LACER COUNTY OFFICE OF EDUCATION · ... 3 Section 1: Tech Plan Vision & Duration ... instructional technology, ... The development of the Placer County Office of Education Technology

1 Placer County Office of Education

PLACER COUNTY OFFICE OF EDUCATION GAYLE GARBOLINO-MOJICA, SUPERINTENDENT

360 NEVADA STREET, AUBURN, CA 95603 530.889.8020

TECHNOLOGY PLAN

JULY 1, 2011– JUNE 30, 2014

“Every child, every day, whatever it takes…”

County Name: Placer County District Name: Placer County Office of Education

County and District Code: 31-10314 County Office Phone Number: 530-889-5941

Superintendent’s Name: Gayle Garbolino-Mojica Ed Tech Plan Contact Name: Alix E. Peshette

Job Title: Coordinator, Digital Learning Address: 360 Nevada Street

City & Zip Code: Auburn, 95603 Phone Number & Ext.: 530.745.1495

FAX#: 530.745.1441 Email: [email protected]

Back up Contact Name: Ward Andrus Job Title: Executive Director, Educational Innovation and

Career Development Email: [email protected]


TABLE OF CONTENTS

District Profile ....................................................................................................................................3 Section 1: Tech Plan Vision & Duration ...............................................................................................9 Section 2: Stakeholders ......................................................................................................................9 Section 3: Curriculum & Data Driven Technology Goals ..................................................................... 11 Section 4: Professional Development ................................................................................................ 31 Section 5: Infrastructure, Hardware, Software, & Technical Support .................................................. 41 Section 6: Education Technology Funding & Budget .......................................................................... 47 Section 7: Monitoring & Evaluation of Technology Plan..................................................................... 50 Section 8: Adult Literacy and Technology .......................................................................................... 51 Section 9: Effective, Research-Based Strategies ................................................................................. 52 Appendix C – Criteria for EETT Technology Plans ............................................................................... 57 Appendix I - Contact Information……………………………………………...66 E-rate Supplemental Budget Analysis ............................................................................................... 67


Placer County Office of Education Technology Plan

Placer County Profile Placer County Office of Education encompasses all public schools in Placer County, the Tahoe Truckee School District, which also serves Nevada County students and the Dry Creek and Roseville Joint Union High School Districts, which serve some students from Sacramento County, and the Sierra College District. PCOE exists to provide leadership, services, and resources to our schools and communities by providing direct educational programs for specific student populations; professional development for administrators, teachers, paraprofessionals, business officials and parents; and financial oversight of our districts’ budgets. The 17 school districts vary from small and rural to semi-urban, with enrollments from 118 to 11,079, for a total of 117schools and over 67,000 students. PCOE provides high quality programs to Placer County’s most high-risk children and is committed to providing cohesive, countywide leadership for Placer County Districts. The vision of the Placer County Superintendent of Schools and the Placer County Office of Education is to provide progressive leadership and exemplary service to school districts, students, parents and the community as we work together to provide a comprehensive, systematic, rigorous and relevant education to all students in Placer County.

• The Placer County Office of Education (PCOE) is an educational leader and a valuable and respected resource in educational programs, student services, and fiscal practices.

• PCOE provides successful educational programs designed to educate a wide variety of students with diverse needs, birth through adult.

• PCOE monitors the fiscal health of districts and provides support services to insure availability and appropriate use of resources to students served by school districts.

• PCOE offers its technical and professional expertise to partnering agencies.

• PCOE collaborates with school districts, government agencies, and community-based organizations to increase student achievement and to enhance the development of youth in our county.


PCOE provides services in the following areas:

• Curriculum and Instruction

• Court and Community Schools

• Early Childhood Education

• Independent Study Home Schooling

• Regional Occupational Programs

• Categorical Programs Support for Districts

• Professional Development for Educators at all levels

• Information systems and technology

• Business and finance

Programs operated directly by PCOE provide full- and part-time education to students in specialized programs. Programs include: Alternative Education

The Juvenile Court and Community Schools (JCCS) are established through the cooperative efforts of the Placer County Office of Education, local school districts, the Placer County Probation Department and the Placer County SMART (Special Multi-Agency Administration and Resource Team). Students served by the JCCS programs have been expelled from a local school district, referred by the Probation Department, the local School Attendance Review Board (SARB), or have been placed in the Receiving Home.

The mission of the Placer County Juvenile Court and Community Schools (JCCS) is to empower students to become functional members of the community by providing an integrated, quality, learning experience in academics, independent living skills, career preparation and effective, positive relationships with others. Students often transition back and forth between the Court and the Community Schools, though at any given time the total population consists of 80% Community School students and 20% Court School students. The JCCS program serves students in the Honour Schaps Juvenile Detention Facility, the Alder Grove Academy and the Community Schools in Truckee, Roseville, and Loomis (Koinonia) as well as through Independent Study. All schools and programs provide standards-based curriculum and instruction. The JCCS program serves students in the Placer County Juvenile Detention Facility (Sundown Education Center); community schools in Truckee, Auburn and South Placer; Independent Study; Placer County Receiving Home and Koinonia School.

Early Childhood Education

The Department enhances children's readiness for school by administering high quality child development and subsidized childcare programs; providing parent education, family support services and assistance with accessing childcare; and offering professional development and educational resources for early childhood educators. iLearn Academy

The iLearn Academy (formerly the K-8 Community Independent Study Home School) has served Placer County families since 1990, offering a complete Kindergarten through 8th grade


curriculum. It is an alternative education school designed for families who would like their children to receive their education in the home environment. The iLearn Academy offers a range of educational opportunities, which include online courses, blended learning and school-based classes and activities. The iLearn Academy mission is to support families in providing an enriched and personalized education for every student by integrating standards-based instruction with real-life experiences.

Special Education The Placer County Office of Education (PCOE), Special Education Schools serve the most severe of the special education populations. Onorato Educational Center and Secret Ravine School serve the Severely Multiply Disabled. All of the students access a modified functional program guided by the Special Education Administrators of County Offices (SEACO) curriculum guide, which is based on the California Blue Prints for the California Alternative Proficiency Assessment (CAPA).

Sierra Vista School and Vista Creek School are designed to provide educational services to Emotionally Disturbed students. All of the students are instructed with state adopted texts and work towards proficiency on the California State Standards. The rest of the County special education classes are located on district sites and are designed to meet the specific needs of the children placed per their Individual Education Plans (IEP). Students are instructed with state adopted texts books or modified curriculum with the SEACO as the guide depending on the severity of the impairment. PCOE offers services at district sites for Autism Spectrum Disorders, Deaf/Hard of Hearing, Independent Living Skills, and Severely Behaviorally Challenged.

49er Regional Occupational Program

The 49er Regional Occupational Program is a collaboration between education and business sponsored by the Placer County Office of Education and the State Department of Education. The program provides career preparation to high school juniors, seniors, and adults through classroom and on-the-job training in a wide range of career opportunities. The program also provides entry-level job training in areas where local employment exists, upgrading and/or retraining of job skills, and preparation for higher-level training or education. The program is housed on 20 campuses in the county, staffed by 39 instructors and offers over 40 courses a year.




Transforming Learning Environments with Technology

Technology is rapidly evolving and expanding our vision to a global perspective. Our students will be competing within this fast-paced 21st century world economy. It is imperative that they are equipped with technology literacy skills, technical expertise and the ability to adapt and thrive in the 21st century global community. Educators must provide learning environments that take students beyond the walls of their classrooms into a world of authentic learning opportunities through engaging standards-based content. This transformation requires that educators participate in focused, innovative, and sustained professional development.

PCOE’s vision of technology use focuses on teaching and student achievement. It includes the following components:

• Providing 24/7 learning platforms; Blackboard Learn, Caliqity (K12HSN), Moodle and Elluminate

• Supporting online professional learning communities

• Providing RTI learning resources for county teachers and students

• Extending the school day with online access

• Supporting teacher adoption and use of blended learning for student achievement

• Increasing communications and collaboration throughout the county and beyond with video-conferencing tools

• Using digital tools to improve school and home communications

• Leveraging professional development with live-online and on-demand asynchronous training

• Digitalizing data, information, documents, and learning resources for student, teacher, parent and community access

PCOE provides leadership, support and resources in the areas of curriculum, instruction, assessment, instructional technology, student achievement, and professional development. Educational Services department, the Digital Learning Initiative, and Technology Services work together to support these goals. Educational Services provides curriculum and assessment expertise; the Digital Learning managers provide technology integration training and Technology Services supports the goals with appropriate equipment, programs and management tools.


1. Plan Duration

July 1, 2011 – June 30, 2014

The benchmarks and timelines in this technology plan will guide PCOE’s use of technology in student programs from July 01, 2011 through June 30, 2014. This plan is intended to meet all state and federal requirements for technology use plans and all current and future educational standards related to technology during its life cycle.

2. Stakeholders

The development of the Placer County Office of Education Technology Plan has been a collaborative effort with community agencies, PCOE Technology Department, Educational Services, Digital Learning staff, Site Principals, Professional Development staff, teachers, support staff and county school district administrators. Each provided dialogue and feedback on general mission, professional development, and hardware/software needs for the implementation of the technology plan. Conversations with parents and students have been held informally at the school sites. Opportunities for feedback and community-based suggestions are provided through surveys, email, discussion groups and meetings. Planning Team

James Anderberg, Executive Director, Administrative Services

Dr. Ward Andrus Ed. D. Executive Director, Educational Innovation and Career Development

Peter Skibitzki, Administrative Operations, Information Technology & Communications

Alix E. Peshette, Coordinator III, Digital Learning Initiative

Paula Stephan, Program Manager II, Digital Learning Initiative

Allen Jarrett, ROP Instructor, Computer Software Training

Bob Lyons, Director of Technology, Western Placer Unified School District

Kathleen Daugherty, Superintendent, Newcastle Elementary School District

Stakeholders Position/Entity Developmental Role Implementation Role

Community Business, Parental & County Government Agencies

Feedback and community based suggestions

Feedback through meetings and surveys

Placer County Probation Department

County Government Agency



Placer County Children’s System of Care





Stakeholders Position/Entity Developmental Role Implementation Role

Placer County Health and Human Services




Alternative Education

Juvenile Justice Committee Koinonia Group Homes, Inc. SMART Policy Board and Collaborative Women’s Shelter Placer County Receiving Home



CENIC Corporation for Educational Networks in California



CETPA California Educational Technology Professionals

Consultation and collaboration on technology in districts

Feedback through attending meetings and conferences

TALT Technology Action Leadership Team Placer County technology directors and technicians

Consultation and collaboration on technology in districts

Continued planning and coordination

K12 High Speed Network

Educational partner with CDE

Brokers of Expertise, Caliqity, Calaxy.

Communication through Director of Technology

Local Educational Services

CTAP region 3/PCOE Feedback and training support

Continued feedback and training support

CSU Sacramento (CSU_ teacher training partnership)

Feedback and collaboration

Continued Feedback

County Educational Services

Assistant Superintendent of Educational Services & Instructional Technology Specialist

Planning & Coordinating curriculum goals and professional development

Continued planning and coordination as well as monitoring and evaluation

PCOE Technology Dept

Director of Technology Personnel Classified Staff

Planning & Coordinating input on site technical needs, and student use of technology

Continued input and evaluation of Technology Plan

Certificated Staff Teachers Providing information on site needs, professional development, and student achievement

Continued input and evaluation of Technology Plan


3. Curriculum 3a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours.

Within the PCOE programs, technology access is available through classroom computers in the Regional Occupation Program, Alternative Education Program, the state Pre-School Early and Childhood Education Program and the iLearn Academy. Both classroom computers and assistive technology tools are available to Special Education students and teachers. All classrooms have access to the Internet. The Placer County Office of Education maintains a variety of connection to its educational sites. Connection speeds range from T1 (1.54Mbps) to Gigabyte Fiber. Each School Site network infrastructure consists of Gigabit backbone. In most cases, each classroom has 12 network drops but in all cases, there are at least 4 drops. The county will work to bring all classrooms to the 12-drop standard. Alternative Education

The Alternative Education program has acquired up-to-date technology through ARRA funds and Title 1 Basic funding. Due to this influx of new equipment, the student-to-computer ratio is now 4:1. The sites are housed in facilities throughout the county for a total of ten classrooms. The 3 community school classrooms are utilizing either DSL or T1 connections. The juvenile hall facility does not allow Internet access. Teachers have one computer each for their exclusive use with email and web resources. Teachers have printers in their classroom or share printers in each facility. All computers are less than 24 months in age. Software and learning programs used by students includes Star Renaissance ELA and Math, Accelerated Math and the full course catalog for Cyber High, grades 8-12.


All teachers have access to one desktop computer at each site, with at least one computer for every three to six teachers. The children enrolled in The Placer County Office of Education pre-kindergarten programs do not currently have equal access to technology due to financial constraints. There are currently 5 computers in the Tahoe Region for 96 children. However, the computers are not equally distributed and some of the technology is outdated. There are no computers available for the 265 pre-kindergarten children attending classes in Roseville, Rocklin, or Auburn. The students are low-income and generally do not have access to computers at home. There is no library/media center.

iLearn Academy

The PCOE program provides students with technology training in the program’s computer lab. The lab has 20 student stations, one teacher station, and overhead projector, and a networked printer. Classes are offered on a one-day a week, with drop-in times during the rest of the week. iLearn Academy support staff and administration are provided with technology tools that


include a laptop or desktop computer, e-mail and network services 24/7. The 2 full-time teachers have program-provided laptops while the 2 .5FTE and 5 hourly teachers use the computers in the computer lab, teacher workroom or personal computers. All staff has organization e-mail accounts.

49'er ROP

49er ROP supports two computer labs, which students and teachers can access during school hours. Districts and ROP provide and support additional computers, labs and devices, which serve school courses and 49er ROP programs. 49er R.O.P. instructors have access to computers, the PCOE/R.O.P. Intranet, e-mail and all PCOE/R.O.P. network services 24/7. These labs have specialized equipment, such as specialized keyboards, mice and ergonomic equipment to accommodate students with special needs. 3b. Description of the County’s current use of hardware and software to support teaching and learning. Placer County Office of Education provides access to either a laptop or a desktop computer for all certificated and classified personnel. The county office leases Dell computers on a three-year agreement, so hardware is newer than 48 months. All staff has access to printers, scanners and fax machines. Due to categorical funding, one-time monies, and changes in funding, programs within Educational Services have purchased a variety of hardware and software to support teaching and learning. A video production trunk has been put together to video exemplary teaching strategies, and RTI speakers such as the Dufours and Mike Mattos. The edited videos are posted on the PCOE website and our Blackboard site as professional development resources. Special Education, ROP, and iLearn Academy are now using FlipVideo cameras to provide authentic assessment of student work. Alternative Education has equipped every classroom with interactive whiteboards, student laptops, student response systems and appropriate software. Elluminate is used for long-distance virtual meetings. Another use of Elluminate has been recording information or tutorials to post on our web sites.


Alternative Education Program

Frequency Frequency

Laptops/desktops

Interactive whiteboards

LCD projectors

Student response system

Blackboard and Caliqity LMS

Microsoft Office

Accelerated Reading/Math

Cyber High (full catalog of courses)

Daily

2-3 x wk.

5 x wk

2-3 x wk

Daily

Daily

Daily

Daily

CAHSEE Prep

Moviemaker

Flip Video

Photostory 3

Paint.net

Aeries 2007

Escape

School Messenger

DataWise

2-3 x wk

1 x wk

2 x wk

1 x wk

1 x wk

Daily

1 x month

2-3 x wk

2-3 x wk


Early Childhood Education Program

Frequency Frequency

Desktops

Microsoft Office

Dymo printing software

PowerPoint

Daily

2-3 x wk.

5 x wk

2-3 x wk

Blackboard for PD

Aeries 2007

Escape

School Messenger

DataWise

Daily

Daily

2-3 x wk

1 x month

2-3 x wk

iLearn Academy

Frequency Frequency

Laptops/desktops


LCD projectors

Microsoft Office

Caliqity LMS

PowerPoint

Paint.net

Flip Video

2-3 X wk

2-3 X wk

2-3 X wk

Daily

2-3 X wk

2-3 X wk

2-3 X wk

2-3 X wk

Graphics

Audio

Aeries 2007

Escape

Photo Story 3

Movie Maker

School Messenger

DataWise

2-3 X wk

3 X wk

Daily

2-3 X wk

2-3 X wk

2-3 X wk

2-3 X wk

2-3 X wk


Special Education Program

Frequency Frequency

Desktops

Microsoft Office


PowerPoint

Blackboard for PD

Aeries 2007

Escape

School Messenger

DataWise

Desktops

Microsoft Office


PowerPoint

Blackboard for PD

Aeries 2007

Escape

School Messenger

DataWise

Daily

2-3 x wk

5 x wk

2-3 x wk

Daily

Daily

Daily

Daily

2-3 x wk

Daily

2-3 x wk

5 x wk

2-3 x wk

Daily

Daily

Daily

Daily

2-3 x wk

Voice Recognition: Dragon Naturally Speaking, Preferred SpeakQ

Word Prediciton: WordQ Co:Writer

Alternative Access/Onscreen keyboards: First Keys 2 Reach Interface Five Finger Typist

Voice Recognition: Dragon Naturally Speaking, Preferred SpeakQ

Word Prediciton: WordQ Co:Writer

Alternative Access/Onscreen keyboards: First Keys 2 Reach Interface Five Finger Typist

Daily

Daily

Daily

Daily

Daily

Daily


Special Education Program

Frequency Frequency

Graphic Organizer/Pre-Writing Support: Kidspiration Inspiration Draft:Builder

Writing with Symbol Support (also Intellitools Classroom Suite, listed below) Writing with Symbols Clicker 5

Talking Word Processing WriteOut:Loud IntelliTalk II Text Reader: ReadOut:Loud Math: Math Pad Math Pad+ Number Concepts I & II Symbol Support: Boardmaker Overlay Maker 3 Picture This

Daily

Daily

Daily

Daily

Daily

Literacy/Curriculum Interventions: Intellitools Classroom Suite (integrated program for reading, writing & math support) WordMaker Simon S.I.O. Start-to-Finish Books Earobics Balanced Literacy Word Wise Augmentative Communication: Speaking Dynamically Pro Word Power Velocity

Switch Access/Motor Skill development: Press-to-Play Series Wheels on the Bus UKANDU On-a-Green Bus Choose and Tell Nursery Rhymes Team up with Timo: Stories/Vocabulary SwitchIt! Software SwitchIt! Maker ChooseIt! Maker IT Mouse Skills

Daily

Daily

Daily


49er ROP Program

Frequency Frequency

Laptops/desktops


LCD projectors

Microsoft Office

PowerPoint

Paint.net

Flip Video

Adobe Premier Elements

Garage Band

2-3 X wk

2-3 X wk

2-3 X wk

Daily

2-3 X wk

2-3 X wk

2-3 X wk

2-3 X wk

2-3 X wk

Graphics

Audio

Aeries 2007

Escape

Photo Story 3

Movie Maker

School Messenger

DataWise

2-3 X wk

3 X wk

Daily

2-3 X wk

2-3 X wk

2-3 X wk

2-3 X wk

2-3 X wk

3c. Summary of the County’s curricular goals that are supported by this tech plan.

Documents used in the development of this technology plan include the Local Education Achievement Plan (LEAP), 2011 ROP WASC Report, Alternative Schools Accountability Model (ASAM) Alternate Education Curriculum, School Accountability Report Card documents, (SARC) Special Education Administrators of Count Offices (SEACO) IEP documents, API and AYP data, and ISTE National Standards. Discussion and consultation have been held with district administrators in the monthly County Curriculum and Instruction meetings. PCOE administrators and staff completed an Ed Tech Profile-based survey to determine technology proficiency, use and professional development needs.

Goal #1:

All students will reach high standards, at a minimum, attaining proficiency or better in English/Language Arts and Mathematics, by 2013-2014.

Goal #2:

All teachers will improve teaching and learning by developing and maintaining a virtual learning environment with instructional content on Blackboard Learn or other online presence by 2013-2014

Goal #3:

All teachers will improve teaching and learning by developing and presenting three or more standards-aligned lessons per semester that integrate appropriate technology skills within their subject area content with English Language Arts and Mathematics standards by 2013-2014


3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the county curricular goals.

PCOE will use technology to focus on student achievement by supporting online professional learning communities, providing RTI learning resources for county teachers and students and students, extending the school day with 24/7 online access and supporting teacher adoption and use of blended learning for student achievement.

Goal 3d.1: Teachers use technology to improve teaching and student achievement Objective 3d.1.1: By June 2014, 80% of teachers will improve teaching and learning by developing and maintaining a virtual learning environment with instructional content on Blackboard Learn or other online presence Year 1 Benchmark: By June 2012, 60% of teachers will improve teaching and learning by developing and maintaining a virtual learning environment with instructional content on Blackboard Learn or online presence Year 2 Benchmark: By June 2013, 70% of teachers will improve teaching and learning by developing and maintaining a virtual learning environment with instructional content on Blackboard Learn or online presence Year 3 Benchmark: By June 2014, 80% of teachers will improve teaching and learning by developing and maintaining a virtual learning environment on Blackboard Learn or online presence

Implementation Activities and Evaluation Instruments

Evaluation Tools

Eval Schedule

Person(s) Responsible

Yr 1-2

Teachers attend instructional tech PD, 1:1 onsite training & mentoring to learn how to use Blackboard tools and set up virtual classroom

LMS data Attendance record Anecdotal Evidence Review by administrator

12/2011 and annually thereafter

Teacher LMS admin DL staff


Implementation Activities and

Evaluation Instruments Evaluation

Tools Eval

Schedule Person(s)

Responsible Yr 1-3

Teachers attend instructional tech PD in best practices for online course content development.




Yr 1-3

Teachers identify technology tools and digital resources to implement in classroom Teachers take annual Ed Tech Profile-based survey

LMS data Anecdotal Evidence Survey Review by administrator



Objective 3d.2 By June 2014, 80% of teachers will improve teaching and learning by developing and presenting three or more standards-aligned lessons per semester that integrate appropriate technology skills within their subject area content and either English Language Arts or Mathematics

Year 1 Benchmark: By June 2012 60% of teachers will improve teaching and learning by developing and presenting three or more standards-aligned lessons per semester that integrate appropriate technology skills within their subject area content and either English Language Arts or Mathematics

Year 2 Benchmark: By June 2013 70% of teachers will improve teaching and learning by developing and presenting three or more standards-aligned lessons per semester that integrate appropriate technology skills within their subject area content and either English Language Arts or Mathematics Year 3 Benchmark: By June 2014 80% of teachers will improve teaching and learning by developing and presenting three or more standards-aligned lessons per semester that integrate appropriate technology skills within their subject area content and either English Language Arts or Mathematics



Evaluation Tools

Eval Schedule

Person(s) Responsibl

e Yr 1-3

Teachers attend instructional tech PD in best practices for instructional content development

Submission of lesson plans LMS data Anecdotal evidence Review by admin



Yr 1-3

Teachers identify technology tools and digital resources to implement in classroom

LMS data Anecdotal evidence Review by admin



Yr 1-3

Teachers indentify an ELA or Mathematics standard to integrate into their subject area and on which to build a technology-rich lesson

Submission of lesson plans Anecdotal evidence Technology Portfolio


Teachers

Yr 1-3

Teachers provide evidence of technology rich lessons through shared online portfolio

LMS data Review by admin DL staff


Teachers

Yr 1-3

Teachers complete annual Ed Tech Profile-based survey to collect data on technology proficiency and use

Review by admin and DL staff


Teachers DL staff


Objective 3d.3 By June 2014, 90% of students will use technology tools to improve their test scores in English Language Arts and Mathematics. Year 1 Benchmark: By June 2012, 70% of students will use technology tools to improve their test scores in English Language Arts and Mathematics.

Year 2 Benchmark: By June 2013, 80% of students will use technology tools to improve their test scores in English Language Arts and Mathematics.

Year 3 Benchmark: By June 2014, 90% of students will use technology tools improve their test scores in English Language Arts and Mathematics.



Tools Eval.

Schedule Person(s)

Responsible Yr 1-2

All students complete annual Ed Tech Profile-based survey to collect data on technology proficiency and use to assist teachers in instructional planning

LMS data Anecdotal Evidence Portfolio Survey


Teacher

Yr 1-2

Teachers use PLC time to look at student scores in ELA and Mathematics

PLC time sheet Review by administrator


Teacher

Yr 1-3

Teachers identify technology tools and digital resources to implement in classroom

LMS data Anecdotal Evidence


Teacher DL staff

Yr 1-3

Lesson plans integrated with ELA and math activities are included in teachers’ technology portfolios

LMS data Anecdotal Evidence Review by administrator



Yr 1-3

Student work samples that demonstrate achievement through technology integration activities Students take Ed Tech Profile-based survey





3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace. Technology and information literacy skills enable learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to:

• Determine the extent of information needed

• Search for and access the needed information effectively and efficiently

• Evaluate the information, timeliness, author and/or organization and its sources critically

• Incorporate selected information into one’s knowledge base

• Use information effectively to accomplish a specific purpose

• Understand and respect the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally

Goal 3e. 1: Students use technology skills to become information literate, able to find, evaluate and use information for the purpose of enriching their learning experience. Objective 1.1: By June 2014, 90% of all students in grades K-12 will be proficient or better with grade level NETS standards.

Year 1 Benchmark: By June 2012, 70% of all students in grades K-12 will be proficient or better with grade level NETS standards.





Evaluation Tool

Schedule for Collection and

Evaluation


Years 1 – 3

Students receive instruction In basic operations and concepts

Lesson plans Observation Student work Anecdotal evidence and/or Survey

12/2011 and annually thereafter

Teachers

Years 1 – 3

Students receive instruction In social, ethical, and human issues



Teachers

Years 1 – 3

Students receive instruction in Information technology productivity tools



Teacher

Years 1 – 3

Students receive instruction in technology communications tools



Teachers Digital Learning Staff

Years 1 – 3

Students receive instruction in technology research tools



Principals

Years 1 – 3

Students receive instruction in technology problem- solving and decision- making tools



Teachers


3f. 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. (AB 307) Goal 3f.1: Students and staff will develop and demonstrate an awareness of appropriate and ethical use of technology. Objective 1.1: By June 2014, 100% of students receive instruction in the appropriate and ethical use of educational technology during their enrollment. Year 1 Benchmark: By June 2012, 80% of students receive instruction in the appropriate and ethical use of educational technology during their enrollment. Year 2 Benchmark: By June 2013, 90% of students receive instruction in the appropriate and ethical use of educational technology during their enrollment. Year 3 Benchmark: By June 2014, 100% of students receive instruction in the appropriate and ethical use of educational technology during their enrollment..



Tool Schedule for

Collection and Evaluation


Yr 1

Students participate in a copyright and fair use module

Included in lesson plans Feedback at staff technology meetings


Teachers Digital Learning staff

Yr 2

Students participate in a module addressing strategies to avoid plagiarism




Yr 3

Students participate in a module incorporating strategies of distinguishing lawful from unlawful downloading and peer- to-peer file sharing





Yr 1 – 3

Teachers will receive on-going training in the ethical use of technology

Attendance 12/2011 and annually thereafter

Digital Learning staff

3g. 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)

Online safety and privacy is a growing concern as students become involved in social networks, digital devices and unsupervised time. PCOE has taken measures to be CIPA compliant through the use of filtering software and security policies for students and teachers. Resources from CTAP and other agencies will be available for students, parents and the public on Blackboard Learn and our other learning platforms.

Goal 3g. 1: Students and staff will develop and demonstrate an awareness of Internet safety, including how to protect online privacy and avoid online predators Objective 1.1: By June 2014, 90% of students will receive training on issues involving cybersafety

Year 1 Benchmark: By June 2012, the Digital Learning Initiative staff will indentify resources and activities for creating both online and face-to-face curriculum to address Internet safety and online

Year 2 Benchmark: By June 2013, 80% of all teachers will deliver cybersafety curriculum to students

Year 3 Benchmark: By June 2014, 90% of all students will participate in at least two modules on issues involving cybersafety



Tool Schedule for

Collection and Evaluation


Yr 1

Students participate in a cybersafety module, including how to protect online privacy and avoid online




Yr 2

Students participate in a cybersafety module, including how to protect online privacy and





Yr 3

Students participate in a cybersafety module, including how to protect online privacy and avoid online




Yr 1 – 3

Teachers will receive training in the ethical use of technology

Attendance 12/2011 and annually thereafter

Digital Learning staff

Timeline Implementation Activities Responsibility Evaluation

Yr 1

Digital Learning Initiative staff will collect and review resources and activities for learning modules

DL staff Associate Supt. Of Curriculum and Instruction

Yr 1

DL staff will provide professional development to train teachers on module integration and best practices

DL staff Administrators

Administrators

Yr 2

Teachers will deliver Cybersafety module to students annually

Teachers Observation Portfolio Administrators

Yr 3

Teachers will deliver two Cybersafety modules to students annually

Teachers Observation Portfolio Administrators


3h Description of the district policy or practices that ensure equitable technology access for all students. Goals: All PCOE student programs will have access to appropriate technology to insure student access to enrichment and remediation learning opportunities. The PCOE Special Education Program has the largest enrollment of students of any county program. Improving student literacy is crucial for success in school, careers and life. Placer County has steadily increased access to hardware, software, Internet, and technical assistance for all of our students and staff. Special education students are assessed annually for technology needs per IEP and adaptive technology provided. The Digital Learning Initiative Team is working with the Assistive/Adaptive Technology staff to bring tools and strategies to regular education and special education teachers through professional development. ELL students have access to technology as part of their regular classrooms, site labs, and libraries. All students have access to technology as described in section 3.a. of Curriculum Component. The practice will be to insure additional access to technology as appropriate to individual programs and student educational plans. Beginning in 2009, PCOE launched Blackboard Learn and later Caliqity, as a means for students to earn course credits on-line. Using Aventa, Cyber High and other content providers, courses can be delivered to students on demand, 24/7. Teachers now receive professional development in creating audio and video –based content that student and parents can watch multiple times on Blackboard or Caliqity. This ability to review instructional content to assist in learning is an important strategy for all student populations.

3i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs. PCOE has the regional leadership role in providing student information and assessment to our programs and to districts through Aeries, DataWise, and other systems. Teachers and administrators review data, evaluate the effectiveness of current programs and instruction, and identify gaps in services to student populations. This information is vital for grade placement, course/curriculum alignment, intervention strategies, development of IEPs , and CAHSEE preparation.


Goal 3i:

Goal 3i #1: Teachers use student data to identify students who need intervention to improve academic achievement Objective 1.1: By June 2014, 80% of teachers demonstrate proficiency in administering and analyzing student assessment data for intervention strategies Year 1 Benchmark: By June 2012, 60% of teachers demonstrate proficiency in administering and analyzing student assessment data for intervention strategies. Year 2 Benchmark: By June 2013, 70% of teachers demonstrate proficiency in administering and analyzing student assessment data for intervention strategies Year 3 Benchmark: By June 2014, 80% of teachers demonstrate proficiency in administering and analyzing student assessment data for intervention strategies


Evaluation Tool


Evaluation Person(s) Responsible

Yrs 1 – 3

Teachers and administrators continue to be trained in data analysis of student results from assessments. Formative assessment data will continue to be collected to aid in improving teaching and learning for all students.

Attendance Assessment use reports PLC groups

On-going Principals Manager – Assessment and Accountability Teachers

Yrs 1 – 3

Teachers continue to meet with PLC groups to review formative test data on student progress

Observation PLC groups

On-going Principals Teachers

Yrs 1 – 3

Teachers collaborate with colleagues to develop standardized formative and summative assessments in subject areas and grade levels

PLC groups On-going Teachers Principals


Yrs 1 – 3

Teacher(s) develop intervention plans based on student results from assessments

Development of intervention plans


Yrs 1- 3

Professional development opportunities in the use of attendance and grade maintenance tools in Aeries will be offered to teacher

Attendance On-going Principals SIS Manager

3j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. Goal 3j: All PCOE programs will use appropriate existing and emerging technologies to improve home and school communication Much has changed in telecommunication in the last few years. Use of email, voice mail, cell phones and web sites are now common strategies. Smart phones, iPods and iPads are quickly maturing into tools for communications, teaching and learning. PCOE provides email accounts to all employees. Managers, administrators and instructional staff have access to computers and cell phones. Teachers and administrators can use Blackboard, Caliqity, SharePoint, the PCOE website and video conferencing with Elluminate or Skype to provide home/school communications.

Goal 3j: All Teachers and administrators will use electronic and digital tools for communication and collaboration with peers and administration and parents. Objective 3j.1: By June 2014, 100% of teachers and administrators use electronic and digital tools for communication and collaboration Year 1 Benchmark: By June 2012, 80% of teachers and administrators use electronic and digital tools for communication and collaboration Year 2 Benchmark: By June 2013, 90% of teachers and administrators use electronic and digital tools for communication and collaboration Year 3 Benchmark: By June 2014, 100% of teachers and administrators use electronic and digital tools for communication and collaboration



Evaluation Tools

Collection & Evaluation Schedule


Teachers and administrators continue to be provided with a county voice mail and email addresses in order to communicate with parents, students, colleagues and administration

Ed Tech Profile-based survey Anecdotal evidence

On-going Director of Technology Services

Training modules will continue to be offered to teachers and administrators via online videoconferences

Attendance Anecdotal evidence


Teachers and administrators will use videoconferencing for enhanced communication

Meeting agendas Anecdotal evidence


Teachers will maintain and update their web pages and social media sites

Review by administrator


Professional development will continue to be delivered to teachers and administrators in the use of the features of the county’s VoIP call center to maintain communication with parents, students, and peers

Attendance Anecdotal evidence School Messenger logs

On-going Director of Network Services Principals Teachers

Objective 1.2: By June 2014, 80% 0f administrators and teachers will utilize the student information system, Aeries, to facilitate communication between home and school. Year 1 Benchmark: By June 2012, 40% of administrators and teachers will use Aeries to input student information and exhibit proficiency in the use of Aeries features that facilitate communication with parents and guardians. Year 2 Benchmark: By June 2013, 60% of administrators and teachers will use Aeries to input student information and exhibit proficiency in the use of Aeries features that facilitate communication with parents and guardians. Year 3 Benchmark: By June 2014, 80% of administrators and teachers will use Aeries to input student information and exhibit proficiency in the use of Aeries features that facilitate communication with parents and guardians.



Evaluation Tool


Evaluation


Years 1-3

Years 1-3

Administrators and teachers will receive professional development in the uses of the Aeries SIS Teachers will participate in trainings on the use of online tools within Aeries that allow for the parent/guardian communication

Aeries student information reports

Attendance

Annually On-going

Principals Administrative Support Staff Principals Digital Learning managers

3k.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.

The implementation of PCOE curriculum components regarding technology instruction will be overseen by the Digital Learning Initiative staff in accordance with the County Technology Action Leadership Team (TALT) , Director of Information Technology, and Associate Superintendent of Educational Services. Success of implementation activities and trainings will be monitored by the Ed Tech Profile-based assessments given to over 90% of certificated staff and measured against each program’s technology plan integration objectives. This data will be reviewed every year by the Digital Learning Initiative program managers, Director of Technology Services and the Technology Action Leadership Team. In addition, the appropriate administrators as part of the evaluation process, will review teacher online portfolios. A report and recommendations will be submitted to the Associate Superintendent of Educational Services and the PCOE Cabinet.

4. Professional Development 4a. Summary of teachers’ and administrators’ current technology skills and needs for professional development. Administrators and teachers participated in an Ed Tech survey to evaluate technology skills and professional development needs. A high percentage reported intermediate to advanced skills in Microsoft Office programs with the exception of MS Excel and Access.


Common themes that emerged were little-to-beginner experience with Web 2.0 tools, graphics editing, video, databases, desktop publishing, podcasting, blogging, Blackboard LMS, and web pages. Awareness of NETS for students and teachers, copyright, ethics and cybersafety was low.






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

The goal of technology integration across the curriculum to improve student learning depends on a robust and adaptive professional development plan. There are three pillars that inform our professional development program. • All professional development is designed around the National Educational

Technology Standards for Teachers and Administrators and supports the content areas

• Respect for the human factor. Teachers and administrators are at various levels in

their knowledge and use of technology. They need to feel that technology can add value to their own lives, before they will be comfortable and competent in adding technology-based activities into their repertoires of essential skills.

• Teachers and other staff members must be supported on an ongoing basis in order

to sustain the process of technology integration in the classroom. This can be accomplished through professional learning communities, special interest groups, listservs, video-conferencing and other means of communication and collaboration.

The Digital Learning program managers provide professional development in blended learning technology integration, productivity tools, and communication tools through workshops, consultations and district/ school-site trainings. Many of these trainings are recorded and can be viewed online on demand.

Goal 4b: Teachers use technology to improve teaching and student achievement Objective 4b.1: By June 2014, 80% of teachers will improve teaching and learning by developing and maintaining a virtual learning environment with instructional content Year 1 Benchmark: By 2012 70% of teachers will improve teaching and learning by developing and maintaining a virtual learning environment with instructional content Year 2 Benchmark: By 2013 75% of teachers will improve teaching and learning by developing and maintaining a virtual learning environment with instructional content Year 3 Benchmark: By 2014 80% of teachers will improve teaching and learning by developing and maintaining a virtual learning environment with instructional content


implementation Activities and Evaluation Instruments

Evaluation Tools

Eval Schedule


Yr 1-2

Teachers attend instructional tech PD, 1:1 onsite training & mentoring to learn how to use Blackboard tools and set up virtual classroom (3d)




Yr 1-3

Teachers attend instructional tech PD in best practices for online course content development. (3d)




Yr 1-3

Teachers identify technology tools and digital resources to implement in classroom Teachers take annual Ed Tech Profile-based survey (3d)





Goal 4b. #2: Teachers will participate in professional development in technology integration to enhance their curriculum and students’ productivity

Objective 1: By June 2014, 85% of teachers will increase their proficiency in the areas of technology integration to enhance their curriculum and student productivity Year 1 Benchmark: By June 2012, 70% of teachers will increase their proficiency in the areas of technology integration to enhance their curriculum and student productivity Year 2 Benchmark: By June 2013, 75% of teachers will increase their proficiency in the areas of technology integration to enhance their curriculum and student productivity Year 3 Benchmark: By June 2014, 85% of teachers will increase their proficiency in the areas of technology integration to enhance their curriculum and student productivity


Evaluation Tool

Schedule for Evaluation


Yr 1-3

Digital Learning managers and Executive Director plan Professional Development for teachers In technology integration

Professional Development Plan Attendance

Summer prior to school year

Digital Learning managers Executive Director

Yr 1-3

Teachers will receive on-going training in the ethical use of technology (3f/g)




Yr 1-3

Teachers and administrators continue to be trained in data analysis of student results from assessments be offered to teacher (3i)




Yr 1-3

Professional development opportunities in the use of attendance and grade maintenance tools in Aeries will be offered to teachers.





Yr 1-3

Technology integration training is based on content areas.

EdTech based-survey Attendance


Digital Learning managers

Yr 1-3

Professional development will continue to be delivered to teachers and administrators in the use of the features of the county’s VoIP call center to maintain communication with parents, students, and peers





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

The process for monitoring and assessing the professional development goals, objectives, benchmarks and planned activities involves several instruments. These include attendance sheets, post training surveys, annual Ed Tech-based surveys, student and teacher digital portfolio reviews, observation and anecdotal evidence. Site principals and Digital Learning managers will collect and review the data in preparation for a report to the Superintendent.

5. Infrastructure, Hardware, Technical Support, and Software 5a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the County Office of Education programs that will be used to support the Curriculum and Professional Development Components of the plan. Existing Hardware:

Current: The Placer County Office of Education provides computers to all employees, based upon their job description and shared access to students who attend PCOE sponsored courses.

Instructional computers are housed at PCOE sites and school district sites that sponsor PCOE programs.

In addition, Placer County Office of Education maintains a variety of connections to its educational sites. Connection speeds range from T1 (1.54Mbps) to Gigabyte Fiber. Each School Site network infrastructure consists of Gigabit backbone. In most cases each classroom has 12 network drops but in all cases there are at least 4 drops. The county will work to bring all classrooms to the 12-drop standard.

Instructional Computers

Alternative Education


iLearn Academy

Special Education

ROP

148 5 20 100 435


The current PCOE Network consists of 63 servers providing the following services:

• Web services for PCOE, PCOE Intranet, 2 districts, 3 educational organizations

• E-mail for PCOE, 6 districts and 1 educational organization

• Email Archiving Services

• Spam Filtering Services

• Internet Content Filtering for PCOE and (12) Districts in Placer County and (1) District in Nevada County

• MS SQL Data Base services for PCOE applications

• Help Desk Services

• SharePoint Services

• Print services

• List Serve Capabilities

• Media services

• HP 3000 Reports Library

• ESCAPE business application for all Districts in Placer County and acts as an ASP provider for Escape Hosting Servers servicing 6 smaller COE’s in the State

• Aeries Student Information Service for PCOE Special Ed Programs, Alternative Ed Programs, and hosting of SIS Services for 12 Districts in Placer County

Existing Internet Access:

The PCOE network runs over a 1 Gigabyte backbone and is protected by a Cisco ASA Security appliance. The Placer County Office of Education serves as a Regional Node Site for the K12-HSN (High Speed Network). Access to Internet Services for PCOE and Districts feeding into PCOE is facilitated by the K12-HSN Network backbone on a private and secure Gigabyte link strictly for K20 institutions. PCOE Does not have a SPIN # and as such does not bill back to districts accessing network or internet services through it.


Existing Electronic Learning Resources:

Beginning in 2009, PCOE launched Blackboard Learn and later Caliqity, as a means for students to earn course credits on-line. Using Aventa, Cyber High and other content providers, courses can be delivered to students on demand, 24/7. Teachers now receive professional development in creating audio and video–based content that student and parents can watch multiple times on Blackboard or Caliqity. This ability to review instructional content to assist in learning is an important strategy for all student populations.

Existing Technical Support:

Our County employs two full time technicians and two network administrators to provide technical support to our staff and network. The county also employees two full time staff members who support web and database systems for use by staff, two full time support employees who provide support for student assessment and attendance application for schools using the Aeries software, three full time staff members who provide support for the Escape financial application used by all districts throughout Placer County. The department administrator and technicians also oversee the purchasing of software and hardware to ensure compatibility and standardization. Our IT department provides support to staff in order to maintain printers, network, infrastructure, network software, user support, and email support.

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

Technical Support Needed:

The county needs to maintain its support to oversee the hardware infrastructure, with sufficient technicians to supply technical support, and appropriate staff to maintain web and database applications and data gathering. As funding permits, the county will seek to hire additional technical staff and employ a statistician to coordinate data gathering and analysis of county statistics.

Electronic Learning Resources Needed:

Blackboard Learn: PCOE is presently licensing Blackboard Learn and paying for managed hosting. Our current contract will be renewed in one year at a much higher cost. We are currently licensed for 2000 users, but expect to need 5,000-10,000 user licenses in the next 18-24 months. Our plan includes sharing Blackboard in a consortium of local districts. Districts and schools would each have a sub domain in Blackboard and would share the cost of user licenses and hosting.


The cost of Blackboard could be substantially reduced if the program is hosted locally at PCOE. That would require at least 1.FTE of classified staff, 2 servers, a media server, and other associated costs. Moodle: We are also piloting Moodle to serve teachers as an entry level, low cost introduction to blended learning. While Moodle is an open source application, there are costs associated with hardware, software, authentications and hosting. Video Conferencing and Storage: The County goals for blended learning include purchasing more video conferencing equipment. This equipment will play an important role in collaboration, instruction and general productivity. Blended learning also requires storage for resources, especially multimedia. A media server is scheduled to be brought online during 2012. Hand-Held Devices: There is great interest in piloting and implementing hand-held technology in both instructional and administrative settings. Special Education will be piloting hand-helds in classrooms as a means to document student interventions. Principals and other administrators are interested in piloting “walk-through observation” software.

Telecommunications Upgrades Needed:

We currently are providing telephone in the classrooms, but we have an outdated and mismatched telecommunications infrastructure. The county will pursue a VoIP solution to meet the communication needs of our Staff and Students. We will seek out E-Rate funds to help us with all of our network and telecommunication needs.

Physical Plant Modifications Needed:

Currently, no modifications are needs for the duration of this plan.

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


Goal #1: By 2014, PCOE will acquire application licensing and hardware to fulfill this technology master plan. Year 1 Benchmark: Local hosting of Blackboard and Moodle will be provided within PCOE

Recommended Actions/Activities Timeline Person(s) Responsible

Local hosting of Blackboard Learn and Moodle Research exact hardware/software needs to develop a proposed budget

2011 Technology Services

Continue pilot of Moodle – recruit more teachers to use it

2011-2012 Digital Learning Coordinator

Technology Services

Bid out phone services contract to replace out-dated equipment and purchase

2011 Director of Technology

Technology Services Year 2 Benchmark:

In all subsequent years learning resources will be evaluated and adjusted based on need.


Renegotiate the licensing of Blackboard to change to local hosting

2012-2013 Digital Learning Coordinator

Director of Technology

Purchase media server for streaming video 2012 Digital Learning Coordinator


License more users – will help reduce cost 2012 Digital Learning Coordinator

Solicit districts to have sub domains on Blackboard and share cost of user licenses for their teachers and students

2012 Digital Learning Coordinator



Year 2 Benchmark:

In all subsequent years learning resources will be evaluated and adjusted based on need.

Purchase all video conferencing equipment needed for blended and online



Piloting hand held devices for learning 2012 Program managers

Digital Learning Coordinator


Technology integration needs assessment with input from all PCOE program staff



Assoc. Supt. Curriculum and Instruction

Year 3 Benchmark:

Blackboard and Moodle are fully implemented through a county consortium


Purchase of hand held devices for programs as appropriate

2014 Program managers Digital Learning Coordinator Director of Technology

License additional users for Blackboard 2014 Digital Learning Coordinator


Technology integration needs assessment with input from all PCOE program staff

Digital Learning Coordinator


Assoc. Supt. Curriculum and Instruction


5d. Describe the process that will be used to monitor Section 5b & the annual benchmarks and timeline of activities including roles and responsibilities.

The Superintendent and the Assistant Superintendent of Educational Services will review semi-annual reports of the progress toward meeting stated goals and benchmarks created by the collaborative efforts of the Network Administrator, school site Administrators, The County Technology Specialist, and the County Technology Committee. This report will be in conjunction with budgetary developments and semiannual county leadership reports. The final report will be presented to the Board and the School Site Councils at regularly scheduled meetings. The information will be used to determine needed changes regarding the implementation of the technology plan, and to inform all stakeholders of the progress in the implementation process.

6. Funding and Budget 6a. List of established and potential funding sources.

SOURCE Present Future Federal funding sources include: Title I, Part A, Basic district level funding Title I, Part A, Neglected students Title I Part A, ARRA one-time funds X Title I Part D, ARRA one-time funds X Title I, Part D, Delinquent students X X Title II, Part D, Technology X X State funding possibilities include: Innovative Strategies School and Library Improvement Block Grant Court Community Schools General Fund X X CalSAFE Grant AB825 High Risk Youth Grant EETT X X Cost Saving: E-rate X X CalSave X X California Teleconnect Fund X X California K12 High Speed Network X X Other: Microsoft Settlement X Donations Awards and Grants X


6b. Estimate annual implementation costs for the term of the plan. Description Funding

Source 2011-2012 2012-2013 2013-2014 Totals

1000 Certificated

Coordinator Program Manager 2.0 FTE

Budget $165,200 $168.200 $170.200 $503,600

2000 Classified

ITC Staff 8 FTE

Budget $648,358 $648,358 $648,358 $1,945,074

4000 Supplies Less than $5,000/item

Software Computers Peripherals Supplies

K-12 Vouchers Budget Grants Lottery

$30,000 $40,000 $40,000 $110,000

5000 Contracts Travel etc.

Conference, Workshop, and training Attendance

Budget $10,000 $10,000 $10,000 $30,000

5640 Leases

PCOE Computer Leases – 3-year cycle

Budget $105,198 $105,198 $105,198 $315,594

Electronic Learning Resources – License and Upgrades

Budget Grants

$38, 600 $42, 600 $46, 000 $127,200

8500 Costs over $5,000

Technology Equipment Servers, Routers, Hubs, Software Wiring and modernization Wireless LAN

K-12 Vouchers Grants Lottery Depart. budgets

$195,600 $198,600 $1,100,400 $1,494,600

Total

$1,192,956 $1,212,956 $2,120,156 $4,526,068


6c. Describe the County’s replacement policy for obsolete equipment.

Currently there is no board-adopted policy for replacing obsolete equipment. The replacement practice for Placer County begins with our yearly inventory and technology survey conducted for each school site. Once units have been categorized as obsolete, based on discussion between site and ITC personnel, they are removed from working quarters and stored in a central location on site. Once the Board of Education approves of disposal, we utilize a partnership with State Approved E-Waste Vendors. This agency picks up computer equipment and hauls it away. This service is available at minimal cost and is dependent on the weight of items and whether they are pre packaged. The inventory will also allow us to determine the number of computer units necessary for purchase in order to improve student to computer ratios.

6d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary.

The Superintendent, along with the Assistant Superintendent of Business Services, the Director of Technology Services and Program Administrators, will develop an annual technology budget as part of the annual budget cycle. The Assistant Superintendent of Business Services identifies sources of funding. Together they will create a mid-year report in January of each year to update the Technology Action Leadership Team, the Superintendent and Cabinet, the Board, and the program site administrators.

The Technology Action Leadership Team (TALT), which is composed of district Directors of Technology, technicians and Digital Learning managers meet monthly. The PCOE Director of Technology, who also sits in the Cabinet, gives budget updates at the monthly TALT meetings. The TALT agendas include updates on proposed hardware and software purchases, grant information, sources of funding and training, and best practices in managing IT.

Plans are in place in the event of budget shortfalls. Technology Services will not hire for positions made vacant through retirement. The move from Blackboard to Moodle as our learning platform has been discussed as a cost-saving measure. Some hardware/software purchases such as the move to VOIP, will be put on hold. We will capitalize on the available intellectual assets of managers and staff to work smarter with less.


7. Monitoring and Evaluation 7a. Describe the process for evaluating the plan’s overall progress and impact on teaching and learning.

The process for evaluation includes test scores, student portfolios, percentage of students attaining grade-level content standards, administrative observations, submission of electronic teacher portfolios, professional development attendance, results from the Ed Tech-based surveys and anecdotal evidence.

The Director of Educational Services oversees the collection and analysis of student and teacher data collected through state testing. He reports to the Associate Superintendent of Educational Services, who reports to the Cabinet and Superintendent.

Digital Learning managers will review professional development attendance, digital portfolios and results from the Ed Tech-based surveys. A report will go to the Associate Superintendent of Educational Services, who reports to the Cabinet and the Superintendent. Evaluation information will be shared with members of TALT and external stakeholders.

The following chart outlines the evaluation process:

Process Step Timeline Responsible Person Report To Next Steps

Internal Review of Tech Plan Goals

Fall 2011 Ex. Dir of Ed Innovation and Career Development

Director of Technology Services

Ex. Dir of Administrative Services


Superintendent of Schools.

Include goals in department goals

Assess Progress of Tech Plan Goals including external input

Spring 2012 Ex. Dir of Ed Innovation and Career Development


Ex. Dir of Administrative Services


Superintendent of Schools and Board of Education

Include outcomes in Annual Report


Process Step Timeline Responsible Person Report To Next Steps

Repeat Process 2012-2013 Repeat

Repeat Process 2013-2014 Repeat

Revise Tech Plan Goals

Fall 2014 Ex. Dir of Ed Innovation and Career Development



Superintendent of Schools and Board of Education

CTAP

CDE

Prepare for next Approved Tech Plan

7b. Schedule for evaluating the effect of plan implementation.

The Schedule for evaluation is included in the Process for evaluation above. The process starts in the summer at the Superintendents Cabinet Retreat where members review their department goals. During the course of the year, the Superintendent reviews those goals. Cabinet members report out their progress and can make modifications as goals are achieved.

7c. Describe the process and frequency of communicating evaluation results to the tech plan stakeholders.

The Superintendent of Schools makes an annual report to the community, which includes goals and evaluation of the tech plan. The Executive Director of Educational Innovation and Career Development makes an annual report on the progress relating to the Tech Plan to the County Board of Education. The TALT members disseminate the evaluation results to their district administrators. A monthly technology newsletter is delivered to all county school district Superintendents, teachers and classified staff. The newsletter includes a summary of goals and evaluation of the tech plan. This information is routinely included in school and parent group newsletters.

8. Collaborative Strategies with Adult Literacy Providers

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.)

Sierra Community College provides an extensive array of classes, just minutes away from our county office. These courses are open to anyone in the community. Classes are offered face-to-face in a traditional classroom setting or online. Sierra Community College offers a full selection of community college courses and courses eligible for transfer to a four-year


institution. There is excellent communication between PCOE and the college, primarily through monthly School Superintendents meetings. The Placer County Library offers free one-on-one tutoring to adults to increase literacy. In addition, there are courses available through the Placer Union High School District Adult Education Program (Placer School for Adults). The Adult School offers a high school diploma program, General Education Development (GED) test preparation, English as a Second Language (ESL) instruction, elective fee classes, and basic education for special education students. Students 16 years and older, enrolled in a high school, may apply to take an Adult Education class concurrently with their high school classes. During 2011-2014, the staff of both Digital Learning and Technology Services will meet with adult literacy providers to share information about our technology plan and learn how they are currently incorporating technology into their classes. The meetings are also an opportunity to identify methods for collaboration to provide better services to students, parents, and the general community. Possible assistance may include providing facilities so that additional classes may be offered locally, providing ideas and assistance so that technology may be integrated into their curriculum, collaboratively pursuing adult literacy funding sources, offering technology professional development courses to adult literacy staff, and assisting them in locating online adult literacy providers for ESL and GED classes. 9. Effective, Researched-Based Methods and Strategies 9a. Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals.

Learning…Teaching…Leading…Report of the Professional Development Task Force (http://www.cde.ca.gov/re/pn/fd/documents/learnteachlead.pdf)

In the PCOE technology plan, professional development is a primary focus and technology skill and integration are a large component in the professional development program. This and other research supported PCOE’s goal to provide a robust online platform like Blackboard Learn, for use by county educators and schools. We are two years into the development of our online learning platform and the response from PCOE programs and county educators has been very positive.

In September of 2002, the California Department of Education released the document, Learning…Teaching…Leading…Report of the Professional Development Task Force: which contained 10 recommendations for developing a comprehensive, aligned, and integrated statewide system of professional development that will sustain the continued growth of a highly-qualified teacher and administrator workforce. Among the recommendations,


“Fund the development of a web-based support system for teachers and administrators that is available at all times and includes standards-based curriculum resources, professional development resources and facilitated online training.”

CTAP Online web-based professional development portal was specifically identified as the primary example of a, "… Web-based support system for teachers and administrators that is available at all times and includes standards-based curriculum resources, professional development resources, and facilitated online training." (pp 37-38, Learning…Teaching…Leading.)

Computerized Adaptive Testing and "No Child Left Behind" Kingsbury, G. Gage; Hauser, Carl

Northwest Evaluation Association, Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, 2004)

Our county office has provided leadership in the development of Professional Learning Communities to look at student achievement and intervention. An important component in providing a response to intervention is teachers having formative data on a regular basis. Digital assessments can provide the data quickly for just-in-time remediation.

“Among the changes in education called for under the No Child Left Behind act is the need for states to test students in a number of grades and subject areas. Scores from these tests are to be used for a variety of purposes, from identifying whether individual students are proficient, to helping determine whether schools are causing adequate growth for their students. This study investigates several testing approaches, and their potential impact on the use of test scores for these varied purposes.”

The Learning Return on Our Educational Technology Investment: A Review of Findings from Research, WestEd (Ringstaff and Kelley, June, 2002) We have found that providing technology without pedagogy and integration strategies is a non-productive waste of resources. Learning to use technology cannot happen in isolation; it must be imbedded into the curriculum and teaching practices, like any other tool. This report summarizes major research findings related to technology use and discusses implications for how to make the most of technology resources. It focuses on pedagogical and policy issues related to technology. A major conclusion is that technology is most powerful when used as a tool for problem solving, conceptual development and critical thinking. The report includes sections on teacher training, access, long-term planning, desirable outcomes, teacher training, sufficient and accessible equipment, long-term planning, technical and instructional support, and alignment to curricula framework. (Cathy Ringstaff and Loretta Kelley, WestEd, 2002)...

http://www.ecs.org/html/Document.asp?chouseid=3672


Using Technology to Improve the Literacy Skills of Students with Disabilities Thompson , James R., Bakken , Jeffrey, Fulk, Barbara, Peterson-Karlan, George Illinois State University, 2004

The PCOE Special Education Program has the largest enrollment of students of any county program. Improving student literacy is crucial for success in school, careers and life. The Digital Learning Initiative Team is working with the Assistive/Adaptive Technology staff to bring tools and strategies to regular education and special education teachers through professional development. This is a summary of best practices in using technology to improve the literacy skills of students receiving special education services. Topics under discussion and review include: common literacy problems experienced by students with disabilities; legal requirements of technology consideration and acquisition in relation to a school district's special education assessment and planning process; leading approaches to assessing students' technological needs; suggestions for incorporating assessment information into the development of individualized education programs (IEPs); and a variety of low- and high-tech tools that can be used to enhance the literacy skills of students with disabilities.


Why Do Teachers Not Practice What They Believe regarding Technology Integration? The Journal of Educational Research, Issue: Volume 102, Number 1 / September-October 2008 Chao-Hsiu Ch, National Chiao Tung University, Taiwan, This research provides confirmation that teachers demonstrate a disconnect between their belief in the value of technology and their actual use of technology in the classroom. PCOE responds to this by designing professional development that focuses on curriculum integration. Technology is a tool, not a subject! Research findings indicate that teachers' beliefs play an important role in their deciding how they will integrate technology into the classroom. The author used qualitative research methods to explore the relations between teachers' pedagogical beliefs and technology integration. Participants were 12 Taiwanese high school teachers, and findings indicated inconsistency between the teachers' expressed beliefs and their practices. The author categorized the reasons for the inconsistency into 3 interrelated aspects: (a) the influence of external factors, (b) teachers' limited or improper theoretical understanding, and (c) teachers' other conflicting beliefs. The author presents suggestions for school settings, professional development, and future research.

9b. Describe the County’s plans to use technology to extend or supplement the County’s curriculum with rigorous academic courses and curricula, including distance-learning technologies. Geographically, Placer County extends from the border of the city of Roseville to the shores of Lake Tahoe. This immense distance between the County Office and partner school districts has influenced the rapid adoption of technology and innovation for professional development, student achievement, collaboration, and communication Since the submission of the PCOE 2008-2011 Technology Plan, the following technology-based programs and strategies are in place to support rigorous academic teaching and learning.

• Blackboard Learn as PCOE’s online learning platform for county office and district use

• Video conferencing to communicate, collaborate, and provide instruction using Elluminate

• BTSA, SDAIE, SUCCESS, RIMS and ROP courses offered as online blended l courses

• The Digital Learning Initiative created to promote online learning

• Asynchronous professional development In modules n instructional strategies for student achievement

• Digital document sharing on the new PCOE website

• An online registration system for, professional development and events


• A digital ROP course enrollment system (SCORS) implemented county-wide

• Expanded county and district use of DataWise for student assessment and data-driven decision-making


Appendix C – Criteria for EETT Funded Technology Plans

1. PLAN DURATION CRITERION

Page in District

Plan

Example of Adequately Addressed

Example of Not Adequately Addressed

The plan should guide the County’s use of education technology for the next three to five years. (For a new plan, can include technology plan development in the first year)

Page 9 The technology plan describes the districts use of education technology for the next three to five years. (For new plan, description of technology plan development in the first year is acceptable). Specific start and end dates are recorded (7/1/xx to 6/30/xx).

The plan is less than three years or more than five years in length. Plan duration is 2011-2014.

2. STAKEHOLDERS CRITERION Corresponding EETT Requirement(s): 7 and 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.

Page 9 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.


3. CURRICULUM

COMPONENT CRITERIA Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D).

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.

Page 11 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 County’s current use of hardware and software to support teaching and learning.

Page 12 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 County’s curricular goals that are supported by this tech plan.

Page 17 The plan summarizes the County’s curricular goals that are supported by the plan and referenced in district document(s).

The plan does not summarize district curricular goals.

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

Page 18 The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the County’s curriculum goals and academic content standards to improve learning.

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

e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and

Page 22 The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan detailing how and when

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


when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace.

students will acquire technology skills and information literacy skills.

accomplish the goals.

f. List of goals and an

implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students 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 (AB 307, optional in 2007-08 tech plan, required in all tech plans 2008-09 and after)

Page 24 The plan describes or delineates clear goals outlining how students will learn about the concept, purpose, and significance of the ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing and/or downloading (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)

Page 25 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

Page 27 The plan describes the policy or delineates clear goals and measurable objectives about the policy or practices that

The plan does not describe policies or goals that result in equitable technology access for all students. Suggests how


access for all students. ensure equitable technology access for all students. The policy or practices clearly support accomplishing the plan’s goals.

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

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

Page 28 The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to support the County’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.

Page 29 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.

Page 31 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.

4. PROFESSIONAL

DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 and 12 (Appendix D).

Page in District

Plan



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

Page 31 The plan provides a clear summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development. The

Description of current level of staff expertise is too general or relates only to a limited segment of the County’s teachers and administrators in the focus areas or does not


development. findings are summarized in the plan by discrete skills that include CTC Standard 9 and 16 proficiencies.

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.

Page 37 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d through 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.


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

5. INFRASTRUCTURE,

HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Corresponding EETT Requirement(s): 6 and 12 (Appendix D).

Page in District

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

Page 41 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 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.


& 4) of the plan. b. Describe the technology

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

Page 43 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 County’s Curriculum and Professional Development Components.

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

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

Page 44 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.

d. Describe the process that will be used to monitor Section 5b & the annual benchmarks and timeline of activities including roles and responsibilities.



6. FUNDING AND BUDGET

COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix D)

Page in District

Plan



a. List established and potential funding sources.

Page 47 The plan clearly describes resources that are available or could be obtained to implement the plan.

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

b. Estimate annual implementation costs

Page 48 Cost estimates are reasonable and address the total cost of

Cost estimates are unrealistic, lacking, or are not sufficiently


for the term of the plan. ownership, including the costs to implement the curricular, professional development, infrastructure, hardware, technical support, and electronic learning resource needs identified in the plan.

detailed to determine if the total cost of ownership is addressed.

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

Page 49 Plan recognizes that equipment will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components.

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

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



7. MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix D).

Page in District

Plan



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

Page 50 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.

Page 51 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.

Page 51 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 D).

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.)

Page 51 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.

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.

Page 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 County’s plans to use technology to extend or supplement the County’s curriculum with rigorous academic courses and curricula, including distance-learning technologies.

Page 55 The plan describes the process the district will use to extend or supplement the County’s curriculum with rigorous academic courses and curricula, including distance learning opportunities (particularly in areas that would not otherwise

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


have access to such courses or curricula due to geographical distances or insufficient resources).


Appendix I – Technology Plan Contact Information

Education Technology Plan Review System (ETPRS) Contact Information

County & District Code: 31-10314 School Code (Direct funded charters only): _ _ _ _ _ _ _ LEA Name: Placer County Office of Education *Salutation: Ms. *First Name: Alix *Last Name : Peshette *Job Title: Coordinator, Digital Learning and Instructional Technology *Address: 360 Nevada Street *City: Auburn, CA *Zip Code: 95603 *Telephone: (530) 745-1495 Fax: (530) 745-1441 *E-Mail: [email protected] Please provide backup contact information. 1st Backup Name: Ward Andrus 1st Backup E-Mail: [email protected] 2nd Backup Name: Renee Regacho-Anaclerio 2nd Backup E-Mail: [email protected] *Required information in the ETPRS


Guidance and Sample for Completing an E-rate Supplemental Analysis (Addendum) to EETT Technology Plan (continued)

This E-rate Supplement is to be completed annually

and retained locally for Erate audit purposes.

PART 2: E-rate Eligible Services Requested and Identified in EETT Technology Plan: Description of Specific E-Rate Service(s):

PART 3: EETT Technology Plan Goal(s) That Will Be Addressed by the E-rate Service(s) Described in Part 2: EETT Technology Plan Goal(s) addressed by E-Rate: Page in Plan

PART 4: Description of Level/Amount of Service Change Describe current level/amount of service:

Describe new level of service after E-Rate request is granted:

Budget amount for County’s share (for each charge involved in the service):

Planned budget source or line item for each budget amount:

PART 5: Analysis of Non E-rate Eligible Resources

Required to Meet EETT Technology Plan Goals This budget-analysis indicates that the E-rate applicant is aware of and will work to secure the financial resources it will need to achieve its technology aims, including technology training, software, and other elements outside the coverage of E-rate support. The EETT technology plan is supported with documents that describe how the applicant will be able to secure these financial resources, including resources pertaining to: (a) infrastructure; (b) hardware; (c) software; (d) professional development; (e) retrofitting; and (f) maintenance, needed to achieve the applicant’s technology plan. This supplemental budget-analysis must be kept with the E-rate documentation at the applicant’s site.

Check the current SLD/USAC Eligible Services List at: http://www.sl.universalservice.org/reference/eligible.asp

Part 5 a Infrastructure required to achieve EETT Technology Plan: E-rate eligible amount

Non E-rate eligible amount

Source of funds: (Non E-rate Eligible Portion)

Description of Major Items to be purchased, and/or refer to page number in tech plan.

$:

$:

http://www.sl.universalservice.org/reference/eligible.asp


%

%

Guidance and Sample for Completing an

E-rate Supplemental Analysis (Addendum) to EETT Technology Plan (continued)

This E-rate Supplement is to be completed annually and retained locally for Erate audit purposes.

Part 5 b Hardware required to achieve EETT Technology Plan: Total Budgeted $:

E-rate eligible amount



Description of Major Items to be purchased, and/or refer to page number in tech plan.

$: %:

$: %:

Part 5 c Software required to achieve EETT Technology Plan: Total Budgeted $:


Non-E-rate eligible amount


Description Major Items to be purchased, and/or refer to page number in tech plan.

$: %:

$: %:

Part 5 d Professional development required to achieve EETT Technology Plan: Total Budgeted Cost of Training:

Source of funds:

Number of Staff:

Description of Training: Reference page in technology plan.

Services or Contracts to be purchased, and/or refer to page number in tech plan.

$:

Part 5 e Retrofitting required to achieve EETT Technology Plan: Total Budgeted $:




Description Major Items and/or Services/Contracts to be purchased, and/or refer to page number in tech plan.


$: %:

$: %:

Inside-wiring: Construction:

(Continued next page)



This E-rate Supplement is to be completed annually

and retained locally for Erate audit purposes.

Part 5 f Maintenance required to achieve EETT Technology Plan: Total Budgeted $:




Description Major Services/Contracts to be purchased, and/or refer to page number in tech plan.

$: %:

$: %:

Instructions for Completing the Sample E-rate Supplemental Analysis for a State-approved EETT Technology Plan: The sheet is in Microsoft Word format. Cells will increase in size to contain the necessary information. SLD/USAC requires that an E-rate applicant’s EETT technology plan be supplemented by a budget-analysis that indicates the applicant is aware of and will be able to secure the financial resources it will need to achieve its technology aims, including technology training, software, and other elements outside the coverage of E-rate support. For each logical grouping of E-rate requested services/products, fill out the corresponding supplemental budget-analysis sheet. Since substantial amounts of the required supplemental budget-analysis may appear in some EETT technology plans, refer to budget sections in the applicant’s EETT technology plan for clarity and to avoid redundancy. For any item in a part, if you have no information to provide, enter “NONE.” PART 1: Fill in the identifying information, certification, and signatures. PART 2: List the service for which you are requesting E-rate support. For example, “cell phone service” and “interactive video service” are each logical groupings of E-rate requested services. Cell phone service is distinct, while interactive video service includes multiple components such as bandwidth, interior wiring and leased equipment. You must be sure to combine all the costs and other requirements when analyzing a complex service. Please reference the page number(s) and section(s) within the EETT technology plan that describe the applicant’s E-rate eligible services. PART 3: List the educational technology plan goals that will be addressed using the service(s) from Part 2. Goals may be identified either by listing their page and section number in the EETT technology plan or by a very brief narrative statement. There may be several goals involving a single


service request. Please reference the page number(s) and section(s) within the EETT technology plan that describe the applicant’s E-rate eligible services. PART4: Briefly describe the current level/amount of service. Then indicate the level/amount of service that will be available after the E-rate discount is approved. Note the budget amount for the County’s share for each charge involved in the service. In the final column enter the budget source or line item for each amount. PART 5: Instructions for Part 5 d follow immediately below. In the Analysis of Non E-rate Eligible Resources, for each of the following categories: (a) infrastructure; (b) hardware; (c) software; e) retrofitting; (f) maintenance; indicate:

• the total amount of funds the applicant will need to achieve its technology aims;

• the E-rate eligible portion of the total amount of funds that the applicant will need to achieve its technology aims; and show the E-rate eligible portion of the total amount of funds as a dollar amount and percentage;

• the Non E-rate eligible portion of the total amount of funds that the applicant will need to

achieve its technology aims; and show the Non E-rate eligible portion of the total amount of funds as a dollar amount and percentage;

• the specific funding source(s) the applicant will be able to secure to pay for the Non E-rate

eligible portion of the total amount of funds budgeted; and

• a description of the major items or services covered under categories a through f above. 5.d: For Professional Development, indicate the estimated cost of the professional development and the source of the funds needed. Report the number of staff and their level of proficiency in that skill. Indicate the additional professional development required to make use of the requested service. (Provide a brief description and/or refer to the page number in the technology plan. Remember, a minimum of 25% of Title II, Part D (Formula and Competitive) funds must be used for technological professional development.) 5.e: For Retrofitting, indicate any construction, electrical work, or rewiring that would be required to use the E-rate requested service along with an estimated cost and a budget source. If none is required, indicate “None” in the block for that part.


5.f: For Maintenance, indicate any SEPARATE maintenance contracts with the type and location of equipment to be maintained along with estimated cost and a budget source. This amount may be eligible for discount IF the equipment involved is eligible equipment. For maintenance contracts that are part of an eligible E-rate contract, indicate that maintenance is limited to the service and equipment listed in the E-rate request.


A copy of the applicant’s EETT technology plan, including an E-rate Supplemental Analysis (Addendum) for a State-approved EETT Technology Plan

and supporting documentation, should be kept with the applicant’s E-rate documentation at the applicant’s site for audit purposes.

This E-rate Supplement is to be completed annually and retained locally for audit purposes.