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					                                GARVEY SCHOOL DISTRICT
                                  Rosemead, CA. 91770




                            Garvey School District
                              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, 2011 – June 30, 2014
                       Garvey School District Technology Plan                    1




                              Garvey School District
                                  Technology Plan
                                  TABLE OF CONTENTS



                                                                   Page Number


Planning Process                                                        2–3

District Vision for Technology Use                                         4

Curriculum Component                                                   5 – 19

Professional Development Component                                    20 – 27

Infrastructure, Hardware, Technical Support and Software Component    28 – 39

Funding and Budget Component                                          40 – 41

Monitoring and Evaluation Component                                       42

Effective Collaborative Strategies with Adult Literacy Providers          43

Effective, Research-based Methods and Strategies                      44 – 53

Distance Learning Technologies                                            54

Appendix I: Sequence of Technology Skills                             55 – 62

Appendix II: Current Board Policies on Technology                     63 – 75

Appendix III: Garvey School District Technology Use Survey            76 – 77

Appendix IV: Criteria for EETT-Funded Technology Plans                78 – 88

Appendix V: Technology Plan Contact Information                       89 – 90
                         Garvey School District Technology Plan                                             2


Planning Process

In developing the three-year Garvey School District Technology Plan that covers the period from July 1,
2011 through June 30, 2014, 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 2010 with the ETAC conducting an
evaluation of the current 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 Technology Plan was developed based on these priorities for each of the
goals and objectives. In addition to district staff, various components of the Plan were shared with
important business and community partners. Input was collected and incorporated to refine and enhance
the Plan. The Technology Plan will be submitted to the Garvey Board of Education for review and
approval in January 2011.

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

                           Garvey School District Technology Plan
                Contributing District Staff and Business/Community Partners
                                July 1, 2011 – June 30, 2014
          Name                                       Position                                Organization
      Genaro Alarcon                Assistant Superintendent, Human Resources             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
        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
        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
       Shannon Cross                         Teacher/ETAC, Dewey School                   Garvey   School   District
         Daniel Felix                    Resource Teacher/ETAC, Rice School               Garvey   School   District
        Martin Garcia          Principal on Special Assignment, Instructional Services    Garvey   School   District
         Sam Habibi                  Teacher/ETAC, Garvey Intermediate School             Garvey   School   District
      Rene Hernandez                           Principal, Sanchez School                  Garvey   School   District
         David Jung                            Coordinator, Technology                    Garvey   School   District
       Michael Kenny                        Teacher/ETAC, Sanchez School                  Garvey   School   District
     Susan Kobilarcsik             Assistant Principal, Temple Intermediate School        Garvey   School   District
     Anna Marie Knight                         Principal, Emerson School                  Garvey   School   District
           Lily Lee                         Teacher/ETAC, Emerson School                  Garvey   School   District
      Christine Leung                      Clerical Staff/Child Development               Garvey   School   District
        Peter Leung             Community Services Specialist/Integrated Programs         Garvey   School   District
         Robin Libby                           Principal, Hillcrest School                Garvey   School   District
           Linda Ly                          Teacher/ETAC, Bitely School                  Garvey   School   District
          Jessica Lu                        Accountant/Child Development                  Garvey   School   District
         Alice Mann                          Teacher/ETAC, Bitely School                  Garvey   School   District
        Gema Macias                     Principal, Garvey Intermediate School             Garvey   School   District
     Bulmaro Magallón                           Specialist, Pupil Services                Garvey   School   District
                      Garvey School District Technology Plan                                      3


      Name                                      Position                               Organization
   Rosa Marquez          Specialist, Testing, Evaluation and Information Services   Garvey School District
Garrett Matsumoto                      Teacher/ETAC, Willard School                 Garvey School District
    Laurie Narro                           Principal, Bitely School                 Garvey School District
  Peter Navarette                 Teacher/ETAC, Monterey Vista School               Garvey School District
 Sandra Johnson                                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
 Jason Sakamoto                        Teacher/ETAC, Willard School                 Garvey School District
  Scott Sakamoto                        Teacher/ETAC, Bitely School                 Garvey School District
    Rudy Saulter                   Principal, Garvey Intermediate School            Garvey School District
   Elizabeth Silva                  Principal, Dewey & Marshall 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, Marshall & Dewey School           Garvey School District
     Grace Tong                        Teacher/ETAC, Hillcrest School               Garvey School District
    John Turmes                             Principal, Rice School                  Garvey School District
 Frank Villagomez                        Teacher/ETAC, Rice School                  Garvey School District
       Lily Ying                          Data/Accounting Analyst                   Garvey School District
Marilyn Malmquist                             Retired Educator                        Community Partner
   Charlie Currlin                        Tech Support Technican                    Standard Tel Networks
                                                                                      (Business Partner)
  Michael Hung                          Senior Account Executive                          ViCompTel
                                                                                      (Business Partner)
   Henry Wong                               System Architect                             Slacker, Inc.
                                                                                      (Business Partner)
                         Garvey School District 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 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 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 3.5:1. However, some of
     these computers are well over three years old. All computers have Internet access. They are
     located in classrooms, computer labs, and mobile carts. Ten schools have a computer lab most of
     which are managed by teachers or part-time classified staff. There are fifteen mobile computer
     labs, housed at seven schools, each of which carries twenty to thirty laptop computers.

     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 state-adopted curricular
     programs, such as e-books, online tutorials and assessments, PowerPoint presentation, and lesson
     planner. Other technology resources are from supplemental intervention/enrichment programs,
     such as Orchard, Accelerated Reader, Education City, 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.

     The District began hosting its web server internally in 2005 and has recently changed the web
     hosting to Sharp School. The server provides information about the district and the schools to the
     community and the public. Teachers may also use it to share classroom and school 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. Most teachers are provided with a
     laptop computer to enhance to enhance portability and convenience in usage. The rest are
     provided with a workstation in the classroom. All teachers 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. Over 80% of the teachers are provided with an LCD projector, a document camera, and
     a printer.

     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 Technology Plan                                            6


2.   Current Use of Hardware and Software

     Teachers’ Use of Technology to Support Teaching and Learning
     Based on the 2010 EdTechProfile, K-8 teachers, as a whole, indicate a low intermediate level in
     using technology in the classroom (CCTC Standard 9) and in using technology to support learning
     (CCTC Standard 16). For standard 9, the highest level of proficiency (i.e., 50% at intermediate and
     proficient levels) is reported in selecting appropriate technological resources to support, manage,
     and enhance student learning (standard 9a), and the lowest (i.e., 25% at intermediate and
     proficient levels) is in using electronic research tools and assessing the authenticity, reliability, and
     bias of the data gathered (standard 9h). For standard 16, the highest level of proficiency (i.e., 65%
     at intermediate and proficient levels) is reported in using technological resources available to create
     technology enhanced lessons aligned with the adopted curriculum (standard 16c), and the lowest
     (i.e., 18% at intermediate and proficient levels) is in the area of communication with other
     professionals using computer-based collaborative tools (standard 16b).

     Based on a district-developed Technology Use Survey (Appendix III), approximately 60% of
     teachers indicate a “daily” or “weekly” use of technology resources from the state-adopted
     curriculum programs. In the area of technology equipment, 93% of teachers report “daily” or
     “weekly” use of computers, 87% use document cameras, and 75% use LCD projectors. In the use
     of the district Online Assessment and Reporting System (OARS), 68% report “daily” or “weekly” use
     of OARS to generate data reports, 59% to obtain students’ demographic and assessment data, and
     34% to develop tests.

     Students’ Use of Technology for Learning
     Based on the district-developed Technology Use Survey, teachers report that approximately 60% of
     K-8 students have “daily”, “weekly” or “monthly” use of word processing software and only 18%
     use publishing software. For grades 4-8 students, approximately 40% have “daily”, “weekly” or
     “monthly” use of internet for research purposes, 19% use presentation software, and 11% use
     spreadsheet software.

     In the use of specific instructional software, based on the district survey, the types of instructional
     software reported with the highest level of use include: K-8 district-adopted math program
     software (with 60% teacher respondents reporting “daily” or “weekly” use), K-6 Education City
     (64%), K-6 Accelerated Reader (61%), K-6 Orchard (47%), and Grades 7-8 MyAccess program
     (65%). Approximately 10% of respondents report that instructional software is used to target the
     needs of struggling students.

     According to the 2010 EdTechPRofile Student Survey administered to grades 7-8 students, the
     areas with the highest “daily”, “weekly” or “monthly” use are: word processor (71%), online
     references (67%), and search engine (61%). The lowest areas of use are: web authoring (15%),
     multi-media hyperstudio (24%), and spreadsheet (28%). The frequency of technology use varies
     among the core subjects, with the highest level of “daily”, “weekly” or “monthly” use in language
     arts (59%), mathematics (47%), and science and history/social science (42%).

     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 processing; Internet for research; Education
     City, Accelerated Reader/Math, and Orchard to provide supplemental learning in language arts and
     math; MyAccess for writing; and the technology components of the district-adopted core programs
     for reinforcement, practice and/or enrichment.
                        Garvey School District 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 in 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 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 2014, teachers will acquire technology skills                30%              50%                 70%
       essential to efficient operations and effective use of
       general purpose and specific software applications.

1.2    By June 2014, teachers will utilize technology, such as              80%                 90%              100%
       laptop computers, LCD projectors and document
       camera, to support them in lesson presentations.

1.3    By June 2014, teachers will utilize technology resources             40%                 60%               80%
       of district-adopted instructional programs, such as
       lesson planner and PowerPoint presentations, to assist
       them in designing and/or delivering teaching and
       learning activities.

1.4    By June 2014, teachers will utilize technology resources             40%                 60%               80%
       of district-adopted instructional programs, such as e-
       books and on-line tutorials and resources, designed for
       students to use to support their mastery of the
       academic content standards.

1.5    By June 2014, teachers will utilize technology to provide            40%                 60%               80%
       intervention programs for below grade-level students to
       support them in meeting grade-level standards,
       particularly in language arts and mathematics.

1.6    By June 2014, teachers will acquire technology skills                30%                 50%               70%
       essential to efficient operations and effective use of
       general purpose and specific software applications.


 Obj             Implementation                Responsible         Timeline         Budget         Monitoring and
  #               Plan/Activities                Dept. or                           Source       Evaluation Activities
                                                 Position
 1.1     Develop District Technology          Asst. Supt.         Year 1          Title II, A   District Technology
         Standards for instructional staff,   Instruction                         Title II, D   Standards for Instructional
         specifying the concepts and          Coordinator,                        Categorical   Staff
         skills related to efficient and      Technology                          Program       ETAC agenda
         effective basic operations,          Principals                          funds
         general purpose applications and     ETAC
         specific education software          LITE Techs
         applications.

 1.1     Develop a multi-year                 Asst. Supt.         Year 1          Title I, A    District Professional
         professional development plan        Instruction                         Title II, D   Development Plan
         to focus on the identified           Coordinator,                        Categorical
         technology concepts and skills.      Technology                          Program
                                              Principals                          funds
                                              ETAC
                                              LITE Techs
 1.1     Develop a district-wide system       Asst. Supt.         On-going        NA            District Professional
         to support and monitor the           Instruction                                       Development Institute
         acquisition and application of the   Coordinator,                                      Catalog/Attendance
         identified technology concepts       Technology                                        Records
         and skills.                          Principals                                        District Staff Technology
                                              ETAC                                              Use Survey
                                              LITE Techs
                         Garvey School District Technology Plan                                           9

1.1   Increase number of LITE Techs       Asst. Supt.    On-going   Gen. funds    District Educational
      at schools to provide timely        Instruction               Title II, D   Technology Office
      support and technical assistance    Coordinator,              Categorical   Procedure Manual
      to instructional staff.             Technology                Program
      Develop district-wide procedures                              funds
      in submitting and addressing
      service requests.

1.2   Continue to enhance access to       Asst. Supt.    On-going   Gen. funds    Inventory Lists
      technology by allocating district   Instruction               Title II, D
      and site funds for laptop           Coordinator,              Categorical
      computers, LCD projectors and       Technology                Program
      document cameras for each                                     funds
      teacher.

1.3   Enhance accessibility to            Asst. Supt.    On-going   Gen. funds    Inventory Lists
1.4   technology resources of district-   Instruction               Title II, D
1.5   adopted programs and                Coordinator,              Categorical
      intervention programs by            Technology                Program
      increasing the density of access                              funds
      points and putting technology
      resources on district server.

1.3   Continue to provide ongoing         Asst. Supt.    On-going   Title II, A   District Professional
1.4   professional development on         Instruction               Title II, D   Development Institute
1.5   effective use of technology         Coordinator,              Categorical   Catalog/Attendance
      resources of district-adopted       Technology                Program       Records
      programs and intervention           Principals                funds         Staff evaluations
      programs.                           ETAC
                                          LITE Techs
1.3   Monitor and support staff use of    Principals     On-going   NA            Classroom Observations
1.4   technology resources of district-   Asst. Supt.                             District Staff Technology
1.5   adopted programs and                Instruction                             Use Survey
      intervention programs.                                                      EdTechProfile Survey –
                                                                                  Teacher Survey

1.4   Enhance student access to           Asst. Supt.    On-going   Gen. funds    Inventory Lists
1.5   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.
                            Garvey School District Technology Plan                                                     10

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 2014, students will be taught basic technology             30%                50%              80%
      and information literacy skills appropriate to their grade
      level.

2.2   By June 2014, 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.

2.3   By June 2014, students will demonstrate their mastery              20%                40%              70%
      of the grade-level standards with the use of technology
      equipment and software (e.g., computer, document
      camera, powerpoint presentation).


Obj          Implementation                Responsible        Timeline      Budget             Monitoring and
#             Plan/Activities                 Dept. or                      Source           Evaluation Activities
                                              Position
2.1   Revise the Sequence of              Asst. Supt.        Year 1        Title II, A     Principal Meeting agendas
2.2   Technology Skills to identify the   Instruction                      Title II, D     ETAC agendas
2.3   focus concepts and skills for       Coordinator,                                     Completed Sequence of
      each grade level.                   Technology                                       Technology Skills
                                          Principals
                                          ETAC
                                          LITE Techs

2.1   Identify integrated teaching        Asst. Supt.        Year 1        Title II, A     Principal Meeting agendas
2.2   and learning activities teachers    Instruction                      Title II, D     ETAC agendas
2.3   may use to support students’        Coordinator,                                     Completed Sequence of
      mastery of concepts and skills      Technology                                       Technology Skills
      specified in the Sequence of        Principals
      Technology Skills.                  ETAC
                                          LITE Techs

2.1   Provide training to teachers on     Asst. Supt.        On-going      Title II, A     District Professional
2.2   the technology concepts and         Instruction                      Title II, D     Development Institute
2.3   skills identified in the Sequence   Coordinator,                     Categorical     Catalog/Attendance Records
      of Technology Skills.               Technology                       Program
                                          Principals                       funds
                                          ETAC
                                          LITE Techs

2.1   Provide on-going support and        Asst. Supt.        On-going      Title II, A     District Professional
2.2   monitoring for the                  Instruction                      Title II, D     Development Institute
2.3   implementation of the               Coordinator,                     Categorical     Catalog/Attendance Records
      Sequence of Technology Skills.      Technology                       Program         School Visits/Classroom
                                          Principals                       funds           Observations/Lesson Plan
                                          ETAC                                             Review
                                          LITE Techs                                       Student work samples
                                                                                           District Student Technology
                                                                                           Skills Assessment – Data
                                                                                           Reports
                                                                                           EdTechProfile Student
                                                                                           Survey – Data
                                                                                           Reports
                          Garvey School District Technology Plan                                            11


2.1   Support implementation by          Asst. Supt.    On-going   General       Inventory Lists
2.2   providing computer access and      Instruction               Funds
2.3   software.                          Coordinator,              Title II, D
                                         Technology                Categorical
                                         Principals                Program
                                         ETAC                      funds
                                         LITE Techs

2.1   Redesign the grades 7-8            Asst. Supt.    Year 1     NA            Grades 7-8 Technology
2.2   curriculum for the Technology      Instruction                             Curriculum
2.3   course based on the Sequence       Coordinator,                            Observations/Lesson Plan
      of Technology Skills.              Technology                              Review
                                         Principals                              Student work samples
                                         ETAC

2.1   Develop and conduct a district-    Asst. Supt.    Annually   NA            District Student Technology
2.2   wide student technology skills     Instruction                             Skills Assessment – Data
2.3   assessment based on the            Coordinator,                            Reports
      standards in the Sequence of       Technology
      Technology Skills for grades 7-8   Principals
      students.                          ETAC

2.1   Conduct the EdTechProfile          Asst. Supt.    Annually   NA            EdTechProfile Student
2.2   Survey for students to assess      Instruction                             Survey – Data Reports
2.3   student progress in mastering      Coordinator,
      the technology standards.          Technology
                                         Principals
                                         ETAC
                              Garvey School District Technology Plan                                                 12

Goal 3.0            Staff will ensure ethical use of informational technology by all students and staff.


Objectives                                                                                Benchmarks
                                                                            Year 1          Year 2          Year 3
3.1 By June 2014, all staff will have knowledge and consistent               50%             70%            100%
      practice of the ethical use of informational technology,
      including copyright, fair use, plagiarism, and the
      implications of illegal file sharing and/or downloading.

3.2 By June 2014, students will have knowledge and                           30%             50%             80%
      consistent practice of the ethical use of informational
      technology, including copyright, fair use, plagiarism, and
      the implications of illegal file sharing and/or downloading.


Obj            Implementation               Responsible           Timeline         Budget        Monitoring and
#               Plan/Activities               Dept. or                             Source      Evaluation Activities
                                              Position
3.1     Review and revise the              Asst. Supt.           Year 1              NA       Revised Technology
3.2     Technology Acceptable Use          Instruction                                        Acceptable Use
        Agreement for staff and            Coordinator,                                       Agreement
        students to include specific       Technology
        language on ethical use.           Principals
                                           ETAC
3.1     Develop and conduct a              Coordinator,          Annually            NA       Staff Technology Ethical
        district-wide training program,    Technology                                         Use Training Materials &
        including training manuals and     Asst. Supt.                                        Attendance Records
        virtual presentations, for staff   Instruction
        on the appropriate and ethical     Principals
        use of informational               ETAC
        technology so that they can
        distinguish lawful from
        unlawful uses of copyrighted
        works. Topics to include are:
        concept and purpose of both
        copyright and fair use,
        distinguishing lawful from
        unlawful downloading and
        peer-to-peer file sharing, and
        avoiding plagiarism.

3.2     Develop and conduct district-      Coordinator,          Annually            NA       Student Technology
        wide presentations for             Technology                                         Ethical Use Training
        students, including a student      Asst. Supt.                                        Materials & Schedule
        handbook, on the appropriate       Instruction
        and ethical use of                 Principals
        informational technology.          ETAC

3.2     Develop and conduct district-      Coordinator,          Annually            NA       Parent Technology
        wide presentations for             Technology                                         Ethical Use Training
        parents, including a parent        Asst. Supt.                                        Materials & Attendance
        handbook, on the appropriate       Instruction                                        Records
        and ethical use of                 Principals
        informational technology, to       ETAC
        assist them in monitoring their
        children’s use of technology.

3.1     Provide ongoing monitoring         Coordinator,          On-going            NA       Classroom Observations
3.2     and support to ensure              Technology
        compliance with district policy.   Asst. Supt.
                                           Instruction
                                           Principals
                              Garvey School District Technology Plan                                                   13

Goal 4.0            Staff will ensure internet safety for all students and staff.


Objectives                                                                             Benchmarks
                                                                       Year 1            Year 2             Year 3
4.1 By June 2014, all staff will utilize technology appropriately       50%               70%               100%
      within a safe environment.

4.2 By June 2014, students will utilize technology                       40%                 60%              90%
      appropriately within a safe environment.

Obj           Implementation                Responsible       Timeline         Budget            Monitoring and
#              Plan/Activities                Dept. or                         Source          Evaluation Activities
                                              Position
4.1     Review and revise the              Asst. Supt.      Year 1                NA          Revised Technology
4.2     Technology Acceptable Use          Instruction                                        Acceptable Use
        Agreement for staff and            Coordinator,                                       Agreement
        students to include specific       Technology
        language on internet safety.       Principals
                                           ETAC
4.1     Provide ongoing monitoring of      Coordinator,     On-going           Title II, D    Purchase Orders
4.2     the security infrastructure to     Technology
        safeguard the district network
        resources from intrusion,
        viruses, access to
        inappropriate internet content,
        unsolicited and undesired
        email and other threats and
        acquire the systems and tools
        needed to minimize the
        district’s exposure to such
        threats. Examples of such
        tools include anti-virus
        software, firewalls, internet
        content filters, email filtering
        software, network
        management hardware and
        software utilities, and secure
        network operating systems.
4.1     Develop and conduct a              Coordinator,     Annually              NA          Staff Internet Safety
        district-wide training for staff   Technology                                         Training Materials &
        on internet safety, including      Asst. Supt.                                        Attendance Records
        how to protect online privacy      Instruction
        and avoid online predators.        Principals
                                           ETAC
4.2     Develop and conduct district-      Coordinator,     Annually              NA          Student Internet Safety
        wide presentations for             Technology                                         Training Materials &
        students on internet safety on     Asst. Supt.                                        Schedule
        an annual basis. Examples of       Instruction
        focus areas include: online        Principals
        predators, cyberbullying, and      ETAC
        social networking.
4.2     Develop and conduct district-      Coordinator,     Annually              NA          Parent Internet Safety
        wide presentations for parents     Technology                                         Training Materials &
        on internet safety to assist       Asst. Supt.                                        Attendance Records
        them in monitoring their           Instruction
        children’s use of technology.      Principals
                                           ETAC
4.1     Provide ongoing monitoring         Coordinator,     On-going              NA          Classroom Observation
4.2     and support to ensure              Technology
        compliance with district policy.   Asst. Supt.
                                           Instruction
                                           Principals
                          Garvey School District Technology Plan                                                14


Goal 5.0         Staff will ensure equitable access to appropriate technology for all students.


Objectives                                                                       Benchmarks
                                                                    Year 1          Year 2            Year 3
5.1 By June 2014, all students will have equitable access to       Student-        Student-          Student-
    updated technology.                                            computer        computer          computer
                                                                     ratio           ratio             ratio
                                                                      3:1            2.5:1              2:1

5.2 By June 2014, 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
5.1   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

5.1   Convert teacher desktop         Principals        Year 1         NA               Classroom Visits
      workstations into student       Coordinator,
      workstations to further         Technology
      enhance student access to
      technology.

5.1   Upgrade computer operating      Asst. Supt.       On-going       Categorical      Purchase Orders
      systems and general purpose     Instruction                      Program
      software (e.g., MS word,        Coordinator,                     funds
      spreadsheet, presentation).     Technology
                                      Principals

5.2   Identify and share on-line      Asst. Supt.       On-going       General funds    ETAC agendas/minutes
      resources/ software that        Instruction                      Title II, D
      support mastery of content      Coordinator,                     Categorical
      standards.                      Technology                       Program
                                      Supervisor,                      funds
                                      Media Services
                                      Principals
                                      ETAC
                                      LITE Techs

5.2   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
                                      ETAC
                                      LITE Techs

5.2   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 Technology Plan                                                      15


Goal 6.0     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
6.1 June 2014, teachers will utilize technology to develop                 30%                 50%            80%
    various forms of assessments and grade books to serve
    diagnostic, progress monitoring, and evaluative purposes.

6.2 By June 2014, teachers will utilize technology to conduct              30%                 40%            50%
    student assessment (e.g., on-line assessment).

6.3 By June 2014, administrators and teachers will generate                60%                 70%            80%
    and utilize student achievement data reports regularly
    from student database programs, such as OARS, Aeries,
    READ 180, SEIS/IEP, Orchard, and Accelerated Readers, to
    monitor progress of individual students.

6.4 June 2014, teachers will utilize technology to take and                Pilot               50%            100%
    maintain student attendance records.


Obj          Implementation               Responsible          Timeline            Budget          Monitoring and
#             Plan/Activities               Dept. or                               Source        Evaluation Activities
                                            Position
6.1    Continue to provide               Asst. Supt.          On-going        Title II, A       District Professional
       professional development for      Instruction                          Title II, D       Development Institute
       teachers and administrators in    Director, TEIS                                         Catalog/Attendance
       utilizing the identified          Coordinator,                                           Records
       technology (e.g., OARS, exam      Technology
       view) to construct and conduct
       student assessment.

6.1    Provide technical support to      Director, TEIS       On-going        Title II, D       District Professional
       teachers in maintaining online    Coordinator,                                           Development Institute
       grade book through Aeries.        Technology                                             Catalog/Attendance
                                                                                                Records
6.2    Continue to provide               Asst. Supt.          On-going        Title II, A       District Professional
       professional development for      Instruction                          Title II, D       Development Institute
       teachers and administrators in    Director, TEIS                                         Catalog/Attendance
       utilizing online assessments      Coordinator,                                           Records
       (e.g., OARS, MyAccess, READ       Technology
       180) to support ongoing
       monitoring of student
       progress.

6.3    Provide professional              Director, TEIS       On-going        Title II, A       District Professional
       development for teachers and      Coordinator,                         Title II, D       Development Institute
       administrators on Aeries in       Technology                                             Catalog/Attendance
       accessing student                                                                        Records
       demographic and assessment
       data.

6.3    Continue to provide               Asst. Supt.          On-going        Title II, A       District Professional
       professional development for      Instruction                          Title II, D       Development Institute
       teachers and administrators in    Director, TEIS                                         Catalog/Attendance
       utilizing OARS to access          Coordinator,                                           Records
       student demographic and           Technology
       assessment data, to generate
       disaggregated data reports,
       and to use the data to guide
       instructional practices.
                           Garvey School District Technology Plan                                          16


6.3   Continue to provide                Special          On-going   NA            District Professional
      professional development for       Education                                 Development Attendance
      special education teachers and     Administrator                             Records
      administrators in utilizing SEIS
      (special education information
      system) to generate individual
      learning plans (IEPs).

6.3   Continue to provide                Asst. Supt.      On-going   Title II, A   District Professional
      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
      from technology-based              ETAC
      intervention programs, such as     LITE Techs
      Orchard and Accelerated
      Reader.

6.4   Provide technical support to       Director, TEIS   On-going   NA            District Professional
      teachers in taking and             Coordinator,                              Development Institute
      maintaining attendance             Technology                                Catalog/Attendance
      through Aeries.                                                              Records
                             Garvey School District Technology Plan                                                     17


Goal 7.0      Staff will utilize technology to improve two-way communication between home and school.


Objectives                                                                                 Benchmarks
                                                                         Year 1              Year 2          Year 3
7.1 By June 2014, all schools will have a fully-developed and            100%                maintain        maintain
    well-maintained website.

7.2 By June 2014, teachers and administrators will                         60%                80%             100%
    communicate with parents using technological options of
    communication (e.g. e-mail, voicemail, website).

7.3 By June 2014, the district will utilize electronic report cards        Pilot              pilot            K-8
    to enhance communication with parents on student
    progress.


Obj           Implementation                Responsible         Timeline           Budget           Monitoring and
#              Plan/Activities                Dept. or                             Source         Evaluation Activities
                                              Position
7.1    Develop a districtwide design       Asst. Supt.        Year 1          NA                 Web Page Design
       for schools and district offices    Instruction
       for the new web host, Sharp         Coordinator,
       School.                             Technology

7.1    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
                                           ETAC
                                           LITE Techs
7.2    Support districtwide                Coordinator,       On-going        Title II, A        District Professional
       implementation of Global            Technology                         Title II, D        Development Institute
       Connect Strategic Voice             Principals                         Categorical        Catalog/Attendance
       Messaging System.                   ETAC                               Program            Records
       Provide training and support to     LITE Techs                         funds              Staff evaluations
       administrators and school
       teams of technology leaders in
       using Global Connect to
       enhance efficiency and
       effectiveness in communicating
       with parents.

7.2    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 a variety of       Technology                         Program            Records
       technological options of            Principals                         funds
       communication (e.g., e-mail,        ETAC
       voicemail, website) in              LITE Techs
       communicating with parents.

7.2    Provide training for parents on     Categorical        On-going        Title I, A         Parent Education
       using technological options,        Programs                           EIA                Calendar & Attendance
       including e-mail, voicemail and     Administrator                                         Records
       websites, to access information
       and to communicate with
       school staff.

7.3    Provide technical assistance        Asst. Supt.        On-going        NA                 Online Report Cards
       and support to pilot schools        Instruction
       staff in posting report cards       Coordinator,
       online via Aeries.                  Technology
                              Garvey School District Technology Plan                                             18


CURRICULUM COMPONENT
Monitoring, Evaluation & Program Modification

Twice a year, in Summer and Spring, the District Educational Technology Advisory Committee (ETAC) will
examine the data collected from instruments specified below for each goal to monitor progress, evaluate
effectiveness in attaining the goal, and to identify improvement or modification needs if necessary. An
annual progress report will be prepared and presented to the instructional leaders and school staff to
obtain further input on plan modifications and next steps. After review and further modifications by the
Superintendent’s Cabinet, the annual progress report and modification plan (if necessary) 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.

 Primary Instruments                  Goal   Activities                                      Responsible Dept. or
                                                                                             Position
 EdTechProfile Survey – Teacher       1.0    Annually conduct the EdTechProfile              Asst. Supt. Instruction
 Survey                                      Survey to collect data on the different         Coordinator,
                                             types of technology staff use for various       Technology
                                             purposes.                                       Principals
                                                                                             ETAC
 EdTechProfile Survey – Student       2.0    Annually conduct the EdTechProfile              LITE Techs
 Survey                                      Survey on the types of technology Grades
                                             4-8 students use for various purposes.

 Staff Technology Standards           1.0    Develop District Technology Standards
 Checklist                                   Checklist for instructional staff, specifying
                                             the concepts and skills related to efficient
                                             and effective basic operations, general
                                             purpose applications and specific
                                             education software applications.

 District Staff Technology Use        1.0    Annually conduct the District-developed
 Survey                                      Staff Technology Use Survey to collect
                                             additional district specific data on the
                                             different types of technology staff use for
                                             various purposes.

 Student Sequence of Technology       2.0    Revise the Student Sequence of
 Skills                                      Technology Skills Checklist.

 Student Sequence of Technology       2.0    Annually conduct a district-wide student
 Survey & Assessment                         technology skills survey/assessment based
                                             on the standards in the Sequence of
                                             Technology Skills.

 Technology Acceptable Use            3.0    Revise Technology Acceptable Use
 Agreement                            4.0    Agreement to include specific language on
                                             ethical use and internet safety.

 District Technology Professional     1.0    Develop and implement a multi-year
 Development Institutes               2.0    professional development plan that
 - Plan & Catalog                     5.0    supports the implementation of each goal.
 - Participation & Progress Records   6.0    Collect participation/progress records and
 - Staff Evaluations                  7.0    staff evaluations.
 Technology Training Schedule,        3.0    Develop and implement a professional
 Materials & Attendance Records for   4.0    development plan for staff and students
 Staff & Students (Ethical Use &             on ethical use of technology and internet
 Internet Safety)                            safety.
 Parent Education Calendar &          3.0    Include in the District Parent Education
 Attendance Records (Ethical Use,     4.0    Calendar training events on use of
 Internet Safety & e-communication)   7.0    technology.
                          Garvey School District Technology Plan                      19

District Educational Technology    1.0   Revise the District Educational Technology
Office Procedure Manual                  Office Procedure Manual to include
                                         specific instructions on submitting and
                                         addressing service requests to ensure
                                         timely support and technical assistance to
                                         schools.

Grades 7-8 Technology Curriculum   2.0   Redesign the grades 7-8 curriculum for
                                         the Technology course based on the
                                         Sequence of Technology Skills.

School Visits/Classroom            1.0   Conduct regular school visits and
Observations/Student Work          2.0   classroom observations to examine
Samples                            3.0   teacher practices and student practices
                                   4.0   and work samples.
                                   5.0
Purchase Orders, Deployment        1.0   Examine purchase orders, deployment
Records, Inventory Database &      2.0   records, inventory database and resource
Resource Lists                     4.0   lists to ensure appropriate equitable
                                   5.0   access of technology for all students and
                                         staff.

ETAC Agendas & Principal Meeting   1.0   Develop and implement the ETAC and
Agendas                            2.0   Principal Meeting Agendas to ensure that
                                   5.0   the teams are engaged, in an on-going
                                         manner, in supporting and monitoring the
                                         implementation of the Technology Plan.

District Web Page                  7.0   Regularly examine the District web page
                                         to monitor the progress in using online
                                         devices to enhance communication with
                                         the community.
                        Garvey School District Technology Plan                                       20

PROFESSIONAL DEVELOPMENT COMPONENT

Current Staff Technology Proficiency, Integration Skills and Professional Development Needs

Based on the 2010 EdTechProfile, 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 Technology Use Survey (Appendix III). Based on the
summary results, the average teachers’ self-assessed knowledge level of educational software, such as
the adopted math program and history/social science technology resources, Accelerated Reader,
Education City, Orchard, and MyAccess, ranges from intermediate to proficient levels (with 80% of
teachers marking levels 2 or 3 in a 4-point scale). In the area of technology equipment, such as
computer, document camera and LCD projector, the average teachers’ self-assessed knowledge level is
advanced (with 75% marking levels 3 or 4). In the area of OARS, the average teachers’ self-assessed
knowledge level is intermediate: 85% teachers report levels 2-4 in using OARS to generate data reports,
82% to obtain students’ demographic and assessment data, and 62% to develop tests. On-going
professional development is to be designed to support the use of instructional software and OARS to
enhance the district’s services to all students.
                             Garvey School District Technology Plan                                                      21


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 2014, instructional staff will be proficient in the          30%             50%                  70%
       areas of basic operations, general purpose operations,
       and specific software applications.

1.2    By June 2014, instructional staff will be proficient in              40%                 60%               80%
       using at least one type of database and/or spreadsheet
       software (e.g., Excel).

1.3    By June 2014, instructional staff will be proficient in              40%                 60%               80%
       using at least one type of technological resources from
       the district-adopted instructional programs to design
       and/or deliver teaching and learning activities. (e.g.,
       lesson planner and PowerPoint presentation).

1.4    By June 2014, instructional staff will be proficient in              40%                 60%               80%
       using at least one type of technological resources from
       the district-adopted instructional programs to provide
       support to students in mastering academic content
       standards.

1.5    By June 2014, instructional staff will be proficient in              40%                 60%               80%
       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.

 1.1     Develop a multi-year technology       Asst. Supt.           On-going     Title I, A     District Professional
 1.2     professional development plan         Instruction                        Title II, D    Development Plan
 1.3     that focuses on the technology        Coordinator,                       Categorical
 1.4     concepts and skills identified in     Technology                         Program
 1.5     the needs assessment.                 Principals                         funds
                                               ETAC
                                               LITE Techs

 1.1     Continue to compile an annual         Asst. Supt.           Annually     Gen. Funds     District Technology
 1.2     District 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
                          Garvey School District Technology Plan                                            22

           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   Provide ongoing professional         Asst. Supt.    On-going   Title II, A   District Professional
1.2   development on the focus areas,      Instruction               Title II, D   Development Institute
1.3   including general purpose and        Coordinator,              Categorical   Catalog/Attendance
1.4   specific software applications,      Technology                Program       Records
1.5   such as effective use of             Principals                funds
      technology resources of district-    ETAC
      adopted programs and                 LITE Techs
      intervention programs.

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 Technology Plan                                                        23

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 and demonstrating
          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     Provide training to teachers on      Asst. Supt.         Year 1          Title II, A    District Professional
    2.2     the technology concepts and          Instruction                         Title II, D    Development Institute
            skills identified in the Sequence    Coordinator,                        Categorical    Catalog/Attendance
            of Technology Skills.                Technology                          Program        Records
                                                 Principals                          funds          Staff evaluations
                                                 ETAC
                                                 LITE Techs

    2.1     Continue to identify and develop     Asst. Supt.         On-going        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 Technology Plan                                                  24

Goal 3.0     Professional development opportunities will be provided for instructional staff in promoting
             ethical use of technology and internet safety of all staff and students.


Objectives                                                                           Benchmarks
                                                                        Year 1         Year 2             Year 3
3.1    By June 2014, teachers will be knowledgeable of the               50%            70%               100%
       ethical use of technology, including how to promote
       ethical use of technology by students.

3.2    By June 2014, teachers will be knowledgeable of                   50%              70%             100%
       internet safety, including how to promote internet safety
       of all students.


 Obj            Implementation                 Responsible         Timeline      Budget       Monitoring and
  #              Plan/Activities                  Dept. or                       Source     Evaluation Activities
                                                  Position
 3.1     Develop and conduct a district-      Coordinator,     Year 1          NA          Staff Technology Ethical
 3.2     wide training program, for staff     Technology                                   Use Training materials
         on the appropriate and ethical       Asst. Supt.                                  and attendance records
         use of informational technology      Instruction
         and internet safety. Topics to       Principals
         include are: concept and             ETAC
         purpose of both copyright and
         fair use, distinguishing lawful
         from unlawful downloading and
         peer-to-peer file sharing,
         avoiding plagiarism, online
         predators, and cyberbullying.

 3.1     Develop and conduct district-        Coordinator,     Annually        NA          Student Technology
 3.2     wide presentations for students,     Technology                                   Ethical Use Training
         including a student handbook,        Asst. Supt.                                  materials and schedule
         on the appropriate and ethical       Instruction
         use of informational technology      Principals
         and internet safety.                 ETAC

 3.1     Develop and conduct district-        Coordinator,     Annually        NA          Parent Technology Ethical
 3.2     wide presentations for parents,      Technology                                   Use Training materials
         including a parent handbook, on      Asst. Supt.                                  and attendance records
         the appropriate and ethical use      Instruction
         of informational technology and      Principals
         internet safety, to assist them in   ETAC
         monitoring their children’s use
         of technology.
                           Garvey School District Technology Plan                                                   25

Goal 4.0     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
4.1 By June 2014, teachers will be proficient in utilizing            30%             50%                 80%
    technology to construct and conduct student assessments.

4.2 By June 2014, 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 OARS, Aeries, READ 180, SEIS/IEP,
    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    Provide professional                Asst. Supt.        On-going     Title II, A    District Professional
        development for teachers and        Instruction                     Title II, D    Development Institute
        administrators in utilizing         Director, TEIS                  Categorical    Catalog/Attendance
        technology to develop and           Coordinator,                    Program        Records
        conduct student assessment.         Technology                      funds
                                            Principals
                                            ETAC
                                            LITE Techs

 4.2    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 data reports generated    Coordinator,                    Program        Records
        from the district student           Technology                      funds
        database programs.                  Principals
                                            ETAC
                                            LITE Techs

 4.1    Identify and develop a cadre of     Asst. Supt.        On-going     Title II, A    District Professional
 4.2    technology trainers.                Instruction                     Title II, D    Development Institute
                                            Director, TEIS                  Categorical    Catalog – Facilitators
                                            Coordinator,                    Program
                                            Technology                      funds
                                            Principals
                                            ETAC
                                            LITE Techs

 4.1    Conduct an annual assessment        Asst. Supt.        Annually     Title II, A    Observation Records
 4.2    on the use of assessment and        Instruction        (Spring)     Title II, D    EdTechProfile
        classroom management                Director, TEIS                  Categorical    District Technology Use
        technology, utilizing instruments   Coordinator,                    Program        Surveys
        such as EdTechProfile and the       Technology                      funds          Technology Plan – Annual
        District Technology Use Surveys,    Principals                                     Evaluation Report
        to measure progress and to          ETAC
        identify prioritization of          LITE Techs
        professional development for
        future years.
                            Garvey School District Technology Plan                                                   26

Goal 5.0      Professional development opportunities will be provided to ensure two-way communication
              between home and school.


Objectives                                                                           Benchmarks
                                                                       Year 1          Year 2              Year 3
5.1 By June 2014, each school will have a team of technology            80%             100%               100%
    leaders who are proficient in developing and maintaining
    the school website.


5.2 By June 2014, teachers and administrators will be                   60%                 80%            100%
    proficient in using various technological options (e.g. e-
    mail, voicemail, website) to enhance communication with
    parents.

5.3 By June 2014, a team of district and school staff will be        Pilot school      Pilot school        100%
    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
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
                                              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 (e.g.,      Principals                      funds
         e-mail, voicemail, website) in       ETAC
         communicating with parents.          LITE Techs

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 school       Administrator,
         staff.                               Categorical
                                              Programs
                                              Principals
                                              ETAC
                                              LITE Techs

5.3      Provide training and support to      Asst. Supt.        On-going     Title II, A    District Professional
         teachers and schools in using        Instruction                     Title II, D    Development Institute
         electronic report cards.             Coordinator,                    Categorical    Catalog/Attendance
                                              Technology                      Program        Records
                                              Principals                      funds
                                              ETAC
                                              LITE Techs
                              Garvey School District Technology Plan                                           27


PROFESSIONAL DEVELOPMENT COMPONENT
Monitoring, Evaluation & Program Modification

Twice a year, in Summer and Spring, the District Educational Technology Advisory Committee (ETAC) will
examine the data collected from instruments specified below for each goal to monitor progress, evaluate
effectiveness in attaining the goal, and to identify improvement or modification needs if necessary. An
annual progress report will be prepared and presented to the instructional leaders and school staff to
obtain further input on plan modifications and next steps. After review and further modifications by the
Superintendent’s Cabinet, the annual progress report and modification plan (if necessary) 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.

 Primary Instruments                  Goal   Activities                                    Responsible Dept. or
                                                                                           Position
 EdTechProfile Survey – Teacher       1.0    Annually conduct the EdTechProfile            Asst. Supt. Instruction
 Survey                               2.0    Survey to collect data on the different       Coordinator,
                                             types of technology staff use for various     Technology
                                             purposes, to assess needs, identify           Principals
                                             priorities, and monitor progress.             ETAC
                                                                                           LITE Techs
 District Staff Technology Use        1.0    Annually conduct the District-developed
 Survey                               2.0    Staff Technology Use Survey to collect
                                             additional district specific data on the
                                             different types of technology staff use for
                                             various purposes, to assess needs,
                                             identify priorities, and monitor progress.

 District Technology Professional     1.0    Develop and implement a multi-year
 Development Institutes               2.0    professional development plan that
 - Plan & Catalog                     4.0    supports the implementation of each goal.
 - Participation & Progress Records   5.0    Collect participation/progress records and
 - Staff Evaluations                         staff evaluations.
 Technology Training Schedule,        3.0    Develop and implement a professional
 Materials & Attendance Records for          development plan for staff and students
 Staff & Students (Ethical Use &             on ethical use of technology and internet
 Internet Safety)                            safety.
 Parent Education Calendar &          3.0    Include in the District Parent Education
 Attendance Records (Ethical Use,     5.0    Calendar training events on use of
 Internet Safety & e-communication)          technology.

 LITE Tech Logs & Extra-              1.0    Monitor the services provided by LITE
 Assignment Records                          Techs to ensure adequate on-site support
                                             and coaching in the implementation of
                                             each goal.
                           Garvey School District Technology Plan                                               28


INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE COMPONENT

1. Network infrastructure & telecommunication

Current Status
The District currently has eleven schools, nine of which are elementary (K-6) schools (Bitely, Dewey,
Emerson, Hillcrest, Marshall, Monterey Vista, Rice, Sanchez, and Willard) and two are intermediate (7-8)
schools (Garvey and Temple). Except Sanchez and Temple, which share a main distribution facility (MDF
or “phone room”), each school has a MDF and several IDFs (intermediate distribution facility) in place.
There are two more MDFs at the two currently closed schools, Duff and Williams, which still house Head
Start classes and some district-wide student services. District Office (DO) has an enhanced MDF.

The current district network spans 13 locations within the district and encompasses more than two
thousands nodes throughout the district. The topology is consistent with and spoke design, where the
hub is the DO and the spoke sites are the schools. Data connectivity flows from the “Phone Room” at DO
to all the remote school MDFs. All nodes in the DO are connected to a Cisco 6509 core switch for
outbound access to JPL and the Internet through a Cisco 3845 router. The district is a sponsored
associate of JPL and has been given access to the Corporation for Education Initiatives in California
(CENIC) network, which provides high-speed Internet service to educational institutions.

Internet connectivity is provided through the Cisco 6509, by a 100mpbs point-to-point fiber. Security is
provided by a Cisco ASA 5500 Firewall appliance, which is currently configured to filter inbound traffic in
conjunction with a Lightspeed Systems’ Total Traffic Control web/spam-filtering/blocking device. All
remote sites are connected by a single fiber. The fiber wide area network (WAN) provides either 10mpbs
for smaller schools including Dewey, Duff, Emerson, Hillcrest, Marshall, Monterey Vista, Willard, and
Williams, or 20mbps of throughput for the remainder (Bitely, Garvey, Rice, Sanchez/ Temple).

The make up of each remote school site consists mainly of Catalyst 3560 access layer switches all
aggregating into a Catalyst 3750 core switch or at the two intermediate schools, Cisco Catalyst 4505 via
fiber runs from each IDF over the campus fiber backbone. There are still some Cisco 2950 Catalyst
switches around. The Cisco 3750 and 4505 switches also assume the routing functionality.
Internetworking Operating System (IOS) versions are not standardized throughout the enterprise
network. IOS version ranged from 12.1.2 to 12.2.

                                                                                                           2651
 Cisco        6509   4500    3750/12   3550   3750/48   3750/24   3560/48   3560/24   2950/48   2950/24
                                                                                                          Router
 DO            1                                                              1          1        9
 Bitely                        1                2                   4         2                   2
 Dewey                         1                2         1         2
 Duff                          1                                                         3
 Emerson                       1                3                   3                             3
 Gavey                 1                                            3         2                   7
 Hillcrest                     1                          1         3                   1
 Marshall                      1                1                   2                             1
 M. Vista                      1                1                   3         1                   2
 Rice                          1                1         1         3         2         1         1
 Sanchez                                                            3         4         1         3
 Temple                1                                            5                             4
 Willard                       1                1         1         3                   1
 Williams                               1                                                         1         1
 Subtotal      1       2       9        1       11        4        34        12         8        33         1

In addition, 150 Cisco 1131AG access points make up a district-wide wireless network, which is centrally
managed through the two controllers coming with the Cisco 6509.
                          Garvey School District Technology Plan                                             29

To reduce the down time, the District currently has purchased one year of 8 × 5 × NBD Smartnet on the
following network equipment: ASA5500, Catalyst 6509-E with WiSM, and the two Catalyst 4506. It is
likely that the District will renew the Smartnet in the future. All the other switches have Cisco’s life-time
warranty.

All Public Switched Telephone Network (PSTN) access is aggregated and terminated into the “Phone
Room” at DO. Two (2) Primary Rate ISDN circuits provided up to 48 concurrent outbound calling sessions
to the outside PSTN. All 4-digit dialing within district network is handled through the district WAN. These
phone calls transverse the WAN link and exit through the PRI’s. All school sites have local analog trunks
that provide analog redundancy and 911 services in case of an emergency.

Currently the District has deployed a Mitel TDM voice solution for call connectivity to the entire district.
The Mitel voice solution is segregated from the data LAN. The MITEL key system utilizes the data
network when it transverses the WAN for inter-enterprise 4-digit dialing. MITEL peripheral nodes enable
the traditional TDM switch to packetize the voice to be sent across the WAN to other remote sites and
DO. Paging is built in the Mitel phone system.

The Mitel equipment includes: 12 (one in each school MDF) 3300 ASU, 13 (one for each MDF) 3300
controllers, one Universal ASU and one Universal NSU in MDF at DO, 49 DNIC line cards, 28 LS/GS trunk
cards, two ONS line cards and 13 peripheral nodes. They are supported by one Alpha 2500 UPS and 12
Alpha CFR 1000 UPS.

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 all Cisco Catalyst 2950 switches with GB POE switches.
 Upgrade and expand the secure district-wide wireless network, in parallel with a wired network.
 Add or replace eithernet cables, as needed.
 Secure funding in provision of redundancy power supply in the MDF at District Office.
 Continue to research and explore funding opportunities for a unified wired/wireless and voice/data
    communication in the District.


2. Servers on District Network

Current Status
The District has been using server-based technology for years. Primary servers include IIS server, DHCP
servers, Domain Controller/Active Directory (AD) server, e-mail server, application servers and file
servers. Currently the district has four domain servers, (two at the district office, one at Garvey and the
other at Rice) and 13 DHCP servers. Both the Microsoft active directory server and the SendMail e-mail
server which operates on RedHat Linux, are delivered centrally from the district office.

Among the application servers are a group of servers that deploy the Aeries student information system
(SIS): AeriesCS, which requires Microsoft Access client, and IIS-dependent, web-accessible Aeries
Browser Interface or ABI (external & internal) and Aeries.net. All these Windows 2003/2008 servers are
located in the district office and run centrally over the fiber optic district WAN. In addition, just to name
some, there are SPIMMS server, Nutrikid server, Total Traffic Control sever, and Alchemy server, which
supply service or function of spam/content filtering, work-order, free/reduce meal accounting, and
student record archiving, respectively.

Server-based education software rapidly increased its presence at schools in the past few years. Most
applications still run locally on the servers installed at schools. A small fraction of educational applications
are hosted on the publisher sites outside of the district. When the district WAN gets upgraded in
bandwidth, consolidating application severs may ensue.

The district has been using SendMail, an open-source application, in provision of e-mail service to the
staff. It is POP3 e-mail and users must install client software, Eudora in this case, to retrieve and/or send
e-mails on their computers. Three years ago, Squirrel Mail, also an open-source application, was added
                          Garvey School District Technology Plan                                            30

and allowed GSD staff to access e-mail from any browser. Over the years, SendMail and Squirrel Mail
proved to be very reliable and secure albeit features limited and out of sync with the trend that e-mail be
incorporated into a unified communication, which includes mobile computers, wireless phones, and land
lines.

Eight schools use Sagebrush’s library management system, Athena, and three, InFocus, an updated
version of Athena. At each school a local server allows students to use a dedicated catalogue computer in
the case of Athena, or any computer that has a web browser, in the case of InFocuss, to search books.
The server is also equipped with a scanner to check in/out books. The same software keeps the inventory
of textbooks. The Athena server hardware is aging and might be due for replacement. To ease the library
administration at schools and the need of tracking the textbooks efficiently and effectively by the district
demand the a centralized library management system.

The most recent years saw the growth of server virtualization in the district. The virtual servers on the
VMWare-based ESX servers made of two Dell PowerEdge2950, NX1950 and MD3000 include some DHCP
servers, domain controller/AD server, and the majority of above-mentioned application servers. As a pilot,
school cafeteria staff can access a virtualized terminal server through HP thin clients. The district
anticipates the growth of the terminal service in the future when it starts to add more thin clients.

Server virtualization promises quick recovery of services after interruptions. Still, the virtual servers must
have backup to safeguard the data. Currently the daily data backup on the discs encompasses a fairly
short period of time. The district has the hardware and software in place for data archiving on tapes; it
will be implemented shortly. There is no off site backup yet. Uninterrupted power supply (UPS) with
battery backup are installed in the district and school MDFs in support of the physical as well as virtual
servers to minimize the service interruptions.

Areas of Need
 Increase the capacity of the server virtualization by upgrading/adding server hardware and memory.
 Expand/increase terminal servers in preparation for prevalence of thin clients.
 Consolidate applications/file servers, preferably, at the district office and strategically, at schools.
 Research and determine an e-mail solution, which will integrate into a unified communication system
   including mobile computers, cellular phones and even land lines.
 Research and select a centralized library management system to replace the school based library
   management system.
 Complete the on-site backup, and acquire hardware/software to establish off-site backup.



3. Computing/Printing Needs for End-Users

Current Status
The District has been operating using the personal computer (PC) technology for decades. All staff has
access to computing devices to conduct their daily businesses. In addition to desktop workstations, many
administrators, teachers and other staffers are issued notebook computers to enhance their work. With
personal computer technology getting mature, the personal computer’s price has dropped significantly in
the recent years at the same time even the most affordable PCs has the capacity often exceeding the
operational needs of most of the computer users.

There are more than 2,500 personal computers including 900 plus notebooks, 10 netbooks, and 6 thin
clients. Although the majority of the desktops and many laptops are more than 5 years old, they are in
need of additional memory more than the upgrade of the processor, which for all practical purposes, are
capable of running the typical office productivity software and most of the educational applications at
comfortable speed.

The challenge, however, is maintenance. Aging personal computers, with their many movable parts,
require more service. Also, the District still lacks an efficient tool and facilities to periodically refresh a
computer to ensure and improve performance; many PC workstations have never been reformatted ever
since they were put into operation five or six or seven years ago.
                          Garvey School District Technology Plan                                            31

The fiber optic campus back bone at the schools and district WAN promises a server-client computing
environment which will allow the district continues to provide prompt and quality tech support without
costly staffing addition. Furthermore, the district may also take advantage over a few more cost-effective
alternatives to replacing personal computers with person computers, whose price might have saturated.
The alternatives include thin clients and fat client, both of which will save the district money in terms of
initial cash outflow and ongoing maintenance. The end users will also benefit from reclaiming the physical
desktop space, and the desirable portability, in the case of netbook. The users may still enjoy many
conveniences of a PC by adding a USB standard-size keyboard, mouse, or an optional, shared DVD
player/writer and duo displays if he/she keeps/acquires a flat screen monitor.

Currently fewer than half of the computers run on Windows 2000 Professional (SP4) and more than half
of them, Windows XP Professional (SP3). The most recent purchase of approximately 150 Lenovo
notebooks comes with Windows 7 professional. Without Microsoft’s support of Windows 2000,
particularly, in security, it is critical that we take additional caution to protect Windows 2000 workstations
including upgrading the OS. Microsoft is said to discontinue support to Windows XP in April 2014. By that
time, most of current computers in this district might need OS upgrade.

A similar security prospect applies to Microsoft Office 2003, which is the office productive suite typically
included in the initial purchase of a PC in this district. Microsoft will halt its support to Office 2003 early
2014 too. Upgrading to MS Office 2007 is always an option, albeit expensive one. Alternatively, we may
deploy the open source equivalent to Microsoft’s office productivity software, Open Office or the like,
which has become very sophisticated and very compatible with MS Office suite. Even better, they are
available free of charge. Since four years ago, all new computers have had Open Office installed on even
though most schools still chose to buy MS Office suite. Only a very small number of teachers, students
and parents have used Open Office regularly.

As the on-demand office productivity software like Google Docs get more popular, some teachers have
utilized those applications for inter-collegiate collaboration. The cloud-computing tools allow teachers and
students to communicate inside and outside of the classroom conveniently. They have great potential in
the classroom instruction and the district should not overlook them.

Software applications, especially those common browser plug-ins like Java, Flash Player, Quick Time, etc.,
continuously receive security updates from the developers. The district needs an efficient and effective
tool to ensure they are downloaded and installed on all the computers timely. The district is currently
researching and evaluating the solutions available in the market. It is considered a high priority
requisition item.

Teachers have been using various education software applications in the classrooms. In the recent years
server-based educational software has grown rapidly in schools; the servers may be hosted inside or
outside of the district. Oftentimes the server-based software applications must have in its database the
student and teacher information, which may be mass-add from Aeries, the District’s newly adopted
student information system. The data integration, however, is manual, time-consuming, and prone to
human errors. Some software publishers have been working with the district in automating, to some
extent, the student data update. In anticipation of the increase of the server-based products, the district
sees the need of acquiring a school interoperability frame (SIF) compliant solution. When SIF hardware
and software in place, a single-point data entry will get the date populated on the database of all the
applications. It will enhance the date efficiency and consistency as well as saving on human resources.

In the past decade cost-ineffective and environmentally adverse inkjet printers gradually gave way to
laser printers in the district. The early laser printers available in the market tended to be high-end
printing units and demanded rather high prices. When, as in the later years, coming network-ready, they
got even more expensive. Encouraged by the personal computer user culture, the schools and the
departments in district central office began to acquire workgroup printers and deployed them as
dedicated printers to singular computers.

The prevalence of the laser printers, while typically lasting longer than inkjet counterparts, still poses a
challenge to the tech support: Given many parts of the printer are inevitably mechanical, once they wear
out, little can be done to them – either replacing some part(s) or the entire unit. Such service typically
must be outsourced, often pushing the consumer in the predicament: The repair cost often amounts to
                         Garvey School District Technology Plan                                         32

half or two-thirds of the replacement of a equal or lower level model. The nature of the printer tech
support challenge makes it necessary for the district to strategize in initial purchase, and maintenance
cost must be taken into consideration.

The emergence of network copier/network printers in the last two years offers an alternative to meet the
district’s and schools’ printing needs with the two-folded benefits: (1) reduce the number of printers in
the administrative offices, and (2) as such, decrease the printer maintenance cost. Administrative staff
should be encouraged to use the shared printing resources, particularly, the copier/network printers,
which in principle, should have lower per page printing cost. But To be cost-effective, the district should
conduct a cost-benefit analysis among alternative printing devices and carefully negotiate the
copier/network printer lease contracts, which typically include on-going tech support.

The district has no asset management solution a this moment. All asset including tech equipment are
manually processed; it is inefficient and prone to errors. In the past three years the District attempted
physical inventory three times to keep track of the computers, network laser printers and
projector/document cameras, mainly, for the purpose of deploying remote tech support effectively. The
inventory will also identify those computers that need to be replaced and a rotation/replacement schedule
may be established as funding permits. The effort has very limited success. It is more efficient and
effective that the district acquires an asset management system, which will allow continuous, on-going
update of the district asses.

Areas of Need
To ensure optimal access to technology for all staff and students, the District needs to:
 Increase memory to at least 512MB (preferably 1GB) on all PCs.
 Replace the older computers with notebook/netbook PCs or fat/thin clients if appropriate.
 Upgrade the Windows operating systems of the PC workstations to at least Windows XP SP3 if
    necessary.
 Plan the training for teachers and use of Open Office and other open source as well as the on-
    demand applications like Google Docs.
 Research and acquire a tool to patch third-party programs, especially browser plug-ins..
 Research and plan the implementation of SIF solution.
 Strategize the requisition and consolidate the use of printing resources
 Acquire a tool or tools to effectively track and/or monitor client computing devices, printing
    resources, projectors, and document cameras.


4. 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.

   Create a position of 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
                         Garvey School District Technology Plan                                        33

       Management and maintenance of voice over IP phone system
       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 Technology Plan                                                 34

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.

                                                                                      Benchmarks
 Objectives                                                               Year 1         Year 2            Year 3
                                                                        2011-2012      2012-2013         2013-2014
 1.1 By June 2014, expand and upgrade the campus/district               Increase AP   Upgrade 50%          Upgrade
     wireless network.                                                   density as      of Aps          100% of Aps
                                                                          needed
 1.2 By June 2014, the district-wide area network (WAN) will              1 Gbps         1 Gbps           Maintain or
     have the bandwidth of at least 1 Gbps (1,000 Mbps).                between DO     between DO        upgrade to 10
                                                                         and larger   and all schools        Gbps
                                                                          schools
 1.3 By June 2014, all non-GB switches will be replaced by POE            Maintain           50%             100%
     GB (or higher) switches.

 1.4 Annually, Ethernet cabling will be serviced or installed as          20 to be         20 to be        20 to be
     needed.                                                              serviced        serviced &      serviced &
                                                                                          100 to be       100 to be
                                                                                           installed       installed
 1.5 By June 2014, complete research and plan of a unified               Research            Plan           Budget
     communication system encompassing computers, cellular
     phones and land lines.

 1.6 By June 2014, secure funding for the provision of redundant          Maintain          Maintain       Maintain
     power supply in the MDF of district office.


  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 upgrade       Asst. Supt.          Annually    Gen. Funds     Documentation of
  1.2      projects.                          Business                         to match       Contracts
  1.3                                         Coordinator,                     E-Rate
  1.4                                         Technology
  1.1      Research and secure funds to       Asst. Supt.          Annually    Gen. Funds     Board Agenda/Minutes
  1.2      increase infrastructure            Business                         to match
  1.3      capability.                        Coordinator,                     E-Rate
  1.4                                         Technology
  1.5
  1.6
                             Garvey School District Technology Plan                                                  35


Goal 2.0     The district will continue to develop and maintain servers that will facilitate on-line learning
             for students, electronic communications for staff and efficient management of the district.

                                                                                     Benchmarks
Objectives                                                           Year 1          Year 2 2012-         Year 3
                                                                   2011-2012            2013            2013-2014
2.1 By June 2014, complete the server virtualization hardware         50%               100%             Maintain
    and software upgrade.

2.2 By June 2014, consolidate servers through virtualization            50%                100%           Maintain
    when applicable.

2.3 By June 2014, establish terminal servers needed for all             50%                100%           Maintain
    fat/thin clients.

2.4 By June 2014, establish an e-mail service integrated in a     Research, Plan     Installation &       Maintain
    unified communication system encompassing computers,            & Budget         Configuration
    cellular phones and land lines.

2.5 By June 2014, establish a centralized library management       Acquire/Install     Put in Use         Maintain
    system.

2.6 By June 2014, complete on-site backup and off-site backup      100% on site           Maintain     100% off site
    for servers.




 Obj            Implementation                Responsible       Timeline      Budget            Monitoring and
  #              Plan/Activities                 Dept. or                     Source          Evaluation Activities
                                                 Position
 2.1     Acquire hardware/software           Asst. Supt.        Annually    Gen. Funds      Purchase Orders
 2.6     needed for server virtualization    Business
         and off-site backup.                Coordinator,
                                             Technology

 2.2     Install/configure virtual servers   Coordinator,       Annually    NA              Increase in number of
 2.3     and on-site backup.                 Technology                                     virtual servers
 2.6
 2.4     Secure funding for upgrading        Asst. Supt.        Annually    Gen. Funds      Budget
 2.5     e-mail service and library          Business                       Categorical     Purchase Orders
         management system.                  Coordinator,                   Program
                                             Technology                     Funds
                             Garvey School District Technology Plan                                                    36


Goal 3.0     The district will acquire and deploy hardware necessary to support instruction/curriculum,
             professional development goals, and management effectiveness.

                                                                                         Benchmarks
Objectives                                                                Year 1             Year 2         Year 3
                                                                       2011-2012          2012-2013       2013-2014
3.1 By June 2014, all computers will have at least 1 GB memory        At least 512MB      At least 1GB    Upgrade as
    and an operating system in support of user applications.             on all PCs        on all PCs       needed

3.2 By June 2014, replace desktop PCs with notebook/netbook                10%               30%`               50%
    PCs or fat/thin clients as appropriate.

3.3 By June 2014, upgrade Windows operating system if                      10%               30%                50%
    necessary.

3.4 By June 2014, establish/utilize a tool/solution to dispatch       Acquire/Install      Put in Use       Maintain
    software image and third-party programs including browser
    plug-ins.

3.5 By June 2014, complete SIF research and implementation               Research            Plan            Budget
    plan.

3.6 By June 2014, strategize requisition and consolidate use of            Plan           Consolidate       Maintain
    printing resources.

3.7 By June 2014, establish accurate technology inventory.            Acquire/Install      Put in Use       Maintain


Obj            Implementation              Responsible       Timeline           Budget            Monitoring and
 #              Plan/Activities              Dept. or                           Source          Evaluation Activities
                                             Position
 3.1    Determine end-user computing       Principals        Annually      Gen. Funds         School Plans
 3.2    device hardware/software           Coordinator,                    Categorical        Purchase Orders
 3.3    upgrade, purchase, replacement     Technology                      Program Funds
        needs.                                                             Technology
                                                                           Voucher
                                                                           Program
 3.1    Collaborate with sites to          Asst. Supt.       On-going      Grant Funds        Notification of Awards
 3.2    investigate grant opportunities.   Instruction
                                           Coordinator,
                                           Technology
 3.4    Secure funding sources for         Asst. Supt.       Year 1        Gen. Funds         Purchase Orders
 3.5    purchase of a lifecycle            Business                        Categorical        Computing Devices
 3.7    management solution and            Coordinator,                    Program Funds
        investigate funding for asset      Technology
        management solution.

 3.4    Install and utilize a lifecycle    Asst. Supt.       Year 1 or     NA                 Implementation plan
 3.7    management tool and/or an          Business          Year 2                           Purchase Order
        asset management solution.         Coordinator,                                       On-line Inventory
                                           Technology                                         database
 3.6    Negotiate copier/printer lease     Asst. Supt.       Year 2        Gen. Funds         Lease contracts
        contracts.                         Business                        Categorical
                                           Principals                      Program Funds
                                           Coordinator,
                                           Technology
                             Garvey School District Technology Plan                                                        37


Goal 4.0      The district will acquire and deploy software and provide training on the software necessary
              to support instruction/curriculum, professional development goals, and management
              effectiveness.

                                                                                           Benchmarks
Objectives                                                              Year 1               Year 2             Year 3
                                                                      2011-2012            2012-2013          2013-2014
4.1 Annually, the district will establish/update a list of open        Maintain              Maintain          Maintain
    source software applications and make it available to
    teachers.

4.2 By June 2014, all teachers will be trained to use Open Office            50%                 100%           Maintain
    (and other open source software).

4.3 By June 2014, students will be taught using Open Source                  10%                 50%             100%
    suite.

4.4 By June 2014, teachers will be trained to use on-demand                  50%                 100%           Maintain
    applications.

4.5 By June 2014, Aeries will be 100% web-accessible and allow               Pilot             Implement        Maintain
    secure access from outside of district.



 Obj             Implementation                Responsible        Timeline           Budget          Monitoring and
  #               Plan/Activities                Dept. or                            Source        Evaluation Activities
                                                 Position
 4.1     Continue to research and             Coordinator,        Annually       NA               List of Open Source
         compile list of open source          Technology                                          Software Applications
         software applications
         appropriate for grades K-8.

 4.2     Develop Open Office and on-          ETAC                Annually       Title II, D      Training Schedule
 4.4     demand training curriculum and       Asst. Supt.                                         Training Sign-in Records
         schedule.                            Instruction
                                              Asst. Supt.
                                              Human
                                              Resources
                                              Coordinator,
                                              Technology

 4.3     Assist teachers in training          ETAC                Annually       NA               EdTechProfile Student
         students in using Open Office &      Asst. Supt.                                         Survey
         other open source software.          Instruction
                                              Coordinator,
                                              Technology

 4.5     Develop implementation plan.         Coordinator,        Annually       Gen. Funds       On-going Performance
                                              Technology                                          and Security Check
                             Garvey School District Technology Plan                                                        38


Goal 5.0      The district will provide timely technical support to all sites and departments.

                                                                                            Benchmarks
Objectives                                                               Year 1               Year 2             Year 3
                                                                       2011-2012            2012-2013          2013-2014
5.1 By June 2014, the district will have a network                      Feasibility        Implementation         Full
    administrator in the Education Technology Office.                     study                 Plan         implementation

5.2 By June 2014, 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.

5.3 By June 2014, the district will hire part-time, itinerant Site            One            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
 5.1     Assess need and determine job         Asst. Supt.           Year 1         Gen. Funds     Annual Evaluation Report
 5.3     functions of network                  Business                             Categorical
         administrator and Site Tech           Coordinator,                         Program
         Support (STS).                        Technology                           funds

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

 5.2     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

 5.2     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 Technology Plan                                           39


INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE COMPONENT
Monitoring, Evaluation & Program Modification

Twice a year, in Summer and Spring, the District Educational Technology Advisory Committee (ETAC) will
examine the data collected from instruments specified below for each goal to monitor progress, evaluate
effectiveness in attaining the goal, and to identify improvement or modification needs if necessary. An
annual progress report will be prepared and presented to the instructional leaders and school staff to
obtain further input on plan modifications and next steps. After review and further modifications by the
Superintendent’s Cabinet, the annual progress report and modification plan (if necessary) 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.

 Primary Instruments                  Goal   Activities                                    Responsible Dept. or
                                                                                           Position
 District & School Plan Budgets       1.0    Annually develop district- and school-level   Asst. Supt. Instruction
                                      2.0    budgets to ensure adequate funding to         Asst. Supt. Business
                                      3.0    support the implementation of each goal.      Asst. Supt. Human
                                      5.0                                                  Resources
 Contracts, Purchase Orders &         1.0    Examine contracts, purchase orders, and       Coordinator,
 Inventory                            2.0    inventory database to ensure proper           Technology
                                      3.0    acquisition and allocation of technology in   Principals
                                             support of the implementation of each         ETAC
                                             goal.                                         LITE Techs

 Network Surveys & Progress           1.0    Annually conduct surveys with ETAC to
 Reports                                     assess needs and identify upgrade
                                             projects, and examine progress reports, in
                                             on-going manner, to monitor progress.

 EdTechProfile Survey – Student       4.0    Annually conduct the EdTechProfile
 Survey                                      Survey on students’ use of various types
                                             of technology, including Open Source.

 District Technology Professional     4.0    Develop and implement a multi-year
 Development Institutes               5.0    professional development plan that
 - Plan & Catalog                            supports the implementation of each goal,
 - Participation & Progress Records          including an advanced-level focus for LITE
 - Staff Evaluations                         Techs. Collect participation/ progress
                                             records and staff evaluations.

 Annual Evaluation of LITE Techs &    5.0    Annually conduct an evaluation of the
 District Technology Staff                   services provided by LITE Techs and use
                                             the findings to refine responsibilities and
                                             identify training needs.
                                             Annually conduct an evaluation of the
                                             services provided by the District Education
                                             Office staff and use the findings to
                                             identify staffing and training needs.
                                               Garvey School District Technology Plan                                                                          40

                                                                  PROJECTED BUDGET
                                                              (July 1, 2011 – June 30, 2014)

PROJECTED FUNDING SOURCE                                                                                          PROJECTED FUNDING
                                                                                              Year 1                    Year 2                               Year 3
Education Technology Office (ETO) Budget (General Funds)                                                $730,000                       $560,000                          $570,000
Bond Measures                                                                                            $42,000                       $120,000                           $10,000
Title II, Part D Formula Grant (EETT)*                                                                   $10,000                        $10,000                           $10,000
Title II, Part A Program                                                                                 $75,000                        $75,000                           $75,000
School Site Categorical Programs                                                                        $310,114                       $219,314                          $207,114

TOTAL PROJECTED FUNDING                                                                           $1,167,114                        $984,314                         $872,114
*EEET funding projection is based on 50% of the level of funding in the previous year.

            PROJECTED                                                    PROJECTED EXPENDITURE                                                      PROJECTED
          ITEM/ACTIVITY                                Year 1                    Year 2                                  Year 3                   FUNDING SOURCE
 INFRASTRUCTURE
 (The projected expenditure listed below for infrastructure represents only 11% of total projected expenditure due to E-rate eligibility provision.)
 Wireless Network                                                  $81,714                        $160,914                             $53,714     Bond Measures
 Cabling                                                                                                                                           ETO Budget
 Bandwidth
 Switches
 Telecommunication
 LACOE/T1
 E-mail
 Maintenance/Smartnet
 PERSONNEL COSTS
 Education Technology Office Staff                               $380,000                         $390,000                         $400,000     ETO Budget
 (current)
 Education Technology Office Staff                                     NA                          $80,000                           $80,000    ETO Budget
 (new)
 Site LITE Techs                                                  $16,800                          $16,800                           $16,800    Site Categorical Programs
 (extra-assignment)
 Site Website Coordinators                                        $16,800                          $16,800                           $16,800    Site Categorical Programs
 (extra-assignment)
 ETAC members                                                     $14,000                          $14,000                           $14,000    Title II, A Program
 (extra-assignment)
 HARDWARE
 Computers                                                        $48,000                          $48,000                           $48,000    Site Categorical Programs
 (new and replacement)                                                                                                                          Title II, D (EETT)
 LCD Projectors                                                   $15,000                          $16,000                           $10,000    ETO Budget
 Document Camera                                                  $15,000                          $16,000                           $10,000
 Printers                                                         $20,000                          $21,000                           $18,000
 Server/backup upgrade                                            $12,000                          $12,000                           $12,000
 Memory upgrade (est. 1,000)                                      $50,000                                0                                 0
 SOFTWARE
 District Website Software                                         $3,000                           $3,000                            $3,000    ETO Budget
 Spam/Content filter: LS/TTC                                       $9,000                           $9,000                            $9,000    Title II, D (EETT)
 Aeries SIS                                                       $10,900                          $10,900                           $10,900
 Global Connect                                                    $9,900                           $9,900                            $9,900
 Server Lifecycle Management                                     $100,000                               $0                                $0
 Library Management System                                       $150,000                               $0                                $0
 Microsoft OS update (est, 500)                                   $60,000                               $0                                $0
 VMTech/RedHat                                                     $4,000                           $4,000                            $4,000
 Assessment Programs:                                             $35,000                          $40,000                           $40,000    Site Categorical Programs
 1. OARS                                                                                                                                        Title II, D (EETT)
 2. My Access
 3. Others
 Instruction (& Intervention) Programs:                           $50,000                          $50,000                           $50,000    Site Categorical Funds
 1. READ 180                                                                                                                                    Title II, D (EETT)
 2. Orchard
 3. Accelerated Reader
 4. Reading Counts
 5. Others
 PROFESSIONAL DEVELOPMENT
 District & Site Technology Institutes                            $61,000                          $61,000                           $61,000    Title II, A Program
 (e.g., standards, general purpose,
 educational software, etc.)
 Technology Conferences                                            $5,000                            $5,000                           $5,000    Title II, D (EETT)
                                                                                                                                                Site Categorical Funds

 TOTAL PROJECTED
 EXPENDITURE                                             $1,167,114                          $984,314                         $872,114
                         Garvey School District Technology Plan                                          41

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, 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 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 36.) 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 36.
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 36, 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 Technology Plan                                      42



MONITORING AND EVALUATION COMPONENT
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 Survey
       b. District-developed Technology Use Surveys
           Staff Technology Standards Checklist
           Staff Technology Use Survey
           Student Sequence of Technology Skills
           Student Technology Use Survey/Assessment
       c. District Technology Professional Development Institutes
           Participation & Progress Records
           Staff Evaluations
       d. 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.

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 annual 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 Technology Plan                                          43

   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. This demographic characteristic of
the community is reflected in the 2010 STAR report which indicates only 23.1% of parents (of grades 2-8
students) report an education level as “not a high school graduate.”

The District has a long history of providing technology-based language and technology literacy programs
for parents and community members. From 1998 to 2007, a technology-based English language program,
that utilized interactive software programs, such as Rosetta Stone and Oxford Dictionary, was provided
district-wide to parents and community members with limited English proficiency. In the 2008-09 school
year, this program was offered at individual sites that have available staffing and financial resources.
Beginning 2010, working in partnership with local business partners and institutes of higher education, a
series of computer literacy classes have been offered district-wide in different languages to serve parents
and community members with diverse cultural and language backgrounds.

The district also has a partnership with the East Los Angeles College which has a satellite facility located
in the Garvey School District area. Classes include a variety of technology applications (e.g., keyboarding,
record management, word processing) offered during the week and on weekends. Class catalogues are
made available to parents and community members in the Garvey Parent Education Center.

In addition, with the increasing accessibility of technological resources from the adopted core curriculum
and supplemental programs, parent training, provided by both District staff and vendors, will continue to
expand to enhance parents’ access to these resources in support of their child’s learning as well as their
personal growth.
                         Garvey School District Technology Plan                                         44

            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
Allan Collins and Richard Halverson (2009). Rethinking Education in the Age of Technology: The Digital
Revolution and the Schools
The authors encapsulate the imperatives of recent technology advancement in terms of customization,
interaction, and control. Customization refers to providing people the knowledge when they want it and
supporting and guiding them as they learn. Interaction refers to the ability of computers to give learners
immediate feedback and to engage learners through simulation in accomplishing realistic tasks. Control
refers to putting learners in charge of their learning, so they develop ownership and can direct their
learning where their interests take them. The have inevitably driven changes in education.
Implications for the Garvey School District Technology Plan: Adopting technology in the classroom that
have built-in intelligence requires a change of pedagogy, which, in turn, underscores the importance of
technology-embedded professional development.

Alan Dessoff (2010). Reaching Digital Natives on their Terms: Making your Technology Environment
Student Centered. District Administration, April 2010, pp. 36-42.
The technology-enhanced classrooms require change of teacher’s mindset and modification and/or
upgrade of his/her pedagogy. A greater challenge, however, lies in what to teach (or what a student
should learn). That has significant implications for the assessment and curriculum which are beyond
technology.
Implications for the Garvey School District Technology Plan: Even though computing technology can
accomplish a lot in distributing and even creating knowledge, it can never replace quality teachers.
Teachers need to continue their role as the mastermind, being the ultimate designer for the curriculum
and assessment. The District plan puts quality teachers and professional development in the center-stage
positions.

Zach Miners (2009). Classroom Technology Integration. District Administration, April 2009, pp. 35-38.
Having technology is one thing; maximizing the investment, especially in terms of improving student
achievement, is quite another. As a pre-requisite, teachers need to be familiar with or be good at using
that technology, as a tool. Here is the challenge: how? The author suggests teachers teach teachers. But
a long-term solution, he recommends, lies in technology integration professional development programs,
where technology integration is not really about technology but rather the creation of classrooms “where
all students are motivated to succeed and to build enthusiasm and creativity into daily teaching.”
Implications for the Garvey School District Technology Plan: Technology is a tool after all. To achieve the
challenging educational goals, both teachers and students need to learn how to maximize its benefits to
enhance teaching and learning.

Kevin Butler (2010). Cybersafety in the Classroom. District Administration, June 2010, pp. 53-57.
The article asserts that “District leaders need to take responsibility for teaching students how to wisely
navigate the Internet.” It recommends that teachers be trained on Internet safety and lessons be woven
into the regular curriculum. It also urges the involvement of parents. Finally, it suggests that Web 2.0
tools be deployed to teach Internet safety, security and ethics.
Implications for the Garvey School District Technology Plan: The District plan recognizes the importance
of professional development and resources needed to improve students’ on-line safety.
                         Garvey School District Technology Plan                                         45

Nancy E. Willard (2007). Cyberbullying and Cyberthreats: Responding to the Challenges of Online Social
Aggression, Threats, and Distress. Research Press.
The book reviews Cyberbullying and Cyberthreats and provides a comprehensive response to them
although it does not overlook the issue of student privacy. It emphasizes that students must be educated
and encouraged to report such incidents. It recognizes that technology is able to contribute to the
deterring of this kind of online destructive and violent behavior. Both parents and educators will find the
book a helpful guide in preparing the young in entering the cyber world.
Implications for the Garvey School District Technology Plan: The District plan includes the professional
development focus on internet safety, such as cyberbullying and cyberthreats.

Eamonn O’Donovan (2009). Are One-to-One Laptop Programs Worth the Investment? District
Administration, February 2090, pp. 18-22.
The author rightfully points out that the one-to-one laptop program does not necessarily improve student
test scores, at least not in short term. Then why the investment? He only answers indirectly: A one-to-
one laptop program “may help the students to get the next level.” He then shares his observation: A
successful program requires more than financing. At the end of the article, he provides a practical advice
on the technical needs in the implementation of the one-to-one laptop program.
Implications for the Garvey School District Technology Plan: The District will continue its effort in
increasing students’ access to computing devices. The goal is for students to be familiar with and master
the intelligent tool and use it to advance their education and career in the high tech era.

Cathleen Norris and Elliot Soloway (2010). What will Move the Needle? District Administration,
July/August 2010, pp. 53-57.
The authors have found that almost half of the students in school used computers for no more than 15
minutes. At best, computers are supplemental aids s to curriculum and instruction. They believe that “for
a technology to truly move the needle” and impact student achievement, “that technology must be an
essential element of the instructional process… and for a technology to be essential, the key is time on
task.” These observations led them to recommend to the district one-to-one computing, as the “only one
technology has the potential to make an authentic impact on student achievement.” With one-to-one
computing in place, it is even more important, though, that computers need to be used “for a substantial
number of the learning activities in a lesson.”
Implications for the Garvey School District Technology Plan: The District plan recognizes the continuous
need to lower the student to computer ratio as a significant step in enhancing students’ computer time.
In addition, teachers need to be trained how to effectively integrate computers into the instruction.

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 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 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.
                         Garvey School District Technology Plan                                         46


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 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 Technology Plan: The District plan calls for the revision of
technology standards for students. These need to be aligned with California State standards 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 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 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 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.
                         Garvey School District Technology Plan                                         47

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 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 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.



Professional Development
Allan Collins and Richard Halverson (2009). Rethinking Education in the Age of Technology: The Digital
Revolution and the Schools
The authors encapsulate the imperatives of recent technology advancement in terms of customization,
interaction, and control. Customization refers to providing people the knowledge when they want it and
supporting and guiding them as they learn. Interaction refers to the ability of computers to give learners
immediate feedback and to engage learners through simulation in accomplishing realistic tasks. Control
refers to putting learners in charge of their learning, so they develop ownership and can direct their
learning where their interests take them. The have inevitably driven changes in education.
Implications for the Garvey School District Technology Plan: Adopting technology in the classroom that
have built-in intelligence requires a change of pedagogy, which, in turn, underscores the importance of
technology-embedded professional development.

Zach Miners (2009). Classroom Technology Integration. District Administration, April 2009, pp. 35-38.
Having technology is one thing; maximizing the investment, especially in terms of improving student
achievement, is quite another. As a pre-requisite, teachers need to be familiar with or be good at using
that technology, as a tool. Here is the challenge: how? The author suggests teachers teach teachers. But
a long-term solution, he recommends, lies in technology integration professional development programs,
where technology integration is not really about technology but rather the creation of classrooms “where
all students are motivated to succeed and to build enthusiasm and creativity into daily teaching.”
Implications for the Garvey School District Technology Plan: Technology is a tool after all. To achieve the
challenging educational goals, both teachers and students need to learn how to maximize its benefits to
enhance teaching and learning.

Kevin Butler (2010). Cybersafety in the Classroom. District Administration, June 2010, pp. 53-57.
The article asserts that “District leaders need to take responsibility for teaching students how to wisely
navigate the Internet.” It recommends that teachers be trained on Internet safety and lessons be woven
into the regular curriculum. It also urges the involvement of parents. Finally, it suggests that Web 2.0
tools be deployed to teach Internet safety, security and ethics.
Implications for the Garvey School District Technology Plan: The District plan recognizes the importance
of professional development and resources needed to improve students’ on-line safety.
                         Garvey School District Technology Plan                                           48


Nancy E. Willard (2007). Cyberbullying and Cyberthreats: Responding to the Challenges of Online Social
Aggression, Threats, and Distress. Research Press.
The book reviews Cyberbullying and Cyberthreats and provides a comprehensive response to them
although it does not overlook the issue of student privacy. It emphasizes that students must be educated
and encouraged to report such incidents. It recognizes that technology is able to contribute to the
deterring of this kind of online destructive and violent behavior. Both parents and educators will find the
book a helpful guide in preparing the young in entering the cyber world.
Implications for the Garvey School District Technology Plan: The District plan includes the professional
development focus on internet safety, such as cyberbullying and cyberthreats.

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 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 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 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.
                         Garvey School District Technology Plan                                         49


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.”
Implications for the Garvey School District 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 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 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 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.
                         Garvey School District Technology Plan                                          50

Infrastructure, Hardware, Technical Support and Learning Resources
Federal Communication Commission (2010). National Broadband Plan: Connecting America.
The 376-page document is mandated by the American Recovery and Reinvestment Act of 2009 for
improving broadband Internet access throughout the United States. The goal is providing 100 million
American households with access to 100 mbps connections by 2020. In relation to Education, the Plan
will leverage FCC’s E-Rate program to enable improvements in public education through e-learning and
online content in provision of more personalized learning opportunities for students. Broadband can also
facilitate the flow of information, helping teachers, parents, schools and other organizations to make
better decisions tied to each student’s needs and abilities.
Implications for the Garvey School District Technology Plan: The National Broadband plan underscores
the importance of upgrading the District’s fiber-optic local area network in the next three years to ensure
the provision of adequate bandwidth for instruction and administration.

Kurt O. Dyrli (2009). Keeping Track of Technology: The Latest IT Asset Management Programs can Do
More than just Inventory. District Administration, April 2009, pp. 31-34.
It is the district’s and school’s responsibility to keep track of the asset including the technology
equipment. The need only increases as new technology is constantly entering classrooms and offices – to
the point, as the author points out, that IT assess management software is a must. Such software has
helped districts successfully keep track of their technology for years. The latest generation of the
software solutions in this category has grown even more sophisticated while becoming more affordable
and including functions beyond enhanced inventory control.
Implications for the Garvey School District Technology Plan: Included in the plan is the acquisition and
utilization of an effective asset management tool which will keep track of all the district assets,
particularly, the tech equipment.

Nickolas Carr (2008). The Big Switch: Rewiring the World, From Edison to Google
Large manufacturers have long given up the practice of providing their own power; they just plugged into
the electrical grid. According to the author, the same is happening in our need and use of computing
technology: We are moving or will move from personal computers to terminal devices like thin clients,
and all end users, be they companies or individuals, will outsource servers and storage. Such a transition
will further be driven and expedited by economical benefits.
Implications for the Garvey School District Technology Plan: The district will research and evaluate
alternatives of e-mail service including outsourcing it. Besides economical incentive, it will take into
consideration factors including data security, tech support, reliability, etc.

Cameron Sturdevant (2010). Dumping on the Cloud. eWeek, April 5, 2010, p. 24.
Cloud computing is web-based processing, whereby shared resources, software, and information are
provided to computers and other devices such as smart phones on demand over the Internet. With public
cloud available in the market, corporate as well as governmental organizations have choice to outsource
IT, which typically provides ongoing maintenance of the hardware/software to meet the business
computing needs. The author argues that unless they are building and running servers, most
organizations should outsource IT and get back to their core business. Since it is better to stay ahead of
an innovation wave than to be overwhelmed by it, he advises IT managers to “truly become business
enabler.” He encourages the IT manager to be “the trusted adviser who looks for opportunities to
optimize current business operations for cloud enabler.”
Implications for the Garvey School District Technology Plan: Cloud computing has gain popularity. Many
District schools have opted for web-based solutions for their learning needs. The next step is for the
District to outsource its IT services in view of its limited resource and cost-effectiveness.

Jacqueline Heinze (2010). What’s Your Platform? So Many Schools, So Many Apps. How to Keep Track .
Administrator, May/June 2010, pp. 47-48.
The School Interoperability Framework (SIF) Association is a non-profit group which sets standards, so
different school software programs can share information. The platform-neutral, vendor-independent
rules and definitions cover more than 3,200 software vendors, school districts, and other organizations.
The undertaking is complex. It requires teamwork, communication, visionary leadership, and
commitment.
Implications for the Garvey School District Technology Plan: The need of an effective tool to manage the
data of various software applications have increased rapidly. The plan includes an implementation plan of
                          Garvey School District Technology Plan                                            51

an SIF solution that requires extensive research, evaluation, and budget development. This also requires
that any software to be acquired in the future must be SIF compliant.

David Rapp (2008). Open Minded Schools. Administrator, June 2008, pp. 49-50.
No longer is the question whether the district or school should use open-source software; it is how.
Administrators nationwide are raving about low cost, and ease of use when switching over to open-
source software. But are you ready to go-off brand? The author goes over the pros and cons, and the
transition might not be for everyone – at least for now. But it is certainly not impossible.
Implications for the Garvey School District Technology Plan: Teachers are the key in bringing open
source software to the classroom. The plan calls for professional development on Open Office, other open
source applications and on-demand office productivity software like Google Docs.

Wayne Rash (2010). Enterprise Wireless: It’s All about Work. eWeek, July 19, 2010, pp. 16-19.
With 802.11n ratified and 3G evolving into 4G, wireless communication is reaching the point at which
schools can depend on it for fast, reliable communications. The ability of 802.11n WiFi allows students
and staff to be mobile within a building and have reliable, fast connections. 4G WAN communications are
starting to appear and promise reliable, fast communication will also exist outside of schools or offices.
Implications for the Garvey School District Technology Plan: The plan will strategically add 802.11n Aps
at the schools. It will not only increase the density of the Aps. It will also improve the capacity of the Aps
and the eliability. We will see the performance of the district/school wireless network escalate.

Wayne Rash (2010). What’s Next Step. eWeek, June 7, 2010, pp. 39429.
The category of laptop computers encompasses notebooks, netbooks, and tablets. It might or might not
include iPad like products, which are a content-consumption “appliance”, but conceivably will evolve into
a computing device of its own category or sub-category. The major changes coming in laptops will be in
the choice of processors, the type of storage and the means of user input.
A typical notebook comes with a processor, the capacity of which often exceeds the need of a business
user. In response to the change arise the Netbooks, currently are informally differentiated by the use of
Intel’s low-power Atom processors on them. The battery life has always a challenge to laptops. Solid-
state disks consume less power, which in turns allows for greater battery life. Further enhanced by better
battery technology, we will see the battery life improve to as much as 24 hours between charges.
The slick interface, the light weight and the longer battery life of the iPad have raised those expectations
for future tablets. Those tablets to come into the market will be equipped with touch screens. Some of
them might still include a stylus and a keyboard at expense of portability to ease data entry and content
creation.
As wireless infrastructure grows, these mobile computers, which typically have integrated WiFi
component for wireless communication within the enterprise, will acquire built-in wide-area wireless
support. Laptops with 3G and 4G will grow in popularity. The wireless capabilities will include GPS
functionality that will enable GIS software and will also help in recovering lost or stolen mobile devices.
Implications for the Garvey School District Technology Plan: Mobile end-user computing devices will
increase their presence in the District as planned. When possible, they will replace the desktops in
classrooms. Even administrative staff might enjoy the portability of a netbook, which may be enhanced
by an external flat panel screen, a USB mouse and a keyboard.

Hillton Collins (2008), Virtual Frontier. Government Technology, November 2008, pp. 26-29.
Virtualization has grown from servers to clients. In its native format, virtualization software is installed on
a computer, which then allows it to run more than one operating system. The more common choice is for
a server to host virtual machines that users access remotely on some end-user devices – be a desktop
PC, a laptop or a thin client. When a user accesses a virtual desktop by logging on a end-user device, the
server delivers an “image” to the end-user device. The image contains the operating system as if the user
installed it on that end-user device.
Implications for the Garvey School District Technology Plan: Desktop virtualization has almost become a
must for the district IT in view of the rapid growth of computing devices in number and the leveling off or
shrinkage of the tech support in the past decade. The business advantages are multifold: powerful
disaster recovery solution, expedited tech support, saving in energy as well as human resources, etc. The
plan will mandate research and pilot of the desktop virtualization.
                         Garvey School District Technology Plan                                            52

Matthew D. Sarrel (2010), VDI Promises and Pitfalls. eWeek, March 1, 2018, pp. 14-18.
While IT departments nationwide embrace VDI (Virtual Desktop Infrastructure), the author cautions the
user acceptance. VDI will remove personal computers from the users. It might also slow down the work
given the applications run on the server instead of local device. The IT department must watch closely
the user experience during the pilot phase of implementation. The users also need to be educated about
the powerful disaster recovery solution and expedited problem resolution among the strategic benefits.
Implications for the Garvey School District Technology Plan: The District will research and plan VDI
carefully before starting pilot at a small scale. ETO will watch closely user experience and ensure VDI will
not shortchange the users in terms of their computing needs at work.

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 5;1 ratio would
ensure “near universal access.” The article also discusses access in relation to classroom connectivity.
Implications for the Garvey School District Technology Plan: The District plan’s goal is to reach a 2:1
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
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 Technology Plan: This article repeats the recommendation of
a 5:1 or 4:1 ratio that was stated in the previous article. The District’s three-year goal is to reach a 2:1
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 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 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.
                           Garvey School District Technology Plan                                           53

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 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.

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
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 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.


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 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 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 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 Technology Plan                                          54


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.

Distance-learning technologies provide the opportunity to extend learning beyond the school campus;
henceforth, they enable home-bound students and highly mobile students to access the District’s
curricular and academic courses.

In 2010, the District selected a new web hosting service that includes an on-line classroom management
tool. This tool has two features: Classroom and Collaborative Tools. The Classroom Tools include
Homework, Lessons, Assessments, Attendance Tools, Rubric Builder, Lesson Plan Builder and Grade
Book; while the Collaborative Tools include a range of modules that can be utilized as communicative
devices by students and teachers. With these tools, teachers can schedule class events on the dynamic
online calendar, post homework assignments, conduct assessments and generate lesson plans. Parents,
in addition, can stay involved in class activities and keep track of student performance by signing up for
specific student notifications. Currently, the District is planning to conduct a pilot with a teacher leader
and his classes. Specifics for future expansions will be based on the findings of the pilot.

This on-line classroom tool, in addition, can be utilized to provide on-line professional development. Using
videos and e-instructions as the primary media, the tool can promote the technology skills of the
participants, in addition to the enhancement of their curriculum knowledge and pedagogy.

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. In addition, the District is exploring the
potential of online courses, through the new web hosting service, in particular, to home-bound students
and highly mobile students.

Pam Derringer (2008). Professional Development: Blender Is Better. Tech & Learning, November 2010,
pp. 34-37.
States, counties and districts increasingly use both the on-line and the in-person professional
development to provide the needed trainings for the teachers. The innovation emerges as a natural
extension of the recent technology advancement in network infrastructure as well as web portals. It also
fills a practical need: Teachers aren’t always available for the after-hours professional development.
Videos have proven a great supplement in virtual professional development, as indicated by school
districts like Renton SD in Washington State.
Implications for the Garvey School District Education Technology Plan: The district is examining the
virtual avenue of offering professional development utilizing videos and retrievable e-instructions on
improving staff’s technology skills as well as curriculum knowledge and pedagogy.

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 is identified as a viable avenue in raising levels of technology proficiency and
curriculum integration.
      Garvey School District Technology Plan   55




       Appendix I

Sequence of Technology Skills
                        Garvey School District Technology Plan                                    56

                        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 Technology Plan           57




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 Technology Plan           58




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 Technology Plan          59




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 Technology Plan         60




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 Technology Plan         61




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 Technology Plan          62




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 Technology Plan   63




  Appendix II
Current Board Policies
Related to Technology




       BP0440/AR0440
   District Technology Plan

 BP6163.4/AR6163.4/E6163.4
  Student Use of Technology
                          Garvey School District Technology Plan                            64


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:

                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)

                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 Technology Plan                                 65

                                                                                       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
             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 Technology Plan                        66

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

                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

                Ensure appropriate access for all students
                        Garvey School District Technology Plan                             67


                                                                                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

               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

               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

               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 Technology Plan                          68


                                                                               AR 0440I
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

               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 Technology Plan                              69

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 Technology Plan                                           70

                                                                                       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
             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 Technology Plan                                       71

                                                                                       BP 6163.4I

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
              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 Technology Plan                              72

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.

              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)

              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 Technology Plan                              73

                                                                             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)

               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.

               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 Technology Plan                             74

                                                                                  AR 6163.4I

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 Technology Plan                                      75

                                                                                          E 6163.4
                                    Garvey School District
                                   2730 North Del Mar Avenue
                                      Rosemead, California



    Technology Acceptable Use Agreement

Student’s Name:                                          School:

Teacher’s Name:                                          Room #:



I have read the Student Usage of Technology Policy and Regulations and will abide by them.

If I do not follow the rules, I understand that I will not be allowed to use the network and I may be
subject to disciplinary action/or legal action, as appropriate and as authorized in policy 6163.4.



Student’s Signature:                                                Date:


Parents/Guardians Name:

Daytime Number:                                      Cell Phone Number:



I have read the Student Use of Technology Policy & Regulation (BP/AR 6163.4). I understand that
the Internet is a worldwide group of computer networks and know that the Garvey School District
does not control the content of these Internet networks. When using the Internet, I realize that
students may have access to material that is not appropriate.

I hereby give permission for my child to use the Internet as long as he/she follows the rules and
regulations established by the district. I understand that my child may be disciplined if these
rules/regulations are not followed.




Parents/Guardians Signature:                                        Date:




6/98
   Garvey School District Technology Plan   76




 Appendix III
Garvey School District
   Technology Use
       Survey
                                                 Garvey School District Technology Plan                                                                                                                          77

                                           USE of INSTRUCTIONAL SOFTWARE by STAFF
     PROGRAM                                                                   STAFF’S Self-Assessed                          FREQUENCY of USE                                   TARGET STUDENTS
                                                                                KNOWLEDGE Level                                    Per Target Student                           (Check all applicable areas.)
                              If the specified program is not used, or         1 – I have little or no knowledge.        D – Daily (at least 10 minutes)                  A – All Students
                               software/ technology is not available,          2 – I have some knowledge.                W – Weekly (at least 10 minutes)                 F – Students who finish their work early
                                   proceed to the next program.                3 – I can use it well.                    M – Monthly (at least 10 minutes)                S – Struggling Students
                                                                               4 – I can teach others.                   S – Seldom                                       PA – Proficient & Advanced Students
                                                                                                                         N – Never                                        0 – Others: ____________
                               Not          Software         Technology          1         2         3         4          D        W          M         S        N         A           F         S        PA         O
                               Used           Not               Not
                                            Available         Available
Math –
enVisionMath (K-6) Holt
(Gr.7-8)
H/SS –
Scott Foresman (K-6) Holt
(Gr.7-8)
Orchard – Reading
Orchard – Math
Accelerated Reader
Accelerated Math
My Access
Reading Counts
Education City
Others:


                                             USE of TECHNOLOGY EQUIPMENT by STAFF
    EQUIPMENT                                                                              STAFF’S Self-Assessed                                                     FREQUENCY of USE
                               If the specified equipment is not used,                      KNOWLEDGE Level
                                    or equipment is not available,             1 – I have little or no knowledge.                             D – Daily      W – Weekly     M – Monthly      S – Seldom     N – Never
                                   proceed to the next equipment.              2 – I have some knowledge.
                                                                               3 – I can use it well.
                                                                               4 – I can teach others.
                                Equipment is             Equipment                   1             2                 3              4             D                W               M                 S           N
                                Available, but             NOT
                                 NOT USED               AVAILABLE
Computer
LCD Projector
Document Camera
Printer
Smart Board
Others:


                                                                          USE of OARS by STAFF
USE OF OARS                                      STAFF’S Self-Assessed KNOWLEDGE Level                                                                      FREQUENCY of USE
                                          1 – I have little or no knowledge.                                                  D – Daily   W – Weekly         M – Monthly       S – Seldom    N – Never
                                          2 – I have some knowledge.
                                          3 – I can use it well.
                                          4 – I can teach others.
                                                 1                    2                  3                    4                    D                    W                  M                 S                 N
Generate Data Reports
(on State & Local Assessments)
Develop Tests
Obtain students’ Demographic &
Assessment data
Others:


                            TECHNOLOGY & INFORMATION LITERACY SKILLS of STUDENTS
TYPE of SKILLS                                                STUDENTS’                                                    FREQUENCY of USE                                        SUBJECT AREAS
                                                            KNOWLEDGE Level                                                   by Students                                       (Check all applicable areas.)
                                          1 – Very few/no students have knowledge of most of the skills.            D – Daily (at least 10 minutes)                    LA – Language Arts
                                          2 – Some students have knowledge of most of the skills.                   W – Weekly (at least 10 minutes)                   M –Mathematics
                                          3 – Most students have knowledge of most of the skills.                   M – Monthly (at least 10 minutes)                  S – Science
                                          4 – All students have knowledge of most of the skills.                    S – Seldom                                         HSS – History/Social Science
                                                                                                                    N – Never                                          O – Others: ____________
                                                 1                2                  3                 4             D         W          M         S          N       LA           M            S       HSS         O
Word Processing Skills
Skills in Publishing Software
Grades 4-8 Students
Spreadsheet Skills (e.g., basic
computation)
Grades 4-8 Students
Skills in accessing the Internet for
Research Purposes
Grades 4-8 Students
Skills in using Presentation Software
   Garvey School District Technology Plan   78




    Appendix IV

Criteria for EETT-Funded
   Technology Plans
                                   Garvey School District Technology Plan                                                      79




                                 Criteria for EETT 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 Plan                  Addressed                                Adequately
                                                                                                                   Addressed
The plan should guide the                          2            The technology plan describes                   The plan is less
district’s use of education                                     the districts use of education                  than three years
technology for the next three to                                technology for the next three to                or more than five
five years. (For a new plan, can                                five years. (For new plan,                      years in length.
include technology plan                                         description of technology plan
development in the first year)                                  development in the first year is                Plan duration is
                                                                acceptable).                                    2008-11.
                                                                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 Plan                     Addressed                            Addressed
    Corresponding EETT
    Requirement(s): 7 and 11
    (Appendix D).
Description of how a variety of                   2-3           The planning team consisted of                  Little evidence is
stakeholders from within the                                    representatives who will                        included that
school district and the                                         implement the plan. If a variety of             shows that the
community-at-large participated                                 stakeholders did not assist with                district actively
in the planning process.                                        the development of the plan, a                  sought
                                                                description of why they were not                participation
                                                                involved is included.                           from a variety of
                                                                                                                stakeholders.
                             Garvey School District Technology Plan                                    80


3. CURRICULUM                      Page in           Example of Adequately              Example of Not
    COMPONENT CRITERIA           District Plan           Addressed                        Adequately
   Corresponding EETT                                                                     Addressed
   Requirement(s): 1, 2, 3, 8,
   10, and 12
   (Appendix D).

a. Description of teachers’           5          The plan describes the                 The plan explains
   and students’ current                         technology access available in         technology
   access to technology                          the classrooms, library/media          access in terms
   tools both during the                         centers, or labs for all students      of a student-to-
   school day and outside                        and teachers.                          computer ratio,
   of school hours.                                                                     but does not
                                                                                        explain where
                                                                                        access is
                                                                                        available, who
                                                                                        has access, and
                                                                                        when various
                                                                                        students and
                                                                                        teachers can use
                                                                                        the technology.
b. Description of the                 6          The plan describes the typical         The plan cites
   district’s current use of                     frequency and type of use              district policy
   hardware and software to                      (technology skills/information and     regarding use of
   support teaching and                          literacy integrated into the           technology, but
   learning.                                     curriculum).                           provides no
                                                                                        information about
                                                                                        its actual use.
c. Summary of the district’s          7          The plan summarizes the                The plan does
   curricular goals that are                     district’s curricular goals that are   not summarize
   supported by this tech                        supported by the plan and              district curricular
   plan.                                         referenced in district                 goals.
                                                 document(s).
d. List of clear goals,              8-9         The plan delineates clear goals,       The plan
   measurable objectives,                        measurable objectives, annual          suggests how
   annual benchmarks, and                        benchmarks, and a clear                technology will be
   an implementation plan                        implementation plan for using          used, but is not
   for using technology to                       technology to support the              specific enough
   improve teaching and                          district’s curriculum goals and        to know what
   learning by supporting                        academic content standards to          action needs to
   the district curricular                       improve learning.                      be taken to
   goals.                                                                               accomplish the
                                                                                        goals.
e. List of clear goals,             10-11        The plan delineates clear goals,       The plan
   measurable objectives,                        measurable objectives, annual          suggests how
   annual benchmarks, and                        benchmarks, and an                     students will
   an implementation plan                        implementation plan detailing          acquire
   detailing how and when                        how and when students will             technology skills,
                            Garvey School District Technology Plan                              81

   students will acquire the               acquire technology skills and       but is not specific
   technology skills and                   information literacy skills.        enough to
   information literacy skills                                                 determine what
   needed to succeed in the                                                    action needs to
   classroom and the                                                           be taken to
   workplace.                                                                  accomplish the
                                                                               goals.
f. List of goals and an            12      The plan describes or delineates The plan
   implementation plan that                clear goals outlining how           suggests that
   describe how the district               students and teachers will learn    students and
   will address the                        about the concept, purpose, and     teachers will be
   appropriate and ethical                 significance of the ethical use of  educated in the
   use of information                      information technology including    ethical use of the
   technology in the                       copyright, fair use, plagiarism and Internet, but is
   classroom so that                       the implications of illegal file    not specific
   students and teachers                   sharing and/or downloading.         enough to
   can distinguish lawful                                                      determine what
   from unlawful uses of                                                       actions will be
   copyrighted works,                                                          taken to
   including the following                                                     accomplish the
   topics: the concept and                                                     goals.
   purpose of both
   copyright and fair use;
   distinguishing lawful
   from unlawful
   downloading and peer-
   to-peer file sharing; and
   avoiding plagiarism
g. List of goals and an            13      The plan describes or delineates     The plan
   implementation plan that                clear goals outlining how            suggests Internet
   describe how the district               students and teachers will be        safety education
   will address Internet                   educated about Internet safety.      but is not specific
   safety, including how                                                        enough to
   students and teachers                                                        determine what
   will be trained to protect                                                   actions will be
   online privacy and avoid                                                     taken to
   online predators.                                                            accomplish the
                                                                                goals of
                                                                                educating
                                                                                students and
                                                                                teachers about
                                                                                internet safety.
h. Description of or goals         14      The plan describes the policy or     The plan does
   about the district policy               delineates clear goals and           not describe
   or practices that ensure                measurable objectives about the      policies or goals
   equitable technology                    policy or practices that ensure      that result in
   access for all students.                equitable technology access for      equitable
                                           all students. The policy or          technology
                                           practices clearly support            access for all
                            Garvey School District Technology Plan                                    82

                                                 accomplishing the plan’s goals.      students.
                                                                                      Suggests how
                                                                                      technology will be
                                                                                      used, but is not
                                                                                      specific enough
                                                                                      to know what
                                                                                      action needs to
                                                                                      be taken to
                                                                                      accomplish the
                                                                                      goals.
i. List of clear goals,             15-16        The plan delineates clear goals,     The plan
   measurable objectives,                        measurable objectives, annual        suggests how
   annual benchmarks, and                        benchmarks, and an                   technology will be
   an implementation plan                        implementation plan for using        used, but is not
   to use technology to                          technology to support the            specific enough
   make student record                           district’s student record-keeping    to know what
   keeping and assessment                        and assessment efforts.              action needs to
   more efficient and                                                                 be taken to
   supportive of teachers’                                                            accomplish the
   efforts to meet individual                                                         goals.
   student academic needs.
j. List of clear goals,               17         The plan delineates clear goals,     The plan
   measurable objectives,                        measurable objectives, annual        suggests how
   annual benchmarks, and                        benchmarks, and an                   technology will be
   an implementation plan                        implementation plan for using        used, but is not
   to use technology to                          technology to improve two-way        specific enough
   improve two-way                               communication between home           to know what
   communication between                         and school.                          action needs to
   home and school.                                                                   be taken to
                                                                                      accomplish the
                                                                                      goals.
k. Describe the process             18-19        The monitoring process, roles,       The monitoring
    that will be used to                         and responsibilities are described   process either is
    monitor the Curricular                       in sufficient detail.                absent, or lacks
    Component (Section 3d-                                                            detail regarding
    3j) goals, objectives,                                                            procedures,
    benchmarks, and                                                                   roles, and
    planned implementation                                                            responsibilities.
    activities including roles
    and responsibilities.
4. PROFESSIONAL                    Page in           Example of Adequately            Example of Not
    DEVELOPMENT                  District Plan           Addressed                    Adequately
    COMPONENT CRITERIA                                                                Addressed
   Corresponding EETT
   Requirement(s): 5 and 12
   (Appendix D).
a. Summary of the                     20         The plan provides a clear            Description of
    teachers’ and                                summary of the teachers’ and         current level of
    administrators’ current                      administrators’ current              staff expertise is
                           Garvey School District Technology Plan                             83

   technology proficiency                 technology proficiency and           too general or
   and integration skills and             integration skills and needs for     relates only to a
   needs for professional                 professional development. The        limited segment
   development.                           findings are summarized in the       of the district’s
                                          plan by discrete skills that include teachers and
                                          Commission on Teacher                administrators in
                                          Credentialing (CTC) Standard 9       the focus areas
                                          and 16 proficiencies.                or does not relate
                                                                               to the focus
                                                                               areas, i.e., only
                                                                               the fourth grade
                                                                               teachers when
                                                                               grades four to
                                                                               eight are the
                                                                               focus grade
                                                                               levels.
b. List of clear goals,          21-26    The plan delineates clear goals,     The plan speaks
   measurable objectives,                 measurable objectives, annual        only generally of
   annual benchmarks, and                 benchmarks, and an                   professional
   an implementation plan                 implementation plan for providing development and
   for providing                          teachers and administrators with is not specific
   professional                           sustained, ongoing professional      enough to ensure
   development                            development necessary to reach that teachers and
   opportunities based on                 the Curriculum Component             administrators will
   your district needs                    objectives (sections 3d - 3j) of the have the
   assessment data (4a) and               plan.                                necessary
   the Curriculum                                                              training to
   Component objectives                                                        implement the
   (Sections 3d – 3j) of the                                                   Curriculum
   plan.                                                                       Component.
c. Describe the process           27      The monitoring process, roles,       The monitoring
   that will be used to                   and responsibilities are described process either is
   monitor the Professional               in sufficient detail.                absent, or lacks
   Development (Section                                                        detail regarding
   4b) goals, objectives,                                                      who is
   benchmarks, and                                                             responsible and
   planned implementation                                                      what is expected.
   activities including roles
   and responsibilities.
                             Garvey School District Technology Plan                                  84


5. INFRASTRUCTURE,                   Page in           Example of Adequately           Example of Not
    HARDWARE, TECHNICAL            District Plan           Addressed                     Adequately
    SUPPORT, AND                                                                         Addressed
    SOFTWARE COMPONENT
    CRITERIA
   Corresponding EETT
   Requirement(s): 6 and 12
   (Appendix D).
a. Describe the existing              28-33        The plan clearly summarizes the     The inventory of
    hardware, Internet                             existing technology hardware,       equipment is so
    access, electronic                             electronic learning resources,      general that it is
    learning resources, and                        networking and                      difficult to
    technical support already                      telecommunication infrastructure,   determine what
    in the district that will be                   and technical support to support    must be acquired
    used to support the                            the implementation of the           to implement the
    Curriculum and                                 Curriculum and Professional         Curriculum and
    Professional                                   Development Components.             Professional
    Development                                                                        Development
    Components (Sections 3                                                             Components. The
    & 4) of the plan.                                                                  summary of
                                                                                       current technical
                                                                                       support is
                                                                                       missing or lacks
                                                                                       sufficient detail.
b. Describe the technology            28-33        The plan provides a clear           The plan includes
   hardware, electronic                            summary and list of the             a description or
   learning resources,                             technology hardware, electronic     list of hardware,
   networking and                                  learning resources, networking      infrastructure,
   telecommunications                              and telecommunications              and other
   infrastructure, physical                        infrastructure, physical plant      technology
   plant modifications, and                        modifications, and technical        necessary to
   technical support needed                        support the district will need to   implement the
   by the district’s teachers,                     support the implementation of the   plan, but there
   students, and                                   district’s Curriculum and           doesn’t seem to
   administrators to                               Professional Development            be any real
   support the activities in                       components.                         relationship
   the Curriculum and                                                                  between the
   Professional                                                                        activities in the
   Development                                                                         Curriculum and
   components of the plan.                                                             Professional
                                                                                       Development
                                                                                       Components and
                                                                                       the listed
                                                                                       equipment.
                                                                                       Future technical
                                                                                       support needs
                                                                                       have not been
                                                                                       addressed or do
                           Garvey School District Technology Plan                               85

                                                                                 not relate to the
                                                                                 needs of the
                                                                                 Curriculum and
                                                                                 Professional
                                                                                 Development
                                                                                 Components.
c. List of clear annual          34-38    The annual benchmarks and              The annual
   benchmarks and a                       timeline are specific and realistic.   benchmarks and
   timeline for obtaining the             Teachers and administrators            timeline are either
   hardware, infrastructure,              implementing the plan can easily       absent or so
   learning resources and                 discern what needs to be               vague that it
   technical support                      acquired or repurposed, by             would be difficult
   required to support the                whom, and when.                        to determine what
   other plan components                                                         needs to be
   identified in Section 5b.                                                     acquired or
                                                                                 repurposed, by
                                                                                 whom, and when.
d. Describe the process           39      The monitoring process, roles,         The monitoring
   that will be used to                   and responsibilities are described     process either is
   monitor Section 5b & the               in sufficient detail.                  absent, or lacks
   annual benchmarks and                                                         detail regarding
   timeline of activities                                                        who is
   including roles and                                                           responsible and
   responsibilities.                                                             what is expected.
                             Garvey School District Technology Plan                                  86


6. FUNDING AND BUDGET             Page in           Example of Adequately            Example of Not
    COMPONENT CRITERIA          District Plan           Addressed                      Adequately
   Corresponding EETT                                                                  Addressed
   Requirement(s): 7 & 13,
   (Appendix D)
a. List established and              40         The plan clearly describes           Resources to
    potential funding                           resources that are available or      implement the
    sources.                                    could be obtained to implement       plan are not
                                                the plan.                            clearly identified
                                                                                     or are so general
                                                                                     as to be useless.
b. Estimate annual                   40         Cost estimates are reasonable        Cost estimates
   implementation costs for                     and address the total cost of        are unrealistic,
   the term of the plan.                        ownership, including the costs to    lacking, or are not
                                                implement the curricular,            sufficiently
                                                professional development,            detailed to
                                                infrastructure, hardware,            determine if the
                                                technical support, and electronic    total cost of
                                                learning resource needs              ownership is
                                                identified in the plan.              addressed.
c. Describe the district’s           41         Plan recognizes that equipment       Replacement
   replacement policy for                       will need to be replaced and         policy is either
   obsolete equipment.                          outlines a realistic replacement     missing or vague.
                                                plan that will support the           It is not clear that
                                                Curriculum and Professional          the replacement
                                                Development Components.              policy could be
                                                                                     implemented.
d. Describe the process              41         The monitoring process, roles,       The monitoring
   that will be used to                         and responsibilities are described   process either is
   monitor Ed Tech funding,                     in sufficient detail.                absent, or lacks
   implementation costs                                                              detail regarding
   and new funding                                                                   who is
   opportunities and to                                                              responsible and
   adjust budgets as                                                                 what is expected.
   necessary.
                           Garvey School District Technology Plan                                  87


7. MONITORING AND                 Page in           Example of Adequately            Example of Not
    EVALUATION                  District Plan           Addressed                      Adequately
    COMPONENT CRITERIA                                                                 Addressed
   Corresponding EETT
   Requirement(s): 11
   (Appendix D).
a. Describe the process for          42         The plan describes the process      No provision for
    evaluating the plan’s                       for evaluation using the goals      an evaluation is
    overall progress and                        and benchmarks of each              included in the
    impact on teaching and                      component as the indicators of      plan. How
    learning.                                   success.                            success is
                                                                                    determined is not
                                                                                    defined. The
                                                                                    evaluation is
                                                                                    defined, but the
                                                                                    process to
                                                                                    conduct the
                                                                                    evaluation is
                                                                                    missing.
b. Schedule for evaluating           42         Evaluation timeline is specific and The evaluation
   the effect of plan                           realistic.                          timeline is not
   implementation.                                                                  included or
                                                                                    indicates an
                                                                                    expectation of
                                                                                    unrealistic results
                                                                                    that does not
                                                                                    support the
                                                                                    continued
                                                                                    implementation of
                                                                                    the plan.
c. Describe the process              42         The plan describes the process      The plan does
   and frequency of                             and frequency of communicating not provide a
   communicating                                evaluation results to tech plan     process for using
   evaluation results to tech                   stakeholders.                       the monitoring
   plan stakeholders.                                                               and evaluation
                                                                                    results to improve
                                                                                    the plan and/or
                                                                                    disseminate the
                                                                                    findings.

8. EFFECTIVE                      Page in           Example of Adequately            Example of Not
   COLLABORATIVE                District Plan           Addressed                      Adequately
   STRATEGIES WITH                                                                     Addressed
   ADULT LITERACY
   PROVIDERS TO
   MAXIMIZE THE USE OF
   TECHNOLOGY
   CRITERION
                             Garvey School District Technology Plan                                  88

    Corresponding EETT
    Requirement(s): 11
    (Appendix D).
If the district has identified        43         The plan explains how the            There is no
adult literacy providers,                        program will be developed in         evidence that the
describe how the program                         collaboration with adult literacy    plan has been, or
will be developed in                             providers. Planning included or      will be developed
collaboration with them. (If                     will include consideration of        in collaboration
no adult literacy providers                      collaborative strategies and other   with adult literacy
are indicated, describe the                      funding resources to maximize        service providers,
process used to identify                         the use of technology. If no adult   to maximize the
adult literacy providers or                      literacy providers are indicated,    use of
potential future outreach                        the plan describes the process       technology.
efforts.)                                        used to identify adult literacy
                                                 providers or potential future
                                                 outreach efforts.
9. EFFECTIVE,                      Page in             Example of Adequately          Not Adequately
    RESEARCHED-BASED             District Plan               Addressed                  Addressed
    METHODS, STRATEGIES,
    AND CRITERIA
   Corresponding EETT
   Requirement(s): 4 and 9
   (Appendix D).

a. Summarize the relevant           44-53        The plan describes the relevant      The description of
   research and describe                         research behind the plan’s           the research
   how it supports the                           design for strategies and/or         behind the plan’s
   plan’s curricular and                         methods selected.                    design for
   professional                                                                       strategies and/or
   development goals.                                                                 methods selected
                                                                                      is unclear or
                                                                                      missing.
b. Describe the district’s            54         The plan describes the process       There is no plan
   plans to use technology                       the district will use to extend or   to use technology
   to extend or supplement                       supplement the district’s            to extend or
   the district’s curriculum                     curriculum with rigorous             supplement the
   with rigorous academic                        academic courses and curricula,      district’s
   courses and curricula,                        including distance-learning          curriculum
   including distance-                           opportunities (particularly in       offerings.
   learning technologies.                        areas that would not otherwise
                                                 have access to such courses or
                                                 curricula due to geographical
                                                 distances or insufficient
                                                 resources).
 Garvey School District Technology Plan   89




   Appendix V

  Technology Plan
Contact Information
                     Garvey School District Technology Plan      90




                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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