Tech Plan Template

District Technology Plan July 1, 2007 through June 30, 2010 Table of Contents Section i. Section 1. Section 2. Section 3. 3a. 3b. 3c. 3d. 3e. 3f. 3g. 3h. 3j. Page No. 1 3 3 5 DISTRICT PROFILE PLAN DURATION STAKEHOLDERS INVOLVEMENT CURRICULUM COMPONENT Teachers’ and students’ current ace ss to technology tools District’s use of hardware and software to support teaching and learning District’s curricular goals and academic content standards Using technology to improve teaching and learning by supporting the district curricular goals and academic content standards Student acquisition of technology and information literacy skills Programs and methods of utilizing technology that ensure appropriate access to all students Technology use for efficient student record keeping and assessment Utilizing technology to make teachers and administrators more accessible to parents Monitoring of Curriculum Component Section 4. 4a. 4b, c. 4d. PROFESSIONAL DEVELOPMENT COMPONENT Teachers’ and administrators’ current technology skills and needs for professional development. Plan for providing professional development opportunities Monitoring Process for Professional Development Component 31 Section 5. 5a. 5b. 5c. 5d. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, SOFTWARE COMPONENT Description of needed hardware, electronic learning resources, infrastructure, physical plant modifications, and technical support Description of the existing technology resources in the district Benchmarks and timeline for obtaining the needed resources Monitoring of achievement of benchmarks within the specified time frame 39 Section 6. 6a. 6b. 6c. 6d. 6e. FUNDING AND BUDGET COMPONENT List of established and potential funding sources and cost savings, present and future Estimated implementation costs for the term of the plan Description of the level of ongoing technical support the district will provide Description of the district’s replacement policy for obsolete equipment Description of feedback loop to monitor progress and update funding/budget decisions 52 Section 7. 7a. 7b. 7c. MONITORING AND EVALUATION COMPONENT Evaluation techniques for technology’s impact on student learning and attainment of goals Schedule for evaluating the effect of plan implementation Use of information obtained through the monitoring and evaluation process 58 Section 8. Section 9. 9a. 9b. 9c. COLLABORATION WITH ADULT LITERACY PROVIDERS RESEARCH 60 61 Uses of relevant research and effective practices to develop technology strategies and proven methods for student learning, teaching and technology management Examination of education technology models and strategies Innovative strategies for using technology to deliver rigorous academic courses and curricula Appendix A – Scope and Sequence of Student Technology Skills Appendix C - Criteria for EETT-Funded Education Technology Plans Appendix I – Education Technology Plan Benchmark Review Appendix J—Technology Plan Contact Information i. DISTRICT PROFILE San Jacinto Unified School District, located in the heart of the San Jacinto Valley in Riverside County, currently consists of six elementary (K-5) schools, which are on a year-round schedule, two middle (6-8) schools, one comprehensive high school, and one alternative high school. Home-schooled high school students are supported by San Jacinto Home Education. Once primarily farming and dairy country, the valley’s shift in economic base from agricultural to service and light industrial now supports large retirement and commuter/residential communities; however, a significant segment of the district’s population lives in low socioeconomic conditions. In September, 2006, the student population numbers approximately 8700. The following chart shows the district’s population percentages by ethnicity as taken from 2005-2006 CBEDS data. Population Students Teachers American Indian 2.0% 1.4% Asian 0.9% 1.1% Pacific Islander 0.4% 0.3% Filipino 1.2% 0.5% Hispanic 55.9% 11.7% African American 6.2% 2.7% White 27.9% 81.8% Other 5.4% 0.5% In Spring 2006, about 34% of district students were considered English Learners. As of June 2006, the district percentage of students receiving free and reduced lunch was 71%; based on 2003 Census data, 22.06% of students come from families with income falling below the Federal poverty line. Special education students comprise 10.2% of the total (June 2006); GATE students comprise 4% of the total. The district is experiencing rapid growth: 10.5% between 2004 and 2005, and an estimated 10% between 2005 and 2006. Two elementary schools (Record and Estudillo) opened in the 20042005 school year; Monte Vista was reconfigured as a middle school in the same year. Assuming passage of G. O. bond Measure V in November, 2006, the district expects to complete a major expansion at San Jacinto High School, a new Mountain View Continuation High School, and three new elementary schools, and begin construction on a new secondary school. Mission Statement: To educate the diverse student body of San Jacinto Unified School District, it is our mission to develop excellence in all academic endeavors, personal growth and moral development in order to graduate the highest caliber citizens for our community. This will be done in a safe, secure environment in partnership with students, parents, staff and community. Student Achievement: In 2006-2007, San Jacinto USD is in Year 2 of Program Improvement; it met 31 of its 33 Annual Yearly Progress criteria in 2006. District-wide, 30.2% of students scored at or above Proficient on the AYP Annual Measurable Objectives in English/Language Arts; 33.1% scored at or above Proficient in Mathematics. Scoring below the target were the significant subgroups English Learners (in E/LA) and Students with Disabilities (in E/LA and Math). This is a considerable improvement over the previous year. The following chart shows per-school data from the 2006 Accountability Progress Report: San Jacinto Unified School District Technology Plan 2007-2010 1 2005 2006 API AYP AYP Base API API Growth Met? Eng/LA San Jacinto USD 651 661 10 No No AYP Math Yes API Yes Graduation Rate PI Status Yes Year 2 Elementary Schools (K-5) De Anza Elem 670 732 62 No Estudillo Elem 680 704 24 Yes Hyatt Elem 633 675 42 Yes Park Hill Elem 687 692 5 Yes Record Elem 645 708 63 No San Jacinto Elem 605 629 24 Yes Middle Schools Monte Vista MS 673 659 14 No N. Mountain MS 664 645 19 No High Schools San Jacinto HS 655 619 -36 No San Jacinto Home Edu 511 502 -9 No ASAM (Alternative Schools Assessment Model) Schools Mountain View HS 460 568 108 Yes No Yes Yes Yes No Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes N/A N/A N/A N/A N/A N/A N/A N/A Yes Yes Yes Year 1 Not in PI Year 1 Not in PI Year 1 Year 5 Year 5 Year 5 Not in PI Not T1 Not in PI Record, De Anza, and Hyatt Elementary Schools have received High Priority Schools planning grants for the 2006-2007 school year. The following chart shows selected results from the 2006 California Standards Tests in English Language Arts and Mathematics: 2 CST English-Language Arts % Advanced & Proficient CST Mathematics % Advanced & Proficient CST Gen. Math (Gr. 6 & 7) % Advanced and Proficient CST Algebra I % Advanced & Proficient CST Geometry % Advanced and Proficient CST Algebra II % Advanced and Proficient CST Summative HS Math % Advanced and Proficient 41 16 7 28 5 1 31 18 3 2 10 7 43 46 35 27 28 27 32 22 31 24 28 28 34 29 17 17 3 4 5 6 7 8 9 10 11 San Jacinto Unified School District Technology Plan 2007-2010 2 For 2004-2005, the graduation rate was 89.4%. In 2006, the California High School Exit Exam (CAHSEE) pass rate for sophomores was 65% in Math and 68% in English Language Arts. The combined pass rates in 2005-2006 were 44% in Math and 52% in ELA. 1. PLAN DURATION This plan will guide San Jacinto Unified School District’s use of technology for the three-year period from July 1, 2007 through June 30, 2010. It serves as both the Enhancing Education Through Technology (EETT) education technology plan and the E-rate plan for the district. It will be approved by the district Board of Trustees. 2. STAKEHOLDERS INVOLVEMENT A District Technology Use Plan Committee was formed in order to recommend specific actions that need to be taken to meet short and long-term goals. The Committee, which consisted of a variety of stakeholders who will implement the plan, met six times. The Committee will continue to share information about this Technology Plan and gather input from the community at School Site Council, DELAC, DAC, and Chamber of Commerce meetings; these organizations will help analyze successes and challenges as the district evaluates progress each year. The following chart lists Committee members’ names, titles and affiliations: Name Kevin Fuller Greg Blanco Joe Busek Lucinda Edmunds Gale Hill Eric Mora Susan Divine Cathy Remily Nanci Norman Vince Record Troy Knechtel Ellen Williams Jessica Holmes Erik Eberhart Barbara Goossens Title Director of Technology Dir. of Curriculum & Instruction Asst. Supt., Business and Facilities Asst. Supt., Educational Services Admin. Secretary, Curric & Instruct Director of Special Education Coord. of Special Projects & Grants Literacy Coordinator Math Specialist Principal Assistant Principal Teacher, Virtual Language Arts Teacher, Second Grade Teacher, Multimedia/Web Design; Webmaster Computer Lab Assistant I Affiliation San Jacinto Unified School District San Jacinto Unified School District San Jacinto Unified School District San Jacinto Unified School District San Jacinto Unified School District San Jacinto Unified School District San Jacinto Unified School District San Jacinto Unified School District San Jacinto Unified School District Clayton A. Record Elementary School San Jacinto High School North Mountain Middle School Clayton A. Record Elementary School San Jacinto High School Hyatt Elementary School The following chart shows individuals and groups who were also consulted. At their regular meeting, Parent Coordinators discussed the Tech Plan purpose and goals; they focused on parent technology access and expressed a desire that Reading/Math/Technology Nights for families continue to be held at the elementary schools. District Literacy Coaches were asked to advise on how technology could best support literacy development. Grade K-5 coaches expressed concern that technology used should support the adopted texts as closely as possible, rather than serving as a distraction. On the secondary level, coaches prefer software that allows students to work independently but provides reports on student progress. Several Technology Plan Committee San Jacinto Unified School District Technology Plan 2007-2010 3 members discussed the Plan with staff members at their schools; the Director of Technology maintains regular discussions with school principals. Name Title Parent Coordinators Literacy Coaches Department Chairs District English Learner Advisory Council Gwen Smith Principal Charles Housewright Assistant Principal Ken Swanson Assistant Principal Walter Guzman School Services Manager Rick Still Teacher, Math and Science Jayne Christakos Director of Fiscal Services Robert Davis Principal Gary Hartstein District Strategic Planning Specialist Catherine Steinhoff Planning Consultant Affiliation From each school From each school San Jacinto High School San Jacinto Unified School District San Jacinto High School San Jacinto High School Monte Vista Middle School San Jacinto High School North Mountain Middle School San Jacinto Unified School District San Jacinto USD Adult School Tech Ed Services, Inc. Tech Ed Services, Inc. San Jacinto Unified School District Technology Plan 2007-2010 4 3. CURRICULUM COMPONENT 3a. Teachers’ and students’ current access to technology tools both during the school day and outside of school hours. The goal of the San Jacinto Unified School District is to provide equal access to high quality instruction and instructional materials for all district students. All students and teachers have access to technology in their classrooms, labs, and library media centers. All classrooms are connected to the Internet. Most schools have at least one fixed or mobile computer lab, and many libraries have a bank of computers. In elementary schools possessing lab, classes are scheduled into the labs weekly. North Mountain Middle School has two labs with assigned classes, Virtual Language Arts (a model classroom) and Keyboarding, and four mobile labs of 30 laptops each that are signed out to teachers for class use. Monte Vista Middle School has three mobile labs of 30 units each for class use and one desktop lab. San Jacinto High School has one open lab of 20 computers for class use, a mobile lab, and a bank of computers in the library. Numbers of computers for student use in classrooms vary. Typically, kindergarten rooms have one or two computers; grades 1 - 3 have three computers, and grades 4 - 5 have four to six computers. At North Mountain Middle School, classrooms typically have one computer; EL classrooms have three, and Special Ed classrooms have at least two for students. Monte Vista Middle School has 14 rooms with one new computer, 24 rooms with two computers, and one room with 8 computers for Fast ForWord. San Jacinto High School classrooms typically have one or two computers; science rooms have eight to ten; one lab is used as a classroom. Teachers and students share classroom computers. Classroom computers are available for student use before and after school by teacher permission. As new schools were planned and opened, district policy was to grant principals considerable leeway in allocating money for technology/furnishings; hence, numbers of computers per classroom and the library and the presence of labs has varied. The district will be increasing standardization in regard to technology in new schools. Approximately 600 students participate in the 21st Century Learning Centers program currently held for three hours after school at all elementary and middle schools. These students use technology in labs and libraries. The district emphasizes cross-use of technology resources purchased with special funding, so that, when target groups are not using the resources, other students can take advantage of them. For instance, at Hyatt, intervention students have access to a cart of 20 laptops purchased and used for the adult ESL program; San Jacinto Elementary students have access to 14 new computers at the district’s adjacent Family Center. The San Jacinto Library, located at San Jacinto High School, is a joint-use project of the district, the city of San Jacinto, and Riverside County, with staffing provided by the Riverside County Library System. Students use two sets of computers: 20 belonging to the district, connected to the district network, and 4 connected to the RCLS network. As of August 2006, library hours are Monday and Friday, 7:30 AM – 6:00 PM, Tuesday through Thursday, 7:30 – 7:00 PM, and Saturday 9:00 AM to 1:00 PM. (On weekdays when the high school is not open, the library opens at 10:00 AM.) Home Education students may use computers located at the continuation high school or at Record Elementary School. San Jacinto Unified School District Technology Plan 2007-2010 5 Per-school ratios of students to “multimedia computers” (48 months old or less) in September, 2006, as per local enrollment data and the 2006 State Technology Survey (with updated information for some schools) are shown below. Student to computer ratios are adjusted to reflect the fact that, due to the year-round calendar, about 75% of elementary students are in school at any time. School Student Enrollment Total Computers Multimedia Computers Studnt: MM (<4yrs) Comp. # in classrooms # in libraries # in labs # of laptops on carts De Anza Elem Estudillo Elem Hyatt Elem Park Hill Elem Record Elem San Jacinto Elm Elem. Total Monte Vista MS N. Mountain MS Middle S Total Mt. View HS San Jacinto HS San Jac HomeEd HS / Alt Total District Total 915 703 522 826 608 601 4175 1022 1088 2110 118 2285 50 2453 8738 120 67 141 105 86 99 618 222 297 489 58 385 4 447 1584 16 67 101 41 86 96 407 222 224 446 20 142 3 165 1018 42.9 7.9 3.9 15.1 5.3 4.7 7.7 4.6 4.9 4.7 5.9 16.1 16.7 14.9 7.6 94 40 96 76 72 50 428 81 105 186 42 239 4 243 857 26 2 4 3 14 11 60 4 9 13 11 22 0 22 95 0 18 21 19 0 30 88 47 63 110 0 98 0 76 274 0 0 20 0 0 8 28 110 120 230 0 26 0 26 284 3b. District’s current use of hardware and software to support teaching and learning. The District Board of Trustees recognizes that technology provides ways to access the most current and extensive sources of information. Technology also enables students to practice skills and to develop reasoning and problem-solving abilities. In addition, electronic resources foster workplace skills that may be transferable to new technologies. San Jacinto USD’s current thrust in the use of technology is the utilization of data for analysis, planning, and guiding instruction on a weekly basis. EADMS (mostly for grades 6–12 and grades 1-5 for math) and OARS (grades K-6 E/LA) have been used to record, store, and report student assessment data, with embedded assessments taken every 6-8 weeks. The district is transitioning to the primary use of OARS in the Fall of 2006. The INSPECT test bank is used to generate some assessments. DIBELS, a normed diagnostic assessment tool, can be used weekly with students requiring intervention. Some middle and high school teachers use ExamView, which correlates with adopted core texts, to build worksheets and tests (paper or online); reports on student progress can be generated. All principals and vice principals use DataTrek with handheld computers to conduct classroom walkthroughs to record and analyze classroom instructional strategies. Literacy and math coaches will use PDAs to collect data on classroom visits using a different DataTrek form. San Jacinto Unified School District Technology Plan 2007-2010 6 Aeries is used as the student information system. All teachers enter daily attendance online into Aeries. Secondary teachers enter final grades into Aeries, which prints report cards; elementary teachers will use OARS to enter standards-based report card information. Individual schools and teachers use various methods of maintaining gradebooks, many electronically. Other administrative/staff support software includes Follett library software and TextLink, LUCID, and RIDE (a teacher resource for behavioral intervention strategies). Two classroomlabs use NetOp network/lab management software. All district computers run on Microsoft XP Pro or 2000 Pro operating systems, with Microsoft Office XP Pro or 2003 Pro loaded on each machine as the productivity suite. Microsoft Outlook is used for email. Student use of technology varies by site. Accelerated Reader and Reading Counts are used for tracking/encouraging reading. Fast ForWord, Read 180, A+LS, and Reading Plus are used for E/LA intervention. Accelerated Math, GRASP Math, A+LS, and Math Pathways are used for math intervention. Study Island will be used by the 21st Century program for assessment preparation. Other software in use includes Rosetta Stone and several keyboarding programs. The following tables show data on technology use by students, teachers, and administrators. Data for Table 1, District-wide Teacher Use, comes from the EdTechProfile teacher Technology Assessment Profile as reported in September, 2006. Data is included for 183 teachers, or 53%, with a heavy emphasis on elementary grades. Email is the form of technology most commonly used for classroom management, record-keeping, and home/school communication, with 92% of respondents using it at least twice a week. Computers/peripherals are the most commonly used form of technology for classroom instruction, with 73% saying they use them for this purpose at least twice a week. The most common teacher uses of technology tools at school (at least two days a week) are to communicate with colleagues (96% of respondents), manage student grades and attendance (77%), create instructional materials (68%), and gather information for lesson planning (57%). Technology is used most often for Reading/Language Arts and Mathematics. Data for Table 2, Site Administrator Use of Technology, was collected via the 2006 State Technology Survey. School administrators regularly use technology as a tool to analyze and monitor student achievement data, for instructional leadership, for school financial and/or personnel management, and to communicate with the district office or other sites via email. Use of technology to monitor staff professional development needs and to communicate with parents via email is less common. Data for Table 3, Student Use of Technology, comes from the EdTechProfile teacher Technology Assessment Profile as reported in September, 2006. Data is included for 183 teachers, or 53%, with a heavy emphasis on elementary grades. Of respondents, 38% said that they assigned their students work requiring the use of computers at least twice a week; 60% made assignments at least once a month, including reinforcement and practice (59%), research (39%), word processing (35%), and creating reports or projects (32%); 81% said their students used classroom computers to complete assignments. Data for Table 4, Fifth Grade Student Technology Skills, Spring 2005, comes from the Student Survey found on EdTechProfile, including responses from 258 fifth graders in three elementary schools. This table provides a snapshot of student computer use/skills by the end of the elementary grades. When asked about their computer use at home, 25% of students said they had San Jacinto Unified School District Technology Plan 2007-2010 7 no computer at home; 14% said there was a computer they didn’t use; 19% used a computer not connected to the Internet; and 43% used an Internet-connected home computer. Table 1: Classroom Teacher Technology Use, September 2006 (EdTechProfile Technology Assessment Profile Personal Use Section) Technology used for classroom management, record-keeping, home/school communication Computers/peripherals Internet Email Handheld electronic devices Technology tools used for classroom instruction Computers/peripherals Video-based presentation device Video-based creation tools (video or digital camera) Internet Email Handheld electronic devices In what subjects are technology tools used for instruction? Reading/Language arts Mathematics Science History/Social Science PE/Health Fine Arts Daily 2-4 days/ week Once a week to monthly Less than monthly Available, Not don’t use available 73% 49% 85% 5% 13% 21% 7% 1% 10% 17% 4% 4% 2% 8% 3% 5% 0% 4% 1% 6% 2% 1% 0% 79% Daily 2-4 days/ week 15% 18% 6% 19% 7% 1% Once a week to monthly 12% 44% 23% 27% 11% 4% Less than monthly 6% 12% 25% 12% 9% 4% Available, Not don’t use available 5% 6% 26% 11% 18% 8% 4% 7% 17% 4% 8% 79% 58% 14% 4% 27% 46% 3% Daily 2-4 days/ week 17% 16% 12% 11% 1% 3% Once a week to monthly 22% 25% 29% 27% 10% 17% Less than monthly 11% 19% 21% 21% 23% 26% Never Not applicable 6% 18% 18% 21% 22% 35% 34% 25% 10% 3% 3% 1% 1% 12% 13% 16% 31% 19% San Jacinto Unified School District Technology Plan 2007-2010 8 In what subjects are technology tools used for instruction? Business/Computer science Foreign language Home economics Industrial arts Careers Daily 2-4 days/ week 1% 1% 0% 0% 1% 2-4 days/ week 37% 20% 7% 14% 22% 35% 23% Once a week to monthly 7% 2% 2% 2% 7% Once a week to monthly 19% 27% 7% 2% 34% 27% 33% Less than monthly 10% 6% 4% 4% 10% Less than monthly 10% 24% 3% 0% 13% 12% 18% Never Not applicable 56% 62% 66% 65% 56% 2% 1% 0% 0% 1% 24% 28% 28% 28% 26% Never How do teachers use Daily technology tools at schools? Create instructional materials Deliver classroom instruction Manage student grades & attendance Communicate with colleagues Communicate with parents or students Gather info for lesson planning Access model lesson plans and best practices 31% 16% 70% 82% 16% 22% 14% 3% 12% 13% 2% 15% 4% 12% Do you use an electronic student information system to make decisions in lesson design and implementation to improve student academic achievement? Yes No No access 39% 37% 24% San Jacinto Unified School District Technology Plan 2007-2010 9 Use of technology tools to support & improve home/school communication Voice mail School web site Video conferencing Electronic grading system Online student assessments Daily 2-4 days/ week 11% 11% 1% 6% 6% Didn't realize these are AT Once a week to monthly 14% 16% 1% 8% 23% Familiar, but haven't used Less than monthly 11% 13% 4% 11% 13% Use/have used in classroom Never 18% 13% 0% 28% 9% 46% 48% 95% 47% 49% Can identify student's need for levels of AT Level of teacher familiarity with assistive technologies Low-level technologies Medium-level technologies High-level technologies 28% 12% 15% 30% 49% 58% 27% 27% 16% 16% 12% 11% Table 2: Site Administrator Technology Use (2006 State Technology Survey Data) What % of Administrators use technology: as a tool in school financial and/or personnel management to analyze and monitor student achievement data to assist w/ instructional leadership & management strategies regarding using instructional technology to improve pupil performance to monitor professsional development needs of their staff to communicate with parents via email to communicate with the district office or other sites via email De Anza Elem Estudillo Elem Hyatt Elem Park Hill Elem Record Elem San Jacinto Elm Monte Vista MS N. Mountain MS Mt. View HS San Jacinto HS San Jacinto Home Ed 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% <25% 75-100% 75-100% 75-100% 75-100% 75-100% 50-75% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 50-75% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% <25% 75-100% 75-100% 25-50% 75-100% 50-75% 75-100% 25-50% 75-100% 75-100% 75-100% 75-100% 25-50% none 25-50% 75-100% 50-75% 75-100% <25% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% 75-100% San Jacinto Unified School District Technology Plan 2007-2010 10 Table 3: Student Technology Use (EdTechProfile Technology Assessment Profile Student Use Section, September 2006) Where do students use technology tools for classroom assignments? Computer lab 53% Classroom 81% Library 67% How often do assignments require students to use technology tools? Daily 2-4 days/ week 17% 9% 3% 9% 2% 1% Once a week to monthly 22% 24% 8% 20% 7% 2% Less than monthly 16% 19% 16% 24% 10% 2% Available, No don't use access 13% 22% 36% 26% 44% 15% 11% 20% 34% 13% 28% 78% Computers/peripherals Video-based presentations Video-based creation tools Internet Email Hand-held electronic devices 21% 7% 2% 8% 10% 2% How often are students assigned work that involves technology? Daily 2-4 days/ week 6% 12% 7% 6% 4% 3% 6% 6% Once a week to monthly 22% 31% 26% 23% 19% 10% 14% 10% Less than monthly 28% 13% 26% 34% 24% 16% 22% 25% Never Word processing Reinforcement & practice Research Creating reports or projects Demonstrations/simulations Correspondence with experts, other schools, etc. Solving problems or analyzing data Graphically presenting information 7% 16% 6% 3% 3% 2% 3% 2% 38% 28% 34% 34% 51% 69% 56% 57% San Jacinto Unified School District Technology Plan 2007-2010 11 Table 4: Fifth Grade Student Technology Skills, Spring 2005 Technology Skills How far along are students in learning how to use... 4. Basic tools Word processor to write/print documents Spreadsheet to enter/calculate numbers Spreadsheet to create graphs Database to enter information Database to search, sort info & create reports 5. Multimedia tools Draw or paint software to create pictures Video camera to make videos Digital cameras, scanners Presentation software Multimedia software to create products 6. Communication tools Email to send and receive messages Web authoring software to make web pages 7. Research and problem-solving tools CD-ROMs to gather information Search engines to find info on the Web Probes and probe software to collect info Don't know how Can do but need help Can do by themselves Can teach others to do 28% 43% 35% 43% 34% 9% 28% 45% 60% 61% 31% 60% 30% 35% 66% 45% 32% 29% 34% 33% 17% 28% 33% 24% 26% 29% 25% 38% 29% 25% 22% 20% 26% 19% 26% 51% 29% 14% 10% 10% 26% 12% 23% 23% 8% 5% 5% 9% 4% 7% 23% 15% 8% 5% 3% 15% 3% 9% 12% 1% 3c. District’s curricular goals and academic content standards in district and site comprehensive planning documents This technology plan will be aligned to district curricular goals and academic content standards for student achievement, based on the California State Content Standards. The current district Local Educational Agency (LEA) Plan runs through June, 2008. The Plan’s five performance goals are: 1. All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014. 2. All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. 3. By 2005-2006, all students will be taught by highly qualified teachers. 4. All students will be educated in learning environments that are safe, drug free, and conducive to learning. 5. All students will graduate from high school. San Jacinto Unified School District Technology Plan 2007-2010 12 As the district is in Program Improvement, it has developed an LEA Plan Addendum (7/19/2005) in which the following actions for improving student achievement in meeting state content standards have been identified: 1. Provide a more consistent and comprehensive implementation and monitoring of the core English/Language Arts and Mathematics programs K-12 by implementing time requirements particularly for core math and for math and ELA intervention programs at K-8, more completely implement and monitor the intervention programs, provide AB 466 and AB 75 training especially in math, provide curriculum-embedded assessments, classroom coaches, focused teacher collaboration time (particularly at K-8), pacing guides in mathematics, and provide fiscal support for the EPCs [Essential Program Components; see below]. 2. Increase the effectiveness of the instructional program for students with disabilities. 3. Increase the effectiveness of the English Language Learner instructional program. 4. Increase parent involvement and communication. 5. Develop and implement Board policies to ensure full implementation of the Nine Essential Program Components. The Nine Components that are critical keys to improving student achievement are: Use of Stateadopted and standards-aligned textbooks; Instructional time protected; Principals’ leadership training on adopted materials; Teachers’ professional development; Student achievement monitoring system; Ongoing instructional support (coaches and content experts); Monthly teacher collaboration; Pacing schedules; and Fiscal support. In 2005-2006, under Program Improvement, the district formed the representative District Site Liaison Team (DSLT) and its subcommittees (Math, Reading/Language Arts, Professional Development, Human Resources, Data Analysis, Parent and Community, Fiscal Operations, Governance & Leadership) to recommend corrective actions and to supervise progress of the district’s Year 5 PI schools. The DSLT and its subcommittees will continue to meet to study district progress and to make recommendations for improvement. As of September, 2006, the following policies and documents have been put in place: time requirements enforced for core and intervention for English/Language Arts, with Math in progress; intervention maps; a literacy coach at each campus and 3.5 math coaches district-wide; collaboration time for elementary (4 hours monthly for E/LA) and secondary (weekly department meetings) for secondary teachers; pacing guides K-12 for both E/LA and Math; K-12 Math embedded assessments; site Single Plans for Student Achievement to align with the LEA Plan Addendum. The district has a K-12 Scope and Sequence of Student Technology Skills which is not currently enforced; it will be reviewed as part of this Technology Plan. The LEA Plan and Addendum goals will be referenced as Curriculum Links associated with each goal in the Curriculum and Professional Development Components of this Plan. San Jacinto Unified School District Technology Plan 2007-2010 13 3d, i. Technology use to improve teaching and learning by supporting the district curricular goals and academic content standards The section that follows describes what the district expects its students to be able to do academically and describes how, through meaningful integration of technology, student academic achievement can be improved. The areas of focus will be reading, mathematics, and high school graduation (the California High School Exit Exam). In the past, instructional technology purchases and use have been determined by individual schools. However, under the Program Improvement mandate, the LEA Plan Addendum requires a consistent and comprehensive implementation and monitoring of the core and intervention English/Language Arts and Mathematics programs K-12, including a standardization of instructional resources. Hence, SJUSD will work to develop policy and procedures for approving hardware and software for instructional use and for identifying best practices in the use of technology to improve achievement. Aims will be to streamline the number of different software programs in use and to provide training so that software currently owned can be used to its fullest. All stakeholders will be informed of changes in policy and expectations for technology use in core and intervention curriculum. Literacy coaches provide instructional support to teachers at all sites. The district has one math coach, with plans to hire two coaches for the elementary schools and a part-time coach for the high school in the fall of 2006. Middle schools have math intervention teachers. Already expert in implementing the core curriculum and in the use of student data for planning instruction, the coaches will receive training in the integration of technology as another core curricular tool, and will pass this knowledge on to the teachers with whom they work. BTSA support providers will observe and provide support to first and second year teachers. In addition, the district will investigate ways to provide additional site-based and centralized technology integration support, with possibilities ranging from a cadre of volunteer experts at each site, to “tech reps” at each school receiving some form of compensation, through developing an instructional technology coordinator position. GOAL 3d.1: All students will improve reading achievement. Curriculum Link: LEA Plan Goals 1, 2, 5; LEAP Addendum 1, 2, 3, 5 OBJECTIVES & BENCHMARKS: 3d.1.1 The percentage of district students in grades 2-8, including all significant subgroups, scoring proficient or above will meet or exceed AYP goals in English/ Language Arts in each year. The percentage of district students in grade 10, including all significant subgroups, scoring proficient or above will meet or exceed AYP goals in English/Language Arts in each year. 2008 35.2% 2009 46% 2010 56.8% 3d.1.2 33.4% 44.5% 55.6% GOAL 3d.2: All students will improve mathematics achievement. Curriculum Link: LEA Plan Goals 1, 2, 5; LEAP Addendum 1, 2, 3, 5 San Jacinto Unified School District Technology Plan 2007-2010 14 OBJECTIVES & BENCHMARKS: 3d.2.1 The percentage of district students in grades 2-8, including all significant subgroups, scoring proficient or above will meet or exceed AYP goals in Mathematics in each year. The percentage of district students in grade 10, including all significant subgroups, scoring proficient or above will meet or exceed AYP goals in Mathematics in each year. 2008 37% 2009 47.5% 2010 58% 3d.2.2 32.2% 43.5% 54.8% Action Plan (for both goals): Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # a Teachers and students will engage in a coherent, systematic implementation of research-based, State Board of Education-approved core text programs that include technology components such as audio, tutorials, exam-builders, lesson planners, e-textbooks, and web resources. b Students use productivity software to complete assignments, including Word for essays, reports, and notetaking (Cornell Notes template), Excel for graphing, and PowerPoint for presentations (including the Senior Project). c Students requiring intervention in English/Language Arts use FastForWord, Read 180, and A+LS technology resources to improve academic achievement. d Students requiring intervention in Math use Accelerated Math and A+LS resources to improve academic achievement. July-June each year; daily/weekly and monthly monitoring Principals conduct daily classroom walkthroughs; coaches assist with planning and ensure that teachers have and use proper materials; Asst. Supt. Ed. Services and Dir. of Curriculum conduct targeted monthly walkthroughs. 3d.1.1 3d.1.2 3d.2.1 3d.2.2 July-June each year; daily/weekly and monthly monitoring Principals conduct daily classroom walkthroughs; lesson plans reflect student use of technology. 3d.1.1 3d.1.2 3d.2.1 3d.2.2 July-June each year; daily/weekly and monthly monitoring July-June each year; daily/weekly and monthly monitoring Teachers use reports generated by the software to make additional assignments targeted at individual student needs. Teachers use reports generated by the software to make additional assignments targeted at individual student needs. 3d.1.1 3d.1.2 3d.2.1 3d.2.2 San Jacinto Unified School District Technology Plan 2007-2010 15 Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # e Students in the 21st Century afterschool program will use technology as available such as the Study Island web-based program for raising academic achievement. July – June, each year Coordinator of 21st Century AfterSchool Program supervises. 3d.1.1 3d.2.1 f The district will conduct a site-bysite inventory of currently-owned electronic learning resources (ELRs). Resources will be evaluated for adherence to the core curriculum, success in improving student achievement, and need for further training for teachers. g The district will develop a process for identifying useful software and best practices in technology integration (including such devices as digital cameras and productivity software). It will develop and keep up-to-date an approved software list. Completed by June 2008 The Directors of Technology and Curriculum will supervise the inventory, with the support of site administrators. The District Technology Committee, with the Director of Curriculum, will recommend retention, expansion, or discouragement of specific ELR titles. The Asst. Supt., Ed. Services, will supervise the process, assisted by the Dir. of Curriculum and the District Technology Committee. Dir. of Technology will check compatibility issues. Suggestions will be sought from site administrators, content area coaches, district Media Technician, and teachers. Dir. of Curriculum will approve all software purchase requisitions. Site administrators will identify staff. Directors of Curriculum and Technology will maintain districtwide lists and ensure that training is offered. District Technology Committee and the Directors of Curriculum and Technology will evaluate the support structure each spring and make recommendations for improvements; district decisions based on available funding. Director of Curriculum supervises process (development of adoption evaluation matrix, site committees, pilots, public viewing). 3d.1.1 3d.1.2 3d.2.1 3d.2.2 Processes and initial list developed by June 2008. List updated semiannually each year (Dec., June). 3d.1.1 3d.1.2 3d.2.1 3d.2.2 h The district will identify staff at each site who have expertise in instructional technology use. This cadre of technology experts will be offered training. i The district will investigate ways to provide additional support for technology integration into the curriculum. Staff identified by July, 2007, with lists updated each July. Training offered each year. Investigate options during 06/07. Recommendation by May of each year; any implementation by July. Aug. each year that adoptions are made 3d.1.1 3d.1.2 3d.2.1 3d.2.2 3d.1.1 3d.1.2 3d.2.1 3d.2.2 j In adopting new core and intervention materials, the district will prioritize those programs having extensive technology components. 3d.1.1 3d.1.2 3d.2.1 3d.2.2 San Jacinto Unified School District Technology Plan 2007-2010 16 Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # k Teachers will take the EdTechProfile Technology Assessment Profile annually to monitor use of technology. Each year in the spring Process will be monitored by site administrators and the Ed. Services and Technology Departments. Results will be examined by both departments and compared against student achievement. Changes to the Tech Plan will be recommended to the District Technology Committee and school administrators. Dir. of Technology will develop norms for understanding and answering questions; will provide training for administrators; site principal or trained designee will fill out; Dir. of Technology will ensure accuracy. Ed. Services monitors compliance and with principals and teachers examines results. Ed. Services monitors compliance and with principals and teachers examines results. 3d.1.1 3d.1.2 3d.2.1 3d.2.2 l The State Technology Survey will be filled out for/by each school accurately reflecting the use of technology by students. Jan. – March, annually 3d.1.1 3d.1.2 3d.2.1 3d.2.2 m Students in grades 2 – 11 take the California Standards Tests annually. n Students in grade 10 take the CAHSEE. Each year in the spring Each year in the spring 3d.1.1 3d.2.1 3d.1.2 3d.2.2 GOAL 3d.3: All students will pass the California High School Exit Exam. Curriculum Link: LEA Plan Goals 1, 2, 5; LEAP Addendum 1, 2, 3 OBJECTIVES & BENCHMARKS: 3d.3.1 By June 2010, 100% of the students in the graduating class will have passed the CAHSEE. 2008 90% 2009 95% 2010 100% Action Plan: Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # a Math and English Language Arts CAHSEE intervention classes will be held during the day and after school. By July 2007; Sept.- June each year; student placement evaluated each semester (Jan./June) Assistant principals supervise. Sophomores selected based on readiness test; juniors and seniors selected who received below 340 on previous CAHSEE exam. 3d.3.1 San Jacinto Unified School District Technology Plan 2007-2010 17 Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # b Multiple measures tests are given regularly (often using technology); teachers target specific standards to focus on based on the results. Annually, Sept. - May 3d.3.1 Teachers monitor student progress on standards and design instruction accordingly. Math coaches provide advice as needed. Site administrators monitor progress and classroom instruction. Math department chairs monitor. 3d.3.1 c Software such as Accelerated Math will be used with grade 9-12 after-school intervention programs. d San Jacinto High School will consider continuing to provide a web-based CAHSEE tutorial for independent student use. (Has been using Chariot.) e High school students will take the CAHSEE until they achieve passing scores. Annually, Sept. - May Decision by Dec. of each year. Each year on state-appointed schedule Principal will monitor levels of usage and need for a program for independent use. Principals, Director of Curriculum will monitor results and schedule interventions as needed. 3d.3.1 3d.3.1 3e, i. Students' acquisition of technology and information literacy skills needed to succeed in the classroom and the workplace. San Jacinto has adopted a Scope and Sequence of Student Technology Skills, grades K-12, which is attached as Appendix A. The Scope and Sequence addresses skills in technology literacy, applications, ethics, word processing, graphics and publishing, spreadsheets, databases, Internet, email, and multimedia presentations and includes information literacy skills such as evaluating web resources. The Scope and Sequence describes the level of skills for students in five grade ranges: K, 1-2, 4-6, 7-8, and 9-12. This document is not currently being well implemented and needs updating. San Jacinto will review, update, and adapt the Scope and Sequence into a Technology Curriculum Matrix, taking into consideration alignment with the National Educational Technology Standards for Students (NETS*S) and California state content standards, and will develop and begin to implement an instructional plan and methods of evaluating student progress. Elementary students learn technology skills from doing classroom assignments and using curriculum-oriented software; teachers provide technology skills instruction as they deem necessary or appropriate. In some schools, classes are scheduled to use computer labs weekly for assignments and for developing technology skills. One middle school has a semester-long keyboarding course available to many students and five classes of “Virtual English Language Arts” taught in a model classroom/lab with daily use of technology. In addition, skills are taught through core subject areas as in elementary schools. The high schools offer a variety of courses in or focused on using technology, including website San Jacinto Unified School District Technology Plan 2007-2010 18 development and yearbook. San Jacinto High School is currently developing several career academies, including possibly one in Communications, which could include the use of multimedia applications. Information literacy is defined as the ability to define, locate, select, organize, present, and assess information in and through a variety of media technologies and contexts to meet diverse learning needs and purposes. An information literate person knows and follows safety, ethical, and legal procedures in the use of technology. San Jacinto students are taught information literacy skills through adopted materials and classroom instruction in fulfillment of the relevant content standards clusters (Writing Strategies—Research and Technology, Writing and Speaking Applications, in E/LA; Historical and Social Sciences Analysis Skills). Library staff provide students with one to one instruction in using technology resources when they visit the library. SJUSD will investigate various models of information literacy skills, develop standards and benchmarks, and begin implementation. In addition, the new Technology Curriculum Matrix will include information literacy skills as they relate to the use of technology. GOAL 3e.1: Students will use technology to acquire technology skills and information literacy skills, as appropriate per grade level. Curriculum Link: LEA Plan Goals 1, 2; LEAP Addendum 1, 3; State Content Standards OBJECTIVES & BENCHMARKS: 3e.1.1 By June 2010, the district will review, revise and implement grade-level standards and a Technology Curriculum Matrix of student technology skills. 2008 Review & revise; train teachers 2009 Begin implementation in grades 6-8 2010 Begin implementation in grades K-5 and 9-12 50% 3e.1.2 By June 2010, 50% of 8th grade students will be proficient in grade-level technology skills as defined by the district Technology Curriculum Matrix. By June 2010, SJUSD will develop and begin implementation of information literacy standards and benchmarks. ------ 45% 3e.1.3 Study models Develop standards and train staff Implement in grades 1-12 Action Plan: Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # a District will review the existing technology skills Scope and Sequence and develop a Technology Curriculum Matrix of student technology skills. By Dec. 2007 The District Technology Committee will carry out the review and development, supervised by the Director of Curriculum. 3e.1.1 San Jacinto Unified School District Technology Plan 2007-2010 19 Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # b Teachers and administrators will be informed about the new Matrix and will receive training on its implementation. Informed when complete; Gr. 6-8 teachers trained by June 2008; Gr. K-5, 9-12 trained by June 2009 By Dec. 2008 Site administrators and Director of Curriculum will supervise. 3e.1.1 c District will develop a set of information skills standards and benchmarks. The District Technology Committee will carry out the development, supervised by the Director of Curriculum. Site administrators and Director of Curriculum will supervise. Principals conduct daily classroom walkthroughs; lesson plans reflect teaching of skills. 3e.1.3 d Teachers and administrators will be informed about the new information skills standards and benchmarks and will receive training on their implementation. e Elementary and middle school students will be taught technology and information literacy skills by their classroom teachers during the course of academic instruction in California content standards. Many students will be able to practice skills during after-school programs. Some middle school students will be able to take keyboarding or Virtual English Language Arts. f High school students will be taught technology and information literacy skills through chosen electives. They will demonstrate their skills in the Senior Project. g Students (K-12) will be taught basic computer knowledge and skills and application-specific procedures required to access and use each piece of required software / courseware (including Fast ForWord, READ 180, Accelerated Reader, A+LS, Study Island, web-based CAHSEE tutorials, and technology components of adopted text series). They will be taught how to use program feedback to track and improve their achievement. h Students will be taught to use productivity software, including Word for essays, reports, and note-taking, Excel for graphing, and Power Point for presentations. By June 2009 for grades 112 Ongoing 3e.1.3 3e.1.3 Ongoing Principals conduct daily classroom walkthroughs; lesson plans reflect teaching of skills. Senior Project presentations evaluated. Principals conduct daily classroom walkthroughs; lesson plans reflect teaching of skills. 3e.1.3 Whenever a new piece of software is introduced 3e.1.3 Scheduled as per new Skills Matrix Teachers assess student technology and information literacy skills using the new Matrix; re-teach as needed. 3e.1.3 San Jacinto Unified School District Technology Plan 2007-2010 20 Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # i Students will be taught about, and will have the opportunity to use, peripherals used with productivity software (as needed for assignments and as appropriate by grade level), such as printers, LCD projectors, and digital still and video cameras. Students will learn how to locate, access, and evaluate information and resources found on the Internet. Search strategies will be taught as appropriate by grade level. Scheduled as per new Skills Matrix Teachers assess student technology and information literacy skills using the new Matrix; re-teach as needed 3e.1.3 j Scheduled as per new info literacy & ELA standards May, 2009 & 2010 Teachers assess student technology and information literacy skills using the new standards; re-teach as needed 3e.1.3 k Eighth grade students will be evaluated for technology skills proficiency according to the Technology Curriculum Matrix. 3e.1.2 Principals, Directors of Curriculum and Technology to assess results and recommend changes to District Technology Committee and teachers. 3e.1.1 Process will be monitored 3e.1.3 by site administrators and the Ed. Services and Technology Departments. Results will be examined by both departments and compared against student achievement, and changes to the Tech Plan will be recommended to the District Technology Committee & site administrators. l Teachers will fill out the EdTechProfile Technology Assessment Profile annually to monitor use of technology in instruction and student/teacher information literacy skills levels. Annually, in the spring 3f, i. Programs and methods of utilizing technology that ensure appropriate access to all students. The San Jacinto Unified School District is ADA compliant and ensures equal and appropriate access to all students. All classes and students have access to multiple forms of technology such as computers, audio / visual equipment, calculators, and software. Classes will be provided with regular opportunities to access technology. Teachers will develop classroom schedules ensuring every student has independent and/or small group time on classroom computers and access to other classroom multimedia needed to complete projects and to build their literacy with hardware and software specific to their grade level and academic needs. San Jacinto Unified School District Technology Plan 2007-2010 21 Literacy coaches, available to classroom teachers throughout the contractual day, provide support through intensive training, modeling, coaching, grade level meetings, and individual teacher conferences. They incorporate instructional strategies and tools to support differentiated instruction and Universal Access time to support GATE, EL and Special Education students. In 2006-2007, two math coaches will be added to do similar work with the elementary schools and a part-time math coach will be hired for the high schools. (Middle schools have math intervention teachers.) Should students require additional equipment or facilities to enjoy equal access to technology tools, additional assistive technologies will be purchased to meet their needs, as outlined in their IEPs and 504 Plans. The Director of Technology will confer with the Director of Special Education Services and together they will select the specialized tools needed and type of professional development required to effectively use the tools. Teachers and paraprofessionals will be included in the training. A variety of software is currently used for assessment, instruction, and administration, including WISC Writer, Topp Scorer, Zangle, DIBELS, and Earobics. Current technologies in use include Jelly Bean switches, AlphaSmarts, Magic touch screens, and IntelliKeys/IntelliTools peripherals. The Coordinator of Special Projects will meet with the district ELL Task Force (consisting of administrators, district personnel, and teachers) and receive input on programs needed for the success of English Language Learners and struggling readers. GATE Coordinators will provide guidance to classroom teachers, who will in turn facilitate student use of technology in presentations, problem solving, and analysis of factual information including charts, graphs, writing and editing. Teachers will also have access to training in software applications during professional development. GOAL 3f.1: The district will maintain ADA compliance in ensuring equal and appropriate access to technology to all students. Curriculum Link: LEA Plan Goal 2; LEAP Addendum 2, 3 OBJECTIVES & BENCHMARKS: By June 2008 and thereafter, all students will have appropriate access to technology. Action Plan: Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation 2008 100% 2009 100% 2010 100% 3f.1.1 Program Monitoring, Evaluation, and Modification Process Target Obj. # a Literacy and math coaches provide support to classroom teachers in serving all special populations, including during Universal Access time. July – June each year Site Administrators conduct walkthroughs, review lesson plans and coach records of work with teachers to ensure appropriate access for all students. 3f.1.1 San Jacinto Unified School District Technology Plan 2007-2010 22 Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # b Together with the SELPA, the district will move to online, web-based IEP development By July 2007 Process supervised by the Director of Special Education. 3f.1.1 The district Board of Trustees has recently approved a new Internet Acceptable Use Policy for both staff and students, with Administrative Regulations still being developed. District policies regarding Internet access require signed Internet Access Agreements from all students and staff. These forms normally go out annually with registration/parent packets; forms will be available online. Currently, all students have access to the district network but require teacher authentication to access the Internet. A staff member must grant a student access to the Internet by using his/her network account to logon for the student and is then responsible for monitoring appropriate use while the student is online. The district is considering other methods of providing students with access to the Internet while maintaining control and safety. Internet filtering is managed locally using Blue Coat Proxy SG, blocking by category, with all sites not yet categorized also blocked. GOAL 3f.2: The district will ensure a safe environment for on-line activities. Curriculum Link: LEA Plan Goal 4 OBJECTIVES & BENCHMARKS: 3f.2.1 By June 2008, and in every succeeding year, the district’s Accessible Use Policy (AUP) will be reviewed to ensure alignment with the Children’s Internet Protection Act and will be implemented with a monitoring process to ensure that 100% of students are protected. Timeline or Schedule for Evaluation 2008 Annual review; 100% signed AUPs 2009 Annual review; 100% signed AUPs 2010 Annual review; 100% signed AUPs Target Obj. # Implementation Plan, Data to be Collected, and/or Evaluation Instruments Program Monitoring, Evaluation, and Modification Process a The district will develop a standard process for monitoring AUP compliance and disseminating permissions information to all staff. Implement by July 2007, then follow with monthly monitoring checks The Director of Technology will monitor compliance, working with site principals. 3f.2.1 San Jacinto Unified School District Technology Plan 2007-2010 23 3g, i. Technology use for efficient student record keeping and assessment and support of teachers’ efforts to meet individual student academic needs. SJUSD uses technology intensively for student record keeping and assessment; all teachers and administrators are expected to use data regularly to inform instruction. EADMS (mostly for grades 6–12 and grades 1-5 for math) and OARS (grades K-6 E/LA) have been used to record, store, and report student assessment data, with embedded assessments taken every six to eight weeks. The district is transitioning to the primary use of OARS K-12 in the Fall of 2006. The INSPECT test bank is used to generate some assessments. DIBELS, a normed diagnostic assessment tool, can be used weekly with students requiring intervention. Key Data Systems is the district’s external data analyst, which generates data profiles on grades K-8 for the district based on assessment results. Administrators receive training on the results and share information with their staffs. The district ensures that all staff can retrieve data in an easily readable electronic format, disaggregated as needed, in time to make needed decisions in regard to student placement and instruction. Teachers collaborate regularly in Professional Learning Communities to discuss student data and plan instruction. Literacy coaches at each site are expert in the use of the data management system; they participate in collaborative grade level meetings to assist in the analysis and utilization of assessment data to improve student achievement and the setting of grade-level goals. They work with groups and individual teachers in reading and writing across the curriculum. All principals and assistant principals use DataTrek with handheld computers to conduct classroom walkthroughs to record and analyze classroom instruction, with an emphasis on Marzano’s research-based strategies. They use this data in determining necessary training and in collaborative meetings at the site and district levels. Literacy and math coaches will use PDAs to collect data on classroom visits using a different DataTrek form. Aeries is used as the student information system. All teachers enter daily attendance online into Aeries. Secondary teachers enter final grades into Aeries, which prints report cards; elementary teachers will use OARS to enter standards-based report card information. The district supports the use of ABI (the teacher interface for Aeries) for grade-book and progress reports; teachers can access ABI via the web from home. The district is in the process of addressing a number of issues regarding grading (including teacher alignment of grades with content standards and the interoperability of OARS and ABI/Aeries). The district has identified two possible issues in regard to increasing the efficiency of student data management: a desire to simplify and consolidate student data, currently held in a number of systems, as much as possible; and a need to provide sufficient support for assessments, data collection, and reporting, including staff time and equipment for printing and scanning/inputting embedded assessments for all district students every few weeks. GOAL 3g.1: All teachers and administrators will use technology for student record keeping and instructional decision-making based on assessment data. Curriculum Link: LEA Plan Goals 1, 2, 5; LEAP Addendum 1 San Jacinto Unified School District Technology Plan 2007-2010 24 OBJECTIVES & BENCHMARKS: 3g.1.1 By June 2009 and thereafter, 100% of teachers will use data to drive instruction. 2008 90% 2009 100% 2010 100% Action Plan Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # a Teachers hold collaboration meetings (grade level and data protocol meetings) at least monthly, assisted by the coaches, using assessment data. Monthly, July – June, each year Principals oversee the process and take part in meetings. Grade levels and math and literacy coaches prepare written reports of each site-level meeting. Dir. of Curriculum, Literacy Coordinator, and Math Specialist supervise. Director of Curriculum will supervise; input received from District Technology Committee. 3g.1.1 b The district will investigate how to best consolidate student data and reporting systems; will transition to primary use of OARS in 2006-2007. The district will purchase the INSPECT on-line assessment test bank. c The district will evaluate and implement support structures for the district assessment system; possibilities include upgrading equipment, centralizing printing, developing a District Assessment Coordinator position—all dependent on available funding in future years. d Principals conduct classroom walkthroughs using DataTrek, gather and analyze data on instruction observed, and share with staff and other principals. DataTrek customized to record information for evaluation of Tech Plan. e Literacy and math coaches use a DataTrek form on PDAs to record data on classroom visits, discuss results with principals and district Literacy Coordinator and Math Specialist. By July 2007; review annually in May Initial review by July 2007; annual review by May of each year Daily/ weekly July – June each year; customizing by July 2007 Daily/ weekly July – June each year 3g.1.1 Asst. Supt., Ed. Services, and Director of Curriculum will supervise, with input from coaches and District Technology Committee. Dir./Curriculum & Dir./ Technology to conduct inventory of equipment in 2006-2007; will check staffing and standardization across sites. Asst. Supt., Ed. Services, and Director of Curriculum will supervise. 3g.1.1 3g.1.1 Asst. Supt., Ed. Services, and Director of Curriculum will supervise. 3g.1.1 San Jacinto Unified School District Technology Plan 2007-2010 25 Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # f Teachers will fill out the EdTechProfile Technology Assessment Profile annually to monitor use of technology for student record-keeping and assessment. Annually, in the spring Process will be monitored by site administrators and the Ed. Services and Technology Departments. Results will be examined by both departments and compared against student achievement, and changes to the Tech Plan will be recommended to the District Technology Committee and school administrators. Dir. of Technology will develop norms for understanding and answering questions; will provide training for administrators; site principal or trained designee will fill out; Dir. of Technology will ensure accuracy. 3g.1.1 g The State Technology Survey will be filled out for/by each school accurately reflecting the use of technology by administrators. Jan. – March, annually 3g.1.1 3h, i. Technology use to make teachers and administrators more accessible to parents. All staff have email accounts. The district website has recently been redesigned and updated. All schools have individual websites of varying content and design, for which they are responsible with the assistance and approval of the district office. SJUSD is working toward standardization of school websites, including the possibility of hiring a consultant to design and build these sites. A template will be developed for teacher web pages; staff who desire a web page and who will keep it updated will be able to have one. Websites will include staff contact information. The district is investigating the feasibility of implementing the parent-access component of ABI (the web-based interface with the Aeries student information system) for grades and attendance, which could include progress reports, grades, and homework assignments. Concerns exist over data security and the need for teachers to keep information up-to-date for their classes. Phone systems will continue to be a normal means of home/school communication. SJUSD has recently acquired an up-to-date district-wide phone system, replacing old school-based systems. During non-instructional time, parents can reach classroom extensions directly. All teachers have voice mail and have been trained to use it. Voice mail can be used to record a week’s worth of assignments that parents can access by phone. Some schools have purchased auto-dialers for varying purposes, including attendance, information, and emergency announcements; the district is looking to standardize message systems. GOAL 3h.1: Technology will be used to foster home-school communication. Curriculum Link: LEAP Addendum 4 San Jacinto Unified School District Technology Plan 2007-2010 26 OBJECTIVES & BENCHMARKS: 3h.1.1 The district will use the Internet to facilitate two-way communication between home and school. 2008 Standard, upto-date websites at all schools 2009 2010 25% of 50% of teachers have teachers have websites websites Action Plan: Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # a The district will develop standards for school websites, including development, standard navigational features, and updating, and a standard site will be built for each school. b The district will develop a template and guidelines/standards for individual teacher websites. c Teachers will use the district template to develop individual websites and will keep them updated regularly. District will assist teachers who wish to use a more simplified approach such as posting a Word document with basic contact and academic information. d The district will investigate the use of ABI for parents; will develop policies and procedures to address issues/concerns; will conduct pilots if desired; after evaluation of pilots, will consider expansion to additional schools. By July 2007 Director of Technology will supervise, with input from site administrators. 3h.1.1 By July 2007 Director of Technology will supervise, with input from site administrators, teachers, and the District Technology Committee. Director of Technology will supervise, including conducting/ overseeing monitoring of sites for currency quarterly. 3h.1.1 Beginning July 2007; monitored quarterly 3h.1.1 Investigate & develop procedures by July 2007 or 2008; pilot in one or more schools in 07/08 or 08/09; expand succeeding years Annually, in the spring District Technology Committee will consult. Directors of Curriculum and Technology will oversee the project, monitor parent usage and security/timeliness concerns, make decisions on continuing into the next year of the project. Process will be monitored by site administrators and the Ed. Services and Technology Departments. Results will be examined by both departments and compared against student achievement, and changes to the Tech Plan will be recommended to the District Technology Committee and school administrators. 3h.1.1 e Teachers will fill out the EdTechProfile Technology Assessment Profile annually to monitor use of technology for communication with parents. 3h.1.1 San Jacinto Unified School District Technology Plan 2007-2010 27 GOAL 3h.2: The district will maintain up-to-date phone systems at all schools to enable twoway communication between parents and staff. Curriculum Link: LEAP Addendum 4 OBJECTIVES & BENCHMARKS: 3h.2.1 By June 2008, and in all succeeding years, all schools will have up-to-date telecommunications infrastructure including digital transmission services. 2008 100% 2009 100% 2010 100% Action Plan: Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # a Phone systems at current schools will be maintained and updated as needed. Evaluated annually in Oct.; expansion sites & dates TBD Dates for new schools TBD Decision on how to proceed by July 2007 Director of Technology supervises the process. 3h.2.1 b Phone systems will be purchased and installed at all future school sites. c SJUSD will investigate the feasibility of districtwide centralization of autodialer services, decide on capabilities/uses, standardize equipment, and purchase systems at all schools. Director of Technology and Asst. Supt., Business and Facilities, supervise the projects. Director of Technology will supervise needs assessment and decision. 3h.2.1 3h.2.1 3i. Benchmarks and Implementation Timeline: addressed for each goal within sections 3d-3h. 3j. Monitoring of Curriculum Component The Director of Curriculum and Instruction will be primarily responsible for monitoring the implementation of the Curriculum Component of this Technology Plan, with support provided by the Director of Technology. The District Technology Committee, whose members include representatives from each site and a liaison to the DSLT Data Analysis subcommittee, will meet regularly to evaluate Plan implementation. In addition to the monitoring activities described in the Action Plans, 3d - 3h above, and the table, below, Tech Plan monitoring will follow the standard district procedures. Teachers set individual and grade level goals for the year; Professional Learning Communities groups set Smart Goals; all administrators define Key Result Areas; the DSLT makes recommendations for accomplishing the District Assistance Survey Prioritized Recommendations. Administrators meet as a group weekly. The Superintendent visits each school to conduct monthly dialogs with principals about what is happening at the sites. The Assistant Superintendent, Educational Services, and the Director of Curriculum and Instruction visit classrooms monthly to observe in regard to specific items of interest. San Jacinto Unified School District Technology Plan 2007-2010 28 Person Responsible Monitoring Activity Literacy coaches Math coaches • Conduct observations of teachers, ranging from walkthroughs to complete lessons • Meet regularly with Literacy Coordinator or Math Specialist • Prepare written reports of site grade-level and data protocol meetings • Monitor site assessment procedures • • • • • • • • • Conduct daily classroom walkthroughs, aggregate and share results Ensure that teachers take Technology Assessment Profile annually Ensure that students take assessments as required and analyze results Oversee teacher collaboration meetings Review records of coach work with teachers Monitor site software usage Support initial electronic learning resources inventory Monitor site compliance with district AUP Monitor assessment of 8th grade technology proficiency Principals Assistant Principals Asst. Supt., Educational Services Director of Curriculum and Instruction • Supervise development and approve district approved software list • Oversee investigation of support structures for district assessment system • Supervise site administrator use of DataTrek Head the DSLT Data Analysis subcommittee Supervise initial on-site ELR inventory Supervise development/updating of district approved software list Maintain list of technology experts identified at sites and ensure that they are offered training • Annually assess needs for additional support for technology integration at the schools • Supervise textbook adoption process • Analyze results of the Technology Assessment Profile annually • Analyze results of student local and state assessments • Assess usage of software programs • Supervise development of district Technology Curriculum Matrix and information skills standards and benchmarks, ensuring that staff is informed and trained • Assess results of 8th grade technology proficiency testing • Ensure that staff collaboration meetings are held and monitored • Supervise investigation and pilot projects of using ABI for parents • • • • San Jacinto Unified School District Technology Plan 2007-2010 29 Director of Technology • Facilitate the District Technology Committee • Supervise initial on-site ELR inventory • Maintain list of technology experts identified at sites and ensure that they are offered training • Annually assess needs for additional support for technology integration at the schools • Keep district EdTechProfile information up to date, monitor process of teachers taking TAP, analyze results • Monitor compliance with district AUP • Supervise development of site and teacher websites and ensure timeliness of information • Supervise investigation and pilot projects of using ABI for parents • Supervise maintenance and expansion of phone systems, including investigation of district-wide purchase of autodialers • Evaluate and make recommendations on ELRs after initial inventory • Annually assess needs for additional support for technology integration at the schools • Make recommendations for changes in Curriculum Component based on Technology Assessment Profile and student assessments • Develop and then reassess district Technology Curriculum Matrix and information skills standards and benchmarks • Evaluate support structures for district assessment system • Monitor investigation and pilot projects of using ABI for parents • Supervise planning and construction of major expansion of existing schools and construction of new schools • Ensure that students take assessments as required • Take Technology Assessment profile annually • Take district and state assessments as scheduled District Technology Committee Asst. Supt., Business and Facilities Teachers Students San Jacinto Unified School District Technology Plan 2007-2010 30 4. PROFESSIONAL DEVELOPMENT COMPONENT 4a. Summary of teachers’ and administrators’ current technology skills and needs for professional development. In June, 2006, an EdTechProfile Technology Assessment Profile report was run, showing responses from 17 administrators. Table 5 summarizes the results. In overall computer knowledge and skills, 13 administrators scored as experienced computer users (Intermediate or Proficient), with strengths in general skills, word processing, email, and Internet. It appears that a significant percentage of administrators have lesser skills in presentation, spreadsheet, and database software. TABLE 5 : Administrator Computer Knowledge and Skills EdTechProfile Technology Assessment Profile Not applicable Beginning Intermediate Proficient Overall computer knowledge & skills General computer knowledge & skills Internet skills Email skills Word processing skills Presentation software skills Spreadsheet software skills Database software skills 1 0 1 0 0 3 4 4 3 2 3 2 2 1 1 2 9 7 7 2 5 5 9 9 4 8 6 13 10 8 3 2 Results from a September, 2006, EdTechProfile Technology Assessment Profile report are shown in Table 6 (see next page). The results include 183 teachers, 53% of the district total, with an elementary level emphasis and a large proportion of surveys taken in Spring 2005. Of respondents, 68% are experienced computer users, scoring Intermediate or Proficient in overall computer knowledge and skills. Strengths are word processing, general computer skills, email, and Internet. Weaknesses include presentation (47% beginning or non-users), spreadsheet (55%), and database (69%) software skills. San Jacinto Unified School District Technology Plan 2007-2010 31 TABLE 6 : Teacher Computer Knowledge and Skills EdTechProfile Technology Assessment Profile Not applicable Beginning Intermediate Proficient Overall computer knowledge & skills General computer knowledge & skills Internet skills Email skills Word processing skills Presentation software skills Spreadsheet software skills Database software skills 2% 2% 3% 2% 1% 15% 15% 26% 30% 20% 27% 27% 13% 32% 40% 43% 53% 49% 49% 40% 31% 32% 34% 21% 15% 29% 21% 32% 55% 21% 12% 10% Tables 7 and 8 show the results of the two sections of the Technology Assessment Profile which deal with skills in integrating technology into the curriculum. In these areas, in order to score Proficient and sometimes Intermediate, teachers must not only meet each standard themselves, but must know how to teach students how to do similar things, and must report that their students have learned these skills. On Standard 9 questions, only 2% of teachers scored as Proficient, with strengths being records management/communication and online collaboration and weaknesses involving use of technology according to district policy to meet individual student needs and evaluation of software. On Standard 16 questions, 1% of teachers scored as Proficient, with a strength (9% Proficient) being use of data to assess and communicate student learning and a weakness being development of student information literacy skills. TABLE 7: Standard 9, Using Technology in the Classroom 9a, 9f, 9g concern knowledge and use of resources in lessons 9d and 9e concern communication 9h and 9i concern information literacy skills 9f and 9i concern policy and law In order to be "Proficient" in each sub-standard, teachers must have taught students how to accomplish each skill. InterNot applic. Beginning mediate Proficient Standard 9 Overall 9a 9b Use of technology appropriate to lesson content and student abilities/skills Knowledge of research & best practices in technology in education 7% 11% 15% 60% 51% 51% 31% 31% 28% 2% 7% 6% San Jacinto Unified School District Technology Plan 2007-2010 32 Not applic. 9d 9e 9f Record management; communication through printed- or multi-media Online collaboration Knowledge, selection and use of tech resources according to district policies to meet individual student needs Evaluation and selection of educational software Use and evaluation of electronic research tools Knowledge of law, policy, and safety issues 8% 5% 17% Beginning 41% 40% 45% Intermediate 30% 34% 34% Proficient 21% 21% 3% 9g 9h 9i 18% 26% 17% 55% 46% 46% 23% 22% 30% 3% 6% 7% TABLE 8, Standard 16: Using Technology to Support Student Learning 16a and 16b concern communication using technology 16d and 16e concern student information literacy skills 16f and 16g concern assessment In order to be "Proficient" in each sub-standard, teachers must have taught students how to accomplish each skill. IntermeNot applic. Beginning diate Proficient Standard 16 Overall 16a 16b 16c 16d 16e Communication using a variety of electronic media Communication with other professionals Use of technology resources in curriculum-aligned lessons Development of student information literacy & problem-solving skills for lifelong learning Creation of technology-enhanced lessons for students to plan, locate, evaluate, select and use information for problem-solving; creation of effective learning environments; evaluation of technology use and quality of student products Use of data to assess and communicate student learning Evaluation, monitoring, and adjustment of technology-enhanced lessons 20% 14% 27% 3% 26% 25% 61% 55% 57% 44% 52% 48% 19% 27% 11% 51% 20% 26% 1% 3% 6% 2% 2% 1% 16f 16g 40% 40% 35% 37% 15% 21% 9% 2% The following chart shows teacher proficiency in the components of information literacy. At most 7% of teachers score proficient in any one area, meaning that they both know these skills San Jacinto Unified School District Technology Plan 2007-2010 33 and have taught their students similar skills. This is an issue to be addressed by professional development in as much as information literacy is one of the goals of this plan. Not applic. 9h 9i 16d Use and evaluation of electronic research tools Knowledge of law, policy, and safety issues Development of student information literacy & problem-solving skills for lifelong learning 26% 17% 26% 29% Beginning 46% 46% 52% 48% Intermediate 22% 30% 20% 20% Proficient 6% 7% 2% 3% 16e(1) Creation of opportunities to engage students in planning, locating, evaluating, selecting and using technology resources for problem-solving Out of 178 teachers responding to the Technology Assessment Profile, 57 (32%) said they need opportunities to participate in educational technology staff development focused on basic computer/technology skills; 160 (90%) said they need opportunities for training on integrating technology into the curriculum. Among administrators, 35% said they needed basic computer/ technology skills training; 94% said they needed technology integration training. These figures are borne out by the preceding charts, and will be addressed in professional development opportunities offered by the district. 4b, c. Plan for providing professional development opportunities based on the needs assessment and the Curriculum Component. Professional development opportunities will be offered to administrators, teachers, and support staff based on the needs assessment (4a) and the Curriculum Component goals, objectives, and action plan. Over the past two years, SJUSD has accomplished the following professional development activities: Middle and high school teachers have taken AB 466 training in math and E/LA; elementary teachers have all taken the E/LA and half have taken the math; AB 466 includes a half day in the tech lab. All principals have taken Module 3 of AB 75, focusing on use of the PDA and data analysis. 100% of Year I teachers fulfilled the Technology Standards section of BTSA. The Data Management Coordinator provided training on ABI/Aeries. PLC groups received training on data protocols. Grade K-8 teachers were trained on reading and using data provided by Key Data Systems. LUCID training was held for 15 employees. All secretaries receive training in record-keeping every year. Plans for 2006-2007 include training for newly hired teachers (BTSA, ABI/Aeries) and continuing training in record-keeping and data protocols. AB 466 will be completed. Secondary teachers will learn to use OARS. Language intervention program training will be provided. New site administrators will receive AB 430 (formerly AB 75); all will be trained in additional use of PDAs. Teachers will learn to use the new social studies adoption, which includes considerable technology. Schools purchasing new software will be required to provide training for all staff who will use it. Professional development at the district and site levels will continue to follow a variety of San Jacinto Unified School District Technology Plan 2007-2010 34 models, including both train-the-trainers and coaching. Formal training is provided by central district personnel, site administrators, coaches, outside consultants such as Riverside COE, and vendors, as appropriate. The district will take advantage of available RIMS CTAP technology integration workshops. Informal, one-on-one training (including help with personal computer skills) is provided by literacy and math coaches and certificated and classified site staff with an expertise in technology. GOAL 4b.1: All staff will have the opportunity to participate in sustained, ongoing professional development in support of this technology plan. Curriculum Link: LEA Plan Performance Goal 3; LEAP Addendum 1, 2, 3 OBJECTIVES & BENCHMARKS: 4b.1.1 By June 2010, 90% of teachers will score Intermediate or Proficient in Computer Knowledge and Skills on the Technology Assessment Profile. By June 2010, 100% of administrators will score Intermediate or Proficient in Computer Knowledge and Skills on the Technology Assessment Profile. By June 2010, 60% of teachers will score Intermediate or Proficient on Standard 9, Using Technology in the Classroom, on the Technology Assessment Profile. By June 2010, 60% of teachers will score Intermediate or Proficient on Standard 16, Using Technology to Support Student Learning, on the Technology Assessment Profile. 2008 70% 2009 80% 2010 90% 4b.1.2 80% 90% 100% 4b.1.3 40% 50% 60% 4b.1.4 40% 50% 60% Action Plan: Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # a The district will develop a district-wide comprehensive Professional Development Plan, which will include technology. b All teachers and administrators will fill out the EdTechProfile Technology Assessment Profile annually. Administrators will receive training on the importance and uses of the TAP. By July 2007; updated each May/June thereafter Training by July 2007. TAP taken annually, in the spring Director of Curriculum will develop the Plan; technology needs determined by examining EdTechProfile data, monitoring of Curriculum Component. Director of Technology will coordinate; principals will enforce. Directors of Curriculum and Technology will analyze results and determine need for additional training. Results will be disseminated to principals. 4b.1 4b.1 San Jacinto Unified School District Technology Plan 2007-2010 35 Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # c Teachers and administrators will be trained in technology components of SBE-approved adopted core and intervention materials (such as READ 180). Ongoing, each year (Science 07/08; Math 08/09; ELA 09/10); intervention materials as needed Whenever new resources are purchased (new to district or new to school) Whenever new resources are purchased (new to district or new to school), or individual training for new hires Follow-up, for new hires, or when new programs are chosen for use Director of Curriculum will supervise, supported by the Director of Technology. Initial training provided by publishers; district and site administrators will determine need for followup training. Principals will supervise site training. Director of Curriculum will supervise overall, supported by the Director of Technology. Principals will supervise site training. Director of Curriculum will supervise overall, supported by the Director of Technology. 4b.1.3 4b.1.4 d Schools will present a plan for training whenever purchasing new software. 4b.1.3 4b.1.4 e Teachers and administrators will be trained in using supplemental resources (such as FastForWord, A+LS, Accelerated Math, and products to be selected in the future) recommended by the district. Training will include scope and purpose of software, best practices of educational use with students, and reporting features. f After-school program staff will be trained to use Study Island and other software/online resources selected for the program. 4b.1.3 4b.1.4 Coordinator of 21st Century After-School Program will ensure that training occurs. 4b.1 Throughout the g Teachers and administrators will be year, as needed offered training in productivity applications such as Word, Excel, Power Point, and web browsers: for personal proficiency and best practices in educational use with students. h Teachers and administrators will be offered training in the use of projection equipment (such as LCD projectors), productivity hardware (such as digital still and video cameras), printers, and scanners, as needed. i Literacy and math coaches will receive training in the integration of technology as another core curricular tool in their areas of expertise. They will pass this knowledge on to the teachers with whom they work. Throughout the year, as needed Training will be provided oneon-one or in small groups by technology experts at each site. Principals will ensure that staff receive needed training. Training will be provided oneon-one or in small groups by technology experts at each site. Principals will ensure that staff receive needed training. Director of Curriculum will supervise overall. Coaches maintain records of their work with groups and individual teachers, share these records with principals. 4b.1.1 4b.1.2 4b.1.1 4b.1.2 By July 2008, then each year as needed; coaches work with teachers daily 4b.1.3 4b.1.4 San Jacinto Unified School District Technology Plan 2007-2010 36 Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # k New teachers will receive needed training (BTSA, SIS, OARS, data protocols, adopted materials) as needed, when hired. l Cadre of site “technology experts” will be offered training to increase their personal technology skills, their ability to troubleshoot problems, and their knowledge of technology integration into the curriculum. Beginning spring and summer of each year July 2007 – June 2008, then continuing as needed Principals and coaches will supervise site training. Director of Curriculum will supervise overall. Directors of Curriculum and Technology will survey participants to determine needs, then will supervise training. 4b.1 4b.1 m Teachers and administrators will be informed about the new Technology Curriculum Matrix and will receive training on its implementation. Gr. 6-8 teachers by June 2008; Gr. K-5, 9-12 by June 2009 Grade levels/departments will decide how the Matrix fits into the curriculum; will discuss instructional strategies at meetings; training at general staff and grade level meetings. Director of Curriculum will supervise 4b.1.3 4b.1.4 n Teachers and administrators will be informed about the new information skills standards and benchmarks and will receive training on their implementation. o Special education teachers will be trained to use the new on-line IEP development system. p Interested teachers will receive orientation on use of the district teacher website template, suggestions on what a good classroom webpage looks like, and tutorials (documentation or online guides) as needed. r Upon roll-out of phone systems, all staff will be trained in their use. s Participants will fill out evaluations of formal district and site training. Agendas, sign-in sheets, and samples of hand-outs will be kept for trainings. t Site administrators conduct classroom walkthroughs to observe teacher instructional methods/use of technology; form may include customized fields for recording information. Coaches also observe instruction using PDAs. By June 2009 for grades 1-12 4b.1.3 4b.1.4 Spring 2007 – Spring 2008 July 2007 – June 2010 Director of Special Education will supervise. Director of Technology will supervise, with the assistance of a key person at each site. Director of Curriculum will work through principals to monitor. Site principals will schedule and coordinate. Director of Curriculum will collect and analyze results. 4b.1.3 4b.1.4 4b.1.3 4b.1.4 As roll-outs occur As training occurs 4b.1.3 4b.1.4 4b.1 Daily/Weekly, totaled monthly, beginning 06/07 and then continuing through 2010 Site administrators aggregate data, use it to determine further need for teacher PD. 4b.1 San Jacinto Unified School District Technology Plan 2007-2010 37 4c. Benchmarks and Timeline: included in Section 4b, above. 4d. Monitoring Process for Professional Development Component Please see also the Program Monitoring, Evaluation, and Modification Process entries for each item in the Action Plan, Section 4b. Monitoring Activity Development of comprehensive Professional Development Plan; update annually Professional development sessions held; agendas and sign-ins kept; coach records kept; participant evaluations collected and analyzed and adjustments in training made. Person Responsible Dir./Curriculum Coaches Site tech experts Trainers Principals Dir./Curriculum Dir./Technology Teachers Administrators Dir./Curriculum Dir./Technology Site Administrators Coaches Schedule July, 2007 July 2007 – June 2008 Teachers and administrators take the Technology Assessment Profile. Those responsible for training analyze data and decide on training modifications for the coming year. Site administrators conduct daily/weekly classroom walkthroughs using DataTrek; coaches conduct observations of varying length using DataTrek; aggregate and analyze data monthly to determine levels of instruction at school; suggest training needed to raise levels of instruction. • • Repeat this procedure each year Reported to Assistant Superintendent, Educational Services, and DSLT by the Director of Curriculum Spring 2008 Fall 2007 Winter/Spring 2008 San Jacinto Unified School District Technology Plan 2007-2010 38 5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT 5a. Hardware, software, network and telecommunications infrastructure, physical plant, and technical support needs to support Curriculum and Professional Development Components. 5b. Available hardware, software, network and telecommunications infrastructure, physical plant, and technical support. Hardware: The goals and activities of the Curriculum and Professional Development Components of this Technology Plan require the following technology hardware and infrastructure if they are to be implemented. As the district student population is increasing, it is expected that growth will be necessary in all of these areas. Dependent on the passage of Measure V (G. O. bond) in November, 2006, the district plans to expand current schools, open three new elementary schools, and build a new secondary school within the period of this Plan or shortly thereafter. • Reliable, safe Internet service of sufficient bandwidth, with email for teachers • A district-wide student to up-to-date (four years old or less) computer ratio of 6:1 • Computer labs (fixed or mobile) with sufficient computers for one-to-one computer use for entire classes to take online assessments, work on projects, search the Internet, develop technology and information literacy skills, and work on courseware and intervention software. • Computers in classrooms and libraries where students can work individually on projects, word processing, curriculum-related software, technology and information literacy skills, and intervention software • A computer in each classroom for teacher use, with projection facilities (projector or television) • Sufficient printing capacity for students and teachers: 1 black and white laser or solid ink printer per classroom minimum; schools may opt for centralized color laser or solid ink printers to serve multiple classrooms and offices • Sufficient equipment for the assessment process (printing tests, scanning results), including high speed multi-function printer/scanners at each site • Handheld computers for all site administrators and coaches to use DataTrek • Equipment required to support the technology components of each new textbook adoption, including sufficient classroom computers to allow students to use tutorial CDs • Up-to-date phone systems for two-way communication between home and school, including possibly centralized, district-wide autodialer service • Satellite professional development centers identified at selected school sites, including a computer lab (fixed or mobile) and presentation equipment (computer, projector, speakers, microphone), leveraging existing equipment. Per-school ratios of students to “multimedia computers” (48 months old or less) in September, 2006, as per local enrollment data and the 2006 State Technology Survey (with updated information for some schools) are shown below. Student to computer ratios are adjusted to San Jacinto Unified School District Technology Plan 2007-2010 39 reflect the fact that, due to the year-round calendar, about 75% of elementary students are in school at any time. The current overall district ratio is 7.6:1. School Student Enrollment Total Computers Multimedia Computers Studnt: MM (<4yrs) Comp. # in classrooms # in libraries # in labs # of laptops on carts De Anza Elem Estudillo Elem Hyatt Elem Park Hill Elem Record Elem San Jacinto Elm Elem. Total Monte Vista MS N. Mountain MS Middle S Total Mt. View HS San Jacinto HS San Jac HomeEd HS / Alt Total District Total 915 703 522 826 608 601 4175 1022 1088 2110 118 2285 50 2453 8738 120 67 141 105 86 99 618 222 297 489 58 385 4 447 1584 16 67 101 41 86 96 407 222 224 446 20 142 3 165 1018 42.9 7.9 3.9 15.1 5.3 4.7 7.7 4.6 4.9 4.7 5.9 16.1 16.7 14.9 7.6 94 40 96 76 72 50 428 81 105 186 42 239 4 243 857 26 2 4 3 14 11 60 4 9 13 11 22 0 22 95 0 18 21 19 0 30 88 47 63 110 0 98 0 76 274 0 0 20 0 0 8 28 110 120 230 0 26 0 26 284 The following chart shows the age and type of computers at each school and plans for acquisition and retirement, as per the 2006 State Technology Survey (updated for some schools). School <1 yr old >1 and< 2 >2 and< 3 >3 and <4 >4 yrs old Laptops Thin client Add new comp. Retire comp. De Anza Elem Estudillo Elem Hyatt Elem Park Hill Elem Record Elem San Jacinto Elm Elem. Total Monte Vista MS N. Mountain MS Middle S Total Mt. View HS San Jacinto HS San Jac HomeEd HS / Alt Total District Total 6 0 36 29 0 8 79 7 88 95 4 9 0 13 187 2 67 0 0 86 43 198 35 60 95 7 41 0 48 341 0 0 20 0 0 42 62 35 62 97 7 85 0 92 251 8 0 45 12 0 3 68 145 14 159 2 7 3 12 239 104 0 40 64 0 3 211 0 73 73 38 243 1 282 566 7 0 20 2 1 38 68 137 120 257 4 31 0 35 360 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 10 0 0 7 25 15 57 0 30 30 2 0 0 2 89 27 0 13 7 0 15 62 0 33 33 2 0 1 3 98 The following chart shows the numbers of new computers that will need to be purchased in order San Jacinto Unified School District Technology Plan 2007-2010 40 to meet the district goal of 6:1 student to up-to-date computer ratio in 2010. “Enrollment for figuring” is a projection which assumes that all elementary schools will continue on a year-round calendar, so that only 75% of their students will be on campus at any one time. 06/07 1,018 -239 +290 0 1,069 7,694 7.2 07/08 1,069 -251 +474 0 1,292 8,400 6.5 08/09 1,292 -341 +282 +263 1,496 8,975 6.0 09/10 1,496 -187 +358 0 1,667 10,000 6.0 Carryover number of computers Less computers becoming >48 mos. New computers, existing schools New computers, new schools Total of up-to-date computers Enrollment for figuring Student : up-to-date computer ratio North Mountain Middle School has a multimedia distribution system; content on DVDs or videocassettes is controlled by the librarian from the Media Room and sent out per request to all classrooms. Many schools have the ability to broadcast live announcements using a video camera and microphone. Additionally, they have video content servers with the ability to distribute (upon request) streaming media to classrooms on campus. Each school has peripherals and other technology as relevant to their particular needs, including digital cameras, video recorders, and LCD projectors. North Mountain has an instant response system for class use. The district Media Center has projectors and other equipment for loan. The district has standardized on Dell equipment for student, teacher, and administrator computer purchases. All student and teacher computer stations will include a CPU, monitor, network card, TV output, and access to a printer. Printers should be laser or solid ink printers, either black and white or color; inkjet printers are not recommended and will not be supported. The district is attempting to standardize on Xerox printers. Equipment standards are constantly monitored and modified as necessary to meet changing requirements. As of October, 2006, the standard desktop computer configuration is: Pentium D Processor 915 with HT (2.8GHz, 2x2M, 800 MHz FSB) with one 1Gb memory, Windows XP Professional, SP2, with Media. Each teacher has a computer workstation and access to a projection device (TV or LCD projector), digital cameras, and other devices to facilitate the teaching and learning process. Permanent rooms in new schools will have built-in LCD projectors and sound systems that can be connected to computers and microphones. During the 2006-2007 school year, the Director of Curriculum and Instruction will conduct an inventory and needs analysis of all equipment used / needed for the assessment process. The SJUSD Fiscal Services Department is in the process of implementing new inventory control processes. As part of this project, an on-site computer/peripheral inventory will be taken during the 2006-2007 school year, with all items being counted and identified in person; computer ages will be noted and kept. New items will be added to the district-wide inventory database as they are purchased. Equipment will not move between schools. Each site will be responsible for San Jacinto Unified School District Technology Plan 2007-2010 41 maintaining records of the specific locations of each piece of equipment; one person at each site will be in charge, and procedures will be developed for keeping site inventories accurate. The district will develop a replacement, re-purposing, and obsolescence policy for computer equipment throughout the district, including establishing a standard age at which computers will be considered no longer useful and will be discarded. Electronic Learning Resources: The goals and activities of the Curriculum and Professional Development Components of this Technology Plan require the following electronic learning resources if they are to be completely implemented. • • • • • • • • • • • Administrative software and services (Aeries, OARS, INSPECT, DIBELS, Key Data, Follett) Productivity software (Microsoft Office is standard) Technology resources for adopted text series (such as online textbooks, teacher and student resources, exam-builders) and intervention programs Online courseware such as A+LS and supplemental software such as Accelerated Reader, as per district-approved list that will be developed Accelerated Math upgraded to align with California standards for the CAHSEE; expanded library of additional courses Chariot, or other product for independent student practice for the CAHSEE ExamView or similar product for online worksheet and test-building, online testing and tracking of results by individual teachers NetOp or similar product for lab management (control and instruction) Software for developing and maintaining school and teacher websites (Contribute, Flash Paper, or Word, for example) On-line site for IEP development PDA’s, DataTrek, FileMakerPro for all site administrators and literacy and math coaches District computers are running a minimum of Microsoft Windows XP or Windows 2000 and Office XP or Office 2003. All teacher computer stations purchased will include Microsoft Office productivity software, Internet access, and e-mail. All student computer station orders will include Internet access and appropriate educational software. Supported office productivity software includes: Windows 2000 Professional and Windows XP Professional, Microsoft Office XP Pro and Microsoft Office 2003 Pro, and Internet Explorer 6.0. As of July 2006, the following classroom software is supported by the district Technology Department: Accelerated Reader Accelerated Math STAR San Jacinto Unified School District Technology Plan 2007-2010 42 Print Shop Rosetta Stone A+LS (Anywhere Plus Learning System) Reading Plus Fast ForWord Mavis Beacon Teaches Typing All the Right Type Please see Section 3b for additional resources currently used in the district. SJUSD will conduct a site-by-site inventory of existing electronic learning resources and will develop and update a district-wide approved software list. Telecommunications and Networking Infrastructure: The District Network: As of Summer 2006, the San Jacinto Unified School District includes six elementary schools, two middle schools, one comprehensive high school, and one continuation high school. Administrative sites include the District Office, Central Kitchen and Maintenance, Operations, and Transportation. All twelve sites are networked together by at least one point-to-point T-1 line. The elementary schools, Maintenance, and Central Kitchen utilize a single T-1 line for both voice and data services. A file server is located at each site to support file and printer sharing and database services. Internet proxy and caching and email services are provided centrally from the District Office. The District Office has four frame relay T-1s connected to the Riverside County Office of Education, which provide Internet access to all networked computers in the district. The district is currently running a single domain Windows 2003, Active Directory network. There is a domain controller at the District Office which replicates to a domain controller at two other locations. Each classroom, lab, library and administrative office is connected to the network through a 100 M or 1 G Ethernet local area network. Most classrooms have a total of eight network connections to be used by students and teachers. Internet access is filtered using Blue Coat web filter, making the Internet a safer and more productive environment for students and employees. The district mail server consists of Windows 2003 running Microsoft Exchange 2003. Microsoft Outlook XP and Outlook 2003 are in use as mail clients at the workstation level. Centrally managed network services such as DNS, proxy, caching, Internet content filtering, email, spam filtering, anti-virus protection and firewall security are maintained by the Technology Department at the District Office. Network servers, switches, and routers are monitored for performance and capacity regularly. Upgrades are performed at school and non-instructional sites as necessary. District-wide software resources such as operating systems, productivity software, and central anti-virus software are server-based installations. Critical service packs and current virus definitions are centrally updated and automatically installed on District computers. In addition to plain old telephone service (POTS lines), the current telecommunications services San Jacinto Unified School District Technology Plan 2007-2010 43 used by the District are as follows: Descriptions and Quantity of Circuits Service 900/976 Call Blocking Alarm Circuits Cellular Service CentraNet/Centrex Telephone Service (POTS) Voicemail Service Quantity 06/07 07/08 08/09 09/10 Blocked by voice PBX 30 30 36 36 70 lines 90 110 120 70 lines 90 90 90 70 lines 90 90 90 All district telephone instruments access voicemail via a central voicemail server located at the District Office Due to the large influx of new residents to the Inland Empire on an annual basis, the District anticipates a potential 10% growth in phone services per year. The District owns its own PBX and voicemail systems and leases the circuits from the telecommunications vendor. One large central PBX at the District Office controls smaller PBX’s at each site. The PBXs are NEC equipment. An additional circuit will be added to the District Office PBX in 2006-2007. In addition to local telecommunications (voice/data) services, the district also receives long distance services, Internet access and cellular service. Network Upgrades: The district will be moving toward a fiber-optic Wide Area Network solution, aiming to provide a 1 G or better connection to each site for both voice and data services. The core network switch equipment at the District Office will need to be upgraded to support implementation of this WAN solution. Physical Plant: Most school sites and district offices have sufficient electrical capacity for the current and expected needs. Classrooms and offices have a 20 amp electrical circuit per every three computers. All new construction includes a 1-inch conduit in at least two locations on separate walls into ceiling space. This plan supports the current district standard of two voice and eight data connections per classroom, while allowing space for future growth. Two school sites, Monte Vista Middle School and Mountain View High School, reported on the State Technology Survey that they do not have sufficient electrical capacity to support a 4:1 student to computer ratio. If Measure V passes, a new school will be built at Mountain View, and Monte Vista will receive an electrical upgrade. The district is in the midst of a building program to serve its rapidly growing student population. If Measure V passes, it is expected that several schools will be expanded, three new elementary schools will be opened, and a new secondary school will be built during the span of this San Jacinto Unified School District Technology Plan 2007-2010 44 Technology Plan or shortly thereafter. Plans for additional schools are in various stages of development. Technical Support: The district Technology Services Department consists of five positions: Director of Technology, Network Administrator, three Technology Support Specialist IIs, and a Help Desk Technician, all of whom are full-time employees. They provide both centralized and on-site technical support for the network, district-wide software, computers, and peripherals. The majority of the technicians have attended classroom and online training to maintain current levels of proficiency. Installation of all computers, servers, routers, switches, and most peripherals is completed by staff from the Technology Department to insure accurate network configuration and compliance with district software standards as well as compliance with copyright laws. Computer hardware is purchased with at least a three year warranty. On-site technical support contacts for daily troubleshooting and coordination with the Technology Department vary from site to site. Two schools have a School Services Assistant, half of whose responsibilities are technical support; North Mountain Middle School’s position is eight hours; San Jacinto Elementary’s is four hours. Site level support as reported on the 2006 State Technology Survey is as follows: School Hardware fix time Certif. FTE Classified FTE Contract hours Student hours De Anza Elem Estudillo Elem Hyatt Elem Park Hill Elem Record Elem San Jacinto Elem Monte Vista MS North Mountain MS Mt. View HS San Jacinto HS San Jacinto Home Ed 2-5 Days 2-5 Days 2-5 Days 2-5 Days 1 Day 1 Day 2-5 Days 2-5 Days 2-5 Days 2-5 Days 2-5 Days 0 0 0 0 0 0 0 0 0 0 0 0.2 0.2 0.625 0 0.2 0.5 0 0.25 0 0.5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 Support for data management systems for all schools is supplied by the Data Management Coordinator. On the Technology Assessment Profile, teachers were asked to indicate the typical response time when they report a technical problem; as reported in June 2006, their answers were as follows: two hours or less, 18%; more than two hours but by the end of the day, 15%; within two to five weekdays, 50%; more than a week but less than a month, 14%; a month or more, 3%. When staff experience technical problems, they can call the Technology Department Help Desk directly or use the online trouble reporting system. Staff receive email messages whenever work is performed on their trouble report. The K12 Trouble Trakker online database is utilized for technology support requests and work order tracking. Technology trouble tickets are monitored daily by the Technology Department. Reports are reviewed at least quarterly to monitor San Jacinto Unified School District Technology Plan 2007-2010 45 performance by technician, types of problems, average response time, problems by site, etc. The database is also used to reference recurring problems in order to find solutions. An informative FAQ file is maintained on the district website, including answers to the most common questions in regard to district technology procedures. Between July 2001 and September 2006, a total of 9,046 Trouble Trakkers were entered into the system. Of these, 8,918 were solved and 123 were closed for various reasons. SJUSD has identified a need for site-based first level technical support for rapid response to routine technical problems. In 2006-2007, the district will re-examine its entire technical support structure, including job titles and responsibilities, in order to best meet all support needs. 5c. Benchmarks and timeline for obtaining the needed resources. Hardware: The following equipment-purchase objectives or recommendations are dependent on the acquisition of additional funding, including grants and state one-time moneys. OBJECTIVES & BENCHMARKS: 5.1 By June 2010, the district-wide student to upto-date computer ratio will be 6:1. By June 2010, every classroom will have a minimum of 1 black and white laser or solid ink printer. By June 2008, every classroom will have a computer and projection device for teacher use. By June 2008, and each year thereafter, each school will have sufficient networked high speed multi-function printer/scanners to support the assessment process. By June 2008, and each year thereafter, fixed and mobile computer labs meant for use by entire classes will have sufficient computers to ensure one-to-one computer use. By June 2008, and each year thereafter, classrooms will have sufficient technology to fully implement the technology components purchased with new textbook adoptions. By June 2008, and each year thereafter, all site administrators and literacy and math coaches will have handheld computers/PDAs. 2008 6.5:1 (buy 475 computers) Buy 50 2009 6:1 (buy 550 computers) Buy 300 2010 6:1 (buy 360 computers Buy 150 5.2 5.3 100% 100% (purchase 130 projectors) 100% (lease 30) 100% (purchase 20 projectors) 100% (lease 30) 5.4 100% (lease 24) 5.5 100% 100% Included in Obj. 5.1 100% 5.6 100% (purchases TBD) 100% (purchases TBD) 100% (purchases TBD) 5.7 100% (buy 5 new & replacements) 100% (buy 5 new & replacements) 100% (buy 5 new & replacements) San Jacinto Unified School District Technology Plan 2007-2010 46 5.8 By July 2007, the district will identify properly-equipped satellite PD labs at selected school sites. Identify & utilize Utilize for training Utilize for training Action Plan: Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # a Purchase student and teacher computers for existing schools and new construction. By July of each year Orders generated by principals at site level or at district level. Principals determine how site equipment is deployed. Director of Technology reviews ordering and supervises installation. Director of Technology reviews orders and supervises installation. Principals generate orders and determine how equipment is deployed. Director of Technology reviews orders and supervises installation. Principals generate orders and determine how equipment is deployed. Dir. of Technology oversees configuration for assessment use; Fiscal Services leases. Educational Services department oversees; Dir. of Technology coordinates support. Directors of Curriculum and Technology coordinate. 5.1 5.3 5.5 b Purchase black and white laser printers for classrooms. By July of each year 5.2 c Purchase projection devices (TVs or LCD projectors) for classrooms for existing schools and new construction. By July of each year 5.4 d Lease multi-function high speed networked scanner/copiers to support the assessment process at all schools. e Purchase PDAs for site administrators and literacy and math coaches (new and replacements). f For each new adoption, Dir. of Curriculum will provide specifications of equipment needs to Dir. of Technology, who will compare against district/school capabilities and decide what needs to be purchased. g Each school will compare numbers of computers in fixed and mobile labs to class sizes; will determine how many need to be purchased to allow one-to-one use. h Identify properly-equipped satellite training labs for professional development at selected school sites. i By July 2007, SJUSD will develop a district-wide replacement, re-purposing, and obsolescence policy for computer By July of each year By July of each year Science 07/08; Math 08/09; ELA 09/10 In June of each year 5.4 5.7 5.6 Principals direct the survey, generate orders for equipment. 5.5 By July of 2007 Develop by July 2007; implement Directors of Curriculum and Technology will coordinate use with site principals. Dir./Technology will coordinate with Asst. Supt., Business to develop policy. Dir./Tech will 5.8 5.1 San Jacinto Unified School District Technology Plan 2007-2010 47 Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # equipment. 07-08; annual review of site needs with principals Jan. – March, annually work with principals to determine site student:computer ratio annually, will inform them of what needs to be purchased. Dir. of Technology will provide training for administrators; site principal or trained designee will fill out; Dir. of Technology will ensure accuracy. 5.1 j The State Technology Survey will be filled out for/by each school accurately reflecting the number, age, and locations of computers, within the required window. Electronic Learning Resources: Please note that the following software/service purchase objectives or recommendations may be dependent on the acquisition of additional funding, including grants and state onetime moneys. OBJECTIVES & BENCHMARKS: 5.9 By June 2008, and each year thereafter, district/sites will purchase upgrades and additional licenses for existing software and services as needed, in compliance with district approved software list. By June 2008, and each year thereafter, all site administrators and coaches will use DataTrek; district will purchase software as needed 2008 100% 2009 100% 2010 100% 5.10 100% 100% 100% Action Plan: Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # a At the end of each school year, examine current software and online services for needed upgrades or additional licenses. Make purchases as needed. May/June of each year Principals will plan site level purchases. Dir. of Curriculum checks orders for adherence to academic standards; Project Coord. checks use of categorical funds; Dir. of Technology checks for compatibility with district equipment. 5.9 San Jacinto Unified School District Technology Plan 2007-2010 48 Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # b Examine available software choices; add to approved list and conduct pilots; evaluate results; make purchases as needed. By July of each year Principals will plan site level pilots and purchases. Dir. of Curriculum checks orders for adherence to academic standards; Project Coord. checks use of categorical funds; Dir. of Technology checks for compatibility with district equipment. Ed. Services purchases; Technology Dept. supports. 5.9 c Purchase DataTrek, FileMakerPro for site administrators and coaches to use for classroom observations. By July 2007; growth thereafter 5.10 Telecommunications and Networking Infrastructure: OBJECTIVES & BENCHMARKS: 5.11 5.12 The district will move to a high speed fiber-optic Wide Area Network solution. Core network switch equipment at the District Office will be upgraded to support implementation of the new WAN solution. District will investigate the feasibility of districtwide purchase of autodialer services. Phone systems will be purchased and installed at new schools. 2008 50% of sites Complete 2009 100% of sites 2010 100% of sites ------- -------- 5.13 5.14 Complete ------ Action TBD 3 elem. schools Action TBD ------ Action Plan: Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # a Equipment and services for fiber-optic WAN solution, including upgrades to D.O. equipment, will be identified; timeline for rollouts will be developed; funding requests will be aligned with the E-Rate cycle. b District will investigate the feasibility of district-wide purchase of autodialer services, decide on capabilities/uses, and if desired purchase for all schools. c Purchase phone systems for new schools. Dec., update annually Director of Technology will develop timeline and coordinate with E-Rate. 5.11 5.12 Decision on how to proceed by July 2007 2008-2009 Director of Technology will supervise needs assessment and decision. Director of Technology and Asst. Supt., Business and 5.13 5.14 San Jacinto Unified School District Technology Plan 2007-2010 49 Facilities supervise the projects. Physical Plant: The following objectives are dependent on the passage of Measure V in November, 2006. OBJECTIVES & BENCHMARKS: 5.15 The district will expand San Jacinto High School, build a new Mountain View Continuation High School, open three new elementary schools, and begin construction on a new secondary school. Monte Vista and North Mountain Middle Schools, Park Hill and DeAnza Elementary Schools will receive electrical upgrades. 2008 Construction 2009 Schools opened during the year Upgraded 2010 ----- 5.16 Planning ----- Technical Support: Please note that the following technical support objectives or recommendations may be dependent on the acquisition of additional funding. OBJECTIVES & BENCHMARKS: 5.17 The district will maintain no higher than a 1000:1 ratio of technicians to computers. 2008 TBD 2009 TBD 2010 TBD Action Plan: Implementation Plan, Data to be Collected, and/or Evaluation Instruments Timeline or Schedule for Evaluation Program Monitoring, Evaluation, and Modification Process Target Obj. # a The district will re-examine its entire technical support structure, including job titles and responsibilities, in order to best meet all support needs. By July 2007; needs reviewed each spring. Director of Technology will assess needs and propose solutions; decisions will be made according to available funding by Asst. Supt., Business; needs reviewed annually. Asst. Supt., Personnel Services will supervise process. Director of Technology will assist. 5.17 b Hire technical support staff as needed and funding allows. July of each year 5.17 San Jacinto Unified School District Technology Plan 2007-2010 50 5d. Monitoring Process In the fall of 2006, the district is modifying its requisitioning policy for technology purchases. Previously, requisitions for hardware and software have been approved only by the Director of Technology. Now, software purchase requisitions will be cleared by Educational Services for relevance to the adopted curriculum and preferred strategies, by Special Projects for appropriate use of categorical/grant funds, and finally by the Director of Technology for adherence to hardware standards and technical requirements and capabilities. Special Projects will require justification in the form of a reference to a page in the Technology Plan, and if using categorical funds, a reference to the site Single Plan. Schools will be required to purchase or otherwise arrange for training on all new equipment and software. Beginning with 2007, the district will standardize the process of filling out the California State Technology Survey at sites in order to ensure accuracy in both technology counts/locations and responses to questions involving technology use. The Director of Technology will establish norms and will train administrators in properly filling out the survey. Monitoring Activity Person Responsible Schedule Reviewed annually in February Purchase of classroom, lab, and library equipment Director of Technology carried out; inventory kept up to date; numbers and Site principals placement of computers reported on State Technology Survey Software/online services investigated, piloted, decided upon, purchased, implemented Director of Curriculum Director of Technology District Technology Committee Director of Technology Asst. Supt., Business Director of Technology Personnel Services By July of each year Network and telecommunications upgrades planned and carried out New schools built, existing schools expanded, modernization according to schedule Technical support performance monitored for consistent and timely response; additional support staff hired as necessary. Reviewed in June annually Ongoing July of each year San Jacinto Unified School District Technology Plan 2007-2010 51 6. FUNDING AND BUDGET COMPONENT 6a. Established and potential funding sources and cost savings. All technology objectives are and will be obtained through current and potential funding resources at San Jacinto Unified School District and sites. These include, but are not limited to: District Level • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • General Fund Title I Title II A Title II D Title III (EL) Title IV: 21st Century Title V (Innovative Programs) SIP/Library Block Grant GATE Economic Impact Aid (state EL) After School Education & Safety Lottery Professional Development Block Grant Program Improvement Reading First Information Technology Budget Ed Tech Block Grant—7393(7110) 1704 Targeted Instructional Improvement Block Grant (TIIG) State construction funds Local G.O. bond Developer fees Community Facilities Districts Redevelopment Revenue Arts & Music Block Grant Instructional Materials/Library/Ed Tech Block Grant Discretionary Block Grant Education Foundation E-Rate discounts and rebates K-12 Educational Technology Vouchers Donations Community Based English Tutoring • • • • • • • • • • • Site Level Categorical funds Agricultural Incentive Grants Site budgets Local fund-raising efforts Donations ELAP (English Language Acquisition Program) Grants Lottery CAHSEE Intensive Instruction Smaller Learning Communities ASB Options for reducing costs include maintaining standards for hardware and software, hardware and software purchasing agreements, CalSAVE, leasing, and coordination of network and San Jacinto Unified School District Technology Plan 2007-2010 52 telecommunications upgrades with the E-Rate cycle. CTAP Region 10 may provide professional development opportunities and consultant services. Hardware warranties will be extended when possible to cover potential technical support needs. Appropriate grant and partnership opportunities will be pursued as they become available. 6b. Estimated implementation costs for the term of the plan. The following chart breaks down estimated costs associated with any needed hardware, infrastructure upgrades and electronic learning resources. PLEASE NOTE: ALL OF THE FIGURES ARE ESTIMATES AND WILL ONLY BE SPENT ONCE FUNDING BECOMES AVAILABLE. 2008 2009 New Building / Modernization Total Costs Construction costs (depend $67,000,000 on Measure V passage) Electrical upgrades ----TBD 2010 ----Typical Funding Sources GO Bond; Developer Fees; State Construction Funds ----GO Bond; Developer Fees; State Construction Funds Costs for hardware, software, phone systems, and telecommunications for new schools and expansion at existing schools are included below. Computer Hardware and Peripherals Student and teacher 475,000 550,000 360,000 Ed Tech Voucher; GO computers Bond; Developer Fees; State Construction Funds Networked laser/solid ink 37,500 225,000 112,500 Ed Tech Voucher; GO printers Bond; Developer Fees; State Construction Funds LCD projectors ----325,000 50,000 GO Bond; Developer Fees; State Construction Funds Supplies for all of above 15,000 25,000 40,000 Site Funds Multi-function copiers 240,000 275,000 290,000 General Fund (basic lease agreements) Electronic Learning Resources Accelerated Reader 500 500 500 Site Funds Reading Counts 1,200 1,400 1,600 Site Funds (Title I) Fast ForWord 380 500 650 Site Funds Read 180 2,300 2,300 2,300 Site Funds (Title I) A+ LS 600 750 900 Site Funds Accelerated Math 500 500 500 Site Funds Study Island 1500 1500 1500 21st Century Rosetta Stone 800 950 1000 CBET/EIA LED/Title III Reading Plus 500 650 800 Site Funds Chariot (or similar) TBD TBD TBD Site Funds San Jacinto Unified School District Technology Plan 2007-2010 53 Web-based IEP development Website development/ maintenance software Streaming video DIBELS New core & intervention software PDAs & software for class observation Infrastructure Upgrades Phone system upgrades and new installation, including but not limited to WAN and MetroLAN (new construction costs) Additional phones, equipment, and related costs for new classrooms (expansion & new schools) TBD 20,000 500 4,525 TBD 2,500 TBD 20,000 500 4,525 TBD 2,500 TBD Special Ed 20,000 Lottery; General Fund; Site Budgets 500 Site Funds 4,525 Special Ed Funds TBD Site Funds; Block Grants 1,500 General Fund 320,000 300,000 300,000 Facilities; New Construction; GO Bond ----- 132,000 ----- Construction Funds The following chart breaks down estimated costs associated with professional development. Please note that all of these figures are estimates and will only be spent once funding becomes available. Professional Development Staff (subs, extra duty, incentives) Training Costs Literacy & math coaches (salaries & benefits) Site tech reps (if compensated) 2008 50,000 75,000 1,200,000 20,000 2009 60,000 125,000 1,700,000 27,000 2010 Funding Source 70,000 Title II A, D; Title I, Reading First 100,000 Title II A, D; Title I, Reading First 1,800,000 Title I, Reading First, General Fund 32,000 General Fund The following chart breaks down estimated costs associated with technical support and network maintenance. Please note that all of these figures are estimates and will only be spent once funding becomes available. 2008 Technical Support Technology support salaries and benefits (current staff) Additional personnel 533,169 TBD 2009 559,827 TBD 2010 Funding Source 587,819 General Fund TBD General Fund San Jacinto Unified School District Technology Plan 2007-2010 54 Administrative Systems/Network Maintenance OARS 30,000 Key Data Systems 40,000 ABI/Aeries LUCID Follett Galaxy (Financial software) Network OS Blue Coat Proxy SG Anti-Virus Software Exchange Filtering Maintenance agreements Symantec products Network Consulting Erate Consultant TroubleTrakker Autodialers 20,000 TBD 9,500 50,000 2,500 20,500 20,000 100 10,000 20,000 10,000 10,000 25,000 0 22,000 30,000 40,000 20,000 TBD 10,500 50,000 2,850 20,500 20,000 200 10,000 20,000 10,000 10,000 25,000 0 22,000 30,000 Ed Tech 40,000 Categorical; Title IID 20,000 General Fund TBD General Fund 11,500 Title V; General 50,000 General Fund 1,875 IT Budget 20,500 IT Budget 20,000 IT Budget 100 IT Budget 10,000 IT Budget 20,000 IT Budget 10,000 IT Budget 10,000 IT Budget 25,000 IT Budget 0 n/c (pilot site) 22,000 General Fund; Site Funds 400,000 GF-5920 Telecommunications (Voice/Data/Network) Digital Transmission Services 300,000 (including but not limited to WAN/Telecommunications/ Long Distance, Cellular, Internet) Maintenance/Repairs 20,000 340,000 20,000 20,000 IT Budget The following chart summarizes estimated yearly costs of plan implementation, taken from the charts shown above: Year Cost 07/08 3,611,074 Still TBD Chariot; Web IEP; new core & intervention software; additional tech support; LUCID Same as above; electrical upgrade costs Notes Construction costs not included Construction costs not included; PD costs are highest in this year due to adding staff (3 new schools & major addition). 08/09 4,991,452 09/10 4,489,569 Same as 07/08 San Jacinto Unified School District Technology Plan 2007-2010 55 6c. Description of ongoing level of technical support. Please see Section 5a/b for details of ongoing technical support. The district will continue use of the Help Desk and Trouble Trakker. Based on current funding predictions, the district intends to provide the following level of technical support for the next three years: there will be no less than one technician per 1000 computers in use in the district. 6d. Obsolete Equipment Replacement Policy Recognizing that equipment will need to be replaced, the San Jacinto Unified School District recommends minimum technology requirements to be met to support the Curriculum and Professional Development Components of this Plan. Minimum technology requirements will be updated at least annually to ensure that purchased equipment is state of the art. All computers will be purchased with at least a three-year warranty to help ensure that they will remain in working condition. Decisions on repair of computers and other technology items that are outside of warranty will be made on a case by case basis. Replacement Policy: All computer hardware is fully supported by the manufacturer with a three year warranty. The ideal refresh cycle for computers is three years. Peripheral hardware warranties range from 90 days to one year. The Technology Department and school personnel continue to support this hardware for the useful life of the equipment, typically four to five years. Afterward, the equipment is repurposed by allocating to a lower grade level or less demanding task. The equipment is utilized as long as it is cost effective to support. Old computers will not be upgraded (new processors, memory, etc.) Once replacement parts become too costly the equipment is salvaged through the District Office. 6e. Monitoring Process: The Technology Director manages the Technology Department budget for District-wide technology components and services. Technology procurement is done within District guidelines related to hardware and software specifications and requirements which are maintained by the Technology Department. The Technology Director reviews purchase requests to verify compliance. Signatures of the Projects Coordinator, Director of Curriculum and Instruction, and the Assistant Superintendent of Business are also required, depending on the funding source. Funding and budget decisions are made on a continuing basis by the Assistant Superintendent of Business and the Director of Technology as part of the routine budget review process. Throughout the school year, the District Superintendent, Assistant Superintendent of Business, Technology Director, Director of Curriculum and Instruction, and site administrators will be responsible for monitoring technology funding and budget data and will make recommendations for program modifications. The budget projections in this Plan and the estimated timelines will provide guidance in making any necessary changes. Minimum technology requirements will be updated at least annually to ensure that technology purchases are state of the art and best meet student needs. Changes and suggestions will also be delivered to Site Councils for input as the funding or adjustments affect site Single Plans for Student Achievement. San Jacinto Unified School District Technology Plan 2007-2010 56 Individual(s) Responsible Site Administrators Responsibilities • • Develop and monitor site budgets Work with site based planning teams to determine site technology needs and priorities Budget to meet those needs and priorities as appropriate Complete required surveys and reports Approves all Tech PO’s (hardware and software) Review for categorical program compliance and for alignment to site and district plans Budget check Interim reporting Budget and expense review • • Feedback Loop Report progress and needs as assessed Submit recommended plan changes • • Director of Technology Coord. of Special Projects; Dir. of Curriculum Asst. Supt., Business • • • • Annual report to Asst. Supt., Business Report to other stakeholders as appropriate Approval sent to purchasing Alerts sent to site principals • • • • • San Jacinto Unified School District Technology Plan 2007-2010 57 7. MONITORING AND EVALUATION COMPONENT 7a. Description of how technology’s impact on student learning and attainment of the curricular goals, including classroom and school management, will be evaluated. This information is described in Section 3j, Monitoring of the Curriculum Component, Section 4d, Monitoring of the Professional Development Component, the Action Plans of Sections 3d3h, and the Action Plan of Section 4c. 7b. Schedule for evaluating the effect of plan implementation. This information is described in Section 3j, monitoring of the Curriculum Component, Section 4d, monitoring of the Professional Development Component, Section 5d, monitoring of the Technology Components, and in the Action Plans (including timelines) of Sections 3, 4, and 5. 7c. Description of how the information obtained through the monitoring and evaluation process will be used. A District Technology Committee, comprised of at least one representative from each school chosen based on demonstrated technology leadership skills, will meet monthly to guide implementation and lead evaluation of this Technology Plan. The Director of Technology will facilitate and develop agendas with input from the group. The Director of Curriculum will also help lead the Committee. Many members of the committee who drafted this Plan will become initial members; one will serve as liaison to the DSLT Data Analysis subcommittee. Minutes of the meetings will be kept; reports will be made to the Assistant Superintendents of Educational Services and Business; Committee members will report back to site administrators and staff. Formal requests and recommendations will be given to the Assistant Superintendents to take to Cabinet. The Committee will review the District Technology Plan annually, and a presentation will be made to the DSLT. The group will determine which goals were met and which were not, will identify barriers to success and possible ways to overcome them, and will consider if new needs have emerged that should be addressed with additional/different goals. Key stakeholders will be asked for their concerns. New strategies will be considered, including those involving new or emerging technologies that group members have learned about through conferences, reading, visitations, pilot projects, and networking with peers. A new needs assessment for hardware, software, infrastructure, and support services will be made. Budget information will be updated each year, and an E-Rate Addendum will be filled out. All stakeholders will be informed of modifications made to the Plan. Curricular Use of Educational Technology: Each year, the Director of Curriculum and Instruction will conduct a study of programmatic effectiveness in Language Arts and Mathematics proficiency and literacy development using current student academic achievement data including API, AYP, CAHSEE, CAT 6, CST, CELDT, CMA, CAPA, district assessments and key software diagnostic pre/post reports. Information on teacher and student use of technology will be aggregated from administrator observations and the Technology Assessment Profile survey. The District Technology Committee will meet with relevant Directors/Coordinators to evaluate all this information in regard to the Technology Plan’s goals and yearly benchmarks. Literacy and math coaches and individual teachers will suggest additional technology resources; pilots will be developed and San Jacinto Unified School District Technology Plan 2007-2010 58 results of pilots will be discussed. Successful resources will be adopted for wider district implementation. Professional Development: The Technology Committee will monitor professional development opportunities offered and teacher training records to best design and modify training opportunities. They will ascertain and support the needs of the cadre of “technology experts” identified at school sites. Teachers will complete evaluations for each training and upon completion of a course, will update their Technology Assessment Profile. Annually, EdTechProfile reports will be generated and compared against previous reports to determine growth, to reassess training needs district-wide, and to develop corresponding training opportunities. Results of trainings will be shared with the stakeholders annually. Infrastructure/Hardware/Software: To determine progress on recommended student to computer ratios, the Director of Technology will gather and provide data to principals and other stakeholders. Bandwidth is monitored by the Director of Technology to determine efficiency and will be reported to the District Technology Committee. Adequacy of district and site technical support structures and processes will be examined annually. San Jacinto Unified School District Technology Plan 2007-2010 59 8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY San Jacinto Unified School District provides adult literacy through Adult Education classes held on the Mt. View campus. Traditional courses include Basic Education Skills/GED, ESL/Citizenship, High School Graduation Credit, Courses for Adults with Disabilities, Parent Education, Programs for Older Adults, Health and Safety Education, and Home Economics Education. The Adult School principal was asked to identify any special needs his school had in regard to technology; he indicated that staff would like upgraded computers, more network drops, and additional software. In 2006-2007, the district is providing funding for five additional computers and Rosetta Stone software for ESL. SJUSD has formed an Alternative Education Task Force with community-wide involvement to study ways to deliver alternative (including adult) education in the district. If Measure V passes, a new Mountain View High School / alternative education center will be built. The Family Center has 14 new desktops used for ESL classes for adults (CBET), including Rosetta Stone software. This program is a partnership with Mt. San Jacinto College: technology is supplied by the district and teachers are provided by the college. ESL programs are also held in the morning/ at Hyatt Elementary, and the district is considering having them at Park Hill as well. The supervisor of the CBET program (the Project Coordinator) served on the committee developing this Technology Plan and will continue to be involved in Plan implementation and review. A partnership between the Riverside County Public Library System and the district provides parents of Head Start/preschool children the Project Read to Me child and family literacy development program. The parents meet once per week for ten weeks with a facilitator. On-line computers are available at the San Jacinto Library (located on the San Jacinto High School campus) and books in English and Spanish may be ordered on-line. Although computer access inside of the school environment is readily available, access from homes for about half of district families is limited. Schools will be encouraged to host family nights in order to expand whole family access and develop increased technology ability. The San Jacinto High School ELAC is exploring the possibility of offering English and computer classes twice a month in conjunction with their meetings held at the school. The San Jacinto Library has implemented extended hours and offers both students and adults access to computers and Internet on a regular basis for email, research, word processing and general computer use. The building of this literacy partnership has leveraged community illiteracy funds and promotes proficiency in literacy throughout the community. The public library also sponsors ESL classes. San Jacinto Unified School District Technology Plan 2007-2010 60 9. EFFECTIVE, RESEARCH-BASED METHODS AND STRATEGIES 9a. Description of how education technology strategies and proven methods for student learning, teaching, and technology management are based on relevant research and effective practices. The annotated bibliography that is included in Section 9b describes the research that was used in the preparation of this plan and how the district has used and will use the research findings in the development and implementation of the plan. The research was selected for its focus on strategies and methods to integrate technology in order to improve learning, teaching, and management. 9b. Description of thorough and thoughtful examination of externally or locally developed education technology models and strategies. Research Literature: CEO Forum (2001). The CEO Forum School Technology and Readiness Report: Key Building Blocks for Student Achievement in the 21st Century. http://www.ceoforum.org/downloads/report4.pdf. This report concludes that effective uses of technology to enhance student achievement are based on four elements: alignment to curricular standards and objectives, assessment that accurately and completely reflects the full range of academic and performance skills, holding schools and districts accountable for continuous evaluation and improvement strategies, and an equity of access across geographic, cultural, and socio-economic boundaries. State, district, and site policies, programs, and resources must be consistently aligned to meet educational objectives. Technology transforms the learning environment so that it is student-centered, problem and project centered, collaborative, communicative, customized, and productive. Students must acquire 21st century skills in order to thrive in the new knowledge-based economy, including technological and information literacy, inventive thinking, effective communication and high productivity skills The San Jacinto Unified School District and each school maintain strict alignment of instruction with state content standards through long-range planning and curriculum outlines. The tech plan bases all instruction on state content standards. Software is chosen to align with state standards. Student achievement is monitored through standards-based common benchmark assessments. Through ongoing data collection and analysis, the district will continuously monitor its attainment of the goals and objectives of the tech plan, and will report results annually to the superintendent, the school board, and the public through the school board meetings. Throughout the plan, attention is paid to providing equitable access to all students in the community, including students in special populations. The district will implement a plan for staff training and instruction of students in information literacy. Williams, T., Kirst, M., Haertel, E., et. al. (2005). Similar Students, Different Results: Why Do Some Schools Do Better? A large-scale survey of California elementary schools serving lowincome students. Mountain View, CA: EdSource. San Jacinto Unified School District Technology Plan 2007-2010 61 This study examined 257 California elementary schools with similar student populations (high percentages of low income students and English Learners) to determine which educational practices are most strongly associated with higher levels of student achievement (using 2005 API results). The four practices most highly correlated with higher API scores were implementing a coherent, standards-based instructional program (including use of pacing schedules); ensuring availability of instructional resources (up-to-date materials and supplementary instruction for struggling students); using assessment data to improve student achievement and instruction; and prioritizing student achievement. San Jacinto USD will integrate technology use with all four of the highest ranked practices, including use of state-approved/adopted software and correlation of software and technology/information literacy skills with state content standards; increasing student access to technology, including online/CD-ROM textbooks as they become available with adoptions, and instructional programs for struggling students; emphasizing the automation of student assessment and data reporting and analysis; and evaluating the entire technology program based on student achievement. CEO Forum (2000). The CEO Forum School Technology and Readiness Report. The Power of Digital Learning: Integrating Digital Content. http://www.ericit.org/fulltext/IR020402.pdf This report offers a vision for digital learning and focuses on actions that schools, teachers, students, and parents must take to integrate digital content into the curriculum to create the learning environments that develop 21st Century skills. The power of digital learning is discussed, including the need for digital learning, reasons why digital content is essential, shifting to digital learning environments, models from the business community, readjustment (expanding the scope of technology integration), the critical importance of professional development, and integrating digital content. Consistent with this research, in the development of this plan, San Jacinto USD has followed, and will continue to follow, the steps recommended in the report. In alignment with the report, the district has identified educational goals and linked technology resources to those objectives; established student outcomes and performance standards that will be achieved by the inclusion of technological resources; and determined a process for measurement and evaluation of the outcomes and modification of the plan accordingly. Wenglinsky, Harold (1998). "Does It Compute? The Relationship Between Education Technology and Student Achievement in Mathematics." Educational Testing Service. http://ftp.ets.org/pub/res/technolog.pdf. This article reports the findings from a national study of the relationship between different uses of educational technology and various educational outcomes. Data was drawn from the 1996 NAEP test in mathematics. The study concluded that, when they are properly used, computers may serve as important tools for improving student proficiency in mathematics, as well as the overall learning environment in the school. For eighth graders, teachers' professional development in technology and the use of computers to teach higher-order thinking skills were both positively related to student achievement in math. Consistent with this research, San Jacinto USD holds improving student work in mathematics as a major goal of its tech plan. Teacher professional development includes the use of productivity San Jacinto Unified School District Technology Plan 2007-2010 62 tools and training in all newly purchased/adopted math programs, texts, and intervention materials. Connecting the Bits. A Reference for Using Technology in Teaching and Learning in K-12 Schools. (2000). The National Foundation for the Improvement of Education. http://www.ericit.org/fulltext/IR020862.pdf. This book provides information for integrating technology into teaching and learning in K-12 schools, based upon findings from two past programs of the National Foundation for the Improvement of Education. "The Road Ahead" program explored how technology can facilitate teaching and learning in both formal and informal education settings, and the "Learning Tomorrow" program funded pilot projects that investigated how technology can improve teaching and learning for underserved students. As recommended throughout this document, San Jacinto USD has focused its attention first on establishing learning goals for students in alignment with the District’s Local Education Agency Plan, not technology goals. The emphasis of the plan is to help teachers become comfortable and highly competent in the integration of technology throughout the curricula and project-based learning. Integral to the plan, and supported by this research and others, is the belief that successful integration of technology depends on teachers who are knowledgeable, have opportunities for continuous learning, and who challenge their students academically while providing the support necessary to ensure their success. The professional development programs at San Jacinto USD have been designed to incorporate these concepts. Designs for learning: An introduction to high quality professional development for teachers. The California Department of Education. http://www.cde.ca.gov/pd/pdf/designsintro.pdf This document provides the framework for designing high quality professional development. It is based on three guiding principles: (1) High quality professional development helps teachers to more ably address the learning needs of every student, thereby improving the learning of all students; (2) High quality professional development designs will vary in accordance with the different phases of a teacher’s development; and (3) Administrators who are actively involved in their own learning are better able to create and support conditions that result in high levels of teacher competency and students achievement. San Jacinto USD has designed a professional development program consistent with the recommendations made in this document. The professional development programs address the needs of professionals at their respective levels. The training of administrators is also addressed. All professional development activities will be monitored, evaluated and modified, as described in the plan. Ringstaff, Cathy; Kelley, Loretta. (2002). The learning return on our educational technology investment. A review of findings from research. West Ed. http://www.wested.org/online_pubs/learning_return.pdf. This paper summarizes major research findings related to educational technology use and draws out implications for how to make the most of technology resources, focusing on pedagogical and policy issues. The distinctions between learning "from" computers and learning "with" computers are delineated. The findings of the research focus on adequate and appropriate teacher San Jacinto Unified School District Technology Plan 2007-2010 63 training; changing teacher beliefs about learning and teaching; sufficient and accessible equipment, including adequate computer-to-student ratio; long-term planning; technical and instructional support. Consistent with this research, San Jacinto USD’s tech plan has been designed to address the benefits and rationale for both learning “from” technology (i.e., using computers to assist students in learning skills, etc.) and learning “with” technology (i.e., using technology to assist students with projects and other higher order thinking skills lessons). The plan also addresses sufficient and accessible equipment, especially as it relates to student-to-computer ratios, and technical and instructional support. Long-term planning and monitoring are built into the plan. Strudler, N. (1994). The Role of School-Based Technology Coordinators As Change Agents in Elementary School Programs: A Follow-up Study. Presented at AERA, New Orleans, LA, April 5, 1994. Strudler points out that there is a continuing need for the school site presence of a technology coordinator who can serve as a mentor or "translator" of technology applications and instructional integration for teachers. Appropriate technology resource personnel are not only for the early stages of a technology initiative or technology plan. In accordance with this research, SJUSD will offer a cadre of site “technology experts” training to increase their personal technology skills, ability to troubleshoot problems, and knowledge of technology integration into the curriculum. Literacy and math coaches assist teachers with using technology for the student assessment process, including analysis of data and planning for instruction. 9c. Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distance-learning technologies. San Jacinto Unified School District utilizes a number of innovative strategies for using technology to deliver rigorous or specialized courses and curricula and will actively investigate developing additional strategies. Currently, students at San Jacinto High School have the opportunity to use the online Chariot California High School Exit Examination Preparation System; they are encouraged to access the program on their own. Many students take courses from Mt . San Jacinto College. In implementing a five-year grant, San Jacinto High School is in the process of developing a number of Smaller Learning Communities career academies. These academies will use as much technology as the budget will allow. At North Mountain Middle School, five English/Language Arts classes meet in a model lab/classroom where they use technology daily in innovative ways, such as podcasting. Some GATE students have taken online junior college or college courses as needed. All teachers at San Jacinto High School have access to streaming video to deliver on-level and advanced content to their classes; social studies and science teachers are the heaviest users. Students have access to this streamed video via their teachers and can use it in their projects. San Jacinto Unified School District Technology Plan 2007-2010 64 APPENDIX A Scope and Sequence of Student Technology Skills Help Needed Reinforce H Introduce I D Develop M Master R LITERACY The student will: identify/explain components of the computer system such as monitor, mouse, keyboard, CPU, printer, disk, CD-ROM Identify / explain higher level terms such as desktop, icon, menu and scroll bar, hard drive, RAM identify/explain other computer peripherals such as scanners, digital cameras, digital video, projection devices, and graphics tablets identify/explain peripheral components of other technology systems such as PDAs identify computer utility applications such as calculator and search identify higher level computer utility applications such as disk format Help, Sound Recorder, WinZip, CD-RW software, and shortcut key combinations explain basic trouble shooting procedures for computers and other technology systems such as switches, power plugs, and connections explain the uses of technology in society APPLICATION The student will: use special keys such as spacebar, delete, shift, caps lock, and return learn basic keyboarding skills perform basic procedures such as turning computer on/off, use CDROM, print documents, and mouse skills perform higher level procedures such as restart, inserting personal disks, and formatting disks an cd-rw s launch, run and quit various computer applications K 1-3 4-6 7-8 9-12 I D D R R D M R I D D I R R I D R D R M D M I I K D D 1-3 D D 4-6 D D 7-8 M M 9-12 I D I R D R M D R R R R R R R R R R I D D I D San Jacinto Unified School District Technology Plan 2007-2010 Appendix A save work to storage devices utilize other technology systems such as CD-ROM, DVD use computer utility applications such as calculator, and search use computer utility applications such as disk duplication software, Quick Help, Sound Machine, and shortcut key combinations I I D D D I R D D R D M D M ETHICS The student will: demonstrate appropriate use and care of systems adhere to appropriate copyright and licensing agreements WORD PROCESSING The student will: use writing to describe pictures, stories, or ideas edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text create simple documents by using outline formats, word searches, the thesaurus, spell checks, passwords, and entry and pull-down menus compose documents with appropriate formatting by using margins, tabs, spacing, columns, and page orientation GRAPHICS AND PUBLISHING The student will: create pictures with Kid Pix or other comparable software program insert images into documents create flyers using draw tools scan pictures and use digital camera import and modify graphics use draw tools to create objects Use Paint utility to create graphics rotate, duplicate, group, align, and resize capture images from the Internet and follow copyright laws for use of images work with text objects in draw mode use draw to create a brochure or newsletter work with paint tools to modify photos and to create original art K 1-3 4-6 7-8 9-12 D D K D D 1-3 R R 4-6 R R 7-8 R R 9-12 H I H I I D D D D R R R R R R R R K 1-3 4-6 7-8 9-12 H H H H H H H H I I I H H H H H D M M M M D D D I I I I R R R R R R R R D D D D R R R R R R R R M M M M San Jacinto Unified School District Technology Plan 2007-2010 Appendix A SPREADSHEETS The student will: create a graph to compile data collections using a basic graphing program use existing spreadsheet to sort and find data collect data and create a new spreadsheet create simple formulas and charts DATABASES The student will: creates a simple database sorts, matches, finds and replaces data generates a variety of reports using same database INTERNET The student will: use sites the teacher points to launch a browser and use the tool bar navigate by clicking on links on web pages explain a URL and type it correctly add bookmarks/favorites evaluates site and information for validity and accuracy E-MAIL The student will: composes, edits, and sends e-mail messages MULTIMEDIA PRESENTATIONS The student will: use multimedia technology for presentations in various curricula areas as software allows K 1-3 4-6 7-8 9-12 I H H H K D I I H 1-3 M D D D 4-6 R R R M 7-8 R R R R 9-12 H H H D I H R D D 7-8 R M M 9-12 K 1-3 4-6 D D H H H D D I H H R R D D D H R R R R R D 7-8 R R R R R M 9-12 K 1-3 4-6 H K 1-3 I 4-6 D 7-8 M 9-12 I D D D M San Jacinto Unified School District Technology Plan 2007-2010 Appendix A Appendix C – Criteria for EETT Funded Technology Plans In order to be approved, a technology plan needs to have “Adequately Addressed” each of the following criteria: • For corresponding EETT Requirements, see Appendix D. • If the technology plan is revised, insert the Education Technology Plan Benchmark Review Form (Appendix I) in the technology plan. • Include this form (Appendix C) with “Page in District Plan” completed at the end of your technology plan. 1. PLAN DURATION CRITERION a. The plan should guide the district’s use of education technology for the next three to five years. (For new plan, can include technology plan development in the first year) Page in District Plan p. 3 Example of Adequately Addressed The technology plan describes the districts use of education technology for the next three to five years. (For new plan, description of technology plan development in the first year is acceptable) Specific start and end dates are recorded (7/1/xx to 6/30/xx) Example of Adequately Addressed Example of Not Adequately Addressed The plan is less than three years or more than five years in length. Plan duration is 20062009 2. STAKEHOLDERS CRITERION Corresponding EETT Requirement(s): 7 & 11 (Appendix D) a. Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process. Page in District Plan Not Adequately Addressed p. 3-4 b. Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process. p. 3-4 The planning team consisted of representatives who will implement the plan. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included. The planning team consisted of representatives who will implement the plan. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included. Little evidence is included that shows that the district actively sought participation from a variety of stakeholders. Little evidence is included that shows that the district actively sought participation from a variety of stakeholders. San Jacinto Unified School District Technology Plan 2007-2010 Appendix C 3. CURRICULUM COMPONENT CRITERIA Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, & 12 (Appendix D) a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours. Page in District Plan Example of Adequately Addressed Example of Not Adequately Addressed p. 5-6 The plan describes the technology access available in the classrooms, library/media centers, or labs for all students and teachers. b. Description of the district’s current use of hardware and software to support teaching and learning. c. Summary of the district’s curricular goals and academic content standards in various district and site comprehensive planning documents. d. List of clear goals and a specific implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards. p. 6-12 p. 12-13 The plan describes the typical frequency and type of use (technology skills/information literacy/integrated into the curriculum). The plan references other district documents that guide the curriculum and/or establish goals and standards. The plan explains technology access in terms of a student-tocomputer ratio, but does not explain where access is available, who has access, and when various students and teachers can use the technology. The plan cites district policy regarding use of technology, but provides no information about its actual use. The plan does not reference district curriculum goals. p. 14-18 The plan delineates clear, specific, and realistic goals and target groups for using technology to support the district’s curriculum goals and academic content standards to improve learning. The implementation plan clearly supports accomplishing the goals. The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals. San Jacinto Unified School District Technology Plan 2007-2010 Appendix C e. List of clear goals and a specific implementation plan detailing how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace. f. List of clear goals and a specific implementation plan for programs and methods of utilizing technology that ensure appropriate access to all students. g. List of clear goals and a specific implementation plan to utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs. h. List of clear goals and a specific implementation plan to utilize technology to make teachers and administrators more accessible to parents. p. 18-21 p. 21-23 p. 24-26 For the focus areas, the plan delineates clear, specific and realistic goals for using technology to help students acquire technology and information literacy skills. The implementation plan clearly supports accomplishing the goals. For the focus areas, the plan delineates clear, specific and realistic goals for using technology to support the progress of all students. The implementation plan clearly supports accomplishing the goals. The plan delineates clear, specific and realistic goals for using technology to support the district’s student recordkeeping and assessment efforts. The implementation plan clearly supports accomplishing the goals. The plan suggests how technology will be used, but is not specific enough to determine what action needs to be taken to accomplish the goals. The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals. The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals. p. 26-28 The plan delineates clear, specific and realistic goals for using technology to facilitate improved two-way communication between home and school. The implementation plan clearly supports accomplishing the goals. The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals. San Jacinto Unified School District Technology Plan 2007-2010 Appendix C i. List of benchmarks and a timeline for implementing planned strategies and activities. p. 14-28 j. Description of the process that will be used to monitor whether the strategies and methodologies utilizing technology are being implemented according to the benchmarks and timeline. 4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 & 12 (Appendix D) a. Summary of the teachers’ and administrators’ current technology skills and needs for professional development. p. 14-30 The benchmarks and timeline are specific and realistic. Teachers, administrators and students implementing the plan can easily discern what steps will be taken, by whom, and when. The monitoring process is described in sufficient detail so that who is responsible, and what is expected is clear. The benchmarks and timeline are either absent or so vague that it would be difficult to determine what should occur at any particular time. The monitoring process is either absent, or lacks detail regarding who is responsible and what is expected. Page in District Plan Example of Adequately Addressed Example of Not Adequately Addressed p. 31-34 The plan provides a clear summary of the teachers’ and administrators’ current technology skills and needs for professional development. The findings are summarized in the plan by discrete skills to facilitate providing professional development that meets the identified needs and plan goals. Description of current level of staff expertise is too general or relates only to a limited segment of the district’s teachers and administrators in the focus areas or does not relate to the focus areas, i.e., only the fourth grade teachers when grades four to eight are the focus grade levels. San Jacinto Unified School District Technology Plan 2007-2010 Appendix C b. List of clear goals and a specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks, and timeline. p. 34-37 c. List of benchmarks and a timeline for implementing planned strategies and activities. p. 34-37 d. Description of the process that will be used to monitor whether the professional development goals are being met and whether the planned professional development activities are being implemented in accordance with the benchmarks and timeline. p. 38 The plan delineates clear, specific and realistic goals for providing teachers and administrators with sustained, ongoing professional development necessary to implement the Curriculum Component of the plan. The implementation plan clearly supports accomplishing the goals. The benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what steps will be taken, by whom, and when. The monitoring process is described in sufficient detail so that who is responsible and what is expected is clear. The plan speaks only generally of professional development and is not specific enough to ensure that teachers and administrators will have the necessary training to implement the Curriculum Component. The benchmarks and timeline are either absent or so vague that it would be difficult to determine what steps will be taken, by whom, and when. The monitoring process is either absent, or lacks detail regarding who is responsible and what is expected. San Jacinto Unified School District Technology Plan 2007-2010 Appendix C 5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Corresponding EETT Requirement(s): 6 & 12 (Appendix D) a. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district’s teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan. Page in District Plan Example of Adequately Addressed Example of Not Adequately Addressed p. 39-46 The plan clearly summarizes the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support proposed to support the implementation of the district’s Curriculum and Professional Development Components. The plan also includes the list of items to be acquired, which may be included as an appendix. The plan includes a description or list of hardware, infrastructure and other technology necessary to implement the plan, but there doesn’t seem to be any real relationship between the activities in the Curriculum and Professional Development Components and the listed equipment. Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components. San Jacinto Unified School District Technology Plan 2007-2010 Appendix C b. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that could be used to support the Curriculum and Professional Development Components of the plan. p. 39-46 c. List of clear benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components. d. Description of the process that will be used to monitor whether the goals and benchmarks are being reached within the specified time frame. 6. FUNDING AND BUDGET COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix D) a. List of established and potential funding sources and cost savings, present and future. p. 46-50 The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to support the implementation of the Curriculum and Professional Development Components. The current level of technical support is clearly explained. The benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom, and when. The monitoring process is described in sufficient detail so that who is responsible and what is expected is clear. The inventory of equipment is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development Components. The summary of current technical support is missing or lacks sufficient detail. The benchmarks and timeline are either absent or so vague that it would be difficult to determine what needs to be acquired or repurposed, by whom, and when. The monitoring process is either absent, or lacks detail regarding who is responsible and what is expected. Example of Not Adequately Addressed p. 50-51 Page in District Plan Example of Adequately Addressed p. 52-53 The plan clearly describes resources* that are available or could be obtained to implement the plan. The process for identifying future funding sources is described. Resources to implement the plan are not identified or are so general as to be useless. San Jacinto Unified School District Technology Plan 2007-2010 Appendix C b. Estimate implementation costs for the term of the plan (three to five years). p. 53-55 Cost estimates are reasonable and address the total cost of ownership. c. Description of the level of ongoing technical support the district will provide. p. 56 d. Description of the district’s replacement policy for obsolete equipment. p. 56-57 The monitoring process is either absent, or lacks detail regarding who is responsible and what is expected. * In this document, the term “resources” means funding, in-kind services, donations, or other items of value. e. Description of the feedback loop used to monitor progress and update funding and budget decisions. p. 57 The plan describes the level of technical support that will be provided for implementation given current resources and describes goals for additional technical support should new resources become available. The level of technical support is based on some logical unit of measure. Plan recognizes that equipment will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components. The monitoring process is described in sufficient detail so that who is responsible, and what is expected is clear. Cost estimates are unrealistic, lacking, or are not sufficiently detailed to determine if the total cost of ownership is addressed. The description of the ongoing level of technical support is either vague or not included, is so inadequate that successful implementation of the plan is unlikely, or is so unrealistic as to raise questions of the viability of sustaining that level of support. Replacement policy is either missing or vague. It is not clear that the replacement policy could be implemented. San Jacinto Unified School District Technology Plan 2007-2010 Appendix C 7. MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix D) a. Description of how technology’s impact on student learning and attainment of the district’s curricular goals, as well as classroom and school management, will be evaluated. b. Schedule for evaluating the effect of plan implementation. Page in District Plan Example of Adequately Addressed Example of Not Adequately Addressed p. 58 The plan describes the process for evaluation utilizing the goals and benchmarks of each component as the indicators of success. p. 58 Evaluation timeline is specific and realistic. c. Description of how the information obtained through the monitoring and evaluation will be used. p. 58-59 The plan describes a process to report the monitoring and evaluation results to persons responsible for implementing and modifying the plan, as well as to the plan stakeholders. No provision for an evaluation is included in the plan. How success is determined is not defined. The evaluation is defined, but the process to conduct the evaluation is missing. The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan. The plan does not provide a process for using the monitoring and evaluation results to improve the plan and/or disseminate the findings. San Jacinto Unified School District Technology Plan 2007-2010 Appendix C 8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement(s): 11 (Appendix D) a. If the district has identified adult literacy providers, there is a description of how the program will be developed in collaboration with those providers. Page in District Plan Example of Adequately Addressed Example of Not Adequately Addressed p. 60 9. EFFECTIVE, RESEARCHEDBASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 & 9 (Appendix D) a. Description of how education technology strategies and proven methods for student learning, teaching, and technology management are based on relevant research and effective practices. Page in District Plan The plan explains how the program will be developed in collaboration with adult literacy providers. Planning included or will include consideration of collaborative strategies and other funding resources to maximize the use of technology. If no adult literacy providers are indicated, the plan describes the process used to identify adult literacy providers or potential future outreach efforts. Example of Adequately Addressed There is no evidence that the plan has been, or will be developed in collaboration with adult literacy service providers, to maximize the use of technology. Not Adequately Addressed p. 61-64 The plan describes the relevant research behind the plan’s design for strategies and/or methods selected. The description of the research behind the plan’s design for strategies and/or methods selected is unclear or missing. San Jacinto Unified School District Technology Plan 2007-2010 Appendix C b. Description of thorough and thoughtful examination of externally or locally developed education technology models and strategies. c. Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distancelearning technologies (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources). p. 61-64 The plan describes references to research literature that supports why or how the model improves student achievement. The plan describes the process for development and utilization of strategies to use technology to deliver specialized or rigorous academic courses and curricula, including distance learning. No research is cited. p. 64 There is no plan to utilize technology to extend or supplement the district’s curriculum offerings San Jacinto Unified School District Technology Plan 2007-2010 Appendix C Appendix I – Education Technology Plan Benchmark Review For the grant period ending June 30, 2007 CDS # : 33-67249 District Name: San Jacinto Unified School District The No Child Left Behind Act requires each Enhancing Education Through Technology (EETT) grant recipient to measure the performance of their educational technology implementation plan. To adhere to these requirements, describe the progress towards the goals and benchmarks in your technology plan as specified below. The information provided will enable the technology plan reviewer better to evaluate the revised technology plan and will serve as a basis should the district be selected for a random EETT review. Include this completed document in your revised technology plan and send the signed hard copy to your regional California Technology Assistance Project (CTAP) office or the California Department of Education (CDE). 1. Describe your district’s progress in meeting the goals and specific implementation plan for using technology to improve teaching and learning as described in Section 3.d., Curriculum Component Criteria, of the EETT technology plan criteria described in Appendix C. (Provide descriptive narrative in 1-3 paragraphs) Due to being in Program Improvement, the focus of San Jacinto USD in 2005 and 2006 has been on the use of student assessment data to drive instruction and on full implementation of adopted resources in English/Language Arts and Mathematics. Objective 1 of the existing Technology Plan called for 60% of students to read and understand grade-level-appropriate material by June 2006. On the 2006 California Standards Tests in English-Language Arts, percentages of students scoring Proficient or Advanced were: 32% (Gr. 2), 22% (Gr. 3), 31% (Gr. 4), 24% (Gr. 5), 28% (Gr. 6), 28% (Gr. 7), 34% (Gr. 8), 29% (Gr. 9), 17% (Gr. 10), and 17% (Gr. 11). Objective 2 called for 60% of students to meet California grade level standards in math by June 2006. On the 2006 California Standards Tests, percentages of students scoring Proficient or Advanced were: 43% (Gr. 2), 46% (Gr. 3), 35% (Gr. 4), 27% (Gr. 5), 28% (Gr. 6), 27% (Gr. 7), 10% (General Math, Gr. 8), 7% (General Math, Gr. 9), 31% (Algebra I, Gr. 8), 18% (Algebra I, Gr. 9), 28% (Geometry, Gr. 9), 5% (Geometry, Gr. 10), 16% (Algebra II, Gr. 10), 7% (Algebra II, Gr. 11), and 41% (Summative High School Math). The implementation plan for section 3d included a variety of uses of both productivity and curriculum-oriented technology tools. SJUSD decided against district-wide purchase and use of concept mapping software. Spreadsheets are used in some math classes in middle and high schools. Some students and teachers make presentations using electronic media. Many students use the Internet for research; however, the envisioned subject-oriented database of web resources was not developed. Objective 3 stated that 60% of 4th-12th grade students would produce an appropriate grade level formatted document using a word processor. As of this writing, the district has no means of measuring this objective directly. On the 2006 CST Writing Application, 13.8% of district fourth graders and 5% of seventh graders scored as proficient (6 or 8). On the 2006 CST ELA Writing Components, weighted averages across schools of percent of items correct were: 53.1% (Gr. 2), 54.9% (Gr. 3), 50.3% (Gr. 4), 55.1% (Gr. 5), 52.8% (Gr. 6), 53.8% (Gr. 7), 57.6% (Gr. 8), 49.7% (Gr. 9), 49.9% (Gr. 10), and 51.9% (Gr. 11). The district has trained teachers in teaching writing but has not emphasized Enhancing Education Through Technology (EETT) 2006-07 Formula Grant Application the use of technology to work through the writing process. However, some teachers do use word processing software for this purpose, most notably in a model Virtual Language Arts classroom at one middle school. Literacy coaches at each site work with teachers on data analysis and instructional planning, as called for in the implementation plan. Reading and math remediation programs use tutorial software programs. Students use math software such as NCLB, Accelerated Math, and ALS Math to reinforce concepts taught in the classroom. 2. Describe your district’s progress in meeting the goals and specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks and timeline as described in Section 4.b., Professional Development Component Criteria, of the EETT technology plan criteria described in Appendix C. (Provide descriptive narrative in 1-3 paragraphs) The section 4b Objective in the existing Technology Plan stated that 90% of district certificated staff members would integrate technology into the curriculum by June 2006. A Technology Assessment Profile report of classroom teachers run in September, 2006, showed that 85% of respondents said they used computers and peripherals for classroom instruction at least monthly. SJUSD has reached many of its implementation plan benchmarks. At least 50% of teachers have been trained in writing, reading, math, and integration of technology via AB 466. At least 60% of staff have received training in record-keeping. Parent Coordinators facilitate parent newsletters. The district has utilized a train-the-trainers model of professional development in regard to technology. Teachers and administrators across the district completed the Technology Assessment Profile in 2005, as envisioned. The district has not yet provided significant amounts of training in technology skills and in differentiation of instruction for special groups using technology, as was envisioned in the existing Plan. The applicant certifies that the information described above is accurate as of the date of this document. Should the applicant be selected for a random EETT review, the information stated above will be supported by adequate documentation. As the duly authorized representative of the applicant, I hereby certify that the applicant will comply with the above certifications. Lucinda Edmunds PRINTED NAME OF AUTHORIZED REPRESENTATIVE ___________ ___ Assistant Superintendent, Educational Services TITLE OF AUTHORIZED REPRESENTATIVE SIGNATURE DATE Enhancing Education Through Technology (EETT) 2006-07 Formula Grant Application Appendix J – Technology Plan Contact Information Education Technology Plan Review System (ETPRS) Contact Information County & District Code: 33-67249 School Code (Direct funded charters only): _ _ _ _ _ _ _ LEA Name: San Jacinto Unified School District *Salutation: Mrs. *First Name: Lucinda *Last Name: Edmunds *Job Title: Assistant Superintendent of Educational Services *Address: San Jacinto Unified School District, 2045 S. San Jacinto Ave. *City: San Jacinto *Zip Code: 92583 *Telephone: (951) 929-7700 Fax: (951) 929-2890 *E-Mail: ledmunds@sanjacinto.k12.ca.us Please provide backup contact information. 1st Backup Name: Greg Blanco 1st Backup E-Mail: gblanco@sanjacinto.k12.ca.us 2nd Backup Name: Kevin Fuller 2nd Backup E-Mail: kfuller@sanjacinto.k12.ca.us *Required information in the ETPRS Enhancing Education Through Technology (EETT) 2005-06 Formula Grant Application