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Technology Services


Guiding Questions / Examples

Section 1 – Plan Duration

The plan should guide the district’s use of education technology for the next three to five years. E-rate recommends that technology plans be three years in length. For a new plan, including a description of the technology plan development in the first year is acceptable.

The dates will be automatically generated, depending on the length of plan.


Section 2 – Stakeholders

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


Section 3 - Curriculum

3a. Current access by teachers and students

This section should include information regarding access and availability of appropriate technology for teachers and students both during the school day and outside school hours.

Remember to consider libraries, media centers, and labs in addition to classrooms.

Discuss all technology hardware use including: projectors, interactive whiteboards, wireless tablets, personal response systems (clickers), document cameras.

Guiding Questions:

  • Is technology currently available to all students and teachers? Do all student groups have equal and appropriate access to the available technology?
  • Is technology currently available to students during after-school hours? Given that many school assignments require students to access technology after hours, where will students access technology to complete their work? Do they have access in their homes, in community libraries, and/or at community centers? Does access differ for different subpopulations of students?

From the data collected, describe the current status of technology access in the classrooms, library/media centers, and labs for all students and teachers both during the school day and outside school hours.


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

Guiding Questions:

  • How are hardware and software currently being used in classrooms at each grade level and in each content area?
  • How is technology being used to provide powerful learning opportunities, especially for special-needs students and students who required additional resources to improve academic performance?
  • How is technology being used in the library media center and labs?
  • How is technology currently being used by teachers and administrators to promote effective classroom instruction and school management?

From the data collected, describe how technology is currently used to support teaching and learning. Include typical frequency and type of use in narrative or graphic form.


3c. District curricular goals to support plan:

This section should include a description of the school district’s curricular goals as presented in various district and site comprehensive planning documents.

Guiding Questions:

  • What are the district’s curriculum goals and plans for assisting students to meet content standards and pass the high school exit examination?
  • Are targets for improvement in student achievement being met?
  • How do local improvement plans, immediate intervention plans, site plans, self-studies, program quality reviews (PQRs), accreditations suggest the curricular focus for the district technology use to school improvement efforts?
  • How will your curricular goals and needs influence your technology goals?

The plan summarizes the district’s curricular goals that are supported by the plan and cites district document(s) where the selected curricular goals are addressed.


3d. Teaching and learning goals:

This section should include clear goals, measurable objectives, annual benchmarks, and a specific implementation plan for using technology to improve teaching and learning.

This is the heart of your instructional plan for students.

Guiding Questions:

  • How will technology be used to create more powerful learning experiences to improve student academic achievement?
  • What is the role of the library media center in using technology to support the district’s curricular goals?
  • As you analyze data and develop technology goals, how will technology support the academic needs of your significant subgroups?
  • How will technology be used to help students pass the California High School Exit Examination, improve CST scores, and state and federal achievement targets?
  • If an identified need, how will distance learning, including online Advanced Placement courses, expand content offerings and/or access to K–12 classes.

Taking into account your curricular goals and needs, create clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the district’s curriculum goals and academic content standards to improve learning.

Helpful Hints on Goals, Objectives, and Benchmarks:

(adapted from the Digital High School program)

Component Example

Goals are broad statements of what is to be achieved by the end of three years

Students will improve their academic achievement in four core subject areas (English Language Arts, Mathematics, Science, and Social Studies).

Objectives are specific, measurable statements of what is to be accomplished by the end of three years. Because they are to be measurable, they should include a quantifiable include either a percentage or a number.

By June 2013, the percentage of students scoring at or above the 50th percentile in Total Reading (by grade level) will increase by three percentage points over the June 2010 baseline scores, as measured by the CST.

Benchmarks are annual statements that will be used to determine if progress is being made towards each objective. As such, they are a subset of each objective. Each benchmark includes two components:

• The product or activities that will be completed to show progress, and

• A percentage or a number to represent the expected improvement or progress to be made during that year

Because the objectives are designed to be met by the end of the third year, the benchmark for the third year will be identical to the objective.

End of year 1: By June 2011, the percentage of students scoring at or above the 50th percentile in Total Reading (by grade level) will increase by one percentage point over the June 2010 baseline scores, as measured by the CST.

End of Year 2: By June 2012, the percentage of students scoring at or above the 50th percentile in Total Reading (by grade level) will increase by two percentage points over the June 2010 baseline scores, as measured by the CST

End of Year 3: By June 2013,, the percentage of students scoring at or above the 50th percentile in Total Reading (by grade level) will increase by three percentage points over the June 2010 baseline scores, as measured by the CST.

Example of Goal, Measurable Objectives, Benchmarks, and Implementation Plan:

Goal 3d.1 District XYZ students and teachers will increase their use of technology to improve teaching and learning of curriculum aligned with California State Standards employing ongoing opportunities to use the tools of technology to enhance achievement and to meet or exceed the academic content standards.

Objective 3d.1.1: By June 2013, 85% of core subject (English Language Arts, Mathematics, Science, and Social Studies) teachers will use technology tools to enhance student learning of curriculum aligned with California State Standards in lesson design and delivery of instruction a minimum of twice a week.

Benchmarks:

  • Year 1: By June 2011, 55% of core subject (English Language Arts, Mathematics, Science, and Social Studies) teachers will use technology tools to enhance student learning of curriculum aligned with California State Standards in lesson design and delivery of instruction a minimum of twice a week.
  • Year 2: By June 2012, 70% of core subject (English Language Arts, Mathematics, Science, and Social Studies) teachers will use technology tools to enhance student learning of curriculum aligned with California State Standards in lesson design and delivery of instruction a minimum of twice a week.
  • Year 3: By June 2013, 85% of core subject (English Language Arts, Mathematics, Science, and Social Studies) teachers will use technology tools to enhance student learning of curriculum aligned with California State Standards in lesson design and delivery of instruction a minimum of twice a week.

Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument

Technology will become a regular agenda item at site and district department chair meetings and Professional Learning Community meetings that all teachers participate in.

Teachers will share information on best practices and model effective strategies at each collaboration meetings.

Site and District administrators will include regular discussion of technology integration at their monthly meetings.

Monthly, Sept. – June each year

Site Administrators

Department chairs and Program Manager will place appropriate items on agendas and facilitate discussion; agendas will be turned in to principals. Technology Committee will foster positive culture of sharing about technology use.

 

Teachers will complete the EdTechProfile Technology Assessment Profile annually to monitor use of technology in instruction.

Annually, in Sept.

Coordinator of Educational Services will lead/monitor the process.

Project Facilitators will monitor at sites, supported by administrators. District Technology Committee will review results to consider modifications to Tech Plan.

EdTechProfile.org

Resources For Data Collection:

EdTechProfile (http://edtechprofile.org)

The best source for data relevant to the tech planning process. Teachers, students and administrators may take survey to generate data on proficiencies and technology usage in the curriculum. Tables and charts of the accumulated data can be easily exported and copied into the plan builder. Narrated tutorials are available that demonstrate how to create a variety of data reports on the EdTech Profile site (http://edtechprofile.org) and at http://www.stancoe.org/etp/

DataQuest (http://data1.cde.ca.gov/dataquest

DataQuest contains many sources of data that can be used in setting Curriculum Goals and Hardware, Software goals

  1. Access DataQuest at http://data1.cde.ca.gov/dataquest.
  2. Select your district
  3. Select from the following subjects:

    School Performance: (API), (AYP), (ASAM), (PI), Title III Accountability

    Test Scores: (CAHSEE), (CELDT), Physical Fitness (SAT, ACT, AP), STAR

    Student Demographics: Dropouts, English Learners, Enrollment, Graduates, Special Ed

    School Staffing: Staffing, NLCB Teachers & Paraprofessionals, Projected Teacher Hires

    Student Misconduct and Intervention: Expulsion, Suspension, and Truancy


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

Example of Goal, Measurable Objectives, Benchmarks, and Implementation Plan:

Goal 3e.1 Students will become proficient at locating, accessing, and evaluating information and resources (including online reference databases and practice tests) on the Internet. Search strategies will be taught as appropriate per grade level. Information literacy instruction will include an emphasis on website evaluation and safety and ethics issues.

Objective 3e.1.1: By June, 2013, 90% of students in 4th-8th grade will meet grade level appropriate instructional technology standards, based on 21st Century Skills as defined by the district (based on NETS Standards), when they demonstrate competency by creating at least one grade level appropriate desktop published research document per semester, requiring them to conduct effective searches, and demonstrate their ability to locate, access, and evaluate information and resources from the Internet

Benchmarks:

  • Year 1: 70% of students in 4th-8th grade will meet grade level appropriate instructional technology standards, based on 21st Century Skills (based on NETS Standards), as defined by the district, when they demonstrate competency by creating at least one grade level appropriate desktop published research document per semester, requiring them to conduct effective searches, and demonstrate their ability to locate, access, and evaluate information and resources from the Internet
  • Year 2: 80% of students in 4th-8th grade will meet grade level appropriate instructional technology standards, based on 21st Century Skills (based on NETS Standards), as defined by the district, when they demonstrate competency by creating at least one grade level appropriate desktop published research document per semester, requiring them to conduct effective searches, and demonstrate their ability to locate, access, and evaluate information and resources from the Internet
  • Year 3: 90% of students in 4th-8th grade will meet grade level appropriate instructional technology standards, based on 21st Century Skills (based on NETS Standards), as defined by the district, when they demonstrate competency by creating at least one grade level appropriate desktop published research document per semester, requiring them to conduct effective searches, and demonstrate their ability to locate, access, and evaluate information and resources from the Internet
Implementation Plan
Activities Schedule for Collection and Evaluation Person(s) Responsible Monitoring and Evaluation

Design grade level appropriate rubrics for the research project that is aligned with the Districts 21st Century Skills curriculum (based on NETS Standards).

Creation in August, 2010.

Review rubric for effectiveness - each semester

Modifications to rubric - each semester

Teachers, Administrators, and Students

Review of rubric will be conducted following each implementation by teachers, technology committee, and administrators.

 

Teachers and administrators will participate in the evaluation of student research reports, presentations, and work samples during the report process.

Every Semester

Teachers and Administrators,

Teachers and administrators will apply the rubric aligned with the district’s 21st Century Skills (based on NETS Standards)to student research reports each semester.

 

Technology committee will address teachers ongoing need for professional development focused on teaching the 21 st Century Skills by providing onsite weekly training.

Every Tuesday afternoon for two hours. (students have a minimum day on Tuesdays).

Technology Committee and Administrators

Review of sign in sheets and agendas, evaluations, EdTech Profile Proficiency Reports (annually), and informal observations by administrator and technology committee

 

Assist teachers in implementing technology activities in their classroom through coaching, demonstration lessons, and modeling.

Weekly

Technology Committee (release time is available)

Review teachers proficiency and needs by informal observation and evaluation of student work.

Ed Tech Profile

 

Ethical Use Agreements will be reviewed and turned in by teachers and students.

Fall of each year

Teachers, Administrators, Students, and Parents

Monitor EUA returns annually each Fall

 

Reports will be displayed at open house and school community events.

Each Semester

Teachers, District and Site Administrators

Parent evaluations

Teacher and Administrator feedback to be noted in Staff meeting minutes

 

3f. Ethical Use

This section requires both clear goals and an implementation plan focusing on how the district will address the appropriate and ethical use of information technology so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism. The training program for both teachers and students must be addressed in this section.

Guiding Questions:

  • What materials will be used to explain and illustrate examples of the concept and purpose of copyright, the fair use doctrine and other rights to use copyrighted works appropriately, potential penalties for use of copyrighted works without permission, distinguishing lawful from unlawful downloading, and how to avoid plagiarism?
  • How will the library/media center assist in ensuring students become effective users of information technology? What efforts (including technology-based solutions) will the library/media center undertake to prevent or deter unlawful downloading or unlawful uses of copyrighted works?
  • How and when will teachers and students learn about the implications of legal/illegal file sharing?
  • How will teachers be trained to deliver this content?

Separate from technology skills and information literacy skill training, focus on how students will learn about appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism.

Example of Goal and Implementation Plan:

Goal 3f.1 All students in our district will be able to 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.

Target Group: All students including special education, English Learner, and GATE students.

Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument

Design series of trainings focusing on ethical use of information technology including the following topics: copyright and fair use, downloading and file sharing, and plagiarism.

Pre and Post Tests will be a component of each training.

July – August, 2010

District Director of Curriculum,

District Instructional Technology Specialist,

Selected representatives from site technology committees

Team of administrators, and selected site technology committee members will review the training prior to the roll out in September, 2010.

 

Provide training and information focusing on ethical use of information technology for teachers, instructional aides, and administrators

First Training: September, 2010 District Staff Development Day

Quarterly Training to be provided on an ongoing basis

Director of Curriculum

Technology Committee

Curriculum Advisory Committee

Sign in sheets for Staff Development

Sign in sheets for Staff meetings covering policies and instructional training

Ethical Use Survey/Evaluation Pre and Post Test

Develop an Ethical Use of Information Technology Unit for all grade levels to include: copyright and fair use, downloading and file sharing, and plagiarism.

Research CTAP Resources on Internet Safety: http://myctap.org

Each unit includes pre and post tests and will be designed to be delivered four hours per month.

September –December 2010

Director of Curriculum

Teacher representatives from each site

Technology Committee

Unit development completed by January, 2011

Tech Committee minutes and agenda items for discussion

 

Train Teachers on Ethical Use of Information Technology Unit delivery and assessment features.

February, 2011 District Staff Development Day

Director of Curriculum

Teacher representatives from each site

Technology Committee

Evaluations

Evaluations and successful implementation of program as indicated by student pre and post test results.

Begin classroom implementation at all sites in March, 2011

K-6: in self contained classrooms

7-9: in homerooms

10-12: in required English Language Arts course

March, 2011 - ongoing

Site Administrator,

Teacher representatives from each site

Teacher will provide a pre and post test to each student before and after a unit is completed.

Technology Committee will review results of pre and post test and modifications will be made as needed to the program.

Pre and post tests will be reviewed

Revise Ethical Use of Information Technology Unit as needed

Unit revisions August, 2011- June, 2013

Director of Curriculum

Teacher representatives from each site

Minutes of meetings with Director of Curriculum and subcommittee composed of group of teachers revising unit.

 

Teachers will continue to receive updates to Ethical Use of Information Technology Unit and formal training two times per year.

Unit updates: Monthly

Formal Training: September and February each year

Director of Curriculum

Site Administrators

Technology Committee

Teacher representative from each site

Training Evaluations will be reviewed in addition to student pre and post tests following training or unit implementation.

Evaluations following training

Pre and Post Tests (Students)

Continue to teach the revised Ethical Use of Information Technology Unit to all students.

September, 2011 – June, 2013

All Teachers

Teacher will provide a pre and post test to each student before and after a unit is completed.

Technology Committee will review results of pre and post test.

Pre and Post Tests (Students)


3g. Internet safety

This section requires both clear goals and an implementation plan focusing on how the district will address Internet safety, including how to protect online privacy and avoid online predators. The training program for both teachers and students must be addressed in this section.

Guiding Questions:

  • What district/school board policies will be or have been developed to implement Internet safety instruction?
  • How are students using online communication technologies, including but not limited to social networking and instant messaging?
  • What materials will be used to instruct students about Internet safety, including how to use technologies to protect themselves and their privacy online?
  • How will teachers be trained to deliver this content?
  • How and when will teachers and/or librarians help students acquire Internet safety skills?

After reviewing board policies and Internet safety resources and curriculum, create clear goals and an implementation plan on how teachers and students will learn about Internet safety.

Example of Goal and Implementation Plan:

Goal 3g.1 All students in our district will be educated to be safe responsible users of digital tools in the 21st century; students will be knowledgeable of internet safety including awareness and dangers of cyber bullying, protection against online predators, and how to maintain online privacy.

Target Group: All students including special education, English Learner, and GATE students.

Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument

Review and update (if needed) District AUP.

Ensure that administrators along with the technology committee address the AUP in staff meeting and have every employee sign agreement.

Verify that each student has a signed AUP on file with parent or guardian signature.

Annually –September

District Instructional Technology Specialist

Site Administrator

Review of AUP will be done by Technology Specialist and Site Technology Committee Representatives

 

Design series of trainings focusing on internet safety including the following topics: cyber bullying, protecting online privacy and avoiding online predators.

Pre and Post Tests will be a component of each training.

July – August, 2010

District Director of Curriculum,

District Instructional Technology Specialist,

Selected representatives from site technology committees

Team of administrators, and selected site technology committee members will review the training prior to the roll out in September, 2010.

 

Provide training and information focusing on internet safety for teachers, instructional aides, and administrators

First Training: September, 2010 District Staff Development Day

Quarterly Training to be provided on an ongoing basis

Director of Curriculum

Technology Committee

Curriculum Advisory Committee

Sign in sheets for Staff Development

Sign in sheets for Staff meetings covering policies and instructional training

Internet Safety Survey/Evaluation Pre and Post Test

Develop an Internet Safety curriculum for all grade levels to include: cyber bullying, protecting online privacy and avoiding online predators.

Research CTAP Resources on Internet Safety: http://myctap.org

Each unit includes pre and post tests and will be designed to be delivered three hours per month.

September –December 2010

Director of Curriculum

Teacher representatives from each site

Technology Committee

Unit development completed by January, 2011

Tech Committee minutes and agenda items for discussion

 

Train Teachers on Internet Safety unit delivery and assessment features.

February, 2011 District Staff Development Day

Director of Curriculum

Teacher representatives from each site

Technology Committee

 

Evaluations and successful implementation of program as indicated by student pre and post test results.

Begin classroom implementation at all sites in March, 2011

K-6: in self contained classrooms

7-9: in homerooms

10-12: in required Basic Computer course

March, 2011 - ongoing

Site Administrator,

Teacher representatives from each site

Teacher will provide a pre and post test to each student before and after a unit is completed.

Technology Committee will review results of pre and post test and modifications will be made as needed to the program.

Pre and post tests will be reviewed

Revise Internet Safety Information Unit as needed

Unit revisions August, 2011- June, 2013

Director of Curriculum

Teacher representatives from each site

Minutes of meetings with Director of Curriculum and subcommittee composed of group of teachers revising unit.

 

Teachers will continue to receive updates to Internet Safety Unit and formal training two times per year.

Unit updates: Monthly

Formal Training: September and February each year

Director of Curriculum

Site Administrators

Technology Committee

Teacher representative from each site

Training Evaluations will be reviewed in addition to student pre and post tests following training or unit implementation.

Evaluations following training

Pre and Post Tests (Students)

Continue to teach the revised Internet Safety Unit to all students.

September, 2011 – June, 2013

All Teachers

Teacher will provide a pre and post test to each student before and after a unit is completed.

Technology Committee will review results of pre and post test.

Pre and Post Tests (Students)


3h. Description of access for all students

This section requires a clear description of the district policy or practices that ensure that all students at all sites have equitable access. The description may include clear goals and measurable objectives about the policy or practices if desired. The policy or practices should clearly support accomplishing the plan’s goals.

Guiding Questions:

  • How can technology be used to extend the school day for students and to make learning resources available during after-school hours?
  • What steps can the school district take to ensure equity of access for all students regardless of their academic standing, socioeconomic level, proficiency in English, or disabilities?
  • How can technology be used to help support students with special needs?
  • Is the school district’s acceptable-use policy for access to the Internet up-to-date? How is access to only appropriate Web sites accomplished?

Considering all student populations, describe how all students will have equal and appropriate access to instructional technology.


3i. Student record keeping

This section requires the development of clear goals, measurable objectives, annual benchmarks, and a specific implementation plan that focuses on the utilization of technology to make student recordkeeping and assessment more efficient and supportive of teachers’ efforts to meet each student’s academic needs.

Guiding Questions:

  • How will technology assist with student assessment?
  • How will technology be used to track a student’s progress toward meeting the content standards, improving CST scores, and passing the High School Exit Examination?
  • How can technology assist teachers and principals with their administrative tasks, attendance and grading?
  • How will data be made more easily available to teachers and principals so that they can make informed decisions to meet individual student academic needs?

After investigating how teachers and administrators can and/or currently use assessment and recording keeping technology, create clear goals to increase the use of technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.

Example of Goal, Measurable Objectives, Benchmarks, and Implementation Plan:

Goal 3i.1: All administrators and teachers will access and use student information for data-driven decision-making to improve student academic achievement.

Objective 3i.1.1: By June 2013, 100% of teachers will use “XYZ Student Information System” to enter student grades electronically and manage student achievement information more efficiently.

Benchmarks:

  • Year 1: 40% of teachers will use “XZY Student Information System” to enter student grades electronically and manage student achievement information more efficiently.
  • Year 2: 65% of teachers will use “XZY Student Information System” to enter student grades electronically and manage student achievement information more efficiently.
  • Year 3: 100% of teachers will use “XZY Student Information System” to enter student grades electronically and manage student achievement information more efficiently.

Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument

Create Log-In Accounts for all teachers on both the student management system and the decision support system.

July-August 2010

District Instructional Technology Specialist

   

Ensure that all teachers have access to the student management system and the decision support system

July-August 2010

District Instructional Technology Specialist

Site Administration

   

Training on “XYZ Student Management System” and “XYZ Data and Decision Support System” will be provided for all staff on an annual basis.

Initially in summer and monthly school site trainings followed by ongoing professional development through web access and Technology Trainers for support.

Director of Pupil Services and Coordinator of Educational Services

Site Technology Lead Trainers

Site Administrators and Technology Trainers

Records of System Usage

Records of teachers who enter student grades and manage student achievement information online.

Identify site support team to assist teachers in daily usage and technical support of student management and decision support systems.

August 2010

District Technology Specialist

Site Administration

   

Train support team across all sites in most common user issues and how to support teachers daily usage of student management system and decision support system.

September 2010

District Technology Specialist

Site Administration

   

Support Team will meet on a monthly basis to discuss issues focusing on use of systems and how to best serve teachers needs.

October 2010 and ongoing

District Technology Specialist

Site Administration

Meeting notes and agendas

Teacher usage reports


3j. Two way home-school communication

This section requires the development of clear goals, measurable objectives, annual benchmarks, and a specific implementation plan that focuses on utilizing technology so that teachers and administrators can be more accessible to parents.

Guiding Questions:

  • What technologies are available to facilitate home/school communication such as email, web pages, and voice mail?
  • What technology access do parents have at home? What technologies do parents prefer for home/school communication?
  • What E-rate eligible technologies could be used to foster home/school communication?

After reviewing parent data, create clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school.

Example of Goal, Measurable Objectives, Benchmarks, and Implementation Plan:

Goal 3j.1: Teachers and administrators will utilize District provided email accounts to utilize technology to make themselves more accessible to parents and community members.

Objective 3j.1.1: By the end of year 3, 100% of teachers and administrators will be accessible to parents and community members through e-mail.

Benchmarks:

  • Year 1: 90% of teachers and administrators will be accessible to parents and community members through e-mail.
  • Year 2: 95% of teachers and administrators will be accessible to parents and community members through e-mail.
  • Year 3: 100% of teachers and administrators will be accessible to parents and community members through e-mail.

Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument

Train all staff on how to access and use their District e-mail software including attachments and address books through staff development sessions.

2010-11

District Technology Specialist

Site Technology Specialists

Use sign-in sheets and copies of school documents sent via e-mail

 

Site Technologists at each site will provide daily support to teachers experiencing difficulty.

September 2010

District Technology Specialist

Site Technology Specialists

Site Technologists records of support

 

Survey staff and parents following implementation on annual basis.

June of each year starting with June, 2011

District Technology Specialist

Site Technology Specialists

Surveys will be reviewed during the summer and training plan will developed to target the needs of teachers who are not utilizing electronic mail on a regular basis.

Staff and Parent Surveys

EdTech Profile

Focus training delivered by Site Technology Specialists to assist teachers who need additional training.

Every Wednesday Afternoon at each site until all teachers are using electronic mail effectively

Site Technology Specialists

Teacher surveys focusing on usage of electronic mail.

EdTech Profile


3k. Curriculum Monitoring Process

This section requires a description of the process to be used when monitoring whether the strategies and methodologies utilizing technology in support of the curriculum component (in 3d – 3j) are being implemented according to the objectives, benchmarks, and timeline.  The process, roles, and responsibilities should all be included within the description.

Guiding Questions:

  • What data will you collect to monitor the curriculum goals and benchmarks (sections 3d through 3j)? Consider your resources (human, fiscal and time) when selecting the data source(s).
  • How often will data be collected and summarized? Who is responsible?
  • Describe the process and the personnel who will analyze the data and recommend program modifications, as needed?
  • What indicators of success will be used to evaluate whether implementation of the plan has made a positive impact on student achievement?
  • How will the school district know whether implementation of this plan has made a positive impact on teaching and learning?
  • How will the district know whether implementation of this plan has made a positive impact on classroom, library, and school and school district management?
  • What indicators of success will be used (e.g., passing score on the High School Exit Examination, number of students successfully meeting grade-level standards and advancing to the next grade, reduced dropout rate, increased attendance)?

Section 4 – Professional Development

4a. Summary of Teacher and Administrator Skills and Needs

This section requires a summary of teachers’ and administrators’ current technology skills and needs for professional development.

Suggested activities and Guiding Questions:

  • Assess teachers’ and administrators’ personal technology proficiency skills. (EdTechProfile, http://www.edtechprofile.org, provides summary charts and graphs within the following reports: the Proficiency Analysis report and the Student Survey).
  • Assess teachers’ ability to utilize technology in a standards-based curriculum.
  • Do teachers have the classroom management strategies to work with the amount of technology actually available in the classrooms?
  • What do teachers and administrators consider as their needs for professional development?
  • After collecting and analyzing professional development needs, research local, regional, and online professional development opportunities.

After collecting and analyzing professional development needs from sources such as EdTechProfile, write a clear summary of the teachers’ and administrators’ current technology skills and needs for professional development

4b. Providing Professional Development Opportunities

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

Guiding Questions:

  • What professional development will be provided to meet the needs of the teachers and administrators as identified through the needs assessment and established curriculum priorities?
  • How does it focus on using technology to improve the teaching and learning in a standards-based curriculum, as outlined in Section 3d through Section 3j?
  • How does it address any needed technology skills development?
  • How and when will professional development be implemented, and how will professional growth be supported as teachers and administrators apply what they are learning?
  • Who is responsible for implementing the professional development plan? What departments will collaborate to implement the professional development program (ie. Curriculum, IT, purchasing, etc…)?
  • How can or will TICAL http://portical.org be utilized to support the plan?
  • Describe the types and frequency of professional development opportunities that will be offered.
  • Describe strategies the district will use to encourage participation and accessibility (training times, incentives, stipends, shortened-day, etc)
  • How will the district ensure that those participating in professional development have access to the technology tools they need to apply new skills immediately following the training?
  • What time and technical support is available to teachers and administrators as they try to implement new skills?
  • How will the professional development program incorporate “The Design Elements for High-Quality Professional Development”
  • Does the professional development coordinate with skills needed to implement section 3d’s through section 3j’s goals and benchmarks?
  • What professional development is needed to implement the goals and benchmarks required through AB 307?

After analyzing professional development data and the skills needed to implement your curricular goals (sections 3d through 3j), create clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development.

Example of Goal, Measurable Objectives, Benchmarks, and Implementation Plan:

Goal 4b.1: All staff will have the opportunity to participate in sustained, ongoing professional development in support of this Technology Plan. Delivery of this training will be increasing online opportunities, collaboration between teacher to teacher and teacher to student.

Objective 4b.1.4: By June 2013, 85% of teachers will participate in appropriate professional development to assist them in using the technology components of adopted intervention programs and the universal access components of the state adopted texts effectively to assist the at-risk students in their classrooms and special programs.

Benchmarks:

  • Year 1: 45% of teachers will participate in appropriate professional development to assist them in using the technology components of adopted intervention programs and the universal access components of the state adopted texts effectively to assist the at-risk students in their classrooms and special programs.
  • Year 2: 65% of teachers will participate in appropriate professional development to assist them in using the technology components of adopted intervention programs and the universal access components of the state adopted texts effectively to assist the at-risk students in their classrooms and special programs.
  • Year 3: 85% of teachers will participate in appropriate professional development to assist them in using the technology components of adopted intervention programs and the universal access components of the state adopted texts effectively to assist the at-risk students in their classrooms and special programs.

Implementation Plan
Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument

Technology Lead Trainers will work with district curriculum specialists to design training focused on adopted intervention programs and universal access components of the state adopted texts.

July – August 2010

Coordinator of Information Technology

District Curriculum Specialists

Technology Lead Trainers

   

Technology Lead Trainers will offer teachers training focused on adopted intervention programs and universal access components of the state adopted texts.

One offering of training per quarter per school year

Coordinator of Information Technology

District Curriculum Specialists

Technology Lead Trainers

Site Administrator review of training content, observation of training, and use and implementation of programs and strategies learned during training.

Trainer logs, training evaluations,

Ed Tech Profile

Site-based Technology Lead Trainers will provide coaching and support to teachers as they implement programs and strategies introduced at training.

September, 2010 and ongoing

Coordinator of Information Technology

Technology Lead Trainers

Site-based Technology Lead Trainers coaching notes and records will be reviewed in school site and district wide coaching meetings

Coaching Notes

Ed Tech Profile


4c. Professional Development Monitoring Process

This section requires a description of the process to be used when monitoring the Professional Development (Section 4b) goals, measurable objectives, benchmarks and planned implementation activities including roles and responsibilities.

Guiding Questions:

  • What data will you collect to monitor professional development goals and benchmarks? Consider your resources (human, fiscal and time) when selecting the data source(s).
  • How often will data be collected and who is responsible?
  • What procedures are already in place to document and support program requirements (E-rate, EETT, etc.)?
  • What indicators of success will be used to evaluate whether implementation of the plan has made a positive impact on student achievement?
  • Describe the process and the personnel who will analyze the data and recommend program modifications, as needed?
  • How often will the implementation status of the Professional Development component be reported to stakeholders?
  • What steps will be taken if parts of the plan are not being implemented on target?

Section 5 – Infrastructure, Hardware, Technical Support, and Software

5a. Existing Resources

Needs and Resource Assessment

This section requires a summary of the existing hardware, Internet access, electronic learning resources, infrastructure, and technical support already in place in the school district that could be used to support the Curriculum and Professional Development components (sections 3 & 4) of the plan.

Guiding Questions:

Hardware (For each site)

  • What hardware currently exists at each school site?
  • Does the district have an inventory system or does one need to be developed to track the type and age of hardware?
  • Summary data, if lengthy, should be included in the appendices.

Electronic Learning Resources (For each site)

  • What are the main electronic learning resources (software, online resources, courseware, or productivity software) currently being used for instruction and/or student assessment? What grade spans or subjects encompass each of the resources?
  • Which of these resources will be used to implement the goals and benchmarks in Sections 3d through 3j?
  • Consider where electronic resources are located: classrooms, library/media centers, or computer labs?
  • Do you have sufficient licenses and permissions to implement your plan?

Networking and Telecommunications Infrastructure (For each site)

  • What is the capacity and configuration of networks in the district? Are any areas not connected to the network?
  • Is the current Internet service provider able to meet the district’s needs?
  • How many telephone lines are there to the site and what is the capability of the telephone system (e.g., is there voice mail)?
  • What E-rate services or discounts are available to your district?
  • Do all staff members have e-mail accounts? Do students have access to e-mail?

Technical Support (For each site)

  • Who provides technical support and what is the response
  • What is the current level of technical support? Consider factors such as technical support personnel to computers, support response time, or formal and informal technical support.
  • What level of technical support is required to meet the needs of teachers and administrators?

After collecting existing data, describe or create charts that clearly summarize the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to implement the Curriculum and Professional Development Components.


5b. Needed Resources

This section requires a summary of the technology hardware, electronic learning resources, networking and telecommunication infrastructure, physical plant modifications, and technical support needed by teachers, students, and administrators to support the activities in the Curriculum and Professional Development components.

Guiding Questions:

Hardware

  • What technology is needed to implement the Curriculum and Professional Development components for students and staff?
  • What technologies will teachers and administrators need to successfully implement the plan’s goals and benchmarks?
  • What emerging technologies could be used to implement the plan’s goals?
  • Where will the technology be placed to effectively support the Curriculum and Professional Development components (mobile labs, classrooms, handheld technologies, etc)?
  • What additional technologies need to be acquired for underserved populations?
  • Can existing equipment be modified to meet certain needs identified in the plan?
  • Is the total cost of ownership of the technology being considered? If so, how is this addressed?

Electronic Learning Resources

  • What electronic learning resources are needed to implement the Curriculum and Professional Development components for students and staff?
  • What licensing opportunities (group buys, site licenses, open source, or discounts) are available?
  • Describe the process the district will use to select electronic learning resources that support the academic content standards. (Utilize the California Learning Resource Network (CLRN) http://clrn.org for resources that support the content standards)
  • How will resources be distributed (individual license, server license, or online applications)?
  • What resources are needed for data analysis, management, student recordkeeping, and home school communication?
  • Will the management and student recordkeeping software be compatible with other local and state (CSIS) data collection systems?

Networking and Telecommunications Infrastructure

  • What infrastructure improvements are needed to implement the Curriculum and Professional Development components?
  • How will E-rate discounts support the infrastructure, hardware, and electronic learning resource components (if applicable)?
  • What network improvements (bandwidth, reliability, and hardware) are needed to support the plan?
  • Are the bandwidth and infrastructure sufficient to support the plan or to make use of emerging technologies?
  • What security is necessary to protect confidential data and maintain the integrity of the system? What firewalls and encryption need to be implemented?
  • What filtering software will be used to prevent staff or student access to inappropriate Internet sites (AB 307 and CIPA)?
  • Will students and teachers be able to access their work from any location in the school or from home?
  • How will parents and community members be able to access school information from home computers?

Physical Plant

  • Is there sufficient electrical capacity and outlets to support the hardware and infrastructure planned for each site? Has the electrical system been evaluated and any necessary upgrades planned?
  • Are the storage rooms and classrooms in which infrastructure, hardware, and electronic resources reside secure or do they require modification to become secure?
  • Is the planned layout of hardware and ancillary wiring configured in a way that is safe for students to move about without creating a fire hazard?
  • Is there safe and secure access to labs that will be used during non-school hours by students and/or the community? Are school buildings, property, and users safe and protected based on district policies?

Technical Support

  • How will technical support needs be addressed to ensure that the hardware, local area networks (LANs), WANs, and peripherals such as printers function adequately and that problems are addressed within an acceptable response time?
  • What is the target ratio of hardware to technical support personnel?
  • How will questions regarding software be handled to provide support to teachers within an acceptable response time?
  • If the plan includes involving students in technical support, how will the plan be implemented to encourage all students to participate and be trained?
  • How can or will TechSETS http://techsets.org be utilized to support the plan?

After assessing your district’s needs, describe or create charts that clearly summarize the needed technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to implement the Curriculum and Professional Development Components.


5c. Annual Benchmarks and Timeline for obtaining resources

This section requires the development of clear annual benchmarks and a timeline for obtaining the needed hardware, infrastructure, learning resources, and technical support required to support the other components.

Guiding Questions:

  • Estimate annual implementation costs to include within Section 6b.
  • Does the timeline for acquisition support the implementation of the curriculum and professional development components?
  • Determine whether or how you will modify or scaffold the Curriculum and Professional Development components to match the available funding resources?
  • Do district policies regarding technology purchases need to be updated? For example, are procedures going to change to promote using only electronic learning resources with features that allow universal access? If so, what is the timeline for these changes?
  • Does the timeline coordinate with other efforts, such as building modernization or instructional material purchases, which could affect cost and timing?

Taking into account district needs outlined in Section 5b, develop clear annual benchmarks and timeline for obtaining the hardware, infrastructure, learning resources and technical support required to implement the plan.

Example of Annual Benchmarks and Timeline:

Year 1 Benchmark: 60% implementation: District XYZ will increase bandwidth and install updated servers at each school; replace or purchase one third of the computers necessary to support a 5:1 student to computer ratio; and replace one third of the necessary software and technology resources essential to the implementation of the technology plan.

Year 2 Benchmark: 70% implementation: District XYZ will increase bandwidth and install updated servers at each school; replace or purchase one third of the computers necessary to support a 5:1 student to computer ratio; and replace one third of the necessary software and technology resources essential to the implementation of the technology plan.

Year 3 Benchmark: 80% implementation: District XYZ will increase bandwidth and install updated servers at each school; replace or purchase one third of the computers necessary to support a 5:1 student to computer ratio; and replace one third of the necessary software and technology resources essential to the implementation of the technology plan.

Recommended Actions/Activities Timeline Person(s) Responsible

Purchase 175 computers to keep a student to computer ratio of 5:1

By June of each year

IT department, Fiscal

Purchase enough laptops so that each teacher has one with a DVD player

20 per year by June

IT Fiscal

Purchase laser printers for each classroom

30 per year by June

IT, Fiscal

Have one LCD projector for every three classrooms

Buy 15 per year by June

IT, Fiscal

District will conduct inventory of software purchased by schools, departments, special programs and teachers; will develop a list/database and devise procedures for keeping it updated. District/sites will purchase upgrades and additional licenses for existing software and services as needed including “Data Program XYZ” and “Student Information System XYZ”

by Sept. 2010 and yearly thereafter

IT, Site Principals

Ensure that there are at least 6 network drops in each classroom

by Bond Issue and Erate annually

 

Upgrade servers and consolidate to increase efficiency

5 per year by June

IT, Fiscal

The district will perform electrical upgrades (new wiring and subpanels and moving service from old to new equipment) at School Site 1 and School Site II

Dependent on bond issues

IT, Fiscal

The district will add a 3rd technology assistant and a Technology Facilitator

By June 2011

Superintendent


5d. Process to Monitor 5b

This section requires a description of the process that will be used to monitor whether the annual benchmarks are being completed within the specified time frame (5b).

Guiding Questions:

  • How often will progress be monitored and who will monitor the timeline and progress toward the benchmarks?
  • How often will the inventory of technology resources be updated and who will be responsible for updating it?
  • How often will the status of implementation of the Infrastructure, Hardware, Technical Support, and Software component be reported to stakeholders?
  • What steps will be taken if parts of this component are not being implemented on schedule?

Describe the process that will be used to monitor the annual benchmarks including roles and responsibilities.


Section 6 – Infrastructure, Hardware, Technical Support, and Software

6a. Established and Potential Funding Sources

This section requires that you identify established and potential funding sources, present and future.  Sources should be clearly described.

Guiding Questions:

  • What funding sources are available to support the plan?
  • What provisions in the current budget are made for technology expenditures, and what options exist to fund technology over time?
  • What alternative sources of funding, such as those available through partnerships, been identified?
  • What federal, state, or local programs could provide funding?
  • What grant writing opportunities are available? Would allocating resources for grant writing proposals be a viable option?

Investigate and determine established and potential funding sources that could be used to implement plan activities.

Example of Potential and Established Funding Sources:

Established Funding Sources:

  • General Fund
  • Categorical:

    Title I

    Title II A

    Title II D

    Title III (EL)

    Title IV

    Title V (Innovative Programs)

    GATE

    Economic Impact Aid (state EL)

    Lottery

    Perkins

    Professional Development Block Grant

    IDEA Staff Development

    Program Improvement

  • One-time block grants
  • Facilities Budget:

    State construction funds

  • Deferred Maintenance
  • CAHSEE Intensive Instruction
  • ADTech (for PD)
  • Site budgets
  • Grants
  • One-time block grants
  • Lottery
  • California Partnership Academies Grants
  • Business partnerships (in-kind)

Potential Funding Sources:

  • E-rate discounts and rebates
  • K-12 EdTech Vouchers
  • Donations
  • Developer Fees

6b. Annual implementation costs

This section requires the development of annual budgets for the term of the plan (three to five years).

Suggested Activities and Guiding Questions:

Identify all costs associated with implementing each component

  • Does the budget include allocations to acquire the hardware, electronic learning resources, infrastructure, professional development, and technical support necessary to implement the plan?
  • Within each year’s budget, have one-time costs been identified as well as ongoing costs?
  • What other sources of low-cost professional development exist? Check with your local CTAP region for resources http://myctap.org

Estimate annual implementation costs for the term of the plan.

Example:

The following chart breaks down estimated costs associated with any needed hardware, infrastructure upgrades and electronic learning resources. All of the figures are estimates and will only be spent once funding becomes available.

Description of Major Items to be purchased 2010-2011 2011-2012 2012-2013 Source

Upgrade network equipment at each District Location

$100,000

$20,000

$20,000

General Funds (cost after E-Rate Discount)

Teacher Laptops

$100,000

$100,000

$50,000

K12 Voucher

Projectors

$50,000

$50,000

$50,000

K12 Voucher

Classroom computers/laptop carts

$200,000

$200,000

$200,000

K12 Voucher
Categoricals

Printers, Scanners

$5,000

$5,000

$5,000

Categoricals

Office Suite of Tools

$15,000

$5,000

$5,000

K12 Voucher

Operating software

$15,000

$5,000

$5,000

K12 Voucher

Staff Development

$10,000

$10,000

$10,000

EETT Formula

Antivirus

$5,000

$5,000

$5,000

EETT Formula

ReportCard Maker

$3,000

$3,000

$3,000

EETT Formula

Decision Support System

$18,000

$18,000

$18,000

Lottery

Student Information System

$37,000

$37,000

$37,000

General Fund


6c. District replacement policy

This section should describe the districts plan for the obsolescence of equipment.

Guiding Questions:

  • Describe the district’s policy or practice to replace equipment.
  • What replacement cycle has been built into the plan?
  • What funding is needed to support the replacement policy?

Describe the district’s replacement policy for obsolete equipment.


6d. Budget monitoring

This section should describe an established feedback loop to monitor and improve progress.

Guiding Questions:

  • Describe the process for regularly monitoring the budget. Has technology budgeting been integrated into the district general budget process?
  • Who will be responsible for monitoring the budget process?
  • What is the timeline for data collection, analysis, and program modification?
  • What regular meetings are scheduled with the superintendent and/or district governing board to (1) update them on progress in obtaining funds to support implementation of the plan; (2) explain difficulties; and (3) offer revisions to the plan to resolve the problems?
  • What steps will be taken if parts of the Funding and Budget component are not being implemented on schedule?

Describe the process that will be used to monitor Ed Tech funding, implementation costs


Section 7 – Monitoring and Evaluation
7a. Overall progress and impact evaluation

This section should summarize the process for monitoring the overall implementation of the plan and evaluate the plan’s impact on teaching and learning.

Guiding questions for monitoring the overall implementation:

  • Describe the process to coordinate the individual evaluation components.
  • What additional data might be collected and how often would it be collected?
  • Describe the process for collecting and analyzing data.
  • Who will oversee the data collection, analysis, and program modification process?
  • Who will participate in the monitoring and evaluation process?

Guiding questions for evaluating the plan’s impact on teaching and learning:

  • What criteria will be used to measure success (e.g., test scores, student portfolios, percentage of students attaining grade-level content standards, attendance, dropout rate, matriculation to college, or full-time employment)?
  • Does the plan use the same criteria established for measuring success in the school district’s comprehensive local improvement plan?
  • Describe how stakeholders participated in determining the criteria used to measure success.

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


7b. Evaluation schedule

This section requires a schedule for evaluating the effect of plan implementation.

Guiding Question:

  • What is the schedule for collecting and aggregating data and analyzing results?

Describe or outline the district’s schedule for evaluating the effect of plan implementation.

Example:

The technology committee will meet on a quarterly basis to review the data and indicators described below and in the activities described within the plan to evaluate the effect of the plan implementation. The following chart shows the schedule for meetings and assessment measures that will be used in the evaluation of Technology Plan implementation.


Forum Sep Oct Nov Dec Jan Feb Mar Apr May Jun

 District Technology Committee Meets

X

 

X

 

X

 

X

 

X

 

 Intervention Data

X

 

X

 

X

 

X

 

X

 

Common Test & Algebra Assessment

X

 

X

 

X

 

X

 

X

 

 Technology Assessment Profile (Ed Tech Profile)

X

               

X

 California Standards Tests  (STAR)

               

X

 

 Staff Technology Proficiency Survey

   

X

         

X

 

Data collection from “Program XYZ” and “Program ABC”

   

X

   

X

 

X

 

X

 District Technology Inventory Survey (Student Access Indicator)

X

     

X

       

X

 Professional Development Survey

X

 

X

 

X

 

X

 

X

 

7c. Communicating evaluation results

This section requires a description of how and when the results of the monitoring process and evaluation will be used.

Guiding Questions:

  • How often will the status of plan implementation be reported to the district superintendent? To the local governing board? To other stakeholders?
  • How will teachers, parents, and other stakeholders provide suggestions and opinions in the evaluation process?
  • What process will be used to make mid-course corrections as a result of the monitoring effort or the evaluation?
  • How will strategies that have had a positive effect on teaching and learning be communicated to others so that they can be replicated?
  • How will technology success stories be documented and publicized?

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


Section 8 – Collaborative Strategies with Adult Literacy Providers

This section requires a description of how the program will be developed in collaboration with adult literacy providers.

Guiding Questions:

  • What adult literacy programs does the district currently offer?
  • What other adult literacy programs are available in your attendance area? (college, county offices of education, libraries, or ROP service groups)
  • How will the district collaborate with adult literacy providers (sharing facilities, group buys, networking advice, etc)?
  • What technology support could the district provide to adult literacy providers?
  • If no adult literacy providers are available, describe the process used to identify providers or potential future outreach efforts.

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.)


Section 9 – Effective, Researched-Based Methods and Strategies

9a. Research Summary, District Application

This section requires a summary of the relevant research and a description how it supports the plan’s curricular and professional development goals.

Suggested Actions:

  • Summarize the plan’s major curricular and professional development outcomes that are supported by research.
  • Describe and cite the relevant research that supports the plan’s outcomes.
  • Describe the connection between the research and the plan’s goals.

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

Example 1:

Strategy Relevant Research Citation Description of Research Examination of Research

Reading Learning Strategies

Butzin, S. M. (2000, June). Project Child: A decade of success for young children [Feature]. Technology Horizons in Education Journal, 27(11). Retrieved from http://thejournal.com/magazine/valult/A2882.cfm

The computer-integrated instructional program (Project Child) found that the elementary students in project classrooms from kindergarten through fifth grade consistently had higher test scores and better discipline than their counterparts.

As part of the adoption process the research supporting the development and piloting of the curriculum was reviewed.

Reading Learning Strategies

(Coley, 1997). Sivin-Kachala, J., & Bialo, E. (2000). 2000 research report on the effectiveness of technology in schools (7th ed.). Washington, DC: Software and Information Industry Association.

“…many conclude that the computer assisted instruction and drill and practice software can significantly improve students’ scores on standardized achievement tests in all major subject areas, preschool through higher education.

As part of the adoption process the research supporting the development and piloting of the curriculum was reviewed.

Teaching

Sivin-Kachala, J., & Bialo, E. (2000). 2000 research report on the effectiveness of technology in schools (7th ed.). Washington, DC: Software and Information Industry Association.

“…results of over 300 studies of use, authors concluded that teacher training was the most significant factor influencing the effective use of educational technology to improve student achievement. Specifically, the report states that students of teachers with more than ten hours of training significantly outperformed students of teachers with five or fewer training hours.”

The research regarding staff development in technology use and student achievement was reviewed.

Management of Technology

Strudler, N. (1994). The role of school based technology coordinators as change agents in elementary school programs: A follow-up study. Presented at AERA, New Orleans, LA, and April 5, 1994.

There is a continuing need for the school site presence of a technology coordinator who can serve as a mentor or “translator” of technology applications and instructional integration for teachers. Appropriate technology resource personnel are not only for the early stages of a technology initiative or technology plan.

The research regarding effective technology use in school systems was reviewed.


Example 2:

The annotated bibliography that is included in Section 9b describes the research that was used in the preparation of this plan and how the district has used and will use the research findings in the development and implementation of the plan. The research was selected for its focus on strategies and methods to integrate technology in order to improve learning, teaching, and management.

Research Literature:

CEO Forum (2001). The CEO Forum School Technology and Readiness Report: Key Building Blocks for Student Achievement in the 21st Century. http://www.ceoforum.org/downloads/report4.pdf.
This report concludes that effective uses of technology to enhance student achievement are based on four elements: alignment to curricular standards and objectives, assessment that accurately and completely reflects the full range of academic and performance skills, holding schools and districts accountable for continuous evaluation and improvement strategies, and an equity of access across geographic, cultural, and socio-economic boundaries. State, district, and site policies, programs, and resources must be consistently aligned to meet educational objectives. Technology transforms the learning environment so that it is student-centered, problem and project centered, collaborative, communicative, customized, and productive. Students must acquire 21st century skills in order to thrive in the new knowledge-based economy, including technological and information literacy, inventive thinking, effective communication and high productivity skills.
The District Office and all schools within the district maintain strict alignment of instruction with state content standards through long-range planning and curriculum outlines. The Technology Plan bases all instruction on state content standards. Software is chosen to align with state standards. Student achievement is monitored through standards-based common benchmark assessments. Through ongoing data collection and analysis, the district will continuously monitor its attainment of the goals and objectives of the tech plan, and will report results annually to the superintendent, the school board, and the public. Throughout the plan, attention is paid to providing equitable access to all students in the community, including students in special populations. The district will implement a plan for staff training and instruction of students in information literacy.

CEO Forum (2000). The CEO Forum School Technology and Readiness Report. The Power of Digital Learning: Integrating Digital Content. http://www.ericit.org/fulltext/IR020402.pdf
This report offers a vision for digital learning and focuses on actions that schools, teachers, students, and parents must take to integrate digital content into the curriculum to create the learning environments that develop 21st Century skills. The power of digital learning is discussed, including the need for digital learning, reasons why digital content is essential, shifting to digital learning environments, models from the business community, readjustment (expanding the scope of technology integration), the critical importance of professional development, and integrating digital content.
Consistent with this research, in the development of this plan, District XYZ has followed, and will continue to follow, the steps recommended in the report. In alignment with the report, the district has identified educational goals and linked technology resources to those objectives; established student outcomes and performance standards that will be achieved by the inclusion of technological resources; and determined a process for measurement and evaluation of the outcomes and modification of the plan accordingly.

Scholastic Research and Evaluation Department (2006). Compendium of Read 180 Research. http://teacher.scholastic.com/products/read180/research/pdfs/READ180_Compendium_6_26_06.pdf
Read 180 combines research-based reading practices with the effective use of technology. This compendium summarizes scientific research conducted from 1999 to 2005, including quasi-experimental, correlational, and descriptive studies. Third party evaluations have found that struggling readers who use Read 180 show progress, often substantial, in learning to read. Scores on standardized tests rise, and anecdotal evidence suggests improvement in student attitudes towards reading. One study, at Anaheim Union High School District, targeted ninth graders reading at remedial levels who were not English Learners. After six months of using Read 180 in mostly 50-55 minute class periods, students progressed over 2.5 months ahead of predicted reading growth level (measured on the Gates-MacGinitie Reading Test), and the percentage of students scoring Basic or above on the CST increased from 45% the previous year to 67%. In the Phoenix Union High School District, among English Learners, students who participated in a ninth grade Read 180 program outscored matched nonparticipants on the tenth-grade Arizona standards reading test.
Consistent with this research, CVUHSD uses Read 180 for at-risk, targeted ninth and tenth grade students at the comprehensive high schools.

Wenglinsky, Harold (1998). "Does It Compute? The Relationship Between Education Technology and Student Achievement in Mathematics." Educational Testing Service. http://ftp.ets.org/pub/res/technolog.pdf.
This article reports the findings from a national study of the relationship between different uses of educational technology and various educational outcomes. Data was drawn from the 1996 NAEP test in mathematics. The study concluded that, when they are properly used, computers may serve as important tools for improving student proficiency in mathematics, as well as the overall learning environment in the school. For eighth graders, teachers' professional development in technology and the use of computers to teach higher-order thinking skills were both positively related to student achievement in math.
Consistent with this research, District XYZ holds improving student work in mathematics as a major goal of its Technology Plan. Teacher professional development includes the use of productivity tools and training in all newly purchased/adopted math programs, texts, and intervention materials.

Connecting the Bits. A Reference for Using Technology in Teaching and Learning in K-12 Schools. (2000). The National Foundation for the Improvement of Education. http://www.ericit.org/fulltext/IR020862.pdf.
This book provides information for integrating technology into teaching and learning in K-12 schools, based upon findings from two past programs of the National Foundation for the Improvement of Education. "The Road Ahead" program explored how technology can facilitate teaching and learning in both formal and informal education settings, and the "Learning Tomorrow" program funded pilot projects that investigated how technology can improve teaching and learning for underserved students.
As recommended throughout this document, District XYZ has focused its attention first on establishing learning goals for students in alignment with the District’s Local Education Agency Plan, not technology goals. The emphasis of the plan is to help teachers become comfortable and highly competent in the integration of technology throughout the curricula. Integral to the plan, and supported by this research and others, is the belief that successful integration of technology depends on teachers who are knowledgeable, have opportunities for continuous learning, and who challenge their students academically while providing the support necessary to ensure their success. The professional development programs at District XYZ have been designed to incorporate these concepts.

Designs for learning: An introduction to high quality professional development for teachers. The California Department of Education. http://www.cde.ca.gov/pd/pdf/designsintro.pdf
This document provides the framework for designing high quality professional development. It is based on three guiding principles: (1) High quality professional development helps teachers to more ably address the learning needs of every student, thereby improving the learning of all students; (2) High quality professional development designs will vary in accordance with the different phases of a teacher’s development; and (3) Administrators who are actively involved in their own learning are better able to create and support conditions that result in high levels of teacher competency and students achievement.
District XYZ has designed a professional development program consistent with the recommendations made in this document. The professional development programs address the needs of professionals at their respective levels. The training of administrators is also addressed. All professional development activities will be monitored, evaluated and modified, as described in the Plan.

Ringstaff, Cathy; Kelley, Loretta. (2002). The learning return on our educational technology investment. A review of findings from research. West Ed. http://www.wested.org/online_pubs/learning_return.pdf.
This paper summarizes major research findings related to educational technology use and draws out implications for how to make the most of technology resources, focusing on pedagogical and policy issues. The distinctions between learning "from" computers and learning "with" computers are delineated. The findings of the research focus on adequate and appropriate teacher training; changing teacher beliefs about learning and teaching; sufficient and accessible equipment, including adequate computer-to-student ratio; long-term planning; technical and instructional support.
Consistent with this research, District XYZ’s Technology Plan has been designed to address the benefits and rationale for both learning “from” technology (i.e., using computers to assist students in learning skills, etc.) and learning “with” technology (i.e., using technology to assist students with projects and other higher order thinking skills lessons). The Plan also addresses sufficient and accessible equipment, especially as it relates to student-to-computer ratios, and technical and instructional support. Long-term planning and monitoring are built into the Plan.


9b. Technology to Deliver Rigorous Curriculum

This section requires a description of how the district will use technology to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance-learning technologies.

Guiding Questions:

  • How is the district using current technologies to bring new or extended learning opportunities to students?
  • Describe how the district investigates or becomes aware of emerging technologies that could be used to enhance or supplement a rigorous curriculum.

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.




Resources For Data Collection:

EdTechProfile http://edtechprofile.org

The best source for data relevant to the tech planning process. Teachers, students and administrators may take survey to generate data on proficiencies and technology usage in the curriculum. Tables and charts of the accumulated data can be easily exported and copied into the plan builder. Narrated tutorials are available that demonstrate how to create a variety of data reports on the EdTech Profile site and at http://www.stancoe.org/etp/.

DataQuest contains many sources of data that can be used in setting Curriculum Goals and Hardware, Software goals.

  • Access DataQuest at http://data1.cde.ca.gov/dataquest.
  • Select your district
  • Select from the following subjects:

    School Performance: (API), (AYP), (ASAM), (PI), Title III Accountability

    Test Scores: (CAHSEE), (CELDT), Physical Fitness (SAT, ACT, AP), STAR

    Student Demographics: Dropouts, English Learners, Enrollment, Graduates, Special Ed

    School Staffing: Staffing, NLCB Teachers & Paraprofessionals, Projected Teacher Hires

    Student Misconduct and Intervention: Expulsion, Suspension, and Truancy