Technology Plan - Rocklin Unified School District...Rocklin USD Technology Plan 4 of 155 7/2/12 I. Plan Duration Description The duration of this Technology Plan is from July 1, 2012

Rocklin USD Technology Plan 1 of 155 7/2/12

Technology Plan

Rocklin Unified School District

Year Span July 1, 2012 - June 30, 2015

This plan is for EETT and E-Rate.


Table of Contents

Background and Demographic Profile 3 I. Plan Duration 4 II. Stakeholders 4 III. Curriculum 6 IV. Professional Development 30 V. Infrastructure, Hardware, Technical Support, and Software 37 VI. Funding and Budget 42 VII. Monitoring and Evaluation 45 VIII. Collaborative Strategies with Adult Literacy Providers 46 IX. Effective, Researched Based Methods and Strategies 47 Appendix C Criteria for EETT Technology Plans 50 Appendix J Technology Plan Contact Information 55


Background and Demographic Profile

District Profile Rocklin Unified School District is located in Rocklin, California, a suburban community comprised of eleven elementary schools, two middle schools, two comprehensive high schools and an Alternative Education Center which includes a continuation high school and an independent study program. The district has a proven tradition of high academic achievement and award-winning comprehensive schools whose API scores range from 850 to 904 with 1000 being the maximum score possible. The district–wide API is 883. The district mission statement shapes the district strategic priorities: The Rocklin Unified School District, a rapidly growing community of educators and families committed to excellence will ensure that all students acquire the skills and knowledge to reach their highest potential and become self-reliant, critical thinkers and responsible citizens, by providing a rigorous, well-rounded, student centered curriculum in partnership will all facets of the community. The Board of Trustees develops annual strategic priorities aligned to the mission of the district and to guide the distr ict’s programs and expectations. Currently, the district is committed to the development of teams of teachers and administrators as Professional Learning Communities focused on high-level learning for all students. To support learning for all students, strategic priorities focus on intervention to enhance and ensure student success, focus on the English Learners, ensuring that students will be well-prepared for their post high school pursuits, and a priority on safe learning environments in which students can learn. Rocklin Unified School District is annually granted Career and Technical Education funds and has a robust ROP and Career Technical Education program which focus on 21st Century Student Outcomes. In addition to mastery of the core subjects, Rocklin promotes the understanding of academic content at much higher levels by weaving in these 21st century interdisciplinary themes and skills:

Global Awareness

Financial, Economic, Business and Entrepreneurial Literacy

Civic Literacy

Health Literacy

Environmental Literacy

Learning and Innovative Skills

Information, Media, and Technology Skills

Life and Career Skills The 21st Century Skills prepares our students for the dynamic and globally competitive environment in which they will live and work. Our goal is to infuse the components of the 21st Century themes and skills into the daily curriculum in the classrooms as well as the culture of each school. District Mission Statement The Rocklin Unified School District, a rapidly growing community of educators and families committed to excellence will ensure that all students acquire the skills and knowledge to reach their highest potential and become self-reliant, critical thinkers and responsible citizens, by providing a rigorous, well-rounded, student centered curriculum in partnership will all facets of the community. Rocklin Unified School District Demographic Characteristics The demographic data included is found in the CalPADS information as of December, 2011. Students receive standards based instruction. Teachers use data to assist in identifying student weaknesses and improving student learning for all. Additionally, attention is paid to meeting the needs of students within the district’s subgroups through a variety of interventions, many of which integrate the use of technology.


I. Plan Duration

Description The duration of this Technology Plan is from July 1, 2012 through June 30, 2015. It is intended that this plan will guide the district's use of educational technology for the next three to five years. The RUSD Technology Plan is designed to be a working and living document. The ever changing world of technology does not allow for simple and easy technology implementation. The plan needs to be open, goal oriented and flexible. RUSD is focused on continuing to find new avenues of implementing in class technology and programs to develop students skills and knowledge. Continued research of devices and programs is necessary. 21st Century Skills represent authentic education, focusing on the "whole person", which reaches past only workplace readiness. Our plan is designed for lifelong learners. Our goal is to prepare our students for opportunities after they leave K-12 education. Plan Duration Date July 1, 2012 June 30, 2015

II. Stakeholders

Description The Rocklin Educational Technology Team (RETT) was established Fall, 2011, replacing the former Technology Committee. The members of RETT represent each of the sixteen school sites in the district, the Board of Trustees, teachers, the classified staff, and administrators. An important focus of the committee is to enhance communication among all the stakeholders and each school staff, address technical and support concerns as well as develop a living technology plan that will integrate technology into the daily lives of our students and staff. Each member is charged with developing communication between his/her school and among the members of the team and the variety of departments and sites represented. Members of the team were individually recruited and identified as individuals who have highly effective communication and collaborative skills. RETT meets monthly and has established the beginnings of positive communication among its members. One of RETT’s first actions was to reach out to teachers and administrators by asking staff about perceived technology needs through a carefully crafted survey. A subcommittee of RETT members collaborated to write the plan and used the results of the survey to write the plan. As the technology plan was being developed, each principal reviewed the draft and the final Technology Plan with their stakeholders, including librarians, technology staff, School Site Councils, and Parent Teacher Clubs. A member of the Board of Trustees as a RETT representative who provides regular communication between RETT and the Board. At the Board meeting on January 18, 2011 preliminary draft information on the development of the Technology Plan was provided which offered the opportunity for the members of the Board, administration, staff, and community to provide input. Board Policy 0440(a) - District Technology Plan- recognizes that technological resources can enhance student achievement by increasing student access to information, developing their technological literacy skills and providing instruction tailored to student needs. Effective use of technology can also increase the efficiency of the district's non-instructional operations and governance. The Board is committed to the development and maintenance of a district-wide infrastructure and to providing staff professional development that will allow the implementation of existing and new technologies. District Vision for Technology Plan - Adopted by RETT - September 23, 2011 Rocklin Unified School District (RUSD) has formed a group called the Rocklin Educational Technology Team (RETT) that is comprised of representatives from each school site. This group is responsible for managing and maintaining the Educational Technology Plan (ETP) for RUSD through regularly-scheduled meetings, the framework of these meetings being structured around the ETP. Each meeting will cover the progress of adherence to the current ETP, addressing any impedance to such progress, as well as consideration of future plans to integrate new technologies into the educational curriculum of RUSD. The goal of each meeting is to understand the educational technology needs of each site in the district and to communicate back to each of these sites the progress and decisions of RETT in relation to those needs.


Stakeholders

Name Position CDS

Greg Daley Board Member/Past President Rocklin Unified School District Board of Trustees

Steve Bradley Systems Engineer Rocklin Unified School District

Larry Stark Assistant Superintendent Rocklin Unified School District

Carolyn Nunn-Lum Director of Elementary Programs Rocklin Unified School District

Rob FitzPatrick Consultant Angus Hamer

Matt Murphy Principal, RETT Chairperson Antelope Creek Elementary School

Sarah James Principal Twin Oaks Elementary School

Nicole Mazzone Teacher Rock Creek Elementary School

Ryan O'Donnell Teacher Rocklin High School

Paula Berg Computer Technician Granite Oaks Middle School

Debbie Prekeges Teacher Cobblestone Elementary School

Laurie Vaillancourt Teacher Rocklin Elementary School

Margaret Lubinski Teacher Sunset Ranch Elementary School

Matt Yamamoto Teacher Whitney High School

Sherry Mauser Assistant Principal Whitney High School

Andrea Muller Teacher Valley View Elementary School

Nell Hildebrand Teacher Sierra Elementary School

Hardiman Cureton II Teacher Rocklin Alternative Education Center

Darren Fix Teacher Spring View Middle School

Patty Holme Teacher Breen Elementary School

Anne Mangels Secondary Librarian Rocklin Unified School District

Kathy O'Keefe Computer Technician Parker Whitney Elementary School

Melody Thorson Principal Ruhkala Elementary School

Linda Rooney Deputy Superintendent Rocklin Unified School District


III. Curriculum

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

The Rocklin Unified School District provides K-12 access to technology through multiple computers including a computer designated for the teacher, an LCD projector, printer, and a document camera in almost all classrooms. Some classrooms have an audio enhancement system or have specialized responders, Alphasmart keyboards, and transmitters that allow individual students to instantly respond to guided lessons. Each elementary school has a computer lab with 30+ computers and a part time computer technician to assist students and teachers. All students regularly use the labs minimally once a week for projects or skill building which coordinate with the areas of study. Two of the elementary schools have science labs with computers to guide a lesson and an activity with a teacher to coordinate instruction for each class. Grades 7-12 schools have multiple computer labs on each campus. In addition, students have access to hardware and software specialized to meet the needs of the various programs such as broadcasting, digital art, animation, computer studies, computer aided drafting, graphic arts, digital photography, web design, journalism, and other courses. Students have access to computers throughout the day and often after school hours with the supervision of a teacher. A lab is open after school on each campus to meet student needs. All K-12 schools have multiple computers in libraries, classrooms and labs where students and staff have access to technological resources and tools and the district librarians or library aides provide assistance to students. In addition, the library staff is equipped with computers to manage the books collection facilitated by the Destiny software system which provides a catalog and student resource management framework for students and staff. Special populations of students including English Learners and students with special needs have equal access to computers and may have assistive technologies to support their access and success in the core curriculum. Special Education students who require accommodations may be assigned a specific computer station with accommodations as needed according to the IEP. Assistive technology is made available to all students who can benefit from its use. Other supportive devices may include iPods, iPod Touch, iPads, and other tablets to enhance learning. A high percentage of students have access to computers at home and students have access to technology outside the classroom at the new Rocklin Library equipped with the most current technology available. Teachers and administrators throughout the district are finding creative ways to use tablet technologies including iPads for instruction. There is a great potential for the use of this new technology by administrators, teachers, and students, however, there is a need to develop and overall district plan to foster the creativity and at the same time develop an effective management system. Teachers and administrators have access to computers, printers, and the projection equipment in their classroom at any time of the day. Common staff areas that have other devices such as color printers and scanners are also available. Teachers have access to the districts network and can access email and files anywhere that they have internet connection.


1. The table below notes student access to technology at each of the district’s schools.

Schools Total Computers Stu/Com Ratio Comp. Lib./Media After School Hours Classroom# Connected

Antelope Creek Elementary 125 1:4 4 Yes Varies 100%

Breen Elementary 133 1:5 4 Yes Varies 100%

Cobblestone Elementary 139 1:3 9 Yes Varies 100%

Parker Whitney Elementary 142 1:3 6 Yes Varies 100%

Rock Creek Elementary 169 1:4 5 Yes Varies 100%

Rocklin Elementary 208 1:3 7 Yes Varies 100%

Ruhkala Elementary 155 1:3 7 Yes Varies 100%

Sierra Elementary 159 1:3 5 Yes Varies 100%

Sunset Ranch Elementary 182 1:3 5 Yes Varies 100%

Twin Oaks Elementary 135 1:3 6 Yes Varies 100%

Valley View Elementary 196 1:3 8 Yes Varies 100%

Granite Oaks Middle 179 1:5 16 Yes Varies 100%

Spring View Middle 296 1:3 16 Yes Varies 100%

Rocklin High School 639 1:3 15 Yes Varies 100%

Whitney High School 567 1:3 18 Yes Varies 100%

Rocklin Independent (Alt.) 12 1:5 0 Yes Varies 100%

Victory High (Cont.) 80 1:2 14 Yes Varies 100%


B. Description of the district's current use of hardware and software to support teaching and learning.

The chart below describes the typical uses of technology in the Rocklin Unified School District. The software is on a district wide network and can be accessed by any computer in the district except for assistive technology needed for specific students.

Hardware Subject Grades Typical Frequency

Computers and printers in the classrooms All K-12 Daily

Computer Labs All K-12 K-8 minimum 1 x week 9-12 daily depending on subject area

Classroom document cameras, projectors, printers

All K-12 Daily

Digital cameras All K-12 As needed

Responders, keyboards All K-8 3 x week

Scanners (Ren Place) Math, reading K-12 Daily

Computers in the library All K-12 Daily

Broadcasting equipment – TV station Communication Broadcasting

9-12 Daily

Assistive technology All K-12 Daily

Ipods, iPads, iPod Touch All K-12 Daily

Software Subject Grades Typical Frequency

Accelerated Math Math 3-9 2 x week, available during and after school hours

Accelerated Reader Reading K-9 2 x week, available during and after school hours

AERIES Attendance, student information system K-12 staff Daily

California Physical Fitness Records Physical Education 5-12 1x per year

Computer Assisted Drafting Drafting, design 9-12 Daily

Datawise Data and assessments K-12 staff 3 x week, available during and after school hours

Edline Grading, parent communication 9-12 staff Daily, available during and after school hours

enVision MATH SuccessNet

Math K-6 staff, Daily

Google Documents Social Science 9-12 Daily, available during and after school hours



Grade Pro Grading, parent communication 2 -8 Daily

Internet resources All K-12 Daily, available during and after school hours

Internet games All K-6 3 x week, available during and after school hours

Math Facts in a Flash Math K-6 2 x week, available during and after school hours

Microsoft Office Suite All 3-6 As needed

Microsoft Office Suite All K-12

Daily

Photoshop Journalism, broadcasting, graphic arts, web design, photography

9-12

Plato All 9-12 VHS Daily

Quick Reads Reading fluency 3-6 As needed

Q Reads Reading fluency 6-12 As needed

Rosetta Stone Language 9-12 2 x week, available during and after school hours

Klein Scientific Science K-6 RE, SR 1 x week

School Messenger Parent communication, attendance notification

K-12 As needed, available during and after school hours

Scott Foresman Social Studies

Social Science K-6 As needed

STAR Early Literacy Reading K-2 staff 1 x trimester to 1 x every 10 days depending on student need

STAR Math Math 3-12 Staff 1 x trimester

STAR Reading Reading 3-12 1 x trimester to 1 x every 10 days depending on student need

Type to Learn Keyboarding K-6 1 x week

Discovery Education Streaming All K-12 staff

As needed, available during and after school hours



Discovery Education Streaming All 6-12 As needed, available during and after school hours

iMovie All 6-12 As needed

Adobe Premier All 6-12 As needed

iDesign All 9-12 As needed

Dreamweaver All 7-12 As needed

Flash All 9-12 As needed

Final Cut Pro All 9-12 As needed

Citrix (for access to most applications above) All K-12 Staff Software programs are available 24 hours a day on our network, both on and off site

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

The District has been committed to the implementation of the California Department of Education's Grade Level and Course Standards which have guided the development of curriculum and related formative and summative assessments. Key standards are identified at each grade level (K-12) and Essential Skills (7-12) are measured to determine the levels of student achievement of the skills and standards and overall learning. The Board of Trustees annually develops Strategic Priorities (see items 1-5 below) which is a document that guides district directions, decision-making and student access to higher levels of support and overall success. 1. The District is committed to the development of grade level and/or content-based Professional Learning Communities (PLC) within each site and across

the District. PLCs will regularly collaborate, share effective instructional practices, and analyze student achievement data, using common formative and summative assessments to improve K-12 instruction.

2. Systematic, research-based intervention strategies (tiered intervention and targeted grouping, for example) will support students in achieving a minimum

80% district-wide student proficiency rate in English Language Arts and Mathematics on the California Standards Tests (CST) and on district adopted assessments in the 2011-12 school year.

3. The District will ensure that English Learners acquire the English language as quickly as possible in order to access grade level core subjects using the

following strategies for success: a. Instruction provided by EL certified/credentialed teachers. b. Classroom instruction using effective strategies, interventions, and appropriate modifications for EL students to master core subjects. Identified

students will continue to exceed the statewide target for the percentage advancing one level on the CELDT (California English Language Development Test) and for demonstrating their proficiency in English.


4. Secondary schools (7-12) will collaborate and implement systematic strategies to ensure that all students are provided the opportunity to graduate with the

necessary skills and prerequisites to meet their post-secondary goals. Related to students in grades 9-12, the following priorities are in place: a. The percent of students completing the A-G college entrance requirements will be at least 70%. b. Follow-up surveys with our graduates will be conducted and reviewed to measure student perceptions of the effectiveness of their secondary learning

experiences in preparing them for their post-secondary options. c. Academic intervention, counseling, guidance, and financial assistance information will be provided to support students in achieving their post-

secondary goals. d. There will be a continued partnership and collaborative relationship between district and Sierra College staff to enhance student learning opportunities.

Through ongoing data collection and analysis, we will increase our students’ readiness for college level language arts and math courses at both community college and four-year institutions, as measured by an increased percentage of students demonstrating readiness.

5. The District will ensure that our campuses promote safe environments which positively focus upon student learning and achievement. Support systems

will be in place for students and families. Individual school sites will continue to refine and implement methods and programs to support students in areas such as character development, citizenship and student resiliency. Baseline data will be collected to determine the next steps for student support.

The 21st Century Outcomes are a focus for the district. The California Common Core State Standards (CCCSS) recently adopted by the State emphasizes the 21st Century skills for California schools with CCCSS testing staring in Spring 2015. The 21st Century Student Outcomes are summarized.

• Mastery of core subjects (English, reading, or language arts, world languages, arts, math, economics, science, geography, history, government, and civics) is essential for all students of the 21st century.

• Promote understanding of academic content at much higher levels by weaving in global awareness, financial, economic, business and entrepreneurial literacy, civic literacy, health literacy, and environmental literacy.

• Learning and innovative skills increasingly are being recognized as those that separate students who are prepared for more and more complex life and work environments in the 21st Century, and those who are not. A focus on critical thinking, communication, and collaboration is essential to prepare student for the future.

• People in the 21st Century live in a technology and media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st Century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media, and technology.

• Today's life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills.

• 21st Century standards, assessments, curriculum, instruction, professional development and learning environments must be aligned to produce a support system that produces 21st Century outcomes for today's students.

The new RUSD Technology Standards will be modeled after the "Washington State K-12 Technology Standards." The technology standards are categorized around two goals. 1. Integration - Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate, and solve problems. 2. Digital Citizenship - Students demonstrate a clear understanding of technology systems and operations and practice safe, legal, and ethical behavior. RETT will review the "Washington State K-12 Technology Standards," adjust them as necessary for the needs of the Rocklin students and the goals of the district.


III. Curriculum (continued) 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. The Rocklin Unified School District remains fully committed to making new and innovative technology, including hardware, software and on-line resources available to staff, students and parents in our efforts to enhance our district's curricular goals. As the district begins a systematic transition from the California Content Standards to the California Common Core State Standards (CCCSS) while preparing students to meet the challenges of the related assessments, there is a need to enhance all aspects of student access to available technologies if we are to remain competitive and be prepared for the adaptive assessments that will accompany the CCCSS as proposed by the Smarter Balanced Assessment Consortium. Therefore, it will be necessary for staff skills and abilities with respect to assisting students with full access to such curricular materials and assessments to be enhanced, as suggested by the results of the survey conducted in Fall, 2011. The improvement of teaching and learning may be enhanced by the use of available technologies that are known to us at the present time; however, it is always difficult to predict the swift changes that will surely take place in the three year period of time covered by this Technology Plan. At the present time, there is a need to find creative ways for more students to be accessing technology, both in an on-line and networked environment, which can take place using responders, tablets (iPads, Androids, etc) and other devices, which may include "bring your own technology to school" approaches in some instructional environments. In order to achieve these goals which will enable more students to have greater access during and after school hours, staff training, enhanced network and "hot spot access" and creative financing approaches will be absolutely necessary. The ultimate goal of supporting the curricular goals and enhancing student learning and overall achievement would be the primary reasons for the uses of these new technologies.

Curriculum D – Goal 1: Student achievement in grades K-12 in English Language Arts and Math will increase with the use of technology to improve teaching and learning. Objective 1: By June, 2015 systemic, research based intervention strategies will support students in achieving proficiency in English Language Arts on the California Standards Test and on district adopted assessments.

Year1: By Spring 2013, at least 80% of all teachers will use data to determine the academic needs of each student and provide intervention strategies including technology based programs resulting in at least 80% students achieving proficiency in language arts.

Year2: By Spring 2014, at least 85% of all teachers will use data to determine the academic needs of each student and provide intervention strategies including technology based programs resulting in at least 85% of the students achieving proficiency in language arts.

Year3: By Spring 2015, at least 90% of all teachers will use data to determine the academic needs of each student and provide intervention strategies including technology based programs resulting in at least 90% of the students achieving proficiency in language arts.


Objective 2: By June, 2015 systemic, research based intervention strategies will support students in achieving proficiency in mathematics on the California Standards Test and on district adopted assessments.

Year1: By Spring 2013, at least 80% of all teachers will use data to determine the academic needs of each student and provide intervention strategies including technology based programs resulting in at least 80% of the students achieving proficiency in math.



Implementation Plan

Activity Timeline Person(s) Responsible Monitoring & Evaluation

The district will provide technology to analyze student assessment results.

2012-2015 Annually thereafter

Deputy Superintendent, Educational Resources Chief Technology Officer Director of Elementary Programs

Monitored by the analysis of data, records of assessment software in place and records of accessibility to the teachers.

Teachers will be trained to analyze data from common assessments and determine instructional strategies and intervention needs using technology.


Deputy Superintendent, Educational Resources Director of Elementary Programs Principals

Monitored by the collection and analysis of articulation agendas, articulation reports, and principal records of supervision and support for the teachers.

Teachers will be trained in a variety of intervention and progress monitoring strategies using technology when appropriate.


Deputy Superintendent, Educational Resources Chief Technology Officer Director of Elementary Programs Principals

Monitored by the collection and analysis of articulation agendas, articulation reports, and principal records of supervision and support for the teachers.

District curriculum committees and Department Leads along with RETT will identify needs for software and hardware in all subject areas to support academic goals.


District Curriculum Committees Department Leads RETT Deputy Superintendent Director of Elementary Programs

Monitored by the collection and analysis of the list of software and hardware needs.

Technology to support students scoring below proficient will be integrated into all classrooms and additional staff training will be provided to support this technology.


RETT Deputy Superintendent Chief Technology Officer Director of Elementary Programs Principals

Monitored by the collection and analysis of articulation agendas, articulation reports, teacher surveys, principal records of supervision and support for the teachers, and CST , CAHSEE, and district assessment results.


Implementation Plan


Technology will be integrated into student assignments as appropriate at each grade level and for each student.



Monitored by the collection and analysis of articulation agendas, articulation reports, teacher surveys, principal records of supervision and support for the teachers, and CST, CAHSEE, and district assessment results.

Staff will be surveyed annually to determine use of technology in the classroom and the stages of concern in implementing the use of technology.



Monitored by the collection and analysis of a staff survey.

Ongoing training will be provided for certificated staff based on the recommendations of RETT and the Ed Service Department.


District Curriculum Committees Department Leads RETT Deputy Superintendent Chief Technology Officer Director of Elementary Programs


Ongoing training will be provided for Technology Support Staff.


RETT Deputy Superintendent Chief Technology Officer Director of Elementary Programs

Monitored by training records and schedules.

Evaluation Instrument(s) – Data to be Collected

CST scores Grade 10 CAHSEE scores District Assessment scores Technology Surveys Professional development records Teacher evaluation data


III. Curriculum (continued) E. 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. Integration of Technology Students throughout the district will acquire technology skills and information literacy skills to succeed in the classroom and in their respective post-high school endeavors through a systematic and layered approach to instruction, skill development and practice. Given the information collected from the recent survey of staff, it is clear that staff reports that they "frequently" incorporate the following into their classroom instruction and activities for students: Microsoft Word or other programs, PowerPoint or other presentation software, use technology to record assignments and grades, use a document camera, use the Internet to find lesson materials, maintain class websites, create on-line assignments, use electronic assessments and recording tools. On the other hand, staff reports that they "never use or want training" in the following areas: use of interactive whiteboards, use Webquests on-line, create digital movies, use blogs, wikis, or other Web tools. It is clear that it will be important to enhance staff knowledge and ease in using many of these above-mentioned tools and equipment if we are to be successful with enabling our student learning to be enhanced. Depending on the grade level, various levels of trainings will be essential for teachers and staff who will be supporting our students in their access to the available technologies. Information and technology literacy is the ability of an individual, working independently or with others, to use tools, resources, processes and system responsibly to access and evaluate information in any medium, and to use that information to solve problems. Additionally, there is a focus on communicating clearly, making informed decisions and constructing new products and systems. The concept of information literacy has become more complex as resources and technologies have evolved. The 21st century concept now encompasses multiple literacies; including digital, visual, textual, and technological. It has four critical components (American Association of School Librarians, "Standards for the 21st Century Learner", 2007):

1) Inquire, think critically, and gain knowledge. 2) Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3) Share knowledge and participate ethically and productively as members of our democratic society. 4) Pursue personal and aesthetic growth.

Technology fluency builds upon technology literacy and is demonstrated when students apply technology to real world experiences. Fluency also includes adapting to changing technologies, modify current and create new technologies, and personalize technology to meet personal needs, interests and learning styles. “Technology integration is the use of technology resources – computers, digital cameras, CD-ROMs, software applications, the Internet, handheld devices, etc. – to support the teaching and learning across all subject areas and grade levels. Integrated into the classroom, technology becomes a multi-modal way to extend learning. It provides a medium that unpacks the world and opens new channels through which students show what they know and can do. Also, technology can introduce different perspectives on life and culture through the immediacy of videoconferences, email dialogue and interactive webinars. Conversation among learners and experts anywhere enriches learning and provides insight into the creative tangents that lead to expert knowledge. These learning experiences achieve relevancy, as the struggles, limits, and potentials of problem-solving in the real world move theory into practice for young learners.” (Washington State K-12 Educational Technology Learning Standards, December 2008) The complete standards show examples of two types of technology integration levels: technology literacy (basic level) and technology fluency (21st Century Skills). Our goals and objectives will reference these levels in our objectives and activities and are based on the Washington State Standards. Digital Citizenship


Students demonstrate a clear understanding of technology systems and operations and practice safe, legal, and ethical behavior. Components

• Operate Systems: Understand technology systems and use hardware and networks to support learning. • Select Applications: Use productive tools and common applications effectively and constructively. • Adapt to Change (Technology Fluency): Transfer current knowledge to new and emerging technologies (Grades 6-12 only) See Appendix I and II – Summary of Washington State Integration Standards for K-12

Curriculum E – Goal 1: Students will acquire technology and information literacy skills. Objective 1: By June 2015 at least 80% of the students in grades K-12 will demonstrate proficiency or better on the appropriate grade level standards for operating systems, selecting and using applications, and adapting to change under Digital Citizenship.

Year1: By June 2013 at least 60% of the students in grades K-12 will demonstrate proficiency or better on the appropriate grade level standards for operating systems, selecting and using applications, and adapting to change under Digital Citizenship

Year2: By June 2014 at least 70% of all students will demonstrate proficiency or better on the appropriate grade level standards for operating systems, selecting and using applications, and adapting to change under Digital Citizenship.

Year3: By June 2015 at least 80% of all students will demonstrate proficiency or better on the appropriate grade level standards for operating systems, selecting and using applications, and adapting to change under Digital Citizenship.

List of activities and a timeline for implementing planned strategies and activities.

Implementation Plan

Activities Timeline Person(s) Responsible Monitoring and Evaluation

Develop a proficiency rubric for Digital Citizenship Fall 2012 RETT District Committees and Department Leads

Monitored by the collection and analysis of articulation agendas, articulation reports, teacher surveys, principal records of supervision and support for the teachers, and CST, CAHSEE, and district assessment results. Student proficiency will be increased in the above technology proficiencies and information literacy skills.

Teachers will be trained in the skills needed to effectively teach Digital Citizenship.

Fall 2012 Annually thereafter

RETT Deputy Supt. Ed. Serv. Classroom Teachers

Monitored by the collection and analysis of teacher surveys and principal records of supervision and support for the teachers.


Implementation Plan


Students will be explicitly taught grade level appropriate Digital Citizenship Skills and at least 80% of the students will demonstrate proficiency or better on grade level standards for operating systems, selecting applications and using applications.


District Committees and Department Leads RETT Deputy Supt. Ed Serv. Classroom teachers Principals


Students will participate in two or more technology integrated units incorporating the grade level standards for operating systems, selecting applications, and using applications.


District Committees and Department Leads RETT Deputy Supt. Ed Serv. Classroom teachers Principals

Monitored by the collection and analysis of articulation agendas, articulation reports, principal records of supervision and support for the teachers, and CST, CAHSEE, and district assessment results. Monitored by the collection and analysis of student rubric data.

All teachers will assess students in the use of the Digital Citizenship skills.


District Committees and Department Leads Deputy Supt. Ed Serv. RETT

Monitored by the collection and analysis of student rubric data.


Digital Technology Rubrics Staff Technology Survey Student, parent, and teacher surveys Evaluation documentation


III. Curriculum (continued) Curriculum E – Goal 1: Students will acquire technology and information literacy skills. Objective 2: By June 2015 at least 80% of the students in grades K-12 will demonstrate proficiency or better at the fluency level (21st Century Skills) on the technology integration skills during relevant curricular assignments.

Year1: By June 2013 at least 90% of the students in grades K-12 will demonstrate proficiency or better at the LITERACY OR BASIC LEVEL on the technology integration skills during relevant curricular assignments.

Year2: By June 2014 at least 95% of the students in grades K-12 will demonstrate proficiency or better at the LITERACY OR BASIC LEVEL on the technology integration skills during relevant curricular assignments. Of the those students, at least 60% will demonstrate proficiency or better at the FLUENCY level (21st Century Skills) on the technology integration skills during relevant curricular assignments.

Year3: By June 2015 at least 80% of the students will demonstrate proficiency or better at the FLUENCY LEVEL (21st Century Skills) on the technology integration skills during relevant curricular assignments.

List of activities and a timeline for implementing planned strategies and activities.

Implementation Plan


Develop a proficiency rubric for technology integration.

Fall 2012 RETT District Committees and Department Leads

Monitored by the completion of a document.

Teachers will be trained in the effective integration of technology

Fall 2012-2014 Annually thereafter

RETT Deputy Supt. Ed. Services Chief Technology officer Director of Elementary Programs Principals Classroom Teachers

Monitored by the collection and analysis of teacher surveys.

80% of the students will use technology routinely and technology is accessible and readily available for the task at hand.



Monitored by the collection and analysis of articulation agendas, articulation reports, teacher surveys, principal records of supervision and support for the teachers. CST, CAHSEE, and district assessment results through the evaluation process.


Implementation Plan


80% of the students will see technology as a seamless pat of the learning process at the fluency level.



Monitored by the collection and analysis of articulation agendas, articulation reports, teacher surveys, principal records of supervision and support for the teachers. CST, CAHSEE, and district assessment results through the evaluation process.


Technology Integration Rubrics Staff Technology Survey Student, parent, and teacher surveys Evaluation documentation


III. Curriculum (continued) F. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the

classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use The Rocklin Unified School District is committed to ensuring that students and staff understand the appropriate and ethical use of information technology. Students and staff must be able to distinguish between the lawful and unlawful uses of copyrighted works, including the limits of educational fair use. For K-6 students, the "I Keep Safe" or similar curriculum will be delivered in each of our elementary schools, with students receiving appropriate grade level lessons, building upon their knowledge and skill levels from grade to grade. For 7-12 students, the "I Safe" or similar curriculum will be used to ensure that students understand appropriate and ethical uses of technology and intellectual property. As global, 21st Century citizens, students literally have access to a whole world of information, ideas and artistic expressions, and we need to give them the tools to be creative members of digital communities, avoiding plagiarism and respectfully collaborating with others. Our high schools subscribe to Turnitin.com, a tool that enables teachers to detect plagiarism in student work.

Curriculum F – Goal 1: Students demonstrate a clear understanding of technology systems and operations and practice safe, legal, and ethical behavior. Objective By June 2015 80% of the students in grades K-12 will demonstrate proficiency or better on the appropriate grade level standards for safety, legal, and ethical practices under Digital Citizenship, including distinguishing between lawful and unlawful uses of copyrighted works, copyright and fair use, distinguishing lawful from unlawful downloading and peer-to-peer file sharing, and avoiding plagiarism.

Year1: By June 2013 at least 60% of the students in grades K-12 will demonstrate proficiency or better on the appropriate grade level standards for safety, legal, and ethical practices under Digital Citizenship.

Year2: By June 2014 70% of all students will demonstrate proficiency or better on the appropriate grade level standards for safety, legal, and ethical practices under Digital Citizenship.


Implementation Plan


Develop a proficiency rubric for Digital Citizenship. Fall 2012 RETT District Committees and Department Leads

Monitored by the completion of the rubric.

Teachers will be trained in Digital Citizenship. 2012 Annually thereafter

RETT Deputy Supt. Ed. Serv. Classroom Teachers Principals

Monitored by the collection and analysis of technology survey data.


Implementation Plan


Students will be explicitly taught grade level appropriate Digital Citizenship skills.


Deputy Supt. Ed. Serv. Classroom Teachers Principals

Monitored by principal follow-up.

All teachers will practice Digital Citizenship, reinforce the use of the skills by students, and re-teach the skills annually


Deputy Supt. Ed Serv. Classroom teachers Principals



Sign in sheets and agendas from staff training, syllabi and or student work showing inclusion within the curriculum of the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer to peer file sharing; and avoiding plagiarism as detailed in AB 307; i.e.: correctly formatted bibliographies or works cited pages from student work.


III. Curriculum (continued) G. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and

avoid online predators. (AB 307) The district is committed to ensuring safety for staff and students when using the Internet. To ensure that proper controls and safety nets are in place, filters for student and staff access are utilized and monitored regularly, in addition to the use of firewalls to assist in this process. The district and site level staff will work together to ensure that these protections remain in place. Every day, our 21st century students connect to the world via blog posts, information searches, chatting, text messages, file downloads, and profile updates. They need awareness of the issues involved in establishing their online identities, including strong passwords, divulging only appropriate personal information, and how to protect themselves from identity thieves and online predators. To teach these issues, the "I Keep Safe" or similar curriculum will be implemented in grades K-6, and an internet safety curriculum will be implemented in grades 7-12. Students will adhere to the district's Acceptable Use Policy. Secondary students may be issued Gmail e-mail accounts when working with teachers who wish to communicate via e-mail with their students.

Curriculum G – Goal 1:

• Firewalls and internet filters are in place to assist in keeping the Internet safe for student use. These will be monitored, and upgraded regularly to ensure student safety.

• Students will practice and demonstrate safe, legal, and ethical behavior in the use of information and technology. Objective By June 2015 80% of the students in grades K-12 will demonstrate proficiency or better on the appropriate grade level standards for safety, legal, and ethical practices under Digital Citizenship, including protecting online privacy and avoiding online predators.

Year1: By June 2013 at least 60% of the students in grades K-12 will demonstrate proficiency or better on the appropriate grade level standards for safety, legal, and ethical practices under Digital Citizenship.



Implementation Plan


Firewalls and internet filters are in place to assist in keeping the Internet safe for student use. These will be monitored, and upgraded regularly to ensure student safety.

Ongoing at least once each year Deputy Superintendent Chief Technology Officer

Safety checks and tests of the system will be made. Analysis will be kept in MIS department

Measures are in place to protect online privacy and assist students in avoiding online predators. These will also be monitored and upgraded regularly to ensure student safety.


Safety checks and tests of the system will be made. Analysis will be kept in MIS department

Students learn about online privacy and how to avoid online predators.


Copy of student curriculum and/or student work


Implementation Plan


Develop a proficiency rubric for safety, legal, and ethical practices under Digital Citizenship.

Fall 2012 RETT Monitored by RETT.

Teachers will be trained about the safety, legal, and ethical practices under Digital Citizenship.

Fall 2012 annually thereafter



Students will be explicitly taught the safety, legal, and ethical practices under Digital Citizenship.


Deputy Superintendent Chief Technology Officer Director of Elementary Programs Principals Classroom teachers

Monitored by principal follow-up and teacher assessment of the students.

All teachers will practice safety, legal, and ethical practices under Digital Citizenship, reinforce the use of the skills by the students, and re-teach the skills annually.


Deputy Superintendent Chief Technology Officer Director of Elementary Programs Principals Classroom teachers

Monitored by principal follow-up and teacher assessment of the students.


Student work, Lesson plans Sign-in logs


III. Curriculum (continued) H. Description of the district policy or practices that ensure equitable technology access for all students.

The Rocklin Unified School District is committed to ensure equitable access for all students to technology and technological resources. Presently, all students within the district's sixteen (16) schools have full access to technological software, hardware and other devices for access to the curriculum. (Refer to table on page 4 for student to computer ratio at each site.) Computer labs on each site are used on a regular basis starting in elementary school and continuing through high school. Classrooms are equipped with multiple student computers and other technology tools such as presentation equipment and other devices specific to the subject matter (example: overhead calculators and projection microscopes). All classrooms have internet access including special education and English learner classrooms. Classrooms within the district, particularly those serving our special populations, have access to devices such as iPods and iPod Touch technologies to assist students, in addition to software programs that provide voice activated supports for students. Assistive technological devices are available to students with special needs such as orthopedic, vision or other handicapping conditions to ensure equitable access to technology for all. There is a need to establish a clear protocol/procedure to enable equitable access to other technological devices such as tablets (iPads, Androids, etc.) at each school site. This will be a goal of this new technology plan. The district has in place Board Policy 0440(a) - District Technology Plan- which recognizes that technological resources can enhance student achievement by increasing student access to information, developing their technological literacy skills and providing instruction tailored to student needs. Effective use of technology can also increase the efficiency of the district's non-instructional operations and governance. The Board is committed to the development and maintenance of a district wide infrastructure and to providing staff professional development that will allow the implementation of existing and new technologies.


III. Curriculum (continued) 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. RUSD educators use gradebooks, and classroom management software for maintaining student records and for planning instruction. A sophisticated student data management system (Aeries) is used for general student information, attendance and other District recordkeeping functions. A data management system is in place to assist teachers at all grade levels in monitoring student progress on state standards, and on District Essential Standards using district, site and teacher-developed assessments (multiple measures). A majority of the respondents to the survey administered in Fall, 2012 noted that they "frequently" use technology to record assignments and grades for their students, both at school and at home. In order to specifically meet student needs, the use of our student assessment system, Datawise, requires additional training and teacher support. The Board's Strategic Priority for supporting the Professional Learning Community concept must contain a system by which teachers can readily access student formative and summative assessment data that can be easily and regularly analyzed by each Professional Learning Community team to enhance student learning. There is a need for the district to be supportive of all of the efforts of our teachers to meet these unique needs through careful assessment of progress using technological tools. The district is committed to ensuring that staff has access to state of the art technological tools that will enable student record keeping and assessment is achieved in a more efficient manner to meet the individual student academic needs. Pursuant to the Board of Trustees' first Strategic Priority, Professional Learning Communities must have immediate and easy access to student assessment and achievement data in a timely fashion in order to allow the teams of professionals to inform instruction for students, based upon the data. The district currently uses Datawise for the compilation of student assessment data, both district and state level data, however, there is a need to find ways to streamline the system to make it more "user friendly" for the end users, or teachers. EdLine is used as a bridge at the high schools for access by teachers, students and parents; however, the day-to-day formative assessment data needs to be more easily accessible if it is to be useful in meeting the student needs. Technologically based resources, including hardware and software, will be the key to the future assessments that will become available by the year 2014-15 as a part of the Smarter Balanced Assessment Consortium and the upcoming assessments that will accompany the California Common Core State Standards (CCCSS). The district will need to prepare for these assessments by making additional hardware available, as we understand that multiple assessments over time will be required of our students who will be required to participate in these assessments.


Curriculum I – Goal 1: All teachers will be proficient in the use of data management systems to support the work of Professional Learning Communities in meeting individual academic needs of students. Objective By June 2015, all teachers will be proficient in the use of data management systems for supporting the work of Professional Learning Communities in meeting individual academic needs of students

Year1: 60% of teachers will use email, websites and/or School Messenger (or similar services) to improve two way communication between home and school.



Implementation Plan


Ongoing training in the use of data management systems will be provided to all teachers

2012-2015, throughout the year RETT Educational Services MIS

Monitored by district staff development agendas and staff technology survey data

PLC team collaboration time will continue to be provided to analyze student data

ongoing All certificated staff Collaboration time agendas, principal observation, and student data


Meeting agendas Technology Survey Principal observation Student data


III. Curriculum (continued) 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. The Rocklin Unified School District is committed to ensuring that the partnership between the home and school remains strong and supportive. The use of technological resources to strengthen the home-school connection is a natural approach. There are several structures in place throughout the district that support this partnership including the use of "virtual backpacks" whereby parents have a "log on" to the site and/or teacher webpage, where all needed information is updated regularly and is available for access by a variety of devices by parents (smart phones, iPads, computers, other mobile devices). The use of EdLine at the secondary level (grades 9-12) ensures that parents who log onto the system can receive regular correspondence from teachers, and they can view the assignments and grades of their students for each of their enrolled courses with one log-in. Parents of students in grades K-8 can use the Easy Grade Pro log in to access student achievement from remote locations, as well. There is a need to find more streamlined approaches to assist K-12 parents with easy access to this information for all students. A contract between the district and School Messenger (Reliance Communications) ensures that there is always a timely way to communicate directly with parents, in an emergency situation and/or when it is necessary to send a broadcast message to a large or select group of parents. School Messenger allows site administrators (and their designees) to send voice and/or e-mail messages (with attachments, if desired) to parents, with multiple addresses and phone numbers, if desired. Teachers in grades K-12 have access to sending e-mail messages (with attachments) to their students' parents in large or select groups. There has been significant training of staff on the utilization of the School Messenger system which has proven effective. There are plans to continue to enhance the staff's skills in the use of this technology to enhance communication. On-Line trainings are always available for instant support, when needed.

Curriculum J - Goal 1: All teachers will use email, websites and/or School Messenger (or similar services) to improve two way communication between home and school. Objective 100% of teachers will use email effectively, create and maintain class websites and/or use School Messenger (or similar services) in order to improve two way communication between home and school.





Implementation Plan


Ongoing training in the use of email, websites and/or School Messenger will be provided to all certificated staff

ongoing Certificated staff Educational Services MIS

Agendas staff technology survey data

Administrative encouragement of parents to communicate with teachers via email

ongoing Administrative staff School Principal records

Administrative encouragement and support of teachers to use email, websites and/or School Messenger to communicate with parents

ongoing Administrative staff School Principal records


Meeting Agendas Meeting sign-in sheets Principal observations Technology Survey


III. Curriculum (continued) 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. Site level administrators, including school principals, assistant principals, along with department chairs and Professional Learning Community leaders, will have the responsibility of monitoring their respective sites to ensure that the goals, objectives, benchmarks and planned implementation activities in regard to the Curricular Component are taking place. Regular discussions of progress toward the curricular components of the Technology Plan will be held annually at RETT meetings as well as with the Board of Trustees during staff updated reports. Additionally, administrators participating in the following regularly scheduled professional development opportunities will monitor the effectiveness and adherence to the Technology Plan: ELC (Elementary Leadership Council), SLC (Secondary Leadership Council), DLT (District Leadership Council), AP/Alt Ed (Assistant Principals and Alternative Education) Staff Meetings, Superintendents' Cabinet meetings. This technology plan will remain a living document; reviewed, modified and consistently updated to meet the changing needs of the district.


IV. Professional Development

A. Summary of teachers’ and administrators’ current technology skills and needs for professional development. A survey of the staff was conducted in Fall, 2011 which revealed that the majority of the district staff possesses a high level of confidence in some areas of technological access and use, where there are many other areas where additional professional development and significant training is needed. Specifically, there will be a great need to inform staff on the uses of new technologies, including the uses and enhancements that can be achieved using tablets and other technological devices, within a wireless and non-wireless environment. Given the information collected from the recent survey of staff, it is clear that staff reports that they "frequently" incorporate the following into their classroom instruction and activities for students: word processing programs, presentation software, use of technology to record assignments and grades, use of a document camera, use of the Internet to find lesson materials, maintain class websites, create on-line assignments, use of electronic assessments and recording tools. On the other hand, staff reports that they "never use or want training" in the following areas: use of interactive whiteboards, use of Webquests on-line, create digital movies, use blogs, wikis, or other Web tools. It is clear that it will be important to enhance staff knowledge and ease in using many of these above-mentioned tools and equipment if we are to be successful with enabling our student learning to be enhanced. Pending the grade level, various levels of trainings will be essential for teachers and staff who will be supporting our students in their access to the available technologies. During our regularly scheduled RETT meetings, each of the site representatives have the opportunity to bring forward input and comments from their site colleagues, which frequently include needs from the sites for training and available staff development. There is a need for further understanding of all "tablet technologies" and how these can be used in a non-wireless and wireless environment. There have been offerings to the RETT team members to attend trainings at district expense in the local area and there are plans to expand the funding in the future years to include local, regional, state and national conferences for RETT members to attend to enhance their knowledge and skills. There is a great interest in the uses of wireless connections; however, this will present a challenge for the district to seek available funding resources for the installation of the wireless antenna systems per site as well as for the support of the wireless network that will be necessary to support the units that are connecting to it. Another area of great need that has been expressed is in the area of student assessment data and easy-to-use retrieval systems that are "user friendly" for Professional Learning Community members. The district presently uses Datawise and many RETT members have indicated a need for further training in order to use the student assessments to inform their instruction and make instructional decisions during their weekly PLC team meetings.


Teachers’ Computer Knowledge and Skills Percent Intermediate and Proficient

General computer knowledge and skills 86

Internet skills 88

e-mail skills 97

Word processing skills 95

Presentation software skills 63

Spreadsheet software skills 40

Database software skills 29

Blogging 23

Podcasting 8

Google Documents 26

Administrators’ Computer Knowledge and Skills Percent Intermediate and Proficient

General computer knowledge and skills 90

Internet skills 76

E mail skills 100

Word processing skills 91

Presentation software skills 83

Spreadsheet software skills 66

Database software skills 66

Blogging 50

Podcasting 50

Google Documents 50

Description The professional development needs of the district are many. The combination of a wide variance of technological abilities among teachers and administrators and the speed of software and hardware development provide a difficult challenge in targeting and providing strong staff development for all staff. However, based on the data collected from the district wide survey, a tiered/ targeted staff development approach seems to make the most sense. Specifically, identifying a specific subject (i.e. responders) and providing tiered training - beginner to intermediate and intermediate to advanced. Additionally, the professional development goals need to be rooted in a combination of the 21st Century skills, the Washington State Educational Technology Learning Standards and the National Educational Technology Standards to effectively improve the way educators are using technology to improve student achievement particularly in the areas of English/language arts and mathematics.


IV. Professional Development (Continued) B. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities

based on your district needs assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of the plan. Professional Development - Goal 1: All K-12 teachers will be provided and trained in Rocklin Unified Scope and Sequence of Technology Skills based on 21st Century skills, the Washington State Educational Technology Learning Standards and the National Educational Technology Standards for Students and Teachers. (3e, 3f, 3g, 3h) Objective 1 By 2015 100% of the staff will be trained in the Rocklin Unified Scope and Sequence of Technology Skills.

Year1: By June 2013, RETT will have finalized the Rocklin Unified Scope and Sequence of Technology Skills that encompasses topics in 3d-3j, and an initial group of teachers will have been trained in its use and are implementing the program in their classrooms.

Year2: By June 2014, any updates to the Rocklin Unified Scope and Sequence of Technology Skills will have been added and 80% of teachers will have been trained and are implementing the program in their classrooms.

Year3: By June 2015, all teachers will have been trained and are implementing the program in their classrooms.

Implementation Plan


Convene RETT with the specific activity of creating a Scope and Sequence of Technology Skills

August 2012 RETT Educational Services MIS

RETT checking in on progress

Collect necessary research (21st century skills, ISTE.NETS, district models)

Sept 2012 RETT Educational Services MIS


Create an elementary and secondary sub-committee to establish baseline skills per grade level

Oct - Jan 2013 RETT Educational Services MIS


Sub-committees bring draft work back to RETT to create a working draft and identify pilot group of teachers to be trained and implement skills.

Jan 2013 RETT Educational Services MIS


RETT members bring draft back to school sites for feedback

Feb 2013 RETT Educational Services MIS



Implementation Plan


RETT takes feedback and finalizes Scope and Sequence and continue to use pilot group to implement in classrooms.

March - May 2013 RETT Educational Services MIS


Final Scope and Sequence of Technology Skills (SSTS)created

June 2013 RETT Educational Services MIS


SSTS reviewed by RETT August 2013 RETT Educational Services MIS


SSTS distributed to each school site. August 2013 RETT Educational Services MIS


Training schedule created for sites. Principals create implementation teams at each site with the goal of 80% teacher usage by end of year.

Aug 2013 - June 2014 RETT Educational Services MIS


Principals survey staff and provide information to RETT to adjust implementation process as needed.

April 2014 RETT Educational Services MIS


Principals continue with site implementation teams with the expectation that all teachers are implementing the SSTS by end of school year.

June 2015 RETT Educational Services MIS

RETT Educational Services MIS


Completed document of Scope and Sequence of Technology Skills Technology Survey Principal observations Teacher/student products


Professional Development - Goal 2: Staff development will be created which offers a tiered approach (beginning, middle and advanced levels) to introduce, and train certificated staff in the use of a variety of technology tools (software, tablets, e-readers, document cameras, etc.) and applications ( gradebooks, web pages, email, school notification systems, and data analysis systems) for improved student progress toward the SSTS standards (to be developed during 2012-2013 school year),increased student progress toward proficiency in English/Language Arts and Mathematics and increased home/school communication. (3d, 3i, 3j) Objective 1 By 2015 a systematic staff development plan will be in place providing certificated staff opportunities to receive appropriate instruction in the utilization of technology tools and applications to improve both technological and academic instruction to improve student achievement in English/Language Arts and Mathematics.

Year1: By June of 2013, 50% of the certificated staff will have the opportunity to receive appropriate instruction in the utilization of technology tools and applications to improve both technological and academic instruction to improve student achievement in English/Language Arts and Mathematics.

Year2: By June of 2014, 75%of the certificated staff will have the opportunity to receive appropriate instruction in the utilization of technology tools and applications to improve both technological and academic instruction to improve student achievement in English/Language Arts and Mathematics.

Year3: By June of 2015, 100% of the certificated staff will have the opportunity to receive appropriate instruction in the utilization of technology tools and applications to improve both technological and academic instruction to improve student achievement in English/Language Arts and Mathematics.

Implementation Plan


Brainstorm ways in which staff development could be provided which may not require additional resources ( YouTube, district created archives, etc)

Spring of 2012 RETT Chief Technology Officer ( CTO) Deputy Superintendent of Educational Services

Chief Technology Officer (CTO) Deputy Superintendent of Educational Services

Create a 2012-2013 template of district staff development offerings based on Technology Survey to address uses of technology tools and applications.

Summer of 2012 Chief Technology Officer ( CTO) Deputy Superintendent of Educational Services

Chief Technology Officer (CTO) Deputy Superintendent of Educational Services

Site Principals create site training which reviews use of gradebooks, email, web pages, and School Messenger to improve student record keeping and home school communication.

Fall of 2012, 2013, 2014 Site Principals Chief Technology Officer (CTO) Deputy Superintendent of Educational Services

Site Principals create site training for data analysis system ( DataWise) which provides: • staff skills to input and extract data from formative

and summative assessments • staff skills to utilize data analysis system to create,

input, deliver assessments and extract and utilize student data in Professional Learning Community process.

Ongoing during 2012, 2013, 2014.

Site Principals Chief Technology Officer (CTO) Deputy Superintendent of Educational Services


Implementation Plan


CTO and Site Principals will review current use of all research based technology interventions. School will then determine which programs they currently use or would like to order. Site Principals will create site training for staff to improve use of intervention programs to improve student achievement

Ongoing during 2012, 2013, 2014.

Site Principals Chief Technology Officer ( CTO) Deputy Superintendent of Educational Services

Create budget for staff development which allows for identified leadership staff to attend Technology Organization conferences (ISTE, etc) and funds to support on-going staff development.

Summer of 2012 Chief Technology Officer ( CTO) Deputy Superintendent of Educational Services

Chief Technology Officer ( CTO) Deputy Superintendent of Educational Services

Re-administer Technology Survey for 2012-2013 Fall 2012 CTO CTO

Evaluate Results of Technology Survey, adjust offerings as needed

Fall 2012 RETT CTO

RETT CTO

Repeat process of surveying and creating and re-evaluating offerings

Fall 2013 - ongoing RETT CTO

RETT CTO


Student assessment data CST scores Training offerings Technology surveys Training sign-in logs


IV. Professional Development (Continued) C. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned activities

including roles and responsibilities. Rocklin Unified School District (RUSD) has formed a group called the Rocklin Educational Technology Team (RETT) that is comprised of representatives from each school site. This group is responsible for managing and maintaining the Educational Technology Plan (ETP) for RUSD through monthly meetings, the framework of these meetings being structured around the ETP. Each meeting will cover the progress of adherence to the current ETP, addressing any impedance to such progress, as well as consideration of future plans to integrate new technologies into the educational curriculum of RUSD. The goal of each meeting is to understand the educational technology needs of each site in the district and to communicate back to each of these sites the progress and decisions of RETT in relation to those needs (District Vision for Technology Plan - Adopted by RETT - September 23, 2011). RETT will continue as a fully functioning team throughout the term of the implementation of this, and future, Technology Plans, under the direction of Educational Services. The team members would have the full responsibility of overseeing the professional development goals, benchmarks, and planned activities. It is likely that the RETT members would receive extensive professional training through their participation in trainings and in regular meetings. The monitoring process would be a major focus of RETT. The Technology Plan remains a living document which will be amended, revised and updated to meet the educational needs of 21st Century students.


V. Infrastructure, Hardware, Technical Support, and Software

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 of the plan.

Existing Hardware: Fiber optics throughout the city provided by Wave Communication connects our WAN. K-8 schools connect at 100MB into a cloud provided by Wave. 9-12 schools connect at 1 GB into that same cloud. All sites then connect from the cloud to the District office on a 10 GB link. Connectivity is accomplished with Hewlett Packard switches. A wireless pilot project on one elementary school site to serve as a model for sites district wide, is underway. The server farm is comprised of blade servers, with SAN based file servers. Existing Internet Access: A Cisco router connects the District to the local cable company, Wave Communication, providing 50 MB of Internet bandwidth. A second Cisco router is used to connect the District to Placer County Office of Education via a 10 MB fiber connection also provided by Wave Communication. Existing Electronic Learning Resources: Adobe Dreamweaver Adobe Illustrator Adobe Photoshop Adobe Premier Aeries Autocad Career Futures Choices Culture Grams Datawise Destiny (Library) Discovery Education Streaming Encyclopedia Britannica (EBSCO) Final Cut Pro Geometers Sketchpad Holt French Holt Spanish iDesign iMovie Inspiration Keymath Kidspiration Macromedia Dreamweaver Macromedia Flash Mathville MS Microsoft FrontPage


Microsoft Impressions Microsoft Office Microtype Plato Renaissance Learning Type to Learn World Book Existing Technical Support: Existing technical support takes place within the Management Information Systems department which includes one Chief Technology Officer, two System Engineers, two Computer Maintenance Technicians, one Database Specialist, one Network Coordinator and one help desk support person. Each K-8 school site also has a computer technician which supervises the computer lab of the school site and assists with other site technology concerns. The two comprehensive high schools each have a Network Coordinator for technology support and concerns. 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.

Hardware Needed: Rocklin Unified School District has made technology funding a priority as much as can be allowed within the constraints of current budgetary limitations. Computers have been upgraded, thin and zero clients added, and hardware renewed with site and district funds. The district policy is to replace computers prior to seven years from purchase. As we continue to roll out new end-user clients, there is a need to increase the number of physical servers (blade servers) in our server farm. The expansion of our wireless network technology will require the acquisition of additional infrastructure components. Electronic Learning Resources Needed: The district is always looking for new electronic learning resources to benefit to teachers and students. These resources could include hand-held devices, tablets and interactive white boards. Networking and Telecommunications Infrastructure Needed: Wireless networking infrastructure at all sites is needed. To accomplish this, many Power Over Ethernet devices are needed in addition to Access Points and Routers Physical Plant Modifications Needed: No physical plant modifications are needed at this time. Technical Support Needed: No specific technical support is needed at this time. Consultant support is planned for within the budget and used as the need arises.


V. Infrastructure, Hardware, Technical Support, and Software (Continued)

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

Year 1 Benchmark: Continue to purchase hardware based on the assessed needs above. Continue to support district infrastructure. Continue to provide Professional Development for improved efficiency with technical support.

Recommended Actions/Activities Timeline Person(s) Responsible

Continue installation of wireless networks at all school sites.

June 2013 MIS personnel

Analyze budget for available funds and prioritize purchases from the identified list of needs for the district classroom standard

June 2013 RETT

Continue to identify training needs and provide professional development to certificated and classified staff

June 2013 Educational Services MIS personnel

Purchase equipment for responding to failures. Incorporate a secondary disaster recovery (DR) site.

June 2013 MIS personnel

Increase current level of technology support staff as recommended by recent audits. June 2013 Educational Services

Increase training for support staff as recommended by recent audits. June 2013 Educational Services MIS personnel





June 2014 RETT



Maintain current level of technology support staff funding.


Review and revise annual goals based on available resources.





June 2015 RETT



Podcasting and blogging strategies in use by teaching staff as appropriate to course. June 2015 Educational Services MIS personnel

Maintain current level of technology support staff funding.


Review and revise annual goals based on available resources.


V. Infrastructure, Hardware, Technical Support, and Software (Continued) D. Describe the process that will be used to monitor Section 5b and the annual benchmarks and timeline of activities including roles and

responsibilities. RETT will monitor progress toward identified goals. The committee will review the plan annually and report progress toward technology goals. The technology inventory will be updated annually, as well as the list of hardware and software used at each site. We will use the technology survey to collect data about our technology support systems annually. We anticipate that many of the goals in this area will be directly affected by an increasing lack of available resources and funding, due to the state budget. If we are not on target for meeting our goals, RETT will revise our benchmarks accordingly during the annual review process. A report of progress toward identified technology goals will be provided to the Board of Trustees annually.


VI. Funding and Budget

A. List of established and potential funding sources. Our school district receives varied federal, state, and local sources of funding. These include state lottery funds and categorical funds. We also receive donations from the community members and businesses. In particular, the Rocklin Educational Excellence Foundation (REEF) has provided ongoing support for technology and training in our district. However, economic conditions in California and the nation will likely continue to impact K-12 education budgets and grants through the duration of our technology plan. Therefore, our established and potential funding sources to implement our educational technology plan may be impacted as well. Established Funding Sources:

• Instructional Materials Funds • Lottery and Regular Instructional Materials Funds • Title IIA, • Local REEF Donations • General Fund • Site Funds, including Parent Teacher Club Donations • School and Library Improvement Program (SLIP) Potential Funding Sources:

• Instructional Materials Funds • Lottery and Regular Instructional Materials Funds • Title IIA, D • Local REEF Donations • General Fund • Site Funds, including Parent Teacher Club Donations • Grants • REEF • School and Library Improvement Program (SLIP)

B. 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 on Assignment/Trainer } 65,000 65,000 65,000 general fund

2000 2999 Classified Salaries

10 MIS Support Personnel 670,000 $670,000 $670,000 general fund

3000 3999 Employee Benefits

Teacher Trainers and MIS Support Personnel Benefits

$254,000 $254,000 $254,000 general fund

4000 4999 Materials and Supplies

Technology Supplies for Replacement and Repair

$200,000 $200,000 $200,000 general fund

5000 5999 Other Services and Operating Expenses

Technology Consultants $5,000 $5,000 $5,000 general fund, E Rate (122000)

Professional Development and Training for certificated and classified staff

100,000 100,000 100,000 Title IIA, D general fund SLIP Lottery

6000 6999 Equipment

Equipment such as new computers are $750,000 $750,000 $750,000 general fund


Item Description Year 1 Year 2 Year 3 Funding Source Including E-

Rate

provided by school sites and accounted for within site budgets.

SLIP

Wireless infrastructure for planned project

200,000 50,000 50,000 general fund

TOTAL 2,244,000 2,094,000 2,094,000


VI. Funding and Budget (Continued)

C. Describe the district's replacement policy for obsolete equipment. The District's Board adopted replacement policy is to replace all technology equipment every seven years. We also replace equipment if it becomes unserviceable.

D. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary. RETT will ensure that the Ed Tech funding implementation costs, new funding opportunities and budgets are regularly monitored, adjusted and presented to the Board as the living technology plan continues to be revised.


VII. Monitoring and Evaluation

A. Describe the process for evaluating the plan's overall progress and impact on teaching and learning. RETT will monitor progress toward identified goals. The committee will review the plan annually and report progress toward technology goals. To monitor adequately the school/district’s progress in utilizing technology tools for teaching and learning, data will be collected in the following areas:

• Annual increases in selected teachers’ use of technology to enhance curriculum by review of lesson plans and administrative classroom observations;

• Students’ progress in acquiring technology proficiency skills. • Students’ samples of work generated through web-accessed research and presented in electronic or word processed

formats • Annual maintenance and infrastructure upgrade activities. • Adequacy of Tech Support training. • Student assessment results. B. Schedule for evaluating the effect of plan implementation.

The district technology committee will monitor progress toward identified goals. The committee will review the plan annually and report progress toward technology goals using the following schedule:

June 2013: Administration of Staff Technology Survey Annual review of District Technology Plan Report of Progress toward Technology Goals



C. Describe the process and frequency of communicating evaluation results to tech plan stakeholders.[ Evaluation results of the plan’s implementation and effectiveness will be communicated to tech plan stakeholders by RETT members on a monthly basis. An annual report to the Board of Trustees will be made after careful analysis has been completed.


VIII. Collaborative Strategies with Adult Literacy Providers

Description The Rocklin Unified School District high schools provide classrooms for the 49’er ROP program which offer a variety of learning opportunities for both adults and high school students wishing to gain further technical and other educational opportunities. The district continues to maintain an open and fully collaborative relationship with the Placer County Office of Education 49’er ROP Program by offering and providing computer labs and appropriate classroom space for their courses. Teachers from both the Rocklin Unified School District and the Placer County Office of Education are under contract to provide these uniquely suited courses. Some courses have moved to a "blended model" of instruction in which students are required to attend "in class sessions" in combination with "on-line instruction" which have proven to be quite attractive to both students and staff. These courses are open to individuals not only within Rocklin, but within all of Placer County. Offerings include courses such as Business Communications and a myriad of other courses. Currently the district maintains articulation agreements with Sierra College and 49’er ROP and students taking classes such as Business Communications at the high schools may receive college credit upon successful completion of their courses.


IX. Effective, Researched Based Methods and Strategies

A. Summarize the relevant research and describe how it supports the plan's curricular and professional development goals. The Technology Plan for RUSD is designed to be a working and living document. The ever-changing world of technology does not allow for simple and easy technology implementation. Our plan needs to be flexible, open and goal oriented, and research based, so that our student population and educators continue to move towards the 21st century skills. Finding current, large-scale, statistical research that supports the use of educational technology is a challenge. Much of the evidence for the value of technology is anecdotal, gathered from the experience of teachers & administrators. The technological expertise so essential to 21st century skills is not the kind of knowledge that can be determined by standardized tests as they exist today. President Obama articulated this in his challenge to the educational community: "Develop standards and assessments that don't simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem-solving and critical thinking and entrepreneurship and creativity." (Obama, Barack. Address to the Hispanic Chamber of Commerce, 10 Mar 2009). For our students be continue forward movement, our teachers need to use technology. The more K-12 teachers use technology, the more they recognize its strong positive effects on student learning and engagement and its connection to 21st century skills. (Walden University. Report Summary - Educators, Technology and 21st Century Skills. Dispelling Five Myths. http://www.waldenu.edu/Documents/Degree-Programs/Report_Summary_-_Dispelling_Five_Myths.pdf) The Walden study addresses the dispelling of five myths about technology use in education, particularly by teachers, and educators' perceptions about the effects of technology use on student learning, behaviors and skills. Teachers play a vital role.

Myth 1 - Teachers who are newer to the profession and teachers who have greater access to technology are more likely to use technology in instruction. In reality, veteran teachers are just as likely to as newer teachers to use technology to support learning.

Myth 2 - Only high-achieving students benefit from using technology. Our technology plan emphasizes growth and development for both students and educators. Both teachers and administrators believe that technology helps them engage many different types of student - high achieving, second language learners and students with academic needs.

Myth 3 - Because students are more comfortable with technology, teachers' use of technology is less important to student learning. In reality, teachers' use of technology matters a great deal. Teachers who use technology frequently report greater benefits to student learning, engagement and skills compared to teachers that do not use technology frequently.

Myth 4 - Teachers and administrators have shared understandings about classroom technology use and 21century skills. In reality, administrators believe that teachers are using more technology in their classrooms than they actually do. Administrators also believe that technology has a bigger impact on student learning than teachers do.

Myth 5 - Teachers feel well prepared by their initial teacher preparation programs to effectively incorporate technology into classroom instruction and to foster 21 century skills. Most teachers do not believe that their pre-service programs prepared them with technology or 21 century skills. Teachers place value on advanced training.

The RUSD Technology Plan has been developed to promote and encourage and provide professional development and advanced training for teachers and administrators, which will ultimately affect student development and achievement towards the 21 century skills. Teachers need training on not only how to use technology, but how to incorporate technology into standards based teaching and learning. The RUSD Technology Plan strives to have students reach and achieve a balance of skills that promote success in both technology literacy and technology fluency. These skills will be necessary for students to continue with higher education, career advancement and economic achievement. The illustration below maps out that balance of skills we wish to instill in our students (The Partnership for 21st Century Skills. http://www.p21.org/overview) Information and Technology Literacy is the ability of an individual, working independently or with others, to use tools, resources, processes, and systems responsibly to access and evaluate information in any medium, and to use that information to solve problems, communicate clearly, make informed decisions, and construct new knowledge, products, or systems. (Wikipedia - http://en.wikipedia.org/wiki/Information_literacy)


Technology fluency builds upon technology literacy and is demonstrated when students: apply technology to real-world experiences; adapt to changing technologies; modify current and create new technologies; and personalize technology to meet personal needs, interests, and learning styles. (Wikipedia - http://en.wikipedia.org/wiki/Information_literacy) Technology fluency is not just the results of test scores. In addition to the content knowledge measured by standardized tests, students are learning valuable information literacy skills, such as how to do research, organize their work, construct meaning from information, and communicate effectively using professional writing and presentation tools. They are also learning to work collaboratively as part of a learning community. (Richtel, Matt. “In Classroom of Future, Stagnant Scores,” New York Times. 3 Sep 2011. The RUSD Technology Plan is focused on continuing to find new avenues of implementing in class technology and programs to develop students' skills and knowledge. Continued research of devices and programs is necessary. 21st Century Skills represent authentic education, focusing on the "whole person", which reaches past mere workplace readiness. (21 Century Schools - http://www.21stcenturyschools.com/index.html) 21st century skills learned through our curriculum, which is interdisciplinary, integrated, project-based, and more, include and are learned within a project-based curriculum by utilizing the seven survival skills advocated by Tony Wagner in his book, The Global Achievement Gap. The skills include: Critical Thinking and Problem Solving Collaboration across Networks and Leading by Influence Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination Digital Natives, Digital Immigrants research finds that in education we ignore the fundamental reason for educational decline - our students have changed radically. Students are no longer the people our educational system was designed to teach. (Digital Natives, Digital Immigrants - by Marc Prensky from On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001) © 2001 Marc Prensky) The RUSD Technology plan acknowledges the movement to Digital Natives that we address in our classrooms each day. We are working towards providing innovative methods of technology: hand held devices, interactive software, SMART classrooms, SMART boards, tablets and more, to create enriching and applicable lessons and experiences to prepare students for a future in higher education or employment. Teachers are working with students whose entire lives have been developed using 21st century media. Today’s students are digital learners – they experience the world through the filter of computing devices: the cellular phones, handheld gaming devices, PDAs, and laptops they take everywhere, plus the computers, TVs, and game consoles at home. A survey by the Henry J. Kaiser Family Foundation found that young people (ages 8-18) mainline electronic media for more than six hours a day, on average. Many are multitasking – listening to music while surfing the Web or instant-messaging friends while playing a video game. (Henry J. Kaiser Family Foundation. http://www.kff.org/entmedia/mh012010pkg.cfm). Technology seems to have a positive effect on student achievement as well. In the article The Impact of Educational Technology on Student Achievement by John Schater, positive findings included: students who used computer-based instruction scored at the 64th percentile on tests of achievement compared to students in the control conditions without who scored at the 50th percentile. (Kulik's Meta-Analysis Study) The Harold Wenglisky's National Study of Technology's Impact on Mathematic Achievement found that eighth-grade students who used simulation and higher order thinking software showed gains in math scores of up to 15 weeks above grade level as measured by NAEP. Teachers of these students that received professional development on computers showed gains in math scores of up to 13 weeks above grade level. In West Virginia's Basic Skills/Computer Education(BS/CE) Statewide Initiative found that the more students that participated in the BS/CE, the more their test scores rose on the Stanford 9 Assessment in the area of vocabulary, reading, spelling and math. (http://www.mff.org/pubs/ME161.pdf) The RUSD Technology Plan is designed based on the need of lifelong learners. Our goal is to prepare our students for opportunities after they leave K-12 education. This is illustrated in Dr. Michael Wesch's thought-provoking YouTube video, "A Vision of Students Today" (see: http://www.youtube.com/watch?v=dGCJ46vyR9o ). A focus point made in this video is that information and communication technologies are drastically changing the world we live in, and institutions of higher education are now scrambling to attend to these changes. Specifically, universities are trying to adequately respond to a couple of emerging trends:


• Today's economy depends increasingly on employees who are quick and efficient lifelong learners (Hinrichs, 2004). Employers are now looking for employees who can think critically and solve a range of problems, move easily from one task to another, work efficiently and effectively in team situations, and constantly adjust and enhance their knowledge and skills to meet ever- changing needs (Casner-Lotto & Barrington, 2006; Dunlap, 2005).

• Postsecondary education has been involved in a paradigm shift from teacher-centered learning to student-centered learning (Barr & Tagg, 1995; Boggs, 1999; Harden, 2000). This shift substitutes teacher-centered learning’s goal of providing instruction through transfer of knowledge with student-centered learning’s goal of producing learning through student discovery and construction of knowledge (Barr & Tagg, 1995).

The RUSD Technology Plan needs to be ever changing and ever flexible. Technology is changing with extreme momentum. Our goal for our students is to prepare them for the work force of the future. Providing opportunity for skill building, discovery and collaboration needs to be focus.

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. As RETT has developed this new Technology Plan, input from each of the sites has been shared and included to support the district's current and future plans for extending and supplementing the district's curriculum which will continue to require students to excel in rigorous academic courses and curricula, which may include distance learning technologies. RETT conversations regularly include the use of "bring your own technology to school" concepts and the uses for tablets (iPads, iPhones and Android technologies) which will further allow access to students. The district is in the process of moving from the current State Standards to the California Common Core State Standards (CCCSS) which will require that students have greater access to available responsive technologies as they begin to be monitored for their achievement using adapted testing tools that will only be available technologically. The time span of this Technology Plan (2012-2015) will encompass the required Smarter Balanced Assessments by the year 2014-15 which will require student full access to technological instruments. This will be a challenge to the district; however, it will be embraced with a plan for guiding acquisition of equipment and support through a protocol that will be used district wide. Distance learning could be defined in a much broader way, including on-line access to internet based instructional opportunities, use of wirelessly available resources and the participation of students in courses that are not currently offered by the district. Particularly in the "credit recovery" areas, with predominantly reside in our Alternative Education Programs including our Summer School Programs, this "on-line, distance learning" option could prove to be most supportive of student needs. Previous: Classrooms throughout the district are equipped with "Smart Classroom Technology." Teachers use this technology to enhance lessons at all levels, including the use of United Streaming and other tools to provide students with visual and audio examples to better understand the concept being addressed within the curriculum. This is available at all levels from special education basic courses to the advanced courses. Additionally, teachers use LCD projectors, document cameras and computers to provide information via the internet and/or from internet sources. Distance learning capabilities are available at several of the campuses including the high schools for students interested in taking courses not currently available on the campuses.


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)

4 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 2008 11.

2. Stakeholders criterion Corresponding EETT Requirement(s): 7 and 11 (Appendix D).

Page in District

Plan



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

5-6 The planning team consisted of representatives who will implement the plan. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included.

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

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

Page in District

Plan



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

7-8 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.

9-10 The plan describes the 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.

11-12 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

13-15 The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the

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.


curricular goals. district's curriculum goals and academic content standards to improve learning.

e. 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.

16-20 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.

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

21-22 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 students and teachers 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 students and teachers will be trained to protect online privacy and avoid online predators.

23-24 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.

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

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

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.

26-27 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to support the district's student record-keeping and assessment efforts.


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

28-29 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve two-way communication between home and school.


k. Describe the process that will be used to monitor the Curricular

30 The monitoring process, roles, and responsibilities are

The monitoring process either is absent, or lacks detail regarding


Component (Section 3d-3j) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities.

described in sufficient detail. procedures, roles, and responsibilities.

4. Professional development component criteria Corresponding EETT Requirement(s): 5 and 12 (Appendix D).

Page in District

Plan



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

31-32 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.

33-34 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d - 3j) of the plan.

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

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

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

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

5. Infrastructure, hardware, technical support, and software component criteria Corresponding EETT Requirement(s): 6 and 12 (Appendix D).

Page in District

Plan



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

36-37 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

37--38 The plan provides a clear summary and list of the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant

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


district's teachers, students, and administrators to support the activities in the Curriculum and Professional Development components of the plan.

modifications, and technical support the district will need to support the implementation of the district's Curriculum and Professional Development components.

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.

39-40 The annual benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom, and when.

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

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



6. Funding and budget component criteria Corresponding EETT Requirement(s): 7 & 13, (Appendix D)

Page in District

Plan



a. List established and potential funding sources.

42 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.

42-43 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.

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

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

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



7. Monitoring and evaluation component criteria Corresponding EETT Requirement(s): 11 (Appendix D).

Page in District

Plan



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

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

No provision for an evaluation is included in the plan. How success is determined is not defined. The evaluation is


success. defined, but the process to conduct the evaluation is missing.

b. Schedule for evaluating the effect of plan implementation.

45 Evaluation timeline is specific and realistic.

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

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

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

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

8. Effective collaborative strategies with adult literacy providers to maximize the use of technology criterion Corresponding EETT Requirement(s): 11 (Appendix D).

Page in District

Plan



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

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

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

9. Effective, researched based methods, strategies, and criteria Corresponding EETT Requirement(s): 4 and 9 (Appendix D).

Page in District

Plan



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

47-49 The plan describes the relevant research behind the plan's design for strategies and/or methods selected.

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

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

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

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


Appendix J Technology Plan Contact Information

County & District Code: 31750850

School Code (Direct funded charters only):

LEA Name: Rocklin Unified School District

Salutation: Mr.

First Name: Matt

Last Name: Murphy

Job Title: Principal/RETT Chairperson

Address: 2615 Sierra Meadows Dr.

City: Rocklin

Zip Code: 95677-2811

Telephone: 916.624.2428

Fax: 916.630.2229

E-Mail: [email protected]

Please provide backup contact information

1st Backup Name: Linda Rooney

E-Mail: [email protected]

2nd

Backup Name: Carolyn Nunn-Lum

E-mail: [email protected]











ROCKLIN UNIFIED SCHOOL DISTRICT

Strategic Priorities for 2011-12

Adopted June 15, 2011

1. The District is committed to the development of grade level and/or content-based Professional Learning Communities (PLC) within each site and across the District. PLCs will regularly collaborate, share effective instructional practices, and analyze student achievement data, using common formative and summative assessments to improve K-12 instruction.

2. Systematic, research-based intervention strategies (tiered intervention and targeted grouping, for

example) will support students in achieving a minimum 80% district-wide student proficiency rate in English Language Arts and Mathematics on the California Standards Tests (CST) and on district adopted assessments in the 2011-12 school year.

3. The District will ensure that English Learners acquire the English language as quickly as possible in

order to access grade level core subjects using the following strategies for success:

a. Instruction provided by EL certified/credentialed teachers.

b. Classroom instruction using effective strategies, interventions, and appropriate modifications for EL students to master core subjects.

Identified students will continue to exceed the statewide target for the percentage advancing one level on the CELDT (California English Language Development Test) and for demonstrating their proficiency in English.

4. Secondary schools (7-12) will collaborate and implement systematic strategies to ensure that all

students are provided the opportunity to graduate with the necessary skills and prerequisites to meet their post-secondary goals. Related to students in grades 9-12, the following priorities are in place:

a. The percent of students completing the A-G college entrance requirements will be at least 70%.

b. Follow-up surveys with our graduates will be conducted and reviewed to measure student perceptions of the effectiveness of their secondary learning experiences in preparing them for their post secondary options.

c. Academic intervention, counseling, guidance, and financial assistance information will be provided to support students in achieving their post secondary goals.

d. There will be a continued partnership and collaborative relationship between district and Sierra College staff to enhance student learning opportunities. Through ongoing data collection and analysis, we will increase our students’ readiness for college level language arts and math courses at both community college and four-year institutions, as measured by an increased percentage of students demonstrating readiness.

5. The District will ensure that our campuses promote safe environments which positively focus upon

student learning and achievement. Support systems will be in place for students and families. Individual school sites will continue to refine and implement methods and programs to support students in areas such as character development, citizenship and student resiliency. Baseline data will be collected to determine the next steps for student support.


Rocklin Unified School District

Protocol for Acquiring New Technologies

Appendix for Technology Plan for 2012-2015

Proposed Project Submitted by: ___________________________________________ Date of Submission to Superintendent’s Cabinet: _____________________________ Project Name: __________________________________________________________ Detailed Description of Proposed Technology Project: (include school site, grade level/department access, hardware, software, network or other access – including wireless – needed for full implementation)

Timeline for Implementation: Proposed Budget: (identify specific sources of funding for current and future years) Personnel Needs: (identify district and non-district personnel that will be necessary for the full implementation of the proposed project) Ongoing Support: (clearly identify any ongoing support issues that would be anticipated for future success of the project) Date of Review by Superintendent’s Cabinet: ________________________________ Comments provided by Cabinet: (include required modifications, requests for more specific information or further clarifications) Date of Review by RETT: _____________________________________ Date of Approval by Superintendent’s Cabinet: _________________________________
























































































