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					                               GARVEY SCHOOL DISTRICT
                                 Rosemead, CA. 91770




                            Garvey School District
                            Education Technology
                                    Plan


GARVEY SCHOOL DISTRICT
2730 North Del Mar Avenue
Rosemead, CA. 91770

Anita Chu
Assistant Superintendent
achu@garvey.k12.ca.us
Tel: (626) 307-3421
Fax: (626) 307-3491

David Jung
Coordinator, Technology
djung@garvey.k12.ca.us




                                 July 1, 2008 – June 30, 2011

                                Board Approved: January 10, 2008




                                July 2008 – June 2011
            Garvey School District Education Technology Plan                     1




                              Garvey School District
                       Education Technology Plan
                                  TABLE OF CONTENTS



                                                                   Page Number


Planning Process                                                        2–3

District Vision for Technology Use                                         4

Curriculum Component                                                   5 – 12

Professional Development Component                                    13 – 18

Infrastructure, Hardware, Technical Support and Software Component    19 – 26

Funding and Budget Component                                          27 – 28

Monitoring and Evaluation Component                                       29

Effective Collaborative Strategies with Adult Literacy Providers          30

Effective, Research-based Methods and Strategies                      31 – 37

Appendix I: Sequence of Technology Skills                             38 – 45

Appendix II: Current Board Policies on Technology                     46 – 60

Appendix III: Garvey School District Teacher Technology Survey        61 – 62

Appendix IV: Criteria for EETT-Funded Education Technology Plans      63 – 70

Appendix V: Technology Plan Contact Information                       71 – 72
             Garvey School District Education Technology Plan                                                   2


Planning Process

In developing the three-year Garvey School District Education Technology Plan that covers the period
from July 1, 2008 through June 30, 2011, a broad-based group representing all major stakeholders in the
district was involved. The group includes the Assistant Superintendent of Instructional Services, the
Coordinator of Technology, the district-level Educational Technology Advisory Committee (ETAC) which is
comprised of representatives from all district schools, district- and site-level instructional administrators,
and community partners.

Under the leadership of the Assistant Superintendent of Instructional Services and the Coordinator of
Technology, the extensive development process began in January 2007 with the ETAC conducting an
evaluation of the current Education Technology Plan. A summary of evaluation findings was reported to
district- and site-level instructional administrators to solicit their input. Subsequently, district-wide
priorities were identified collectively and the Education Technology Plan was developed based on these
priorities for each of the goals and objectives. In addition to district staff, the draft versions of the various
components of the Plan were shared with important community partners, including the principals of the
participating private schools, the principal of the adult education institute, business partners, and other
community members. Input was collected and incorporated to refine and enhance the Plan. The
Education Technology Plan will be submitted to the Garvey Board of Education for review and approval in
January 2008.

The following is a list of the district staff and community partners who have contributed to the
development of the District Education Technology Plan and will support its implementation:

                        Garvey School District Education Technology Plan
                       Contributing District Staff and Community Partners
                                  July 1, 2008 – June 30, 2011
           Name                                         Po s i t i o n                             Organization
      Genaro Alarcon                  Assistant Superintendent, Human Resources                Garvey School   District
       Minh Anderson                 Academic Coach, Temple Intermediate School                Garvey School   District
       Katharine Apel                        Supervisor, Library/Media/GATE                    Garvey School   District
      Roberto Barboza                 Teacher/ETAC, Temple Intermediate School                 Garvey School   District
        Judie Berger                     Resource Teacher/ETAC, Willard School                 Garvey School   District
        Robert Boyd                  Assistant Principal, Garvey Intermediate School           Garvey School   District
       Jose Cardenas                          Teacher/ETAC, Emerson School                     Garvey School   District
          Alan Chan                            Teacher/ETAC, Dewey School                      Garvey School   District
        Larry Chang                       Teacher/ETAC, Monterey Vista School                  Garvey School   District
          Anita Chu                 Assistant Superintendent, Instructional Services           Garvey School   District
      Cheng-ou Chang             Director, Testing, Evaluation and Information Services        Garvey School   District
       Kristen Cheng                          Teacher/ETAC, Emerson School                     Garvey School   District
        C. P. Cheung                      Principal, Temple Intermediate School                Garvey School   District
         Hing Chow                           Principal, Monterey Vista School                  Garvey School   District
        Teresa Chow                           Teacher/ETAC, Hillcrest School                   Garvey School   District
      Michelle Collaso                            Principal, Willard School                    Garvey School   District
      Michael Coughlin                Assistant Superintendent, Business Services              Garvey School   District
        Lucina Gaeta                      Teacher, Emerson Elementary School                   Garvey School   District
        Martin Garcia                              Principal, Rice School                      Garvey School   District
         Sam Habibi                    Teacher/ETAC, Garvey Intermediate School                Garvey School   District
      Rene Hernandez                             Principal, Sanchez School                     Garvey School   District
        Jose Herrera                      Resource Teacher/ETAC, Rice School                   Garvey School   District
       Miriam Hurdle                      Specialist, Integrated Programs Office               Garvey School   District
        Lynn Huynh                            Teacher/ETAC, Marshall School                    Garvey School   District
       Michael Kenny                          Teacher/ETAC, Sanchez School                     Garvey School   District
     Susan Kobilarcsik              Assistant Principal, Temple Intermediate School            Garvey School   District
         David Jung                              Coordinator, Technology                       Garvey School   District
     Anna Marie Knight                           Principal, Emerson School                     Garvey School   District
         Robin Libby                             Principal, Hillcrest School                   Garvey School   District
        Garvey School District Education Technology Plan                                           3


      Name                                   Po s i t i o n                           Organization
   Gema Macias                  Principal, Garvey Intermediate School               Garvey School District
Marilyn Malmquist               Director, Integrated Programs Office                Garvey School District
Bulmaro Magallón                        Specialist, Pupil Services                  Garvey School District
Audrey Manansala               Teacher/ETAC Duff Elementary School                  Garvey School District
   Rosa Marquez       Specialist, Testing, Evaluation and Information Services      Garvey School District
     Bill Matlock                   Teacher/ETAC Marshall School                    Garvey School District
    John Montes                     Teacher/ETAC, Sanchez School                    Garvey School District
    Alayna Motzl            Teacher/ETAC, Garvey Intermediate School                Garvey School District
    Laurie Narro                         Principal, Bitely School                   Garvey School District
 Virginia Peterson                           Superintendent                         Garvey School District
  Kathleen Phung                    Teacher/ETAC, Hillcrest School                  Garvey School District
   Phillip Posada               Teacher/ETAC, Monterey Vista School                 Garvey School District
 Dolores Preciado              Deputy Superintendent, Pupil Services                Garvey School District
     Dawn Rock                           Principal, Duff School                     Garvey School District
 Jason Sakamoto                      Teacher/ETAC, Willard School                   Garvey School District
  Scott Sakamoto                      Teacher/ETAC, Bitely School                   Garvey School District
    Rudy Saulter         Assistant Principal, Garvey Intermediate School            Garvey School District
   Elizabeth Silva                      Principal, Dewey School                     Garvey School District
  Percival Silverio                  Teacher/ETAC, Willard School                   Garvey School District
Christopher Spitler                 Teacher/ETAC, Temple School                     Garvey School District
      May Tam                   Resource Teacher/ETAC, Duff School                  Garvey School District
      Ken Tang                         Teacher/ETAC Rice School                     Garvey School District
    John Turmes                        Principal, Marshall School                   Garvey School District
 Frank Villagomez                     Teacher/ETAC, Rice School                     Garvey School District
       Lily Ying                        Data/Accounting Analyst                     Garvey School District
Maureen Bateman                             Retired Educator                         Community Member
   John Halstead                       Principal, Logsdon School                     Community Partner
                                                                                  (Private School Principal)
 Sr. Miriam Mark                   Principal, St. Anthony School                     Community Partner
                                                                                  (Private School Principal)
 Julie Wittemore        Principal, Alhambra School District Adult Education          Community Partner
                                                                                 (Adult Education Principal,
                                                                                  Alhambra School District)
   Henry Wong                            System Architect                            Community Partner
                                                                                     (Business Partner –
                                                                                        Slacker, Inc.)
             Garvey School District Education Technology Plan                                               4


District Vision for Technology Use

The Garvey School District is dedicated to ensuring that all students become successful, lifelong learners.
Recognizing the important role of technology in achieving this mission, the vision for technology in the
Garvey School District focuses on four areas. Technology will be used to:

          (1)   Enhance students’ attainment of grade level standards.
          (2)   Enhance productivity of staff and administration.
          (3)   Contribute to management efficiency.
          (4)   Increase communication with all stakeholders.

The Garvey School District Education Technology Plan contains clear outcomes to be attained in three
years as a result of technology use. These are as follows:

                Student Outcomes:

                Students will meet or exceed state grade level standards in language arts, mathematics,
                history/social science and science and will demonstrate their skills and knowledge using
                the appropriate technology.

                Staff Outcomes:

                Staff will integrate technology into their instructional and administrative practices, utilize
                technology to work more efficiently and access the most current student achievement
                data to improve instruction.

                Technology Outcomes:

                Staff will have equitable access to reliable, up-to-date technology to ensure that
                student and staff outcomes are met.


                Funding/Budget Outcomes:

                The district will commit adequate resources (as available) to purchase and support up-to-
                date technology to ensure that student and staff outcomes are met.


                Monitoring/Assessment Outcomes:

                The district will conduct on-going, formative monitoring and assessment to ensure
                that activities and timelines are met. Yearly summative monitoring and assessment
                will occur to ensure that all outcomes are met.
           Garvey School District Education Technology Plan                                            5


CURRICULUM COMPONENT
1.   Current Staff and Student Access to Technology Tools
     Currently the district-wide average of the student to computer ratio is 5:1 with a range from a low
     of 3:1 to a high of 7:1 among the twelve (12) district schools. However, many of these computers
     are well over three years old. About 91% of these computers have Internet access. These
     computers are located in classrooms and library/media centers. Nine schools have a computer lab
     several of which are managed by teachers or part-time classified staff.

     In addition to computer and internet access, teachers and students have access to an increasing
     repertoire of software and online resources. One primary source is from the state-adopted
     curricular programs, such as e-books, PowerPoint presentation, and lesson planner. Other
     technology resources are from supplemental intervention/enrichment programs, such as Orchard,
     Accelerated Reader, and MY Access. All students have access to technology during the school day
     with the exact amount of time dependent on the skills of the classroom teacher and the classroom
     organization. In addition, there is some limited access before and after school. At the
     intermediate level, students have some independent access to the computer lab during break and
     lunch time. Eleven schools currently offer some independent access to labs or hold classroom
     programs utilizing technology before and/or after school.

     A local survey (with an 85% response rate) of students in the District indicated that approximately
     65% of students have access to a computer at home. Of these, about 87% have access to the
     Internet at home.

     Currently all twelve (12) school libraries are automated. Three of them provide web-based catalog
     lookup; students can search books from any computer workstation equipped with a web browser.

     The District installed a web server in 2005. The server provides the information about the district
     and the schools to the community and the public. Teachers may also use it to share the classroom
     information with the parents and students. In addition, students may learn to develop web pages
     and enhance their learning through the interactive features of the web.

     Staff members have access to technology during the workday. Each teacher has a workstation in
     the classroom. In addition, all grades 6-8 core subject teachers are provided with a laptop
     computer to enhance portability and convenience in usage. All but a few staff computers are
     currently connected to the network. All the full-time employees have been issued an e-mail
     account that is set up as part of the district domain. They may access their e-mail services from
     their computer workstations using some e-mail client software. They may also retrieve e-mails from
     any web-browser on a networked computer.

     A sub-group of the employees mostly including administrators, resource teachers and their
     assistants access the distributed student information system via the district network. All the adult
     users may log on requests tech supports on-line with the Education Technology Office.
           Garvey School District Education Technology Plan                                           6


2.   Current Use of Hardware and Software

     Teachers’ Use of Technology to Support Teaching
     Based on the 2007 EdTechProfile, K-8 teachers, as a whole, indicate an intermediate level of use of
     technology hardware for instructional purpose. The percentages of teachers reporting “daily” or “2-
     4 days a week” use are: 70% for computer use, 62% for Internet use, 56% for email use, and
     28% for the use of video-based presentation devices.

     In regard to the purpose of technology use, the highest levels of “daily” to “monthly” use are
     reported in the areas of gathering information for planning lessons (68%), voice mail (60%),
     accessing model lesson lessons and best practices (56%), delivering classroom instruction (55%),
     and communicating with colleagues (55%). Areas with the lowest level of use are online student
     assessments, electronic grading system, and school web site, with over 70% teachers reporting
     “less than monthly” or “never” use. Technology is most frequently used in the area of language
     arts and mathematics, with 46% and 29% for “daily” or “2-4 days a week” use respectively.

     Students’ Use of Technology for Learning
     According to the 2007 School Technology Survey, students’ use of technology ranges from the
     beginning to intermediate levels. The areas with the highest “daily” to “monthly” use are:
     reinforcement and practice (56%), word processing (47%), and research using the Internet (43%).
     The lowest areas of use are: graphically presenting information, demonstrations/simulations, and
     correspondence with authors and students via email or Internet, with over 80% of respondents
     indicating “less than monthly” or “never” use.

     In the use of specific instructional software, based on the district-developed Teacher Technology
     Survey (Appendix III), the types of instructional software reported with the highest level of use
     include Accelerated Reader and Orchard for the elementary students (with 83% and 60% teacher
     respondents reporting “daily” or “weekly” use respectively) and MyAccess for the intermediate
     students (with 45% of teacher respondents reporting “daily” or “weekly” use). Approximately 10%
     of respondents reported that instructional software is used to target the needs of struggling
     students.

     In summary, students utilize different types of technology in support of a variety of learning
     objectives. Based on the data reported above, examples of the most frequently used technology
     applications and instructional software include: Word for writing activities; PowerPoint for
     presentation; Internet for research; Accelerated Reader/Math, and Orchard for supplemental
     learning in language arts and math; MyAccess for writing assessment; and the technology
     components of the district-adopted core programs for reinforcement, practice and/or enrichment of
     classroom learning.

     Teachers’ Use of Technology for Parents
     Based on the District survey, the use of technology in communicating with parents is still at a
     developing stage. Approximately 22% teachers reported “daily” or “weekly” use of technology for
     communicating with parents. 43% reported the use of voice mail and e-mail system; 17% reported
     the use of web sites. The most common purposes of use are to inform upcoming school- and/or
     class-level events and homework assignments.
            Garvey School District Education Technology Plan                                              7



3.   District Curricular Goals

     The mission statement of the Garvey School District is “The students of the Garvey School District
     will learn academic skills, moral and ethical values and a respect for diversity that will enable them
     to be life-long learners and productive members of a global society.” As part of the accompanying
     belief statements, student outcomes were developed. One of these states that “All students will be
     effective users of technology, able to apply current and changing technologies to enhance their
     lives.” In order to realize this mission, the District focus has been on language arts and
     mathematics, ensuring that all students meet or exceed grade level standards each year:

     The District’s curricular goals are stated in a variety of documents. The district Local Education
     Agency Plan lists the following:

     1. The district will continue its efforts to ensure an alignment of reading and mathematics
        instruction with State content standards.

     2. The district will continue examination of reading and mathematics achievement data from
        District formative and summative assessments and State assessments by instructional staff.

     3. The district will continue its efforts to ensure the use of standards aligned instructional
        materials and strategies for reading and mathematics.

     4. The district is committed to implementing the District Technology Plan to increase access to
        technology for all students in support of their reading and math skills development.

     The district’s Library Plan was initiated in 1998 and updated annually. It includes the following
     goal:

     The Library/Media Program will support classroom instruction and serve all students by providing
     resources in a variety of formats and technologies to ensure that students become effective users
     of information and ideas.

     The previous district Education Technology Plan stated that the district “is committed to technology
     that will enhance students’ learning, increase the intellectual productivity of faculty, and contribute
     to the management efficiency of administration and staff through the use of instructional
     information technologies.”

     The School Single Plans for Student Achievement goals are alignment with district areas of focus as
     described above.

     In addition, in response to the No Child Left Behind Act of 2001, the District is committed to closing
     the achievement gap among the different student subgroups. Serving a diverse student population
     with over forty percent English learners and eighty percent low-income families, the District
     continues to identify and employ a variety of research-based strategies and programs, including
     educational technology, to enhance the quality of differentiation and effectiveness of progress
     monitoring for students with intensive needs. The ultimate goals are to support all student groups
     and all schools to reach the academic targets specified in the federal and state accountability
     system.
              Garvey School District Education Technology Plan                                                            8


CURRICULUM COMPONENT
Goal 1.0      Instructional staff will use technology to enhance teaching and learning by supporting
              students’ mastery of the academic content standards.

Objectives                                                                               Benchmarks
                                                                          Year 1           Year 2                Year 3
1.1    By June 2011, teachers will utilize technology of district-         30%              50%                   70%
       adopted instructional programs, such as lesson planner
       and PowerPoint presentations, to assist them in
       designing and/or delivering teaching and learning
       activities.
1.2    By June 2011, teachers will utilize technology of district-         30%                 50%                70%
       adopted instructional programs, such as e-books and
       on-line student resources, to provide support to
       students in mastering the academic content standards.
1.3    By June 2011, teachers will utilize technology to provide           30%                 50%                70%
       intervention programs for below grade-level students to
       support them in meeting grade-level standards,
       particularly in language arts and mathematics.
1.4    By June 2011, teachers will utilize technology, such as             20%                 40%                60%
       LCD projectors and document camera, to support them
       in lesson presentations.
 Obj             Implementation                 Responsible          Timeline      Budget         Monitoring and
  #               Plan/Activities                 Dept. or                         Source       Evaluation Activities
                                                  Position
 1.1     Enhance teacher access to             Asst. Supt.       On-going        Gen. funds    Inventory Lists
 1.4     technology by providing laptop        Instruction                       Title II, D
         computers, LCD projectors, and        Coordinator,                      Categorical
         document cameras.                     Technology                        Program
                                                                                 funds
 1.2     Enhance student access to             Asst. Supt.       On-going        Gen. funds    Inventory Lists
         computers via                         Instruction                       Categorical
         a) a school computer lab,             Coordinator,                      Program
         b) a mobile computer lab at           Technology                        funds
         each school, or
         c) a mini-computer lab in each
         classroom.
 1.1     Provide professional                  Asst. Supt.       On-going        Title II, A   District Professional
 1.2     development with follow-up            Instruction                       Title II, D   Development Institute
         support on the technology that        Coordinator,                      Categorical   Catalog/Attendance
         is part of the district-adopted       Technology                        Program       Records
         instructional programs.               Principals                        funds         Staff evaluations
                                               ETAC
                                               LITE Techs
 1.3     Research, identify, and purchase      Asst. Supt.       On-going        Title I, A    Principal Meeting agendas
         effective technology-based            Instruction                       Title II, D   ETAC agendas
         intervention programs on areas        Coordinator,                      Categorical   District Professional
         of student need.                      Technology                        Program       Development Institute
                                               Principals                        funds         training materials
                                               ETAC
                                               LITE Techs
 1.3     Provide training on identified        Asst. Supt.       On-going        Title II, A   District Professional
         intervention programs and             Instruction                       Title II, D   Development Institute
         support implementation by             Coordinator,                      Categorical   Catalog/Attendance
         providing on-going follow-up          Technology                        Program       Records
         and monitoring.                       Principals                        funds         Staff evaluations
                                               ETAC
                                               LITE Techs
 1.1     Monitor and support staff use of      Principals        Ongoing         NA            Progress monitoring
 1.2     technology with the use of            Asst. Supt.                                     checklists
 1.3     progress monitoring checklists        Instruction                                     Stull Bill Objectives
 1.4     and Stull Bill Objectives.
             Garvey School District Education Technology Plan                                                            9


Goal 2.0     Students will acquire technology skills and information literacy skills that will assist them to
             succeed in the classroom and the workplace.



Objectives                                                                                 Benchmarks
                                                                          Year 1             Year 2           Year 3
2.1   By June 2011, students will be taught basic technology               30%                50%              80%
      and information literacy skills appropriate to their grade
      level.

2.2   By June 2011, students will develop basic technology                 20%                40%              70%
      and information literacy skills, such as word processing,
      publishing, spreadsheets, Internet research, and power
      point presentation, appropriate to their grade level.


Obj          Implementation                 Responsible       Timeline        Budget             Monitoring and
#             Plan/Activities                  Dept. or                       Source           Evaluation Activities
                                               Position
2.1   Revise the Sequence of               Asst. Supt.        Summer         Title II, A     Principal Meeting agendas
2.2   Technology Skills to identify the    Instruction        2008           Title II, D     ETAC agendas
      focus skills for each grade level.   Coordinator,                                      Completed Sequence of
                                           Technology                                        Technology Skills
                                           Principals
                                           ETAC
                                           LITE Techs
2.1   Provide training to teachers on      Asst. Supt.        Fall 2008      Title II, A     District Professional
      the technology skills identified     Instruction                       Title II, D     Development Institute
      for their grade level(s).            Coordinator,                      Categorical     Catalog/Attendance Records
                                           Technology                        Program         Staff evaluations
                                           Principals                        funds
                                           ETAC
                                           LITE Techs
2.1   Provide on-going support and         Asst. Supt.        On-going       Title II, A     District Professional
      monitoring for the                   Instruction                       Title II, D     Development Institute
      implementation of the                Coordinator,                      Categorical     Catalog/Attendance Records
      Sequence of Technology Skills.       Technology                        Program         Staff evaluations
                                           Principals                        funds           School Visits/Classroom
                                           ETAC                                              Observations/Lesson Plan
                                           LITE Techs                                        Review
                                                                                             Student work samples
                                                                                             District Student Technology
                                                                                             Skills Assessment/Survey
2.1   Support implementation by            Asst. Supt.        On-going       General         Inventory Lists
2.2   providing computer access and        Instruction                       Funds
      software.                            Coordinator,                      Title II, D
                                           Technology                        Categorical
                                           Principals                        Program
                                           ETAC                              funds
                                           LITE Techs
                   Garvey School District Education Technology Plan                                                   10


Goal 3.0               Staff will ensure equitable access to appropriate technology for all students.


O bj ec t i v es                                                                       Benchmarks
                                                                          Year 1          Year 2            Year 3
3.1     By June 2011, all students will have equitable access            Student-        Student-          Student-
        to technology.                                                   computer        computer          computer
                                                                           ratio           ratio             ratio
                                                                           4.5:1            4:1              3.5:1

3.2     By June 2011, all students will utilize appropriate                60%               75%             90%
        technology to support their learning.


Obj                Implementation            Responsible       Timeline          Budget          Monitoring and
#                   Plan/Activities            Dept. or                          Source        Evaluation Activities
                                               Position
3.1     Provide Internet connected          Asst. Supt.       On-going       Title II, D      Purchase orders
        computers at a lower student        Instruction                      Categorical      Deployment records
        to computer ratio.                  Coordinator,                     Program
                                            Technology                       funds
                                            Principals                       Grants/awards

3.1     Increase before/after school        Asst. Supt.       On-going       Categorical      School plans
        access to computers.                Instruction                      Program          Extended-day programs
                                            Coordinator,                     funds            plans
                                            Technology
                                            Principals

3.2     Identify and share on-line          Asst. Supt.       On-going       General funds    ETAC agendas/minutes
        resources/software that             Instruction                      Title II, D
        support content standards.          Coordinator,                     Categorical
                                            Technology                       Program
                                            Supervisor,                      funds
                                            Media Services
                                            Principals
                                            ETAC
                                            LITE Techs
3.2     Identify, evaluate, and             Asst. Supt.       On-going       General funds    Purchase requisitions
        purchase software that will         Instruction                      Title II, D
        address the needs of all            Coordinator,                     Categorical
        students.                           Technology                       Program
                                            Supervisor,                      funds
                                            Media Services
                                            Principals
                                            ETAC
                                            LITE Techs
3.2     Professional development on         Asst. Supt.       On-going       Title II, A      District Professional
        identified on-line                  Instruction                      Title II, D      Development Institute
        resources/software that             Coordinator,                     Categorical      Catalog/Attendance
        support all students in             Technology                       Program          Records
        mastering content standards.        Principals                       funds            Staff evaluations
                                            ETAC
                                            LITE Techs
3.2     Support and monitor student         Asst. Supt.       On-going       Title II, A      School Visits/Classroom
        use of technology to support        Instruction                      Title II, D      Observations/Lesson Plan
        learning.                           Coordinator,                     Categorical      Review
                                            Technology                       Program          Student work samples
                                            Principals                       funds            District Student
                                            ETAC                                              Technology Skills
                                            LITE Techs                                        Assessment/Survey
             Garvey School District Education Technology Plan                                                    11

Goal 4.0     Staff will utilize technology to make student record keeping and assessment more efficient
             and supportive of teachers’ efforts to meet each student’s academic needs.

Objectives                                                                        Benchmarks
                                                                     Year 1           Year 2            Year 3
4.1   By June 2011, teachers will utilize technology to develop    Grades 7-8       Grades 7-8       K-8 Teachers
      various forms for student record keeping and                  Teachers        Teachers &
      assessment to serve diagnostic, progress monitoring,                         K-6 Teachers
      and evaluative purposes.                                                    at Pilot Schools
4.2   By June 2011, teachers will utilize technology to conduct    Grades 7-8       Grades 7-8       K-8 Teachers
      student assessment (e.g., on-line assessment).                Teachers        Teachers &
                                                                                   K-6 Teachers
                                                                                  at Pilot Schools
4.3   By June 2011, administrators and teachers will generate           30%             50%             80%
      and/or utilize student achievement data reports
      regularly from student database programs, such as
      SASI, Orchard, and Accelerated Readers, to monitor
      progress of individual students.

Obj          Implementation              Responsible        Timeline          Budget         Monitoring and
#             Plan/Activities              Dept. or                           Source       Evaluation Activities
                                           Position
4.1   Research and identify efficient   Asst. Supt.         Summer       Title II, A     Principal agendas
4.2   student record keeping and        Instruction          2008        Title II, D     ETAC agendas
      assessment programs (e.g.,        Director, TEIS                   Categorical
      MY Access).                       Coordinator,                     Program
                                        Technology                       funds
                                        Principals
                                        ETAC
                                        LITE Techs
4.1   Pilot identified assessment       Asst. Supt.         Fall 2008    Title II, A     Principal agendas
4.2   programs in selected subjects     Instruction                      Title II, D     ETAC agendas
      at intermediate schools.          Director, TEIS                   Categorical
                                        Coordinator,                     Program
                                        Technology                       funds
                                        Principals
                                        ETAC
                                        LITE Techs
4.1   Provide professional              Asst. Supt.         On-going     Title II, A     District Professional
4.2   development for teachers and      Instruction                      Title II, D     Development Institute
      administrators in utilizing the   Director, TEIS                   Categorical     Catalog/Attendance
      identified technology in          Coordinator,                     Program         Records
      developing and conducting         Technology                       funds           Staff evaluations
      student assessment.               Principals
                                        ETAC
                                        LITE Techs
4.3   Provide professional              Asst. Supt.         On-going     Title II, A     District Professional
      development for                   Instruction                      Title II, D     Development Institute
      administrators and teacher        Director, TEIS                   Categorical     Catalog/Attendance
      leaders in generating and         Coordinator,                     Program         Records
      utilizing SASI reports.           Technology                       funds           Staff evaluations
                                        Principals
                                        ETAC
                                        LITE Techs
4.3   Provide professional              Asst. Supt.         On-going     Title II, A     District Professional
      development for                   Instruction                      Title II, D     Development Institute
      administrators and teachers in    Director, TEIS                   Categorical     Catalog/Attendance
      generating and utilizing          Coordinator,                     Program         Records
      student assessment reports        Technology                       funds           Staff evaluations
      from technology-based             Principals
      intervention programs, such as    ETAC
      Orchard and Accelerated           LITE Techs
      Reader.
              Garvey School District Education Technology Plan                                                           12


Goal 5.0     Staff will utilize technology to improve two-way communication between home and school.

Objectives                                                                                Benchmarks
                                                                             Year 1         Year 2             Year 3
5.1   By June 2011, all schools will have a fully-developed and               30%            50%                70%
      well-maintained website.

5.2   By June 2011, teachers and administrators will                          50%              70%              90%
      communicate with parents using technological options of
      communication (e.g. e-mail, voicemail, website).

5.3   By June 2011, the district will utilize electronic report          Research              Pilot             Pilot
      cards to enhance communication with parents on
      student progress.

Obj          Implementation                 Responsible           Timeline            Budget         Monitoring and
#             Plan/Activities                 Dept. or                                Source       Evaluation Activities
                                              Position
5.1   Provide on-going training and        Asst. Supt.            On-going      Title II, A       District Professional
      support to school teams of           Instruction                          Title II, D       Development Institute
      technology leaders in                Coordinator,                         Categorical       Catalog/Attendance
      developing and maintaining           Technology                           Program           Records
      school websites.                     Principals                           funds             Staff evaluations
                                           ETAC
                                           LITE Techs
5.2   Provide on-going training and        Asst. Supt.            On-going      Title II, A       District Professional
      support to administrators and        Instruction                          Title II, D       Development Institute
      school teams of technology           Coordinator,                         Categorical       Catalog/Attendance
      leaders in using technological       Technology                           Program           Records
      options of communication             Principals                           funds             Staff evaluations
      (e.g., e-mail, voicemail,            ETAC
      website) in communicating with       LITE Techs
      parents.
5.2   Provide training to parents on       Asst. Supt.            On-going      Categorical       District Parent
      using technological options,         Instruction                          Program           Involvement Calendar
      including e-mail, voicemail and      Coordinator,                         funds             Attendance Records
      websites, to access information      Technology
      and to communicate with              Director, Int.
      school staff.                        Programs.
                                           Principals
                                           ETAC
                                           LITE Techs
5.3   Research and identify effective      Asst. Supt.             2008-09      Title II, A       Principal Meeting
      electronic report card system.       Instruction                          Title II, D       agendas
                                           Coordinator,                         Categorical       ETAC agendas
                                           Technology                           Program
                                           Principals                           funds
                                           ETAC
                                           LITE Techs
5.3   Identify schools and/or              Asst. Supt.            2009-2011     Title II, A       Principal Meeting
      teachers to pilot electronic         Instruction                          Title II, D       agendas
      report cards. Provide training       Coordinator,                         Categorical       District Professional
      and support to pilot teachers        Technology                           Program           Development Institute
      and schools in using electronic      Principals                           funds             Catalog/Attendance
      report cards.                        ETAC                                                   Records
                                           LITE Techs                                             Staff evaluations
5.3   Evaluate effectiveness of pilot      Asst. Supt.            2009-2011     Title II, A       Evaluation Report
      system and strategize for next       Instruction                          Title II, D
      steps.                               Coordinator,                         Categorical
                                           Technology                           Program
                                           Principals                           funds
                                           ETAC
                                           LITE Techs
             Garvey School District Education Technology Plan                                           13


PROFESSIONAL DEVELOPMENT COMPONENT

Current Staff Technology Proficiency, Integration Skills and Professional Development Needs

Based on the 2007 EdTechProfile (with 89% response rate), district-wide summary results indicate that
the current staff knowledge and skills in technology ranges from low intermediate to low proficient. The
highest levels are in word processing skills (low proficient) and general computer knowledge and skills
(high intermediate). The lowest areas are in database software skills (low intermediate) and spreadsheet
software skills (mid-intermediate). Professional development is needed in these areas to help staff reach
proficient levels.

In addition, data were collected on teachers’ knowledge level of the most commonly used instructional
software in the District through a district-developed Teacher Technology Survey (Appendix III). Based on
the summary results, the average teachers’ self-assessed knowledge level of the software, such as
Orchard, Accelerated Reader, and MY Access, ranges from the intermediate to proficient levels (with 90%
of teachers marking levels of 2 or 3 in a 4-point scale). In the area of technology use with parents, the
teachers’ self-assessed knowledge level is also at an intermediate level (with 72% marking levels 2 or 3).
Over 40% reported the use of voice-mail and e-mail; only 17% reported the use of school web site to
communicate with parents. Ongoing professional development is to be designed to support the use of
these instructional software and communication devices to enhance the district’s services to students and
parents.

Administrators, in general, reported a higher level of technology proficiency than teachers. According to
the 2007 EdTechProfile, the highest level of proficiency is reported in the areas of word processing skills
(70%), email skills (57%), and general computer knowledge and skills (43%). The lowest level of
proficiency is in the areas of database software skills (22%) and spreadsheet software skills (30%). 64%
of the respondents indicated a need for professional development in the area of integrating technology in
the curriculum.
               Garvey School District Education Technology Plan                                                         14


PROFESSIONAL DEVELOPMENT COMPONENT

Goal 1.0      Professional development opportunities will be provided to raise the levels of proficiency of
              instructional staff (administrators and teachers) in using technology effectively and efficiently
              to support the teaching and learning of the academic content standards.


Objectives                                                                               Benchmarks
                                                                           Year 1          Year 2              Year 3
1.1    By June 2011, instructional staff will be proficient in the          40%             60%                 80%
       areas of general computer knowledge and skills, word
       processing, internet and e-mail.

1.2    By June 2011, instructional staff will be proficient in              40%                 60%              80%
       using at least one type of presentation and/or publishing
       software (e.g., SMART Board, PowerPoint, Print Shop,
       Publisher, etc.).

1.3    By June 2011, instructional staff will be proficient in              30%                 50%              70%
       using at least one type of technological device to design
       and/or deliver teaching and learning activities. (e.g.,
       lesson planner and PowerPoint presentation).

1.4    By June 2011, instructional staff will be proficient in              30%                 50%              70%
       using at least one type of instructional software to
       provide support to students in mastering academic
       content standards.

1.5    By June 2011, instructional staff will be proficient in              30%                 50%              70%
       using at least one type of instructional software that
       provides individualized support for below grade-level
       students.

 Obj             Implementation                 Responsible          Timeline       Budget          Monitoring and
  #               Plan/Activities                  Dept. or                         Source        Evaluation Activities
                                                   Position
 1.1     Conduct a needs assessment,           Asst. Supt.           Annually     Title II, A    EdTechProfile
 1.2     utilizing instruments such as         Instruction           (Spring)     Title II, D    District Technology
 1.3     EdTechProfile and District            Coordinator,                       Categorical    Surveys
 1.4     Technology Surveys, to assess         Technology                         Program
 1.5     the proficiency level of individual   Principals                         Funds
         staff in the various technology       ETAC
         skills/programs.

 1.2     Continue to identify and              Asst. Supt.           On-going     General        Purchase Orders
         purchase quality presentation         Instruction                        Funds          Inventory Lists
         and publishing software (e.g.,        Coordinator,                       Categorical
         SMART Board, PowerPoint,              Technology                         Program
         Publisher, etc.)                      Principals                         Funds
                                               ETAC
 1.4     Continue to identify and              Asst. Supt.           On-going     General        Purchase Orders
         purchase quality instructional        Instruction                        Funds          Inventory Lists
         software programs that support        Coordinator,                       Categorical
         the academic content standards        Technology                         Program
         in core curricular areas (e.g., MY    Principals                         Funds
         Access, Orchard, Accelerated          ETAC
         Reader, Reading Counts, Rosetta
         Stone, Oxford Dictionary,
         Accelerated Math).
           Garvey School District Education Technology Plan                                                  15


1.5   Continue to identify and              Asst. Supt.    On-going   General       Purchase Orders
      purchase quality instructional        Instruction               Funds         Inventory Lists
      software that provides                Coordinator,              Categorical
      intervention programs for below       Technology                Program
      grade-level students.                 Principals                Funds
                                            ETAC

1.1   Continue to compile a District        Asst. Supt.    Annually   Gen. Funds    District Technology
1.2   Technology Professional               Instruction    (Spring)   Title II, A   Professional Development
1.3   Development Institute Catalog         Coordinator,              Title II, D   Institute Catalog
1.4   focusing on the identified            Technology                Categorical
1.5   priorities. The catalog is to         Principals                Program
      include:                              ETAC                      Funds
      a. A variety of district institutes   Leaders in
           provided through release         Technology
           time, staff development          Education
           buy-back days, summer            (LITE) Techs
           sessions, and after-school
           sessions.
      b. A variety of outside district
           resources, such as on-line
           courses, LACOE courses,
           conferences, and university
           courses.

1.1   Continue to identify and develop      Asst. Supt.    On-going   Gen. Funds    District Professional
1.2   a cadre of technology trainers.       Instruction               Title II, A   Development Institute
1.3                                         Coordinator,              Title II, D   Catalog – Facilitators
1.4                                         Technology                Categorical
1.5                                         Principals                Program
                                            ETAC                      Funds
                                            LITE Techs

1.1   Support staff participation in at     Asst. Supt.    On-going   Gen. Funds    District Technology
1.2   least one series of the District      Instruction               Title II, A   Professional Development
1.3   Technology Professional               Coordinator,              Title II, D   Institute Catalog –
1.4   Development Institutes through        Technology                Categorical   Attendance Records
1.5   the provision of release time         Principals                Program
      and/or stipends.                                                Funds

1.1   Provide support and coaching in       Asst. Supt.    On-going   Gen. Funds    LITE Tech Logs & Extra-
1.2   the implementation of the             Instruction               Title II, A   Assignment Records
1.3   acquired skills through local         Coordinator,              Title II, D   Observation Records
1.4   technology experts.                   Technology                Categorical
1.5                                         Principals                Program
                                            ETAC                      Funds
                                            LITE Techs

1.1   Conduct an annual assessment,         Asst. Supt.    Annually   Gen. Funds    EdTechProfile
1.2   utilizing instruments such as         Instruction    (Spring)   Title II, A   District Technology
1.3   EdTechProfile and the District        Coordinator,              Title II, D   Surveys
1.4   Technology Surveys, to measure        Technology                Categorical   Technology Plan - Annual
1.5   progress of individual staff and      Principals                Program       Evaluation Report
      to identify prioritization of         ETAC                      Funds
      professional development for          LITE Techs
      future years.
                 Garvey School District Education Technology Plan                                                          16

Goal 2.0        Professional development opportunities will be provided for instructional staff to ensure that
                students acquire technology skills and information literacy skills needed to succeed in the
                classroom and the workplace.

Objectives                                                                                 Benchmarks
                                                                           Year 1            Year 2             Year 3
2.1       By June 2011, instructional staff will be knowledgeable           50%               70%                90%
          of the Sequence of Technology Skills.
2.2       By June 2011, instructional staff will incorporate the             30%                 50%             80%
          Sequence of Technology Skills into classroom instruction
          to support students in acquiring grade-level appropriate
          technology and information literacy skills.

    Obj            Implementation                 Responsible        Timeline       Budget           Monitoring and
     #              Plan/Activities                  Dept. or                       Source         Evaluation Activities
                                                     Position
    2.1     Revise the Sequence of               Asst. Supt.         Summer        Title II, A    Principal agendas
    2.2     Technology Skills to identify the    Instruction         2008          Title II, D    ETAC agendas
            focus skills for each grade level.   Coordinator,                                     Completed Sequence of
                                                 Technology                                       Technology Skills
                                                 Principals
                                                 ETAC
    2.1     Identify and purchase quality        Asst. Supt.         On-going      Gen. Funds     Purchase Orders
    2.2     software programs that support       Instruction                       Title II, D    Inventory Lists
            the mastery of the grade-level       Coordinator,                      Categorical
            technology standards.                Technology                        Program
                                                 Principals                        Funds
                                                 ETAC
    2.1     Provide training to teachers on      Asst. Supt.         Fall 2008     Title II, A    District Professional
    2.2     the technology skills identified     Instruction                       Title II, D    Development Institute
            for their grade level(s).            Coordinator,                      Categorical    Catalog/Attendance
                                                 Technology                        Program        Records
                                                 Principals                        funds          Staff evaluations
                                                 ETAC
                                                 LITE Techs
    2.1     Continue to identify and develop     Asst. Supt.         Ongoing       Title II, A    District Professional
    2.2     a cadre of technology trainers.      Instruction                       Title II, D    Development Institute
                                                 Coordinator,                      Categorical    Catalog – Facilitators
                                                 Technology                        Program
                                                 Principals                        funds
                                                 ETAC
                                                 LITE Techs
    2.1     Support staff participation in the   Asst. Supt.         On-going      Title II, A    District Professional
    2.2     Professional Development             Instruction                       Title II, D    Development Institute
            Institute (on Sequence of            Coordinator,                      Categorical    Catalog – Attendance
            Technology Skills) through the       Technology                        Program        Records
            provision of release time and        Principals                        funds
            stipends.                            ETAC
                                                 LITE Techs
    2.1     Provide support and coaching in      Asst. Supt.         On-going      Title II, A    Classroom Observations/
    2.2     the implementation of the            Instruction                       Title II, D    Lesson Plan Review
            acquired skills through principals   Coordinator,                      Categorical    Student work samples
            and site-level technology            Technology                        Program        District Student
            leaders.                             Principals                        funds          Technology Skills
                                                 ETAC/                                            Assessment/Survey
                                                 LITE Techs                                       LITE Tech Logs
    2.1     Conduct an annual assessment,        Asst. Supt.         Annually      Title II, A    EdTechProfile
    2.2     utilizing instruments, such as       Instruction         (Spring)      Title II, D    District Technology
            EdTechProfile and the District       Coordinator,                      Categorical    Surveys
            Technology Surveys, to measure       Technology                        Program        Observation Records
            progress and to identify             Principals                        funds          Technology Plan – Annual
            prioritization of professional       ETAC                                             Evaluation Report
            development for future years.        LITE Techs
`
              Garvey School District Education Technology Plan                                                      17

Goal 3.0     Professional development opportunities will be provided for instructional staff on the use of
             technology to make student record keeping and assessment more efficient and supportive of
             teachers’ efforts to meet individual student academic needs.


Objectives                                                                           Benchmarks
                                                                      Year 1            Year 2            Year 3
3.1    By June 2011, teachers will be proficient in using at        Grades 7-8        Grades 7-8       K-8 Teachers
       least one type of record keeping and assessment               Teachers         Teachers &
       technology.                                                                   K-6 Teachers
                                                                                    at Pilot Schools
3.2    By June 2011, administrators and teachers will be               30%                50%              80%
       proficient in generating and/or utilizing student
       achievement data reports regularly from student
       database programs, such as SASI, Orchard, and
       Accelerated Readers, to monitor progress of individual
       students.


 Obj            Implementation                Responsible       Timeline      Budget           Monitoring and
  #              Plan/Activities                 Dept. or                     Source         Evaluation Activities
                                                 Position
 3.1     Provide professional                Asst. Supt.        On-going     Title II, A   District Professional
         development for teachers and        Instruction                     Title II, D   Development Institute
         administrators in utilizing the     Director, TEIS                  Categorical   Catalog/Attendance
         identified technology in            Coordinator,                    Program       Records
         developing and conducting           Technology                      funds         Staff evaluations
         student assessment.                 Principals
                                             ETAC
                                             LITE Techs
 3.2     Provide professional                Asst. Supt.        On-going     Title II, A   District Professional
         development for administrators      Instruction                     Title II, D   Development Institute
         and teacher leaders in              Director, TEIS                  Categorical   Catalog/Attendance
         generating and utilizing SASI       Coordinator,                    Program       Records
         reports.                            Technology                      funds         Staff evaluations
                                             Principals
                                             ETAC
                                             LITE Techs
 3.2     Provide professional                Asst. Supt.        On-going     Title II, A   District Professional
         development for administrators      Instruction                     Title II, D   Development Institute
         and teachers in generating and      Director, TEIS                  Categorical   Catalog/Attendance
         utilizing student assessment        Coordinator,                    Program       Records
         reports from technology-based       Technology                      funds         Staff evaluations
         intervention programs, such as      Principals
         Orchard and Accelerated             ETAC
         Reader.                             LITE Techs
 3.1     Identify and develop a cadre of     Asst. Supt.        On-going     Title II, A   District Professional
 3.2     technology trainers.                Instruction                     Title II, D   Development Institute
                                             Director, TEIS                  Categorical   Catalog – Facilitators
                                             Coordinator,                    Program
                                             Technology                      funds
                                             Principals
                                             ETAC
                                             LITE Techs
 3.1     Conduct an annual assessment        Asst. Supt.        Annually     Title II, A   Observation Records
 3.2     on the use of classroom             Instruction        (Spring)     Title II, D   EdTechProfile
         management technology,              Director, TEIS                  Categorical   District Technology
         utilizing instruments such as       Coordinator,                    Program       Surveys
         EdTechProfile and the District      Technology                      funds         Technology Plan - Annual
         Technology Surveys, to measure      Principals                                    Evaluation Report
         progress and to identify            ETAC
         prioritization of professional      LITE Techs
         development for future years.
              Garvey School District Education Technology Plan                                                          18


Goal 4.0      Professional development opportunities will be provided to ensure two-way communication
              between home and school.


Objectives                                                                              Benchmarks
                                                                         Year 1           Year 2              Year 3
4.1    By June 2011, each school will have a team of                      30%              50%                 70%
       technology leaders who are proficient in developing and
       maintaining the school website.


4.2    By June 2011, teachers and administrators will be                   50%                 70%             90%
       proficient in using various technological options (e.g. e-
       mail, voicemail, website) to enhance communication
       with parents.

4.3    By June 2011, a team of district and school staff will be       District staff     Pilot school      Pilot school
       proficient in utilizing electronic report cards to enhance                             staff             staff
       communication with parents on student progress.




 Obj            Implementation                 Responsible          Timeline       Budget          Monitoring and
  #              Plan/Activities                  Dept. or                         Source        Evaluation Activities
                                                  Position
4.1      Provide on-going training and        Asst. Supt.           On-going     Title II, A    District Professional
         support to school teams of           Instruction                        Title II, D    Development Institute
         technology leaders in                Coordinator,                       Categorical    Catalog/Attendance
         developing and maintaining           Technology                         Program        Records
         school websites.                     Principals                         funds          Staff evaluations
                                              ETAC
                                              LITE Techs
4.2      Provide on-going training and        Asst. Supt.           On-going     Title II, A    District Professional
         support to administrators and        Instruction                        Title II, D    Development Institute
         school teams of technology           Coordinator,                       Categorical    Catalog/Attendance
         leaders in using technological       Technology                         Program        Records
         options of communication (e.g.,      Principals                         funds          Staff evaluations
         e-mail, voicemail, website) in       ETAC
         communicating with parents.          LITE Techs

4.2      Provide training to parents on       Asst. Supt.           On-going     Categorical    District Parent
         using technological options,         Instruction                        Program        Involvement Calendar
         including e-mail, voicemail and      Coordinator,                       funds          Attendance Records
         websites, to access information      Technology
         and to communicate with school       Director, Int.
         staff.                               Programs.
                                              Principals
                                              ETAC
                                              LITE Techs
4.3      Provide training and support to      Asst. Supt.           2009-2011    Title II, A    District Professional
         pilot teachers and schools in        Instruction                        Title II, D    Development Institute
         using electronic report cards.       Coordinator,                       Categorical    Catalog/Attendance
                                              Technology                         Program        Records
                                              Principals                         funds          Staff evaluations
                                              ETAC
                                              LITE Techs
             Garvey School District Education Technology Plan                                                19


INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE COMPONENT

1. Network Infrastructure
Current Status
The District internal Local Area Network (LAN) consists of shared network access via managed Cisco
network switches and some unmanaged legacy switches, Cisco routers, and Cat-5E or Cat-6 cabling.
Each of the twelve schools connects to the District Office via 2 T1 point-to-point circuits that are
aggregated at the District Office into a DS3 configuration. Two additional T1 point-to-point circuits
connect the District to our service provider, Jet Propulsion Laboratory (JPL), for access to the Corporation
for Education Initiatives in California (CENIC) network as a sponsored Associate. CENIC provides direct
Internet service to educational institutions through other educational institutions to ensure a high-speed
connectivity for Internet research and information.
Since September 2007, the District has been installing a single fiber optic between the school and the
District office and between the District Office and JPL. The addition has increased the transport
bandwidth to 10 or 20 Mbps between the school and the District Office and to 100 Mbps between the
District Office and JPL.

Connection at the District Office is to one of three individual networks on the same cable plant but
separated by routers and switches. One network services the administrative offices and connects them
to the Los Angeles County Office of Education (LACOE) for accounting and human resource services.
Data are routed through this network via a Cisco 1721 router to a separate T1 line directly to the County.
A second network also connects to LACOE for the services needed for the Child Development Office via a
Cisco 1602 router. The third network connects all the sites to the District Office via a Cisco 7206 router.
Switching from T1-based District wide area network (WAN) to fiber-optic WAN has rendered an unneeded
Cisco 7206 router. It will also drive the need to replace the Cisco Catalyst 2950 switches, which make up
the most switches currently in the said third network.
Most classrooms in the District are cabled to meet the preferred ratio of 5 computer network drops per
classroom plus 1 additional drop for the teacher workstation, for a total of at least 6 network drops. They
are organized in various VLANs. Site backbone cabling has been upgraded to fiber optic to eliminate
excessive cable runs and achieve optimum performance for video streaming and online learning
resources.
Wireless technology has been present in the two intermediate schools and a couple of elementary schools
to allow web-accessible instruction provided by various commercial publishers. Requests of wireless
technology have increased in recent years both for instructional and administrative needs. Security of the
wireless network, however, is minimal at this moment.
A proprietary version of Voice-over-IP (VOP) has been the technology underlying the phone system being
used in the District since 2003 when it brought in the Mitel 4000 series phone sets, which could be
adapted to the existent RJ11 jacks. Currently around 800 Mitel phones are installed in all classrooms,
administrative offices at school sites and central office, and other facilities through the district in addition
to approximately 200 analog phones reserved for emergencies, fire or burglar alarms, etc.
All schools within the District require electrical upgrade in classrooms to accommodate additional
computers and associated peripherals. Funding is available from a General Obligation Bond. The District
has begun the electrical upgrades since this (2006-07) school year.
4




Areas of Need
To enhance the network infrastructure, the District needs to:
 secure funding to increase the transport bandwidth to 1 Gbps between the school and the District
    Office and between the District Office and JPL.
 replace the Cisco Catalyst 2950 switches.
 build a secured district-wide wireless network, in parallel with a wired network, with campus-based
    distributed authentication.
 continue to research and explore funding opportunities for a unified wired/wireless and voice/data
    communication in the District.
 ensure adequate power supply to the Main Distribution Facilities (MDFs) at District Office and all the
    schools in the next phase of the electrical upgrade.
             Garvey School District Education Technology Plan                                           20

2. Servers on District Network
Current Status
There are currently several file servers in use at the Garvey School District. The primary servers are
Novell 5.X and RedHat Linux. The Novell servers are used for application support and the Linux servers
are used for Email, and Domain Name Service. The District maintains its own internal E-mail server and
both a primary and secondary Domain Name server so that in-house management can be accomplished
with relative ease. E-mail is currently available for all employees. A centralized application server
provides District user access to SASI-XP, the student information system database. Each site maintains
its own Windows 2000 server for local access to site specific student information. A remote access server
provides limited connectivity to users who may be away from their work environment but is not available
to the general user population due to lack of phone line capability and technical support.
Server-based education software has rapidly increased its presence at schools in the recent year. Until
two years ago schools purchased the hardware and software without the coordination by the District.
This has proven to be a challenge in hardware/software management/maintenance to the schools as well
as the District.
Areas of Need
 The District is in the process of acquiring hardware and software to consolidate the servers using
     virtualization technology, which will also provide quick recovery of the data and network services. It
     is also being planned to expand the use of terminal server to achieve the complete centralization of
     the student information system for the ease of the management and better security of the data. It is
     also researching VPN and other remote access technology to eliminate the need of the remote access
     server.
 To address the increasing use of server-based education software, the District plans to consolidate
     the application server hardware at individual schools. Eventually each school will have an application
     server made of genuine server hardware and managed/maintained by the District, to house most, if
     not all, server-based education software applications.
3. Workstations in Classrooms: A Hardware Perspective
Current Status
The number of computers in classrooms ranges from one or two in K-3 classrooms, to five or six or more
in 4-8 classrooms. The Title II, Part D (EETT) and the California K-12 Education Voucher Program
funding has provided us the opportunity to populate many of our upper grade classrooms to a ratio of 5
students to 1 computer. The limit of 6 drops in the maximum in each classroom often requires the
addition of 5- or 8-port switches to be added in order to connect all computer workstations to the District
network.
Participation in the Title II, Part D Competitive Grant has afforded us the opportunity to provide wireless
laptops to our Intermediate schools to further reduce the student to computer ratio. The utilization of
wireless technology has increased the number of computers connected to the District network without
the addition of switches. The District has attained a ratio of 5 students to 1 computer. Many computers,
however, are more than three years old. Network laser printers have been acquired to replace inkjet
printers.
Close to 100% of teachers have a desktop PC with a flat panel monitor and the Eudora e-mail client
installed to ensure e-mail communication between the school administration and its faculty. Through Title
II, D Competitive Grant and the California K-12 Education Voucher Program the District has been able to
provide a notebook PC to each of the Grades 6-8 teachers in academic area.

Since last year the District has been helping the school sites update their computers and network laser
printers inventory to enhance the deployment of remote tech support services. The inventory will also
identify those computers that need to be replaced and a rotation/replacement schedule may be
established as funding permits.
Areas of Need
To ensure optimal access to technology for all staff and students, the District needs to:
 use wireless technology to connect workstations to District network.
 acquire network laser printers to achieve the one printer per classroom goal.
 provide teachers with a notebook PC and convert their desktop workstations into student
    workstations to increase the computer-to-student ratio.
 replace older computers and printers on a rotation/replacement schedule based on the inventory
    findings.
            Garvey School District Education Technology Plan                                           21

4. Learning Resources
Current Status
All the workstations are deployed with Microsoft Windows operating system and Office Suite. Since a year
ago, Open Office Suite has been included in the requisition of any new computer. The feasibility of
deploying the open source operating system is being studied.
Teachers have been using various education software applications in the classrooms. The recent years
have seen the increase of server-based educational software in schools; the servers may be hosted inside
or outside of the District. This allows teachers to analyze the student achievement data and the
effectiveness of the program with ease.
The District has been asked to provide tech support in the installation and/or maintenance of the server-
based learning applications including MyAccess, Orchard Learning, Accelerated Reader, Riverdeep Math,
etc., and e-resources available from text book publishers such as CA-HSS Digital Path from Scott
Foresman. In addition, the District has assisted the schools in automating book check-in/out and
cataloguing. Three of the twelve schools allow web-based book search.
All the server-based software applications may get the student and teacher information from SASIxp, the
student information system currently used by the District. The data integration, however, is manual and
very time-consuming. SASIxp lacks the web-access feature. It requires the SASI Classroom xp to provide
teachers with direct access to SASI data. Currently the District does not subscribe the Classroom xp.
Areas of Need
To enhance the use of the learning resources, the District needs to:
 conduct a feasibility study in utilizing the open source operating system and applications.
 secure funding for upgrading library automation software for the remaining nine district schools.
 deploy the SIF-compliant software applications to improve data integration.
 research efficient and cost-effective ways to enhance the accessibility of data to all district and site
    staff. Options include upgrading or replacing SASIxp.
5. Technical Support
Current Status
The District maintains a Coordinator of Technology, one full-time Technical Support and two full-time
Systems Support Technicians to offer technical support mostly to end-user education technology
equipment. Outside contractors are hired to maintain the District network, and as needed, to fix broken
hardware and provide warranty service. Each school site has identified staff to be LITE (Leaders in
Technology Education) techs to provide teacher support at the classroom level with educational software
and minor technology implementation.
Areas of Need
In order to fully support the implementation of curriculum, professional development, and technical
requirements of the student information system, restructuring the district Education Technology Office
(ETO) may have to be considered. A network administrator, who reports to the Coordinator of
Technology, would be a valuable member of ETO due to the number of production servers and other
manageable network hardware in the District.
The network administrator’s responsibilities may include:
 Management and maintenance of all network equipment including routers and switches, and firewalls
 Management and maintenance of mission-critical servers including e-mail server, domain name
    servers, spam/web content filter/blocking server, web servers
 Management and maintenance of virtualized servers
 Management of network user accounts
 Management and maintenance of voice over IP phone system
 Research and development of applications of open source software
 Assisting Coordinator of Technology in ETO staff development, training of LITE Techs and
    administration of student information system
 Remote tech support and second-level field tech support to PCs
In addition, based on the availability of financial resources, the District may hire one or more part-time
Site Tech Support (STS) staff to provide further support to the schools. The STS will travel among the
assigned schools to provide routine PC hardware maintenance and software update, inventory, and first-
level tech support as needed. The STS may be a seasonal employment and hired to complete a well-
defined maintenance/tech support job. The feasibility of hiring STS will be studied and the specifics of
their responsibilities and coordination with LITE techs will be defined.
              Garvey School District Education Technology Plan                                                      22


INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE COMPONENT

Goal 1.0     The district will continue to develop and maintain a reliable and equitable network that will
             facilitate on-line learning for students, electronic communications for staff and efficient
             management of the district.


Objectives                                                                           Benchmarks
                                                                        Year 1         Year 2             Year 3
1.1 By June 2011, 100% of wireless network will be                       50%            75%               100%
    completed in the district.

1.2 By June 2011, the district wide area network (WAN) will be        100 Mbps or     200 Mbps or       500 Mbps or
    upgraded in bandwidth as needed.                                    maintain        maintain          maintain

1.3 Annually, routers and switches will be serviced or replaced          50%              Maintain        100%
    as needed.

1.4 Annually, Ethernet cabling will be serviced or installed as          50%                100%         Maintain
    needed.



 Obj            Implementation                Responsible         Timeline       Budget         Monitoring and
  #              Plan/Activities                Dept. or                         Source       Evaluation Activities
                                                Position
 1.1     Assess user needs and current       Coordinator,         Annually     Gen. Funds    Survey
 1.2     connectivity.                       Technology                        to match
 1.3                                                                           E-Rate
 1.4
 1.1     Prioritize sites for completion     Superintendent’s     Annually     Gen. Funds    Progress Report
 1.2     and establish annual                Cabinet                           to match
 1.3     implementation plan.                Coordinator,                      E-Rate
 1.4                                         Technology
 1.1     Secure contracts for projects.      Asst. Supt.          Annually     Gen. Funds    Documentation of
 1.2                                         Business                          to match      Contracts
 1.3                                         Coordinator,                      E-Rate
 1.4                                         Technology

 1.1     Secure funds to increase            Asst. Supt.          Annually     Gen. Funds    Board Agenda/Minutes
 1.2     infrastructure capability.          Business                          to match
 1.3                                         Coordinator,                      E-Rate
 1.4                                         Technology
              Garvey School District Education Technology Plan                                                       23


Goal 2.0     The district will acquire and deploy hardware necessary to accommodate curriculum and
             professional development goals.


Objectives                                                                          Benchmarks
                                                                      Year 1          Year 2               Year 3
2.1 Annually, the student to computer ratio will decrease.             4.5:1            4:1                 3.5:1

2.2 By June 2011, schools will have at least a computer lab or         50%                 75%             100%
    a mobile cart with a class set of notebook computers.

2.3 By June 2011, all classrooms will be equipped with a               10%                 25%                50%
    network laser printer.

2.4 By June 2011, there will be a fully-fledged, consolidated          25%                 50%             100%
    application/file server at each school.

2.5 By June 2011, teachers will have access to a networked             20%                 40%                60%
    station equipped with a projection system and document
    camera in their own classrooms.



 Obj            Implementation               Responsible         Timeline      Budget          Monitoring and
  #              Plan/Activities                Dept. or                       Source        Evaluation Activities
                                                Position
 2.1     Establish/verify inventory of      Asst. Supt.          Annually    Gen. Funds     On-line and print
         PCs, network printers and other    Business                                        inventory database
         ed. technology equipment in        Coordinator,
         response to State Technology       Technology
         Survey.

 2.2     Determine purchase and             Principals           Annually    Gen. Funds     School Plans
 2.3     replacement needs.                 Coordinator,                     Categorical    Purchase Orders
 2.4                                        Technology                       Program
                                                                             Funds
                                                                             Technology
                                                                             Voucher
                                                                             Program
 2.2     Collaborate with sites to          Asst. Supt.          On-going    Grant          Notification of Awards
 2.3     investigate grant opportunities.   Instruction                      Funds
 2.4                                        Coordinator,
                                            Technology

 2.5     Investigate funding sources for    Asst. Supt.          On-going    Gen. Funds     School Plans
         purchase of approximately 300      Business                         Categorical    Purchase Orders
         projection systems and             Asst. Supt.                      Program
         document cameras over a 3-         Instruction                      Funds
         year period.                       Coordinator,                     Technology
                                            Technology                       Voucher
                                                                             Program
               Garvey School District Education Technology Plan                                                            24


Goal 3.0      The district will provide timely technical support to all sites and departments.


Objectives                                                                                  Benchmarks
                                                                         Year 1               Year 2             Year 3
3.1 By June 2011, the district will have a network                      Feasibility        Implementation         Full
    administrator in the Education Technology Office.                     study                 Plan         implementation

3.2 By June 2011, the district will have one or more Leader in                50%                 100%          Maintain
    Technology Education (LITE) techs at each site selected
    and trained by District Education Technology Office (ETO)
    staff.

3.3 By June 2011, the district will hire part-time, itinerant Site       Planning            One or more      One or more
    Tech Support (STS) staff to provide additional support to                                (as needed)      (as needed)
    schools.


 Obj     Implementation                         Responsible          Timeline         Budget          Monitoring and
  #      Plan/Activities                           Dept. or                           Source        Evaluation Activities
                                                   Position
 3.1     Assess need and determine job         Asst. Supt.           Year 1         Gen. Funds     Annual Evaluation Report
 3.3     functions of network                  Business                             Categorical
         administrator and Site Tech           Coordinator,                         Program
         Support (STS).                        Technology                           funds

 3.1     Secure funding for network            Asst. Supt.           Year 2         Gen. Funds     Annual Evaluation Report
 3.3     administrator and Site Tech           Business                             Categorical
         Support (STS).                        Coordinator,                         Program
                                               Technology                           funds

 3.2     Define responsibilities and           ETAC                  Year 1         Gen. Funds     Annual Evaluation Report
         training requirement of LITE          Asst. Supt.                          Categorical
         techs.                                Instruction                          Program
                                               Asst. Supt.                          funds
                                               Human
                                               Resources
                                               Coordinator,
                                               Technology
                                               Principals
 3.2     Design and provide on-going           ETAC                  Annually       Title II, A    Professional Development
         training to LITE techs.               Asst. Supt.                          Title II, D    Institute Catalog &
                                               Instruction                                         attendance records
                                               Coordinator,
                                               Technology
                                               Principals
               Garvey School District Education Technology Plan                                                        25


Goal 4.0      The district will assist sites in identifying and implementing high quality learning resources.


Objectives                                                                             Benchmarks
                                                                      Year 1             Year 2              Year 3
4.1 By June 2011, Open Office suite will be deployed to all            25%                50%                100%
    PCs.

4.2 Annually, the district will establish/update a list of open      Develop              Update             Update
    source software applications and make it available to
    teachers.

4.3 By June 2011, teachers will be trained to use Open             Pilot Teachers      Pilot Teachers     Pilot Teachers
    Office and other open source software.

4.4 By June 2011, students will be taught using Open                   Pilot          Maintain/Expand   Maintain/Expand
    Source suite.                                                                           Pilot             Pilot

4.5 By June 2011, the district will assist the selection and       One or more         One or more        One or more
    implementation of at least one server-based learning           (as needed)         (as needed)        (as needed)
    software in any core academic subject area at all
    schools.



 Obj             Implementation                Responsible        Timeline          Budget        Monitoring and
  #               Plan/Activities                Dept. or                           Source      Evaluation Activities
                                                 Position
 4.1     Continue to deploy/upgrade           Coordinator,        On-going                     Inventory Database
         the Open Office Suite on all PCs.    Technology

 4.2     Continue to research and             Coordinator,        Annually                     List of Open Source
         compile list of open source          Technology                                       Software Applications
         software applications
         appropriate for grades K-8.

 4.3     Develop Open Office training         ETAC                Annually     Title II, D     Training Schedule
         curriculum and schedule.             Coordinator,                                     Training Sign-in Records
                                              Technology

 4.4     Include Open Office suite in         Principals          On-going                     Computer Course of Study
         grades 7-8 computer literacy         Coordinator,                                     Student Work Samples
         curriculum.                          Technology

 4.5     Collaborate with the schools in      ETAC                Annually     Gen. Funds      Progress Report
         selecting and implementing           Principals
         server-based learning software.      Coordinator,
                                              Technology

 4.5     Compile a list of online             ETAC                Annually                     ETAC Agenda
         resources to support academic        Assist. Supt.                                    List of Online Resources
         achievement.                         Instruction
                                              Coordinator,
                                              Technology
              Garvey School District Education Technology Plan                                                      26


Goal 5.0     The district will expand the use of and upgrade or replace the current student information
             system.


Objectives                                                                          Benchmarks
                                                                      Year 1          Year 2              Year 3
5.1 By June 2011, the district will complete the feasibility           25%             50%                100%
    study of replacing the current student information system.

5.2 By June 2011, teachers will have access to selected,               50%                 100%          Maintain
    relevant components in the student information system.

5.3 By June 2011, selected components of the current student            All             Some             Maintain
    information system will be accessible on any web browser.       agent-based       web-based



 Obj     Implementation                       Responsible        Timeline      Budget          Monitoring and
  #      Plan/Activities                        Dept. or                       Source        Evaluation Activities
                                                Position
 5.1     Assess user needs and secure       Asst. Supt.          Annually    Gen. Funds     Progress Report
         funding.                           Instruction                      Title II, D
                                            Director, TEIS
                                            Coordinator,
                                            Technology

 5.2     Secure funding.                    Asst. Supt.          Annually    Gen. Funds     Progress Report
 5.3                                        Instruction                      Title II, D
                                            Director, TEIS
                                            Coordinator,
                                            Technology

 5.2     Developing training curriculum     Asst. Supt.          Annually    Gen. Funds     Progress Report
 5.3     and schedule.                      Instruction                      Title II, D
                                            Director, TEIS
                                            Coordinator,
                                            Technology
                                            Principals
             Garvey School District Education Technology Plan                                            27

FUNDING AND BUDGET COMPONENT
1. Established and potential funding sources and cost savings, present and future
   Funding sources for the Garvey School District Education Technology Plan are from both unrestricted
   and restricted revenue. In addition to the general funds, unrestricted revenue generated from the
   reimbursement from the Medical Administrative Activities (MAA) Program is allocated to the district
   Education Technology Office. Bond measure Q that was passed in 2004 provides a significant
   ongoing source of revenue to enhance the infrastructure in support of technology use. The District
   will continue to apply for E-rate funds to cover the costs of internal connections, telecommunications
   and Internet access projects. The Education Technology K-12 Voucher program also provides
   reimbursement for the purchase of hardware and software. The District will continue to utilize Title
   II, Part A and Part D funds and other state and federal categorical program resources to support the
   Education Technology Plan. (Further information regarding these funding sources is found on page
   28.) Besides the existing funding sources, in an ongoing manner, the District will seek new public and
   private funding opportunities to further support the technology goals and objectives.
2. Estimation of total implementation costs for the three-year term of the plan
   The plan addresses the projected total cost of implementing the three-year Education Technology
   Plan by budgeting for infrastructure, personnel costs, hardware, software, and professional
   development. Costs are based on current salary schedules, market prices and contract labor rates.
   The projected budget is on page 28.
3. On-going technical support
   The District maintains an Education Technology Office (ETO) staffed by a Coordinator of Technology,
   one full-time Technical Support Technician, and two full-time Systems Support Technicians. To
   enhance the supervision and operation of production servers and network hardware, the district will
   consider the restructuring of the Education Technology Office by creating a network administrator
   position. In addition, based on the availability of funding resources, one or more part-time Site Tech
   Support (STS) may be hired to provide additional support to district schools. Besides the district
   supported staff, school sites fund extra-assignment for skilled teachers to serve as Leaders in
   Technology Education (LITE) technicians to provide timely, first-level tech support. This technical
   support staffing is feasible based on standardization of hardware and productivity software,
   maintaining a centrally controlled district-wide network, and hiring of outside vendors to provide
   network engineering support.
4. Replacement policy for obsolete equipment
   The District recognizes that equipment will need to be replaced after a period of time. Our current
   practice is to replace outdated hardware on a three-year rotation. The annual equipment inventory is
   monitored to determine the culling priorities. This has proved to be the most effective method to
   maintain updated technology.
   In an effort to maximize resources, the District Education Technology Plan has identified a valued
   lifespan of three years for hardware that is connected to the network and utilizes on-line applications.
   Hardware is purchased with a three-year warranty to minimize out-of-pocket expenses for repairs
   within the timeframe. Hardware that is in use over three years will continue to be connected and
   maintained until the system fails. When hardware fails, upgrades to provide additional capability will
   not be performed. It will be left up to individual sites to determine the feasibility of repairing failed
   equipment for continued use within their own environment.
   The district will also establish an “Adopt a Computer Program” to allow students and parents to utilize
   outdated, but functional, computers at home.
5. Budget Monitoring
   The budget priorities, as specified on page 28, will be examined and utilized by the district- and
   school-level leadership teams in developing the annual district and school plans and budgets. Twice a
   year, in Summer and Spring, ETAC will conduct an evaluation of the progress in implementing the
   plan by examining the services provided and the products purchased, and by monitoring the budgets
   and expenditures. Based on the findings, modifications to the Plan and adjustments to the budgets
   will be made, improvement steps will be identified, and new funding opportunities will be examined
   as necessary.
                                Garvey School District Education Technology Plan                                                                     28

                                                                  PROJECTED BUDGET
                                                              (July 1, 2008 – June 30, 2011)

PROJECTED FUNDING SOURCE                                                                                      PROJECTED FUNDING
                                                                                             Year 1                 Year 2                         Year 3
Education Technology Office (ETO) Budget (General Funds)                                            $400,000                  $430,000                       $440,000
MAA                                                                                                     $16,000                $16,000                        $16,000
Bond Measures                                                                                     $1,500,000                 $1,500,000                     $1,000,000
E-Rate Funding                                                                                      $848,729                  $547,580                       $298,920
Title II, Part D Formula Grant (EETT)*                                                                  $31,200                $24,960                        $19,968
Title II, Part A Program                                                                                $35,000                $35,000                        $35,000
Professional Development Block Grant                                                                    $40,000                $40,000                        $40,000
California Education Technology K-12 Voucher Program**                                                  $50,000                $50,000                        $50,000
School Site Categorical Programs                                                                    $289,800                  $290,540                       $276,532

TOTAL PROJECTED FUNDING                                                                        $3,210,729               $2,934,080                     $2,176,420
*EEET funding projection is based on 80% of the level of funding in the previous year.
*Voucher funding projection is based on current level of funding.



        PROJECTED                                                    PROJECTED EXPENDITURE                                                  PROJECTED
      ITEM/ACTIVITY                            Year 1                        Year 2                               Year 3                  FUNDING SOURCE
 INFRASTRUCTURE
 Electricity                                           $2,368,729                          $2,057,080                  $1,308,420     Bond Measures
 Wireless Network                                                                                                                     E-Rate Funding
 Cabling, Routers, Bandwidth                                                                                                          ETO Budget
 Telecommunication                                                                                                                    MAA
 PERSONNEL COSTS
 District Technology Office Staff                         $380,000                          $390,000                       $400,000   ETO Budget
 (current)
 District Technology Office Staff                                NA                          $20,000                        $20,000   ETO Budget
 (new)
 Site LITE Techs (extra-                                   $16,800                           $16,800                        $16,800   Site Categorical Programs
 assignment)
 Site Website Coordinators                                 $16,800                           $16,800                        $16,800   Site Categorical Programs
 (extra-assignment)
 ETAC members (extra-                                      $14,000                           $14,000                        $14,000   Title II, A Program
 assignment)
 HARDWARE
 Computers (new and                                        $36,000                           $32,000                        $28,000   Site Categorical Programs
 replacement)                                                                                                                         Technology Voucher Program
 LCD Projectors                                            $35,000                           $36,000                        $30,000   Title II, D (EETT)
 Document Camera                                           $35,000                           $36,000                        $30,000   ETO Budget
 Printers                                                  $20,000                           $21,000                        $18,000
 Server Upgrade                                             $1,200                            $1,200                         $1,200
 SOFTWARE
 District Website Software                                  $3,000                            $3,000                         $3,000   ETO Budget
                                                                                                                                      Title II, D (EETT)
 Assessment Programs:                                      $38,200                           $44,200                        $44,200   Site Categorical Programs
 1. My Access                                                                                                                         Technology Voucher Program
 2. Electronic Report Cards                                                                                                           Title II, D (EETT)
 3. Others                                                                                                                            ETO Budget
 Instruction (& Intervention)                             $180,000                          $180,000                       $180,000   Site Categorical Funds
 Programs:                                                                                                                            K-12 Technology Voucher
 1. Orchard                                                                                                                           Title II, D (EETT)
 2. Accelerated Reader                                                                                                                Technology Voucher Program
 3. Riverdeep
 4. Others
 PROFESSIONAL DEVELOPMENT
 District & Site Technology                                $61,000                           $61,000                        $61,000   Professional Development
 Institutes (e.g., standards,                                                                                                         Block Grant
 computer basic skills, software,                                                                                                     Title II, A Program
 etc.)
 Technology Conferences                                     $5,000                            $5,000                         $5,000   Title II, D (EETT)

 TOTAL PROJECTED
 EXPENDITURE                                        $3,210,729                           $2,934,080                 $2,176,420
           Garvey School District Education Technology Plan                                       29


MONITORING AND EVALUATION COMPONENT

1. Description of how technology’s impact will be evaluated.

   The Garvey School District Education Technology Plan addresses the following three components in
   the preceding pages:

        Curriculum
        Professional Development
        Infrastructure, Hardware, Technical Support and Software

   Each of these sections contains detailed descriptions of the process of evaluation, specifying the
   goals and objectives, benchmarks, as well as timelines. The primary instruments utilized in the
   evaluation process include:

       a. EdTechProfile Assessment
       b. School Technology Survey
       c. District-developed Technology Surveys
           Staff Technology Literacy Skills Checklist
           Staff Technology Use Survey
           Student Technology Literacy Skills Checklist
           Student Technology Use Survey
       d. District Technology Professional Development Institutes
           Participation & Progress Records
       e. Inventory Database & Resource Lists

   In addition, student achievement data on summative state and district assessments, as well as
   formative assessments from program-specific measures will also be examined on a regular basis to
   evaluate the impact of educational technology on student’s academic performance. The data
   generated from the above instruments and measures will enable a strong, comprehensive evaluation
   of plan implementation and goal attainment.

2. Description of how monitoring and evaluation information will be used.

   Twice a year, in Summer and Spring, the District Educational Technology Advisory Committee (ETAC)
   will prepare semi-annual and annual progress reports based on the analysis of the formative and
   summative evaluation data described above. The progress reports will be presented to instructional
   leaders and school staff to obtain input on plan modifications and next steps. After review and
   further modifications by the Superintendent’s Cabinet, the plan will be submitted to the Board of
   Education for annual review and approval. The approved Technology Plan will be posted on the
   District website to enhance communication and partnership with the community.
             Garvey School District Education Technology Plan                                               30




   EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS
                   TO MAXIMIZE THE USE OF TECHNOLOGY

The Garvey School District serves a diverse community, covering four square miles, including parts of
three separate cities. The area is home to many recent immigrants, speaking a variety of languages
other than English. The literacy needs of the community are great. According to 2000 census data, 28%
of the adults (over 25 years of age) in Monterey Park, 31% in San Gabriel and 47% in Rosemead either
do not have a high school diploma or dropped out of school some time prior to receiving a diploma. This
data is confirmed in reviewing the demographic data for each school that is part of the 2007 Academic
Performance Index (API) Growth Report. A typical school report shows that 25% of parents report an
education level as “not a high school graduate.”

For over a decade, a technology-based English language program for parents and community members
has been provided during the school year as well as in the summer district-wide. A variety of interactive
software programs, such as Rosetta Stone and Oxford Dictionary, are used. Beginning 2008-09 school
year, this program will be provided at individual sites depending upon the availability of staffing and
financial resources.

In addition, since 2006, the district has incorporated a technology-based family literacy program in its
summer school for incoming kindergarten students and their families. The program includes interactive
web-based family literacy activities as well as CD lessons to provide support for a smooth transition for
kindergarten students and their parents.

The district also has a partnership with the adult education program of the Alhambra School District
which offers computer classes through a satellite facility located in the Garvey School District area.
Classes include both basic computer literacy and keyboarding during the week and on weekends. Class
catalogues are made available to parents in the Garvey Parent Education Center.
             Garvey School District Education Technology Plan                                             31



            EFFECTIVE, RESEARCH-BASED METHODS AND STRATEGIES

The Garvey School District Education Technology Plan is focused on ensuring that all students meet or
exceed grade level standards. The following are some of the relevant research articles that were
considered in the plan’s design or are being considered in the plan’s implementation:

I. Description of how education technology strategies and proven methods selected in the
Plan are based on relevant research and effective practices.

Curriculum
Education Development Center, Inc. (2002). Technology Briefs for No Child Left Behind Planners:
Strategies for Improving Academic Achievement and Teacher Effectiveness.
This article addresses five issues that need to be coordinated to ensure that sustainable school
improvement, which includes technology, occurs. These five are: leadership, core vision, professional
development, time and assessment. Technology must no longer be viewed as a subject in isolation but
must be part of a carefully planned program to improve student achievement.
Implications for the Garvey School District Education Technology Plan: This article supports the major
premise of the District plan. In order to make it work, the District must link technology to ongoing
District and/or school improvement plans. Some major on-going school improvement areas that are
addressed in the plan are 1) using technology tools to analyze student achievement data, 2) supporting
different learning styles, allowing teachers to meet the needs of all students in the District, 3) supporting
the learning of staff, and 4) providing access to appropriate technology for students and staff with timely
support. These will be critical areas for implementation and evaluation.

Education Development Center, Inc. (2002). Technology Briefs for No Child Left Behind Planners:
Promotion of Curricula and Teaching Strategies That Integrate Technology.
This article discusses the need to make technology an integral part of all curricula, professional
development and assessment decisions. Examples such as including technology as a routine part of the
textbook adoption process are included as well as technology support infused in professional
development offerings.
Implications for the Garvey School District Education Technology Plan: A major responsibility of the
Office of Instructional Services is to see that the Education Technology Plan is not viewed as “just
another plan,” one that belongs to the Education Technology Office (ETO) or the Educational Technology
Advisory Committee (ETAC). Our goals will be reached when the plan becomes the responsibility of all
staff.

White, Noel, Ringstaff, Kathy, and Kelley, Loretta (2002). Getting the Most from Technology in the
Schools, WestEd.
This article discusses two important ideas that relate to curriculum. One is that the goals for technology
use must be clear and match with the appropriate technology and the other is that the use of technology
must be interwoven with the district or school-wide systemic reform efforts. Students need to learn both
from computers and with computers. The latter is probably the more powerful but calls for deep
integration of technology in the curriculum by skilled teachers.
Implications for the Garvey School District Education Technology Plan: Our plan contains goals for both
learning from and with computers. We must give students the necessary skills but the ultimate goal is
for students to use computers to problem solve. Our professional development needs to reflect this.

 CEO Forum (June 2001). The CEO Forum School Technology and Readiness Report: Key Building
Blocks for Student Achievement in the 21st Century. Retrieved on January 3, 2003 from
http://www.ceoforum.org/downloads/report4.pdf
This report summarizes research that links the use of educational technology with positive growth in
student achievement. Key recommendations for school districts include 1) focus technology investment
on specific educational objectives that address 21st century skills, 2) adopt continuous improvement
strategies to measure progress and monitor as needed, and 3) ensure equitable access to technology for
all students.
Implications for the Garvey School District Education Technology Plan: The District plan calls for the
revision of technology standards for students. These need to be aligned with California State standards
             Garvey School District Education Technology Plan                                             32

as well as District standards. District designed assessment measures need to incorporate technology as
well. Equitable access is an integral part of the plan.

Adams, Sharon and Burns, Mary (1999). Connecting Student Learning and Technology. Southwest
Educational Development Laboratory.
The authors provide an extensive overview of the constructivist theory of learning in the learner-centered
classroom. Using technology in such classrooms is described with numerous examples.
Implications for the Garvey School District Education Technology Plan: Truly integrating technology into
the curriculum calls for a different way to teach based on constructivist theory. As a District we have
acknowledged that integrating technology will call for some significant changes in teacher beliefs and
behavior. Approaches and strategies to bring about the paradigm shifts of all district staff, however, need
to be examined and incorporated in our long-term improvement plan.

Warlick, D. (2002). Raw Materials for the mind, Raleigh, North Carolina.
This article discusses the power of technology assisted writing in improving student performance.
Technology assisted writing can increase students’ opportunities to write, and thus produces greater
fluency. It enables writing to be taught as a multi-stage process, with equal emphasis given to each
stage. Technology can be an asset to develop thinking and creativity.
Implications for the Garvey School District Education Technology Plan: An important on-line program
included in the Technology Plan is Vantage Learning, MY Access. MY Access utilizes technology assisted
writing to motivate students to write and to develop their writing skills through the provision of frequent
diagnostic feedback in the various stages of the writing process.

International Society for Technology in Education (ISTE) (2000). National Educational Technology
Standards for Students: Connecting Curriculum and Technology plus ISTE website: www.iste.org
Both the book and the website contain examples of lessons/units that exemplify the use of technology by
teachers and students that facilitate the National Educational Technology Standards (NETS) as well as
content standards.
Implications for the Garvey School District Education Technology Plan: This book and website are
invaluable resources for teachers to select lessons/units to use in their classrooms as well as a resource
for designing their own lessons/units.

Mann, D., Shakeshaft, C., Becker, J., and Kottkamp, R. (1999). West Virginia Story: Achievement Gains
From a Statewide Comprehensive Instructional Technology Program. Retrieved on January 2, 2003.
This study assessed the effectiveness of West Virginia’s Basic Skills/Computer Education program. The
program’s objective was to use the computer as a tool for improving basic skills. The objective was
realized when trained teachers incorporated technology in their classrooms. One conclusion of the study
was that computers in classrooms were more effective than labs in producing academic gains among
students.
Implications for the Garvey School District Education Technology Plan: The District plan calls for the
placement of computers in the classrooms, a decision which is grounded in research such as this study.

Sun, Jeff (2000). Planning into Practice: Resources for Planning, Implementing, and Integrating
Instructional Technology. SEIR-TEC.
This book contains a wealth of strategies, tools, instruments and other resources aimed at helping sites
build their technology programs. Website resources are also included.
Implications for the Garvey School District Education Technology Plan: This book is another resource for
implementing a complete technology plan.

In addition, there are numerous websites that deal with exemplary practices. Examples include:
Exemplary and Promising Educational Technology Programs 2000 at
http://www.ed.gov/pubs/edtechprograms, Good Models of Teaching with Technology at
http://knowledgeloom.org/gmott, and the What Works Clearinghouse. These and other sites need to be
reviewed periodically to identify best practices which can be disseminated to staff and incorporated into
the annual plan update as appropriate.
             Garvey School District Education Technology Plan                                             33

Professional Development
Education Development Center, Inc. (2002). Technology Briefs for No Child Left Behind Planners:
Professional Development.
This article reviews recent, effective professional development research that emphasizes on-going,
sustained professional development that is “focused on improving student learning outcomes, based on
inquiry into teaching and learning, and built on interactions within professional learning communities.”
Such professional development must be utilized for technology as well. Further, the article cites C.M.
Grant (1996) in stating that the training “must extend a vision of technology as an empowering tool for
teachers and students” and that the training is “most effective when it is in the context of curriculum
content, effective pedagogy, and student learning, not focused on the technology itself.”
Implications for the Garvey School District Education Technology Plan: While professional development
in the plan contains a goal for building the technology skills of teachers, it must, at the same time,
emphasize how the technology can be used in the classroom. This component will need to be built in to
each professional development session.

White, Noel, Ringstaff, Kathy, and Kelley, Loretta (2002). Getting the Most from Technology in the
Schools, WestEd.
This article summarizes a variety of articles regarding professional development. They document the
critical need for training in order for technology to have an impact on student achievement. The more
teacher preparation the more likely teachers are to have students using technology. When learning to
integrate technology into the classroom, the most important features of the training are 1) “opportunities
to try the technology 2) reflect on their experiences, and 3) collaborate with peers on authentic learning
tasks.” In addition, the article states that, “if technology is to be used to improve student learning
through collaboration, inquiry, and interactive learning, then teachers’ beliefs must be consistent with this
kind of learning and teaching.
Implications for the Garvey School District Education Technology Plan: In the District plan, professional
development relies heavily on coaching and local support, as well as traditional opportunities which can
address the three points mentioned. This training is best addressed at sites on a 1 to 1 basis with
teacher leaders. A lesson to be learned is that teachers’ beliefs are a key in this area and must match
the professional development.
Becker, J.H., and Riel, M.M. (2000). Teacher Professional Engagement and Constructivist-Compatible
Computer Use and The Beliefs, Practices, and Computer Use of Teacher Leaders. Center for Research on
Information Technology and Organizations, retrieved on January 2, 2003 from
http://www.crit.uci.edu/tlc/aera

These studies describe professional engagement of teachers in classrooms other than their own.
Professional engagement was measured by 1) frequency that the teacher had informal, substantive
communication with other teachers at their school, 2) frequency and breadth of professional interactions
with teachers at other schools, and 3) the breadth of involvement in specific peer leadership activities-
mentoring, workshop and conference presentations, and teaching courses and writing in publications for
educators. Characteristics of teacher leaders are discussed in detail.
Implications for the Garvey School District Education Technology Plan: Professional development in the
plan utilizes the strengths of District technology experts. The plan calls for the identification of LITE
(Leader in Technology Education) Techs at each site for coaching and support. The District intends to
establish a cadre of teacher leaders to share exemplary practices and identify exemplary classrooms for
District visitations.

Wenglinsky, H. (1998). Does It Compute? The Relationship Between Educational Technology and
Student Achievement in Mathematics, Educational Testing Service Policy Information Report. Retrieved
December 30, 2002, from ftp://ftp.ets.org/pub/res/technolog.pdf
This study uses NAEP data and concludes that students whose teachers received professional
development showed gains in mathematics. Further, teacher professional development and the use of
computers to teach higher-order thinking skills “were both positively related to academic achievement in
mathematics and the social environment of the school.” While the data show that most teachers receive
some professional development in technology, the amount varies widely. Also, the study suggests that,
“teachers should focus on using computers to apply higher-order skills learned elsewhere in class.
Computers should be a component of a seamless web of instruction that includes non-technological
components.”
             Garvey School District Education Technology Plan                                           34

Implications for the Garvey School District Education Technology Plan: The emphasis of the District plan
is and needs to be communicated constantly, that technology is a tool in the attainment of grade level
standards. As such, every professional development strand needs to have technology integrated into the
design and delivery.

Schacter, John (1999). The Impact of Education Technology on Student Achievement: What the Most
Current Research has to say. Retrieved on December 30, 2002 from the Milken Family Foundation
Website: http://www.mff.org/pubs/ME161/pdf
This review of research cites numerous studies that show a positive link between teacher training and
student achievement. Specifically, Baker, Gearhart, and Herman in the Apple Classrooms of Tomorrow
(ACOT), Dale Mann’s study in West Virginia and Jay Sivin-Kachala’s review of research all discuss positive
achievement gains of students whose teachers received training.
Implications for the Garvey School District Education Technology Plan: While the positive link between
technology use and student achievement is well documented, these researchers also found that
technology use is less effective when the student learning objectives are unclear and the focus for
technology use is diffuse. This gives clear direction for the professional development we offer and for
exemplary practices that we select to promote.

Fishman, Barry, Best, Stephen, and Marx, Ron (2001). Fostering Teacher Leaning in System Reform:
Linking Professional Development to Teacher and Student Learning, Paper presented at NAREST, St.
Louis, MO.
This study explores models of professional development that promote changes in knowledge, beliefs, and
attitudes that teachers possess that lead to the acquisition of new skills, new concepts, and new
processes related to the work of teaching. Models of professional development must adapt to address
evolving knowledge, beliefs and attitudes of teachers.
Implications for the Garvey School District Education Technology Plan: The District plan addresses the
knowledge of teachers regarding technology but does not address beliefs and attitudes directly. These
two areas need to be taken into consideration in planning professional development. Also, there is no
one successful model. Rather, we need to be prepared to modify sessions and strategies as we
implement based on a thorough evaluation.

Schacter, John (1999). The Impact of Education Technology on Student Achievement: What the Most
Current Research has to say. Retrieved on December 30, 2002 from the Milken Family Foundation
Website: http://www.mff.org/pubs/ME161/pdf
This review of research states that the “most important staff development features include opportunities
to explore, reflect, collaborate with peers, work on authentic learning tasks, and engage in hands-on
active learning.”
Implications for the Garvey School District Education Technology Plan: While the District plan does not
specifically address the professional development features stated above, these active learning features
have been incorporated in the district’s current technology training program.

Infrastructure, Hardware, Technical Support and Learning Resources
White, Noel, Ringstaff, Kathy, and Kelley, Loretta (2002). Getting the Most from Technology in the
Schools, WestEd.
This article reviews studies of the ideal ratio of computers to students and finds that the studies are
inconclusive. However, based on a study by Statham and Torell, they suggest that a 1:5 ratio would
ensure “near universal access.” The article also discusses access in relation to classroom connectivity.
Implications for the Garvey School District Education Technology Plan: The District plan’s goal is to reach
a 1:3.5 ratio of Internet connected computers in three years to ensure ‘near universal access’ for all
students.

Valdez, Gilbert, McNabb, Mary, Foertsch, Mary, Anderson, Mary, Hawkes, Mark, and Raack, Lenaya
(2001). Computer-Based Technology and Learning: Evolving Uses and Expectations. NCREL. Retrieved
on January 2, 2003 from www.ncrel.org/tplan/toc.htm
This report looks at three phases of technology implementation. The first was characterized by the use
of drill and practice software, the second by learner-centered practices and the third by making schools
more effective through the use of data-driven decision making. The report has many interesting findings.
One finding was that “technology offers opportunities for learner-control, increased motivation,
connections to the real world, and data-driven assessments tied to content standards that, when
             Garvey School District Education Technology Plan                                                35

implemented systemically, enhance student achievement.” Another significant finding was that “the
success of technology depends on having significant critical access to hardware and applications that are
appropriate to the learning expectations of the activity. Research and best practice indicate that one
computer to every four to five students is necessary if students are to be able to use technology in a
manner that will yield significant improvements in learning.”
Implications for the Garvey School District Education Technology Plan: This article repeats the
recommendation of a 1:5 or 1:4 ratio that was stated in the previous article. The District’s three-year
goal is to reach a 1:3.5 ratio to provide an optimal level of computer access to students.

University of California at Irvine, (2002). Report #5 Technology Support: Its Depth, Breadth and Impact
in America’s Schools, UCI. Retrieved on January 3, 2003 from www.crito.uci.edu/tlc/findings/technology-
support
This report reviews research findings on teachers’ lack of adequate support on the use of technology.
Support is defined as a wide variety of resources which include facilities, support staff, personal help,
professional development and professional incentives. Without this support the effectiveness of
technology will be limited.
Implications for the Garvey School District Education Technology Plan: The Plan addresses the need to
restructure and expand the district Education Technology Office (ETO) to add a network administrator
and possibly part-time School Technical Support (STS) staff, with the goal to enhance the quality of tech
support for the district and schools. The restructuring and expansion plan is to be examined and
evaluated in an on-going manner to ensure adequate support for the implementation of the Education
Technology Plan.

David Thornburg (2006). When the Best is Free: An Educator’s Perspective on Open Sources .
The book recommends hand-picked open source software titles that work the same on Windows, Linux,
and Macintosh platforms. The selected programs cover tasks that range from simple document creation
to the design and implementation of online courseware. All of the titles allow teachers to copy and
distribute the programs for home use by every student at no charge.
Implications for the Garvey School District Education Technology Plan: The Plan identifies open-source
software as an effective alternative to save cost as well as to enable the district to effectively control its
software upgrade and systematically plan/deliver trainings.

John K. Waters (2007). Opening a New Door. THE Journal, August, 2007
This article discusses the increasing presence of open source in public schools in recent years due to its
potential cost savings and the growing number of educational applications. The author also points out
that “the force that may ultimately push K-12 to a tipping point … is peer pressure.”
Implications for the Garvey School District Education Technology Plan: The use of open source software,
as discussed above, is included in the Plan. To ensure an efficient and effective implementation, the
District will seek opportunities of collaboration and partnership with other school districts.

Elizabeth Millard (2005). The World of Wireless. District Administration: The Magazine for K-12 Education
Leaders, June 2005.
This article reports that there have been increasing number of districts deploying wireless technology in
schools and classrooms as an alternative to building and/or expanding wired network, which often
commands higher total cost of ownership. In addition, the wireless technology may meet more flexible
networking needs and will be integrated into fasting changing telephony. The wireless technology is still
evolving and the WI-FI network runs typically at 54 Mbps. Security will always be a prominent challenge
for schools in using wireless technology.
Implications for the Garvey School District Education Technology Plan: Included in the Plan is the
objective to build a secured wireless network to provide students and teachers with flexible access to the
Internet and other instructional resources. The wireless network, used mainly for instruction, is to be set
apart from the District wired network, a more secured system also used for administrative purpose.

Ron Schachter (2005), “Thin” Is In, District Administration, December 2005.
This article states that thin clients may replace “fat” personal computers. Using thin clients might in the
long run save schools money. Initially, the innovative technology promises consistent education products
and services, and as well as ease the management of and support to them. Thin clients do not fare well
the multimedia applications on which many schools depend on; the past two years, however, have seen
              Garvey School District Education Technology Plan                                                  36

improvement in this field. The deployment of thin clients might face the resistance from the users who
are so accustomed to personal computing.
Implications for the Garvey School District Education Technology Plan: In its effort to decrease the
student to computer ratio, the Plan includes the objective to purchase new or refurbished PCs, and the
deployment of thin clients will be considered as an alternative. Thin clients can be piloted in computer
labs to test the feasibility of the technology in K-12 environment and the acceptance of the users.

Karen Greenwood Henke (2007), How Fast Is Fast Enough? Technology and Learning, October 2007.
This article discusses that the average student’s need of bandwidth continues to go up as the result of
the increasing use of network services including Web browsing. It is suggested that approximately 40
Kbps per student will be required in next three year. The actual need may exceed this estimate.
Implications for the Garvey School District Education Technology Plan: Included in the Plan is the need
to increase the bandwidth and to upgrade the district’s WAN transport from copper-based (T1 circuits) to
fiber-optic. Currently, the bandwidth per student of the District varies from 3.3 Kbps for larger sites (like
Temple/Sanchez combo) to 10 Kpbs for small schools (like Marshall or Dewey). It is on par with the
current bandwidth (2.90 Kbps per student) surveyed by America’s Digital Schools 2006 Report. According
to the Plan, the bandwidth will increase by 300% or 600%.

Funding and Budget
Education Development Center, Inc. (2002). Technology Briefs for No Child Left Behind Planners:
Technology Type and Costs and Coordination with Other Resources.
These briefs discuss the Total Cost of Ownership and various tools such as the Texas STaR Chart as well
as resources for technology grants.
Implications for the Garvey School District Education Technology Plan: The District has conducted an in-
depth analysis of technology costs as part of the plan. However, this needs to be updated on a regular
basis as part of budget planning. The District does not have a grant writer so writing of technology
grants falls to existing staff with full job descriptions, making it very difficult to apply for many grants.

White, Noel, Ringstaff, Kathy, and Kelley, Loretta (2002). Getting the Most from Technology in the
Schools, WestEd.
This article discusses the fact that computer hardware and software quickly become obsolete.
Replacement costs need to be built into the budget as well as money for technology supplies such as ink
cartridges and toner. Another critical area is that of timely, readily available technical support.
Implications for the Garvey School District Education Technology Plan: Budget constraints will continue
to be an issue for the District. The plan does include a goal for replacement of obsolete equipment as
well as goal for increasing technical support.

Monitoring and Evaluation
Education Development Center, Inc. (2002). Technology Briefs for No Child Left Behind Planners:
Accountability Measures.
This brief emphasizes the importance of process and accountability measures that will be used to
evaluate the effectiveness of local plans. Without this piece of the plan, the effectiveness of technology
will not be known. Evaluation needs to be explicit and elements pre-established so that all necessary
components are covered.
Implications for the Garvey School District Education Technology Plan: Monitoring and evaluation
activities are integrated into all parts of the District plan. In addition, there is a specific goal that calls for
an annual update of the plan based on a report of yearly progress. While these activities are an integral
part of the plan, they may need to be spelled out in greater detail so that all stakeholders are clear
regarding the types of data that need to be collected.
             Garvey School District Education Technology Plan                                             37


II. Description of the process the District will use technology to extend or supplement the
District’s curriculum with rigorous academic courses and curricular, including distance-
learning technologies.

Clark, T. (2001). Virtual schools: Trends and issues. A study of virtual schools in the United States.
Phoenix, AZ: Distance Learning Resource Network at WestEd. Retrieved October 18, 2002, from
Website: http://www.wested.org/online_pubs/virtualschools.pdf
This study reports that an estimated total of 40,000 to 50,000 K-12 students enroll in an online course in
2001-2002. 51% of the respondents offer courses for junior high and middle school, and 27% offer
elementary level courses. Most of the schools use web- or Internet-based instruction solely, while some
employs videoconferencing or independent study.
Implications for the Garvey School District Education Technology Plan: In the District plan, online
student resources and e-books, as part of the district-adopted instructional programs as well as
supplemental intervention or enrichment materials, are listed as one of the resources in promoting
students’ mastery of rigorous academic content standards.

White, B. Y., & Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science
accessible to all students. Cognition and Instruction, 16(1), 3-188.
This study examines the effectiveness of a software program, ThinkerTools Inquiry Curriculum, in
promoting the scientific inquiry skills of middle school students. The findings indicate that the software
program, developed based on a constructivist approach, provides an effective alternative strategy which
benefits all students, particularly the educationally disadvantaged, in building scientific inquiry skills.
Implications for the Garvey School District Education Technology Plan: In the District plan, the use of
effective technology-based intervention programs is identified as one of the strategies in providing
support to below grade-level students in mastering academic content standards.

Center for Applied Research in Educational Technology (CARET) resources from http://www.caret.iste.org
CARET is a project of the International Society for Technology in Education, dedicated to promoting
appropriate uses of information technology to support and improve learning, teaching, and administration
in K-12 education. One of its research studies indicates that technology, such as Internet use, interactive
video programs, and technology-based simulations and applications, can increase students’ high order
thinking skills.
Implications for the Garvey School District Education Technology Plan: In the District plan, the use of
technology, including Internet access and quality instructional software, is identified as one of the ways
to provide differentiated learning for all students, including the development of critical thinking skills of
advanced level students.

Education Development Center, Inc. (2002). Technology Briefs for No Child Left Behind Planners:
Professional Development.
This article discusses online professional development, an emerging opportunity that can be effective and
is best used as one part of comprehensive program for staff.
Implications for the Garvey School District Education Technology Plan: In the District plan, on-line
professional development for both raising levels of technology proficiency and curriculum integration are
listed as one of several ways to provide professional development.
   Garvey School District Education Technology Plan   38




           Appendix I

Sequence of Technology Skills
            Garvey School District Education Technology Plan                                      39


                        Sequence of Technology Skills


In order to achieve technological proficiency, students must master specific technology skills. The
district will provide opportunities for all students to develop these skills that support learning,
personal productivity and decision-making in daily life.

These skills are to be introduced and developed until they become part of an individual’s personal
learning style and social framework. They represent essential, realistic and attainable goals for
lifelong learning and a productive citizenry.

As stated in the State Language Arts Standards, the recommended sequence for applying
technology skills begins at 4th grade with the utilization of technology in the writing process. The
District Language Arts follows that same procedure from grade four through grade eight.

The tables that follow recommend specific skills students should develop at certain stages in Pre K-8
education.


                                              KEY


                               E        =         Emerging

                               P        =         Proficient

                               X        =         Expert

                               E/P      =         Transition from emerging to proficient

                               P/X      =         Transition from proficient to expert
             Garvey School District Education Technology Plan              40




Basic Operation &                  K   1   2     3     4   5     6     7   8
Concepts

Use input devices & output         E   E   E/P   P     P   P     P/X   X   X
devices to successfully,
efficiently and effectively
operate computers, VCR’s,
audiotapes and other
technologies.


Use a variety of media &           E   E    E    E/P   P   P     P     P   P
technology resources for
directed and independent
learning activities.


Communicate about technology       E   E    E    E/P   P   P     P     P   P
using developmentally
appropriate and accurate
terminology.


Use developmentally appropriate    E   E   E/P   P     P   P     P     P   P
multimedia resources to support
learning.


Apply strategies for identifying                  E    E   E/P   P     P   P
and solving routine hardware
and software problems that
occur during everyday use.
             Garvey School District Education Technology Plan              41




Social, Ethical &                    K   1   2     3     4   5   6     7   8
Human Issues


Work cooperatively and               E   E   E/P   P     P   P   P/X   X   X
collaboratively with peers, family
members and others when using
technology.


Demonstrate positive social and      E   E   E/P   P     P   P   P/X   X   X
ethical behaviors when using
technology.

Practice responsible use of          E   E   E/P   P     P   P   P/X   X   X
technology systems and
software.


Discuss basic issues related to      E   E    E    E/P   P   P   P/X   X   X
responsible use of technology
and information and describe
personal consequences of
inappropriate use.


Discuss common uses of               E   E    E    E/P   P   P   P     P   P
technology in daily life and the
advantages and disadvantages
those uses provide.


Exhibit legal and ethical            E   E    E    E/P   P   P   P/X   X   X
behaviors when using
information technology and
discuss consequences of misuse.
             Garvey School District Education Technology Plan            42




Technology                         K   1   2   3     4   5     6     7   8
Productivity Tools


Create developmentally             E   E   E   E/P   P   P     P     P   P
appropriate multimedia products
with support from teachers,
family members or student’s
partners.


Use technology resources for       E   E   E   E/P   P   P/X   X     X   X
illustration and publication of
thoughts, ideas and stories for
audiences inside and outside the
classroom.


Use general purposes               E   E   E   E/P   P   P     P/X   X   X
productivity tools and
peripherals to support personal
productivity, remediate skills
deficits and facilitate learning
throughout the curriculum.
             Garvey School District Education Technology Plan           43




Technology                          K   1   2   3   4     5   6     7   8
Research Tools


Use technology resources for                E   E   E/P   P   P/X   X   X
research.


Determine when technology is                    E   E/P   P   P/X   X   X
useful and select the appropriate
tool(s) and technology resources
to address a variety of tasks and
problems.


Use content specific tools,                     E   E/P   P   P/X   X   X
software and simulations to
support learning and research.


Research and evaluate the                                 E   E/P   P   P
accuracy, relevance,
appropriateness,
comprehensiveness and bias of
electronic information sources
concerning real-world issues.
             Garvey School District Education Technology Plan            44




Technology                           K   1   2   3   4     5   6     7   8
Communication
Tools


Use technology resources to              E   E   E   E/P   P   P/X   X   X
gather information and
communicate with others.


Use telecommunications and on-                        E    E   E/P   P   P
line resources efficiently and
effectively to access remote
information, communicate with
others in support of direct and
independent learning and pursue
personal interests.


Design, develop, publish and                 E   E    E    E   E/P   P   P
present products using
technology resources that
demonstrate and communicate
curriculum concepts to
audiences inside and outside the
classroom.


Collaborate with peers, experts                            E    E    E   E
and others using
telecommunications and
collaborative tools to investigate
curriculum – related problems,
issues and information and to
develop solutions or products for
audience inside and outside the
classroom.
             Garvey School District Education Technology Plan           45




Technology Problem                K   1   2   3     4   5   6     7     8
Solving and Decision
Making Tools


Use technology resources for      E   E   E   E/P   P   P   P     P     P
problem solving.


Select appropriate tools and                        E   E   E/P   P     P
technology resources to
accomplish a variety of tasks
and solve problems.


Evaluate the accuracy,                                  E    E    E/P   P
relevance, appropriateness,
comprehensiveness and bias of
electronic information sources.


Demonstrate an understanding                            E   E/P   P     P
of concepts underlying
hardware, software and
connectivity and of practical
application to learning and
problems solving.
Garvey School District Education Technology Plan   46




      Appendix II
Current Board Policies
Related to Technology




            B P 0440/A R 0440
        District Technology Plan
        BP6162.7/AR6162.7
  Use of Technology in Instruction
         BP6163.4/AR6163.4
      Student Use of Technology
               Garvey School District Education Technology Plan                          47

Philosophy, Goals, Objectives and Comprehensive Plans                        BP 0440(a)

DISTRICT TECHNOLOGY PLAN

The Governing Board recognizes that technological resources can greatly enhance
student achievement by increasing student access to information, developing their
technological literacy skills, and providing instruction tailored to student needs.
Effective use of technology can also increase the efficiency of the district's
noninstructional operations and governance. The Board is committed to the
development and maintenance of a districtwide infrastructure and to providing staff
professional development that will enable a successful, equitable, and cost-effective
implementation of existing and new technologies.
(cf.   4040 - Employee Use of Technology)
(cf.   4131 - Staff Development)
(cf.   4222 - Teacher Aides/Paraprofessionals)
(cf.   4231 - Staff Development)
(cf.   4331 - Staff Development)
(cf.   6163.4 - Student Use of Technology)

The Superintendent or designee shall develop a three- to five-year technology plan
which:

1.        Focuses on the use of technology to improve student achievement and is aligned
          with the district's vision and goals for student learning
(cf. 0000 - Vision)
(cf. 0200 - Goals for the School District)
(cf. 6000 - Concepts and Roles)

2.        Contains clear goals for the use of technology based on an assessment of district
          needs

3.        Addresses all components required for state or federal technology grant
          programs, administered by the California Department of Education, in which the
          district participates (Education Code 51871.5, 52295.35; 5 CCR 11974; 20 USC
          6764; 47 CFR 54.508)

4.        Addresses the use of technology to improve district governance, district and
          school site administration, support services, and communications
(cf. 0400 - Comprehensive Plans)
(cf. 1113 - District and School Web Sites)
(cf. 3580 - District Records)

Planning Team

The Superintendent or designee shall appoint a planning team to assist with the
development of the technology plan. The recommendations of the committee shall be
advisory only and shall not be binding on the Board. The plan shall be submitted to the
Board for approval.
(cf. 1220 - Citizen Advisory Committees)
(cf. 9140 - Board Representatives)
            Garvey School District Education Technology Plan                                    48

                                                                                        BP 0440(b)
DISTRICT TECHNOLOGY PLAN (continued)

Legal Reference:
EDUCATION CODE
10550-10555 Telecommunications standards
11800 K-12 High Speed Network grant program
51006 Computer education and resources
51007 Programs to strengthen technological skills
51865 California distance learning policy
51870-51874 Educational technology
52270-52272 Education technology and professional development grants
52295.10-52295.55 Implementation of federal Enhancing Education Through Technology (EETT) grant
program
60010 Instructional materials, definition
66940-66941 Distance learning
PENAL CODE
502 Computer crimes, remedies
CODE OF REGULATIONS, TITLE 5
11971-11979.5 Enhancing Education Through Technology grants
UNITED STATES CODE, TITLE 20
6751-6777 Enhancing Education Through Technology Act, No Child Left Behind Act, Title II, Part D
UNITED STATES CODE, TITLE 47
254 Universal service discounts (E-rate)
CODE OF FEDERAL REGULATIONS, TITLE 47
54.500-54.523 Universal service support for schools, especially:
54.508 Technology plan

Management Resources:
CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS
Education Technology Planning: A Guide for School Districts, 2001
WEB SITES
CSBA: http://www.csba.org
California Department of Education, Education Technology Office: http://www.cde.ca.gov/ls/et
California Learning Resource Network: http://www.clrn.org
California Technology Assistance Project: http://www.ctap.k12.ca.us
International Society for Technology in Education: http://www.iste.org
Technical Support for Education Technology in Schools: http://www.techsets.org




Policy                                                        GARVEY SCHOOL DISTRICT
Adopted: March 2, 2006                                               Rosemead, California
Revised: January 10, 2008
                 Garvey School District Education Technology Plan                          49

Philosophy, Goals, Objectives and Comprehensive Plans                         AR 0440(a)

DISTRICT TECHNOLOGY PLAN

Development of Plan

The district's technology plan shall be developed by a planning team which may include,
but is not limited to, the Superintendent, district curriculum and technology
administrators, site administrators, teachers, classified staff, parents/guardians,
students, community members, including members of the business community.

(cf. 1220 - Citizen Advisory Committees)
(cf. 9140 - Board Representatives)

The Superintendent or designee shall present the planning team with its specific duties
and responsibilities and a timeline for completing its recommendations and for reporting
to the Governing Board.

Plan Components

The district's technology plan shall address, at a minimum, all of the following
components:

1.        Curriculum

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

b.        The current use of hardware and software to support teaching and learning

c.        The district's curricular goals and academic content standards as presented in
          various district and school site comprehensive planning documents

(cf.   0000 -   Vision)
(cf.   0200 -   Goals for the School District)
(cf.   0400 -   Comprehensive Plans)
(cf.   0420 -   School Plans/Site Councils)
(cf.   6011 -   Academic Standards)

d.        A list of clear goals and a specific implementation plan to:

(1)       Use technology to improve teaching and learning by supporting the district's
          curricular goals and academic content standards

(2)       Delineate how and when students will acquire technological and information
          literacy skills needed to succeed in the classroom and the workplace

(3)       Ensure appropriate access for all students
                 Garvey School District Education Technology Plan                           50

                                                                                 AR 0440(b)
DISTRICT TECHNOLOGY PLAN (continued)

(4)       Use technology to make student record keeping and assessment more efficient
          and supportive of teachers' efforts to meet individual student academic needs

(5)       Use technology to make teachers and administrators more accessible to
          parents/guardians
(cf. 6020 - Parent Involvement)
(cf. 6143 - Courses of Study)

e.        Benchmarks and a timeline for implementing planned strategies and activities

f.        The process that will be used to monitor whether the strategies and
          methodologies using technology are being implemented according to the
          benchmarks and timeline

2.        Professional development

a.        Teachers' and administrators' current technology skills and needs for professional
          development

b.        Clear goals and a specific implementation plan for providing professional
          development opportunities based on the needs assessment and on the
          curriculum goals, benchmarks, and timeline described in item #1 above

c.        Benchmarks and a timeline for implementing planned strategies and activities

d.        The process that will be used to monitor whether the professional development
          goals are being met and the planned professional development activities are
          being implemented according to the benchmarks and timeline
(cf.   4040 -   Employee Use of Technology)
(cf.   4131 -   Staff Development)
(cf.   4222 -   Teacher Aides/Paraprofessionals)
(cf.   4331 -   Staff Development)

3.        Infrastructure, hardware, technical support, and software

a.        The technology hardware, electronic learning resources, networking, and
          telecommunications infrastructure, physical plant modifications, and technical
          support needed by teachers, students, and administrators to support the
          activities in items #1 and 2 above

b.        The existing hardware, Internet access, electronic learning resources,
          infrastructure, and technical support currently in place in the district which could
          be used to support the components described in items #1 and 2 above
             Garvey School District Education Technology Plan                          51

                                                                            AR 0440(c)
DISTRICT TECHNOLOGY PLAN (continued)

c.      Benchmarks and a timeline for obtaining the hardware, infrastructure, electronic
        learning resources, and technical support required to support the other
        components of the plan

d.      The process that will be used to monitor whether the goals and benchmarks are
        being reached within the specified time frame

4.      Funding and budget

a.      All costs and the current budget associated with implementing each component
        of the plan

b.      Existing and potential funding sources

c.      Options for reducing costs

d.      Annual budgets for the term of the plan

e.      Provision of ongoing technical support

f.      The district's policy for replacing obsolete equipment

g.      A process for monitoring progress and updating funding and budget decisions

(cf. 3100 - Budget)

5.      Monitoring and evaluation

a.      A process for evaluating the impact of technology on student learning using the
        goals and benchmarks for each component of the plan

b.    A schedule for evaluating the effect of plan implementation on student
achievement

c.      How and when the results of the monitoring process and evaluation will be used

(cf. 0500 - Accountability)



\
Regulation                                                GARVEY SCHOOL DISTRICT
Adopted:         March 2, 2006:                                 Rosemead, California
Revised:         January 10, 2008
                Garvey School District Education Technology Plan                               52

Instruction

Instruction                                                                     BP 6162.7

USE OF TECHNOLOGY IN INSTRUCTION

The Governing Board encourages the instructional use of computers, videotapes,
interactive videodisks, distance learning, cable television and other technologies. The
Board perceives that these technologies:

•          Give students new ways to access information and practice skills

•          Help teachers meet a wide range of learning styles

•          Enable teachers to move from whole-class instruction to a mixture of small-group
           and individualized instruction

•          Help students develop reasoning and problem-solving abilities

•          Will be a part of students' everyday lives

The Board recognizes that trained teachers are needed to make the best use of the
district's technology. Teachers and instructional aides shall receive training in using the
technologies available to them. All district schools shall have the opportunity to obtain
computers, software and other equipment.

The district's educational software shall be carefully selected and evaluated so as to
meet the teachers' and students' needs and conform with district policy and regulations.

(cf.   3512 - Equipment)
(cf.   4132/4232/4332 - Publication or Creation of Materials)
(cf.   6161.1 - Selection and Evaluation of Instructional Materials)
(cf.   6161.11 - Supplementary Instructional Materials)
(cf.   6162.6 - Use of Copyrighted Materials)


Legal Reference:
        EDUCATION CODE
        51865 California distance learning policy
        51870-51874 Educational Technology

Management Resources:
      CDE PUBLICATIONS
      The California Master Plan For Educational Technology, April 1992




Policy                                                                 GARVEY SCHOOL DISTRICT
adopted: April 27, 2006                                                      Rosemead, California
             Garvey School District Education Technology Plan                            53

Instruction                                                           AR 6162.7(a)

USE OF TECHNOLOGY IN INSTRUCTION


Copyrights

Staff shall strictly observe copyright laws related to computers and educational
technology. A designated employee shall ensure that software is used and duplicated
in accordance with software licensing agreements. Public domain software may be
duplicated and exchanged with other schools or staff. No illegal copies of copyrighted
software shall be accepted or used in the district.

(cf. 6162.6 - Use of Copyrighted Materials)

Selection of Educational Software

The following guidelines shall be considered when evaluating educational software:

l.      Skill levels required to operate the program are commensurate with the skill
        levels being taught or practiced

2.      Instructions are clear and complete, and the program operates as specified in
        the instructions

3.      Program objectives relate to course objectives and are explicitly stated or readily
        apparent to the learner

4.      Responses to learners are helpful and encouraging

5.      Users can easily and independently operate the program

6.      The pace of the program can be controlled by the teacher or learner, unless
        pacing is an essential element of the instructional strategy

7.      Unanticipated learner input does not disrupt program operation

8.      Screens are well-formatted, with appropriate use of sound and graphics

9.      Support materials include:

        a.      A description of the hardware required to use the program

        b.      Procedures for installing the software

        c.      Provisions for the replacement of defective software and
           Garvey School District Education Technology Plan                           54

                                                                   AR 6162.7(b)

USE OF TECHNOLOGY IN INSTRUCTION (continued)


      d.     Descriptions of the program's content and objectives, usage in various
             instructional settings, suggested related classroom activities




Regulation                                             GARVEY SCHOOL DISTRICT
approved: April 27, 2006                                      Rosemead, California
               Garvey School District Education Technology Plan                                    55

Instruction                                                                         BP 6163.4(a)

STUDENT USE OF TECHNOLOGY

The Governing Board intends that technological resources provided by the district be
used in a safe, responsible, and proper manner in support of the instructional program
and for the advancement of student learning.

(cf.   0440 - District Technology Plan)
(cf.   1113 - District and School Web Sites)
(cf.   4040 - Employee Use of Technology)
(cf.   5131 - Conduct)
(cf.   6163.1 - Library Media Centers)

The Superintendent or designee shall notify students and parents/guardians about
authorized uses of district computers, user obligations and responsibilities, as well as
consequences for unauthorized use and/or unlawful activities.

(cf.   5125.2 - Withholding Grades, Diploma or Transcripts)
(cf.   5144 - Discipline)
(cf.   5144.1 - Suspension and Expulsion/Due Process)
(cf.   5144.2 - Suspension and Expulsion/Due Process: Students with Disabilities)
(cf.   5145.12 - Search and Seizure)

Online Services/Internet Access

The Superintendent or designee shall ensure that all district computers with Internet
access have a technology protection measure that blocks or filters Internet access
to visual depictions that are obscene, child pornography, or harmful to minors, and that
the operation of such measures is enforced. (20 USC 6777, 47 USC 254) Personal
computers brought from home to be used in the classroom must also provide protection
for students.

The Board desires to protect students from access to inappropriate matter on the
Internet. The Superintendent or designee shall implement rules and procedures
designed to restrict students' access to harmful or inappropriate matter on the Internet.
He/she also shall establish regulations to address the safety and security of
students and student information when using email, chat rooms, and other
forms of direct electronic communication.

The Superintendent or designee shall provide age-appropriate instruction regarding the
district's acceptable use agreement, including instruction on the safe use of social
networking sites and other Internet services including, but not limited to, the dangers of
posting personal information online, misrepresentation by online predators, and how to
report inappropriate or offensive content or threats.

(cf. 6143 - Courses of Study)
             Garvey School District Education Technology Plan                                             56

                                                                                       BP 6163.4(b)

STUDENT USE OF TECHNOLOGY (continued)


Student use of district computers to access social networking sites is prohibited.
To the extent possible, the Superintendent or designee shall block access to such sites
on district computers with Internet access.

Before using the district's online resources, each student and his/her parent/guardian
shall sign and return an Acceptable Use Agreement specifying user obligations and
responsibilities. In that agreement, the student and his/her parent/guardian shall agree
to not hold the district or any district staff responsible for the failure of any technology
protection measures, violations of copyright restrictions, or users' mistakes or
negligence. They shall also agree to indemnify and hold harmless the district and
district personnel for any damages or costs incurred.

(cf. 6162.6 - Use of Copyrighted Materials)

Staff shall supervise students while they are using online services and may ask teacher
aides, student aides, and volunteers to assist in this supervision.

The Superintendent or designee shall regularly review this policy, the accompanying
administrative regulation, and other relevant procedures to help ensure that the district
adapts to changing technologies and circumstances. He/she shall also monitor the
district's filtering software to help ensure its effectiveness.


Legal Reference:
EDUCATION CODE
51006 Computer education and resources
51007 Programs to strengthen technological skills
51870-51874 Education technology
60044 Prohibited instructional materials
PENAL CODE
313 Harmful matter
502 Computer crimes, remedies
632 Eavesdropping on or recording confidential communications
UNITED STATES CODE, TITLE 20
6751-6777 Enhancing Education Through Technology Act, Title II, Part D, especially:
6777 Internet safety
UNITED STATES CODE, TITLE 47
254 Universal service discounts (E-rate)
CODE OF FEDERAL REGULATIONS, TITLE 16
312.1-312.12 Children's online privacy protection
CODE OF FEDERAL REGULATIONS, TITLE 47
54.520 Internet safety policy and technology protection measures, E-rate discounts

Management Resources:
CSBA PUBLICATIONS
Cyberbullying: Policy Considerations for Boards, Governance and Policy Services Policy Brief, July 2007
            Garvey School District Education Technology Plan                                         57

                                                                                     BP 6163.4(c)

STUDENT USE OF TECHNOLOGY (continued)


CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS
K-12 Network Technology Planning Guide: Building the Future, 1995
CALIFORNIA DEPARTMENT OF EDUCATION PROGRAM ADVISORIES
1223.94 Acceptable Use of Electronic Information Resources
MY SPACE.COM PUBLICATIONS
The Official School Administrator's Guide to Understanding MySpace and Resolving Social Networking
Issues
WEB SITES
CSBA: http://www.csba.org
American Library Association: http://www.ala.org
California Coalition for Children's Internet Safety: http://www.cybersafety.ca.gov
California Department of Education: http://www.cde.ca.gov
Center for Safe and Responsible Internet Use: http://csriu.org and http://cyberbully.org
Federal Communications Commission: http://www.fcc.gov
U.S. Department of Education: http://www.ed.gov
Web Wise Kids: http://www.webwisekids.org




Policy                                                           GARVEY SCHOOL DISTRICT
Adopted: April 27, 2006                                                  Rosemead, California
Revised: January 10, 2008
               Garvey School District Education Technology Plan                             58

Instruction                                                                 AR 6163.4(a)

STUDENT USE OF TECHNOLOGY

The principal or designee shall oversee the maintenance of each school's technological
resources and may establish guidelines and limits on their use. He/she shall ensure
that all students using these resources receive training in their proper and appropriate
use.
(cf.   0440 - District Technology Plan)
(cf.   4040 - Employee Use of Technology)
(cf.   4131- Staff Development)
(cf.   4231 - Staff Development)
(cf.   4331 - Staff Development)

Online/Internet Services: User Obligations and Responsibilities

Students are authorized to use district equipment to access the Internet or other online
services in accordance with Board policy, the user obligations and responsibilities
specified below, and the district's Acceptable Use Agreement.

1.        The student in whose name an online services account is issued is responsible
          for its proper use at all times. Students shall keep personal account numbers,
          home addresses, and all telephone numbers private. They shall only use the
          account to which they have been assigned.

2.        Students shall use the district's system safely, responsibly, and primarily for
          educational purposes.

3.        Students shall not access, post, submit, publish, or display harmful or
          inappropriate matter that is threatening, obscene, disruptive, or sexually explicit,
          or that could be construed as harassment or disparagement of others based on
          their race/ethnicity, national origin, sex, gender, sexual orientation, age,
          disability, religion, or political beliefs.
(cf. 5145.3 - Nondiscrimination/Harassment)
(cf. 5145.7 - Sexual Harassment)
(cf. 5145.9 - Hate-Motivated Behavior)

Harmful matter includes matter, taken as a whole, which to the average person,
applying contemporary statewide standards, appeals to the prurient interest and is
matter which depicts or describes, in a patently offensive way, sexual conduct and
which lacks serious literary, artistic, political, or scientific value for minors. (Penal Code
313)

4.        Unless otherwise instructed by school personnel, students shall not disclose, use,
          or disseminate personal identification information about themselves or others
          when using email, chat rooms, or other forms of direct electronic communication.
          Students are also cautioned not to disclose such information by other means to
          individuals contacted through the Internet without the permission of their
          parents/guardians.
             Garvey School District Education Technology Plan                                59

                                                                             AR 6163.4(b)

STUDENT USE OF TECHNOLOGY (continued)

Personal information includes the student's name, address, telephone number, Social
Security number, or other individually identifiable information.

5.      Students shall not use the system to encourage the use of drugs, alcohol, or
        tobacco, nor shall they promote unethical practices or any activity prohibited by
        law, Board policy, or administrative regulations.

(cf. 3513.3 - Tobacco-Free Schools)

6.      Students shall not use the system to engage in commercial or other for-profit
        activities.

7.      Students shall not use the system to threaten, intimidate, harass, or ridicule
        other students or staff.

(cf. 5131 - Conduct)

8.      Copyrighted material shall be placed on the district’s computer system only in
        accordance with applicable copyright laws. Any materials utilized for research
        projects should be given proper credit as with any other printed source of
        information.

(cf. 5131.9 - Academic Honesty)
(cf. 6162.6 - Use of Copyrighted Materials)

9.      Students shall not intentionally upload, download, or create computer viruses
        and/or maliciously attempt to harm or destroy district equipment or materials or
        manipulate the data of any other user, including so-called "hacking."

(cf. 5131.5 - Vandalism, Theft and Graffiti)

10.     Students shall not read other users’ electronic mail or files. They shall not
        attempt to interfere with other users' ability to send or receive email, nor shall
        they attempt to delete, copy, modify, or forge other users’ mail.

11.    Students shall report any security problem or misuse of the services to the
       teacher or principal.

The district reserves the right to monitor the system for improper use. Electronic
communications and downloaded material, including files deleted from a user’s account,
may be reviewed by district officials to ensure proper use of the system.

(cf. 5145.12 - Search and Seizure)
             Garvey School District Education Technology Plan                               60

                                                                                  AR 6163.4(c)

STUDENT USE OF TECHNOLOGY (continued)


The principal or designee shall make all decisions regarding whether or not a student
has violated Board policy or the district’s Acceptable Use of Agreement. The decision of
the principal or designee shall be final. Inappropriate use also may result in disciplinary
action and/or legal action in accordance with law and Board policy.

(cf. 5144 - Discipline)
(cf. 5144.1 - Suspension and Expulsion/Due Process)
(cf. 5144.2 - Suspension and Expulsion/Due Process: Students with Disabilities)




Regulation                                                         GARVEY SCHOOL DISTRICT
Adopted:         April 27, 2006                                          Rosemead, California
Revised:         January 10, 2008
Garvey School District Education Technology Plan   61




     Appendix III
Garvey School District
 Teacher Technology
       Survey
                                              Garvey School District Education Technology Plan                                                                                                      62

                                                                        USE of INSTRUCTIONAL SOFTWARE by STAFF
                    PROGRAM                                          STAFF’S Self-Assessed       FREQUENCY of USE                                               TARGET STUDENTS
        If the specified program is not used, or software/
      technology is not available, proceed to the next row.           KNOWLEDGE Level             Per Target Student                                           (Check all applicable areas.)
    Orchard __ Reading __ Math                                 1 – I have little or no knowledge.             Daily (at least 10 minutes)               All Students
                                                               2 – I have some knowledge.                     Weekly (at least 10 minutes)              Students who finish their work early
     Not Used                                                                                                 Monthly (at least 10 minutes)             Struggling Students
     Software Not Available
                                                               3 – I can use it well.
                                                                                                               Seldom                                    Proficient & Advanced Students
     Technology Not Available                                 4 – I can teach other staff members.           Never                                     Others: ____________
    Accelerated Reader                                         1 – I have little or no knowledge.             Daily (at least 10 minutes)               All Students
                                                               2 – I have some knowledge.                     Weekly (at least 10 minutes)              Students who finish their work early
     Not Used                                                                                                 Monthly (at least 10 minutes)             Struggling Students
     Software Not Available
                                                               3 – I can use it well.
                                                                                                               Seldom                                    Proficient & Advanced Students
     Technology Not Available                                 4 – I can teach other staff members.           Never                                     Others: ____________
    Accelerated Math                                           1 – I have little or no knowledge.             Daily (at least 10 minutes)               All Students
                                                               2 – I have some knowledge.                     Weekly (at least 10 minutes)              Students who finish their work early
     Not Used                                                                                                 Monthly (at least 10 minutes)             Struggling Students
     Software Not Available
                                                               3 – I can use it well.
                                                                                                               Seldom                                    Proficient & Advanced Students
     Technology Not Available                                 4 – I can teach other staff members.           Never                                     Others: ____________
    My Access                                                  1 – I have little or no knowledge.             Daily (at least 10 minutes)               All Students
                                                               2 – I have some knowledge.                     Weekly (at least 10 minutes)              Students who finish their work early
     Not Used                                                                                                 Monthly (at least 10 minutes)             Struggling Students
     Software Not Available
                                                               3 – I can use it well.
                                                                                                               Seldom                                    Proficient & Advanced Students
     Technology Not Available                                 4 – I can teach other staff members.           Never                                     Others: ____________
    Reading Counts                                             1 – I have little or no knowledge.             Daily (at least 10 minutes)               All Students
                                                               2 – I have some knowledge.                     Weekly (at least 10 minutes)              Students who finish their work early
     Not Used                                                                                                 Monthly (at least 10 minutes)             Struggling Students
     Software Not Available
                                                               3 – I can use it well.
                                                                                                               Seldom                                    Proficient & Advanced Students
     Technology Not Available                                 4 – I can teach other staff members.           Never                                     Others: ____________
    Others:                                                    1 – I have little or no knowledge.             Daily (at least 10 minutes)               All Students
                                                               2 – I have some knowledge.                     Weekly (at least 10 minutes)              Students who finish their work early
    ______________________                                     3 – I can use it well.                         Monthly (at least 10 minutes)             Struggling Students
                                                                                                               Seldom                                    Proficient & Advanced Students
                                                               4 – I can teach other staff members.           Never                                     Others: ____________
                                                              TECHNOLOGY & INFORMATION LITERACY SKILLS of STUDENTS
           TYPE of SKILLS                                               STUDENTS’                     FREQUENCY of USE                                                   SUBJECT AREAS
                                                                     KNOWLEDGE Level                       by Students                                               (Check all applicable areas.)
    Word Processing                                       1 – Very few/no students have knowledge of most of the skills.           Daily                            Language Arts
                                                          2 – Some students have knowledge of most of the skills.                  Weekly                           Mathematics
    Skills                                                                                                                          Monthly                          Science
                                                          3 – Most students have knowledge of most of the skills.
                                                                                                                                    Seldom                           History/Social Science
                                                          4 – All students have knowledge of most of the skills.                   Never                            Others: ____________
    Skills in Publishing                                  1 – Very few/no students have knowledge of most of the skills.           Daily                            Language Arts
                                                          2 – Some students have knowledge of most of the skills.                  Weekly                           Mathematics
    Software                                                                                                                        Monthly                          Science
                                                          3 – Most students have knowledge of most of the skills.
                                                                                                                                    Seldom                           History/Social Science
                                                          4 – All students have knowledge of most of the skills.                   Never                            Others: ____________
    Grades 4-8 Students                                   1 – Very few/no students have knowledge of most of the skills.           Daily                            Language Arts
                                                          2 – Some students have knowledge of most of the skills.                  Weekly                           Mathematics
    Spreadsheet Skills                                                                                                              Monthly                          Science
    (e.g., basic computation)                             3 – Most students have knowledge of most of the skills.
                                                                                                                                    Seldom                           History/Social Science
                                                          4 – All students have knowledge of most of the skills.                   Never                            Others: ____________
    Grades 4-8 Students                                   1 – Very few/no students have knowledge of most of the skills.           Daily                            Language Arts
                                                          2 – Some students have knowledge of most of the skills.                  Weekly                           Mathematics
    Skills in accessing the                                                                                                         Monthly                          Science
                                                          3 – Most students have knowledge of most of the skills.
    Internet for Research                                 4 – All students have knowledge of most of the skills.
                                                                                                                                    Seldom                           History/Social Science
    Purposes                                                                                                                        Never                            Others: ____________
    Grades 4-8 Students                                   1 – Very few/no students have knowledge of most of the skills.           Daily                            Language Arts
                                                          2 – Some students have knowledge of most of the skills.                  Weekly                           Mathematics
    Skills in using                                                                                                                 Monthly                          Science
                                                          3 – Most students have knowledge of most of the skills.
    Presentation Software                                                                                                           Seldom                           History/Social Science
                                                          4 – All students have knowledge of most of the skills.                   Never                            Others: ____________
                                                                            USE of TECHNOLOGY with PARENTS
                     TYPE of USE                                     STAFF’S Self-Assessed FREQUENCY     REASONS of USE                                         TYPES OF TECHNOLOGY
                                                                      KNOWLEDGE Level        of USE      (Check all applicable areas.)                              (Check all applicable areas.)

    Use of Available Technology                                   1 – I have little or no knowledge.      Daily                   Homework                   Voice Mail
                                                                  2 – I have some knowledge.              Weekly                  Set up Appointments        E-mail
    to enhance Communication                                      3 – I can use it well.                  Monthly                 Special Events             Website
    with Parents                                                  4 – I can teach it.                     Seldom                  Grades                     Others: ____________
                                                                                                           Never                   Others: ____________
    % of Students who have                                        1 – <25%                                              % of Parents who have                  1 – <25%
                                                                  2 – 25% - 50%                                                                                2 – 25% - 50%
    Computers at Home                                             3 – 50% - 75%                                         Internet Access at                     3 – 50% - 75%
                                                                  4 – >75%                                              Home/Office                            4 – >75%
                                           INTEREST TO PARTICIPATE IN OR PRESENT PROFESSIONAL DEVELOPMENT SESSIONS
                                                                                             (Check all applicable areas.)
1   2 (1 – PARTICIPATE                        2 – PRESENT)                            1   2 (1 – PARTICIPATE            2 – PRESENT)
    General Computer Knowledge & Skills                                                 Word Processing
    Internet (e.g., for research Use)                                                   Publishing
    Email                                                                               Presentation (e.g., PowerPoint, SMART Board)
    Datebase (e.g., Access)                                                             Use of Educational Software in Classroom Instruction & Learning (specify: _______________________)
    Spreadsheet (e.g., Excel)                                                           Use of Technology to enhance Communication with Parents
  Garvey School District Education Technology Plan   63




          Appendix IV

  Criteria for EETT-Funded
Education Technology Plans
                       Garvey School District Education Technology Plan                                                                64




               Criteria for EETT-Funded Education Technology Plans
                                                         (Appendix C)


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 Requirement (Appendix D).
       Include this form (Appendix C) with “Page in District Plan” completed at the end of your technology plan.

   1. PLAN DURATION                           Page in           Example of Adequately                   Example of Not
      CRITERION                               District               Addressed                       Adequately Addressed
                                               Plan
   The plan should guide the district’s use       2         The technology plan describes the       The plan is less than three
   of education technology for the next                     districts use of education              years or more than five years
   three to five years. (For a new plan,                    technology for the next three to five   in length.
   can include technology plan                              years. (For new plan, description of
   development in the first year)                           technology plan development in the      Plan duration is 2008-11.
                                                            first year is acceptable).
                                                            Specific start and end dates are
                                                            recorded (7/1/xx to 6/30/xx).

   2. STAKEHOLDERS                            Page in           Example of Adequately                    Not Adequately
       CRITERION                              District               Addressed                             Addressed
      Corresponding EETT                       Plan
      Requirement(s): 7 and 11
      (Appendix D).
   Description of how a variety of               2-3        The planning team consisted of          Little evidence is included that
   stakeholders from within the school                      representatives who will implement      shows that the district actively
   district and the community-at-large                      the plan. If a variety of               sought participation from a
   participated in the planning process.                    stakeholders did not assist with the    variety of stakeholders.
                                                            development of the plan, a
                                                            description of why they were not
                                                            involved is included.
                  Garvey School District Education Technology Plan                                                           65


3. CURRICULUM COMPONENT               Page in       Example of Adequately                     Example of Not
   CRITERIA                           District           Addressed                         Adequately Addressed
   Corresponding EETT                  Plan
   Requirement(s): 1, 2, 3, 8, 10,
   and 12 (Appendix D).
a.   Description of teachers’ and        5       The plan describes the technology        The plan explains technology
     students’ current access to                 access available in the classrooms,      access in terms of a student-
     technology tools both during                library/media centers, or labs for all   to-computer ratio, but does not
     the school day and outside of               students and teachers.                   explain where access is
     school hours.                                                                        available, who has access, and
                                                                                          when various students and
                                                                                          teachers can use the
                                                                                          technology.
b.   Description of the district’s       6       The plan describes the typical           The plan cites district policy
     current use of hardware and                 frequency and type of use                regarding use of technology,
     software to support teaching                (technology skills/information           but provides no information
     and learning.                               literacy/integrated into the             about its actual use.
                                                 curriculum).
c.   Summary of the district’s           7       The plan summarizes the district’s       The plan does not summarize
     curricular goals that are                   curricular goals that are supported      district curricular goals.
     supported by this tech plan.                by the plan and referenced in
                                                 district document(s).
d.   List of clear goals,                8       The plan delineates clear goals,         The plan suggests how
     measurable objectives,                      measurable objectives, annual            technology will be used, but is
     annual benchmarks, and an                   benchmarks, and a clear                  not specific enough to know
     implementation plan for                     implementation plan for using            what action needs to be taken
     using technology to improve                 technology to support the district’s     to accomplish the goals.
     teaching and learning by                    curriculum goals and academic
     supporting the district                     content standards to improve
     curricular goals.                           learning.
e.   List of clear goals,                9       The plan delineates clear goal(s),       The plan suggests how
     measurable objectives,                      measurable objective(s), annual          students will acquire
     annual benchmarks, and an                   benchmarks, and an                       technology skills, but is not
     implementation plan                         implementation plan detailing how        specific enough to determine
     detailing how and when                      and when students will acquire           what action needs to be taken
     students will acquire the                   technology skills and information        to accomplish the goals.
     technology skills and                       literacy skills.
     information literacy skills
     needed to succeed in the
     classroom and the
     workplace.
f.   List of goals and an               NA       The plan describes or delineates         The plan suggests that
     implementation plan that                    clear goals outlining how students       students will be educated in
     describe how the district will              will learn about the concept,            the ethical use of the Internet,
     address the appropriate and                 purpose, and significance of the         but is not specific enough to
     ethical use of information                  ethical use of information               determine what actions will be
     technology in the classroom                 technology including copyright, fair     taken to accomplish the goals.
     so that students can                        use, plagiarism and the implications
     distinguish lawful from                     of illegal file sharing and/or
     unlawful uses of copyrighted                downloading (as stated in AB 307).
     works, including the
     following topics: the concept
     and purpose of both
     copyright and fair use;
     distinguishing lawful from
     unlawful downloading and
     peer-to-peer file sharing; and
     avoiding plagiarism (AB 307,
     optional in 2007-08 tech
     plan, required in all tech
     plans 2008-09 and after)
                   Garvey School District Education Technology Plan                                                        66


3.   CURRICULUM                       Page in       Example of Adequately                   Example of Not
     COMPONENT CRITERIA               District           Addressed                       Adequately Addressed
     Corresponding EETT                Plan
     Requirement(s): 1, 2, 3, 8,
     10, and 12 (Appendix D).
g.   List of goals and an               NA       The plan describes or delineates       The plan suggests Internet
     implementation plan that                    clear goals outlining how students     safety education but is not
     describe how the district will              will be educated about Internet        specific enough to determine
     address Internet safety,                    safety (as stated in AB 307).          what actions will be taken to
     including how to protect                                                           accomplish the goals.
     online privacy and avoid
     online predators. (AB 307,
     optional in 2007-08 tech
     plan, required in all tech
     plans 2008-09 and after)
h.   Description of or goals about      10       The plan describes the policy or       The plan does not describe
     the district policy or                      delineates clear goals and             policies or goals that result in
     practices that ensure                       measurable objectives about the        equitable technology access for
     equitable technology access                 policy or practices that ensure        all students. Suggests how
     for all students.                           equitable technology access for all    technology will be used, but is
                                                 students. The policy or practices      not specific enough to know
                                                 clearly support accomplishing the      what action needs to be taken
                                                 plan’s goals.                          to accomplish the goals.
i.   List of clear goals,               11       The plan delineates clear goal(s),     The plan suggests how
     measurable objectives,                      measurable objective(s), annual        technology will be used, but is
     annual benchmarks, and an                   benchmarks, and an                     not specific enough to know
     implementation plan to use                  implementation plan for using          what action needs to be taken
     technology to make student                  technology to support the district’s   to accomplish the goals.
     record keeping and                          student record-keeping and
     assessment more efficient                   assessment efforts.
     and supportive of teachers’
     efforts to meet individual
     student academic needs.
j.   List of clear goals,               12       The plan delineates clear goal(s),     The plan suggests how
     measurable objectives,                      measurable objective(s), annual        technology will be used, but is
     annual benchmarks, and an                   benchmarks, and an                     not specific enough to know
     implementation plan to use                  implementation plan for using          what action needs to be taken
     technology to improve two-                  technology to improve two-way          to accomplish the goals.
     way communication between                   communication between home and
     home and school.                            school.
k.   Describe the process that         8-12      The monitoring process, roles, and     The monitoring process either
     will be used to monitor the                 responsibilities are described in      is absent, or lacks detail
     Curricular Component                        sufficient detail.                     regarding procedures, roles,
     (Section 3d-3j) goals,                                                             and responsibilities.
     objectives, benchmarks, and
     planned implementation
     activities including roles and
     responsibilities.
                   Garvey School District Education Technology Plan                                                         67


4. PROFESSIONAL                       Page in       Example of Adequately               Example of Not
    DEVELOPMENT                       District           Addressed                      Adequately Addressed
    COMPONENT CRITERIA                 Plan
   Corresponding EETT
   Requirement(s): 5 and 12
   (Appendix D).
a.   Summary of the teachers’           13       The plan provides a clear summary      Description of current level of
     and administrators’ current                 of the teachers’ and administrators’   staff expertise is too general or
     technology proficiency and                  current technology proficiency and     relates only to a limited
     integration skills and needs                integration skills and needs for       segment of the district’s
     for professional                            professional development. The          teachers and administrators in
     development.                                findings are summarized in the plan    the focus areas or does not
                                                 by discrete skills that include CTC    relate to the focus areas, i.e.,
                                                 Standard 9 and 16 proficiencies.       only the fourth grade teachers
                                                                                        when grades four to eight are
                                                                                        the focus grade levels.

b.   List of clear goals,              14-18     The plan delineates clear goal(s),     The plan speaks only generally
     measurable objectives,                      measurable objective(s), annual        of professional development
     annual benchmarks, and an                   benchmarks, and an                     and is not specific enough to
     implementation plan for                     implementation plan for providing      ensure that teachers and
     providing professional                      teachers and administrators with       administrators will have the
     development opportunities                   sustained, ongoing professional        necessary training to
     based on your district needs                development necessary to reach         implement the Curriculum
     assessment data (4a) and                    the Curriculum Component               Component.
     the Curriculum Component                    objectives (sections 3d through 3j)
     objectives (Sections 3d                     of the plan.
     through 3j) of the plan.

c.   Describe the process that         14-18     The monitoring process, roles, and     The monitoring process either
     will be used to monitor the                 responsibilities are described in      is absent, or lacks detail
     Professional Development                    sufficient detail.                     regarding who is responsible
     (Section 4b) goals,                                                                and what is expected.
     objectives, benchmarks, and
     planned implementation
     activities including roles and
     responsibilities.
                 Garvey School District Education Technology Plan                                                           68


5. INFRASTRUCTURE,                  Page in       Example of Adequately                    Example of Not
    HARDWARE, TECHNICAL             District           Addressed                        Adequately Addressed
    SUPPORT, AND SOFTWARE            Plan
    COMPONENT CRITERIA
   Corresponding EETT
   Requirement(s): 6 and 12
   (Appendix D).
a. Describe the existing            19-21      The plan clearly summarizes the         The inventory of equipment is
   hardware, Internet access,                  existing technology hardware,           so general that it is difficult to
   electronic learning                         electronic learning resources,          determine what must be
   resources, and technical                    networking and telecommunication        acquired to implement the
   support already in the                      infrastructure, and technical           Curriculum and Professional
   district that will be used to               support to support the                  Development Components.
   support the Curriculum and                  implementation of the Curriculum        The summary of current
   Professional Development                    and Professional Development            technical support is missing or
   Components (Sections 3 & 4)                 Components.                             lacks sufficient detail.
   of the plan.

b. Describe the technology          19-21      The plan provides a clear summary       The plan includes a description
   hardware, electronic learning               and list of the technology hardware,    or list of hardware,
   resources, networking and                   electronic learning resources,          infrastructure, and other
   telecommunications                          networking and telecommunications       technology necessary to
   infrastructure, physical plant              infrastructure, physical plant          implement the plan, but there
   modifications, and technical                modifications, and technical support    doesn’t seem to be any real
   support needed by the                       the district will need to support the   relationship between the
   district’s teachers, students,              implementation of the district’s        activities in the Curriculum and
   and administrators to                       Curriculum and Professional             Professional Development
   support the activities in the               Development Components.                 Components and the listed
   Curriculum and Professional                                                         equipment. Future technical
   Development Components of                                                           support needs have not been
   the plan.                                                                           addressed or do not relate to
                                                                                       the needs of the Curriculum
                                                                                       and Professional Development
                                                                                       Components.

c. List of clear annual             22-26      The annual benchmarks and               The annual benchmarks and
   benchmarks and a timeline                   timeline are specific and realistic.    timeline are either absent or so
   for obtaining the hardware,                 Teachers and administrators             vague that it would be difficult
   infrastructure, learning                    implementing the plan can easily        to determine what needs to be
   resources and technical                     discern what needs to be acquired       acquired or repurposed, by
   support required to support                 or repurposed, by whom, and             whom, and when.
   the other plan components                   when.
   as identified in Section 5b.

d. Describe the process that        22-26      The monitoring process, roles, and      The monitoring process either
   will be used to monitor                     responsibilities are described in       is absent, or lacks detail
   Section 5b & the annual                     sufficient detail.                      regarding who is responsible
   benchmarks and timeline of                                                          and what is expected.
   activities including roles and
   responsibilities.
                  Garvey School District Education Technology Plan                                                         69


6. FUNDING AND BUDGET                Page in      Example of Adequately                    Example of Not
    COMPONENT CRITERIA               District          Addressed                        Adequately Addressed
   Corresponding EETT                 Plan
   Requirement(s): 7 & 13,
   (Appendix D)
a. List established and potential     27-28     The plan clearly describes            Resources to implement the plan
     funding sources.                           resources that are available or       are not clearly identified or are
                                                could be obtained to implement        so general as to be useless.
                                                the plan.
b. Estimate annual                     28       Cost estimates are reasonable         Cost estimates are unrealistic,
     implementation costs for the               and address the total cost of         lacking, or are not sufficiently
     term of the plan.                          ownership, including the costs to     detailed to determine if the total
                                                implement the curricular,             cost of ownership is addressed.
                                                professional development,
                                                infrastructure, hardware,
                                                technical support, and electronic
                                                learning resource needs identified
                                                in the plan.
c. Describe the district’s             27       Plan recognizes that equipment        Replacement policy is either
     replacement policy for                     will need to be replaced and          missing or vague. It is not clear
     obsolete equipment.                        outlines a realistic replacement      that the replacement policy could
                                                plan that will support the            be implemented.
                                                Curriculum and Professional
                                                Development Components.
d. Describe the process that           27       The monitoring process, roles,        The monitoring process either is
     will be used to monitor Ed                 and responsibilities are described    absent, or lacks detail regarding
     Tech funding,                              in sufficient detail.                 who is responsible and what is
     implementation costs and                                                         expected.
     new funding opportunities
     and to adjust budgets as
     necessary.

7. MONITORING AND                    Page in      Example of Adequately                    Example of Not
   EVALUATION COMPONENT              District          Addressed                        Adequately Addressed
   CRITERIA                           Plan
   Corresponding EETT
   Requirement(s): 11 (Appendix
   D).
a.   Describe the process for          29       The plan describes the process        No provision for an evaluation is
     evaluating the plan’s overall              for evaluation using the goals and    included in the plan. How
     progress and impact on                     benchmarks of each component          success is determined is not
     teaching and learning.                     as the indicators of success.         defined. The evaluation is
                                                                                      defined, but the process to
                                                                                      conduct the evaluation is
                                                                                      missing.
b.   Schedule for evaluating the       29       Evaluation timeline is specific and   The evaluation timeline is not
     effect of plan                             realistic.                            included or indicates an
     implementation.                                                                  expectation of unrealistic results
                                                                                      that does not support the
                                                                                      continued implementation of the
                                                                                      plan.
c.   Describe the process and          29       The plan describes the process        The plan does not provide a
     frequency of communicating                 and frequency of communicating        process for using the monitoring
     evaluation results to tech                 evaluation results to tech plan       and evaluation results to improve
     plan stakeholders.                         stakeholders.                         the plan and/or disseminate the
                                                                                      findings.
                   Garvey School District Education Technology Plan                                                        70


8. EFFECTIVE                           Page in      Example of Adequately                   Example of Not
   COLLABORATIVE                       District          Addressed                       Adequately Addressed
   STRATEGIES WITH ADULT                Plan
   LITERACY PROVIDERS TO
   MAXIMIZE THE USE OF
   TECHNOLOGY CRITERION
   Corresponding EETT
   Requirement(s): 11 (Appendix
   D).
If the district has identified adult     30       The plan explains how the            There is no evidence that the
literacy providers, describe how                  program will be developed in         plan has been, or will be
the program will be developed in                  collaboration with adult literacy    developed in collaboration with
collaboration with them. (If no                   providers. Planning included or      adult literacy service providers,
adult literacy providers are                      will include consideration of        to maximize the use of
indicated, describe the process                   collaborative strategies and other   technology.
used to identify adult literacy                   funding resources to maximize
providers or potential future                     the use of technology. If no adult
outreach efforts.)                                literacy providers are indicated,
                                                  the plan describes the process
                                                  used to identify adult literacy
                                                  providers or potential future
                                                  outreach efforts.



9. EFFECTIVE, RESEARCHED-              Page in      Example of Adequately              Not Adequately Addressed
    BASED METHODS,                     District          Addressed
    STRATEGIES, AND                     Plan
    CRITERIA
   Corresponding EETT
   Requirement(s): 4 and 9
   (Appendix D).
a.   Summarize the relevant             31-36     The plan describes the relevant      The description of the research
     research and describe how it                 research behind the plan’s design    behind the plan’s design for
     supports the plan’s curricular               for strategies and/or methods        strategies and/or methods
     and professional                             selected.                            selected is unclear or missing.
     development goals.

b.   Describe the district’s plans       37       The plan describes the process       There is no plan to use
     to use technology to extend                  the district will use to extend or   technology to extend or
     or supplement the district’s                 supplement the district’s            supplement the district’s
     curriculum with rigorous                     curriculum with rigorous             curriculum offerings.
     academic courses and                         academic courses and curricula,
     curricula, including distance-               including distance learning
     learning technologies.                       opportunities (particularly in
                                                  areas that would not otherwise
                                                  have access to such courses or
                                                  curricula due to geographical
                                                  distances or insufficient
                                                  resources).
Garvey School District Education Technology Plan   71




          Appendix V

      Technology Plan
    Contact Information
           Garvey School District Education Technology Plan      72




                Technology Plan Contact Information
                                     (Appendix J)



          Education Technology Plan Review System (ETPRS)
                        Contact Information

County & District Code: 1 9 – 6 4 5 5 0
School Code (Direct funded charters only): _ _ _ _ _ _ ____
LEA Name: Garvey School District


*Salutation: Mr. Ms.     Dr.
*First Name:  Anita
*Last Name:   Chu
*Job Title:   Assistant Superintendent, Instructional Services
*Address:     2730 North Del Mar Avenue
*City:        Rosemead
*Zip Code:    91770
*Telephone:   (626) 307 - 3421    Ext:
*Fax:         (626( 307 – 3491
*E-Mail:      achu@garvey.k12.ca.us


Please provide backup contact information.
1st Backup Name:    David Jung
1st Backup E-Mail: djung@garvey.k12.ca.us
2nd Backup Name:
2nd Backup E-Mail:


*Required information in the ETPRS

				
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