Appendix J – Technology Plan Contact Information Education Technology Plan Review System (ETPRS) Contact Information County & District Code: 27 -75473 LEA Name: Gonzales Unified School District *Salutation: Mr. *First Name: Kenneth *Last Name: Wolgamott *Job Title: Director of Technology *Address: PO Box G / 600 Elko Street *City: Gonzales, CA *Zip Code: 93926 *Telephone: (831) 675-2568 Ext: Fax: (831) 675-1461 *E-Mail:
[email protected] Website: www.gonzales.k12.ca.us Please provide backup contact information. 1st Backup Name: Zandra Galvan – Dir. of Curriculum & Instruction 1st Backup E-Mail:
[email protected] 2nd Backup Name: Elizabeth Modena - Superintendent 2nd Backup E-Mail:
[email protected] *Required information in the ETPRS
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District Technology Plan 2010-2015
GONZALES UNIFIED SCHOOL DISTRICT
EDUCATION TECHNOLOGY PLAN JULY 1, 2010 – JUNE 30, 2015
Monterey County, California, USA
Established in 1997
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District Technology Plan 2010-2015
TABLE OF CONTENTS
District Summary (Criteria Item 1) ................................................................................................ 1 Plan Duration and Stakeholders Involvement (Criteria Item 2) ................................................. 2 Curriculum Driven Technology Goals (Criteria Item 3) ...................................................................................................................... 3 - 24 Professional Development and Implementation (Criteria Item 4) ..................................................................................................................... 25 - 37 Infrastructure, Hardware, Technical Support, and Software (Criteria Item 5) ..................................................................................................................... 37 - 44 Funding and Budget (Criteria Item 6) ..................................................................................................................... 44 - 47 Monitoring and Evaluation (Criteria Item 7) ..................................................................................................................... 47 - 48 Effective Collaborative Strategies With Adult Literacy Providers to Maximize the Use of Technology Criterion (Criteria Item 8) ..................................................................................................................... 49 - 50 Effective, Research-Based Methods, Strategies, and Criteria (Criteria Item 9) .................................................................................................................... 51 – 55 Appendix C: Criteria for EETT Funded Education Technology Plans .............................. 56 - 65
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District Technology Plan 2010-2015
Gonzales Unified School District Technology Plan July 1, 2010 – June 30, 2015 District Overview EXECUTIVE SUMMARY The Gonzales Unified School District believes that as technology continues to play an important role in the information based society of today, integrating technology into the schools is necessary to prepare students to succeed in a rapidly changing world. To use technology effectively in education requires shifting the focus from teaching to active learning. This plan addresses the goals for 2010-2015 that aims to provide a road map for student learning, to help students perform authentic tasks, and to help students learn skills that will prepare them for future careers through meaningful engagement. The district understands that the term technology refers not to simply one type of technology, but to a wide range of electronic materials and methods for learning from computers in education to video production and distance learning. In addition to building a strong technology infrastructure, professional development is a key component to the success of any technology implementation and systemic change effort. Teachers are ultimately responsible for implementing and using technology in the classroom. Staff development activities should help teachers become comfortable and proficient with the technology and provide ongoing opportunities to discover ways to use it in their classrooms. Students must also acquire proficiency in the use of technology. This technology plan is part of the overall school improvement plan to help students achieve academic success. VISION The Gonzales Unified School District is committed to providing both students and staff with the necessary technological resources and training to promote positive and current learning experiences using the most relevant teaching tools in our classrooms. Every student in our district will use technology as an everyday communication and information gathering tool. They will be able to create their own educational projects and will use data in its various forms to solve problems and explain solutions that utilize our libraries, our community, and the world in which we live. Our staff will have the necessary skills to promote and facilitate student’s learning in this technological environment.
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District Technology Plan 2010-2015
MISSION FOR TECHNOLOGY The Gonzales Unified School District learning community will be technologically literate life- long learners. Learners will be able to interact successfully in a technological environment to achieve their personal, educational, and workplace goals. They will skillfully use technology to access, retrieve, and use information to think conceptually, solve complex problems, acquire knowledge, communicate ideas, and work individually and collaboratively. Information technology will allow the school itself to become a networked organization focused around student achievement.
1.
PLAN DURATION
The benchmarks and timelines in this technology plan will guide our district’s use of technology from July 1, 2010 to June 30, 2015.
2.
STAKEHOLDERS
This plan was developed with input from the District Technology Committee which is comprised of a School Board Member, site administrators, teachers from each site, parents, District Technology Department Staff, the Director of Curriculum and Instruction, District Superintendent, the Director of Technology as well as support from the Technology for Learning Partnership Coordinator and the Director of Technology from MCOE. Stakeholders contributed to this Technology Plan through District Technology Committee Meetings, school site level meetings, and informal input and written responses provided to the Director of Technology. The District technology web pages had the current plan, templates and planning information posted throughout the planning process. Comments were incorporated into the plan, which was then posted to the website for feedback in rewriting and finalizing this plan. The District is still currently looking for Community-at-large members, which has been brought up at District Board of Trustee monthly meetings and is currently posted on our District website, www.gonzales.k12.ca.us .
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District Technology Plan 2010-2015
3.
CURRICULUM COMPONENT
3a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours. 100% of GUSD’s instructional computers have internet and network connectivity.
School La Gloria Elem Fairview Mid Gonzales High Somavia High
Total 220 207 452 19
Classroom 117 109 202 15
Library 7 14 30 0
Lab 84 72 202 0
Other 12 12 18 4
Stud:Comp 4.1:1 3.2:1 1.6:1 2.3:1
The district has invested heavily in computers in the past, but they have aged. School La Gloria Elem Fairview Mid Gonzales High Somavia High
Total 220 207 452 19
<1 Year 13 11 22 0
1-2 Year 27 13 5 0
2-3 Year 30 4 60 0
3-4 Year 16 46 29 0
>4 Year 134 133 336 19
Student Access to Technology Type of access
Time of Day for Access
Internet, Renaissance Place - Accelerated Reader, MS Office, email, student folders, ELA programs, mathematics programs, Rosetta Stone language software, and All the Write Type software
La Gloria ES Computer Lab: 8:00 am – 3:30 pm
Internet, Renaissance Place - Accelerated Reader, MS Office, email, student folders, ELA programs, mathematics programs, New Century software, Rosetta Stone language software, and All the Write Type software
Fairview MS Computer Lab: 7:30 am – 5 pm
Internet, Renaissance Place - Accelerated Reader, Plato, Cyber-High, MS Office, email, student folders, ELA programs, mathematics programs, New Century software, Rosetta Stone language software, math intervention and extension programs and All the Write Type software.
Gonzales HS Computer Labs: 7:30 am – 3:10 pm
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Migrant Computer Mini-Lab: 8:00 am – 6:30 pm
Migrant Computer Mini-Lab: 8:00 am – 6:30 pm
Gonzales HS Library Lab is open later until 4 pm Migrant Computer Mini-Lab: 8:00 am – 6:30 pm
District Technology Plan 2010-2015
Internet, Renaissance Place, Plato, CyberHigh, MS Office, email, student folders, ELA programs, mathematics programs, typing assistance.
Somavia HS Classrooms: 8:00 am – 3 pm
Teacher Access to Technology Type of access
Time of Day for Access
Internet, Renaissance Place – Accelerated All Campuses – Reader, MS Office, email, teacher & Classrooms and Labs: 7 am – 9:30 pm student folders, Aeries (student information system), Data Wise, ELA programs, mathematics programs, typing assistance.
3b. Description of the district’s current use of hardware and software to support teaching and learning. Teachers and librarians use technology in a variety of ways to support instruction. The vast majority use technology to create materials for instruction, communicate with colleagues and research topics to plan for lesson delivery. Classroom use ranges from extensive use of word processing and desktop publishing applications to reading comprehension support and multimedia/Internet project based activities. Research skills are strongly supported by library staff. The last four years, the district has invested heavily in intervention software to support the needs of our student population. The high schools have embraced digital imaging and video editing applications; most uses are in a specialized program or specific technology class. Overall frequency of use varies greatly from classroom to classroom. Students are assigned work incorporating technology based on teacher experience, instructional requirements and the level of access at the site. Teachers use technology in instruction mostly for word processing, reinforcement/practice, research and creating reports or projects. Software used by students and adults focus on academic/language skill development, and includes:
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District Technology Plan 2010-2015
Student Uses of Technology Technology Being Used (software titles and type of equipment e.g. science probes, calculators) How is it used? State Approved Publisher Provided Electronic Used for additional student supplemental support services resources for adopted core and intervention curricular programs. Used for the development and presentation of classroom lessons, email MS Office Suite communication, and the other usual office productive software uses.
Plato, Cyber-High, Rosetta Stone, and Write Type
Gonzales Unified School District
Used for secondary credit recovery and in class instruction support and tutoring.
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Grade Level(s) or Subjects it is used in
K-12
K-12
9-12
District Technology Plan 2010-2015
Teacher Uses of Technology Technology Being Used For Personal Productivity (e.g. Grade book, Classroom Management, Web Authoring) Spectrum K-12 Encore
Aeries Datawise
MS Office Suite Renaissance Place – Accelerated Reader Document Cameras, LCD Projectors, and Laptop Computers State Approved Publisher Provided Electronic supplemental support services for adopted core curricular programs.
Gonzales Unified School District
How is it used? The Special Education department uses Spectrum K12 Encore for the purpose of IEPs and documents necessary for special education students. Used at all sites and grade levels for access to the student information system for attendance, grading, discipline, etc. Used for review of standardized assessments and for the development, administration and review of local assessments. Used for the development and presentation of classroom lessons, email communication, Gradebook and student tracking lists, and the other usual office productive software uses. Used to assess student productivity in reading comprehension. Used for classroom presentation, electronic communications and access to the SIS.
Used for additional teacher resources
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District Technology Plan 2010-2015
3c. Summary of the district’s curricular goals that are supported by the this tech plan. Gonzales High, Fairview Middle and La Gloria Elementary are Program Improvement Schools. When funding was available, the district worked with the Napa/Solano/Contra Costa Offices of Education School Assistance and Intervention Team to develop a comprehensive plan for student achievement. This technology plan has been developed to compliment the PI and the Single Plan for Student Achievement (SPSA) at each site. GUSD’s Local Education Agency Plan (LEAP) & school site SPSA’s identifies language arts and math as primary areas of academic development, especially addressing English Language Learners, while moving all students to proficient level in language arts, math, science and social studies. As a focus for this five-year plan, those uses of instructional technology which best support students becoming proficient in the areas of reading, writing and mathematics, especially concerning English Language Learners, will be given priority so that all students become proficient in reading and mathematics by 2015. As teachers and administrators work to more clearly align teaching content to the California Academic Content Standards, this plan will concentrate in using technology to analyze student scores, develop goals to increase student achievement in language arts and math, focusing on the effective use of instructional materials in a systematically planned instructional schedule. The integration model focuses technology use at the classroom level, using electronic tools to integrate academic exercises into the overall curricular framework (Sandholtz, Ringstaff & Dwyer, 1997). Students in upper grades will use technology to collect information in multiple formats, and then organize, link and construct ideas to be incorporated into projects and reports that improve communication of ideas and concepts (Dwyer, 1992), as well as to support basic skills development (Kulik & Kulik, 1987). In all grades, Computer Assisted Instruction (CAI) aligned to content standards and the adopted textbook series will supplement an instructional program that supports basic academic skill development (Butzin, 2000, Kulik & Kulik, 1987 and Sivin-Kachala & Bialo, 2000). The following goals, objectives, benchmarks, monitoring and implementation activities support GUSD plans and goals for academic achievement.
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District Technology Plan 2010-2015
3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards. Goal: 1 All students will have equal access to and use proven technology integrated with research based instructional strategies to support standards-based instruction. Objective Technology integrated to support standards based instruction Objective 1a: All students will systematically use language development software as a tool to increase English Language Arts scores by 40% as measured by the California English Language Development Test. End of Year 1: Students will systematically use language development software as a tool to increase English Language Arts scores by 5% as measured by the CST. End of Year 2: Students will systematically use language development software as a tool to increase English Language Arts scores by 10% as measured by the CELDT.
Evaluation Instruments
Frequency of Collection
CELDT Test Scores
Annually
Data Management systems
Quarterly
Local Benchmarks
Quarterly
AR Assessments
Quarterly
Adopted ELA program software
Quarterly
End of Year 3: Students will systematically use language development software as a tool to increase English Language Arts scores by 20% as measured by the CELDT. End of Year 4: Students will systematically use language development software as a tool to increase English Language Arts scores by 30% as measured by the CELDT. End of Year 5: Students will systematically use language development software as a tool to increase English Language Arts scores by 40% as measured by the CELDT.
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District Technology Plan 2010-2015
Program Modification Process and Responsible Person(s)
District leadership teams analyze data provided by CST scores and prepare analysis for sites. Teachers and district leadership analyze site data quarterly at site collaboration meetings and make recommendations to improve the program. District curriculum and Technology Committees make overall recommendations to modify the implementation of the use of technology to improve the program.
Goal: 1 All students will have equal access to and use proven technology integrated with research based instructional strategies to support standards-based instruction. Objective Technology integrated to support standards based instruction Objective 1c: All students will systematically use math development software as a tool to increase Mathematics scores by 40% as measured by the California Standards Test (CST). End of Year 1: Students will systematically use math development software as a tool to increase Mathematics scores by 5% as measured by the CST.
Evaluation Instruments
Frequency of Collection
CST Test
Annually
Data Management Systems
Quarterly
Local Benchmarks
Quarterly
Adopted ELD program software
Quarterly
End of Year 2: Students will systematically use math development software as a tool to increase Mathematics scores by 10% as measured by the CST.
End of Year 4: Students will systematically use math development software as a tool to increase Mathematics scores by 30% as measured by the CST. End of Year 5: Students will systematically use math development software as a tool to increase Mathematics scores by 40% as measured by the CST.
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District leadership teams analyze data provided by CST scores and prepare analysis for sites. Teachers and district leadership analyze site data quarterly at site collaboration meetings and make recommendations to improve the program. District curriculum and technology Committees make overall recommendations to modify the implementation of the use of technology to improve the program.
End of Year 3: Students will systematically use math development software as a tool to increase Mathematics scores by 20% as measured by the CST.
Gonzales Unified School District
Program Modification Process and Responsible Person(s)
District Technology Plan 2010-2015
Outcomes Objective 1a: All students will systematically use language development software as a tool to increase English Language Arts scores by 40% as measured by the California Standards Test.
Outcomes Objective 1b: All English Language Learners (ELL’s) will systematically use language development software as a tool
Implementation Activities
2010-2011 S F W S
2011-2012 S F W S
2012-2013 S F W S
2013-2014 S F W S
2014-2015 S F W S
1. District and/or Teacher: Review and evaluate effectiveness of software currently in use. 2. District evaluates and selects new and currently used software to be used district wide. 3. District trains curriculum area leaders on district technology best practice standards. 4. District identifies and schedules target teachers and students to begin to implement and evaluate instructional strategies and software use. 5. District expands software use with professional development to entire population. 6. Site teacher teams review data in collaboration meetings, discussing successes, issues, strategies, etc. and implementing revised strategies. 7. District reviews software management data and scheduling logs and makes modifications to the plan as needed.
Implementation Activities
S
2010-2011 F W S
S
2011-2012 F W S
S
1. District reviews and evaluates effectiveness of software currently in use. 2. District evaluates and selects new and currently used software to be used district wide. 3. District trains curriculum area leaders on district technology best practice standards. 4. District Identifies and schedules target teachers and students to begin to implement and evaluate instructional strategies and software use.
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District Technology Plan 2010-2015
2012-2013 F W S
S
2013-2014 F W S
S
2014-2015 F W S
to increase English language proficiency by 40% as measured by the California English Language Development Test.
Outcomes Objective 1c: All students will systematically use math development software as a tool to increase Mathematics scores by 40% as measured by the California Standards Test (CST).
5. 6.
7.
District expands software use with professional development to entire population. Site teacher teams review data in collaboration meetings, discussing successes, issues, strategies, etc. and implementing revised strategies. District reviews software management data and scheduling logs and make modifications to the plan as needed.
Implementation Activities
S
2010-2011 F W S
S
2011-2012 F W S
S
1. District reviews and evaluates effectiveness of software currently in use. 2. District evaluates and selects new and currently used software to be used district wide. 3. District trains curriculum area leaders on district technology best practice standards 4. District identifies and schedules target teachers and students to begin to implement and evaluate instructional strategies and software use. 5. District expands software use with professional development to entire population. 6. Site teacher teams review data in collaboration meetings, discussing successes, issues, strategies, etc. and implementing revised strategies. 7. Teachers review software management data and scheduling logs and make modifications to the plan as needed
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District Technology Plan 2010-2015
2012-2013 F W S
S
2013-2014 F W S
S
2014-2015 F W S
3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan as to how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace. Goal 2: Students will be both technologically and information literate Objective Objective 2a: 70% of students in grades 3-12 will create documents by using word processing and publishing programs. End of Year 1: 30% of students in grades 3-12 will create documents by using word processing and publishing programs.
Evaluation Instruments
Frequency of Collection
Student Grades
Quarterly
Student Produced Artifacts
Quarterly
Rubrics
Program Modification Process and Responsible Person(s) Teachers will collect and submit student produced documents and grades for discussion at teacher/principal collaboration meetings monthly
End of Year 2: 40% of students in grades 3-12 will create documents by using word processing and publishing programs.
School wide committee reviews student work, grades and teacher recommendations and strategy results
End of Year 3: 50% of students in grades 3-12 will create documents by using word processing and publishing programs.
School wide committee makes course recommendations to teachers
End of Year 4: 60% of students in grades 3-12 will create documents by using word processing and publishing programs. End of Year 5: 70% of students in grades 3-12 will create documents by using word processing and publishing programs.
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District Technology Plan 2010-2015
Goal 2: Students will be both technologically and information literate Evaluation Instruments
Objective Objective 2b: 40% of students in grades 5-12 will develop simple databases and spreadsheets to manage information and prepare reports
Frequency of Collection
Student Grades
Quarterly
Student Produced Artifacts
Quarterly
End of Year 1: 5% of students in grades 5-12 will develop simple databases and spreadsheets to manage information and prepare reports
School wide committee makes course recommendations to teachers
End of Year 3: 20% of students in grades 5-12 will develop simple databases and spreadsheets to manage information and prepare reports End of Year 4: 30% of students in grades 5-12 will develop simple databases and spreadsheets to manage information and prepare reports End of Year 5: 40% of students in grades 5-12 will develop simple databases and spreadsheets to manage information and prepare reports
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Teachers will collect and submit student produced documents and grades for discussion at teacher/principal collaboration meetings monthly School wide committee reviews student work, grades and teacher recommendations and strategy results
End of Year 2: 10% of students in grades 5-12 will develop simple databases and spreadsheets to manage information and prepare reports
Gonzales Unified School District
Program Modification Process and Responsible Person(s)
District Technology Plan 2010-2015
Goal 2: Students will be both technologically and information literate Evaluation Instruments
Objective Objective 2c: 70% of students in grades 5-12 will effectively search electronic resources, evaluate their quality, and ethically incorporate 13 content into research projects.
Frequency of Collection
Student Grades
Quarterly
Student Produced Artifacts
Quarterly
End of Year 1: 30% of students in grades 5-12 will effectively search electronic resources, evaluate their quality, and ethically incorporate content into research projects.
School wide committee makes course recommendations to teachers
End of Year 3: 50% of students in grades 5-12 will effectively search electronic resources, evaluate their quality, and ethically incorporate content into research projects. End of Year 4: 60% of students in grades 5-12 will effectively search electronic resources, evaluate their quality, and ethically incorporate content into research projects. End of Year 5: 70% of students in grades 5-12 will effectively search electronic resources, evaluate their quality, and ethically incorporate content into research projects.
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Teachers will collect and submit student produced documents and grades for discussion at teacher/principal collaboration meetings monthly School wide committee reviews student work, grades and teacher recommendations and strategy results
End of Year 2: 40% of students in grades 5-12 will effectively search electronic resources, evaluate their quality, and ethically incorporate content into research projects.
Gonzales Unified School District
Program Modification Process and Responsible Person(s)
District Technology Plan 2010-2015
Outcomes Objective 2a: Students in grades 312 will create documents by using word processing and publishing programs
Outcomes
Objective 2b: Students in grades 512 will develop simple databases and spreadsheets to manage information and prepare reports
Outcomes
Implementation Activities
S
2010-2011 F W S
S
2011-2012 F W S
S
2012-2013 F W S
S
2013-2014 F W S
S
2014-2015 F W S
S
2010-2011 F W S
S
2011-2012 F W S
S
2012-2013 F W S
S
2013-2014 F W S
S
2014-2015 F W S
S
2010-2011 F W S
S
2011-2012 F W S
S
2012-2013 F W S
S
2013-2014 F W S
S
2014-2015 F W S
1. Elementary school teachers will instruct students in basic computer use and basic word processing for simple reports 2. Middle/Upper Grade teachers will instruct students in advanced software use, including Word, graphics and electronic publishing programs. 3. Teachers will schedule classroom computers and Computer Labs for content entry and document creation. 4. Student drafts will increasingly be done using word processing. 5. Teachers will review word processed and published samples and make modifications to instruction as needed. Implementation Activities 1. Middle school teachers will instruct students in software use, including Excel to analyze data. 2. High School teachers will instruct students in software use, including Excel and publishing programs, to publish reports discussing data analysis 3. Teachers will dedicate class time for data entry and document creation. 4. Students will incorporate databases and spreadsheets into print and electronic documents. 5. Teachers will review data samples and make modifications to instruction as needed.
Implementation Activities
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District Technology Plan 2010-2015
Outcomes Objective 2c: Students in grades 512 will effectively search electronic resources, evaluate their quality, and ethically incorporate content into research projects
Implementation Activities
S
2010-2011 F W S
S
2011-2012 F W S
S
2012-2013 F W S
S
2013-2014 F W S
S
2014-2015 F W S
1. Teachers will review the Acceptable Use Policy that students and parents will sign. 2. Middle and High School teachers will instruct students in efficiently searching electronic sources, comparing to site print resources, and authenticating author credentials. 3. Middle and High School teachers will instruct students in storing digital libraries, accessing information from different workstations, and ethically using material in student work. 4. Teachers will dedicate time for electronic research. 5. Teachers will review research quality and source citations in student work and make modifications to instruction as needed.
3f. List of goals and an implementation plan that describe how the district will address ethical use of information technology so they can distinguish lawful from unlawful uses of copyrighted works, including: the concept and purpose of copyright and fair use; lawful and unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism. Outcomes 1. Students will
understand copyright and apply fair use of copyrighted materials appropriately. Monitoring Process:
Implementation Activities
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 S F W S S F W S S F W S S F W S S F W S
1. District Technology Committee recommends Authorized Use Policies (AUP) and student handbook modifications to include copyright and fair use information. 2. District AUP and student handbooks include copyright and fair use information.
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District Technology Plan 2010-2015
Outcomes
Implementation Activities
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 S F W S S F W S S F W S S F W S S F W S
Student projects will be 3. School staff attends a yearly seminar analyzed and successes to learn to teach and manage and needs will be copyright and fair use in projects. discussed quarterly in site 4. Teachers incorporate copyright and fair collaboration meetings. use components in writing and research Modifications will be projects, reviewing as necessary during recommended from year. District Technology 5. Teachers and administrators discuss Committee meetings successes and problems for problem yearly. solving with further discussion at District Tech Committee meetings. 1. District Technology Committee 2. Students will recommends AUP and student distinguish lawful handbook modifications to include from unlawful downloading file sharing information. downloading and 2. District AUP and student handbooks peer-to-peer (ptp) file include downloading file sharing sharing information. 3. School staff attends a yearly seminar Monitoring Process: to learn downloading and file sharing Network monitoring at the policies and issues. district level will observe 4. Teachers incorporate legal downloading downloading and PTP and peer-to-peer file sharing information sharing data, reports of in beginning of year computer use which will be discussed orientations, reviewing as necessary twice yearly at District throughout the year. Technology Committee 5. Teachers and administrators discuss meetings where activities successes and problems for problem and modifications will be solving with further discussion at recommended. District Technology Committee meetings. 3. Students will
understand and avoid plagiarism in all work.
1. District Technology Committee recommends AUP and student handbook modifications to include plagiarism.
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District Technology Plan 2010-2015
Outcomes Monitoring Process: Student projects will be analyzed and successes and needs will be discussed quarterly in site collaboration meetings. Modifications will be recommended from district Technology Committee meetings yearly.
Implementation Activities
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 S F W S S F W S S F W S S F W S S F W S
2. District AUP and student handbooks include plagiarism information. 3. School staff attends a yearly seminar to learn to address plagiarism in student projects. 4. Teachers teach strategies to students to address plagiarism in work, including summarizing skills, research skills, etc. 5. Teachers and administrators discuss successes and problems for problem solving with further discussion at District Tech Committee meetings.
3g. List of clear goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. Outcomes
Implementation Activities
1. Students will know to
1. District Technology Committee recommends AUP and student handbook modifications to address personal privacy. 2. District AUP and student handbooks include online personal privacy, with AUP signed by students and parents. 3. School staff attends a yearly seminar to address online privacy of personal information for instruction and student use. 4. Elementary and Home Room (secondary) teachers, review online personal privacy rules.
protect privacy of personal information online. Monitoring Process: Issues and problems will be discussed quarterly in site collaboration meetings. Issues will be discussed at District Technology Committee meetings yearly with
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2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 S F W S S F W S S F W S S F W S S F W S
District Technology Plan 2010-2015
Outcomes program modifications recommended as needed.
2. Students will know of
strategies to avoid online predators and address cyber bullying. Monitoring Process: Safety issues and problems will be discussed as they occur at site collaboration meetings. Issues will be discussed at District Technology Committee and Cabinet meetings as they occur with program modifications recommended and made as needed.
Implementation Activities
2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 S F W S S F W S S F W S S F W S S F W S
5. Online privacy rules are reviewed with students as needed by monitoring teachers. 6. Teachers and administrators discuss privacy issues and tech liaisons bring further discussion to District Technology Committee. 1. District Technology Committee recommends AUP and student handbook modifications to include online predator and cyber bullying information. 2. Modifications to AUP and student handbooks complete, and include online predator and cyber bullying information. 3. Online predator and cyber bullying curriculum materials reviewed, piloted & selected by District Technology Committee. 4. School staff attends a yearly seminar to introduce online predator and cyber bullying issues and curriculum appropriate to grade level. 5. Online predator and cyber bullying curriculum is taught. 6. Teachers and administrators discuss successes and problems for problem solving with further discussion at District Technology Committee meetings.
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District Technology Plan 2010-2015
3h. Describe district policy, practices or goals that ensure equitable technology access for all students. Program Modification Process and Responsible Person(s)
Goals
Activities
Ensure equity of access to all to technology resources by providing every classroom and learning facility with hardware/software, infrastructure and technical support.
o Promote purchasing process that decreases costs and maintenance of site purchases through standardization, bulk purchases, direct vendor negotiation and using purchasing collaborative, such as CalSave; o Improving speed and volume of connectivity for sites and classrooms, addressing low bandwidth sites and sites with higher bandwidth needs, such as high schools; o Providing increased wireless access to all sites; o Align software purchasing and use to district curricular objectives and initiatives; o Plan District professional development activities to promote, use and include technology resources available that are aligned to their specific curricular focus; o Increase number and skills of tech support personnel as needed to reduce down time of equipment and resources.
The District Technology Committee will review distribution and use of technology and make recommendations to the Director of Technology for resource purchasing & deployment, network improvements and professional development.
Promote equity of access for all students by providing technology resources for student use during and after school.
o Maintain the overall student to computer ratio at or below 5:1; o Reduce the disparities among sites by 10%; o Provide professional development regarding use and management of resources to ensure equitable access for all students based on resources available.
Provide appropriate support technologies as identified by child study teams or IEPs
o Improving communication between educators involved in child study teams and IEPs with site Technology Support Personnel and Administrators to provide resources and professional development to relevant staff.
The District Technology Committee will review inventories and professional development evaluations and make recommendations to Director of Technology for purchasing, redeployment and professional development. Student IEP’s and instructional plans will be reviewed by resource teachers and site principals, who will make modifications as required, consulting with the Director of Technology as needed.
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District Technology Plan 2010-2015
3i. List clear goals, measurable objectives, annual benchmarks, and an implementation plan to utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.
Goal: Student record keeping will be enhanced through electronic data tools Evaluation Frequency Objective 4 Instruments of Collection Objective: 100% of teachers will use adopted data tools, Aeries (student information system and the data management system) to improve record keeping and assessment and meet grade level/individual student academic needs.
Aeries
Annually
Data Management Systems
Quarterly
End of Year 1: District Administrators, Principals, Dept. Heads and Site Technology Liaisons will pilot and use data management systems to analyze student and program data. End of Year 2: 40% of teachers will use data management systems to analyze student and program data. End of Year 3: 60% of teachers will use data management systems to analyze student and program data. End of Year 4: 80% of teachers will use data management systems to analyze student and program data. End of Year 5: 100% of teachers will use data management systems to analyze student and program data.
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District Technology Plan 2010-2015
Program Modification Process and Responsible Person(s) Teacher site teams will analyze student data, and make recommendations for continuous improvement cycle. District Administrators, Principals, Dept. Heads and Site Technology Liaisons will discuss teacher reports at district technology leadership meetings, discussing successes and needs, and making recommendations to Student Achievement and Technology Directors for improved use.
Outcomes
Implementation Activities
Objective 4:
1. Professional development and ongoing support provided to target audiences. 2. Target audiences, including support staff, implement data management system. 3. Site teacher teams include data use in discussions of student achievement, identifying areas of success and need. 4. Site administrators and site Technology Liaisons provide ongoing, just in time support to teachers and staff. 5. Use of data tools discussed at district level meetings for improvement.
Teachers will use adopted data tools, student information system and data management system to improve record keeping and assessment and meet individual student academic needs.
Gonzales Unified School District
22
S
2010-2011 F W S
S
2011-2012 F W S
S
District Technology Plan 2010-2015
2012-2013 F W S
S
2013-2014 F W S
S
2014-2015 F W S
3j. List clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. Goal: Gonzales Unified USD will use electronic tools to enhance home and school communication. Evaluation Frequency Program Modification Process and Instruments of Collection Responsible Person(s) Objective Objective: 100% of teachers will use technology tools to enhance communication between home and school. End of Year 1: Principals, Grade Level Representatives, Department Heads and Site Technology Liaisons will use Aeries (SIS), Blackboard Connect and/or District/School Websites to communicate between home and school. End of Year 2: 40% of teachers will use Aeries (SIS), Blackboard Connect and/or District/School Websites to communicate between home and school.
Aeries (SIS)
Annually
Blackboard Connect
Quarterly
Data Management System
Quarterly
District and School Site Websites
Quarterly
End of Year 3: 60% of teachers will use Aeries (SIS), Blackboard Connect and/or District/School Websites to communicate between home and school. End of Year 4: 80% of teachers will use Aeries (SIS), Blackboard Connect and/or District/School Websites to communicate between home and school. End of Year 5: 100% of teachers will use Aeries (SIS), Blackboard Connect and/or District/School Websites to communicate between home and school.
Gonzales Unified School District
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District Technology Plan 2010-2015
District Technology Committee meetings will review data, discussing successes and needs, and make recommendations to the Director of Technology for improved use.
Outcomes Objective 5: Teachers and administrators will use technology tools to enhance communication between home and school.
Implementation Activities
2010-2011 S F W S
2011-2012 S F W S
2012-2013 S F W S
2013-2014 S F W S
2014-2015 S F W S
1. Train administrators, Technology Liaisons, 2. 3. 4. 5.
grade level representatives, department heads and key office & support personnel. Site teachers and staff trained in using software and receive ongoing support as needed. Students are shown how to access web provided information Parent/student/teacher meetings held to teach how to access and use software. Evaluate usage and adapt professional development as needed.
3k. Description of the process that will be used to monitor whether the strategies and methodologies utilizing technology are being implemented according to the benchmarks and timeline. Each goal/objective has a clear monitoring process including roles and responsibilities. Please refer to each area for specifics. The District Technology Committee will provide overall monitoring of the plan, made up of site technology liaisons, Tech Department personnel, site administrator representatives, and librarians who meet at least four times a year with the Director of Technology. The Director will report outcomes to the District Administrative Leadership Team, which is responsible for overall academic achievement monitoring for the entire district.
Gonzales Unified School District
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District Technology Plan 2010-2015
4. PROFESSIONAL DEVELOPMENT COMPONENT 4a. Summary of the teachers’ and administrators’ current technology skills and needs for professional development. Most staff members have home computers and use them for District email, Internet research, and word processing. All staff has a free, district provided email account for educational purposes. Some teachers integrate technology into instructional practice, mostly incorporating word processing, educational games and Internet resources. Instructional software is being used regularly by some teachers, including; State adopted core curriculum, Accelerated Reader, and Discovery Streaming, while others use content specific software, like Adobe Premiere, Inspiration, Kidspiration, and more. During the Spring of 2010, teachers and Administrators will take the EdTech Profile’s self-assessment at http://www.edtechprofile.org. The results will be used for general knowledge and to identify areas of need. Actual ways technology is used in classroom instruction follow. Areas of need gathered for general knowledge and skills include: 1. General Knowledge and Skills o Continue targeting, especially in troubleshooting 2. Internet o Continue targeting, especially with information literacy, ethics and safety o Classroom integration and classroom management 3. Email o Continue targeting, especially: o Integration, Student Learning & Classroom Management 4. Word Processing o Integration, Student Learning & Classroom Management 5. Presentation Software o All areas 6. Spreadsheet Software o All areas 7. Database Software o All areas
Gonzales Unified School District
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District Technology Plan 2010-2015
This next set of data reflects the actual application of the listed skills in classroom practice that match Standard 16, the teacher induction standard for teachers clearing their credential. Key to Standard 16 Scores. 1 Standard 16a Each participating teacher communicates through a variety of electronic media. 2 Standard 16b Each participating teacher interacts and communicates with other professionals through a variety of methods, including the use of computer-based collaborative tools to support technology enhanced curriculum. 3 Standard 16c Each participating teacher uses technological resources available inside the classroom or in library media centers, computer labs, local and county facilities, and other locations to create technology enhanced lessons aligned with the adopted curriculum. 4 Standard 16d Each participating teacher designs, adapts, and uses lessons which address the students' needs to develop information literacy and problem solving skills as tools for lifelong learning. 5 Standard 16e Each participating teacher uses technology in lessons to increase students' ability to plan, locate, evaluate, select, and use information to solve problems and draw conclusions. He/she creates or makes use of learning environments that promote effective use of technology aligned with the curriculum inside the classroom, in library media centers or in computer labs. 6 Standard 16f Each participating teacher uses computer applications to manipulate and analyze data as a tool for assessing student learning and for providing feedback to students and their parents. 7 Standard 16g Each participating teacher demonstrates competence in evaluating the authenticity, reliability and bias of the data gathered, determines outcomes, and evaluates the success or effectiveness of the process used. He/she frequently monitors and reflects upon the results of using technology in instruction and adapts lessons accordingly.
Gonzales Unified School District
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District Technology Plan 2010-2015
Professional development is critical to the improvement of student learning and to the integration of technology into curriculum, (Schacter, 1999 and Sivin-Kachala & Bialo, 2000). The professional development plan will leverage and partner with a variety of existing networks and district curriculum providers as much as possible to provide long-term professional development that is related to student learning goals, (Wetzel, et.al. 2002). The professional development model used by GUSD includes: 1) Long term structured opportunities; 2) Short term structured opportunities, and; 3) The development of site based professional learning communities, (Fernandez, et al., 2001; Loucks-Horsley, 1998; Murphy & Lick, 2001; Strudler, 1994; Wetzel, et.al., 2002) as well as online communities of practice, (Sherry, Billig, Tavelin and Gibson, 2000) Long term, structured professional development opportunities will be provided using several resources. • The District Curriculum Department, with representatives from all sites and departments, including the Director of Technology is responsible for District-wide coordination of staff development. Coaching for technology integration will be structured to follow a Coaching Model, so that staff receives consistent messages about instructional approaches across curricular areas. Appropriate technology tools will be integrated into these training, coaching, and mentoring efforts. District Academic coaches will receive technology integration training, and coaching and support staff will participate as appropriate. The Director of Technology will collaborate in planning and professional development delivery with the coaching and professional development offered by ELD site leaders, English language specialists, migrant teachers, Resource teachers, site-based grade level representatives/department chairpersons, and site administrators. • AB430, the Principal Instructional Leadership Training, Module 1, called Leadership and Support of Student Instructional Programs, in language arts and mathematics. This 40-hour program includes an additional 40-hour practicum that will include technology integration of textbook adopted software professional development. • District math and language arts teachers are encouraged to participate in SB742 reading/language arts professional development. These 40-hour institutes also require 80 hours practicum, which can include technology integration of textbook adopted software professional development. Short term, structured professional development opportunities will be provided using site Technology Liaisons and program coaches supported by the district and funded programs (listed above). Each site has Technology Committee Members, who participate in the District Technology Committee at least four times a year with other Tech Liaisons, Tech Department leadership, site administrator representatives, librarians, and representatives from site leadership teams for Gonzales Unified School District
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District Technology Plan 2010-2015
centralized professional development in learning strategies to support site teachers. They then are responsible to provide teachers with resources and instructional strategy instruction and support. Resources provided through Technology for Learning Partnership, Monterey COE and the district will be disseminated with models of proven integration strategies and focus on integrating resources into instruction. Resources provided include resources within the Portal provided as a consortium agreement with Monterey COE, communication/collaboration tools, and others that the Curriculum Department and the Technology Department/Liaisons identify as valuable. This provides opportunities for individualized learning at the sites, available at any time, and provides resources to our schools in a reliable, coordinated way, (Cradler & Cradler, 1995). Teacher/administrator learning communities are being established at our school sites. At monthly meetings, staff will analyze data, share teaching strategies, and identify areas of technology skills, integration strategies, data driven assessment and management issues of need. The administration and site Tech reps will communicate staff needs to the Director of Curriculum and Instruction and the Director of Technology in order to plan to offer the needed professional development locally, online via district and CTAP 5 tools, or by leveraging related activities occurring through the county office of education if similar offerings are scheduled. Together, the staff will decide the topics revolving on the needs and uses of educational technology in the classrooms and related professional development needed, (Cradler & Cradler, 1995). Teachers will have opportunities to attend regional conferences, such as the California League of Middle/High Schools Technology Conference in Monterey, The California Computer Using Educators Conference, and the Asilomar Math and Reading Conferences. These regionally offered opportunities provided through professional associations serve to expose staff to new ways of thinking and to provide ideas for curricular improvement, (Becker & Riel, 2000). The following goals, objectives, benchmarks, monitoring process and activities focus on building teaching skills that support district student learning objectives.
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District Technology Plan 2010-2015
4b. List clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component objectives (sections 3d – 3j). Goal: 6 Teachers will integrate technology into classroom teaching and learning to improve academic achievement. Evaluation Instruments
Objective
Frequency of Collection
Program Modification Process and Responsible Person(s)
Objective 6a: 100% of teachers and all administrators will self report as personally proficient in the general use of technology. End of Year 1: • 60% of teachers and all administrators will be proficient in word processing, email, internet use, and use of data to analyze achievement and improve delivery of student achievement; • 60% of content area teachers will be proficient in database and spreadsheet use.
EdTechProfile Teacher Survey Data Management Systems
Annually April 30 Quarterly Dec 31 Quarterly Dec 31
Local End of Year 2: • 70% of teachers and all administrators will be proficient in Benchmarks word processing, email, internet use, and use of data to analyze achievement and improve delivery of student achievement; • 70% of content area teachers will be proficient in database and spreadsheet use. End of Year 3: • 80% of teachers and all administrators will be proficient in word processing, email, internet use, and use of data to analyze achievement and improve delivery of student achievement; • 80% of content area teachers will be proficient in Gonzales Unified School District
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District Technology Plan 2010-2015
District Technology Committee and K-12 teachers will review data, compare to targets and student need, and schedule future professional development offerings as needed or identified at sites and district wide.
Goal: 6 Teachers will integrate technology into classroom teaching and learning to improve academic achievement. Evaluation Instruments
Objective
Frequency of Collection
Program Modification Process and Responsible Person(s)
database and spreadsheet use. End of Year 4: • 90% of teachers and all administrators will be proficient in word processing, email, internet use, and use of data to analyze achievement and improve delivery of student achievement; • 90% of content area teachers will be proficient in database and spreadsheet use. End of Year 5: • 100% of teachers and all administrators will be proficient in word processing, email, internet use, and use of data to analyze achievement and improve delivery of student achievement; • 100% of content area teachers will be proficient in database and spreadsheet use. Objective 6b: 70% of teachers will increase effective use of technology in instruction. End of Year 1: • 30% of language arts and math teachers will be proficient communicating with variety of media, creating technology enhanced lessons aligned with adopted curriculum. End of Year 2: • 40% of teachers will be proficient communicating with variety of media and creating technology enhanced Gonzales Unified School District
30
EdTechProfile Teacher Survey
Annually April 30
State, District and/or Site Technology Survey
Annually April 30
Teachers will discuss instructional activities and data results at site collaboration meetings monthly. Teacher Teams will identify/ recommend professional development needs to improve effectiveness of software use. District Technology Committee
District Technology Plan 2010-2015
Goal: 6 Teachers will integrate technology into classroom teaching and learning to improve academic achievement. Evaluation Instruments
Objective
Frequency of Collection
lessons aligned with adopted curriculum. • 40% of teachers will proficiently communicate with other professionals; include information literacy and problem solving skills with lessons, including ethical and safe use of technological resources, and use data to make instructional decisions.
reviews teacher requests and coordinates with Technology Coordinator to provide professional development.
End of Year 3: • 50% of teachers will be proficient communicating with variety of media and creating technology enhanced lessons aligned with adopted curriculum. • 50% of teachers will proficiently communicate with other professionals; include information literacy and problem solving skills with lessons, including ethical and safe use of technological resources, and use data to make instructional decisions. End of Year 4: • 60% of teachers will be proficient communicating with variety of media and creating technology-enhanced lessons aligned with adopted curriculum. • 60% of teachers will proficiently communicate with other professionals, include information literacy and problem solving skills with lessons, including ethical and safe use of technological resources, and use data to make instructional decisions. End of Year 5: • 70% of teachers will be proficient communicating with variety of media and creating technology-enhanced Gonzales Unified School District
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Program Modification Process and Responsible Person(s)
District Technology Plan 2010-2015
Goal: 6 Teachers will integrate technology into classroom teaching and learning to improve academic achievement. Evaluation Instruments
Objective
Frequency of Collection
Program Modification Process and Responsible Person(s)
lessons aligned with adopted curriculum. • 70% of teachers will proficiently communicate with other professionals, include information literacy and problem solving skills with lessons, including ethical and safe use of technological resources, and use data to make instructional decisions. Objective 6c: 80% of teachers will integrate adopted electronic resources into instructional units. End of Year 1: • 40% of teachers will integrate at least one electronic resource provided by the district into a unit of instruction. End of Year 2: • 50% of teachers will integrate at least one electronic resource provided by the district into a unit of instruction. • 50% of teachers will integrate appropriately selected electronic resources provided by the district into multiple units of instruction.
EdTechProfile Teacher Survey
Annually April 30
State, District and/or site technology surveys
Annually April 30
End of Year 4: • 70% of teachers will integrate at least one electronic resource provided by the district into a unit of instruction. • 70% of teachers will integrate appropriately selected electronic resources provided by the district into multiple units of instruction. End of Year 5: • 80% of teachers will integrate at least one electronic resource provided by the district into a unit of instruction.
32
Teacher Teams will identify/ recommend professional development needs to improve effectiveness of software use. District Technology Committee reviews teacher requests and coordinates with Instructional Technology Coordinator to provide professional development.
End of Year 3: • 60% of teachers will integrate at least one electronic resource provided by the district into a unit of instruction. • 60% of teachers will integrate appropriately selected electronic resources provided by the district into multiple units of instruction.
Gonzales Unified School District
Teachers will discuss unit design and/or student work at site collaboration meetings monthly.
District Technology Plan 2010-2015
Goal: 6 Teachers will integrate technology into classroom teaching and learning to improve academic achievement. Evaluation Instruments
Objective
Frequency of Collection
Program Modification Process and Responsible Person(s)
• 80% of teachers will integrate appropriately selected electronic resources provided by the district into multiple units of instruction. Objective 6d: 60% of teachers will improve collaboration and communication with parents through the use of technology tools.
System Reporting Tools
Quarterly April 30
End of Year 1: Administrators, site Tech Liaisons and 20% of teachers will implement use of Aeries (SIS), Blackboard Connect, and/or District/School websites to communicate educational information to parents and community.
Teacher Teams will identify/ recommend professional development needs to improve effectiveness of software use.
End of Year 2: Administrators, site Tech Liaisons and 30% of teachers will implement use of Aeries (SIS), Blackboard Connect, and/or District/School websites to communicate educational information to parents and community.
District Technology Committee reviews teacher requests and coordinates with Instructional Technology Coordinator to provide professional development.
End of Year 3: Administrators, site Tech Liaisons and 40% of teachers will implement use of Aeries (SIS), Blackboard Connect, and/or District/School websites to communicate educational information to parents and community. End of Year 4: Administrators, site Tech Liaisons and 50% of teachers will implement use of Aeries (SIS), Blackboard Connect, and/or District/School websites to communicate educational information to parents and community. End of Year 5: Administrators, site Tech Liaisons and 60% of teachers will implement use of Aeries (SIS), Blackboard Connect, and/or District/School websites to communicate educational information to parents and community.
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Teachers will discuss communication strategies at site collaboration meetings monthly.
District Technology Plan 2010-2015
Outcomes Objective 6a: Teachers will self report as personally proficient in the use of technology.
Outcomes
Implementation Activities
2010-2011 S F W S
2011-2012 S F W S
2012-2013 S F W S
2013-2014 S F W S
2014-2015 S F W S
1 Staff updates EdTechProfile. 2 Plan professional development activities in collaboration with site administrators, librarians, Curriculum Dept. and Technology Committee Members. 3 Site Tech Liaisons participate in leadership activities provided by district, county & CTAP5. 4 Site Learning Teams meet monthly. 5 Staff attends workshops, conferences, seminars and regional conferences. 6 Update and review professional targets, EdTechProfile results, and modify plan for following year.
Implementation Activities
S
2010-2011 F W S
S
2011-2012 F W S
S
1. Staff updates EdTechProfile. 2. Plan professional development activities in Objective 6b: collaboration with site administrators, librarians, Curriculum Dept. and Technology Teachers will Committee Members. increase effective 3. Site Tech teams participate in leadership use of technology activities provided by district, county & in instruction. CTAP5. 4. Site Learning Teams meet monthly. 5. Staff attends workshops, conferences, seminars, and receives coaching support. 6. Update and review professional targets, EdTechProfile results, and modify plan for following year. 7.
Gonzales Unified School District
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District Technology Plan 2010-2015
2012-2013 F W S
S
2013-2014 F W S
S
2014-2015 F W S
Outcomes
Implementation Activities
S
2010-2011 F W S
S
2011-2012 F W S
S
2012-2013 F W S
S
2013-2014 F W S
S
2014-2015 F W S
S
2010-2011 F W S
S
2011-2012 F W S
S
2012-2013 F W S
S
2013-2014 F W S
S
2014-2015 F W S
1. Identify existing and needed software that is aligned with current adopted curriculum and Objective 6c: standards. 2. Site/district workshops, online curriculum Teachers will and coaching provided in collaboration with integrate adopted the District Technology Department on electronic integration of software with targeted resources into teachers. instructional units. 3. Monthly Learning Teams evaluate success; identify integration needs, strategies, new professional development needs. 4. District Tech Leadership Team modifies PD offerings based on site input, receive PD themselves to support site needs. 5. District Technology Committee and Curriculum Dept. reviews data for evidence of improved academic skills and modify professional development plans as needed.
Outcomes Objective 6d: Teachers will improve collaboration and communication with parents through the use of technology tools.
Implementation Activities 1. Workshops for administrators, Tech Liaisons, support staff and teacher leads in using Aeries (SIS), Blackboard Connect, and/or District/School websites. 2. Site workshop schedules developed and resources needed identified 3. Targeted teachers provided workshops and just in time site support for using Aeries (SIS), Blackboard Connect, and/or District/School websites.
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District Technology Plan 2010-2015
Outcomes
Implementation Activities
S
2010-2011 F W S
S
2011-2012 F W S
S
4. Review number of teachers and specific uses of School Loop Aeries (SIS), Blackboard Connect, and/or District/School websites, and modify professional development plans as needed.
Gonzales Unified School District
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District Technology Plan 2010-2015
2012-2013 F W S
S
2013-2014 F W S
S
2014-2015 F W S
4c. Description of the process that will be used to the Professional Development (Section 4b) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities. Each goal/objective has a clear monitoring process including roles and responsibilities. Please refer to each area for specifics. The District Technology Committee will provide overall monitoring of the plan, made up of site technology representatives, Tech Department leadership, site administrator representatives, librarians, and representatives from site leadership, who meet at least four times a year with the Director of Technology. The Director will report outcomes to the District Administrative Leadership Team, which is responsible for overall professional development monitoring to support academic achievement for the entire district.
5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE COMPONENT 5a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components (sections 3 & 4) of the plan. Below is a listing of electronics through out the District. More than 70% of these items are 5 years old, or older. The Technology Committee has considered items 2 years or younger, to be new,
Location
Newer Computers
Older Computers
La Gloria ES Classrooms Computer Labs Library
65
143
5
7
La Gloria ES Admin Offices
Fairview MS Classrooms Computer Labs Library
25
170
3
9
Fairview MS Admin Offices
Gonzales Unified School District
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Software Aeries ABI, Explorer, Firefox, Accelerated Reader, Rosanna Stone, Data Wise, Aeries, MS Office Suite, Explorer, Firefox, FMS Aeries ABI, MS Office Suite, Explorer, Firefox, Accelerated Reader, Athena, Accelerated Math, Rosetta Stone. Office, Explorer, Firefox, Aeries, FMS
Peripherals 53 inkjet printers 17 laser printers 5 scanners 2 video cameras 7 digital cameras 41 LCD projectors 40 doc cameras
2 dot matrix printers 47 inkjet printers 17 laser printers 6 scanners 28 doc cameras 2 video cameras 30 LCD projectors 6 digital cameras
District Technology Plan 2010-2015
Location
Newer Computers
Older Computers
Gonzales HS Classrooms Computer Labs Library
82
352
5
13
Gonzales HS Admin Offices
Somavia HS Classrooms Computer Labs Library
District & Business Offices
Peripherals
Aeries ABI, MS Office Suite, Adobe Suite CS3, Explorer, Firefox, Accelerated Reader, Plato, Scholastic Read180, Athena, Explorer, Accelerated Reader
3 dot matrix printers 29 inkjet printers 32 laser printers 15 scanners 8 doc cameras 21 video cameras 38 LCD projectors 21 digital cameras
MS Office Suite, Explorer, FMS, Firefox, Aeries MS Office Suite, Explorer, Firefox, Aeries ABI, PLATO
0
15
0
4
MS Office Suite, Explorer, FMS, Firefox, Aeries
21
20
MS Office Suite, Explorer, FMS, Firefox, Aeries
Somavia HS Admin Offices
Software
1 inkjet printer 4 laser printers
1 inkjet printers 16 laser printers 3 scanners
There is a fiber optic backbone connecting the GUSD Campuses and within the campus to feed each building with very few exceptions. Internet access for each site connects through Gonzales High School, which has a 100MB fiber optic connection to the Monterey County Office of Education who serves at the Internet Service Provider for the District. There is no master clock/bell system at any of the school sites. Temporary clock systems have been installed, but they do not sync with the bells and there is no zone bell, intercom system on any campus. The phone systems on the campuses are more than 20 years old; not unified and vary between campuses. The TV distribution system does not work on most campuses. The District operates a web server which services the District programs as well as the school sites. Very few staff members use the Monterey County Office of Education email system after hours due to not being able to get access to it. FMS is a secure ID encrypted financial program, used by Admin and secretaries. Gonzales Unified School District
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District Technology Plan 2010-2015
Computers in labs and classrooms are aging and failing at an alarming rate, and most cannot support new software required. Technical support is provided on an on call basis and scheduled through School Dude IT Direct. Currently the IT department consists of a ½ FTE Director of Technology; a ½ FTE Certificated District Technology Coordinator; 2 FTE Classified Technicians and 2 FTE Computer Lap Aides. Turnaround time for addressing critical systems is within 24 hours and technical support to the desktop takes about a week at this time. 5b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plan modifications, and technical support needed by the district’s teachers, students, and administrators to support the Curriculum and Professional Development Components of the plan. Hardware: There are numerous switches and hubs on each site which due to their age and speed, are causing bottlenecks on the network and cause issues such as dropped packets. These need to be upgraded. With the large number of staff now using laptops, campus wide wireless access to the District network does not exist, but is needed. Master Clock/Bell/Intercom systems that are integrated with the other communication systems do not exist and are needed. An integrated IP phone system is needed, one that ties into the other communication systems. The District needs to install an IP video distribution system which will integrate with mounted LCD projectors and interactive white boards in every classroom. Video conference equipment should also be available for use in classrooms. An integrated, user friendly email and calendaring system, such as Microsoft Exchange is needed to improve communications within the District and to improve communications with the community and parents. Funding for a computer replacement cycle of 5 years needs to be established. Most of the File Servers for the District and school sites are out of date and in need to be replaced.
Gonzales Unified School District
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District Technology Plan 2010-2015
Electronic Learning Resource: The Single Plans for Student Achievement (SPSAs) and Lead Educational Agency Plan (LEAP) direct the implementation of intervention programs in language arts, English language learning and math across the district. This includes the implementation of electronic learning programs aligned with State adopted textbook materials. Textbook vendors have electronic versions of the state adopted textbooks and the District is looking at piloting one Algebra class using Net book laptops and the interactive electronic version of the textbook. Computer Labs at Gonzales High are needed to implement a web-based version of PLATO and Read 180 to improve language arts and math skills. Fairview MS computer labs use core-subject based software. All sites have implemented Follett Destiny software to track textbooks and library books. As sites integrate student tutorial programs according to Intervention Plans, aging computers will be replaced. This requires technical support, and the district will explore sites sharing another technical support position so that the district funds two support positions. Innovative Strategies for Delivery of Rigorous Academic Courses Advanced Placement courses online are already available through the AP Prep Initiative offered through the University of California, Santa Cruz, (UCSC). Students have participated in this program for several years. We will continue to offer courses that we cannot offer in face-to-face in classrooms. Students can also access accredited AP Courses on-line. Technical Support for District Administrators, Staff and Students to support the Curriculum and Professional Development of the plan: The District supports the curriculum and Professional Development components of the plan by arranging training with On-site District staff or with outside sources related to one of both hardware and software, used within the District, in and outside of the classroom.
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District Technology Plan 2010-2015
5c. List of clear annual benchmarks for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components. Outcomes Upgrading Equipment
Monitoring The Technology Coordinator and Principals will monitor the purchase and reassignment of equipment. Technical Support will install, test and monitor hardware. Modifications will be made upon their recommendations to the District Tech Committee.
Implementation Activities 1. Replace aging computers 2. Purchase and install interactive white boards in every classroom 3. Purchase student response systems 4. Purchase integrated phone system 5. Purchase integrated master clock/bell/intercom systems 6. Install LCD projectors in every classroom 7. Install IP video distribution systems at sites 8. Install and operate MS Exchange email system. Funding Resources
•
• Replace switches at all sites • Install Wireless
Implementation Activities
2010-2011 F W S
• General • • •
Outcomes MODERNIZING LAN
S
S
Funds Title EETT EETTP Grant? ARRA ETTP Grant?
2010-2011 F W S
S
2011-2012 F W S
• General
Funds • Title • EETT • EETTP Grant? ARRA ETTP Grant
S
2011-2012 F W S
1. Replace critical switches at school sites 2. Install secure wireless access for all areas at school sites 3. Replace aged file servers
Gonzales Unified School District
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District Technology Plan 2010-2015
S
2012-2013 F W S
• General Funds • Title • EETT
S
2012-2013 F W S
S
2013-2014 F W S
• General Funds • Title • EETT
S
2013-2014 F W S
S
2014-2015 F W S
• General Funds • Title • EETT
S
2014-2015 F W S
Network Access at all sites • Replace aging File Servers annually as needed. Monitoring Funding Resources The Technology Coordinator and Principals will monitor the purchase and reassignment of equipment. Technical28 Support will install, test and monitor hardware. Modifications will be made upon their recommendations to the District Tech Committee.
• Maintain software licenses • Provide intervention software as required by Intervention Program
Monitoring Teacher and Intervention teams will report on the use and need of software and peripherals. Principal
funded) funded) • EETTP grant? • EETTP grant? (if funded) (if funded) • ARRA • ARRA EETTP grant? EETTP grant? (if funded) (if funded)
2010-2011 F W S
S
2011-2012 F W S
5. Purchase and install interactive white boards to use interactive curriculum in alignment with the state standards. 6. Purchase interactive student response systems. Funding Resources: • General Fund • Title • EETT • ARRA?
• • • •
General Fund Title EETT ARRA?
Outcomes Increasing Learning Resources
• General Fund • General Fund • General Fund • General Fund • General Fund • EETT • EETT • EETT • EETT • EETT • E-Rate? (if • E-Rate? (if
Implementation Activities
S
S
2012-2013 F W S
S
2013-2014 F W S
S
2014-2015 F W S
1. Upgrade productivity and curriculum software as needed (MS Office, MS Exchange email, browser, new curriculum software, etc.). 2. Purchase peripherals (camera, scanner, etc.). 3. Maintain PLATO, Rosetta Stone, Destiny and Data Wise at identified sites 4. Provide assistance and professional development to teachers in using software included with state adopted texts.
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District Technology Plan 2010-2015
• General Fund • General Fund • General Fund • Title • Title • Title • EETT • EETT • EETT
Stimulus Competitive (if funded)
and mentor observations will be considered in the report. The principals and Directors of Curriculum and Technology will present report to the District Curriculum and Tech Committees in order to analyze and modify the plan as needed
Outcomes TECHNICAL SUPPORT • Support all teachers; IT support and staff of technical support • Purchase extended warranties on computers
Implementation Activities
S
2010-2011 F W S
Stimulus Competitive (if funded)
S
2011-2012 2012-2013 S F W S S S F
2013-2014 W S S S
F
2014-2015 W S S
1. Provide professional development to teachers for first line of tech support. 2. Continue funding Technology Department positions as well as the School Dude IT Work order system or similar product. 3. Develop IT group with other local school districts to share IT knowledge and experience. 4. Develop relationship with other support, such as CSUMB Tech Tutors, feeder High School Student Tech Tutors, etc. Funding Resources • General Fund • EETT
Monitoring Director of Technology will report on the effectiveness of tech support to District Tech Committee. The Tech Committee will analyze the reports and modify the plan as needed.
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• General Fund • General Fund • General Fund • General Fund • EETT • EETT • EETT • EETT
District Technology Plan 2010-2015
5d. Description of the process that will be used to monitor whether the annual benchmarks including roles and responsibilities. Each goal/objective has a clear monitoring process including roles and responsibilities. Please refer to each area for specifics. The District Technology Committee will provide overall monitoring of the plan, made up of site tech representatives, Tech Department leadership, site administrator representatives, and librarians, who meet at least four times a year with the Director of Technology.
6. FUNDING AND BUDGET COMPONENT 6a. List of established and potential funding sources and cost savings, present and future. Sources of funding include general funds, Title funds, Enhancing Education Through Technology funds (EETT), educational technology partnerships, EETT cycle grants, K12 Voucher, ARRA and Stimulus EETT grants and E-Rate discounts. The Replacement Policy of the District will target replacement of computers on a five -year cycle. The older computers, as they are removed from inventory, will be used for replacement parts for remaining units of the same type. With a District policy for this, general or categorical funding would be provided. The budget and funding process will be monitored by the Director of Curriculum & Instruction, The Director of Technology and the site Principals. They will monitor how funds are being spent to accomplish the goals of the Technology and Intervention Plans, will evaluate the effectiveness of budgeting decisions and, with input from the District Technology Committee, will make modifications to the proposed future budget based on need, plan implementation and the availability of funding sources. In addition, the district applies yearly for E-Rate funding.
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6b. Estimate implementation costs for the term of the plan (3-5 years). Major Object of Expenditure
Projected
Projected
Projected
Projected
Projected
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
$170,000 Director and Technicians
$170,000 Director and Technicians
$170,000 Director and Technicians
$170,000 Director and Technicians
$40,000
$40,000
$40,000
$40,000
$35,000
$35,000
$35,000
$35,000
$25,000 Software & Resources
$25,000 Software & Resources
$25,000 Software & Resources
$24,000 Computers & Peripherals
$24,000 Computers & Peripherals
$24,000 Computers & Peripherals
$12,000 Server Replacements
$12,000 Server Replacements
$12,000 Server Replacements
100000 Series: • Certificated Salaries
$44,00 ½ FTE Technology Coordinator $2,500 Substitutes
200000 Series: $170,000 Director and Technicians
• Classified Salaries 300000 Series:
$45,000
• Mandatory Benefits • H&W Insurance
$40,000
400000 Series:
$25,000 Software & Resources
$25,000 Software & Resources
$24,000 Computers & Peripherals
$24,000 Computers & Peripherals
$12,000 Server Replacements
$12,000 Server Replacements
$250,000 Grants?
$250,000 Grants?
$1,600 Conferences
$1,600 Conferences
$1,600 Conferences
$5,000 Professional Development
$5,000 Professional Development
$3,000 Professional Development
$18,000 ISP/MCOE Costs
$18,000 ISP/MCOE Costs
$18,000 ISP/MCOE Costs
$1,200,000 in infrastructure upgrades through E-Rate funding
$3,000 Infrastructure Upgrades
$5,000 Infrastructure Upgrades
$0
$0
$0
• Instructional Materials • Equipment & Supplies
500000 Series: • • • •
Travel & Conference Consultants Telecommunications Infrastructure Upgrade Contract
600000 Series: • Equipment
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District Technology Plan 2010-2015
$1,600 Conferences
$1,600 Conferences
$3,000 Professional Development
$3,000 Professional Development
$18,000 ISP/MCOE Costs
$18,000 ISP/MCOE Costs
$5,000 Infrastructure Upgrades
$5,000 Infrastructure Upgrades
$0
$0
6c. Description of the district’s replacement policy for obsolete equipment. The District has standardized on vendor platforms for equipment, software suites for integration with curriculum and assessment needs, and network and infrastructure equipment and standards. Given the nature of rapid changes within the development of specific machines and their capabilities, specific recommendations as to which equipment to purchase will always be dependent on a discussion with the District technology personnel and purchasing department. Are being developed and will be posted on the tech department website and are updated when necessary. District technology personnel will keep in regular contact with selected vendors to understand new features and future release dates. The District technology personnel will coordinate with purchasing to assure that all purchases have been approved as financially feasible and with the proper specifications. Such policy will insure that machines purchased will remain current for as long as possible. Minimum standards for donated machines are also maintained on the technology department website on the forms and procedures page. These standards also change to reflect the ability of district software to run and the level of technical support the district can provide. The Replacement Policy of the District will target replacement of computers on a five year cycle. The older computers, as they are removed from inventory, will be used for replacement parts for remaining units of the same type. Machines will be rotated through a five-year obsolescence cycle. Based on existing site inventories, machines will be ranked and prioritized for replacement by the school sites. GUSD outdated machines will be recycled using procurement requirements of the state of California to approved recycling centers.
6d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary. The purchasing and inventory database will be used by site and program administrators to inform site and program planning, and will facilitate feedback among existing district decision-making bodies. The Site Technology representatives will continue to report to the District Technology Committee, meeting at least four times a year to review implementation data regarding benchmarks Gonzales Unified School District
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reflected in this plan, discuss options, and make recommendations regarding changes to this plan’s implementation. The Team’s recommendations for infrastructure modifications and plan modification will be acted upon by the Director of Technology, who reports to the appropriate district leadership group, whether business, curriculum or cabinet, to drive the District’s decision-making and policy choices in the area of educational technology procurement and management. District personnel will participate in regional, statewide, and national technology meetings and conferences, including the County Office of Education’s Tech Leaders meetings, the Computer Using Educator’s Conferences, State and Regional CTAP meetings, and ISTE national conferences, so that District purchasing decisions are informed by current standards of practice and district leadership is aware of all relevant funding opportunities.
7. MONITORING AND EVALUATION COMPONENT 7a/b. Describe the process and schedule for evaluating the plan’s overall progress and impact on teaching and learning. All benchmarks are aligned with monitoring procedures and those responsible as stated in benchmark/objective tables throughout this document. Please refer to them for detailed monitoring plans and procedures. The District Technology Committee, consisting of site technology representatives, site administrators, Technology Department staff, and the Director of Technology, will provide the lead in coordinating communication about the overall implementation of the Plan. It will act as a facilitating body, ensuring communication flows among District and Site administrators and teaching staff. The District Technology Committee meets at least four times a year to evaluate activities, plan for further implementation and participate in professional development for that purpose. They will collect and analyze data based on timelines connected with each benchmark. Once a year, they will make recommendations on adapting the plan for the following year(s). Their recommendations will be reported by the Director of Technology to the District Cabinet to ensure the use of technology supports the curricular direction of the district and that this document, as it changes and adapts to timeline changes and new educational technology initiatives, aligns with district curricular and professional development plans.
7c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders. Gonzales Unified School District
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The Director of Technology will be responsible for monitoring the communication of results to stakeholders. The District is currently still posting for stakeholders, on our website, at monthly District Technology meetings and at our District Board Of Trustee meetings. The Director intends on communicating evaluation results as follows: Communication Activity • District Governance Board meeting presentations on technology status of district
Frequency • Annually/April 30
• Email list of stakeholders
• Annually/April 30
• Technology Dept. website and blog
• Updated continuously with news and information
• Articles in local papers
• Once/year and more often as news is notable
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8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY 8a. If the district has identified adult literacy providers, there is a description of how the program will be developed in collaboration with those providers. Adult Literacy Within the boundaries of the Gonzales Unified School District, adult literacy needs are served through a variety of county agencies: MCOE Adult Education, County Regional Occupational Program, Hartnell Community College and California State University, at Monterey Bay. Fairview Middle School has a Computer Based English Tutor (CBET) lab and Somavia High’s computers are available to adults after school. The Districts’ Curriculum Based Software provides adults systematic tutorials to learn English, provide content for completing requirements for a diploma, and prepare them to take the GED. These activities will continue throughout the life of this plan to support adult learners. The Gonzales Unified School District’s mission is to provide each student with a high quality educational program in a safe, motivating learning environment that promotes: high academic achievement based on a strong foundation of knowledge and skills, development of habits and attitudes for a lifetime of learning, and exploration and preparation in a broad range of career and interest areas, and commitment to responsible citizenship. GUSD Adult Education currently provides literacy training to adults in English Language Development (ELD), English, and Reading at the adult education sites. Other classes include Adult Basic Skills, Vocational Courses, High School Diploma, Concurrent Classes, RSP/Handicapped, Parenting, ESL and Community Based English Tutoring (CBET) classes at 2 different locations. Distance learning will also available through online courses and students may learn English at home through a check-out system of a combination of videos, audio cassettes, other materials and teacher support. The GUSD CBET Family Enriched Project offers English as Second Language (ESL) Using Computers. The CBET Classroom on Wheels is a program that offers instruction to parents and other adults in the community who need personal help with English in order to help children and young people. Classes are available Monday through Saturday. The Monterey County Regional Occupational Program in Salinas offers year-round career/technical training as part of the public school system in California. Classes include computer applications, Microsoft Office (Word, Excel, Access, and Gonzales Unified School District
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District Technology Plan 2010-2015
PowerPoint), Desktop Publishing and keyboarding-as well as vocational courses utilizing technology such as Computer Assisted Design & CAD Drafting. Three courses are directly related to literacy—Vocational English as a Second Language (VESL), Basic Skills Lab, and Fundamental Skills Learning Lab. Adult learners also take advantage of local higher education opportunities. Hartnell Community College offers English-as-a Second-Language at both the Salinas and King City campuses and the Computer Internet Center is open to all students 11 a.m. to 4:00 p.m. Monday through Friday. Additional specialized courses, such as conversation, grammar, ESL and computers, writing, and ESL and the arts are also available. The nearby California State University at Monterey Bay, offers adult extension courses that include English as a second language courses (specially designed academic instruction in English -- SDAIE) and GED preparation programs for adults. Many instructors of these courses use technology-based tools to assist student learning. Collaboration: GUSD has shown commitment to the literacy of the adults in our community by offering programs and collaborating with other organizations to ensure their success. Many facilities and labs are used by K-12 students during the traditional school day and then used by other programs after school hours. GUSD Adult Education students use computer labs at the designated adult education site. English as a Second Language classes are held at La Gloria Elementary School, Fairview Middle School, and Gonzales High School. The Monterey County Regional Occupational Program courses are available to all adults at three sites. All adult literacy students have access to the Fundamental Skills Learning Lab. GUSD provides space for ROP classes such as computer classes. As a component of our ongoing evaluation and modification procedures, a collaborative partnership will be maintained with the Director of Adult Education, the Coordinator of the Regional Occupational Program. Funding: The Gonzales Unified School District is committed to expanding funding opportunities such as CBET and Adult Education that will enable us to best utilize resources and expand our ability to serve the adults in our community.
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District Technology Plan 2010-2015
9. EFFECTIVE, RESEARCHED-BASED METHODS AND STRATEGIES 9a. Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals. Research Resources EFFECTIVE, RESEARCHED-BASED METHODS AND STRATEGIES Current Research Supporting Development of Plan: CEO Forum. (June, 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 The Study: The report concludes that education technology can increase student achievement by improving effectiveness for teachers, administrators, parents and the community. When applied to well-defined educational objectives, and integrated into the curriculum by trained teachers, technology can change the way students think and learn. Other components include assessment aligned with objectives, holding districts accountable for monitoring progress, and equity of access to education technology to ensure opportunity for all. District Specific Analysis of How the Research will be used: Consistent with this research the Gonzales School District will carefully review learning resources and classroom instruction both for alignment with the California content standards and the ability to measure achievement both at school and district sites. Specific curricular goals are: 1) to improve teaching and student learning through effective use of technology; 2) students will acquire the technology and information literacy skills needed to succeed in the classroom; 3) to utilize technology that ensures appropriate access to all students; 4) to make student record keeping and assessment more efficient; and 5) to utilize technology to make teachers and administrators more accessible to parents and community. Through on-going data collection and analysis, GUSD will continuously monitor its attainment of the goals and objectives of Gonzales Unified School District
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the Educational Technology Plan. The results will be reported annually to the superintendent, the school board, and the public. Throughout the plan, attention is given to providing equitable access to all students in our community, including special needs populations. WestED Regional Technology in Education Consortium (June, 2002). The learning return on our educational technology investment. http://www.wested.org/cs/wew/view/rs/619 The Study: The report describes the research on the relationship between technology and student learning. It identifies key conditions needed for technology to improve education. Included are: adequate training for teachers to use technology, teachers’ changing beliefs about teaching and learning, sufficient and accessible technological resources, long term planning and support, and the integration of technology into the curricular and instructional framework. District Specific Analysis of How the Research will be Used: The elements of the Gonzales Unified School District Technology Plan address the lessons from this report. Specifically, our goals are to improve student learning and performance, increase effectiveness and efficiency of instruction, create equal access to technology for all students, increase parent and community awareness and involvement in educational processes, and enhance district and site operations to support classroom instruction. Specific professional development goals are 1) to make GUSD teachers skillful users of technology; 2) to increase the effective integration of technology by developing Site Technology Mentors; 3) to provide content integrated site-based technology training and coaching; 4) to expand the training options for increasing technology proficiencies and knowledge; and 5) to support ongoing district technology initiatives. A district inventory of hardware technology is in place and is updated annually. It is the district goal to reach a target ratio of 5 students to 1 Internet connected, multimedia computer district- wide. All sites have received adaptive technologies to support the identified needs of students. With respect to networking and telecommunications, infrastructure encompasses all telecommunications services in the GUSD including the wide-area network that provides the system-wide communications backbone, the local area networks (LANs) in schools and offices and Technology Services. Access to the Internet is accomplished through central access at the Gonzales Unified School District
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Monterey County Office of Education through. A mix of School Site Technology Technicians and Computer Lab Technicians are assigned to each site to provide support. Silvin-Kachala, J., & Bialo, E. (2000). 2000 research report on the effectiveness of technology in schools (7th ed.). Washington, DC: Software and Information Industry Association. The study: In the evaluation of over 300 studies, the authors conclude, “teacher training was the most significant factor influencing uses of educational technology to improve student achievement. Specifically, the report states that students of teachers with more than ten hours of training specifically outperformed students with five or fewer training hours.” District Specific Analysis of How the Research will be Used: The GUSD vision includes the following components: Teachers support improvement along the continuum toward professional technology proficiency by providing technology training focused on content-specific professional development. The Technology Plan supports development of a content-based integrated model of professional development to support curriculum integration. The district has recently added DataWise, an online data program that enables teachers to not only review all standardized test results for their students organized by class, but also add formative and summative assessment data to the databank enabling them to target students for instruction. Existing teachers have been trained through site administrators and all teachers will receive ongoing support throughout the school year. New teachers will receive three half-days of training. Becker, H. J., & Riel, M. (2000). Teacher professional engagement and constructivist compatible computer use (Report No. 7) [Online]. Irvine: University of California, Irvine, Center for Research on Information Technology and Organizations. Available: www.crito.uci.edu/tlc/findings/report_7/TEXT.html. Butzin, S.M., (2000). Project CHILD: A decade of success for young children. T.H.E. Journal, 27(11). Cradler, J., & Cradler, R. (1995). Prior studies for technology insertion. San Francisco, CA: Far West Laboratory. Dwyer, D. (1992). ACOT: History, findings, impact. Cupertino, CA: Apple Computer, Inc. Gonzales Unified School District
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Kulik, J.A. & Kulik C.-L. C. (1987a) Computer-based instruction: What 200 evaluations say. Paper presented at the Annual Convention of the Association for Educational Communications and Technology, Atlanta, GA. (ERIC Document Reproduction Service No. ED 285 521) Loucks-Horsley, 1999. Try on strategies to get a good fit. Journal of Staff Development: National Staff Development Council. Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press. Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Retrieved from the Milken Family Foundation Web site: http://www.mff.org/pubs/ME161.pdf Silvin-Kachala, J. & Bialo, E. (2000). 2000 research report on the effectiveness of technology in schools. Washington, D.C.: Software and Information Industry Association. 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, April 5, 1994. 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 Wetzel, 2001a, 2001b; Wetzel, Zambo, Buss, & Padgett, 2001 Wetzel, K., Zambo, R., Buss, R. & Poadgett, H. (2002, June). A picture of change in technology-rich K-8 classrooms. A paper presented at the National Educational Computing Conference, Chicago.
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9b. Describe the district’s plans to use technology to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance learning technologies (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources). The GUSD Technology Plan includes the integration of powerful educational tools such as Interactive White Boards, Student Response Systems, Video Conference Equipment, and current and up-to-date classroom computers which will full engage both teachers and students into a fully interactive classroom and educational experience. Distance learning opportunities, using programs like MIT’s Highlights for High School program, iTunesU, and other resources provided by universities and educational partners will be explored and included in instructional strategy use by high school teachers. Moodle courseware is available as open source, and teachers have expressed interest in developing online courses using Moodle as a delivery tool. Technology Department personnel and the Director of Technology will support these activities as teachers express interest. The District and School Site Websites are and will be used to extend information and communication with teachers, students and the local community. This plan supports expanding opportunities for students and staff through on-line coursework.
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Appendix C – Criteria for EETT Technology Plans (REQUIRED) In order to be approved, a technology plan needs to have “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
The plan should guide the district’s use of education technology for the next three to five years. (For a new plan, can include technology plan development in the first year)
2. STAKEHOLDERS CRITERION Corresponding EETT Requirement(s): 7 and 11 (Appendix D). Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.
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Page in District Plan
2
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Example of Adequately Addressed 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). Example of Adequately Addressed 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.
District Technology Plan 2010-2015
Example of Not Adequately Addressed The plan is less than three years or more than five years in length. Plan duration is 2008-11. Not Adequately Addressed Little evidence is included that shows that the district actively sought participation from a variety of stakeholders.
Appendix C – Criteria for EETT Technology Plans (REQUIRED) 3. CURRICULUM COMPONENT CRITERIA Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D). a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours.
Page in District Plan
Example of Not Adequately Addressed
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 studentto-computer ratio, but does not explain where access is available, who has access, and when various students and teachers can use the technology. The plan cites district policy regarding use of technology, but provides no information about its actual use. The plan does not summarize district curricular goals.
2
b. Description of the district’s current use of hardware and software to support teaching and learning.
4
c. Summary of the district’s curricular goals that are supported by this tech plan. 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. 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.
Gonzales Unified School District
Example of Adequately Addressed
6 7
12
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The plan describes the typical frequency and type of use (technology skills/information literacy/integrated into the curriculum). The plan summarizes the district’s curricular goals that are supported by the plan and referenced in district document(s). The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the district’s curriculum goals and academic content standards to improve learning. The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.
District Technology Plan 2010-2015
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. 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.
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 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. h. Description of or goals about the district policy or practices that ensure equitable technology access for all students.
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.
The plan describes or delineates clear goals outlining how students and teachers will be educated about Internet safety.
The plan suggests Internet
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.
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The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to support the district’s student record-keeping and assessment efforts.
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. 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.
23
The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to improve
The plan suggests how technology will be used, but is not specific enough to know
f.
16
18
20 i.
j.
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. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use
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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.
technology to improve two-way communication between home and school. k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities.
Gonzales Unified School District
two-way communication between home and school.
what action needs to be taken to accomplish the goals.
The monitoring process, roles, and responsibilities are described in sufficient detail.
The monitoring process either is absent, or lacks detail regarding procedures, roles, and responsibilities.
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Appendix C – Criteria for EETT Technology Plans (REQUIRED) 4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 and 12 (Appendix D). a. Summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development.
Page in District Plan
Example of Adequately Addressed
The plan provides a clear summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development. The findings are summarized in the plan by discrete skills that include CTC Standard 9 and 16 proficiencies.
25 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. 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.
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The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d through 3j) of the plan. The monitoring process, roles, and responsibilities are described in sufficient detail.
District Technology Plan 2010-2015
Example of Not Adequately Addressed 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. 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. The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.
Appendix C – Criteria for EETT Technology Plans (REQUIRED) 5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Corresponding EETT Requirement(s): 6 and 12 (Appendix D). 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.
Page in District Plan
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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 plan provides a clear summary and list of the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support the district will need to support the implementation of the district’s Curriculum and Professional Development Components.
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.
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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. d. Describe the process that will be used
Gonzales Unified School District
Example of Adequately Addressed
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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 monitoring process, roles, and responsibilities are
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Example of Not Adequately Addressed
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. The plan includes a description or list of hardware, infrastructure, and other technology necessary to implement the plan, but there doesn’t seem to be any real relationship between the activities in the Curriculum and Professional Development Components and the listed equipment. Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components. 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. The monitoring process either is
described in sufficient detail.
to monitor Section 5b & the annual benchmarks and timeline of activities including roles and responsibilities.
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absent, or lacks detail regarding who is responsible and what is expected.
Appendix C – Criteria for EETT Technology Plans (REQUIRED) 6. FUNDING AND BUDGET COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix D) a. List established and potential funding sources.
Page in District Plan
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b. Estimate annual implementation costs for the term of the plan.
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c. Describe the district’s replacement policy for obsolete equipment.
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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.
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Example of Adequately Addressed
Example of Not Adequately Addressed
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. Cost estimates are unrealistic, lacking, or are not sufficiently detailed to determine if the total cost of ownership is addressed.
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. Plan recognizes that equipment will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components. The monitoring process, roles, and responsibilities are described in sufficient detail.
District Technology Plan 2010-2015
Replacement policy is either missing or vague. It is not clear that the replacement policy could be implemented. The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.
Appendix C – Criteria for EETT Technology Plans (REQUIRED) 7. MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix D). a. Describe the process for evaluating the plan’s overall progress and impact on teaching and learning.
Page in District Plan
46
Example of Adequately Addressed
The plan describes the process for evaluation using the goals and benchmarks of each component as the indicators of success.
Evaluation timeline is specific and realistic.
b. Schedule for evaluating the effect of plan implementation.
46 c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders.
Gonzales Unified School District
47
64
The plan describes the process and frequency of communicating evaluation results to tech plan stakeholders.
District Technology Plan 2010-2015
Example of Not Adequately Addressed No provision for an evaluation is included in the plan. How success is determined is not defined. The evaluation is defined, but the process to conduct the evaluation is missing. The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan. The plan does not provide a process for using the monitoring and evaluation results to improve the plan and/or disseminate the findings.
Appendix C – Criteria for EETT Technology Plans (REQUIRED) 8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement(s): 11 (Appendix D). 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.)
9. EFFECTIVE, RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 and 9 (Appendix D). a. Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals. 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.
Gonzales Unified School District
Page in District Plan
48
Page in District Plan
50
54
65
Example of Adequately Addressed
Example of Not Adequately Addressed
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.
Example of Adequately Addressed
Not Adequately Addressed
The plan describes the relevant research behind the plan’s design for strategies and/or methods selected. 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).
District Technology Plan 2010-2015
The description of the research behind the plan’s design for strategies and/or methods selected is unclear or missing. There is no plan to use technology to extend or supplement the district’s curriculum offerings.
