Technology Integration Plan Writing Guide

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					                                     Technology Integration Plan Writing Guide 2007


Technical Assistance:
     For assistance in developing a technology plan please contact your local Learning Technology Center (LTC).
     A listing of LTCs can be found at http://www.isbe.net/curriculum/elearning/html/ltc_map.htm.

District Information

Required Components/Criteria

All District Information is provided:
    District Name
    RCDT Number
    District Address
    City, State, Zip
    Superintendent Name
    Superintendent E-mail
    District Phone Number
    District Fax Number
    TIP Contact Person’s Name
    TIP Contact Phone Number
    TIP Contact E-mail Address
    TIP Contact Fax Number
    Indication of Technology Integration Plan Submission Status
      Original Submission/Amended Submission
      Annual Review
      Midcourse Correction




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Criteria Defined

       All district information and fields must be completed in this form.
       Submission Status
        Original Submission—Check this line if this is the first submission of a 3-year technology plan by your district.
        Amended Submission-- Check this line for any resubmission of the plan (returning for peer review, etc)
        Annual Review—Check this line when this is the yearly review of your district’s approved 3-year technology plan and
         there are no major changes to the plan.
        Midcourse Correction—Check this line when this is the yearly review of your district’s approved 3-year technology plan
         and there ARE major changes to the plan. Midcourse Corrections will require a Peer Review of the plan.
               o Clarification of ―major‖ changes--During the annual evaluation process if the district determines it isn’t making
                    progress toward objectives or strategies or a new development or opportunity arises, the district will need to
                    revise their technology plan.

              For example, major changes in objectives/strategies may occur due to significant shifts in:
                    Budgets
                    Infrastructure—fiber to wireless, T1 to wireless
                    New building
                    Population
                    Local industry or business—large businesses moving in or out and the financial impact to the district
                    Technology Deployment Initiative
                    Etc. (For further clarification of ―major‖ changes, please contact your local LTC.)


Resources

     Technology Integration Plan (TIP) Contact—Name and contact information of the district contact person who is able to
     answer questions concerning the content of the technology plan.
    RCDT can be found at website—http://www.isbe.net/sis




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Vision Statement

Required Components/Criteria

     The vision is clearly stated.

     The vision addresses integration in instructional and administrative programs of:
         Telecommunication—The use of voice, video or data transport
         Instructional Technology--The use of technology to support instruction and learning.

      Information Technology—The use of technology to process and distribute information in digital and other forms.
      The vision should demonstrate a forwarding thinking process which could address things such as changes in:
           Funding
           Student Population
           Building Construction or Expansion
           Bandwidth due to media rich technologies


Criteria Defined

      State the district's vision and then explain how telecommunications, instructional technology and information technology in
      instructional and administrative programs support the vision.

      Incorporate a forward-thinking process which will identify needs that may emerge during or even beyond the life of the
      technology plan. It should demonstrate that the district has planned for things such as change in funding, student
      population growth and building construction, expansion, etc, which may occur beyond the life of the plan.

     A technology plan’s vision may be a separate district vision for technology, or a restatement of the district’s strategic vision
      with an explanation of how the technology plan supports the district vision.

     The vision is a clear, unique, shared statement of the principles and beliefs of an organization. While normally short (3 to 5
      sentences), the vision should be sufficient to capture the community’s ―ideal‖ preferred future.

     The vision needs to clearly address how technology supports teaching and learning


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Resources

When visioning, ask yourself, "What is our preferred future?" and be sure to:

      Draw on the beliefs, mission and environment of the organization.
      Describe what you want to see in the future.
      Be positive and inspiring.
      Do not assume that the system will have the same framework as it does today.
      Be open to dramatic modifications to current organization, methodology, teaching techniques, facilities, etc.

http://www.nsba.org/sbot/toolkit/cav.html



Section I: Data and Analysis
Overview:
The process of data gathering, presentation and analysis will be used to inform and develop the technology integration plan so
that it will have ―the greatest likelihood of improving the achievement‖ of the students in the district to ensure making Adequate
Yearly Progress.

The district will provide summary data that defines the current states of:

       • community, parental and stakeholder involvement and awareness of technology uses that have increased
         communication and mutual planning which has benefited all stakeholders

       • integration of technology into the district’s curriculum and how it presently aligns to current state/national standards,
          relevant research and improvements in student achievement and technology literacy

       • professional development targeted at raising teachers’ basic technology competencies as well as their use of technology
         in instructional design

       • telecommunications, access, budget, hardware, software, other services and policies/procedures for technology
         deployment that are presently in place

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The district will provide a description, summary and analysis of this data. The analysis of data will be used to provide the
basis for defining objectives, strategies and activities by identifying at least one key factor or need in each area:

       • parental/community involvement
       • curriculum integration
       • professional development
       • technology deployment


Part A. Data Collection and Information

Required Components/Criteria


A.1 Report Card data is provided:
   Assessment Data
   Basic District Information
   Educator Data
   AMAO (Annual Measurable Achievement Objectives for English Language Learners) Information, if applicable


A.2   Other Data (for SIP, DIP, TIP)
     Attributes and Challenges
     Local Assessment
     Educators Qualifications
     Parent/Community Involvement Data

A.3 Technology Deployment




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Criteria Defined



Parts A.1 through A.3 will include the following:

      Description boxes may include data collected for the purpose of writing this plan, or it may include existing data
      considered in the writing of this plan. This is a list of tools and, when appropriate, dates administered.

     Summary boxes should include a summary and analysis of the significant data. These boxes should include
          o Summary
          o Analysis
          o Identification of needs/gaps
       NOTE: Technology Plans that are submitted with “pages” of non-summarized data will fail this section and be
       returned to district for editing.

      Key Factor boxes are directly aligned to the data analysis and identify probable causes or contributing factors to the
      identified needs/gaps and can be influenced by the objectives and strategies in this plan.

      Conclusions boxes will include one or two solid conclusion statements drawn from data and information stated above.
      The statements should be relevant to the development of the action plan.
          o A.1 and Local Assessment Data Conclusions will focus on Student Achievement
          o A.2—Attributes and Challenges Data Conclusion will focus on Curriculum Integration—access and use of
              technology by students.
          o A.2--Educator Qualifications and Professional Growth and Development Data Conclusions will focus on
              Professional Development—especially capacity of teachers to integration technology into the curriculum, improve
              instruction and use of innovative technology.
          o A.2—Parent Community Involvement Data Conclusions will focus on parent/community involvement,
              communication and collaboration
          o A.3-Technology Deployment Data Conclusions will focus on technology systems/equipment, support, tools and
              policies.




                                                                 -6-
A.1 Report Card data is provided:
   Provide a hyperlink to your District Report Card if not submitting ePlan
   Assessment Data
   Basic District Information—student demographics, poverty level, dropout rate, etc.
   Educator Data—staff demographics, years of experience, etc.
   AMAO (Annual Measurable Achievement Objectives for English Language Learners) Information (if applicable)

A.2 Other Data (for SIP, DIP, TIP)

      Attributes and Challenges Data—please include the district and the community data that have affected student learning.
         Required
         o Budget Analysis data
         o Curriculum Integration data
                 NETS
                 Evaluation of what teachers are doing or not doing to integrate technology
         o Community demographics and trend data
                 http://www.factfinder.census.gov
         Recommended
         o Previous district technology plan
         o Any other data deemed relevant by the district that is not included under the other data headings (e.g.: minutes or
             agendas from meetings, curriculum review and analysis, etc.)

      Local Assessment Data--please describe assessment, subject area, grades administered, how data is used in school
      improvement
         Examples
         o Student Artifact Analysis
         o Local Benchmark Assessments
         o Student Technology Literacy Assessments
                NextSteps Surveys
                Proficiency Tests
         o Commercial Assessment Products
         o Free Assessment Products
         o Etc.


                                                             -7-
Educator Qualifications and Professional Growth and Development Data—please include educators’ qualifications,
professional growth and development data
   Examples
       Professional Development Portfolio Data
       Individual or District Professional Development Plan Data
       NextSteps Surveys
       CBAM** Data
       Implementation Logs
       Mentoring Program Data
       Lesson Plans Analysis
       Minutes/Agendas from meetings
       Etc.

**The Concerns-Based Adoption Model (CBAM) is a framework and set of tools for understanding and managing change
in people. See link in the Resources section below for more information.


Parent/Community Involvement Data—please include any data collected that is relevant to school improvement or
technology planning
   Examples
       NextSteps Parent and/or Community Surveys
       Mentoring
       Minutes/Agendas from meetings
       Attendance Data
       Home/School Connection
       Partnerships—Library, Colleges, Business, etc.
       Community Benefits
                o Adult Literacy
                o Training Provided
                o Web
       Etc.




                                                     -8-
A.3 Technology Deployment
   Consider the information the district has gathered using the ISBE District Technology Inventory Summary Tool, as well as
     other relevant data.
          Required
          o Infrastructure design
          o Software Inventory
          o Hardware Inventory
          o Telecommunications Equipment and Services (e-Rate)
          o Internet Access
          Recommended
          o Analysis of Technology Support
          o Analysis of Re-deployment and Replacement Policy
          o Analysis of AUP / CIPA Policy


Resources

        Budget Analysis data - NextSteps Budget Analysis Tool - Available from your local LTC
         CBAM Information:
           http://www.nas.edu/rise/backg4a.htm
           http://www.nsdc.org/library/publications/jsd/horsley194.cfm
         NextSteps Surveys available online at http://www.lth5.k12.il.us




Part B. Data Analysis—(Meta-Analysis Section)
The district will provide an analysis of the data by identifying patterns and trends. The analysis of data will be used to provide the
basis for defining objectives, strategies and activities by identifying at least one key factor or need in each of the following areas:
       • curriculum integration
       • professional development
       • parental/community involvement
       • technology deployment


                                                                  -9-
Key factors or needs may include (but are not limited to):
      • indicators of why the district’s prior plan failed to increase student academic
      • achievement based on an analysis of student achievement data
      • district and community characteristics that affect student learning
      • educators’ qualifications and professional growth
      • parent involvement affecting student performance
      • indicators of why the district did not achieve AMAO, if applicable


Required Components/Criteria

Data Analysis provides an analysis by identifying patterns and trends that identify at least one key factor or need in the
following areas:

     Curriculum Integration
     Professional Development
     Parental/Community Involvement
     Technology Deployment


Criteria Defined

    In Part B, box 1--Copy and paste the conclusions identified in the Conclusions boxes from A.1, A.2 and A.3. The work
    done and conclusions drawn in A.1, A.2 and A.3 will lead to the development of your strategies in your Action Plan in
    support of the objective.
   In Part B, box 2--An analysis of the student achievement data found in A.1 and the local assessment section will be used
    to define your S.M.A.R.T objective(s). This box should (1) identify patterns and trends in student achievement, (2)
    summarize key factors related to student achievement and (3) draw at least one or two prevailing conclusions that will lead
    to the development of your objective(s).


Resources

Comprehensive, easy to read Guide to Using Data in School Improvement Efforts from Learning Points (formerly NCREL)
http://www.learningpt.org/pdfs/datause/guidebook.pdf

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Section II. Action Plan
Overview:
In this section the district will define the objectives. Districts will need to then write strategies and activities which support the
attainment of the objective in each of these applicable areas:
    curriculum integration
    professional development
    parental/community involvement
    technology deployment
    monitoring process


Required Components/Criteria

Overall Consideration for Action Plan:

 Objectives
        identify current student achievement level
        be S.M.A.R.T.—specific, measurable, attainable, realistic and tangible to be attained each year of the plan


 Strategies and Activities:
         includes start date and end date
         aligned with state and national standards which support advanced technology use to improve student achievement
         include how students in high-poverty/high needs schools are being helped, if applicable
         align your strategies and activities with state and/or national standards for using advanced technology to improve
          student academic achievement utilizing telecommunications, instructional technology and information technology
          services

 Budget
           includes funding source and amount
           is realistic and sufficient to fund activities that will allow the district to reach the stated objective
           covers no more than three years
           is broken down by each year and categorized by major expenses

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   Monitoring Process
     description of how district personnel will monitor the effectiveness of strategies and activities toward the achievement of the
      objective. Description should address:
       o integrating technology into curriculum and instruction
       o increasing the ability of teachers to teach
       o enabling students to reach challenging state academic standards
     name and role of person overseeing the objective, strategies and activities



Criteria Defined



Objective(s) will be written to:
       o   identify a measurable increase in student achievement based on data analysis and tied to identified areas of need
       o   identify current student achievement level
       o   identify measurement instruments
       o   be S.M.A.R.T.—specific, measurable, attainable, realistic, and tangible to be attained each year of the plan

NOTE: Part F: Monitoring Process is directly tied to how the strategies and activities are impacting the objective.
See Part F: Monitoring Process of this guide for further details.

Examples:
Objective: Reading scores will increase by 10 percent from the current level of 30% of 6th through 8th graders meeting AYP as
measured by ITBS each year supported by appropriate instructional technology models and resources.

Objective: District reading scores will increase from 50% to 75% at the end of three years as measured by ISAT and PSAE.




                                                                 -12-
Strategies:
        o are general/broad statements that set a course of action
        o are supported by conclusions drawn by data analysis
        o will have a technology focus
        o are aligned with state and national standards which support advanced technology use to improve student
          achievement
        o include how students in high-poverty/high needs schools are being helped, if applicable

Examples:
Objective: District reading scores will increase from 50% to 75% at the end of three years as measured by ISAT and PSAE.

Strategy in Curriculum and Instruction Box: Students will participate in inquiry-based, technology-rich reading units.

Strategy in Professional Development Box: Develop and implement a professional development program that focuses on
effective (research-based) instructional practices that utilize technology to support reading.

Strategy in Parental/Community Box: Create and implement parent training(s) to assist parents to utilize technology to
support reading at home.

Strategy in Technology Deployment Box: Purchase necessary software, hardware and maintain reliable access for students,
teachers and parents to support reading.




                                                              -13-
Activities:
    o Include start and end date
    o Include specific step-by-step process to achieve the strategy
    o Include a budget cost that:
           identifies funding source and amount
                 if using E-Rate funds indicate the % of district funds and % of e-rate funds
                 if using E-Rate funds also indicate R for Reimbursement or D for Discount
           is realistic and sufficient to fund activities that will allow the district to reach the stated objective
           is sufficient to acquire and support the non-discounted elements of E-Rate
           covers no more than three years
           is broken down by each year and categorized by major expenses
           identifies the phase of the plan. (Excel template will provide separate pages for each phase: 1,2 & 3.)
           Note: If multiple funding sources are used, excel template will provide separate fields for each funding source. ()
             Districts receiving Enhancing Education through Technology (EETT) should address:
           shows how these funds are helping students in high-poverty and high needs schools or schools that did not make AYP
             if applicable. (NCLB 1116 of Title I, EETT 3)
           how the EETT activities have been coordinated with other activities supported through other funding sources (EETT 7)
           type and cost of technology to be acquired (EETT 6)

Example of an activity in the Professional Development Section for Phase I (2007-2008):
   Strategy   Develop and implement a professional
        C.1   development program that focuses on
              effective (research-based) instructional
              practices that utilize technology to support
              reading.
                                                                   Date                       Budget & Funding Sources
                                Activities                    Start     End    District   %    E-Rate   % R/D EETT       Title I   Other
      C.1.1   Train all fourth grade teachers on how to      Sept 30 Oct 30   $4,400
              effectively use differentiated learning and
              technology centers in the classroom.
              --20 teachers x 2 days initial training x
              $100/day stipend= $4,000 + $400
              instructional materials= $4,400
              (NOTE: Districts would need to add
              additional on-going trainings and follow-
              up days to ensure sustainability and
              accountability.)


                                                                      -14-
Part B. Curriculum Integration—Student Strategies and Activities

Required Components/Criteria

Strategies and activities:
     logically support the objective
     respond to key factors or needs
     describe how technology literacy of students will be increased
     describe how student technology use and access will be increased
     identify and promote research-based curriculum and instruction that integrates technology to improve student academic
      achievement
     implement innovative strategies for the delivery of rigorous or specialized courses and curricula. For example, distance
      learning, IVHS, on-line courses, etc.
     indicate how telecommunications, instructional technology and information technology will be integrated into strategies
      and activities

Criteria Defined

Strategies and activities:
    should be student centered
    are not narrative descriptions
    should support the increase of student access to technology and their technology literacy
    address ―Distance learning, IVHS, on-line courses‖, etc.
    ―research-based‖ sources no longer need to be cited within the technology plan, but need to be accessible at the district for
     E-Rate auditing purposes

Resources

      Questions and answers from the Center for Applied Research in Educational Technology related to integrating technology into the
       curriculum: http://caret.iste.org/index.cfm?fuseaction=questions&topicID=2
      Strategies for Improving Academic Achievement and Teacher Effectiveness: http://www.neirtec.org/products/techbriefs/1.htm
      Promotion of Curricula and Teaching Strategies That Integrate Technology: http://www.neirtec.org/products/techbriefs/4.htm
      Innovative Delivery Strategies – Distance Learning: http://www.neirtec.org/products/techbriefs/9.htm
      Technology and Teaching Children to Read: http://www.neirtec.org/reading_report/
                                                                   -15-
Part C. Professional Development

Required Components/Criteria

Strategies and activities:
   logically support the objective
   respond to key factors or needs
   describe how the capacity of teachers to integrate technology into curriculum and instruction is improved
   describe how the district staff will be trained in the development and use of innovative technologies and how they will
    increase access to rigorous or specialized courses (i.e. distance learning, IVHS, on-line courses, video streaming sources,
    podcasts, online databases etc.)
   indicate how teachers will learn to integrate telecommunications, instructional technology and information technology into
    strategies and activities


Criteria Defined

Strategies and activities:
   are not written as narrative descriptions
   should support the capacity of teachers to integrate technology into curriculum, support improved instruction
   show how the teachers will be trained in the development and use of innovative technologies, which will lead to increased
    student access to rigorous and specialized courses. For example: distance learning, IVHS, on-line courses, etc.
   are on-going, sustained professional development strategies and activities (per NSDC standards) for teachers, principals,
    administrators and school library media personnel to ensure that the staff knows how to use these new technologies to
    improve education

Resources

National Staff Development Council professional development standards: http://www.nsdc.org/standards/index.cfm
Professional Development for Technology: http://www.neirtec.org/products/techbriefs/5.htm
CBAM – Concerns-Based Adoption Model: http://www.nas.edu/rise/backg4a.htm




                                                              -16-
Part D. Parental/Community Involvement

Required Components/Criteria

Strategies and activities:
    logically support the objective
    respond to key factors or needs
    indicate how telecommunications, instructional technology and information technology will be:
       o used effectively to promote parental involvement
       o used to increase communications with parents
       o used to inform parents of how technology is being used
       o used to promote collaboration with adult literacy service providers, if applicable


Criteria Defined

Parental involvement strategies identified in the plan must be consistent with the schools’ parental involvement policies


Resources

Ideas for Parent/Community Connections: http://www.neirtec.org/products/techbriefs/10.htm
Ideas for Collaboration with Adult Literacy Service Providers: http://www.neirtec.org/products/techbriefs/11.htm




                                                                -17-
Part E. Technology Deployment

Required Components/Criteria

Strategies and activities:
    logically support the objective
    respond to key factors or needs
    indicate how access to telecommunications, instructional technology and information technology will be improved
    show development and use of innovative strategies for the delivery of specialized or rigorous courses and curricula through
     the use of technology, including distance learning technologies, will be technologically supported--in areas that would not
     otherwise have access to such courses or curricula due to geographical distances or insufficient resources
    show how supporting resources, such as services, software, and other electronically delivered learning materials and print
     resources are in place or will be acquired to ensure successful and effective uses of technology
    show provisions for interoperability of technology components to ensure effective and efficient access and systems
     operation


Criteria Defined

Strategies and activities:
  indicate what supporting resources are being sustained or added
          o Supporting resources might include technology support personnel, contract support services, reliability of network
              or repair services, etc.
          o Electronic learning materials and services might include administrative systems, web-based content services,
              IVHS, etc.
  Inventories of hardware and software by building should be on file at the district and the ISBE District Technology Inventory
    Summary will need to include with the technology plan submission to ISBE
  Infrastructure Design(s) should be on file at the district
  Electrical Capacity analysis should be on file at the district and verification of that analysis will be part of the assurance letter
    provided with the technology plan submission to ISBE


Resources

Inventory summary sheet available from local LTC.
                                                                  -18-
Part F. Monitoring Process

Required Components/Criteria

   description of how district personnel will monitor the effectiveness of strategies and activities toward the achievement of the
    objective(s). Description should address:
           o integrating technology into curriculum and instruction
           o increasing the ability of teachers to teach
           o enabling students to reach challenging state academic standards

   name and role of person overseeing the objective, strategies and activities
   outline a forward-looking evaluation process for future technology implementation measures that compensate or adjust to
    changing conditions that might occur beyond the life of the plan
   describe how the district will assess the effectiveness of hardware, software and other telecommunication services that will
    be needed to improve education


Criteria Defined

   Establish an on-going, measurable process for monitoring the effectiveness of strategies and activities toward the
    achievement of the objective(s)
   Identify the tools that will be used to monitor the process
   Identify the indicators that will show progress toward the objective
   Identify the frequency of evaluation
   Identify the person(s) responsible and role in the district for monitoring the process. (e.g., Karen Smith, assistant principal)
    overseeing the strategies and activities in the action plan to achieve each objective

Resources

Accountability Measures: http://www.neirtec.org/products/techbriefs/12.htm




                                                                  -19-
Section III. Plan Development, Review and Implementation

Part A: Stakeholder Involvement:
Required Components/Criteria

    describes specifically how stakeholders (including parents, school staff and others) have been consulted in the
     development or revision of the plan
    describes how the adult literacy service providers and public libraries were consulted when preparing this plan

Criteria Defined

      Using a narrative, describe specifically how stakeholders (including parents, school staff and others) have been consulted
       in the development or revision of the plan. Also describe how the adult literacy service providers and public libraries were
       consulted when preparing this plan. (If no adult literacy service provider exists, please mention in your narrative.)
      Evidence of technology-related meetings (SIP, DIP, Curriculum, Technology Meetings, etc.) should be kept on file at the
       district. For example, agendas, sign-in sheets, minutes, etc.


Part B: Internet Safety Policy

Required Components/Criteria

The internet safety policy includes technology protection measures to block or filter internet access to images or content that:
    are obscene
    are pornographic
    are harmful to minors
    are harmful to computers and equipment (content filtering)

The policy provides for the monitoring of the online activities of minors and addresses the following areas:
    access by minors to inappropriate materials on the internet
    the safety and security of minors when using electronic mail, chat rooms and other forms of direct electronic
     communications
    unauthorized access, including so-called ―hacking‖ and other unlawful activities by minors online
    unauthorized disclosure, use and dissemination of personal information regarding minors
    restricting minors’ access to materials harmful to them
                                                                -20-
Criteria Defined
    Copy and paste the sections of ―board adopted‖ policy that relates to Internet Safety and address CIPA requirements.
       THIS IS NOT YOUR AUP or HANDBOOK
       NOTE: Plans submitted with full AUP or Handbook inserted will fail and will be returned to the district for editing.

      District should keep on file with their technology plan the board minutes indicating adoption of the CIPA compliant policy

Resources
   More information about CIPA can be found at http://www.universalservice.org/sl/applicants/step10/cipa.aspx .


Section IV. Certification and Assurances
Required Components/Criteria

Includes the signature of the district superintendent to certify that:
1. Strategies and activities have been founded in scientifically based research as required by NCLB, Section 1116 (c)(7)(A)(i) and as
    defined in NCLB, Section 9101(37).
2. Technical assistance provided by the district serving the schools is founded on scientifically based research (NCLB, Section
    1116(b)(4)(C) as defined in NCLB, Section 9101(37)).
3. The plan includes strategies and activities that support the implementation of the Illinois Learning Standards and Performance
    Descriptors and reflect the alignment of curricula, instruction and assessment with the Illinois Learning Standards and, if applicable,
    with the Illinois English Language Proficiency Standards.
4. The district will spend at least 25 percent of the funds made available under Title II-D of NCLB, for the purpose of providing high-
    quality professional development in the integration of advanced technologies including emerging technologies into curricula and
    instruction.

The district will give reasonable public notice and hold at least one public hearing to address a proposed technology protection measure
and internet safety policy as set forth by the Neighborhood Children’s Internet Protection Act (NCIPA). The adoption of this policy shall
meet the five criteria required by Section 25491 of the Children’s Internet Protection Act (CIPA). More information about CIPA can be
found at http://www.universalservice.org/sl/applicants/step10/cipa.aspx

Criteria Defined
    Plans submitted via e-mail shall be deemed to be executed by the superintendent on behalf of the district.
    A copy of the original letter signed by the superintendent should be kept on file by the district.

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