibilities (Samples) Time Estimate (Hours per month of no. of

full-time staff)

Technology Committee and Administrator

Provide overall management and coordination.

2

Administrator Manage and coordinate funding and budget. .5

Administrator Manage and coordinate staff development. 1


Manage and coordinate hardware acquisition and installation.

5

Technology Consultant Manage and coordinate technical support. 1

Administrator Coordinate ongoing partner involvement. 1

Administrator, Technology Committee, and Teachers

Collect data regarding students’ computer skills.

.3

Teachers Collect data regarding student’s academic achievement.

.3

Administrator and Technology Committee

Collect staff development data on technology proficiencies.

.2


Collect data regarding staff development focused on student computer knowledge and skills.

.3


Collect data regarding staff development focused on integration of technology into the curriculum to improve academic achievement.

.3


Use collected data to monitor and evaluate progress toward benchmarks and the timeline and to plan and make modifications.

.3

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Appendix C – Criteria for EETT-Funded Education Technology

Plans

In order to be approved, a technology plan needs to have “Adequately Addressed” each of the following criteria: 1. PLAN DURATION CRITERION Page in

District Plan

Example of Adequately Addressed

Example of Not Adequately Addressed

The plan should guide the district’s use of education technology for the next three to five years.

Cover

The education technology plan describes the districts use of education technology for the next three to five years.

The plan is less than three years or more than five years in length.

2. STAKEHOLDERS CRITERION Corresponding EETT Requirement(s): 7 & 11 (Appendix D)

Page in District

Plan


Not Adequately Addressed

Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.

3

The planning team consisted of representatives who will implement the plan. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included.

Little evidence is included that shows that the district actively sought participation from a variety of stakeholders.

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3. CURRICULUM COMPONENT CRITERIA

Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, & 12 (Appendix F)

Page in District

Plan



a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours.

4

The plan describes the technology access available in the classrooms, library/media centers, or labs for all students and teachers.

The plan explains technology access in terms of a student-to-computer ratio, but does not explain where access is available, who has access, and when various students and teachers can use the technology.

b. Description of the district’s current use of hardware and software to support teaching and learning.

4-6

The plan describes the typical frequency and type of use (technology skills/information literacy/integrated into the curriculum).

The plan cites district policy regarding use of technology, but provides no information about its actual use.

c. Summary of the district’s curricular goals and academic content standards in various district and site comprehensive planning documents.

6

The plan summarizes the district’s curricular goals that are supported by the plan and referenced in the district document(s).

The plan does not reference district curriculum goals.

d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals.

7-9

The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the district’s curriculum goals and academic content standards to improve learning.

The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.

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e. List of clear goals, measurable objectives, annual benchmarks and an implementation plan detailing how and when students will acquire the technology and information literacy skills needed to succeed in the classroom and the workplace.

10-18

The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.

The plan suggests how students will acquire technology skills, but is not specific enough to determine what action needs to be taken to accomplish goals.

f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism.

19

The plan describes or delineates clear goals outlining how students will learn about concept, purpose, and significance of the ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing and/or downloading (as stated in AB 307)

The plan suggests that students will be educated in the ethical use of the Internet, but is not specific enough to determine what actions will be taken to accomplish the goals.

g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307, optional in 2007-08 tech plan, required in all tech plans 2008-09 and after)

20

The plan describes or delineates clear goals outlining how students will be educated about Internet safety (as stated in AB 307).

The plan suggests Internet safety education but is not specific enough to determine what actions will be taken to accomplish the goals.

h. Description of or goals about the district policy or practices that ensure equitable technology access for all students.

21

The plan describes the policy or delineates clear goals and measurable objectives about the policy or practices that ensure equitable technology access for all students. The policy or practices clearly support accomplishing the plan’s goals.

The plan does not describe policies or goals that result in equitable technology access for all students. Suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the

goals.

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i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.

22-23

The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to support the district’s student record-keeping and assessment efforts.


j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school.

22-25

The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to improve two-way communication between home and school.


k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities

26

55-57

The monitoring process, roles, and responsibilities are described in sufficient detail.

The monitoring process either is absent, or lacks detail regarding procedures, roles, and responsibilities.

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4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA

Corresponding EETT Requirement(s): 5 & 12 (Appendix D)

Page in District

Plan



a. Summary of the teachers’ and administrators’ current technology proficiency and integration of skills and needs for professional development.

26-27

The plan provides a clear summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development. The findings are summarized in the plan by discrete skills that include CTC Standard 9 and 16 proficiencies.

Description of current level of staff expertise is too general or relates only to a limited segment of the district’s teachers and administrators in the focus areas or does not relate to the focus areas, i.e., only the fourth grade teachers when grades four to eight are the focus grade levels.

b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your district needs assessment data (4a) and the Curriculum Component objectives (Sections 3d through 3j) of the plan.

28-30

The plan delineates clear, specific and realistic goal(s), measurable objective(s), annual benchmarks, and an implementation plan for providing teachers and administrators wit h sustained ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d though 3j) of the plan.

The plan speaks only generally of professional development and is not specific enough to ensure that teachers and administrators will have the necessary training to implement the Curriculum Component.

c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities.

31 57


The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.

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5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA

Corresponding EETT Requirement(s): 6 & 12 (Appendix F)

Page in District

Plan



a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components (Sections 3 & 4) of the plan.

32-35

The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to support the implementation of the Curriculum and Professional Development Components.

The inventory of the equipment is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development Components. The summary of current technical support is missing or lacks sufficient detail.

b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district’s teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan.

35-36

The plan provides a clear summary and list of the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support the district will need to support the implementation of the district’s Curriculum and Professional Development Components.

The plan includes a description or list of hardware, infrastructure, and other technology necessary to implement the plan, but there doesn’t seem to be any real relationship between the activities in the Curriculum and Professional Development Components and the listed equipment. Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components.

c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the plan components as identified in Section 5b.

37-38

The annual benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom and when.

The annual benchmarks and timeline are either absent or so vague that it would be difficult to determine what needs to be acquired or repurposed, by whom, and when.

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d. Description of the process that will be used to monitor whether the goals and benchmarks are being reached within the specified time frame.

39

The monitoring process is described in sufficient detail so that who is responsible and what is expected is clear.

The monitoring process is either absent, or lacks detail regarding who is responsible and what is expected.

6. FUNDING AND BUDGET COMPONENT CRITERIA

Corresponding EETT Requirement(s): 7 & 13, (Appendix F)

Page in District

Plan



a. List of established and potential funding sources.

40-41

The plan clearly describes resources that are available or could be obtained to implement the plan.

Resources to implement the plan are not identified or are so general as to be useless.

b. Estimate annual implementation costs of the long term of the plan

42-46

Cost estimates are reasonable and address the total cost of ownership, including the costs to implement the curricular, professional development, infrastructure, hardware, technical support, and electronic learning resource needs identified in the plan.

Cost estimates are unrealistic, lacking, or are not sufficiently detailed to determine if the total cost of ownership is addressed.

c. Describe the district’s replacement policy for obsolete equipment

47

The plan recognizes that equipments will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components.

Replacement policy is vague. It is not clear that the replacement policy could be implemented.

d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary.

47 58


The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.

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7. MONITORING AND EVALUATION COMPONENT CRITERIA

Corresponding EETT Requirement(s): 11 (Appendix F)

Page in District

Plan



a. Describe the process for evaluating the plan’s overall process and impact on teaching and learning.

48

The plan describes the process for evaluation using the goals and benchmarks of each component as the indicators of success.

No provision for an evaluation is included in the plan. How success is determined is not defined. The evaluation is defined, but the process to conduct the evaluation is missing.

b. Schedule for evaluating the effect of plan implementation.

48 57

Evaluation timeline is specific and realistic.

The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan.

c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders.

49

The plan describes the process and frequency of communicating evaluation results to tech plan stakeholders.

The plan does not provide a process for using the monitoring and evaluation results to improve the plan and/or disseminate the findings.

8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION

Corresponding EETT Requirement(s): 11 (Appendix F)

Page in District

Plan



If the district has identified adult literacy providers, describe how the program will be developed in collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify adult literacy providers or potential future outreach efforts.)

50

The plan explains how the program will be developed in collaboration with adult literacy providers. Planning included or will include consideration of collaborative strategies and other funding resources to maximize the use of technology. If no adult literacy providers are indicated, the plan describes the process used to identify adult literacy providers or potential future outreach efforts.

There is no evidence that the plan has been, or will be developed in collaboration with adult literacy service providers, to maximize the use of technology.

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9. EFFECTIVE RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA

Corresponding EETT Requirement(s): 4 AND 9 (Appendix D)

Page in District

Plan


Not Adequately Addressed

a. Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals.

51-52

The plan describes the relevant research behind the plan’s design for strategies and/or methods selected.

The description of the research behind the plan’s design for strategies and/or methods selected is unclear or missing.

b. Describe the district’s plans to use technology to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance –learning technologies

53

The plan describes the process the district will use to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance learning opportunities (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).

There is no plan to use technology to extend or supplement the district’s curriculum offerings.

Documents

Education Technology Plan July 1, 2010 - June 30, 2015 · Porterville Unified School District EETT July 1, 2010 - June 30, 2015 Education Technology Plan CDS #: 54-75523 County: Tulare