Technology Plan Eastside Union Elementary School District€¦ · Technology Plan Eastside Union Elementary School District July 1, ... Summary of Teacher and Administrator Skills

Technology Plan

Eastside Union Elementary School District

July 1, 2010 - June 30, 2013

Eastside Union Elementary July 1, 2010 - June 30, 2013 Page i

Table of Contents

Background and Demographic Profile - Optional .......................................................................... 1

1. Plan Duration .............................................................................................................................. 2

2. Stakeholders ................................................................................................................................ 2

3. Curriculum .................................................................................................................................. 3

3a. Current access by teachers and students ................................................................................ 3

3b. Current use of technology to support teaching and learning ................................................. 3

3c. District curricular goals to support plan ................................................................................ 4

3d. Teaching and learning goals (Measurable Objectives, Benchmarks) ................................... 4

3e. Acquiring technology skills AND information literacy skills (Measurable Objectives,

Benchmarks)................................................................................................................................ 7

3f. Ethical use .............................................................................................................................. 9

3g. Internet safety ...................................................................................................................... 10

3h. Description of access for all students .................................................................................. 12

3i. Student record keeping ......................................................................................................... 12

3j. Two way home-school communication ............................................................................... 13

3k. Curriculum Monitoring Process .......................................................................................... 15

4. Professional Development ........................................................................................................ 16

4a. Summary of Teacher and Administrator Skills and Needs ................................................. 16

4b. Providing PD Opportunities (Measurable Objectives, Benchmarks).................................. 17

4c. Professional Development Monitoring ............................................................................... 20

5. Infrastructure, Hardware, Technical Support, and Software .................................................... 21

5a. Existing Resources .............................................................................................................. 21

5b. Needed Resources ............................................................................................................... 25

5c. Annual Benchmarks and Timeline for obtaining resources ................................................ 26

5d. Process to Monitor 5b ......................................................................................................... 28

6. Funding and Budget .................................................................................................................. 29

Eastside Union Elementary July 1, 2010 - June 30, 2013 Page ii

6a. Established and Potential Funding Sources ......................................................................... 29

6b. Annual implementation costs .............................................................................................. 29

6c. District replacement policy.................................................................................................. 30

6d. Budget monitoring............................................................................................................... 31

7. Monitoring and Evaluation ....................................................................................................... 32

7a. Overall progress and impact evaluation .............................................................................. 32

7b. Evaluation schedule............................................................................................................. 32

7c. Communicating evaluation results ...................................................................................... 33

8. Collaborative Strategies with Adult Literacy Providers ........................................................... 34

9. Effective, Researched-Based Methods and Strategies .............................................................. 35

9a. Research Summary, District Application ............................................................................ 35

9b. Technology to Deliver Rigorous Curriculum...................................................................... 36

Appendix A- District Technology Scope and Sequence…………………………………………39

Appendix B- eWaste..……………………………………………………………………………57

Appendix C - Criteria for EETT Technology Plans ..................................................................... 59

Appendix J - Technology Plan Contact Information .................................................................... 70

Eastside Union Elementary July 1, 2010 - June 30, 2013 Page 1

Background and Demographic Profile

The Eastside Union School District is located on the eastside of Lancaster California. The district

is comprised of 4 schools serving nearly 3,300 students in Kindergarten through Grade 8 with a

new school scheduled to open in the next three years.

District students are exposed to a Standards based curriculum with a strong focus on the essential

skills including language arts, mathematics, social studies, and science. Strong physical education,

health, technology, and visual and performing arts programs are also offered. The district has

implemented comprehensive K-8 Standards and Benchmarks which define the essential

knowledge and skills that students should acquire in every subject area. All students have

opportunities to participate in a wide range of extracurricular activities.

The district has a wide range of state and federally mandated special education programs. The

school District Special Education programs include Resource Specialist Programs, Speech

Language programs and adapted P. E. programs. Site staff includes at least one resource teacher

and a part-time psychologist, speech and language therapists, and an Adapted Physical Education

teacher.

EUSD is proud of its highly trained, talented, and dedicated staff and an involved and highly

committed parent community.

For additional information on specific school sites, please visit the Eastside Union School

District‟s Web site at http://www.eastside.k12.ca.us.

The Mission of the Eastside Union School District is to educate all students to develop skills,

knowledge, and attitudes to be responsible, productive, and fulfilled individuals able to succeed

ethically in a democratic society.

The District goals are:

Improve Student Achievement

Ensure a Safe and Caring Learning Environment

Promote a Team Commitment

Operate with Increasing Efficiency and Effectiveness


1. Plan Duration

July 1, 2010 - June 30, 2013

2. Stakeholders

Stakeholders

Name Position CDS

Matthew Ross District Administrator Los Angeles Eastside Union

Elementary

N. Rajakumar District Administrator Los Angeles Eastside Union

Elementary

Tammie Hollis-Jackson Site Administrator Los Angeles Eastside Union

Elementary Columbia Elementary

George Guerrero Site Administrator Los Angeles Eastside Union

Elementary Tierra Bonita Elementary

Santos Decasas Site Administrator Los Angeles Eastside Union

Elementary Eastside Elementary

Steve Barriga Technology Support Staff Los Angeles Eastside Union

Elementary

Scott Wilson Classroom Teacher Los Angeles Eastside Union

Elementary Eastside Elementary

Alma Guerrero Antelope Valley SELPA Los Angeles Eastside Union

Elementary

Jim Kerr Corporate/Non-Profit CSM

The stakeholders of this plan represent individuals within the school District and the community.

These committee members played a critical role in the development of the plan. They will be

instrumental in making this plan a reality, by contributing their expertise, support, funding,

training, or participation in the successful outcomes in the classrooms and support structures

within the District. The process used to update this plan included initial meetings with all

committee members, who represented the technology leadership throughout the school District.

Several smaller subcommittees were developed to help focus each individual‟s expertise and

develop the scope for updating and implementing this plan. These individuals met with site

personnel and other peers outside the District, to develop additional ideas for the best possible

methods for infusing technology into the curriculum. Writing was done in consultation with

subgroups consisting of community representatives, teachers, staff, and administrators. In May

2010, the plan will be presented to the Eastside Union School District Board of Trustees.


3. Curriculum

3a. Description of teachers' and students' current access to technology tools both during the

school day and outside of school hours.

The Eastside Union School District (EUSD) has a strong commitment to consistent, relevant use of

technology for all district employees and students. It is the goal of the district to provide

technology tools and services appropriate for our students, teachers, support staff and

administration. The location, number and age of computers vary by site.

All schools in the district have a computer lab accessible to teachers and students during the school

day as well as after school for parent and student academic support programs. Each computer lab is

currently equipped with 20-30 work stations and have all applicable software installed.

Additionally, the school libraries are equipped with computers for student research opportunities.

All classrooms in the district have at least one student and one teacher computer. Many classrooms

are also equipped with technological hardware including projectors, document cameras, scanners,

digital cameras, DVD players, laptops, Promethean interactive white boards, pupil response

systems and voice amplification systems.

The following reflect the total number of computers available to teachers and students.

Gifford C. Cole Middle School: 145

Columbia Elementary School: 132

Eastside Elementary School: 121

Tierra Bonita Elementary School: 125

All of these computers are networked with access to internal network resources, e-mail and the

Internet.

3b. Description of the district's current use of hardware and software to support teaching and

learning.

All sites are provided with Microsoft Office programs and are moving to providing ubiquitous

access to standards based streaming in libraries, computer labs, and classrooms. Initial and

ongoing training is provided for teachers and computer lab aides in the integration of Microsoft

Word, PowerPoint, Excel, Publisher and streaming video into standards based curricular lessons.

Teachers at all sites use OARS (Online Assessment Reporting System) and Aeries ABI (the

district‟s student information system) to record and analyze student academic achievement data.

Teachers use the information to adapt short and long-term lesson plans to meet the variety of

academic needs of individual students. Lessons are differentiated to meet the needs of all students,

including gifted students, English Language Learners, Rosetta Stone, Resource students, and all

other students with special needs. Special software programs are purchased on a site by site basis

to help support differentiation of student learning. These programs include, but are not limited to,

Accelerated Math, Renzulli, Type to Learn, Accelerated Reader and publisher supplied curriculum

support software. Teachers also use the Internet as a resource for remediation and enrichment.

With the guidance of teachers, aides, and librarians, students are provided opportunities in

classrooms, computer labs, and school site libraries to use the Internet as a reference and study


tool. Teachers use district and class websites as a launch pad to promote further study and

reflective learning in out-of-school settings.

Many teachers use e-mail as an effective tool for home / school communication. Teachers also use

the EUSD website as a portal to post daily homework, long-term project instructions, and

classroom newsletters. Educational links for homework help and research are available to parents

on many teacher websites in an effort to achieve a partnership with the home in teaching and

learning process. Parents are afforded the opportunity to communicate with teachers directly from

these sites, as well as through e-mail.

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

In order to best serve all students, the Eastside Union School District supports the integration of

technology and telecommunications across the curriculum to each classroom, within

administration, for utilization in professional development, and out to the community and the

world. Priority has been given to establishing technologically based programs for instruction,

remediation, and enrichment of Language Arts, Mathematics, Social Studies, Science, Physical

Education, Visual and Performing Arts & Health (VAPAH), and Information Literacy core

curricular content areas for all students. The Eastside Union School District Technology Plan

focuses on integrating standards based curriculum with technology. The following district adopted

documents were used as a foundation for the writing of this plan: Individual school site plans

which include Title One and School Improvement Plans ( available at the district office for review

by request ), district adopted California State Content Standards, Frameworks for California

Public Schools, National Educational Technology Standards for Teachers and Students (NETS*S

and NETS*T), California Technology Assessment and EdTechProfile online surveys and OARS

student assessment data.

3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan

for using technology to improve teaching and learning by supporting the district curricular

goals.

Goal 3d.1: Teachers will use technology in order to support the district's curricular goals.

Objective 3d.1.1: 100% of teachers will integrate technology resources into the instructional

program

Benchmarks:

• Year 1: 50% of teachers will integrate technology resources into instructional lessons at

least once a quarter.






Implementation Plan

Activity Timeline Person(s)

Responsible

Monitoring &

Evaluation

Evaluation

Instrument

Professional

development

opportunities will be

provided to teachers

on how to use the

technology

resources provided

with the adopted

curriculum as well

as other software

and hardware

Annually

(2010-2013

)

Director of

Educational

Services, Site

Administration,

Teachers

Director of

Educational

Services and the

Information

Network Specialist

will monitor the

professional

development

activities to ensure

alignment.

Professional

Development

Survey, EdTech

Profile

Teachers will use the

technology

resources provided

with the adopted

curriculum

Annually

(2010-2013

)

Site Administration,

Teachers

Site and District

administration will

review Daily Lesson

Plans and conduct

Classroom

Observations and

walk-thrus to verify

the integration of

technology into the

instruction

EdTech Profile,

Lesson Plans

Professional

development


provided to improve

teacher knowledge

of student

technology

standards, grade

level appropriate

projects, and using

technology to

engage students

Annually

(2010-2013

)

Director of

Educational

Services Site

Administration

Director of

Educational

Services and the

Information

Network Specialist

will monitor the

professional

development

activities to ensure

alignment.

Professional

Development

Surveys EdTech

Profile


The District

Technology

Committee will

identify and post on

the district website

resources and

strategies for using

technology to assist

students in meeting

grade level

standards in the

adopted core

curriculum.

Annually

(2010-2013

)

Director of

Educational

Services, Site

Administration

The District

Technology

Committee will

meet quarterly to

review the District

Technology Plan

and to evaluate and

post resources and

strategies.

Website Postings,

District

Technology

Committee Minutes

School sites will

incorporate into the

Single Plan for

Student

Achievement

(SPSA) a site

specific technology

plan that is aligned

with the district

technology plan that

addresses the

specific needs of the

site

2010 (with

annual

revisions as

needed)

Director of

Educational

Services, Site

Administration

School Site Councils

(SSC) Quarterly

Progress Monitoring

Single Plan for

Student

Achievement

(SPSA)

Students will

regularly access

educational websites

and other

technology

resources and

activities that extend

learning

Annually

(2010-2013

)


Teachers

Site administration

and teachers will

monitor and

evaluate student use

of educational

websites and

technology

resources

Lesson Plans,

Student Work

Samples

Students will

develop multimedia

presentations using

appropriate

technology

resources

Annually

(2010-2013

)


Teachers

Teachers will

evaluate student

work samples in

department and team

meetings.

Student work

samples


The District

Technology

Committee will

continue to research

avenues to embed

technology skills

into the curriculum

and develop

assignments where

students can

demonstrate mastery

of both the

curriculum and

technology skills

Annually

(2010-2013

)

Director of

Educational

Services

THe District

Technology

Committee will

meet quarterly to

review and evaluate

current technology

resources

Lesson plans,

student work

samples,

department and

team meeting

minutes

Teachers will utilize

presentation devices

to engage students in

the learning process

(e.g. document

cameras, DVDs,

projectors, digital

cameras, interactive

whiteboards).

Annually

(2010-2013

)

Teachers Site administration

and Department and

Teams will review

use of presentation

devices to ensure

effectiveness.

Classroom

observations,

student feedback,

EdTech Profile,

lesson plans

Teachers will

implement

e- resources and

open sources made

available for

teaching and

learning online.

Annually

(2010-2013

)


Teachers

Site administration

and Department and

Teams will review

use of presentation

devices to ensure

effectiveness.

EdTech Profile,

Lesson plans,

Classroom

observations

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.

Goal 3e.1: Students will acquire the technology and information literacy skills needed to

succeed in the classroom and in the workplace.

Objective 3e.1.1: By 2013 all continuing students will demonstrate proficiency in the use of

technological tools and applications appropriate to the grade level consistent with the National

Educational Technology Standards for Students and the district adopted Technology Skills and

Information Literacy Scope and Sequence

Benchmarks:


• Year 1: 50% of all continuing students will demonstrate proficiency in the use of

technological tools and applications appropriate to the grade level consistent with the

National Educational Technology Standards for Students and the district adopted

Technology Skills and Information Literacy Scope and Sequence









Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument

Professional

Development


made available to

assist teachers and

administrators in

understanding,

implementing, and

evaluating

technology skill and

information literacy

standards and

activities for

students

Annually

(2010-2013

)

Director of

Educational

Services, Site

Administration

Site administration

will conduct lesson

plan reviews and

classroom

observations to

evaluate the success

of technology

professional

development

Professional

Development

Surveys, EdTech

Profile

Students will

participate in

technology skill

builder and


activities as outlined

in the District

Technology Scope

and Sequence

(Appendix A).

Annually

(2010-2013

)

Director of

Educational

Services, Site

Administration,

Teachers

Site administration

and teachers

(department and

teams) will review

lesson plans and

student work

samples to

determine to degree

to whih students

meet the technology

curriculum

standards

Lesson Plans,

student work

samples


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

There are three key strategies the district will employ to ensure that students use information

technology and the content associated with it in an ethical and lawful manner. These strategies will

be engaged to educate students in the following topics:

• The concept and purpose of both copyright and fair use

• Distinguishing lawful from unlawful downloading and peer-to-peer file sharing

• Avoiding plagiarism

The first strategy involves education through the execution of the of the Acceptable use policy for

teachers, parents and students, By making the Acceptable Use Policy a vehicle for education the

district will endeavor to heighten awareness of the ethical, moral and legal issues surrounding the

access and use of creative content in the information age. The second strategy involves developing

grade appropriate lessons designed to shape attitudes and behaviors as they relate to gaining access

to creative content. The third strategy centers on parent outreach and education.

Goal 3f.1: All district employees and students will be informed of and comply with district

policies regarding acceptable use, confidentiality of student data, and copyright and file

sharing laws.

Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument

The district will

disseminate the

Acceptable Use

Policy and continue

to use it as a tool for

educating staff,

students and parents

in the legal use of

information.

Annually

(2010-2013

)

Director of

Educational

Services, Site

Administrators,

Teachers

The Director of

Educational

Services will

annually review the

AUP status of each

school site

Signed AUP forms


Professional

development


made available for

administrators,

teachers, and

support staff

concerning district

policies regarding

acceptable use,

confidentiality of

student data, and

copyright and file

sharing laws and

appropriate

classroom activities

to support this

Annually

(2010-2013

)

Director of

Educational

Services, Site

Administration,

Teachers

The site

administration and

members of the

District Technology

Committee will

review lesson plans

and student work

samples to evaluate

the degree to which

professional

development

activities have been

successful

Professional

Development

Surveys, EdTech

Profile

The District

Technology

Committee will

research, develop,

and disseminate

instructional lessons

for teaching students

about the legal and

ethical use of

electronic

information.

Annually

(2010-2013

)

Director of

Educational

Services,

Information and

Network Specialist

The site

administration and

members of the

District Technology

Committee will

review lesson plans

and student work

samples to evaluate

the degree to which

proposed

instructional lessons

are being used and

have proven

successful

Lesson Plans,

student work

samples

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)

The District currently employs software that in addition to content filtering provides anti-spyware,

a phishing blocker and chat/IM filtering and controls.


Goal 3g.1: The district will address Internet safety, including how to protect online privacy

and avoid online predators. (AB 307)

Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument

Professional

development


made available to

address the issues of

internet safety

protocols and how to

instruct students on

the same.

Annually

(2010-2013

)

Director of

Educational

Services,

Information and

Network Specialist

The site

administration and

members of the

District Technology

Committee will

review lesson plans

and student work

samples to evaluate

the degree to which

professional

development

activities have been

successful

Professional

Development

Surveys, EdTech

Profile

The District

Technology

Committee will

research, develop,

and disseminate

internet safety

protocol lessons

Annually

(2010-2013

)

Director of

Educational

Services, Site

Administration

The site

administration and

members of the

District Technology

Committee will

review lesson plans

and student work

samples to evaluate

the degree to which

internet safety

protocol activiites

have been successful

Lesson Plans,

student work

samples

They District

Technology

Committee will post

internet safety

protocols on the

district website for

access by parents

and other

community

members

2010 (with

annual

revisions as

needed)

Information and

Network Specialist

N/A Website posting

and access

3h. Description of the district policy or practices that ensure equitable technology access for all

students.


The Eastside Union School District provides technology related resources uniformly to all

students. Each school has incorporated a technology goal in the Single Plan for Student

Achievement (SPSA). Student use of technology resources is determined by the school site and

classroom teacher. Each elementary school site regularly schedules Computer Lab for all

classrooms. Students at the middle school access the computer lab wat various intervals based on

the pacing of the core subjects.

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.

The district currently uses the Online Assessment and Reporting System (OARS) to store and

analyze student academic achievement data.

The district currently uses the Aeries to maintain and manage student records.

Goal 3i.1: Administrators and teachers will utilize technology resources to maintain and

monitor student personal and academic achievement data and to inform instruction.

Objective 3i.1.1: By 2011 all teachers will utilize the Aeries Grade book to monitor student

classroom assignments.

Benchmarks:

• Year 1: 100% of teachers in Grades 3-8 will utilize the Aeries Grade book to monitor

student classroom assignments.

• Year 2: 100% of all teachers in Grades K-8 will utilize the Aeries Grade book to monitor

student classroom assignments.

• Year 3: N/A

Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument

Professional

development


made available to

assist teachers in the

use of the Aeries

Grade book

Annually

(as needed)

Information and

Network Specialist,


Teacher Technology

Leaders

Site administration

will regularly review

the use of Aeries

Grade book to

determine additional

training needs.

Grade book and

report card print

outs

Objective 3i.1.2: By 2013 all administrators and teachers will utilize the Online Assessment and

Reporting System (OARS) to maintain student academic achievement data and to inform

instruction.

Benchmarks:


• Year 1: 50% of all teachers will be proficient at maintaining and analyzing appropriate

student academic achievement data to monitor student academic progress, inform

instruction, and evaluate instructional programs.







Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument

Professional

development


made available to

administrators and

teachers on how to

maintain and

analyze student

academic

achievement data

using the Online

Assessment and

Reporting System

(OARS)

Annually

(as needed)

Director of

Educational

Services, Site

administration,

Teacher Technology

Leaders

Site administrators

will monitor and

review professional

development

activities and

effective use of

OARS data to

monitor student

progress and adjust

instruction

Professional

development

surveys, EdTech

Profile, Department

and Team Meeting

minutes

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.1: The district will use technology to improve two-way communication between

home and school.

Objective 3j.1.1: By 2013 all administrators and teachers will utilize their web pages for

communication and instructional purposes.

Benchmarks:

• Year 1: 50% all administrators and teachers will utilize their web pages for communication

and instructional purposes.

• Year 2: 75% all administrators and teachers will utilize their web pages for communication

and instructional purposes.

• Year 3: 100% all administrators and teachers will utilize their web pages for

communication and instructional purposes.


Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument

Professional

development


made available to

administrators,

teachers, and

support staff on the

use of site and

individual web

pages to

communicate with

students and parents.

Annually

(as needed)

Director of

Educational

Services, Site

administration,

Teacher Technology

Leaders

Site administration

will monitor and

review use and

outside access to site

and teacher websites

Professional

Development

Surveys, EdTech

Profile

Training and

familiarization

workshops will be

made available to

students and parents

on how to access site

and teacher web

pages.

Annually

(2010-2013

)

Site administration Site administration

will monitor and

review parent

workshops and

access to site and

teacher web pages to

measure

effectiveness

Workshop Surveys,

website access

Teachers will utilize

their individual web

pages as a means of

delivering

instruction

Annually

(as

appropriate

)

Site administration,

teachers

Site administration

will review teacher

web pages to

determine the extent

to which they are

used to facilitate

instruction

Lesson plans,

webpage review

Objective 3j.1.2: Beginning in the 2010-2011 school year and continuing through the 2012-2013

school year all parents/guardians will be able to electronically monitor their students' academic,

attendance, and citizenship progress

Benchmarks:

• Year 1: Beginning in the 2010-2011 school year and continuing through the 2012-2013

school year all parents/guardians will be able to electronically monitor their students'

academic, attendance, and citizenship progress








Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument

Professional

development


made available to

administrators,

teachers, and

support staff in

electronic updating,

posting, and

monitoring of

student academic,

attendance, and

citizenship progress.

Annually

(as needed)

Information and

Network Specialist,

Site administration

Site administration

will monitor and

review professional

development

activities and

teacher follow-up to

ensure effective use

of electronic

communication

Professional

development

surveys, EdTech

Profile, parent

Communication

Surveys

Parent/guardian

workshop


made available to

inform parents on

how to access their

students' academic,

attendance, and

citizen data using the

Aeries web portal

Annually

(2010-2013

)

Site administration,

Teacher Technology

Leaders

Site administration

will monitor and

review parent

workshop activities

and to ensure

effective use of

electronic

communication

Parent

Communication

Surveys

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 Educational Services Department and Information Technology Department will work

together and with sites to evaluate the level of impact technology is having on curriculum and

student learning by reviewing records of lesson plans, student work samples, student assessments,

and classroom observations. Use of electronic communication tools (teacher portals, District web

page) will be monitored for number of users as well frequency and consistency of use. Teachers

will complete the EdTechProfile Technology Assessment yearly to determine the level of

technology use and growth and application to instruction and student performance. Each site

administrator will complete the California Technology Survey annually. This data will be

recorded, reviewed, and analyzed to monitor Technology Plan goals and benchmarks.


4. Professional Development

4a. Summary of teachers' and administrators' current technology skills and needs for

professional development.

Recent surveys of teacher technology skills indicate that District staff has a variety of skills and

experiences with technology. Many are able to create instructional materials, record student

information, and use email to communicate with colleagues. Some deliver classroom instruction

using technology, maintain class Web sites, and communicate with students at home. In addition,

the state approved, District BTSA/Induction Plan provides training to new teachers in order to

allow them to complete the technology strand of the Clear Credential. Over a two-year period, new

teachers receive training and must provide evidence of proficiency in technology in the following

areas: access and evaluation of information on the Internet, communication through email and

creation of Web sites, use of assessment tools such as grade book software, and testing software;

lesson design using software applications such as Word, PowerPoint and Excel.

Administrators also have a wide variety of technology skills. All use email to communicate with

the District Office, other sites, and parents. Some use technology to manage school finances, to

analyze and monitor student achievement data, and to assist with other management strategies. All

administrators have completed the technology module requirement for AB 75/430.

Currently, in order to meet the technology needs of the District, Teacher Technology Leaders work

with the Educational Services Department to offer training opportunities at various sites. The type

of training varies from site to site depending on the needs of the staff. Many sites offer a variety of

technology staff development to teachers in areas such as word-processing, desktop publishing,

multimedia, and Internet search skills to raise proficiency, as well as the integration of curriculum

supported technology.

Certificated Staff Needs Assessment:

The District has recognized the need to address several professional development opportunities.

These include development of skills in the following areas:

• Presentation, spreadsheets and database software,

• Using technology in the classroom including: Management and alignment of technological

resources with lesson content.

• Knowledge of student level of technology use and academic accomplishment.

• Knowledge of research and best practices in technology in education

• Subject technology use in the classroom in the areas of math, language arts, science and

history/social science

Classified Staff Needs Assessment:

Trainings will be offered for classified and administrative staff in Staff Development and

professional growth sessions in the following areas: Word, Excel, Internet Research, Email,

PowerPoint, MS Publisher, Outlook, Access, Windows and other applicable software. Student


database software (AERIES) training is provided periodically by IT staff and TTL‟s. Ongoing

training occurs for new hires and refresher courses are provided on an annual basis.

4b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan

for providing professional development opportunities based on your district needs

assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of

the plan.

The Eastside Union School District will provide staff development opportunities to promote

teacher use of technology as an effective and integrated part of the curriculum as reflected in the

student expectancies that meet California state student academic content standards and District

curriculum goals. A variety of professional development activities will be planned each quarter, at

least one scheduled each month.

Goal 4b.1: Professional development opportunities will be provided to address the district

needs assessment data and the Curriculum Component objectives

Objective 4b.1.1: By the end of the 2010-2011 school year and continuing through the 2012-2013

school year, the district will provide professional development activities to assist teachers in

locating and/or creating lessons that integrate technological resources, support the California

Student Academic Content Standards, and apply best practices.

Benchmarks:

• Year 1: By the end of the 2010-2011 school year and continuing through the 2012-2013

school year, the district will provide professional development activities to assist teachers

in locating and/or creating lessons that integrate technological resources, support the

California Student Academic Content Standards, and apply best practices.










Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument

Professional

development


made available in

the use of electronic

resources provided

by the district

adopted curriculum

(e.g. eTextbooks,

publisher provided

online curriculum

resources and online

assessments)

Annually

(2010-2013

)

Director of

Educational

Services

The District

Professional

Development

Committee and the

District Technology

Committee will

review the

Professional

Development

activities and

resulting surveys to

ensure alignment

and effectiveness.

Professional

Development

Survey, EdTech

Profile

Professional

development


made available in

how to locate

lessons and online

resources through

district adopted

programs (e.g. net

Trekker) and free

online resources

(e.g. SCORE,

Thinkfinity)

Annually

(2010-2013

)

Director of

Educational

Services

The District

Professional

Development

Committee and the

District Technology

Committee will

review the

Professional

Development

activities and


ensure alignment

and effectiveness.

Professional

Development

Surveys, EdTech

Profile, Lesson

Plans

Objective 4b.1.2: By the end of the 2010-2011 school year and continuing through the 2012-2013

school year, the district will provide professional development activities to assist teachers in

utilizing technology resources to support the adopted curriculum

Benchmarks:



in utilizing technology resources to support the adopted curriculum








Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument

Professional

development


made available in

the use of

presentation devices

(e.g. document

cameras, DVDs,

projectors, digital

cameras, interactive

whiteboards) and

how to engage

students through the

use of selected

presentation

devices.

Annually

(2010-2013

)

Director of

Educational Service,

Site Administration

The District

Professional

Development

Committee and the

District Technology

Committee will

review the

Professional

Development

activities and


ensure alignment

and effectiveness.

Professional

development

surveys, EdTech

Profile, Lesson

Plans, Student work

samples

Professional

development


made available in

the delivery of

content rich

curriculum through

the use of digital

media and Internet

resources.

Annually

(2010-2013

)

Director of


Site Administration

The District

Professional

Development

Committee and the

District Technology

Committee will

review the

Professional

Development

activities and


ensure alignment

and effectiveness.

Professional

development

surveys, EdTech

Profile, Lesson

Plans, Student work

samples


Professional

development


made available to

promote and support

problem solving

approaches through

digital presentations

of online/electronic

information (e.g.

curriculum

resources, digital

manipulative, virtual

environments).

Annually

(2010-2013

)

Director of


Site Administration

The District

Professional

Development

Committee and the

District Technology

Committee will

review the

Professional

Development

activities and


ensure alignment

and effectiveness.

Professional

development

surveys, EdTech

Profile, Lesson

Plans, Student work

samples

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.

Data compiled by the District Professional Development Committee and the District Technology

Committee including: professional+ development listings, professional development surveys, and

site administrator records of activities observed, will be reviewed quarterly. In addition, results of

the EdTechProfile will be reviewed annually with specific attention directed toward results sited in

the Technology Plan goals. Administrators, teachers and other employees will complete an

assessment of professional development activities attended throughout the year. Findings will be

used to modify and revise the Technology Plan and will be included in the yearly report to the

Board of Trustees.


5. Infrastructure, Hardware, Technical Support, and Software

5a. Describe the existing hardware, Internet access, electronic learning resources, and technical

support already in the district that will be used to support the Curriculum and Professional

Development Components of the plan.

Existing Hardware: There are over 550 computers within the school District, for both

instructional and administrative use. Each school has one computer lab with 20-30 computers and

at least two classroom computers (two student PC‟s and one teacher PC). The following table

reflects the number of instructional personal computers in use by site:

Gifford C. Cole Middle School: 145

Columbia Elementary School: 132

Eastside Elementary School: 121

Tierra Bonita Elementary School: 125

Each classroom has between four and eight direct network connections distributed throughout the

classroom. All instructors and staff have District email accounts to improve communications with

staff and parents. All libraries have been computerized and have multiple card catalog lookup

stations and multipurpose Internet workstations for students and staff to use.

Peripherals There is at least one LCD projector per classroom at Cole MS. The elementary classrooms are

equipped with some LCD projectors. Many classrooms are also equipped with document

cameras, scanners, digital cameras, DVD players, laptops, interactive white boards, pupil response

systems and voice amplification systems.

Existing Internet Access: Internet Access All Internet traffic in the District is centralized through the District Office. Intrusion protection is

provided by a PIX firewall server, which is monitored and updated by network management staff.

Virus protection is provided by a Lightspeed TTC (Total Traffic Control) appliance with an

annually renewable subscription to maintain current antivirus protection. A TTC security agent is

installed on all workstations and servers and the TTC appliance also serves as a gateway to check

all incoming e-mail for viruses and spam. New virus definition files are downloaded

automatically every hour from the TTC website, to the TTC appliance and ultimately to all

protected clients. All Internet Web traffic is passed through an internet filter, currently provided

by the Lightspeed TTC appliance to verify that the sites are not of an inappropriate nature.

Wide Area Network (WAN) All schools and administrative offices are currently connected to the District Office by Verizon

T-1‟s. The District is in the process of implementing a Verizon fiber optic network. The majority

of network switches and routers in the WAN and LAN (Local Area Network) are manufactured by


Cisco. The standardization on Cisco switches permits the implementation of advanced

communications strategies, such as Secure VLAN and selective multicasting. New WAN

connections will also use primarily Cisco equipment and will allow for features such as traffic

shaping and protocol restriction based on user authentication.

Local Area Networks Local Area Networks have been installed in all schools. All sites have a fiber optic backbone,

currently running 1 gig. Switched Ethernet connections to the desktop are moving towards

10/100/1000. Each site has at least one computer lab connected to the District network, and all

classrooms have minimum of four network drops.

Data Center The District‟s main data center contains the primary services that support all of the instructional

and administrative networks throughout the District. It consists of the primary Internet and WAN

routers, Internet connectivity, Web servers, and a variety of other specialty servers and services.

This center serves as the hub for all data communications.

For safety and increased communications with staff, parents, and the community, a telephone has

been installed in every classroom throughout the District. All school sites have a telephone switch.

This unit serves the sites with basic communication services and is integrated with a school based

Public Address (PA) system. This District has contracted to implement a District wide Cisco Call

Manager solution to provide advanced unified communications.

Existing Electronic Learning Resources: Teachers are responsible to select software that

supports the district adopted curriculum, state student academic content standards, and meets

school site plan objectives. All sites use Accelerated Reader to enhance/encourage reading. The

District has adopted an electronic grading system ( Aeries/Gradebook ) and a parent

portal/communication tool. In addition, teachers use graphic organizing software (

Kidspiration/Inspiration ) to support teaching and learning and student achievement. Most

computer labs utilize Type To Learn . The Online Assessment and Reporting System (OARS), a

data management and analyzing program, was recently purchased and is currently being

implemented for benchmark testing and analyzing student data to improve teaching and student

learning. Additional instructional software associated with the adopted curriculum is being used

in most classrooms. The district technology committee provides support and direction to sites as

they develop site plans. Hardware and software needs are determined at each site to meet the

requirements of individual site plans and specific programs operating at each site, but must meet

minimum District guidelines and specifications.

Existing Technical Support: TECHNICAL SUPPORT OF HARDWARE AND

SOFTWARE:

Technical Support

Technology Services responsibilities includes all aspects of technology throughout the

entire District, including:

Computer hardware and software on all workstations and servers

Maintaining local and wide area networks


Assisting with planning and implementation of technology related aspects of school site

technology procurements, upgrades, modernization, and expansion projects

Maintaining network security, firewall protection, District wide backups, virus protection,

and Internet filtering services

Managing telephone system and voice-mail for improved communications with staff,

parents, and the community

Overseeing the District‟s Internet and intranet Web sites

Work with schools sites to plan technology purchases and review the sites current systems.

Make recommendations where appropriate.

Life Expectancy Experience has shown that the optimal life expectancy of a computer system is approximately four

years, with support limited by the availability of parts and software. Systems can last longer, but

generally are obsolete causing upgrades and newer software to become difficult or impossible to

obtain and support.

Hardware and Software

The District has standardized the type of computers and hardware that is purchased, due to

the varying degree of components available. This allows for increased support for the

equipment in the future. Components used within the computers reflect the highest quality

components available, best price points, take into account the history and reliability of the

manufacturer, and the support of their equipment. The District‟s standpoint has always

been not to purchase the most expensive equipment, but also not to purchase outdated or

obsolete equipment. Purchases reflect equipment that will support the current need and will

support future needs for many years.

Computer specifications are updated on a continual basis, to reflect the current changes in

market, manufacturer, and changes in technology. School sites and departments contact the

Information Technology Services Department for computer specifications and

recommendations. Technology Services routinely meets with principals, school sites and

councils, Technology Committees, departments, staff, PTA, and others to address their

needs and to make appropriate technology recommendations. All of which is in support the

curriculum and integration of technology into the curriculum.

The District is has moved toward a single PC computing platform, to improve support and

to better utilize limited funding resources. Standardizing to one computing platform allows

the District to position itself for greater support, reduced pricing, and increased

sustainability when integrating the technology into the curriculum and the working

environments. As the computing platform is independent of the curriculum, the District is

focusing on how the technology tools will have a greater impact on the curriculum and

enhancing the learning environment.

PC computers already account for a substantial amount of systems within the District and

all future purchases will be following these guidelines. Exceptions will be made, when the

curriculum requires the tools in which other platforms excel. The District continually

works with all school sites, to assist in developing and implementing transition plans.


TECHNOLOGY SUPPORTING GUIDELINES: 1. Hardware – Any computer related equipment, regardless of the unit‟s age, will be

classified as Non-Repairable, if

a. Parts are no longer available or

b. If the total history of repair costs exceeds 50% of its current value. The value of

technology equipment is determined by the following half-life formula:

2. Each year the value of the equipment is depreciated by 50% of the previous year‟s value.

At the end of the fourth year, the value is zero.

3. Software – The life expectancy of software is determined by two factors:

a. Supporting hardware

b. Manufacturers support or Manufacturers End-Of-Life (EOL) date. When software

reaches any of these limitations, the District will no longer support that software or

version.

Software purchases and upgrades must correspond to the approved list of software titles as

outlined below. Titles not listed will be evaluated on a case-by-case basis. ONLY Technology

Services or their designee(s) can complete any software installation. SUPPORTED SOFTWARE

(as of January 2009)

Operating Systems

Windows XP, Vista, 7

Core Software Applications

Microsoft Office Professional: 2003 & 2007

Internet Explorer 8

Acrobat Reader, Standard, and Professional,

Other District approved educational and utility programs

Non-Repairable Equipment If the total history of repair costs of the equipment exceeds 50% of its current value, then the unit

will not be repaired, unless the site wishes to fully fund the repair.

Donated Equipment All donated equipment must be approved by Technology Services prior to being accepted and

must meet the Minimum Computer Equipment standards above. All individuals seeking to donate

equipment to the District must be redirected to Purchasing Services. Purchasing Services will

complete the appropriate forms and contact Technology Services for acceptance or denial of

donations. Any school site or department receiving donated equipment must purchase the

appropriate software licenses, including Windows operating system, MS Office 2003/7, and server

CALs applications. Any existing software must be removed and only District owned software will

be installed.


5b. Describe the technology hardware, electronic learning resources, networking and

telecommunications infrastructure, physical plant modifications, and technical support

needed by the district‟s teachers, students, and administrators to support the activities in the

Curriculum and Professional Development Components of the plan.

Hardware Needed: Component/goal Hardware Needed

Lessons that integrate technological resources

and student use of technology

Computers, digital tools (digital cameras, MP3

players, mobile stations, etc.), presentation

devices (document camera, projector,

interactive white boards, etc)

Internet Access Computers, Servers, Hubs, Switches and related

hardware

Communication Telecommunications hardware

Electronic Learning Resources Needed:

Component/goal

Resources Needed

Lessons that integrate technology resources and

support student learning

E-resources provided by publishers of district

adopted curriculum, Microsoft Office, open

source software, Accelerated Math, Accelerated

Reader, streaming video, and online learning

resources

Record keeping and assessment data and

accessibility to parents and community

Parent/teacher portal to access SIS attendance,

academic, and citizenship progress of students

Networking and Telecommunications

Infrastructure Needed: Component/goal

Resources Needed

Telecommunications Internet access, local phone service, long

distance phone service, cellular service, Wide

Area Network

Internet Computers, servers, hubs, switches and related

hardware, wireless access points

Duplicating Ability to scan and send print jobs electronically

from workstations and copy jobs sent to

reprographics electronically

Physical Plant Modifications Needed:

Component/goal

Resources Needed


Internet Access Additional network access points in classrooms

Classroom technology Additional electrical outlets in classrooms

Presentation hardware Ceiling mounted projectors and speakers with

connections to all peripherals; mounted

interactive whiteboards

Teacher Media Station Appropriate network access and electrical

connections for centrally located teacher media

stations

Technical Support Needed: Component/goal Resources Needed

Lessons that integrate technology resources and

support student learning

Additional technicians to install, maintain and

repair technology resources for teaching and

learning. Teachers/trainers to assist in

location and use of resources

Internet Access Additional technicians to maintain and upgrade

network resources

Telecommunications Technicians to maintain and upgrade resources

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.

A standardized list of recommended computers, printers, scanners, and related hardware will be

maintained by the Information Technology Department. Minimum computer requirements will

be included and available at the District web site and from the purchasing agent.

Funding for network hardware, infrastructure, and support district wide will be incorporated in the

District budget. Funding sources for business and instructional computers is both the

responsibility of the district and each site/department. Hardware, software, and licenses may be

purchased through central sources that meet district requirements and offer discount pricing due to

volume bid purchases through district, county, and state agreements. Purchases should meet site

plan goals, support District Curriculum, state student academic content standards, and align with

the District Technology Plan. Hardware purchases must meet District minimum hardware

requirements as outlined by the Information Technology Department.

Technology upgrade and acquisition plans for software, hardware, and other peripherals are

necessary to ensure adequate access to technology for students and all staff members. A computer

lab upgrade plan is included in this technology plan. Regular upgrades of instructional technology

ensures available technology meets changing technological demands and will provide the students

in the Sample Union School District with the tools necessary to live and work in a technology rich

society.


Year 1 Benchmark:

Recommended Actions/Activities Timeline Person(s) Responsible

Upgrade all systems to Office 2007 2011 Information and Network Specialist

Migrate from Aeries Access to Aeries

SQL

2011 Information and Network Specialist

Implement a student/parent portal

(Aeries-ABI)


Upgrade site computer lab systems to

meet the anticipated software needs


Provide technology training to both

Certificated and Classified staff in the

Microsoft Office Suite


Install/upgrade servers, hubs, witches and

related hardware to increase internet

access


Year 2 Benchmark:


Migrate Exchange 2000 to Exchange 2007 2012 Information and Network Specialist

Provide online technology support

through the EUSD website


Implement a program to monitor server

resources to ensure adequate access times


Continue to provide technology training to

both Certificated and Classified staff in

the Microsoft Office Suite


Year 3 Benchmark:


Unify eDirectory. Provide one directory to

allow all systems access to the unified user

directory


Continue to provide technology training to

both Certificated and Classified staff in

the Microsoft Office Suite


Upgrade district bandwidth from ISP to

meet the districts growing needs



5d. Describe the process that will be used to monitor Section 5b and the annual benchmarks and

timeline of activities including roles and responsibilities.

The benchmarks and timelines for implementing the planned strategies for section 5c are included

with each goal statement. In areas where the site is directly involved in the implementation the

Teacher Technology Leaders will work closely with the Director of Educational Services and

Information and Technology Specialist to stay within the timelines outlined below. In some cases

the Director of Educational Services and Information and Technology Specialist will be working

directly with the vendor involved in the project. If the timeline is not met, the Director of

Educational Services and Information and Technology Specialist will meet with the District

Technology Committee to address the issue and work toward rectifying any obstacles.


6. Funding and Budget

6a. List of established and potential funding sources.

Established Funding Sources: The Eastside Union School District‟s General Fund Budget funds

the Information Technology Department that provides the following resources: network

infrastructure; Technology Information personnel; student information services (SASI); and

district level administrative hardware and software. EETT (Enhancing Education Through

Technology) Formula Funding provides staff development and support to integrate technology

into the curriculum.

Potential Funding Sources: Additional funding sources include: Federal funding through

Categorical Program (Title I, Title II, Part A, Title III), State Categorical Programs (EIA-LEP,

EIA-SCE), eRate

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

Item Description Year 1 Year 2 Year 3 Funding Source

Including E-Rate

1000-1999 Certificated Salaries

Teacher Technology

Leader Stipend

$6,000 $6,000 $6,000 General Fund

2000-2999 Classified Salaries

Information and Network

Specialist, Technicians

$90,000 $93,000 $96,000 General Fund

3000-3999 Employee Benefits

Benefits on all salaries $46,000 $48,000 $49,000 General Fund

4000-4999 Materials and Supplies

Computers (20%

replacement plan)

$100,000 $100,000 $100,000 K-12 Voucher, Categorical

LCD Projectors (new and

replacement)

$30,000 $30,000 $30,000 K-12 Voucher, General

Fund, Categorical

Printers (new and

replacement)


Fund, Categorical

School Site Servers $5,000 $5,000 $5,000 K-12 Voucher, General

Fund

District Server $10,000 $10,000 $10,000 K-12 Voucher, General

Fund


5000-5999 Other Services and Operating Expenses

Professional Development $2,500 $2,500 $2,500 Categorical Funding

Local Area Network (LAN) $775,000 $20,000 $20,000 K-12 Voucher, General

Fund

Student Information

System (Aeries)


Fund

Consultation Services $50,000 $50,000 $50,000 General Fund

Telecommunications

(phone, data, internet

access)

$259,000 $259,000 $259,000 eRate

Infrastructure Upgrades

(hardware and software)

$1,950,000 $335,000 $20,000 K-12 Voucher, General

Fund, Categorical, eRate

6000-6999 Equipment

Cabling moves, new

portables, changes

$675,000 $5,000 $5,000 General Fund

Electrical $10,000 $10,000 $10,000 General Fund

Totals: $4,036,500 $986,500 $675,500

6c. Describe the district's replacement policy for obsolete equipment.

Any technology or other electronics equipment must be properly disposed of by approved e-Waste

companies. The District has established an e-Waste Management Disposal Procedure for all

District e-Waste. See Appendix B for the procedure description.

The District will replace obsolete or malfunctioning District or school site office servers and

networking equipment on an as needed basis as deemed necessary by Technology Services. Each

site will submit their replacement policy for obsolete equipment as part of their Site Plan. Sites will

be encouraged by Technology Services to allot replacement funds to upgrade or replace equipment

on an ongoing basis. The purchase and upgrades of hardware, software, and professional

development are the responsibility of the individual school sites. The District provides

infrastructure and technical support for this equipment.

Experience has shown that the optimal life expectancy of a computer system is approximately four

years, with support limited by the availability of parts and software. Systems can last longer, but

generally are outdated causing upgrades and newer software to become more difficult or

impossible to obtain and support. Therefore, computers must be replaced in accordance with the

Technology Refresh Policy which states: If the total history of repair costs of the equipment

exceeds 50% of its current value, then the unit will not be repaired, unless the site wishes to fully

fund the repair.


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 Information Technology budget and curriculum budget for technology are monitored by the

Information and Technology Specialist and the Director of Educational Services for technology

who make regular reports to the Board of Trustees. Progress toward technology goals at the site are

monitored by the site administrator and the School Site Council. Progress toward the District

Technology Plan goals are monitored and reviewed by the Information and Technology Specialist

, the Director of Educational Services for technology, and the District Technology Committee.

After review of the plan, Technology Committee members make recommendations for

modifications and revisions. Staff and School Site Councils members make recommendations and

decisions for local issues according to the School Site Plan.

Budget monitoring is an ongoing process as purchase and service expenditures are completed.

Progress reports to the Director of Educational Services , chief financial officer, and

Superintendent are made at regularly scheduled meetings weekly or monthly. Reviews and

reports to the District Technology Committee are made quarterly. School site reviews are

conducted at regular School Site Council meetings. Reports to the Board of Trustees are made

annually or as needed.


7. Monitoring and Evaluation

7a. Describe the process for evaluating the plan's overall progress and impact on teaching and

learning.

Each school site will monitor its site plan with embedded technology goals. The Director of

Educational Services and Information and Network Specialist will review progress toward

integration of technology in the curriculum to support student learning during regularly scheduled

staff meetings. The Information and Network Specialist will monitor the network, infrastructure,

telecommunications, and hardware needs of the district for consistent service and support of

district operations and to maintain student and teacher access to technology for learning.

Information obtained through monitoring and evaluation will be reported to the district

Technology Committee quarterly and used to evaluate progress toward goals, benchmarks, and

activities as outlined in the Technology Plan. Necessary modifications and revisions will be made

to the District Technology Plan and school site plans to maximize use of technology for teaching

and learning and to reflect the results of the evaluation. Budget, implementation and integration

activities will be adjusted accordingly.

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

Evaluation Activities Person(s) Responsible

Review the number and age of the District

computers through the State Technology survey

and the district inventory.

IT Department Technician Curriculum Resource

Teacher Site Administrators

Review the attendance at technology related

workshops in the district through workshop

sign-in sheets and the district electronic

workshop manager, PD Express.

Curriculum Resource Teacher Professional

Development Coordinator

Review results of the EdTechProfile and posted

lesson plans for increased use of technology

integrated teaching and learning activities.

Curriculum Resource Teacher Site

Administrator Site and District EdTechProfile

Administrator

Review results of EdTechProfile and the

Technology Survey for technology needs of

teachers and administrators.

Curriculum Resource Teacher Site and District

EdTechProfile Administrator Technology

Committee

Monitor the timelines, goals, and benchmarks of

the District Technology Plan.

Curriculum Resource Teacher Technology

Committee


Source Person Responsible When

Use timelines from the

Curriculum, Professional

Development, and Hardware

Components of this plan to

determine if implementation is

on schedule and all objectives

are being completed.

District Technology Committee Twice a year

District Technology Survey

results

Director of Technology,

Teacher Technology Leaders,

and Leadership team

Yearly

District Technology Committee

will meet to evaluate

Technology‟s impact on student

learning, attainment of District

curriculum goals and classroom

and school management.

Chair of District Technology

Committee

Twice a year

Meet with Directors of

Elementary and Secondary

Education to report evaluation

of impact tech plan is having on

student learning, attainment of

District curriculum goals and

classroom and school

management.


Committee

Yearly

District Technology Committee

to make modifications and

update next year‟s curriculum,

staff development, and budget

needs.


Committee

Yearly

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

stakeholders.

Information obtained through monitoring and evaluation will be reported to the District

Technology Committee quarterly and used to evaluate progress toward goals, benchmarks, and

activities as outlined in the Technology Plan. Necessary modifications and revisions will be

made to the District Technology Plan and school site plans to maximize use of technology for

teaching and learning and to reflect the results of the evaluation. Budget, implementation and

integration activities will be adjusted accordingly. A yearly report will be submitted to the district

superintendent and the Board of Trustees.


8. Collaborative Strategies with Adult Literacy Providers

The Eastside Union School District offers limited adult literacy services. Each school site

receives funding with which the site plans and delivers parent training relevant to the needs of the

local population. A series of English language acquisition classes are offered for interested adult

learners at each school site.

Additional adult literacy needs are served by a variety of agencies within the Antelope Valley.

The Antelope Valley Union High School District‟s Adult Education program provides classes in

GED preparation, ESL, basic literacy, technology literacy, and job interview skills. The Los

Angeles County Library, HUD, The Hispanic Community Alliance, and Antelope Valley College

provide additional adult literacy skills.

Beyond literacy and high school education courses, Antelope Valley College provides programs

leading to the AA degree, courses for transfer to a four year university, and job training

opportunities including nurses‟ training, aerospace training, fire fighter training, welding, auto

mechanics, etc. College degree programs are offered at California State University, Bakersfield

(satellite campus), Chapman University, and University of Phoenix.


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.

The methods selected throughout this plan are based upon relevant research completed by the

Technology Master Plan Committee members. Prior to writing the curriculum component of this

plan, District Technology Committee representatives obtained ideas from other teachers,

administrators, the Internet, State resources, and from other school site visitations about how

technology can be used to support standards based learning. Research was taken from the

following Internet sites: http://www.csis.k12.ca.us, http://www.techsets.org,

http://www.cde.ca.gov, http://www.iteaconnect.org, http://cnets.iste.org, http://cnets.iste.org, and

http://caret.iste.org and helped to guide the development of further infusing technology throughout

the curriculum. The process began by identifying current and past successful practices, which

assessed the availability of technology at each site. New models and strategies discovered were

shared at committee meetings. Decisions were made by the Committee based upon effectiveness

for using technology to improve teaching and learning.

RESEARCH STRATEGY 1: The research literature used to determine why or how education technology models are improving

student achievement included a study that showed an increase in test scores related to the use of

technology. According to the study, West Virginia Story: Achievement gains form a statewide

comprehensive instructional technology program, by Mann, Shakeshaft, Becker, and Kottkamp in

1999, curriculum objectives for basic skills development in reading and mathematics were

integrated with instructional software. This curriculum was reinforced with teacher instruction and

the achievement tests used to evaluate student performance. Gains in student test scores on the

SAT-9 (for 950 fifth graders in 18 schools) were attributable to the alignment of the targeted

curriculum objectives with the software, teacher instruction, and the tests.

http://www.mff.org/publications/publications.taf?page=155.

RESEARCH STRATEGY 2: According to Leher, in his book “Authors of knowledge: Patterns of hypermedia design,”

multimedia tends to have long-term effects on understanding and retention. In a 1993 study of

eighth graders using a hypertext/multimedia tool to design their own lessons about the American

Civil War, the scores of students using the multimedia tool did not differ from the scores of the

control group on a test given at the completion of the lesson. However, when tested one year later

by an independent interviewer, the multimedia group displayed elaborate concepts and ideas that

they had extended to other areas of history. In contrast, the control group of students remembered

almost nothing about the historical content of the Civil War lesson.

RESEARCH STRATEGY 3: The article by Schacter (1999), analyzes five large-scale research studies, with over 700 empirical

studies focusing on the impact of education technology in the learning environment. Using various

statistical techniques, the study concludes that students on average, who have access to computer

based instruction, integrated learning systems, technology project based strategies, simulations,


and higher order thinking software, score higher on achievement tests as compared to students who

did not have access to these types of resources. Students learn more in less time with technology

integrated instruction, which also helps to foster positive student attitudes toward these types of

classes.

RESEARCH STRATEGY 4 There is limited research on the professional development needs of teachers for integrating

technology into the classroom. This article (Learning and Leading with Technology, Vol 30, No.

1, pp. 50-55.) summarizes the research on how to effectively prepare teachers to integrate

technology into curriculum and instruction.

Teachers do not feel adequately prepared to integrate technology, though technology is a

rapidly increasing resource for teachers. 84% oft teachers believe that computers and

access to internet improve the quality of education, but 66% report that it is not well

integrated to date.

Teachers need professional development to effectively integrate

Home computer use builds teacher proficiency

Teachers need ready access (i.e., within classroom and at home) when they plan,

collaborate, and teach

School leaders play a valuable role in supporting technology learning for teachers and tech

use in the classroom

RESEARCH STRATEGY 5 Goes with findings above about the need for greater problem solving and critical thinking skills

mediated by technology use. This study (Journal of Educational Computing Research, Vol. 34(1),

91-128. 2006) included 716 teachers and examined their technology use. Though instructional

focus has shifted from drill-and-practice and word-processing that was prevalent in 1980‟s and

90‟s, to more constructivist, hands-on, project-based learning, teachers still missed opportunities

to expand students‟ higher-order thinking skills by limiting problem-solving opportunities and

over-structuring student design activities.

9b. Describe the district's plans to use technology to extend or supplement the district's

curriculum with rigorous academic courses and curricula, including distance-learning

technologies.

Individuals, grade level representatives, and departments will evaluate current course offerings

and develop new curricula using technology to deliver specialized and rigorous academic content.

The process for development of new courses begins with grade level and department chair

approval, then moves to the District Curriculum Committee, and finally to the School Board.

Continued exploration of new processes, methodologies, and theories in the learning environment

is critical in developing innovative strategies that successfully infuse technology into the

curriculum. Review of practical observations of successful programs and applications implanted at

other school Districts will aid in creating a positive and rich learning setting. Due to the very nature

that technology continues to change, so to must the approach toward integrating technology into

the curriculum and classroom. This integration requires constant review of new processes and


methodologies. It is critical to review this on a consistent basis, in order to determine the best

approach that is most beneficial to our students and the learning environment.

REVIEWING NEW TECHNOLOGIES FOR INTEGRATION INTO THE CLASSROOM

AND CURRICULUM – VIDEOCONFERENCING: New and ambitious technologies will help to stimulate student learning and allow teachers to

present topics and aspects, which would otherwise not be obtainable in the typical classroom or

school environment. Limited transportation budgets and the reality that certain locations would be

impractical to visit for a classroom, focus group, school, or District, makes technology an excellent

medium to use for this type of application.

To address this, the District has been proactive toward this endeavor and is investigating the

resources, systems, and support required with videoconferencing. Recently, the District

successfully conducted initial testing for broadband videoconferencing and streaming media. The

District is currently upgrading the technology infrastructure and seeking ways to connect to the

Digital California Project (DCP) network ( California 's K-12 High-Speed Network), to offer

increased bandwidth and resources for teachers

.

With upgraded infrastructure, the focus will be on the content of the Internet and these types of

resources. New services such as Virtual Fieldtrips can be conducted from within the classroom

using videoconferencing, streaming services, or video-on-demand, instead of leaving the campus

or traveling across the country. Further testing and development of a pilot program is still required

to ensure the success of implementing this type of new technology into the classroom and

curriculum. All materials or resources available through videoconferencing, streaming video, or

video-on-demand all must be aligned with California ‟s academic content standards.


Appendix A- District Technology Scope and Sequence

The chart below lists activities mandatory for all students to meet the district goals and objectives for

technology enriched instruction. These activities are inherent to the basics of proficiency in information

literacy as defined by the California State Content Standards.

Grade

Level

Goals /

Objectiv

es

Subject Area

Implementation Activity Options California

Content

Standard(s)

Grades

4-8

1.1, 1.2

Technology

Mandatory

activity:

may not be used

for

Technology

Activity

Completion Log

Keyboarding: During the first 5 to 10

minutes of designated computer lab time

students will use a keyboarding program to

develop appropriate finger placement,

typing speed and accuracy.

Writing 1.9

Technology

Grades

1-8

1.2, 1.3

Technology

Mandatory

activity: may not

be used for

Technology

Activity

Completion Log

1. Computer Terminology Matching

Game: Students will work in groups to label

the parts of the computer including cursor,

software, memory, disk drive, hard drive.

2. “Use and care of computer hardware and

software” online tutorial

Writing 1.9

Technology


Scope and Sequence

Resource: New Albany-Plain Local Schools’ Technology Requirements for Graduation;

www.convergemag.com; spring 2006

Grade

Level

Publishing a

Document

Creating a

Presentation

Understanding

Operations and

Concepts

Gathering and

Communicating

Information

Analyzing and

Presenting Data

K-1 Student can

create a document

that is clear and

engaging in either

the print or

electronic

medium for the

intended

audience.

Student uses

technology to

help plan and

storyboard

presentations.

Student can

identify basic

computer parts

and their

purpose.

Student can locate

appropriate search

engines

for electronic

media and the

Internet.

Student can

manipulate

information

revealing patterns

or establishing

sequences.

2-3 Student can

create an original

work and save it

for future review

Student is able

to add graphics

to slide shows

to enhance

presentations.

Student

demonstrates

the ability to

add and

differentiate

between

different input

devices.

Student can use

allowed search

functions and

can retrieve free

graphics and

text downloads.

Student shows

good choices

concerning

copyright issues

and Internet

safety.

Student can collect

and manipulate

information using

various tools to

provide

organization to

new knowledge

through the use of

categories,

revealing patterns

or establishing

sequences.


3-5 Student

Demonstrates

knowledge of

layout, formatting

and language

consideration

that add to the

effectiveness of a

document in

either medium.

Student is able

to add graphics,

sounds, movies

or animations

to slide shows

to enhance

presentations.

Student utilizes

multiple

storage devices

(internal or

removable) to

store data.

Student uses

source

identification

strategies to

verify content

validity.

Student can

pattern or

reorganize

thoughts and

information to

address multiple

„what if‟ scenarios.

5-8

*Advanced

Skills/

Enrichment

Student can

compare and

contrast the

advantages and

disadvantages

of each final

product

medium as they

pertain to the

target audience.

Student

presentations

show good

design qualities

that add value

to the

presentation for

both the

audience and

presenter.

*Student can

navigate a basic

operating

system and can

add or remove

programs within

that operating

system.

*Student can

communicate

by using

asynchronous

and

synchronous

communication

tools and

collaborative

environments.

*Student can use

a variety of tools

to help scaffold

learning including

graphics,

organizers,

spreadsheets,

outlines,

databases, etc.

with explicit

directives toward

the „correct‟ tool.

Students can then

use new

knowledge and

present it in a

different manner

showing

understanding.


Technology-Infused Standards-Based Activities

The chart below lists activity choices by grade level to demonstrate student proficiency in information

literacy. It is expected that each of these activities will be performed annually.

Grade

Level

Goals/

Objective

s

Subject

Area

NETS*S Performance

Indicator Activities

Student

Portfolio

Work Sample

Student

Achievement

California

Content

Standard(s)

Kindergarten

K 1.1, 1.2,

1.3

2.1, 2.3

Math Simple Shapes: Use

drawing program to render a

simple shape (such as a

circle, triangle, or square)

and use the text tool to type

a word describing the shape.

Printed

drawing

document.

District Math

Assessment

Measurement

and

Geometry 2.2

Writing 1.1

K 1.1, 1.2,

1.3

2.1, 2.3,

3.2

Reading Capital Letter Scavenger

Hunt: Students use a word

processing program to

practice their capital letter

recognition skills. The

teacher says the name of the

letter, the sound of the letter

This continues until all

letters have been found.

Print out

student

attempts.

Compare to

master list of

letter order.

Use list to

remediate or

enrich

instruction as

necessary

Reading 1.6

K

1.2, 1.3

2.1, 2.2,

3.2

Math Shape-it-Up: Students use

preformatted shapes

available in a paint

program (MS Paint or

KidPix) to construct a

detailed picture. Students

must use at least 4 squares

and 3 circles to design their

picture. They must then fill

each shape with color and

Printed or

saved

drawing

project.

District Math

Assessment

Measurement

and

Geometry 2.2

Mathematical

Reasoning

1.0, 1.1, 1.2

Creative

Expression


add detail using the paint

brush or pencil tool.

2.1, 2.6

K 1.2, 2.2,

3.1, 3.2,

3.3,

4.1

Writing,

Social

Studies

Class Reflection Book:

Students collaborate as a

class to design and create a

bound photography book

detailing a topic. Students

and teacher use the digital

camera to document an

activity, celebration, theme

or topic. Students generate

captions in a word

processing program.

Completed,

bound class

book with

Printed or

saved digital

photos and

student

captions

*Report may

be adapted

as

Podcast or

MS Movie

Maker

District

Writing

Assessment

Writing

1.1,1.2, 1.3,

Concept

Development

1.18

Additional

standards

may be addressed

in

the areas of

Language Arts,

Science, Math

and

Social Studies.

K

1.2, 2.2

3.2, 4.4

Writing

Social

Studies or

Science

Electronic Author:

Students use paint and text

tools (MS Paint or KidPix)

as an alternative to

interactive charts. Students

work with a story starter, or

Podcast or MS Movie

Maker word of the day, add

inventive spelling, and

illustrate. Printed pages are

collected and bound into

one book.

Completed

bound class

book,

District Writing

Assessment

Writing 1.1,

1.2, 1.3

Additional

standards

may be addressed

in

the areas of

Language Arts,

Science, Math

and

Social Studies.


First Grade

1

1.1, 1.2,

1.3

2.2, 3.2

Writing

Simple Sentences Lesson

1: Word Processing

Lessons for Students lesson

plans (Appendix E)

Printed or

saved copy

of 5 word

sentence.

District

Writing

Assessment

Writing 1.1,

1.2, 2.1, 2.2

Written / Oral

English

Language

Conventions 1.4,

1.5, 1.6,

1.7

1

1.2, 1.3,

2.3

3.2

Writing Self Portrait: Students

use a drawing program to

create a self portrait and

save it on a floppy disk.

They use a word processing

program to compose three

sentences describing

themselves. They use the

insert image function to

import the portrait created

earlier.

Printed or

saved copy

of self

portrait with

three

descriptive

sentences

Optional:

Students

record

writing

using

microphone

District

Writing

Assessment

Writing 1.1,

1.2, 2.1, 2.2

Creative

Expression

2.4

1

1.2, 1.3,

2.1

2.2, 3.2,

3.3

Math,

Writing

Math Story: Students use a

word processing program to

write a simple “math story”

which includes a problem, a

number sentence, and a

solution. Students illustrate

stories using MS paint or

KidPix.

Printed or

saved Math

Stories

Optional:

Students

District Math

Assessment

Mathematics

Number

Sense: 1.1-

2.2

Mathematical


record

writing

using

microphone.

Reasoning:

1.1-1.2

Writing: 1.0

1

1.2, 2.2

3.2, 3.3,

4.2, 4.4

Writing,

Social

Studies

Small Group Photo Book:

Students collaborate in

small groups to design and

create a bound photography

book detailing a topic.

Students and teacher use the

digital camera to document

an activity, celebration or

theme. Students generate

captions of at least two

sentences per photo in a

word processing program.

Students use the writing

process to edit drafts of the

book until the final copy is

Printed or saved.

Small Group

Photo Book

*Report may

be adapted

as Podcast

or MS Movie

Maker

District Writing

Assessment

Writing 1.0,

1.1, 1.2, 1.3,

2.1, 2.2

Written and

Oral English

Language

Conventions

1.4, 1.5, 1.6,

1.7

Vocab. and

Concept

Development

1.18

1

1.2, 1.3,

2.1 2.3,

3.1, 3.2

Reading

Writing

Literary Response and

Analysis: Students write an

entry for a literature

response journal consisting

of 2-3 sentences using MS

Word, MS Paint, KidPix or

other multimedia writing

software. Students focus on

describing either the

characters, setting, or plot of

the story.

Printed or

saved

Literature

Response

and Analysis

journal entry.

*Report may

be adapted

as

District

Writing

Assessment

District

Literacy

Assessment

Reading 2.0

Writing 1.0,

1.1, 1.2, 1.3,

2.1, 2.2

Literary


Podcast or

MS Movie

Maker

Response and

Analysis 3.1

1

3.1, 3.2,

3.3,

4.1-4.4

Reading /

Writing

WebQuest/Blog:

Students participate in an

internet-based, inquiry

oriented activity, such as a

WebQuest/Blog. Chosen

topic will correlate to

curricular needs and student

interests.

Completed

rubric

assessing

student

participation

in WebQuest/

Blog

District

Literacy and

Writing

Assessments

Reading

Comp. 2.0

Writing 1.0,

2.0

Second Grade

2

1.2, 1.3,

2.2,

3.2

Writing

Simple Sentences

Lesson 2: “Word

Processing Lessons for

Students”

Printed or

saved copy

of 5 word

sentence.

District

Writing

Assessment

Writing 1.0,

1.4, 2.3

Reading 2.0,

Literary

Response 3.1

2

1.2, 1.3,

2.2, 3.2

Reading,

Writing

Simple Paragraph

Lesson 3: “Word


Students”

Printed or

saved copy of

paragraph

with correctly

edited

material.

District

Writing

Assessment

Writing 1.0,

1.3, 2.0, 2.1

2

1.2, 1.3,

2.1, 2.3

3.2, 3.3

4.1, 4.4

Social

Studies,

Writing

Small Group Photo

Journalism: Small groups

use the digital camera to

capture current events and

local school happenings.

Use MS Word to insert

images and develop

captions/ short articles

Small group

articles are

collected and

put together

to form a

class

newsletter

*Report may

District

Writing

Assessment

Writing 1.0,

2.0

Social

Studies: 2.5


describing event. be adapted

as Podcast

or MS Movie

Maker

2

1.2, 2.2

3.2, 3.3

Reading,

Writing

Literary Response and

Analysis: Write a literature

response journal entry

consisting of at least 3-5

sentences using MS Word,

MS Paint or Kidpix.

Students focus on either

comparing or contrasting

plots, settings, and/or

characters.

Printed or

saved

Literature

Response

Journal

Entry.

District

Writing and

Literacy

Assessments

Writing 1.0,

1.4, 2.3

Reading 2.0,

Literary

Response 3.1

2

1.2, 2.2,

2.3

3.1-3.3

4.1, 4.2

4.3, 4.4

Reading,

Writing,

Social

Studies,

Science

Group Report: Students

will conduct a teacher

guided Internet search on an

area of study in Social

Studies or Science. Using

PowerPoint or HyperStudio,

students will list what they

learned on two to three

slides.

Slide show

presentation

Printed or

saved slides

in “Handout”

layout.

*Report can

be adapted

as Blog

Growth in

Research

related

skills.

Reading 1.0,

Writing 1.0,

Social Studies

or Science

standards as

applicable

2

1.2, 2.2

3.3, 4.4

Math

Addition / Subtraction

flashcards: Using a word

processing program or

PowerPoint, students will

create a set of flashcards

using simple addition or

subtraction facts.

Printed or

saved copy

of student

flashcards

*Report may

be adapted

as

Podcast or

MS Movie

District Math

Assessment

Math

Number

Sense: 1.1-2.3


Maker

2

2.3, 3.1,

3.2,

3.3,

4.1-4.4

Reading /

Writing

WebQuest/Blog: Students

participate in an internet

based, inquiry-oriented

activity, such as a




interests.

Completed

rubric

assessing

student

participation

in WebQuest

or Blog

District

Literacy and

Writing

Assessments

Reading

Comp. 2.0

Writing 1.0,

2.0

Third Grade

3

1.2, 1.3,

2.1, 2.2

3.2, 3.3

Reading

Writing

Friendly Letter Lesson 4:

Students will word process

a friendly letter which

includes a greeting, body

paragraph, closing, and

signature.

Printed or

saved copy

of letter

District

Writing

Assessment,

CAT/6 scores

Writing 1.0,

1.4, 2.3

Reading 2.0,

Literary

Response 3.1

3

1.2, 1.3

2.3,

3.1, 3.3

Writing

Inserting Clip Art and

Word Art: Lessons 5-8:

“Word Processing Lessons

for Students”

Printed or

saved copy

of student

story

District

Writing

Assessment

Writing 2.1

3

1.2, 2.3

3.1, 3.2,

3.3,

4.1-4.4

Reading,

Writing,

Social

Studies

Dear Presidential Diary:

Students will use web sites

and other sources to

experience a day in the life

of a president. Using a word

processing program,

students write a journal

entry that reflects thoughts

and feelings about their

discoveries.

Printed or

saved copy

of student

journal entry

*Report can

be adapted

as Blog

District

Writing

Assessment,

Growth in

Research

related

skills.

Reading 2.6,

3.1

Writing 2.2

Social

Studies 3.4.1


3

1.2, 2.3

3.1-3.3,

4.1-4.4

Science,

Writing,

Reading

Animal Reports:

Students use online

research resources to gain

knowledge about a selected

animal. Students create a

multimedia presentation

using PowerPoint with a

minimum of 3 slides.

Printed or

saved copy

of student

presentation

using

“Handout”

format.

*Report may

be adapted

as Podcast

or

MS Movie

Maker or

Blog

District

Writing

Assessment,

Growth in

Research

related skills.

Reading: 2.1,

2.6

Writing: 1.0

Science: 3.0

3

1.2, 1.3,

2.2, 2.3,

3.2, 3.3

Math

Multiplication

Flashcards: Using a word

processing program or

PowerPoint, students will

create a set of flashcards

using simple multiplication

facts.

Printed or

saved copy

of student

flashcards

*Report may

be adapted

as Podcast

or MS Movie

Maker

District Math

Assessment

CAT / 6

Math

Number

Sense: 1.0,

2.2

3 1.3

3.1-3.3,

4.1-4.4

Reading /

Writing




activity, such as a




interests.

Completed

rubric

assessing

student

participation

in WebQuest

District

Literacy and

Writing

Assessments

Reading

Comp. 2.0

Writing 1.0,

2.0


or Blog

Fourth Grade

4

1.2, 1.3,

2.3, 3.3,

4.1

Language

Arts

Response to Literature:

Students write a retelling or

summary of a story from the

district-adopted

Literature series. Inserting

Clip Art and Word Art

Lessons 5-8: “Word


Students”

Printed or

saved copy

of student

story

District

Writing

Assessment

Writing

Applications:

2.1-2.4

4

1.3, 2.1,

2.2

3.1, 3.3

Language

Arts

Folk Tale: Students

produce and illustrate an

original folktale using a

word processing program.

Printed or

saved copy

of folktale

with

illustrations

*Report may

be adapted

as Podcast

or MS Movie

Maker

District

Writing

Assessment

Literary

Response and

Analysis:

3.3-3.5

4

1.3, 2.2

3.1, 3.3

Math

Geometric Shapes: Using

the drawing tools in

Microsoft Word, students

create and accurately label

two and three-dimensional

geometric shapes. Students

use “format auto shape”

command to resize and

color each shape.

Word

document

displaying at

least nine

geometric

shapes

District Math

Assessment

CAT / 6

Math

Measurement

and

Geometry

3.1-3.7

4 1.2, 1.3,

2.2, 2.3

Math

Excel Bar Graphs:

Students formulate survey

questions and use the data to

Excel

spreadsheet

showing data

District Math

Assessment

Math

Statistics and


3.1, 3.3 create a simple two variable

bar graphs in Microsoft

Excel.

and bar

graph.

CAT / 6

Probability

1.1-1.3, 2.1-

2.2

4

1.3, 2.2,

2.3

3.1, 3.3

4.1-4.4

Social

Studies /

Language

Arts

Mission Reports:

Students use online

research resources to gain

knowledge about a selected

California Mission.

Students create a

multimedia presentation

using PowerPoint with a

minimum of 5 slides.

Printed or

saved copy of

student

presentation

using

“Handout”

format.

*Report may

be adapted

as Podcast

or MS Movie

Maker or

Blog

District

Writing

Assessment

Growth in

research related

skills.

Reading

Comp.

2.2-2.6

Social

Studies:

4.2

4

1.3, 2.3,

3.1, 3.2,

3.3,

4.1-4.4

Reading /

Writing




activity, such as a




interests.

Completed

rubric

assessing

student

participation

in WebQuest

or Blog

*Report may

be adapted

as

Podcast or

MS Movie

District

Literacy and

Writing

Assessments

Reading

Comp. 2.0

Writing 1.0,

2.0


Maker

Fifth Grade

5 1.2, 1.3,

2.1, 2.3,

3.1-3.3,

4.1, 4.2,

4.3

Science /

Language

Arts

Summary of Research:

In a word processing

program, students will

create a research report on a

Scientific topic of their

choice. This report will be

included as the “Summary

of Research” for student

submission in the Science

Fair.

Printed or

saved copy

of student

“Summary of

Research”

*Report may

be adapted

as

Podcast or

MS Movie

Maker or

Blog

District

Writing

Assessment,

Growth in

Research

related

skills.

Writing

Strategies:

1.1-1.6

Science: 6

5

1.2, 1.3,

2.3,

3.1-3.3

4.1, 4.2

4.3

Social

Studies /

Language

Arts

Native American Slide

Show: Students use a

multimedia program such

as PowerPoint to create a

presentation with 4-6 slides

demonstrating their

knowledge of a North

American Indian Tribe.

Student final

presentation

Printed or

saved as

“Handouts”

with three

slides per

page

District

Writing

Assessment,

Growth in

research related

skills.

Writing

Strategies:

1.1, 1.2

Research and

Technology:

1.3-1.6

Social

Studies:

5.1-5.3

5 1.2, 1.3,

2.2, 2.3,

3.2, 3.3

Math

Science

Excel Bar Graphs:

Students formulate survey

questions and use the data to

create a simple two variable

Excel

spreadsheet

showing data

District Math

Assessment

CAT / 6

Math

Algebra and

Functions:


bar graph in Microsoft

Excel. This may be used in

correlation with the district

Science Fair.

and bar

graph.

1.1

Statistics and

Probability

1.1-1.3, 2.1-

2.2

Science: 6

5 1.3, 2.2

3.2, 3.3

Math

Geometric Shapes: Using

the drawing tools in

Microsoft Word, students

draw and accurately identify

angles, perpendicular and

parallel lines, triangles, and

rectangles. Students use

“format auto shape”

command to resize and

change the color of each line

and shape.

Printed or

saved

document

displaying at

least 3 types

of angles, 4

types of

geometric

shapes,

perpendicular

and parallel

lines.

District Math

Assessment

CAT / 6

Math

Measurement

and

Geometry:

2.1-2.3

5 1.2, 1.3,

2.2, 2.3,

3.2, 3.3,

4.4

Language

Arts

Collaborative Writing:

Students meet with a

primary “buddy class” to

write a fairy tale. Students

write the final draft of the

fairy tale in a word

processing program.

“Buddy” students help to

create illustrations using

clip art and paint programs.

Printed or

saved fairy

tales and

correspondin

g

illustrations

*Report may

be adapted

as

Podcast or

MS Movie

District

Writing

Assessment

Literary

Response and

Analysis:

3.2,-3.6

Writing: 1.1-

1.4

2.1


Maker or

Blog

5

1.2, 1.3,

2.3,

3.1, 3.2,

3.3,

4.1-4.4

Reading /

Writing




activity, such as a




interests.

Completed

rubric

assessing

student

participation

in WebQuest

Blog.

District

Literacy and

Writing

Assessments

Reading

Comp. 2.0

Writing 1.0,

2.0

Sixth, Seventh, and Eighth Grades

6,7,8 1.2, 2.2

3.2

Language

Arts

Narrative Story: Students

will create an original

narrative story in a word

processing program that

demonstrates knowledge of

margins, tabs, spacing,

columns, and page

orientation. Students will

illustrate their story using

clip art and drawing tools.

Printed or

saved copy

of student

story.

*Report may

be adapted

as

Podcast or

MS Movie

Maker or

Blog

District

Writing

Assessment

Writing

Strategies:

1.1-1.6

Writing

Applications

2.1-2.5

Research and

Technology

1.5

6,7,8 1.3, 2.1,

2.3,

3.2, 3.3

Language

Arts

Social

Studies /

Newsletter: Students will

create a newsletter in a word

processing program that

demonstrates knowledge of

margins, tabs, spacing,

columns, and page

Student

generated

newsletter

*Report may

District

Writing

Assessment

Writing

Strategies:

1.1-1.6

Writing


Science orientation. Content should

be based on student research

from Social Studies or

Science core curriculum.

Research may include

internet searches or

WebQuest/Blogs.

be adapted

as

Podcast or

MS Movie

Maker or

Blog

Applications

2.1-2.5

Research and

Technology

1.5

6,7,8 1.3, 2.1,

2.3,

3.2, 3.3,

4.1-4.4

Language

Arts

Social

Studies /

Science

Persuasive Essay:

Students will create a

persuasive essay in a word

processing program.

Content should be based on

student research from

current world issues, Social

Studies or Science core

curriculum. Research may

include internet searches or

web quests. Essay should be

embellished using borders

and other drawing tools, clip

art, graphics. All

embellishments should

directly correspond to the

persuasive nature of the

document.

Printed or

saved copy

of persuasive

essay.

*Report may

be adapted

as

Podcast or

MS Movie

Maker or

Blog

District

Writing

Assessment

Writing

Strategies:

1.1-1.6

Writing

Applications

2.1-2.5

Research and

Technology

1.5

6,7,8 1.3, 2.2,

2.3,

3.3, 4.1,

4.4

Language

Arts

Social

Studies /

Science

Presentation Reports:

Students use analysis,

synthesis, and evaluation

strategies to create media

driven reports using

Microsoft PowerPoint or

HyperStudio. Subjects for

reports can be derived from

Language Arts, Social

Studies, or Science

curriculum. Presentations

Final student

presentation

printed or

saved as

Hand-outs”

with three

slides per

page.

District

Writing

Assessment

Writing

Strategies:

1.1-1.6

Writing

Applications

2.1-2.5

Research and

Technology


must have a minimum of 8

slides and must include the

following:

Title Slide

5 content slides

Works Cited slide

questions

*Report may

be adapted

as

Podcast or

MS Movie

Maker or

Blog

1.5

6,7,8 1.3, 2.2,

2.3,

3.1, 3.3,

4.1, 4.4

Math Excel Graphs and

Spreadsheets: Students

will gather, organize, and

evaluate data using Excel to

create appropriate

spreadsheets and graphs.

Data must correspond to a

core curriculum lesson in

Math, Science, Social

Studies, or Health.

Printed or

saved copy

of Excel

spreadsheet

displaying

bar, line, or

circle graphs.

District Math

Assessment,

CAT / 6

Math

Statistics and

Probability:

1.1-1.4

Mathematical

Reasoning:

1.1-1.3

2.1-2.7

6,7,8 1.2, 1.3,

2.2, 2.3,

3.3, 4.1

Math Using Formulas: Students

will create a spreadsheet in

Excel that incorporates the

use of simple mathematical

formulas such as SUM,

DIFFERENCE, MEAN,

MODE or MEDIAN.

Printed or

saved copy

of Excel

spreadsheet

that displays

accurate use

of formulas.

District Math

Assessment

CAT / 6

Mathematical

Reasoning:

1.1-3.3

6,7,8 1.2, 1.3,

3.1, 3.2,

3.3,

Reading /

Writing




activity, such as a


Completed

rubric

assessing

District

Literacy and

Writing

Reading

Comp. 2.0

Writing 1.0,


4.1-4.4



interests

student

participation

in WebQuest

or Blog

Assessments

2.0

Student

s

with

Special

Needs

Activity

should be

adapted

to meet

IEP goals

and

objective

s

.

Targeted

IEP goals

Student will complete one

of the activities listed

above. Activities should be

selected by classroom and

special education teachers

and adapted to address

IEP goals.

Work sample

should be

saved on

student share

drive or

printed and

placed in IEP

folder.

Work sample

shows

evidence of

progress

towards IEP

goals.

Grade level

appropriate

goals.


Appendix B- eWaste E-Waste Management Disposal Procedure

The Consumer Electronics Act of 2003 makes it a felony to dispose of electronic covered devices in

undesignated areas, with fines of up to $25,000 per day for violators. Manufacturers, sellers, and users

are responsible for the proper disposal of electronic-waste also known as e-Waste.

A company was introduced, that is willing to pick-up E-Waste (old computers and monitors) at no

charge. They are licensed by the State of California and the EPA, and service many other State, County,

and school District facilities. They provide a Certificate of Destruction or remanufacturing once the items

have been disposed. No E-Waste goes to landfills or incinerators directly or through intermediaries. No

electronic scrap is shipped to “underdeveloped countries.” The company only requires a minimum of

ten items. The sites/departments have been advised that there is currently NO COST for disposing of

E-Waste items, as we have secured a company that is picking up the District’s E-Waste at no charge. The

Technology Services Manager will add a charge to cover the cost of disposal, if costs are added to the

disposal of E-¬Waste items in the future. When this is in effect, the Accounting Supervisor will add the

disposal fee to the form and set procedures for Fiscal Services to use, for transferring the disposal fee.

Purchasing Services will coordinate with the Business Office with any equipment with a fixed asset tag,

to ensure that it is removed from the District’s fixed asset list.

School E-Waste Disposal Request (used by sites requesting disposal pick up)

Sites will use the E-Waste Disposal Request form to request pick up and disposal for any

equipment at their site. (See attached form) Part of the instructions, are to remove the Asset

Tags from the equipment, and staple them onto the form. The form is to be sent signed by the

Site Manager/Principal to Technology Services.

Technology Services will obtain a signature from the Supervisor or a technician. (This is to

ensure that sites do not dispose of any equipment unnecessarily.) Once both signatures, (Site

and Technology are noted) a copy is to be kept in Purchasing and the original forms with tags,

are forwarded to the Business Office. The tags on the form will be removed from inventory and

filed.

Then Purchasing will coordinate the pickup times that coincide with the warehouse delivery

schedule.

After the warehouse worker completes his weekly deliveries, he begins his disposal pick-ups

that same day. If the quantities are small and space allows, he can pick-up items as he goes

along with his normal deliveries.

At the warehouse, he will unload the equipment in a designated disposal area, placing

equipment on pallets and shrink-wrapping them for safety and disposal. This area must be kept

inside, so the equipment is protected from moisture.


A call will then notify Purchasing Services for pick up when there are two shrink-wrapped pallets ready

to go. The number of pallets can be increased at any time, as it depends upon our storage area. At this

time, Purchasing Services will combine all of the requests and sum them up for the company. The form

is faxed to the company with a total number of pallets and equipment ready for pick up. The company

has been instructed to mail the Certificate of Destruction to the District Director of Technology.


Appendix C - Criteria for EETT Technology Plans

(Completed Appendix C is REQUIRED in a technology plan)

In order to be approved, a technology plan needs to "Adequately Addressed" each of the following

criteria:

• For corresponding EETT Requirements, see the EETT Technology Plan Requirements

(Appendix D).

• Include this form (Appendix C) with “Page in District Plan” completed at the end of your

technology plan.

1. PLAN DURATION

CRITERION Page in District Plan

Example of

Adequately

Addressed

Example of Not

Adequately

Addressed

The plan should guide

the district's use of

education technology

for the next three to

five years. (For a new

plan, can include

technology plan

development in the

first year)

2

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

2010-2013.

2. STAKEHOLDERS

CRITERION Corresponding EETT

Requirement(s): 7 and

11 (Appendix D).

Page in District Plan

Example of

Adequately

Addressed

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.

2

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).


Example of

Adequately

Addressed

Example of Not

Adequately

Addressed

a. Description of

teachers' and

students' current

access to technology

tools both during the

school day and

outside of school

hours.

3

The plan describes the

technology access

available in the

classrooms,

library/media centers,

or labs for all students

and teachers.

The plan explains

technology access in

terms of a

student-to-computer

ratio, but does not

explain where access is

available, who has

access, and when

various students and

teachers can use the

technology.

b. Description of the

district's current use

of hardware and

software to support

teaching and learning.

3-4


typical frequency and

type of use (technology

skills/information and

literacy integrated into

the curriculum).

The plan cites district

policy regarding use of

technology, but

provides no

information about its

actual use.

c. Summary of the

district's curricular

goals that are

supported by this tech

plan.

4

The plan summarizes

the district's curricular

goals that are supported

by the plan and

referenced in district

document(s).

The plan does not

summarize district

curricular goals.

d. List of clear goals,

measurable

objectives, annual

benchmarks, and an

implementation plan

for using technology

to improve teaching

and learning by

supporting the district

curricular goals.

4-7

The plan delineates

clear goals, measurable

objectives, annual

benchmarks, and a

clear implementation

plan for using

technology to support

the district's curriculum

goals and academic

content standards to

improve learning.

The plan suggests how

technology will be

used, but is not specific

enough to know what

action needs to be taken

to accomplish the

goals.


e. List of clear goals,

measurable

objectives, annual

benchmarks, and an

implementation plan

detailing how and

when students will

acquire the

technology skills and


skills needed to

succeed in the

classroom and the

workplace.

7-8

The plan delineates


objectives, annual

benchmarks, and an

implementation plan

detailing how and when

students will acquire

technology skills and


skills.


students will acquire

technology skills, but is

not specific enough to

determine what action

needs to be taken to

accomplish the goals.

f. List of goals and an

implementation plan

that describe how the

district will address

the appropriate and

ethical use of

information

technology in the

classroom so that

students and teachers

can distinguish lawful

from unlawful uses of

copyrighted works,

including the

following topics: the

concept and purpose

of both copyright and

fair use;

distinguishing lawful

from unlawful

downloading and

peer-to-peer file

sharing; and avoiding

plagiarism

9-10

The plan describes or

delineates clear goals

outlining how students

and teachers will learn

about the concept,

purpose, and

significance of the

ethical use of

information technology

including copyright,

fair use, plagiarism and

the implications of

illegal file sharing

and/or downloading.

The plan suggests that


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


will be trained to

protect online privacy

and avoid online

predators.

10-11

The plan describes or

delineates clear goals

outlining how students

and teachers will be

educated about Internet

safety.

The plan suggests

Internet safety

education but is not

specific enough to

determine what actions

will be taken to

accomplish the goals of

educating students and

teachers about internet

safety.

h. Description of or

goals about the

district policy or

practices that ensure

equitable technology

access for all students. 11-12


policy or delineates

clear goals and

measurable objectives

about the policy or

practices that ensure


access for all students.

The policy or practices

clearly support

accomplishing the

plan's goals.

The plan does not

describe policies or

goals that result in


access for all students.

Suggests how

technology will be


enough to know what


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.

12-13

The plan delineates


objectives, annual

benchmarks, and an

implementation plan

for using technology to

support the district's

student record-keeping

and assessment efforts.


technology will be


enough to know what


to accomplish the

goals.


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.

13-15

The plan delineates


objectives, annual

benchmarks, and an

implementation plan

for using technology to

improve two-way

communication

between home and

school.


technology will be


enough to know what


to accomplish the

goals.

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.

15-16

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



12 (Appendix D).


Example of

Adequately

Addressed

Example of Not

Adequately

Addressed

a. Summary of the

teachers' and

administrators'

current technology

proficiency and

integration skills and

needs for professional

development. 17-18

The plan provides a

clear summary of the

teachers' and

administrators' current

technology proficiency

and integration skills

and needs for

professional

development. The

findings are

summarized in the plan

by discrete skills that

include Commission on

Teacher Credentialing

(CTC) Standard 9 and

16 proficiencies.

Description of current

level of staff expertise

is too general or relates

only to a limited

segment of the district's

teachers and

administrators in the

focus areas or does not

relate to the focus areas,

i.e., only the fourth

grade teachers when

grades four to eight are

the focus grade levels.


b. List of clear goals,

measurable

objectives, annual

benchmarks, and an

implementation plan

for providing

professional

development

opportunities based

on your district needs

assessment data (4a)

and the Curriculum

Component objectives

(Sections 3d - 3j) of

the plan.

18-21

The plan delineates


objectives, annual

benchmarks, and an

implementation plan

for providing teachers

and administrators with

sustained, ongoing

professional

development necessary

to reach the Curriculum

Component objectives

(sections 3d - 3j) of the

plan.

The plan speaks only

generally of

professional

development and is not

specific enough to

ensure that teachers and

administrators will

have the necessary

training to implement

the Curriculum

Component.

c. Describe the


used to monitor the

Professional

Development (Section

4b) goals, objectives,

benchmarks, and

planned

implementation


roles and

responsibilities.

21

The monitoring

process, roles, and



detail.



detail regarding who is

responsible and what is

expected.

5.

INFRASTRUCTURE

, HARDWARE,

TECHNICAL

SUPPORT, AND

SOFTWARE

COMPONENT



12 (Appendix D).


Example of

Adequately

Addressed

Example of Not

Adequately

Addressed


a. Describe the

existing hardware,

Internet access,

electronic learning

resources, and

technical support

already in the district

that will be used to

support the

Curriculum and

Professional

Development

Components (Sections

3 & 4) of the plan.

22-26

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.

b. Describe the

technology hardware,

electronic learning

resources, networking

and

telecommunications

infrastructure,

physical plant

modifications, and

technical support

needed by the

district's teachers,

students, and

administrators to

support the activities

in the Curriculum

and Professional

Development

components of the

plan.

26-27

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


district's Curriculum

and Professional

Development

components.

The plan includes a

description or list of

hardware,

infrastructure, and

other technology

necessary to implement

the plan, but there

doesn't seem to be any

real relationship

between the activities

in the Curriculum and

Professional

Development

Components and the

listed equipment.

Future technical

support needs have not

been addressed or do

not relate to the needs

of the Curriculum and

Professional

Development

Components.


c. List of clear annual

benchmarks and a

timeline for obtaining

the hardware,

infrastructure,

learning resources

and technical support

required to support

the other plan

components identified

in Section 5b.

27-29

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


used to monitor

Section 5b & the

annual benchmarks

and timeline of


roles and

responsibilities.

29

The monitoring

process, roles, and



detail.





expected.

6. FUNDING AND

BUDGET

COMPONENT


Requirement(s): 7 &

13, (Appendix D)


Example of

Adequately

Addressed

Example of Not

Adequately

Addressed

a. List established and

potential funding

sources. 30

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

for the term of the

plan.

30-31

Cost estimates are

reasonable and address

the total cost of

ownership, including

the costs to implement

the curricular,

professional

development,

infrastructure,

hardware, technical

support, and electronic

learning resource needs

identified in the plan.

Cost estimates are

unrealistic, lacking, or

are not sufficiently

detailed to determine if

the total cost of

ownership is addressed.


c. Describe the

district's replacement

policy for obsolete

equipment.

31

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


used to monitor Ed

Tech funding,

implementation costs

and new funding

opportunities and to

adjust budgets as

necessary.

32

The monitoring

process, roles, and



detail.





expected.

7. MONITORING

AND EVALUATION

COMPONENT


Requirement(s): 11

(Appendix D).


Example of

Adequately

Addressed

Example of Not

Adequately

Addressed

a. Describe the

process for evaluating

the plan's overall

progress and impact

on teaching and

learning.

33


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. 33-34

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


plan.


c. Describe the

process and frequency

of communicating

evaluation results to

tech plan

stakeholders.

34


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).


Example of

Adequately

Addressed

Example of Not

Adequately

Addressed

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.)

35

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-BAS

ED METHODS,

STRATEGIES, AND



9 (Appendix D).


Example of

Adequately

Addressed

Not Adequately

Addressed


a. Summarize the

relevant research and

describe how it

supports the plan's

curricular and

professional

development goals.

36-37


relevant research

behind the plan's design

for strategies and/or

methods selected.

The description of the

research behind the

plan's design for

strategies and/or

methods selected is

unclear or missing.

b. Describe the

district's plans to use

technology to extend

or supplement the

district's curriculum

with rigorous

academic courses and

curricula, including

distance-learning

technologies. 37-38


process the district will

use to extend or

supplement the


with rigorous academic

courses and curricula,

including

distance-learning

opportunities

(particularly in areas

that would not

otherwise have access

to such courses or

curricula due to

geographical distances

or insufficient

resources).

There is no plan to use

technology to extend or

supplement the


offerings.


Appendix J - Technology Plan Contact Information

(Required)

Education Technology Plan Review System (ETPRS)

Contact Information

County & District Code: 19 - 64477

School Code (Direct-funded charters only):

LEA Name: Eastside Union Elementary

*Salutation: Mr.

*First Name: Matthew

*Last Name: Ross

*Job Title: Director of Educational Services

*Address: 45006 30th St. East

*City: Lancaster

*Zip Code: 93535-2815

*Telephone: 661-952-1200

Fax: (661) 946-1452

*E-mail: [email protected]

Please provide backup contact information.

1st Backup Name: Veronica Loya

E-mail: [email protected]

2nd Backup Name: Steve Barriga

E-mail: [email protected]

* Required information in the ETPRS

Documents

Technology Plan Eastside Union Elementary School District€¦ · Technology Plan Eastside Union Elementary School District July 1, ... Summary of Teacher and Administrator Skills