Kentfield School District Revised Technology Use Plan

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Kentfield School District Revised Technology Use Plan Powered By Docstoc
					Kentfield School District
Revised Technology Use Plan
Publication Date for State Review: December 5, 2007
Effective Date: July 1, 2008
Expiration Date: June 30, 2011
Published under a Creative Commons-Attribution 3.0 License
Contact Informati on
                    District Name    Kentfield Elementary School District
                       CDS Code                  21-65334
            District Phone Number              415-925-2230
       Ed Tech Plan Contact Name                 Peter Zingg
                     Contact Title        Technology Coordinator
           Contact Phone Number                415-302-1686
             Contact Fax Number                415-925-2238
                    Contact Email       pzingg@kentfieldschools.org


Backup Contact Inf orma tion
                 1st Backup Name                 Peter Goetz
                 1st Backup Email       pgoetz@kentfieldschools.org
                2nd Backup Name                 Allyson Schut
                 2nd Backup Email       aschut@kentfieldschools.org




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Ta ble of Contents
Introduction................................................................................................................................. 1
   District Profile .......................................................................................................................... 1
1. Plan Duration .......................................................................................................................... 3
2. Stakeholders and Planning Process ........................................................................................ 4
      Technology Use Group ........................................................................................................ 4
      Board of Trustees ................................................................................................................ 4
      Kentfield Schools Foundation ............................................................................................... 5
      Kentfield Schools PTA.......................................................................................................... 5
      Marin Teaching Network (formerly Education Task Force)..................................................... 5
      CTAP................................................................................................................................... 5
      Students, Teachers, Other Staff, Parents and the Kentfield Community ................................ 5
      Data Gathering and Outreach for the Technology Use Plan .................................................. 5
3. Curriculum .............................................................................................................................. 7
   3a. Existing Teacher and Student Access to Technology ......................................................... 7
      Computers Directly Used for Instructional Purposes ............................................................. 7
      Teacher Access ................................................................................................................... 7
      Student Access at Bacich Elementary School ...................................................................... 7
      Student Access at Kent Middle School................................................................................. 7
   3b. Existing Technology Uses for Teaching and Learning ......................................................... 9
      Technology Use at Bacich Elementary School...................................................................... 9
      Technology Use at Kent Middle School .............................................................................. 11
   3c. Enhancing District Curricular Goals with Technology ........................................................ 14
      District Mission Statement.................................................................................................. 14
      Kentfield School District's Beliefs........................................................................................ 14
      District Strategic Planning, Goals and Objectives................................................................ 15
      Curriculum Goals in This Plan............................................................................................. 16
   3d. Curriculum Goals: Improving Teaching and Learning........................................................ 17
      Goal 3d.1: Use Technology for Differentiated Instruction..................................................... 19
      Goal 3d.2: Improve Students' Use of Technology............................................................... 22
   3e. Curriculum Goals: Acquiring 21st Century Skills ............................................................... 24
      Goal 3e.1: Improve Students' Technology Literacy Skills .................................................... 26
      Goal 3e.2: Improve Students' Information Literacy Skills..................................................... 27

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   3f. Curriculum Goals: Cyberethics.......................................................................................... 29
      Goal 3f.1: Introduce a Cyberethics Scope and Sequence................................................... 30
   3g. Curriculum Goals: Cybersafety......................................................................................... 31
      Goal 3g.1: Introduce a Scope and Sequence in Cybersafety .............................................. 33
   3h. Curriculum Goals: Equitable Access to Technology.......................................................... 34
      Goal 3h.1: Equitable Access Across Classrooms................................................................ 35
      Goal 3h.2: Equitable Extra-Classroom Access to Technology............................................. 36
      Goal 3h.3: Equitable Access for Differentiated Instruction ................................................... 37
      Goal 3h.4: Equitable Access for IEP Students .................................................................... 39
   3i. Curriculum Goals: Student Information and Assessment ................................................... 40
      Goal 3i.1: Improved Attendance and Grade Reporting........................................................ 41
      Goal 3i.2: Use Data-Driven Methods to Deliver Differentiated Instruction............................. 42
   3j. Curriculum Goals: School-to-Home Communication ......................................................... 44
      Goal 3j.1: Improved Teacher and Administrator Communication......................................... 46
   3k. Monitoring the Curriculum Plan ........................................................................................ 48
4. Professional Development ..................................................................................................... 49
   4a. Professional Development Needs Assessment ................................................................. 49
      Basic Computing Skills....................................................................................................... 49
      CCTC Standard 9 .............................................................................................................. 50
      CCTC Standard 16 ............................................................................................................ 51
      What Teachers Need to Learn............................................................................................ 52
      Teachers' Preferred Format for Professional Development.................................................. 53
      Scheduling Professional Development Training................................................................... 54
      Summary of Professional Development Possibilities and Obstacles .................................... 55
      Professional Development Needs for Administrators, Tech Support Staff and Administrative
      Staff................................................................................................................................... 56
   4b. Professional Development Goals...................................................................................... 58
      Goal 4b.1: Improve Technology Skills Proficiency ............................................................... 60
      Goal 4b.2: Teacher Training for Record Keeping and Assessment...................................... 63
      Goal 4b.3: Train Administrators about Data-Driven Decision Making................................... 64
      Goal 4b.4: Train Teachers on Data-Driven Decision Making................................................ 66
      Goal 4b.5: Train Classified Staff on Business Technology ................................................... 68
      Goal 4b.6: Train Teachers on Communications Tools......................................................... 70
   4c. Monitoring the Professional Development Plan ................................................................. 72
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5. Infrastructure: Hardware, Technical Support and Software .................................................... 73
   5a. Existing Technology Infrastructure.................................................................................... 73
      Existing Network and Internet Access ................................................................................ 73
      Existing Workstations......................................................................................................... 73
      Existing Servers ................................................................................................................. 74
      Existing Internal Services.................................................................................................... 74
      Existing External Services................................................................................................... 75
      Existing Technical Support ................................................................................................. 75
   5b. Infrastructure Required to Meet Curriculum and PD Goals................................................ 76
   5c. Infrastructure Benchmarks ............................................................................................... 78
      Area 5c.1: Infrastructure to Increase Stability and Security of Operations............................ 80
      Area 5c.2: Infrastructure to Improve All Teaching and Learning........................................... 83
      Area 5c.3: Infrastructure to Encourage Creativity ................................................................ 85
      Area 5c.4: Infrastructure to Improve Equitable Access to Technology ................................. 86
      Area 5c.5: Infrastructure to Improve Student Record-Keeping and Assessment ................. 88
      Area 5c.6: Infrastructure to Improve School-to-Home Communications.............................. 89
   5d. Monitoring the Technology Infrastructure ......................................................................... 90
6. Funding and Budget.............................................................................................................. 91
   6a. Existing and Potential Funding Sources............................................................................ 91
      Existing Funding Process and Sources............................................................................... 91
      Future Funding Source Goals and Objectives ..................................................................... 93
      Detailed Description of Current and Future Funding Sources .............................................. 93
      Parcel Tax Extension.......................................................................................................... 94
      Microsoft-California Government Entities Settlement........................................................... 94
      Corporate Technology Grants ............................................................................................ 94
      State and Federal Discretionary Block Grants and Training Programs................................. 94
      Discount Programs and Contracts ..................................................................................... 95
      Free or Reduced-Cost Professional Development and Technical Support........................... 95
      Hardware and Software Cost Savings Through Open Source............................................. 96
   6b. Annual Implementation Cost Estimates ............................................................................ 97
      Annual Cost Estimates - Summary ..................................................................................... 97
      Annual Cost Estimates – Line Item Detail............................................................................ 99
   6c. Life-Cycle Planning for Replacement .............................................................................. 101

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   6d. Monitoring Technology Funding ..................................................................................... 102
7. Monitoring and Evaluation ................................................................................................... 103
   7a. Evaluating the Impact on Teaching and Learning............................................................ 103
   7b. Schedule of Evaluation Activities .................................................................................... 104
   7c. Publication of Evaluation Results.................................................................................... 105
8. Adult Literacy Programs ...................................................................................................... 106
9. Using Research-Based Methods ......................................................................................... 107
   9a. Summary of Relevant Research ..................................................................................... 107
      Technology Planning with Measurable Objectives............................................................. 107
      Laptop Learning............................................................................................................... 107
      Professional Development and Teaching .......................................................................... 108
      Students and Technology ................................................................................................ 109
   9b. Distance Learning and Other Supplemental Programs ................................................... 111
      Streaming Video............................................................................................................... 111
      Podcasts, Wikis, Blogs and Websites............................................................................... 111
      Videoconferencing ........................................................................................................... 111
A. References ......................................................................................................................... 113
   Kentfield School District Documents .................................................................................... 113
   Regional, State and National Standards............................................................................... 113
   Websites, Books, Research Articles, White Papers .............................................................. 114
B. E-Rate Supplemental Budget Analysis ................................................................................ 115
C. Criteria for EETT Funded Technology Plans......................................................................... 116




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Introduc tion
The use of educational technology (and planning for technology use) has been an essential
activity in the Kentfield School District since a handful of computers were first introduced in
Kentfield classrooms in 1981. Our current Technology Use Plan, which expires in 2008, was
developed at a point in time when most teachers had little experience integrating technology into
the curriculum, and when most technology-related activity took place in the computer lab.
With more experience, training, better infrastructure, tech support, software, and with laptop
computers that can move into the classroom, the time is ripe to rewrite our technology plan. At
the time of writing (2007), educators and technology leaders, (such as Apple, Microsoft, ISTE) are
gaining insight and research results into how today's students can improve general teaching and
learning outcomes from technology integration and must gain skills that can only be developed
through technology in order to succeed in higher education and the workplace of the future. A
new focus on improving students' skills in critical thinking, adaptability, creativity, global
citizenship and collaboration is supplanting the past few years' emphasis on test outcomes that
may measure only low-level disconnected bits of knowledge. As a result of these local, national
and international discussions we have the opportunity right now to take advantage of creating a
compelling 21st century school environment through the integration of technology.
This Technology Use Plan serves as the framework within which a technology-enriched
curriculum in Kentfield schools will support stated District goals for differentiated instruction and
student achievement over the next three years (from July 1, 2008 to June 30, 2011), and will help
the Board of Trustees, administrators, teachers, students, parents and community members
commit the necessary resources and gauge the success of our efforts during this period. The
plan has been written in order to meet certification requirements of the California Department of
Education, as the lead agency determining whether our plan meets the requirements of current
and future State and Federal grant programs (such as EETT and E-Rate).

District Profile
The Kentfield School District (KSD) is an elementary district serving the unincorporated Marin
communities of Kentfield and Greenbrae, as well as a portion of the city of Larkspur. Two school
sites are located in Kentfield: A.G. Bacich Elementary School serves grades K-4, with a student
population of 560 students in the current year; A.E. Kent Middle School (grades 5-8) currently has
440 students; for a total enrollment of 1000. The majority of KSD graduates attend Redwood
High School in the Tamalpais Union High School District, as well as private schools in Marin
County and San Francisco.
Kentfield School District has a strong tradition of community involvement and participation in the
education of its children. As described in the Stakeholder section below, parents and community
businesses take part in the educational and decision-making process through fundraising,
classroom volunteering, participation on Site Councils and other school and district committees.
The District is supported financially from many sources (described in more detail in the Funding
and Budget section). Due to demographic changes, the District's status for State funding has
recently changed to Basic Aid. From a socioeconomic point of view, there are currently no District
students participating in the National School Lunch Program, and poling data indicate that over
95% of District households have internet-connected computers at home. The student population


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includes a small but growing number of foreign-language (primarily Spanish) speakers. And the
District supports about 8% of its students with various special education services.
Kentfield School District’s 2007 Academic Performance Index (API) scores, based on the annual
STAR assessment of students in Grades 2 through 8, continue to be some of the highest in the
State. The District had a median API score of 925 for 2007 and is ranked in the 10th decile for
the state. A large majority of students in the District scored proficient or above on the 2007 CST
assessment. For example 88% of 7th graders scored proficient or above in Language Arts and
77% of 7th graders scored proficient or above in Mathematics.




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1. Plan Duration
Rubric: The plan should guide the district’s use of education technology for the next three to five years.
Due to the rapid rate of change in the quality and quantity of technological tools available to our
students and teachers, and also due to rapidly increasing demands from our teaching staff for
technology, we have decided to limit the time period that we project in this plan to three years.
The activities and recommendations covered by this plan will be in effect from July 1, 2008 to
June 30, 2011. The July 1, 2008 start date corresponds to E-Rate Year 11, as well as the
beginning of the District fiscal year 2008-2009.




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2. Stakeholde rs and Pla nning Process
Rubric: Description of how a variety of stakeholders from within the school district and the community-at-
large participated in the planning process.

Technology Use Group
The primary authorship of this plan is the responsibility of the District-wide Technology Use Group
(or "TUG"). This panel of volunteers, consisting of 12 teachers, administrators and tech staff,
meets monthly to monitor, discuss and develop technology use policies and programs.
For the 2007-2008 school year, the TUG members are:
       Peter Goetz (Chair), Kent Middle School Teacher and District Professional
       Development Coordinator *
       Bob Caine, District Superintendent
       Peter Zingg, District Technology Coordinator *
       Anne Bubnic, CTAP Region IV Advisor
       Holly Edde, Bacich Elementary School Assistant Principal
       Jenny Walsh, Kent Middle School Assistant Principal
       Louise Osterman, Kent Middle School Teacher *
       Tricia Beales, Kent Resource Specialist Teacher *
       Beth Brittonsmith, Kent Middle School Library Media Teacher
       Reed Maltzman, Kent Middle School Teacher
       Sydney Park, Bacich Elementary School Technology Aide
       Allyson Schut, Bacich Elementary School Teacher and Technology Integration
       Specialist *
       Susan Warnick, Bacich Elementary School Library Media Teacher
The District currently operates under a state-approved Technology Use Plan, which was originally
written in the fall of 2001 and updated to meet EETT requirements in 2004. The plan was
approved by the State Department of Education on May 7, 2004, and is effective until June 30,
2008. The process of rewriting the existing plan began in the spring of 2007. At that time, the
TUG formed a Tech Plan Working Group (TUG members marked with an asterisk in the list
above) and organized a collaborative, wiki-based system to encourage input from the community
at large. (See the References section at the end of this plan for the wiki's address).

Board of Trustees
All members of the Board of Trustees took an active role in reviewing and endorsing the goals
and objectives contained in this plan by asking questions and giving feedback to the TUG during
the period that the plan was adopted; the Technology Coordinator and other TUG members also
make formal reports to the Board several times a year. The Board has several initiatives in the
current District Strategic Plan that affect technology, such as improving electronic
communications and using data-driven decision making to deliver differentiated instruction.


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Kentfield Schools Foundation
This fundraising arm of the District coordinates gifts from parents and community businesses to
promote programs (including technology) that would otherwise not be feasible. In general, the
Foundation does not earmark these funds, but rather gives them to the District for the Board's
unrestricted use. In 2007, a Foundation "fund-a-need" campaign for the technology program
raised approximately $50,000 for the purchase of laptop carts at both schools. The Foundation
is an important stakeholder that communicates with the community about the technology
program and helps in its funding.

Kentfield Schools PTA
The Parent-Teacher Association supports the technology program through annual grants
collected from parent dues and fundraising events. Many PTA members are also active as parent
volunteers.

Marin Teaching Network (formerly Education Task Force)
This committee, on which teacher and Board members from the Kentfield School District serve, is
charged with improving "curriculum, assessment, and professional development to prepare
students from kindergarten through college for the constantly changing demands of the future."
One of MTN's primary functions relating to technology in education is to coordinate the
articulation of the teaching of basic technology skills between Marin middle schools and high
schools. Kentfield's existing technology use plan and this current revision align some of our
activities to further MTN's recommendations. In particular, we adopt the scope and sequence of
MTN's "Information Literacy K-12" document, which outlines skills and competencies for
information literacy in each grade.

CTAP
Anne Bubnic, Marin County representative for CTAP Region IV, contributed many hours of insight
and experience to understanding our District's goals and to the writing of this plan. CTAP also
provided support in the form of Tech Plan and E-Rate planning workshops that Tech Plan
committee members attended during the summer and fall of 2007. CTAP continues to be an
essential resource for our technology planning and implementation.

Students, Teachers, Other Staff, Parents and the Kentfield Community
Finally, all of these stakeholders are directly or indirectly involved in technology decision-making
and planning, through their feedback and comments. Property owners within District boundaries
contribute financially through a parcel tax that is approved by the voters every eight to ten years.

Data Gathering and Outreach for the Technology Use Plan
Some of the activities that the TUG employed to solicit input and feedback from as wide a variety
of stakeholders as possible included:
       The EdTech Profile teacher proficiency survey, completed by 85% of Bacich and Kent
       teachers during the spring of 2007
       Presentation and question and answer sessions with the Board of Trustees at board
       meetings in August, September, October and November of 2007



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A Technology Open House evening for parents and community members, held in
September 2007, and publication of ideas generated at the meeting on the wiki
Solicitation and publication of parent email comments
Results of surveys of teachers and middle school students that asked for description
and analysis of technology use and its value to teaching and learning
Results of a parent survey developed by Education Direction that asked for parents'
impressions of technology use and the impact of technology on their students'
academic lives
Discussions with the Parcel Tax sub-committee of the Board of Trustees on
appropriate funding levels for future technology expenditures
Publication of the goals and objectives developed by the working group on the wiki for
public feedback




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3. Curriculum
3a. Existing Teache r and Stu dent Access to Technology
Rubric: Description of teachers' and students' current access to technology tools both during the school
day and outside of school hours.

Computers Directly Used for Instructional Purposes
This table summarizes the distribution of the 446 active, non-administrative client computers
available at the two school sites. (Source: Physical inventory conducted October 22-26, 2007).
 School              Class           By Type                      By Location
                     Rooms
                                Desktop   Laptop     Class       Lab        Library   Cart
                                                     Room

 Bacich (K-4)              32        87        110       102            0        25      70
 Kent (5-8)                32       146        103       126           30        27      66
 Totals                    64       233        213       228           30        52     136


Teacher Access
Beginning in the 2005-06 school year, all teachers have been issued a District-supplied laptop
computer with wireless networking capability for use during school and for use at home. These
laptops are used in the classroom on a daily basis for communication, school administration (to
share attendance, discipline, and health information, for instance) and for presenting curriculum to
students. In addition, all classrooms at Kent are outfitted with ceiling-mounted or portable LCD
projection/audio-visual systems that enable computer-based lessons developed by teachers. At
Bacich, 4 of these LCD systems constitute a shared resource that teachers can reserve for
project use.

Student Access at Bacich Elementary School
Bacich students are given access to technology during the school day in several ways. The
Bacich library is open for extended hours before and after school, and supplies 25 desktop
computers for student "free" use under the supervision of the library staff. All Bacich students
receive technology-based instruction either via the library desktops or in their homeroom through
the use of 50 student laptops on carts at least once every two weeks. Most classrooms at
Bacich also have between 1 and 3 desktop computers for use by students and, beginning in the
2007-2008 school year, 2 additional sets of 10 laptops each can be checked out by classroom
teachers for student use in special projects. Students in grades 3 and 4 use network accounts
that allow them to access and continue their work in any of the settings described above.

Student Access at Kent Middle School
As at Bacich, the Kent library provides desktop computers before and after school, as well as for
information literacy instruction throughout the year. Kent students in all grades take "rotation"
enrichment classes in technology conducted in a computer lab of 30 desktop computers. The lab
also provides access during recess and lunch periods for students to explore whatever projects
they choose. A combination of 50 laptops on carts and an average of 3 desktop computers per
classroom give students the ability to do computer-based projects in all curricular areas. Kent

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students also use USB flash drives and/or optical disks to take computer projects back and forth
from school to home.




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3b. Existing Tech nology Uses for Teaching and Learning
Rubric: Description of the district's current use of hardware and software to support teaching and learning.

Technology Use at Bacich Elementary School
Currently, Bacich School is at a crossroads. Teachers’ abilities and needs to use technology to
support teaching and learning have grown tremendously. They are becoming comfortable with
the idea of using technology to enhance student learning, assess student progress, and
communicate with families. On a daily basis, teachers remark that they would like more hardware
and software at their fingertips to support their ideas.
Most teachers have been assigned a laptop that they use at school and at home. Many
classrooms are equipped with 1 to 3 desktop computers. Each grade level has at least one
functional networked laser printer, and teachers have access to networked printers in the library
and staff room. There is also a scanner in the staff room. There are two microphones, two digital
cameras, and one digital camcorder available for teachers to borrow. Teachers can also check
out one or two laptop carts, each equipped with 10 laptops, headphones, and mice. There are
four media carts for teachers to share. Media carts have a projector, speakers, and a DVD/VHS
player.
Once a week, a technology specialist pushes a laptop cart into the 1st through 4th grade
classrooms for a 30-45 minute computer class. These laptop carts carry around 24 laptops,
headphones, mice, and a projector. Kindergarten uses the collection of 24 brand new desktop
computers in the library. The library-media specialist also uses these computers for research
lessons.
With the available hardware, Bacich teachers infuse technology into the curriculum in creative and
meaningful ways. At Bacich School 3rd and 4th graders learn some basic functions of
AppleWorks and iWork software. During computer class, students learn about fonts, justification,
editing, and saving in AppleWorks. Then they explore Pages to see how word processing
programs can be similar and different. In addition, students have made posters using Pages and
AppleWorks. Students also learn how to make Keynote presentations in 3rd and 4th grade
computer class.
Following a 2007 Apple Vanguard training for several Bacich teachers, we have seen an increase
in the use of iLife applications to enhance student learning. Using iMovie, the entire 4th grade
wrote, directed, and edited a film about California history as a culminating activity in the spring of
2007. One kindergarten class made an iMovie to teach how the kindergarten post office
operates. ELL students made instructional How-To movies. The fall of 2007 has brought us
several podcasts created in GarageBand by students in grades K-4. The topics range from a
science experiment to book reviews to poetry. 3rd graders are making web pages in computer
class to support their Marin County projects.
Students benefit from other software at Bacich. In the 2006-2007 school year, students were
introduced to keyboarding with SpongeBob typing software. This year students are practicing
keyboarding with Type to Learn 3. During computer class, kindergarteners are introduced to
computer drawing tools using the freeware, Tux Paint. In 1st and 2nd grade, students continue
drawing and begin writing on the computer with Kid Pix 4. Past projects include diagrams of
volcanoes, illustrations of life cycles, and How-to slideshows. Math skills are reinforced for
kindergarten through 2nd grade during computer class when kids use Millie’s Math House,

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Mathosaurus I and II, Clocks, and Maps and Graphs. Kindergarten and 1st grade explore science
concepts in Sammy’s Science House.
Often teachers look to online tools to enrich their students’ learning. 2nd, 3rd, and 4th graders
have experienced a different view of geography through Google Earth. Students have benefited
from our subscription to ed1stop. A few teachers at each grade level have downloaded United
Streaming video clips to support units in social studies, science, literature, and art. These clips
have been used to preview or review content. 3rd and 4th graders add images from Calisphere,
Pics4Learning, and AP Multimedia to presentations and websites. Our Library Media Teacher has
created Pathfinders to help students safely search for information and pictures when they
research topics such as animals, Marin County sites, and California missions. Other teachers
create handouts to help students read and understand the content of websites that connect with
curriculum. Finally, teachers, particularly in grades K-2 use sites such as starfall.com and
eduplace.com to offer students practice in basic reading and math skills.
The Resource Special Program at Bacich uses technology to support students with learning
disabilities, with 6 computers in the Learning Lab. WordMaker helps students make connections
between sound-symbol relationships as they hear, see and spell words. In Simon SIO, not only
do students practice sound-symbol relationships, but they also get audio feedback as they read
short sentences. More advanced reading skills, such as fluency, comprehension, retelling, and
predicting are supported with Don Johnston’s Start-to-Finish Books and Read Naturally SE.
When resource students need to write research reports, they can use Draft:Builder, which helps
with note taking and creating outlines. Technology is an essential tool for students who receive
special education services.
Effective communication leads to excellent teaching. This includes communication with parents,
students, and colleagues. Bacich teachers have realized that technology offers powerful
instruments for communication. Teachers use their Kentfield Schools email accounts in Apple
mail or squirrel mail. Teachers communicate constantly with each other by email. The entire staff
can send and receive email using a listserv. Grade level notes are taken in AppleWorks or Pages
and attached to an email that is sent to specialists, teachers, and administrators. Teachers check
email on a daily basis and often use it to communicate with parents. As of fall 2007, all teacher
newsletters are available online. Online newsletters are written in the body of an email, created in
Pages and attached to an email, or posted on an iWeb website as a blog. Some teachers share
photos from special class events in an iMovie, narrated by students. The iMovie is emailed or
posted on the website. Another successful way teachers communicate using technology is by
using Keynote for Back to School Night presentations. Keynote helps teachers organize and
convey important school information.
Bacich teachers use technology on a regular basis for assessment and record keeping.
Attendance is recorded daily on PowerSchool. In the past teachers also used PowerSchool to
write report cards. New software called Report Card Maker was adopted in Fall 2007 and
teachers are now using it. In August 2007 teachers were given initial training in DataDirector, a
student assessment and analysis system adopted as part of a Board- and County-sponsored
initiative of student assessment and differentiated instruction. With support from a technology
specialist, 4th grade teachers have created and administered one DataDirector exam to assess
fall math benchmarks. They plan to use the data to improve math instruction.



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Technology Use at Kent Middle School
Currently, Kent Middle School finds itself in a growth spurt in the use of technology to enhance
teaching, learning, and communication. The inventory of staff and student computers is
constantly growing and being updated, the classrooms are better equipped for technology-based
projects, and teachers and students are integrating technology into their daily activities with
increasing frequency. A virtuous circle is developing of more use, more sharing of ideas, more
training, and still more use, leading to demand for more training and more infrastructure.
However, while the program has made great strides in recent years, we must recognize that it still
needs to grow and mature considerably.
Kent teachers and students are benefiting from the District's commitment to improving the
technology infrastructure. All teachers have been assigned laptop computers since 2005, allowing
them to work on school-related projects anytime, anywhere. The 2006 installation of LCD
projectors with sound systems and video players in every classroom has led to more lessons
being delivered and more projects being shared with multimedia presentations. Our Mac
computer lab, upgraded in 2007 with 30 Intel-processor iMacs , is used 5 of 7 periods for
technology classes, and occasionally by teachers who bring their class for a project. The Kent
library's 24 computers, upgraded this year to Intel processors, allow many classes to engage in
Internet-based research. As of August, 2007, Kent now has 5 laptop carts of 13 computers each
connected by the school-wide wireless network, which are in constant demand around the
school (see the calendar below as example).




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In addition, classrooms now have from 2 to 8 desktop computers for student use. Each class got
its own laser printer in 2005, and other peripherals such as video cameras, microphones, and
scanners, are growing in number as use and demand increase. With teachers undertaking more
multimedia projects, though, the need to increase the number of classroom computers and the
number of peripherals -- Kent has only four camcorders and three digital cameras, for example --
becomes more and more evident.
Kent staff members dedicated to technology have increased in number and expertise, but there
remain questions as to the "ideal" staffing configuration. Since 2005, 75%-time IT expert Julian
Kaye has aided District Technology Coordinator Peter Zingg in successfully maintaining our
network and computers, and has offered invaluable help to teachers and students. Professional
Development Coordinator Peter Goetz has aided teachers with training and has organized
workshops, but since he is also a full-time teacher, he has not found the time to implement the
kind of professional development program needed to support teachers in the current growth
phase. The District needs to consider a change in its goals in this area, to be discussed in the
Professional Development section.
Classroom teachers at Kent have made great strides in technology use in the past seven years.
All teachers now use PowerSchool, implemented in 2002, for grading, for logging and retrieving
student information, and for taking attendance. Some teachers are beginning to use DataDirector
to analyze, interpret, and apply student data in making curriculum decisions. Virtually all teachers
consistently use email to communicate with colleagues, administrators, and parents. Most
teachers use word processing programs such as Pages and AppleWorks to develop classroom
materials, and many present lessons with the LCD projectors. About half the teachers have
websites, mostly for communicating with families about the program, including online calendars
and examples of student work, and sometimes to offer curriculum help and enhance student
interaction and communication.
A few teachers use such Web 2.0 applications as eBoard, gaggle.net, Google Docs, and wikis to
help students review for tests, collaborate on projects, and access class content. A growing
number of teachers complement their lessons with streaming video content from Discovery
Education streaming, textbook publishers and other sources.
Since eight Kent teachers have taken part in the Apple Vanguard training program (completed in
October of 2007), an infusion of new ideas and enthusiasm has gradually spread among
teachers, adding to the atmosphere of a growth spurt. The major goal for Kent teachers is now to
build on this enthusiasm, to increase the sharing of lessons and ideas, and to increase
professional development in order to expand teachers' abilities and comfort level in the use of
technology for teaching and communicating. Teachers (using the wiki page created to collect
data) have expressed an interest in learning about and developing such projects as student online
collaborative writing, Google Lit trips, iPhoto books, recording interviews with iPods, iMovie
videos in content areas, and student blogging to practice writing and typing skills.
Students at Kent use technology in many ways over their four years, and the goal is to increase
this use and make the technology curriculum coherent so as to assure that all students are
building skills in all areas of the new NETS standards. Examples of skills learned in our current
technology enrichment classes include keyboarding in 5th grade, word processing, file
management, and understanding printing and other operating system features in 6th grade. 7th
graders in technology class may work on desktop publishing, create music in GarageBand to
enhance their iMovie slide show presentations, write radio show scripts collaboratively using
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Google Docs, and produce them using GarageBand podcasts. 8th graders build websites using
Apple's iWeb and learn the fundamentals of filmmaking--scripting, shooting and using iMovie to
produce short films in the style of public service announcements.
Many technology-rich projects engage the students in the content classes as well. 8th grade
history students, for example, are given secure emails through gaggle.net, and communicate with
the teacher and with each other to solidify concepts prior to an exam. 7th grade science students
use GarageBand to create a song about the circulatory system. 6th grade English students use
iMovie to create TV commercials in their study of propaganda. 5th graders download Discovery
Education streaming videos to search for information to complete an assignment on the
Revolutionary War, with questions posed by teacher. 7th grade art students use still cameras for
a self-portrait focusing on color matching. 6th grade public speaking students use Keynote to
create a slide show to support their persuasive speech. 8th grade English students create
narrative podcasts based on the radio show "This American Life." 5th grade math students use
quizlet.com to create their own quizzes, to quiz each other in a review of concepts. All grades visit
the library, searching databases available through the ed1stop portal and the Alexandria Kent
Library online catalog to find reliable and authoritative resources.
Kent students enrolled in Resource Special Program classes at Kent have benefited in the past
several years by an increased use of assistive technologies, such as audio books, and electronic
texts to access the curriculum in a differentiated way, Draft:Builder and word prediction programs
to assist in the writing process, and voice recognition programs such as iListen.
A snapshot of Kent finds many students benefiting from this infusion of technology into the
curriculum, but the District's goals are to increase this benefit, and ensure that all students have
learned 21st century skills by the end of 8th grade. Students themselves (using a wiki page
created to share ideas) have expressed an interest in using iChat to work together, using ePals to
communicate with peers abroad, creating more videos in content classes, creating more
podcasts, doing cartoons and comic strips, and creating more music projects.




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3c. Enha ncing District Curricular Goals with Technology
Rubric: Summary of the district's curricular goals that are supported by this technology plan.

District Mission Statement
The District mission statement adopted by the Board of Trustees emphasizes Kentfield School
District's culture of embracing diversity, providing differentiated instruction to students at all ability
levels and with different "intelligences" and maintaining the highest academic standards. It states:
   M1. We are dedicated to helping all students maximize their potential as individuals
               while preparing them to contribute to our diverse society.

Kentfield School District's Beliefs
In addition to the Mission Statement, the District has published a list of common beliefs, taken
from Character Counts! and The Biggest Job We’ll Ever Have "Ten Priorities". The beliefs
reference topics that will be reinforced in this technology plan – safety, citizenship, open
communications, love for learning, student creativity and a continual evaluation of curriculum for
areas of improvement. The District's published beliefs are:
B1. We belie ve t hat eac h c hild bri ngs t o sc hoo l a uniq ue a rray of e xpe rie nce s, i ntere sts, ab ilitie s,
socia l sk ills, moti vati on, and ex pectatio ns. Learni ng ha ppe ns eve ryw he re, i n the home a nd i n the
class room. Eve ryo ne i n t he scho ol c omm unity - pare nts, staff a nd st ude nts - share s i n the learning
proces s.
B2. We stri ve t o p ro vid e a n envi ronment i n whic h all c hi ld ren can fl ouri sh and g row.
        B2.1 We endeavor to meet the individual needs of all children.
        B2.2 We respect one another.
        B2.3 We believe in our ability to solve problems and take action.
        B2.4 We create an environment in which children are safe.
        B2.5 We value open communication between children, families, staff and the community.
B3. We stri ve f o r acade mic exc elle nce.
        B3.1 We endeavor to instill in all children a love for learning.
        B3.2 We value creative expression in the arts and music.
        B3.4 We continue to examine what and how we teach to ensure the best possible programs for all
        children.
B4. We ha ve c ore val ue s w hic h a re:
        B4.1 Trustworthiness: Act with integrity, value truth over harmony, keep your promises, and be honest,
        reliable, and loyal.
        B4.2 Respect: Treat everyone with respect, be tolerant, and practice nonviolence.
        B4.3 Responsibility: Be accountable for your actions, do your best, ask for help when you need it.
        B4.4 Fairness: Be just; be open, live by your principles.
        B4.5 Caring: Practice the Golden Rule, be kind, and take care of yourself and others.
        B4.6 Citizenship: Do your share, contribute to the community of which you are a part, obey the law.




                                                                                                           Page 14
District Strategic Planning, Goals and Objectives
The development of this three-year technology plan follows immediately upon a newly adopted
three-year Strategic Plan, completed in May of 2007 and now being reviewed by teachers and
administrators for their comment and to follow up with detailed implementation activities. The
Strategic Plan was developed to provide a sharp focus on a few areas that the Board of Trustees,
administrators, teachers and parents have seen as being crucial to the mission of the District.
The Strategic Plan has four goal statements; implementation steps refine each goal. While the
complete Strategic Plan including the context and planning documents is available online, we
include the Plan's goals and implementation steps here:
S1. St ude nts, Teac he rs a nd P ro g ram: Prom ote academic ac hie veme nt b y c hal lengi ng a nd
supp orti ng all stude nts wit h atte ntio n to diff ere nt need s a nd lea rni ng styles.
        S1.1 Increase emphasis on natural curiosity, critical thinking and active engagement in learning.
        S1.2 Evaluate and refine student assessment to effectively guide classroom instruction and curriculum
        development.
        S1.3 Expand intervention and support for students who are struggling at school.
        S1.4 Provide appropriate learning opportunities for students needing additional challenge.
        S1.5 Support effective professional development opportunities to enhance student learning.
S2. St ude nts, Teac he rs a nd P ro g ram: Stre ngthen our scho ol c omm unity' s c ult ure of c ha racter
with a foc us o n trust and resp ect to e ns ure s uc cess f o r all stude nts.
        S2.1 Build respectful and trusting relationships within the school community based upon integrity and
        caring.
        S2.2 Consistently clarify and effectively communicate roles and expectations for students, parents,
        teachers, administrators, and board members.
        S2.3 Expand our awareness and appreciation of a culturally diverse society and contribute to a
        sustainable global environment.
S3. D istrict Lea de rs hip: P ro mote a nd s ustai n ef fective le ade rs hip wit hi n the dist rict.
        S3.1 Establish and implement a comprehensive superintendent selection process that includes
        meaningful input from all appropriate constituencies.
        S3.2 Recruit and effectively orient new Board members.
        S3.3 Maintain an effective governance team (superintendent and Board) by clarifying roles and decision-
        making processes and establish protocols for effective communication among all district constituencies.
        S3.4 Encourage staff, parents and administration to assume leadership roles and provide needed
        orientation and support.
S4. Fi na nce a nd Facilitie s: E ns ure critical c om munit y fi na ncial s upp ort t o s ustain t he brea dth and
excelle nce of o ur e duc atio nal prog ram.
        S4.1 Ensure successful passage of a parcel tax in 2008.
        S4.2 Identify potential options for additional space, if needed to provide for District programs.
        S4.3 Pursue grant opportunities and/or corporate educational sponsorships.
        S4.4 Support the Kentfield Schools Foundation in pursuing additional sources of revenue.




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Curriculum Goals in This Plan
The mission statement stresses a number of important concepts that a properly implemented
technology program can support:
       All students maximize their potential: Technology should be an enabler of differentiated
       instruction by providing students with different abilities and interests a variety of modes
       of learning.
       As individuals: Technology should create an audience for individual expression
       Contribute to our diverse society: Technology should allow Kentfield students to learn
       about and collaborate with local, regional and global communities.
These broad goals represented by the mission statement are directly reflected in the Tech Plan's
Goals 3d.1, 3h.1, 3h.2, 3h.3, 3h.4, 3i.1 and 3j.1 (which describe using technology for delivering
differentiated instruction to all students); Goals 3d.2, 3e.1 and 3e.2 (designed to improve higher-
level thinking skills); Goals 3g.1 and 3h.1 (which deal with the consequences of a diverse society
using the internet).
The Strategic Plan does not mention technology explicitly. However, some of its goals cannot be
met without the use of technology, and others can benefit from a successful technology
integration program. The Technology Plan's curriculum goals have been designed to align with
the implementation steps of the Strategic Plan:
       Plan curriculum goals 3d.1, 3d.2, 3e1.1 and 3e.2, 3h.1 and 3h.2 (with an emphasis on
       collaboration and higher-level skills) relate to the belief statement about instilling a love
       of learning, as well as Strategic Goal steps S1.1 and S1.4 (to increase curiosity and to
       provide extra challenge for gifted students).
       Plan goals 3f.1 and 3g.1 propose activities that deal with ethical use and safe use of
       technology, thereby supporting Strategic Goals steps S2.1, S2.2 and S2.3.
       Plan goals 3h.3 and 3h.4 fulfill commitments in Strategic Goal step S1.3 to provide
       help to struggling students.
       Plan goal 3i.1 is a direct response to Strategic Goal step S.2 dealing with student
       assessment.
       Plan goal 3j.1 (school-to-home communications) responds to Strategic Goal steps S2.2
       and S3.3.
While this Technology Use Plan's Professional Development Goals are primarily designed to
support the Curriculum Goals, it should be noted that the Board also recognized the importance
of Professional Development in Strategic Goal step S1.5.




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3d. Curriculum G oals: Improving Teaching and L earning
Rubric: List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for
using technology to improve teaching and learning by supporting the district curricular goals.
Context: The Kentfield School District has always worked to improve teaching and learning, and
the Board of Trustee's 2007 Strategic Plan goals emphasize improving professional growth for
teachers and increasing achievement for students. In particular, Goal S1 encourages an
“increased emphasis on natural curiosity, critical thinking and active engagement in learning” to
improve student achievement. In addition, this goal aims to “promote academic achievement by
challenging and supporting all students with attention to different needs and learning styles.”
Teachers and administrators at both schools recognize the value of technology-rich lessons and
projects to engage students, support students with different learning styles, and enrich the
delivery of instruction in all curriculum areas. An important value of the District, expressed by
Board members, educators, and parents alike, is to maintain the focus on developing critical
thinking skills in our students; technology-rich units of study are valued to the extent that they
improve learning and foster such critical thinking in the students.
The District currently finds itself in a moment of considerable growth in the use of, and openness
to, technology-based study. Although some Kentfield teachers have continued to teach quite
effectively while making little use of technology and making few changes to the delivery of their
program, most teachers have increasingly incorporated technology into their program, some of
their own initiative, others benefiting from District-provided training and support. The District’s
goal is to determine the best ways to continue and accelerate this technology infusion into the
curriculum, to build on the growing enthusiasm, and to ensure that technology use ultimately
increases student achievement.
A principal goal of the District is to expand the use of such online information, and to develop
other means of accessing information from websites, wikis, databases, experts, and peers.
Access to such online sources allows students to work individually or in groups on projects that
differ in their challenge, interest level, and final product, allowing teachers to target instruction and
meet individual needs. Integrating the use of electronic information sources into thoughtful
lessons gives teachers an opportunity to develop students’ abilities to seek, evaluate, and
interpret a variety of sources, and thus build their independence, their critical thinking, and their
ability to adapt to an ever-changing world. Access from home or school allows students to
expand their learning environment and to collaborate in person or online.
Another relatively new use of technology involves the use of video clips available through the
Discovery Education streaming service. Some teachers in the District are accessing and
downloading full-length videos or selected clips to enhance students’ understanding of the topic
being covered. Use of such specific sources allows a teacher to target instruction to a specific
group of students based on need or interest. The District hopes to increase the use of these
video clips among teachers to improve the delivery of lessons. Teachers may also develop units
of study involving student use of such clips for a group project.
The District has as a goal to move toward greater use of subscription-based online resources for
drill and practice. A few teachers have used such services in math classes, such as AAA Math,
and reported positive results. We need to explore their use in neighboring districts, evaluate their
potential for our students, and apply them in our district. This is another way to differentiate
instruction by allowing students to work at a level and a pace that are in line with their particular

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needs, and sometimes in non-linguistic modes. We should also explore the possibilities of
established programs that support student's varying abilities, such as Accelerated Reader and
ALEKS.
Another area that is just beginning to grow is the use of online collaboration applications. Several
teachers are using eBoard, a web-based bulletin board used to post questions or student work,
where students can respond to the questions, to each other’s work, and to each other’s posts.
A few teachers have used gaggle.net, a secure email application, allowing students to
communicate among themselves and with their teacher regarding curriculum. Others have used
the web-based Google Docs to allow groups of students to create documents collaboratively
from any computer. Our goal is to expand the use of these methods, share lesson ideas, and
allow each teacher to see the value of students collaborating.
Student collaboration and communication can involve a wider group than that of one’s
classroom. Teachers in Kentfield are exploring the use of Read Around the Planet, where
students in a Kentfield class can share their poetry or artwork with students from another country.
This will allow them to expand their global awareness and understanding of other cultures. The
District’s goal is to institute collaboration with foreign students.




                                                                                           Page 18
Goal 3d.1: Use Technology for Differentiated Instruction
Goal: All K-8 teachers will use technology to differentiate learning and improve delivery of
instruction to assist students in meeting academic content standards and district curricular goals.
Objecti ve 3 d.1 : By the 2010-2011 school year, 100% of classroom teachers will demonstrate increased use
of technology to improve their delivery of instruction and to assist students in meeting academic content
standards.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 40-60% of classroom teachers will
demonstrate increased their use of technology to improve delivery of instruction and to assist students in
meeting academic content standards.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 60-80% of classroom teachers will
demonstrate increased their use of technology to improve delivery of instruction and to assist students in
meeting academic content standards.
Yea r 3 Be nchmark: By the end of the 2010-1011 school year, 80-100% of classroom teachers will
demonstrate increased their use of technology to improve delivery of instruction and to assist students in
meeting academic content standards.
3d. 1 Acti vitie s a nd Imp leme ntatio n          Timeli ne        Perso n(s )                Mo nito ri ng a nd
Steps                                                               Resp o nsi ble             Eval uati on
3d.1.1 Dedicate one staff meeting per trimester    Annual           Site Administrators,       Curriculum
at each school site for technology                                  Technology Integration     Groups, Grade
demonstration and training.                                         Specialists                Level
                                                                                               Coordinators and
                                                                                               Site
3d.1.2 Establish procedures for Apple              2007-2008        Site Administrators,       Administrators
Vanguard trained teachers to share knowledge,                       Technology Integration     track the
model lesson plans, provide technical support                       Specialists, Grade Level   implementation of
and diffuse learning district-wide.                                 Coordinators,              all activities,
                                                                    Curriculum                 reporting
                                                                    coordinators               progress annually
                                                                                               at district
3d.1.3 Review new electronic learning              Annual           Teachers, Technology
                                                                                               meetings.
resources that facilitate differentiated                            Integration Specialists
                                                                                               Modifications to
instruction.
                                                                                               district activities
                                                                                               will be made as
3d.1.4 Provide collaboration time for Site         Ongoing          Site Administrators,       needed.
Administrators and teachers to align standards-                     Technology
based instruction, analyze district and                             Coordinator,
standardized assessment data, identify student                      Technology Integration
strengths and needs, and plan next steps,                           Specialists
including re-teach strategies using technology
resources (video, tutorials, manipulatives and
games).
3d.1.5 Define, fund and hire a Technology          Summer           Site Administrators
Integration Specialist position (beginning at a    2008
level of at least 0.4 FTE) at each school. See
Section 5c.2.1
3d.1.5 Technology Integration Specialists at       Ongoing          Technology Integration
each school provide in-house workshops to                           Specialists
train staff in the use of applications and
integration of technology in the curriculum.



                                                                                                             Page 19
3d.1.6 Establish protocols (including               2008-2009       Site Administrators,
calendaring) for peer coaching by Technology                        Technology Integration
Use Group members and other technology                              Specialist
leaders at each school site.
3d.1.7 Establish a searchable database of           2007-2009       District Technology
educational web sites to be shared and                              Staff
accessed by district teachers, tagged as to
grade level and curriculum area.
3d.1.8 Establish a searchable database for          2007-2009       District Technology
standards-based technology-rich lessons and                         Staff
units of study, tagged as to grade level,
curriculum area, application, and technology
skill area.
3d.1.9 Teachers will be trained in the use of the   2008-2009       Technology Integration
above databases.                                                    Specialists


3d.1.10 Teachers will contribute to the above       Ongoing         Teachers
databases.


3d.1.11 Develop and implement model for             2008-2009       Site Administrators,
grade level sharing of units and peer tutoring.                     Technology Integration
                                                                    Specialists

3d.1.12 Provide accessible network storage          Annual          Technology
and online space for teachers to share                              Coordinator,
engaging and motivating technology resources                        Technology Integration
and instructional strategies. See also Section                      Specialists
5c.1.14.
3d.1.13 Collaborate at grade level and subject      2010-2011       Technology
area meetings on development of technology-                         Coordinator,
enriched curricula.                                                 Technology Integration
                                                                    Specialists
3d. 1 E val uatio n I nst rument s a nd Data

Instrument: Survey students and teachers to quantify tech uses.
Data: Frequency of technology use, software used, skills learned.
Instrument: NETS Rubric
Data: Assessment of teacher units to demonstrate technology efficiency, appropriateness and level of use, and
alignment with NETS learning objectives.
Instrument: EdTech Profile
Data: Teacher self-assessed proficiencies, Standards 9 and 16.
Instrument: Teacher-designed grade level appropriate technology projects resulting in the development and
presentation of technology-based work products
Data: Percentage of students proficiently integrating technology to create and present finished products.
Instrument: Teacher observations regarding student proficiency using the Internet and web-based research
sources.
Data: Observed rate and effectiveness of student use of the Internet, web-based encyclopedias and other
                                                                                                            Page 20
resources.

Instrument: Teacher-established electronic bulletin boards, web pages, podcasts and blogs at school sites
Data: Teacher developed templates that provide avenues for publishing student-created products.




                                                                                                            Page 21
Goal 3d.2: Improve Students' Use of Technology
Goal: Students will use technology to master content standards, support higher level thinking
skills, increase collaboration, and participate in global learning communities.
Objecti ve 3 d.2 a: By the 2010-2011 school year, all kindergarten-2nd graders will use technology to
practice reading and math skills.
Objecti ve 3 d.2 b: By the end of the 2010-2011 school year, all 3rd-4th graders will use technology to
read, write, research, foster mathematical thinking skills, and participate in global learning communities.
Objecti ve 3 d.2 c: By the end of the 2010-2011 school year, all 5th-8th graders will use technology to
read, write, research, foster problem solving skills, participate in global learning communities, and
collaborate with peers.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 40-60% of students will use technology
to meet their grade-level objectives as stated above.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 60-80% of students will use technology
to meet their grade-level objectives as stated above.
Yea r 3 Be nchmark: By the end of the 2010-1011 school year, 80-100% of students will use
technology to meet their grade-level objectives as stated above.
3d. 2 Acti vitie s a nd Imp leme ntatio n          Timeli ne         Perso n(s )           Mo nito ri ng a nd
Steps                                                                Resp o nsi ble        Eval uati on
3d.2.1 Teachers will adapt lesson plans so         Annual            Teachers              Curriculum
that students in grades K-2 will create at least                                           Groups, Grade
one assignment that demonstrates                                                           Level
appropriate use of technology skills to                                                    Coordinators and
communicate understanding of learning                                                      Site
objectives.                                                                                Administrators
                                                                                           track the
3d.2.2 Teachers will adapt lesson plans so         Annual            Teachers
                                                                                           implementation of
that students in grades 3-4 will create at least
                                                                                           all activities,
two assignments that demonstrate
                                                                                           reporting
appropriate use of technology to communicate
                                                                                           progress annually
understanding of learning objectives.
                                                                                           at district
3d.2.3 Teachers will adapt lesson plans so         Annual            Teachers              meetings.
that students in grades 5-6 will create at least                                           Modifications to
three assignments that demonstrate                                                         district activities
appropriate use of technology to communicate                                               will be made as
understanding of learning objectives.                                                      needed.
3d.2.4 Teachers will adapt lesson plans so         Annual            Teachers
that students in grades 7-8 will create at least
four assignments that demonstrate
appropriate use of technology to communicate
understanding of learning objectives.
3d.2.5 Students will continue to have access       Ongoing           Library Media
to ed1stop and other online databases. See                           Teachers,
also Section 5c.2.12.                                                Technology
                                                                     Coordinator
3d. 2 E val uatio n I nst rument s a nd Data

Instrument: Student usage logs of reading, writing and math, age appropriate educational software and
websites.



                                                                                                                 Page 22
Data: Frequency of student use.

Instrument: Student usage logs of online databases, reasoning and problem solving scenarios/websites.
Data: Frequency of student use..
Instrument: Student usage logs of Wikis, Google Docs and other collaborative applications.
Data: Frequency of student use.
Instrument: Teacher lesson plans incorporating video conferencing, e-pals, and digital fieldtrips.
Data: Frequency of lessons.
Instrument: Bulletin boards, teacher web pages, cyber fairs and open houses at school sites where
students demonstrate proficiencies.
Data: Number of student products.
Instrument: Annual standardized District technology student surveys based on NETS-S profiles for 2nd,
5th and 8th grades, to include technology skills and information literacy standards.
Data: Percentage passing the assessment.




                                                                                                        Page 23
3e. Curriculum Goals: Acquiring 21st Century Skills
Rubric: List of clear goals, measurable objectives, annual benchmarks, and an implementation plan that
details how and when students will acquire the technology skills and information literacy skills needed to
succeed in the classroom and the workplace.
Context: The Kentfield School District has done considerable work integrating the Information
Literacy Standards created by the Marin Educational Task Force (now the Marin Teaching
Network) into the curriculum, and that work has included many technology skills, but there is a
clear need for the faculty and administration to understand and teach the 21st Century
technology skills that students will need to achieve success in their schooling and in the
workplace.
A great variety of research projects and other curriculum activities currently carried out in our
District, from the study of tadpoles in 2nd grade to the 8th grade social issues project, include the
development of information literacy skills. The District adopted the ETF document in 2003, and
the faculties at the two schools agreed upon a scope and sequence: which skills would be
covered in which project at each grade level.
The same uniform agreement is needed regarding the technology skills laid out in ISTE’s new
NETS Standards for Students ("NETS-S"), and in the list of knowledge and skills defined as
"technology literacy" in the proposed Federal ATTAIN Act: "using contemporary information,
communication and learning technologies in a manner necessary for successful life-long learning
and citizenship in the knowledge-based, digital, and global 21st century, which includes the
abilities to effectively communicate and collaborate; to analyze and solve problems; to access,
evaluate, manage and create information and otherwise gain information literacy; and to do so in
a safe and ethical manner."
The center of connected, 21st century learning at both schools is the library media center.
Classes are making increasing use of the online subscription databases offered by ed1Stop,
allowing students to search magazines, newspapers, journals, encyclopedias, and other
resources for articles, images, and other data. Students and teachers also use the ABC-Clio
history database, the Thomson Gale database for literature, science, social issues, and history,
and the Alexandria online catalog for books, periodicals, and approved websites.
Many of these skills are also currently being developed in classroom projects throughout the
district. Kindergarten students, for example, create a weekly podcast about the letter of the
week, illustrating the NETS Creativity and Innovation standard; and 7th grade history students
review and comment on each other’s thesis statements on eBoard, addressing the
Communication and Collaboration standard.
The Library Media Teacher at each school plays a central role in assuring that the skills are
covered each year in each grade level, many via projects carried out in large part in the library
media center. Grade level teachers meet occasionally to review the scope and sequence to
ensure that they are covering their grade level skills.What is needed is a systematic look at the
existing program and academic standards at each grade level, a determination as to which skills
are already being covered, and the development of units of study that integrate technology skills
from the ETF and NETS standards into the program. To build such a set of study units, we will
consider the ICT Literacy Maps developed by The Partnership for 21st Century Skills (see
References section) in addition to the ETF and NETS standards. These ICT Literary Maps
provide specific examples of activities that integrate the teaching of specific 21st century skills

                                                                                                   Page 24
into core subject content areas at grades 4 and 8, activities that correlate well with the more
general guidelines and directions provided by ETF and NETS.
The implementation steps in this section include the creation and use of a database that will
indicate how particular technology-infused projects and activities at each grade level allow
students to learn specific ETF and NETS skills, and will also record teachers' reflections on the
projects' impacts on teaching and learning.
Teachers and parents have indicated a desire that keyboarding be taught more consistently at
earlier grade levels as a foundation skill for the other 21st century skills. Kent students currently
are expected to pass minimum District keyboard speed and accuracy tests by the end of 6th
grade.




                                                                                               Page 25
Goal 3e.1: Improve Students' Technology Literacy Skills
Goal: Students will begin to, improve in, and demonstrate the appropriate grade level skills in
technology literacy, working toward the NCLB goal of being technologically literate by the end of
8th grade, as outlined in the National Educational Technology Standards for Students.
Objecti ve 3 e.1: By the end of the 2010-2011 school year, 80-100% of students in each grade level will
demonstrate overall proficiency in technology literacy skills, as measured by the indicators of achievement
in the NETS Profiles for Technology (ICT) Literate Students.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 40-60% of students in each grade level
will demonstrate overall proficiency in technology literacy skills, as measured by the indicators of
achievement in the NETS Profiles for Technology (ICT) Literate Students.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 60-80% of students in each grade level
will demonstrate overall proficiency in technology literacy skills, as measured by the indicators of
achievement in the NETS Profiles for Technology (ICT) Literate Students.
Yea r 3 Be nchmark: By the end of the 2010-1011 school year, 80-100% of students in each grade
level will demonstrate overall proficiency in technology literacy skills, as measured by the indicators of
achievement in the NETS Profiles for Technology (ICT) Literate Students.
3e.1 Acti vitie s a nd Imple mentati o n            Timeli ne         Perso n(s )           Mo nito ri ng a nd
Steps                                                                 Resp o nsi ble        Eval uati on
3e.1.1 Raise teachers' awareness of their           2007-2009         Site                  Technology
responsibility for the integration of NETS                            Administrators,       Integration
standards into the curriculum.                                        Teachers, Library     Specialists, Site
                                                                      Media Teachers        Administrators
                                                                                            and Grade Level
3e.1.2 Explore ways to integrate technology         Ongoing           Teachers, Library     Coordinators
skills into the curriculum so that students can                       Media Teachers        track the
begin to, improve in and demonstrate these                                                  implementation of
skills.                                                                                     all activities,
                                                                                            reporting
3e1.3 Collaborate in grade level groups to          Ongoing           Site
                                                                                            progress annually
develop, record data and share solutions for                          Administrators,
                                                                                            at district
incorporating technology skills into student-                         Teachers, Library
                                                                                            meetings.
learning experiences. See also Section                                Media Teachers
                                                                                            Modifications to
4b.1.13.
                                                                                            district activities
                                                                                            will be made as
                                                                                            needed.
3e.1 Eva luati o n Instrume nts and Data

Instrument: EdTech Profile.
Data: Teacher self-assessed proficiencies, Standards 9 and 16.
Instrument: Grade level group meeting notes.
Data: Ongoing implementation, collaboration,and reporting results and student progress to grade level
groups.



Instrument: Forthcoming evaluation tools based on NETS-S.
Data: Number of students successful in learning grade level appropriate skills.




                                                                                                                  Page 26
Goal 3e.2: Improve Students' Information Literacy Skills
Goal: Students will begin to, improve in, and demonstrate the appropriate grade level skills in
information literacy in accessing, analyzing, and synthesizing information.
Objecti ve 3 e.2: By the end of the 2010-2011 school year, 80-100% of students in each grade level will
meet appropriate grade level benchmarks from the ETF Marin County K-12 Information Literacy Standards
(April 2007) that set proficiency standards for the use of information literacy skills to locate, analyze, and
synthesize new knowledge.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 40-60% of students in each grade level
will meet appropriate grade level benchmarks from the ETF Marin County K-12 Information Literacy
Standards (April 2007) that set proficiency standards for the use of information literacy skills to locate,
analyze, and synthesize new knowledge.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 60-80% of students in each grade level
will meet appropriate grade level benchmarks from the ETF Marin County K-12 Information Literacy
Standards (April 2007) that set proficiency standards for the use of information literacy skills to locate,
analyze, and synthesize new knowledge.
Yea r 3 Be nchmark: By the end of the 2010-1011 school year, 80-100% of students in each grade
level will meet appropriate grade level benchmarks from the ETF Marin County K-12 Information Literacy
Standards (April 2007) that set proficiency standards for the use of information literacy skills to locate,
analyze, and synthesize new knowledge.
3e.2 Acti vitie s a nd Imple mentati o n             Timeli ne       Perso n(s )           Mo nito ri ng a nd
Steps                                                                Resp o nsi ble        Eval uati on
3e.2.1 Raise teachers' awareness of their            2007-2009       Site                  Technology
responsibility to integrate Information Literacy                     Administrators,       Integration
Standards K-12 into the curriculum. Teachers                         Teachers, Library     Specialists, Site
begin to integrate Information Literacy                              Media Teachers        Administrators
Standards and assess students’ progress in                                                 and Grade Level
learning appropriate skills.                                                               Coordinators
                                                                                           track the
3e2.2 Explore ways to further integrate              Ongoing         Teachers, Library
                                                                                           implementation of
information literacy skills into the curriculum so                   Media Teachers
                                                                                           all activities,
that students improve their learning of
                                                                                           reporting
appropriate skills.
                                                                                           progress annually
                                                                                           at district
                                                                                           meetings.
                                                                                           Modifications to
                                                                                           district activities
3e2.3 Collaborate in grade level groups to           Ongoing         Teachers, Library     will be made as
develop, record data and share solutions for                         Media Teachers        needed.
incorporating information literacy skills into
student learning experiences so that students
continue to improve their learning of
appropriate skills. See also Section 4b.1.13.
3e.2 Eva luati o n Instrume nts and Data

Instrument: Grade level group meeting notes.
Data: Ongoing implementation, collaboration,and reporting results and student progress to grade level
groups.
Instrument: Information Literacy Standards K-12 Matrix.
Data: Number of information literacy skills implemented by teachers.

                                                                                                                 Page 27
Instrument: Student Skills Assessment Checklist.
Data: Number of students successful in learning grade level appropriate skills.




                                                                                  Page 28
3f. Curriculum Goals: Cyberethics
Rubric: List of goals and an implementation plan that describe how the district will address the appropriate
and ethical use of information technology in the classroom so that students can distinguish lawful from
unlawful uses of copyrighted works, including the following topics: the concept and purpose of both
copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and
avoiding plagiarism.
Context: Kentfield teachers have ample experience teaching about plagiarism of the written word
starting in the elementary school, especially in the context of library research, and continuing in all
content classes in the middle school. District parent/student handbooks explicitly define a policy
regarding the consequences of plagiarism, and students are well aware of the meaning and the
unethical nature of using the work of others without permission. Respect and responsibility are
part of the ubiquitous Character Counts program, which is an integral part of the District’s
Strategic Goals, and teachers refer frequently to these "Pillars of Character" in discussing
plagiarism.
With regard to electronic images and information, most teachers are aware of fair use and
copyright, and those teachers involved with projects using downloaded music, image, video, and
text files admonish the students of the need to cite sources. What is needed in the District,
however, is a cyberethics scope and sequence that spirals from the lower grades through the
middle school, and a systematic approach to teaching the concepts of copyright and fair use,
lawful downloading and file sharing, and plagiarism (both electronic and traditional).
Such a curriculum, with age-appropriate sources, needs to be created, aligned with the Pillars of
Character, and made available to all Kentfield teachers. A plan for instruction in this curriculum
needs to be developed, in order for all students to be aware of the expectations regarding
responsible and legal use of electronic files before embarking on digital projects. Such a plan is
also necessary to meet the expectations of AB 307, the California legislative bill regarding
cyberethics.




                                                                                                  Page 29
Goal 3f.1: Introduce a Cyberethics Scope and Sequence
Goal: We will increase students' awareness of legal and ethical use of the Internet and other
forms of electronic communication through age-appropriate instruction in cyberethics.
Objecti ve 3 f.1: By the end of the 2010-2011 school year, 100% of Grade K-8 students will have
received age-appropriate instruction in the appropriate and ethical use of information technology, aligned
with the District program in the Pillars of Character.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 40-60% of Grade K-8 students will have
received age-appropriate instruction in the appropriate and ethical use of information technology.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 60-80% of Grade K-8 students will have
received age-appropriate instruction in the appropriate and ethical use of information technology.
Yea r 3 Be nchmark: By the end of the 2010-1011 school year, 80-100% of Grade K-8 students will
have received age-appropriate instruction in the appropriate and ethical use of information technology.
3f. 1 Acti vitie s a nd Impl eme ntatio n          Timeli ne       Perso n(s )           Mo nito ri ng a nd
Steps                                                              Resp o nsi ble        Eval uati on
3f.1.1 Research existing digital citizenship       2007-2008       Technology Use        Curriculum
programs and related issues, such as                               Group                 Groups, Grade
plagiarism, cyberbullying, netiquette, and                                               Level
copyright, using materials published by ISTE                                             Coordinators,
and others (see Appendix for references).                                                Library Media
                                                                                         Teachers and Site
3f.1.2 Expand existing District policies           2008-2009       Technology Use
                                                                                         Administrators
regarding bullying, slurs, sexual harassment,                      Group, Site
                                                                                         track the
plagiarism, and other ethical issues to include                    Administrators
                                                                                         implementation of
the use of technology.
                                                                                         all activities.
3f.1.3 Make all parents, teachers, and             Annual          Technology Use        Modifications to
students aware of District policy on ethics in                     Group, Site           district activities
regard to the use of technology.                                   Administrators        will be made as
                                                                                         needed.
3f.1.4 Ensure that the District policies           Ongoing         Site
regarding cyberethics are aligned with the                         Administrators,
Pillars of Character Counts program.                               counseling staff
3f.1.5 Provide instruction at all grade levels     Annual          Teachers,
regarding cyberethics, in tandem with                              counseling staff
instruction in the Pillars of Character Counts
program.
3f.1.6 Include instances of cyber-abuse in site    Ongoing         Site
discipline logs.                                                   Administrators
3f. 1 Eval uatio n I nstrum ent s a nd Data

Instruments: Teacher training materials, lesson and class meeting plans, parent/student handbook,
samples of student activities and products, board policies, parent education materials, parent
communication.
Data: Evidence of preparation for, and implementation of, cyberethics curriculum.
Instrument: Discipline referrals regarding technology.
Data: Evidence of inappropriate use of technology according to the cyberethics curriculum.




                                                                                                               Page 30
3g. Curriculum G oals: Cybersafety
Rubric: List of goals and an implementation plan that describe how the district will address Internet safety,
including how to protect online privacy and avoid online predators.
Context: The Kentfield School District takes its students’ safety, both physical and emotional, very
seriously, and online safety is no exception. Teachers’ warnings, visiting law enforcement officials,
anti-bullying and anti-harassment policies, and Internet filtering are all directed toward student
cybersafety. The District is moving in the right direction to maximize student safety; however,
teachers, parents, and the Board have expressed the need to make the cybersafety program
more widespread and more effective, and this plan includes goals to do so.
Currently the District addresses cybersafety issues in several venues. The Technology User Group
creates and distributes Internet publishing permission forms that give parents the ability to opt-out
of the use of any information about or work created by their children. Teachers and administrative
staff are given limited, basic instruction in District policies about internet publishing and privacy
issues, and the Communications Committee also reviews online communications to include
cybersafety topics. The District currently requires all internet users (staff and students) to sign an
acceptable use agreement (created by the Marin County Office of Education); this agreement will
be revised by the summer of 2008 to include up-to-date language concerning cyberethics and
cybersafety in alignment with AB 307 and other pending legislation.
Students constantly hear their teachers admonish against giving any personal information to
strangers, including online strangers. No class uses the Internet for a project without first
reviewing the importance of never giving out personal information. Parents of Kent Middle School
students must sign a Permission Form, which includes the promise never to do so, in order to be
able to use the school’s computers. Technology and Library Media Teachers are given the
primary duty of including cybersafety lessons for students as part of the overall information and
technology literacy curriculum, and all teachers are charged with monitoring student use of
technology to limit students' exposure to harmful material. In the 8th grade technology class, for
example, students visit Netsmartz.org to consider dilemmas, temptations, and consequences
related to unsafe online communication.
While such procedures are valuable, the District’s goal is to standardize the message and the
protocol, so that instruction in cybersafety is uniformly applied at all grade levels. This systematic
approach will be especially necessary at the middle school, where students are beginning to use
email- and Internet-based applications such as gaggle.net, eBoard, and goggle docs for
communication and collaboration with other Kent students, and where the future may find
students communicating and collaborating with children and adult experts from other locations.
Assemblies at Kent Middle School featuring police and FBI visitors sharing real stories of children
victimized by Internet predators have had a marked effect on student attitudes, and will be
included in our future program. Presentations directed at 5th and 6th graders differ from those
directed at 7th and 8th graders, but both styles have seemed appropriate: many students have
reported their attitudes changing toward caution as a result of the visits.
The District’s web content filter is another way of attending to the safety of students. All web
content delivered to District school sites is passed through a WebSense software filter, installed at
the Marin County Office of Education. MCOE Information Services sets the same WebSense
policy for all schools using its filter, to reject web content that is obscene, contains child


                                                                                                    Page 31
pornography, or is otherwise harmful to minors, so that it constitutes a CIPA-compliant
technology protection system.
The Board of Trustees has adopted District policies about bullying and harassment that are
applicable to cyberbullying, as well as policies about the monitoring of student use of technology,
and is currently in the process of revising the overall policy book to align with newer cybersafety
standards, as recommended by the California School Boards Association, to comply with CIPA,
AB 307 and other new legislation. For example, H.R. 3132, a federal bill now before Congress, if
passed, will mandate all school districts to adopt anti-bullying language.
To help parents understand cybersafety issues, the District has in past years offered at least one
parent education workshop on cybersafety, presented by a guest expert from law enforcement,
giving parents a chance to discuss students' safe use of the internet at school and at home. At
these parent workshops, and at the Tech Plan workshop held in September 2007, parents
expressed concerns that cybersafety be addressed in a more focused way throughout the
curriculum and in District policies and procedures. As part of our response, the District will
coordinate its efforts closely with CTAP and Marin County Office of Education programs for staff,
parents and students.
CTAP Region IV works in partnership with Regional Safe School Planning and the Marin County
Office of Education Safe School Planning team to provide workshops for educators,
administrators, school law enforcement partners and school psychologists on critical topics
related to cybersafety. Kentfield administrators and teachers have recently participated in
workshops on "My Space Unraveled" and "How to Respond to Cyberbullying and Not Get Sued."
In addition, CTAP makes available its speakers for parent workshops sponsored by MCOE, the
16th District PTA and the School/Law Enforcement Partnership. Under a grant from AT&T, CTAP
Region IV produced and distributed cybersafety posters, which have been posted in Kentfield
classrooms, computer labs and libraries. CTAP also maintains a cybersafety web site that offers
free PowerPoint presentations and instructional materials for classroom teachers.




                                                                                           Page 32
Goal 3g.1: Introduce a Scope and Sequence in Cybersafety
Goal: Increase students' awareness of safe and secure use of the Internet and other forms of
electronic communication through an age-appropriate curriculum in cybersafety.
Objecti ve 3 g. 1: By the end of the 2010-11 school year, 100% of Grade K-8 students will have
completed an age-appropriate curriculum in cybersafety.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 40-60% of Grade K-8 students will have
completed an age-appropriate curriculum in cybersafety.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 60-80% of Grade K-8 students will have
completed an age-appropriate curriculum in cybersafety.
Yea r 3 Be nchmark: By the end of the 2010-2011 school year, 80-100% of Grade K-8 students will
have completed an age-appropriate curriculum in cybersafety.
3g. 1 Activities a nd Im pleme ntatio n             Timeli ne      Perso n(s )          Mo nito ri ng a nd
Steps                                                              Resp o nsi ble       Eval uati on
3g.1.1 Investigate sources for acceptable use       2008-2009      Technology Use       Technology
plans, cybersafety lessons, and student                            Group                Coordinator,
activities (e.g., CTAP, CSBA, local law                                                 Technology Staff,
enforcement officials, experts in the field of                                          Library Media
cybersafety), and sources of teacher training                                           Teachers, and
(e.g., CTAP workshops).                                                                 District and Site
                                                                                        Administrators
3g.1.2 Create a standardized District-wide          2009-2010      Technology Use
                                                                                        track the
Acceptable Use Agreement, based on the                             Group, Board of
                                                                                        implementation of
revised MCOE AUA, including policies for                           Trustees
                                                                                        all activities,
student and staff use of technology; and revise
                                                                                        reporting
District policy concerning staff monitoring of
                                                                                        progress at
student use to protect against exposure to
                                                                                        district TUG
harmful material.
                                                                                        meetings.
3g.1.3 Develop a cybersafety curriculum that        2009-2010      Technology Use       Modifications to
integrates Internet Safety into all grade levels,                  Group, Site          district activities
including professional development for all                         Administrators       will be made as
teachers involved. Define roles for staff                                               needed.
members in the plan’s implementation.
3g.1.4 Implement the agreed-upon plan.              Ongoing        Teachers, Library
                                                                   Media Teachers


3g. 1 E val uati on I nst rume nts a nd Data

Instrument: Teacher training materials, workshop evaluations, lesson plans, samples of student activities,
board policies.
Data: Evidence of preparation for, and implementation of, cybersafety curriculum.
Instrument: Discipline referrals regarding technology.
Data: Evidence of inappropriate use of technology according to the district’s Acceptable Use Plan.




                                                                                                              Page 33
3h. Curriculum G oals: Equitable Access to Techn ology
Rubric: Description of or goals about the district policy or practices that ensure equitable technology
access for all students.
Context: All students at Bacich and Kent have access to computers in their classrooms. Six
Mobile Carts provide additional access for project-based learning K-8. Kent also has a dedicated
computer lab while both Bacich and Kent have Library Media Centers designed for instruction as
well as individual student use.
The Bacich Library Media Center and the Kent computer lab are staffed during recess and lunch
in order to allow students access to technology during non-instructional time. At Kent, the Library
Media Center is also open to students before school and after school for media and computer
use.
Reading, writing and math intervention software and web supports (Read Naturally SE,
Read:OutLoud, Write:OutLoud, Draft:Builder, Co:Writer and MathBrain) are being used in the
Kent Learning Lab, ELL and academic support classroom as well as in the libraries and computer
labs. Classroom teachers and students have access to a dedicated server that houses audio and
e-text versions of core curricular texts and literature. Text-to-speech screen reader technology is
employed in support of differentiated access to state standards. Subscription-based services
such as ed1stop, (a web based portal with video streaming content aligned to state standards)
and reference-based search engines, are made available to students for use at school and at
home.
Going forward, teachers and administrators may evaluate programs that combine differentiated
instruction strategies with assessment components, such as the DIBELS program or Accelerated
Reader.
Students with an active Individualized Education Program have appropriate access to technology
hardware, peripherals, and software including assistive technology as deemed appropriate and
defined by the IEP site team and the students’ IEP goals. English Learners have appropriate
access to technology hardware, peripherals, and software needed to support their English
language acquisition as well as their achievement of the academic standards.
The goals and objectives in this section ensure that all students will continue to have equal
access to technology to support achievement of the academic standards in the classroom,
district curricular goals, and ultimately for success in the workplace. The technology goals and
objectives for student sub-groups, such as Special Education and English Learners, are the same
as for all other students, although the programs and methods for achieving the objective may be
adapted to best meet their needs.




                                                                                                    Page 34
Goal 3h.1: Equitable Access Across Classrooms
Goal: All students in our district will have equal classroom access to technology to support
achievement of the academic standards in the classroom, district curricular goals, and ultimately
for lifelong learning and success in our digital society.
Objecti ve 3 h. 1: By the end of the 2010-11 school year, our district average student to laptop computer
ratio will be 2 to 1 or better. (CDE defined up-to-date multimedia computer as four years old or newer as
per annual California School Technology data and district records).
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, our district average student to laptop
computer ratio will be 3.5 to 1 or better.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, our district average student to laptop
computer ratio will be 2.5 to 1 or better
Yea r 3 Be nchmark: By the end of the 2010-2011 school year, our district average student to laptop
computer ratio will be 2 to 1 or better.
3h. 1 Acti vities a nd Impleme ntati on            Timeli ne      Perso n(s )          Mo nito ri ng a nd
Steps                                                             Resp o nsi ble       Eval uati on
3h1.1 Determine number of new computers            Annual         Technology           Technology
necessary to replace those older than four                        Coordinator,         Coordinator
years and to improve the student-computer                         Technology Use       reviews annual
ratio annually to meet benchmark. Prepare                         Group                student-computer
budget to present to School Board and                                                  ratio to determine
Kentfield Schools Foundation.                                                          progress made
                                                                                       toward objective,
3h.1.2 Leverage District funding for technology,   Annual         Technology
                                                                                       revising
write technology grants, encourage parent                         Coordinator,
                                                                                       technology
fund-raising earmarked for technology, and                        District
                                                                                       budget as
devise new ways to raise funds to meet the                        Superintendent,
                                                                                       necessary to
annual benchmark.                                                 Site
                                                                                       present to School
                                                                  Administrators,
                                                                                       Board.
                                                                  Technology Use
                                                                  Group
3h. 1 E val uati o n Instrume nts a nd Data

Instrument: CDE Technology Use Survey
Data: Student-computer ratio.




                                                                                                            Page 35
Goal 3h.2: Equitable Extra-Classroom Access to Technology
Goal: All students in our district will have equal extra-classroom access to technology to support
achievement of the academic standards in the classroom, district curricular goals, and ultimately
for lifelong learning and success in our digital society.
Objecti ve 3 h. 2: By the beginning of the 2008-2009 school year, our district will assure student access
to technology tools at school in order that any student without such access at home may use school
facilities and equipment. This level of access will be ongoing.
Yea r 1 Be nchmark: By the beginning of the 2008-2009 school year, our district will assure student
access to technology tools at school in order that any student without such access at home may use
school facilities and equipment. This level of access will be ongoing.
3h. 2 Acti vities a nd Impleme ntati on                Timeli ne   Perso n(s )           Mo nito ri ng a nd
Steps                                                              Resp o nsi ble        Eval uati on
3h.2.1 Develop policy at each school site              2007-2008   Site                  Site
stipulating that no teacher will assign                            Administrators        Administrators
schoolwork requiring student use of technology                                           observe
(e.g., computer, Internet access, printer) unless                                        adherence to
sufficient time is allowed for students to visit the                                     policy by
school library and/or computer lab well before                                           teachers, and
the work is due.                                                                         assure that
                                                                                         libraries are
3h.2.2 Develop policy at each school site              2007-2008   Site
                                                                                         staffed
stipulating that the library will remain open and                  Administrators,
                                                                                         adequately.
staffed after school to allow students access to                   Library Media
                                                                                         Grade Level
computers, internet, and printers.                                 Teachers
                                                                                         Coordinators
                                                                                         remind colleagues
                                                                                         of policy regularly
3h. 2 E val uati o n Instrume nts a nd Data

Instrument: Ongoing classroom observations by Site Administrators
Data: Adherence to policy of no assignment due dates without sufficient time for access to library.




                                                                                                               Page 36
Goal 3h.3: Equitable Access for Differentiated Instruction
Goal: All students in our district will have equal access to technology to support differentiated
achievement of the academic standards in the classroom, district curricular goals, and ultimately
for lifelong learning and success in our digital society.
Objecti ve 3 h. 3: By the end of the 2010-11 school year, all K-8 students in our district will have access
to technologies that support the differentiation of instruction.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 40-60% of the students in our district
will have access to technologies that support the differentiation of instruction.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 60-80% of the students in our district
will have access to technologies that support the differentiation of instruction.
Yea r 3 Be nchmark: By the end of the 2010-1011 school year, 80-100% of the students in our district
will have access to technologies that support the differentiation of instruction.
3h. 3 Acti vities a nd Impleme ntati on            Timeli ne        Perso n(s )           Mo nito ri ng a nd
Steps                                                               Resp o nsi ble        Eval uati on
3h.3.1 Purchase hardware and curricular            August 2008      Site                  Technology Use
materials necessary to provide school-wide                          Administrators,       Group,
access to audio and e-text versions of                              Technology            Curriculum
textbooks and literature taught in grades K-8.                      Coordinator           Groups and Site
                                                                                          Administrators
3h.3.2 Purchase District network licenses for      August 2008      Technology            track the
assistive and remedial software currently being                     Coordinator           development and
used by special education to be installed                                                 implementation of
campus-wide at both sites.                                                                all activities and
                                                                                          accomplishments
3h.3.3 Expand computer-based literature and        August 2008      Site
                                                                                          monthly and
CORE content book collection for use in                             Administrators,
                                                                                          report progress at
providing parallel access to state standards.                       Technology
                                                                                          regular district/
                                                                    Coordinator,
                                                                                          site administration
                                                                    Library Media
                                                                                          meetings.
                                                                    Teachers
                                                                                          Modifications to
3h.3.4 Maintain current subscriptions to           Ongoing          Site                  our district
ed1Stop and Discovery Education streaming,                          Administrators,       activities will be
as well as other online search engines and                          Technology            made as needed
databases (services that allow differentiated                       Coordinator,          in order to insure
access to information/research sites). See also                     Library Media         that we meet or
Section 5c.2.12.                                                    Teachers              exceed
                                                                                          measurable
3h.3.5 Evaluate the usefulness of online           Ongoing          Teachers              objectives.
curriculum-specific self-paced practice and
assessment software applications and online
services, such as Accelerated Reader and
ALEKS, in pilot programs at different grade
levels.
3h.3.6 Develop procedures/protocols to             July 2008        Site
systematically identify populations in need of                      Administrators,
differentiated curricular access (below grade-                      Intervention Staff,
level readers, writers and math students as well                    Counseling Staff
as second language learners and students from
socio-economically disadvantages
backgrounds).



                                                                                                                Page 37
3h.3.7 Expand current interventions (used           2008-2009     Site
primarily to address skill-based remediation                      Administrators,
needs of special education students) to                           Intervention Staff,
systematically identified populations of students                 Counseling Staff,
– see above – across the general education                        Teachers
setting.
3h.3.8 Use DataDirector to sort and track           2008-2009     Site
progress of students’ receiving interventions                     Administrators
and access to differentiated materials.

3h.3.9 Evaluate effectiveness of software.          2008-2009     Technology
Upgrade software and hardware to meet                             Coordinator, Site
increased need.                                                   Administrators,
                                                                  Intervention Staff,
                                                                  Teachers
3h.3.10 Identify additional needs (if any) that     Ongoing       Technology
require additional hardware, software and/or                      Coordinator, Site
peripherals. Then, research alternatives.                         Administrators,
                                                                  Intervention Staff
3h.3.11 Pilot supplemental technology               2008-2009,    Intervention staff,
designed to support differentiation of              Ongoing       Teachers
curriculum and instruction.

3h.3.12 Upgrade software and hardware to            Ongoing       Technology
meet increased and ever changing needs.                           Coordinator, Site
                                                                  Administrators,
                                                                  Intervention Staff
3h. 3 E val uati o n Instrume nts a nd Data

Instrument: DataDirector reports (at each grading period) to assess student progress and the effectiveness
of technology related differentiation tools.
Data: End-of-term grades, exam scores.




                                                                                                             Page 38
Goal 3h.4: Equitable Access for IEP Students
Goal: All students in our district with identified disabilities will have equal access to assistive
technology to support achievement of the academic standards in the classroom, district curricular
goals, and ultimately for lifelong learning and success in our digital society.
Objective 3h.4: By the end of the 2010-2011 school year, all K-8 students in the district with identified
disabilities will continue to be provided appropriate access to assistive technologies, as measured by IEP
requirements. This level of access will be ongoing.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, all K-8 students in the district with
identified disabilities will continue to be provided appropriate access to assistive technologies, as
measured by IEP requirements.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, all K-8 students in the district with
identified disabilities will continue to be provided appropriate access to assistive technologies, as
measured by IEP requirements.
Yea r 3 Be nchmark: By the end of the 2010-2011 school year, all K-8 students in the district with
identified disabilities will continue to be provided appropriate access to assistive technologies, as
measured by IEP requirements.
3h. 4 Acti vities a nd Impleme ntati on              Timeli ne      Perso n(s )           Mo nito ri ng a nd
Steps                                                               Resp o nsi ble        Eval uati on
3h.4.1 Students with an active Individualized        Ongoing        Director of Special   Special Education
Education Program will have appropriate                             Education,            Staff will track the
access to technology hardware, peripherals,                         Technology            provision of
and software including assistive technology as                      Coordinator           appropriate
deemed appropriate and defined by the IEP                                                 technology per
site team and the students’ IEP goals.                                                    IEP
                                                                                          recommendation.
3h.4.2 Facilitators of IEP services (resource        Ongoing        Director of Special
                                                                                          Modification to
specialists, vision and hearing specialist, etc)                    Education,
                                                                                          district level
will keep the district appraised of identified and                  Technology
                                                                                          ordering will be
recommended needs.                                                  Coordinator
                                                                                          made as needed
3h.4.3 District will purchase all equipment          Ongoing        Director of Special   in order to assure
recommended and reflected in IEPs.                                  Education,            that we continue
                                                                    Technology            to meet IEP
                                                                    Coordinator           mandates.
3h. 4 E val uati o n Instrume nts a nd Data

Instrument: Annual report reflecting technology items ( hardware, peripherals, and software) purchased as
a result of a direct recommendation embedded within Individualized Education Plans.
Data: Number of items purchased vs. number recommended in IEPs.




                                                                                                                 Page 39
3i. Curriculum Goals: St udent Inf ormation an d Assessme nt
Rubric: List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use
technology to make student record keeping and assessment more efficient and supportive of teachers’
efforts to meet individual student academic needs.
Context: In the Kentfield School District, class scheduling is done using Power School. Power
School also allows teachers to take period-by-period attendance. In addition, Bacich Elementary
teachers adopted Report Card Maker this year while Kent has been using Power Grade for
grading for several years.
In the Fall of 2007, the Kentfield School District adopted DataDirector. The district is now able to
automate data collection and analyze data through participation in use of this countywide data
warehousing system. DataDirector is a web-based fully relational data warehousing system
developed by Achieve Data Solutions. It contains data from school district databases all collected
together in one place. The data warehouse pulls relevant data from the student information
system, human resources, special education, student assessment, and delivers up-to-date, on-
command information to the teacher.
Teachers can filter by period, course, or any of the NCLB filters such as ethnicity, gender, or
second language learners to compare achievement and identify strengths and weaknesses. The
profiles have current and historical data as well as contact information for the student and
parents, and e-mail links to other teachers. With this tool, teachers will be trained to use the data
to drive instructional practices – something that was not possible in the past.
Using DataDirector, when data is disaggregated, administrators will be able to understand
whether variables such as student mobility, professional development for teachers, course
sequencing or parental involvement are affecting student performance. Teachers will have a
broad range of tools to collect and analyze data, and richer sets of student data to guide
instructional decisions.
Student records are now accessible from anywhere in the district rather than just at the school
site or the district office. Transfer of information is easy when students change schools.
Technology has allowed us to become more and more data driven in our decision-making and
instruction, as we are able to pull data from many sources to compile reports on all students or
specific populations of students. With such increased reliance on data, the time is right to
consider the creation of a specific district-level position of Data Specialist. This person's duties
would include the coordination and validation of student data in PowerSchool and DataDirector,
working with teachers and administrators to analyze and learn from student data, providing
technical assistance and training around data systems to teachers and administrators, and
running annual CSIS, CBEDS, STAR, CELDT and other reports required by governmental
agencies.




                                                                                               Page 40
Goal 3i.1: Improved Attendance and Grade Reporting
Goal: The District will standardize district-wide per-period attendance and grade reporting with
use of the PowerSchool, PowerGrade, and Report Card Maker systems for attendance and
grade reporting.
Objecti ve 3 i.1: By the end of the 2010-11 school year, all K-8 teachers will make use of PowerSchool,
PowerGrade, and Report Card Maker systems for attendance and grade reporting.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 70% of all K-8 teachers will make use of
PowerSchool, PowerGrade, and Report Card Maker systems for attendance and grade reporting.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 85% of all K-8 teachers will make use of
PowerSchool, PowerGrade, and Report Card Maker systems for attendance and grade reporting.
Yea r 3 Be nchmark: By the end of the 2010-2011 school year, all K-8 teachers will make use of
PowerSchool, PowerGrade, and Report Card Maker systems for attendance and grade reporting.
3i.1 Acti vitie s a nd Imple me ntatio n Steps   Timeli ne        Perso n(s )           Mo nito ri ng a nd
                                                                  Resp o nsi ble        Eval uati on
3i.1.1 Accomplish staff development activities   Ongoing          Technology            Technology
related to student record-keeping detailed in                     Coordinator, Site     Coordinator and
Section 4b.2, including hiring a 0.4 FTE Data                     Administrators        Site
Specialist.                                                                             Administrators
                                                                                        note teacher
3i.1.2 Kent Middle School teachers will make     Ongoing          Site Administrator,   usage of these
use of PowerSchool to take per-period                             Teachers              tools, and adjust
attendance, and will use PowerGrade to                                                  frequency of
record, store, and report grades.                                                       procedure review
                                                                                        as necessary.
3i.1.3 Bacich Elementary School teachers will    Ongoing          Site Administrator,
make use of Report Card Maker to record,                          Teachers
store, and report grades.

3i.1 Eva luatio n I nstrume nt s a nd Data

Instrument: Records of PowerSchool usage
Data: Teacher usage of per-period attendance with PowerSchool
Instrument: Records of usage of PowerGrade and Report Card Maker
Data: Teacher usage of PowerGrade and Report Card Maker




                                                                                                             Page 41
Goal 3i.2: Use Data-Driven Methods to Deliver Differentiated Instruction
Goal: Employ the DataDirector system to collect and analyze student data to make assessment
more efficient and supportive of teachers' efforts to meet individual student academic needs.
Objecti ve 3 i.2: By the end of the 2010-2011 school year, 80% of all K-8 teachers will make use of
DataDirector to use student data to inform instructional design.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 40% of all K-8 teachers will make use of
DataDirector to use student data to inform instructional design.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 60% of all K-8 teachers will make use of
DataDirector to use student data to inform instructional design.
Yea r 3 Be nchmark: By the end of the 2010-2011 school year, 80% of all K-8 teachers will make use of
DataDirector to use student data to inform instructional design.
3i.2 Acti vitie s a nd Imple me ntatio n Steps      Timeli ne     Perso n(s )         Mo nito ri ng a nd
                                                                  Resp o nsi ble      Eval uati on
3i.2.1 District implementation of DataDirector.     July 2008     Superintendent,     Technology
                                                                  Site                Integration
                                                                  Administrators,     Specialists,
                                                                  Technology          Curriculum
                                                                  Coordinator         Groups, Grade
                                                                                      Level
3i.2.2 Standardize procedures for output.           July 2008     Technology
                                                                                      Coordinators and
                                                                  Coordinator
                                                                                      Site
                                                                                      Administrators
                                                                                      track the
3i.2.3 Evaluate administrative level of readiness   July 2008     Technology          development and
to improve DataDirector functions.                                Coordinator         implementation of
                                                                                      all activities and
                                                                                      accomplishments
3i.2.4 Provide professional development for         Ongoing       Technology          monthly and
Administrators.                                                   Coordinator,        report progress at
                                                                  Technology          regular district/
                                                                  Integration         site administration
                                                                  Specialists         meetings.
                                                                                      Modifications to
3i.2.5 Provide professional development for         Ongoing       Technology
                                                                                      our district
Teachers.                                                         Coordinator,
                                                                                      activities will be
                                                                  Technology
                                                                                      made as needed
                                                                  Integration
                                                                                      in order to insure
                                                                  Specialists
                                                                                      that we meet or
3i.2.6 Provide professional development in the      August 2008   Technology          exceed
use of standards-aligned test item banks.                         Coordinator,        measurable
                                                                  Technology          objectives.
                                                                  Integration
                                                                  Specialists
3i.2.7 Identify and evaluate data that exists at    July 2008     Technology
school sites.                                                     Coordinator, Site
                                                                  Administrators

3i.2.8 Ensure that administrators have the          2007-2008     Technology
fundamental skills to interpret data at the site                  Coordinator,
level.                                                            Technology
                                                                  Integration

                                                                                                            Page 42
                                                                   Specialists




3i.2.9 Ensure that all technology staff are       July 2008        Technology
proficient in data management                                      Coordinator,
                                                                   Technology
                                                                   Integration
                                                                   Specialists
3i.2.10 Develop goal-monitoring reports for       2008-2009        Technology
administrators and teachers                                        Coordinator,
                                                                   Technology
                                                                   Integration
                                                                   Specialists
3i.2.11 Expand the types of data collected and    2009-2010        Technology
used for Single Plan for Student Improvement                       Coordinator
efforts.

3i.2.12 Gather details on the process in which    2008-2011        Technology
teachers are differentiating instruction in                        Coordinator, Site
response to students who need additional                           Administrators
support.
3i.2.13 Teach staff to use data thoughtfully.     2008-2011        Superintendent,
Sustain a culture of continuous improvement                        Site
through data driven decision-making.                               Administrators

3i.2 Eva luatio n I nstrume nt s a nd Data

Instrument: Administrator and teacher training materials, DataDirector site logins and usage records.
Data: Number of logins, exams and assessments entered.




                                                                                                        Page 43
3j. Curriculum Goals: Sc hool-t o-H ome Communication
Rubric: List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use
technology to improve two-way communication between home and school.
Context: Recent years have seen a dramatic increase in technology use by teachers and
administrators to improve school-to-home communications.
At the District level, a Communications Committee of the Board that includes the Superintendent,
a Board member, both Assistant Principals, the Technology Coordinator and members from the
PTA and School Foundation has met since 2005 to coordinate email and website
communications to parents and the community. This committee is responsible for generating the
"Kentfield Connections" weekly email newsletter, with content drawn from a variety of sources
including school and District administrators. The www.kentfieldschools.org website, built using
PmWiki, features important news items, as well as archives of policies and other documents.
Beginning in 2007, registration and contact information has been entered directly by parents via
online forms. Sympa, a web-based listserv system, includes many lists that teachers and
administrators routinely use to send urgent communications to parents. Finally, parent phone
numbers are uploaded to an outgoing phone message system used in emergencies and
evacuation drills.
Each school office produces an electronic weekly PDF newsletter (the Bacich "Weekly Bulletin"
and the Kent "Falcon Fax") that includes important events and community announcements, and
maintains an online calendar of school events using Google Calendar. The event calendars are
available to parents through the schools' websites. At present, the Communications Committee
achieves some coordination of where messages are placed, but redundancies and a lack of
specific protocols sometimes leads to inconsistent information being delivered to parents. More
effort should be spent on identifying the proper channels for parent information, and processes
need to be put in place to assure that data is kept up to date and is consistent across all
channels.
Many District teachers publish classroom websites, developed with iWeb, that describe course
syllabi, include links to homework resources, and provide news to students and parents. To this
point, teachers follow guidelines in determining the content of these classroom websites. There
are no minimum requirements for publishing assignments on websites; keeping track of
assignments with the aid of written agenda, is a student's daily responsibility. At the current time,
only a few teachers make use of blogs and wikis for parent and student communications; no staff
development has been provided to teachers to help them with these technologies.
At Bacich school, all teachers distribute regular electronic newsletters (email messages, Apple
Pages documents or iWeb blogs) to parents by email. Teachers at Kent submit grades and
comments through PowerSchool that students and parents can access at home on the
PowerSchool parent website. Kent parents can also sign up to receive regular attendance and
grade reports by email from the PowerSchool system.
Although our student population does not meet a 15% foreign home language threshold for any
particular language, a goal of both schools is to provide translation of essential information into
Spanish (the primary foreign language spoken by students). The District relies on Spanish
teachers, volunteers and paid translators to do translation work on an as-needed basis. A
handful of families do not have reliable internet access, and request printed copies of important

                                                                                               Page 44
information. The school offices generally make their weekly newsletters available in hard copy for
these parents, as do some teachers.
The 2006 Parents Communications Survey highlighted our parents' desire for more
communications from teachers about student progress and curriculum. The goals and objectives
listed below are intended to improve the scope and effectiveness of communications.




                                                                                          Page 45
Goal 3j.1: Improved Teacher and Administrator Communication
Goal: All teachers and administrators will make use of at least one of the following technology
tools to enhance and improve communication between home and school: voice mail, email, and
web-based services.
Objecti ve 3 j.1: By the end of the 2010-11 school year, teachers and administrators will be able to
communicate with 95% of parents using voicemail, email and web-based services (web sites, wikis, blogs,
listservs).
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, teachers and administrators will be able
to communicate with 70% of parents using voicemail, email and web-based services (web sites, wikis,
blogs, listservs).
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, teachers and administrators will be able
to communicate with 80% of parents using voicemail, email and web-based services (web sites, wikis,
blogs, listservs).
Yea r 3 Be nchmark: By the end of the 2010-2011 school year, teachers and administrators will be able
to communicate with 95% of parents using voicemail, email and web-based services (web sites, wikis,
blogs, listservs).
3j.1 Acti vitie s a nd Imple me ntatio n Steps        Timeli ne   Perso n(s )        Mo nito ri ng a nd
                                                                  Resp o nsi ble     Eval uati on
3j.1.1 Complete related infrastructure                See 5c.6    See 5c.6           Technology
implementation steps in Section 5c.6.                                                Coordinator
                                                                                     presents reports
                                                                                     of
3j.1.2 Assign email addresses for parent and          2008        Communications     communications
community feedback to administrators at the                       Committee          data at monthly
District office and each school site.                                                Communications
                                                                                     Committee
                                                                                     meetings.
3j.1.3 Optimize parent contact database, by           Ongoing     Technology
training parents and staff on how to keep email                   Coordinator,
and emergency contacts up-to-date.                                Assistant
                                                                  Principals and
                                                                  office staff
3j.1.4 Refine and publish communications              Ongoing,    Communications
methods and policies (such as preferred               monthly     Committee
methods, content, frequency, style, publishing        meetings
permissions, student photo policy, etc.).
3j.1.5 Develop a policy for providing essential       December    Communications
communications to families without access to          2008        Committee,
the internet and to Spanish-speaking families.                    Technology
                                                                  Coordinator
3j.1.6 Train teachers and administrators about        Ongoing     Technology
email and web publishing, with focus on tools                     Integration
(listservs, wikis, blogs) and policies (appropriate               Specialists
content, privacy, safety).
3j.1.7 Train and coordinate school and District       Ongoing     Technology
office staff to maintain public and private event                 Coordinator
calendars.


                                                                                                          Page 46
3j.1.8 Create and update classroom and           Ongoing           Teachers,
administrator listservs, wikis and blogs.                          Superintendent,
                                                                   Technology
                                                                   Coordinator,
                                                                   Principals,
                                                                   Assistant
                                                                   Principals
3j.1.9 Migrate PowerSchool "Daily Bulletin",     May 2009          Technology
"Bacich Weekly Bulletin", and "Kent Falcon                         Coordinator
Fax" to Content Management System installed
per Section 5c.6.3, incorporating event
calendars and other content.
3j.1.10 Create a pilot program of course-        2008-2009         6th Grade (or
specific teacher websites using a learning                         grade level to be
management system at Kent Middle School,                           selected)
starting with one grade level.                                     Teachers
3j.1 Eva luatio n I nstrume nt s a nd Data

Instrument: Web, email and RSS feed logs.
Data: Number of logins and visits to teacher and administrator websites, number of parents subscribing to
RSS feeds, volume of email traffic to parent listservs. Publish charts of monthly usage on website.
Instrument: Annual parent and staff surveys of communications use.
Data: Questions about frequency of website and email updates. Survey conducted each April by
Communications Committee, includes items about effectiveness of communications as well as other Board
initiatives.
Instrument: Log of all hard copy and translated communications.
Data: Number of hard copy and translated documents.




                                                                                                            Page 47
3k. Monitorin g the Curriculu m Pla n
Rubric: Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals,
objectives, benchmarks and planned implementation activities including roles and responsibilities.
Curriculum and Grade Level teacher groups are the primary personnel responsible for the K-8
curriculum scope and sequence throughout the District. As indicated in the Monitoring columns
of the goal tables in Sections 3d-3j, these groups together with the Technology Use Group and
Site Administrators will track the development and implementation of curriculum activities and
accomplishments periodically, and report progress at regular District and Site administration
meetings. Modifications to Plan activities will be made as needed in order to insure that the
District meets or exceeds measurable objectives.
The District will participate in the State Annual Technology Survey each year. Teachers will
complete the EdTech Profile assessment of technology proficiencies annually. Students in
selected grades will participate in an annual student survey of technology activities.
Annually, the Curriculum and Grade Level Groups and the Technology Use Group will review
synthesized and analyzed data and make adjustments to Single Plans for Student Achievement,
Site and District Technology Plans, as well as provide data analysis for the Superintendent and
the Board of Trustees.




                                                                                                 Page 48
4. Profe ssi onal Devel opment
4a. Professional Development Nee ds Assessment
Rubric: Summary of the teachers’ and administrators’ current technology proficiency and integration skills
and needs for professional development.
This section of the Technology Use Plan provides a summary of current teacher technology skills
from the EdTech Profile Survey developed by the California Department of Education’s State
Educational Technology Service (SETS).
The survey findings are summarized by specific skills in order to help classroom teachers, schools
and districts plan technology-infused professional development, based on identified needs. The
EdTech Profile survey data and teacher input is reviewed annually at the district and site levels to
better define the following year’s professional development activities and to measure progress. In
addition to self-assessment, the teachers are surveyed annually for site-specific staff development
data.
Aggregate data from all teacher self-assessments was analyzed for Bacich and Kent schools.
The charts below compare teacher proficiencies in basic computer skills and two standards from
the California Commission on Teacher Credentialing, Standards 9 and 16. Standard 9 relates to
using technology in the classroom while Standard 16 addresses using technology to support
student learning. The main summary charts are aggregate proficiency levels for all sub-categories
within each of the three sections. Sub-category charts provide more specific information on skill
sets related to basic computer knowledge, use of technology in the classroom and use of
technology for student learning.

Basic Computing Skills
In the EdTech Profile survey taken in 2007, teachers at both Bacich and Kent schools rated
themselves are most proficient in basic computer knowledge and skills, with 77% of Kent
teachers reporting at an Intermediate or Proficient level, while only 52% of Bacich teachers
reporting at the Intermediate or Proficient level. A more detailed picture of their skill levels is
shown in these sub-category graphs:




Bacich Teachers: Basic Computer Skills                   Kent Teachers: Basic Computer Skills
Basic Skills Sub-Category Legend:
1 General computer knowledge and skills
2 Internet skills
3 Email skills
4 Word processing skills
5 Presentation software skills
6 Spreadsheet software skills

                                                                                                 Page 49
7 Database software skills



CCTC Standard 9
Standard 9 concerns teachers' understanding of basic technology as it might be used in a
classroom setting. Teachers at both Bacich and Kent schools rated themselves on these
proficiencies at intermediate levels, with the lowest proficiencies in Standards 9e, 9f, 9g (which
deal with finding and choosing appropriate technology resources) and 9i (cyberethics and
cybersafety).




Bacich Teachers: Standard 9                                          Kent Teachers: Standard 9
Standard 9 Sub-Category Legend:
1 Standard 9a: Considers the content and selects appropriate technological resources.
2 Standard 9b: Analyzes best practices and research findings on tech use and designs lessons accordingly.
3 Standard 9d: Uses computer applications to manage records and to communicate through printed media.
4 Standard 9e: Interacts with others using email and other collaborative technologies.
5 Standard 9f: Examines a variety of current technologies and uses established criteria to evaluate materials.
6 Standard 9g: Chooses software for relevance, effectiveness, standards alignment, and value to learning.
7 Standard 9h: Demonstrates competence in the use of electronic research tools.
8 Standard 9i: Demonstrates knowledge of copyright issues and of privacy, security, safety issues and policies.




                                                                                                                  Page 50
CCTC Standard 16
Standard 16 describes "Using Technology to Support Student Learning." According to the
results of the EdTech Profile, teachers at Bacich were generally at beginning levels of proficiencies
in these areas, while at Kent teachers felt slightly more proficient. Standards 16b (communication
with other professionals), 16f (analyzing assessment data) and 16g (monitoring outcomes,
reflecting and adjusting lessons) were the areas that need the most focus.




Bacich Teachers: Standard 16                                           Kent Teachers: Standard 16
Standard 16 Sub-Category Legend:
1 Standard 16a: Communicates through a variety of electronic media.
2 Standard 16b: Interacts and communicates with other professionals through a variety of methods.
3 Standard 16c: Uses technological resources to create technology enhanced lessons.
4 Standard 16d: Designs, adapts, and uses information literacy and problem solving lessons.
5 Standard 16e: Uses tech to increase students' ability to plan, locate, evaluate, select, and use information.
6 Standard 16f: Uses computer applications to analyze assessment data and to communicate with parents.
7 Standard 16g: Monitors and reflects upon the results of technology use and adapts lessons accordingly.




                                                                                                                  Page 51
What Teachers Need to Learn
The EdTech Profile survey also asks teachers whether they felt they would benefit most from
additional training in basic skills or in technology integration. Even though Bacich teachers did
not score themselves overly proficient in their understanding and use of basic computer skills, the
large majority still felt that they would prefer that professional development be focused on
integrating technology into the classroom. At Kent, this preference was nearly unanimous (only
three teachers wanted more focus on basic skills).
Now that all teachers have been provided laptops and are getting more and more comfortable
with software and hardware, teachers are increasingly becoming motivated to learn "Apple
Vanguard" skills that they see other teachers using.
.




Bacich Teachers: Preferred PD Focus                  Kent Teachers: Preferred PD Focus




                                                                                          Page 52
Teachers' Preferred Format for Professional Development
Teachers overwhelmingly preferred receiving training in small groups, as shown in these EdTech
Profile results. This aligns well with the feedback from the tech staff doing the training, who felt
that this was the most effective and efficient way to deliver training.




Bacich Teachers: Preferred PD Format                  Kent Teachers: Preferred PD Format




                                                                                             Page 53
Scheduling Professional Development Training
The EdTech Profile results for when teachers preferred to receive professional development
training are shown here. There was no clear preference, and the data suggests that professional
development training be offered at a variety of times: after school, during teacher workdays, over
the summer break, and (as was the case with Vanguard training) during school hours, with
release time given.




                                                     Kent Teachers: Preferred PD Schedule
Bacich Teachers: Preferred PD Schedule




                                                                                            Page 54
Summary of Professional Development Possibilities and Obstacles
Training to meet the Professional Development goals listed in the tables below will be supplied in
a variety of settings, depending on the size and proficiency level of the audience, the technical
proficiency of District technology staff to do the training, and the need to provide teachers with
tested ideas and experiences from educators and experts outside our District.
The following table lists the kinds of professional development activities that teachers have
benefited from and the best use for each kind.
Training Setting                                          Discussion
1 hour on-site small group (<10) training by in-house     Most efficient use of District money; can be tailored to
Tech Specialist                                           just-in-time skills teachers will use right away.
                                                          Scheduling usually requires after-school time, but may
                                                          use release time or common prep period. Can also be
                                                          scheduled during teacher workweek in August or on
                                                          mid-year teacher workdays as a "conference" sign-up for
                                                          a variety of trainings.
1 hour on-site small group sharing by peers               Allows teachers to share ideas and experiences, free
                                                          form. Can be scheduled at grade level meeting time or
                                                          after school. No cost unless some teachers need release
                                                          time because of scheduling conflicts.
1 hour on-site each one-teach one sharing by peer         Easy to schedule. No. cost.
8 day on-site Vanguard training by Apple.                 Builds a team of experts in a wide set of skills, but
                                                          requires 4 days of release time per teacher in addition to
                                                          $1200 fee per teacher (assuming 4 days are scheduled
                                                          during school, 4 days when school is on holiday). In "off
                                                          years", we could do an "in-house" Vanguard program
                                                          with our own Tech Specialist doing the training.
4-5 day on-site summer institutes, training by in-house   Informal workshop for teachers to try projects of their
Tech Specialist.                                          own choosing with immediate tech and curriculum
                                                          support. Multi-day schedule allows time for reflection
                                                          and sharing.
15 minute on-site presentations at staff meetings by      "FYI" presentations that allow tech-oriented teachers to
teachers.                                                 share lesson experiences with the entire school teaching
                                                          staff.
1 hour on-site hands-on workshops at staff meetings       Although not as efficient as small group training,
                                                          dedicating an entire staff meeting to technology can be
                                                          used to introduce technologies that all staff must learn.
                                                          Follow-ups with small groups is usually necessary.
1-2 hour off-site training at Marin County Office of      After school training, usually from industry expert on
Education                                                 basic skills, for MCOE-sponsored training in
                                                          DataDirector, Micorosoft Office, and other basic
                                                          programs, or for workshops provided by CTAP, covering
                                                          topics such as cybersafety. Low cost or even free.
                                                          Teachers generally do not want to go off-site for training,
                                                          so some incentive or requirement for these might need to
                                                          be set up to increase our participation in these events..
1-3 day off-site regional summer institutes               Held at MCOE or another Bay Area location, these
                                                          CTAP-orgainzed workshops usually cover new
                                                          technologies such as Google, or curriculum-specific use

                                                                                                          Page 55
                                                           of technology (writing, middle school math, etc.).
1-3 day off-site vendor training                           Examples: PowerSchool, Apple, DataDirector.
                                                           Sometimes necessary to acquire in-depth skills and to
                                                           teach "trainers of trainers". Cost is usually between $500
                                                           and $1,000 per day including travel expenses and fees.
Single or multi-day site visits to other technology-rich   Examples: The NSBA Technology Leadership Network
schools                                                    sponsors annual site visits for administrators and
                                                           teachers (principals at both Kentfield Schools
                                                           participated in the TLN Site Visit to Palo Alto in 2005).
                                                           Locally, teams of teachers can visit nearby public and
                                                           private schools to learn best practices that can be
                                                           brought back and shared with Kentfield staff. Cost:
                                                           release time and travel.
1-3 day off-site ed tech conferences                       Examples: CUE, NECC, CLMS/Monterey, MacWorld.
                                                           These are terrific venues for teachers to meet and learn
                                                           from technology leaders. High energy level and a
                                                           multitude of sessions means that it is most efficient to
                                                           send a team of at least two teachers or tech specialists
                                                           to these conferences. May require release time in
                                                           addition to conference fees and travel expenses (usual
                                                           total cost is about $2,000-$3,000 per attendee).
Anytime online video training from commercial source,      Good for developing a syllabus for basic training.
such as Atomic Learning.                                   Teachers can take long course at home, or use parts of
                                                           the course to fill areas of skill deficiency.
Anytime online video training created by in-house tech     An alternative to Atomic Learning-type training,
staff                                                      screencasts can be directed at District-specific skills.
                                                           Time and complexity of creating in-house screencasts
                                                           should be dramatically reduced with OS X Leopard
                                                           Podcast Capture application.
Text-based how-tos, handouts, created by in-house tech     Posted online and searchable, these can be tailored to
staff.                                                     solve small but common technology problems.
Ed-tech expert blogs, community sites and newsfeeds.       Such as Weblogg-ed, Classroom2.0, etc. For advanced
                                                           teachers, these provide great ideas without having to
                                                           attend expensive conferences.



Professional Development Needs for Administrators, Tech Support Staff and
Administrative Staff
Although a wide variety of training opportunities have been provided to teaching staff, the same
cannot be said for administrative staff, who must maintain student records and should ideally be
able to provide a second tier of basic tech support, assisting teachers in operating report card
software, restarting servers in an emergency, etc. School staff using PowerSchool administrator
functions need to receive more training (from PowerSchool or in-house) to become less
dependent on tech staff, to become more committed to keeping data correct and consistent and
to use the full power of the student information system (reports, exporting data, etc.)
One big obstacle in effective administrative staff training is getting "release time" – in effect
shutting down a school office (or offices) to do group training. A commitment to administrative
staff training must come from the Superintendent and school Principals. Either admin staff
workdays will need to be set up, or training will have to be repeated to groups of one or two. The
                                                                                                            Page 56
CSIS BP-Cohort program that the District has recently enrolled in is an example of a thorough
approach to teaching administrative staff on the importance of data consistency.
Administrators at the A.P. level or higher also need some basic training. AB 430 is providing
"Module III" training for administrators on the use of student assessment data, but other topics
such as cybersafety are also important for administrators to understand. The District should
propose a continuing education program for technology for its administrators. In the past
administrators have participated in Apple-sponsored open house presentations and attended an
NSBA Site Visit to demonstration schools. Seeing how other schools and Districts are integrating
technology and being able to talk with peers is a key component of getting administrator buy-in
and leadership.
Finally, the technology staff itself needs training to keep up with trends in educational technology,
to acquire hardware- and software-specific skills (for example configuring new versions of server
software) and to expand personal proficiencies into new areas such as programming, security,
server and network administration.




                                                                                             Page 57
4b. Professional Development G oals
Rubric: List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for
providing professional development opportunities based on district needs assessment data (Section 4a)
and the Curriculum Component objectives (Sections 3d through 3j) of the plan.
Context: Kentfield teachers have benefited from many types of professional development in the
use of technology to improve communication, student record keeping, and most importantly
teaching and learning. The goals at this point must be to target professional development more
precisely to teachers’ needs, to offer learning opportunities in such a way that more teachers can
take advantage of them more easily, and to motivate teachers to participate in these opportunities
more often.
In recent years, teachers have had many opportunities to improve their skills and abilities in the
use of technology. Classes and workshops offered at the County Office of Education, local
universities, and professional conferences are often advertised to the whole staff, and some
teachers have taken advantage of them. A weeklong in-house summer technology institute
covering all areas of educational technology has been offered for the last several years, and many
district teachers have attended at least once. The Apple "Vanguard" training of eight full days was
attended in 2006-2007 by 16 district teachers. Jamie Mackenzie presented a series of
technology use workshops in 2006-2007 to the Kent Staff. Our Technology Coordinator
frequently publishes technology advice, and advice and lessons are occasionally offered at staff
meetings. Individual guidance and assistance is frequently offered at both schools by the
Technology Specialists.
The result of these professional development opportunities is that more teachers are presenting
more lessons with digital components, students are engaging in technology-rich projects more
often, and communication and record keeping have become more digital. There is clearly a need,
however, to accelerate the progress teachers have been making in integrating technology into
their curriculum. The atmosphere at both schools is one of anticipation and enthusiasm, and the
time is right to determine teacher needs, identify and develop a wide variety of professional
development opportunities, and motivate teachers to avail themselves of the opportunities.
Teachers have recently made technology needs known in several ways, including a tech use wiki
and the EdTech Profile Survey, and they will continue to do so in detailed ways following the
goals in this section. Teachers have expressed a need for guidance in operations as diverse as
file management, creating slide presentations, and enabling student blogging. Sections 3d – 3j of
this Plan outline the goals for improving and expanding the technology curriculum in Kentfield,
and any program of determining needs must correlate with those curriculum goals. For example,
Goal 3d.1 stipulates that teachers will increase their use of technology to improve delivery of
instruction; this goal should be reflected in professional development proposals regarding the
planning of technology-rich lessons and digital delivery methods. Goal 3g.1.3 calls for the creation
of curriculum regarding cybersafety, which must be accompanied by teacher training in the use of
that curriculum.
Before they can achieve proficiency with applications used in the curriculum, all teachers need to
share a common understanding of basic computer operations in a networked environment, such
as exists in the District. All teachers will be surveyed about their levels of proficiency in essential
computer-management skills, and will be offered training in areas such as understanding file and
folder structure, searching for files, connecting to and using file servers, file sharing strategies,

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syncing and backing up, installing and updating software, adding and configuring printers,
managing email, archiving, attaching, downloading and unarchiving file and folder attachments,
and understanding basic network settings and wireless connectivity. All teachers should also
receive enough training to attain basic proficiency in core computer-based and web-based
applications commonly used by students in the classroom. Additional specialized training should
be available to teachers who request it, in domain-specific application uses such as video
production, word processing, and web research.
Professional development goals must involve setting aside time for training, sharing, and applying
what is learned, and must provide incentives for teachers to dedicate precious time to these
pursuits. The goals outlined below call for a comprehensive teacher training program, increased
release time, and monetary and other incentives. Great emphasis is placed on establishing
protocols for more experienced teachers to share best practices with their grade-level groups and
staffs.
Beginning in 2008, teachers will be given training and support in the construction of professional
learning communities ("PLCs"), following the concepts developed by Richard DuFour and Robert
Eaker. One of the key concepts of a PLC is the construction of job-embedded collaborative
structures to foster transparency and communication between teachers. Already, a PLC-like
approach to technology integration in curriculum development for differentiated instruction has
been seen in some recent activities:
       Sharing of strategies and tools learned by teachers who attended Apple Vanguard
       training
       School-wide participation at Bacich Elementary School in the adoption of new
       standards-based report cards
       Publication and distribution of teacher websites and newsletters
       Meetings by grade level teams to discuss common strategies
       Creation of grade-level assessments using standards-based item banks in
       DataDirector, and subsequent analysis of aggregated data
Certainly, the support of District administrators and Board members will be crucial in bringing all
of the professional development goals listed in the following sections to fruition.




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Goal 4b.1: Improve Technology Skills Proficiency
Teachers will become proficient with general technology skills, integration skills, and information
literacy skills.
Objecti ve 4 b.1 .1: By the 2010-2011 school year, 100% of teachers will show an increase in their
technology proficiencies and basic computer skills.
Objecti ve 4 b.1 .2: By the 2010-2011 school year, 100% of teachers will increase their proficiency in
integrating technology into the curriculum, as they develop 21st century learning skills, Web 2.0 tools,
global awareness, cyberethics and cybersafety, and other elements of 21st century curriculum.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 60% of classroom teachers will
demonstrate increased proficiency in basic skills and in technology integration.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 80% of classroom teachers will
demonstrate increased proficiency in basic skills and in technology integration.
Yea r 3 Be nchmark: By the end of the 2010-2011 school year, 100% of classroom teachers will
demonstrate increased proficiency in basic skills and in technology integration.
4b. 1 Acti vitie s a nd Imp leme ntatio n           Timeli ne       Perso n(s )          Mo nito ri ng a nd
Steps                                                               Resp o nsi ble       Eval uati on
4b.1.1 Introduce teachers to ISTE NETS for          2008            Technology           Technology
Students and Teachers.                                              Coordinator,         Integration
                                                                    Technology           Specialists collect,
                                                                    Integration          analyze and
                                                                    Specialists          report data from
                                                                                         district trainings
4b.1.2 Define, fund and hire a Technology           Summer          Site
                                                                                         and surveys.
Integration Specialist position (beginning at a     2008            Administrators
                                                                                         Technology
level of at least 0.5 FTE) at each school. See
                                                                                         Coordinator
Section 5c.2.1.
                                                                                         collects, analyzes
4b.1.3 Develop and administer self-assessment       Annual          Technology           and reports data
surveys to determine professional development                       Coordinator,         from EdTech
needs to achieve the level of proficiency set out                   Technology           Profile.
in the above objectives, using EdTech Profile                       Integration
and Microsoft Education Competencies                                Specialists
assessments, as well as other targeted surveys
4b.1.4 Work with Superintendent and Site            Annual          Site
Administrators to establish a program of                            Administrators,
additional compensation (release time, grants)                      Technology
or other incentives (certificates, entry to                         Integration
advanced training, etc.) to motivate staff to                       Specialists
meet desired competency levels.
4b.1.5 Schedule trainings in a variety of           Annual          Site
locations and formats to address educator                           Administrators,
needs. All teachers will receive training in the                    Technology
areas of cyberethics (such as copyright, and                        Integration
privacy) and cybersafety as well as in                              Specialists
"netiquette" considerations when using email
and web publishing.
4b.1.6 Publish and disseminate a calendar of        Annual          Site
trainings available throughout the year,                            Administrators,
including in-house workshops, guest                                 Technology
presenters, summer trainings, conferences,                          Integration


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county trainings, CTAP, and videoconferencing                    Specialists




4b.1.7 Establish procedures for teachers who         Summer      Site
have attended or will attend Apple Vanguard          2008        Administrators,
training or ed-tech conferences or workshops                     Technology
to share knowledge, model lesson plans and                       Integration
diffuse learning district-wide, through the use of               Specialists, Grade
blogs, wikis, newsletters, and presentations to                  Level
grade level groups or site staff meetings.                       Coordinators,
                                                                 Curriculum
                                                                 coordinators
4b.1.8 Enroll at least 4 teachers in at an           Fall 2009   Teachers
additional 8-day Apple Vanguard training
program beginning in the 2009 or 2010 school
year.
4b.1.9 Enroll a team of two teachers in at least     Annual      Technology
one major multi-day ed-tech conference (for                      Integration
example: CUE, CLMS, NECC) per year.                              Specialists

4b.1.10 Technology Integration Specialists will      Annual      Technology
develop and deliver in-house workshops to                        Integration
train staff in the use of applications and                       Specialists,
integration of technology in the curriculum.                     Technology
                                                                 Coordinator
4b.1.11 Establish protocols (including               2008-2009   Site
calendaring) for peer coaching by Technology                     Administrators,
Use Group members and other technology                           Technology
leaders at each school site.                                     Integration
                                                                 Specialists
4b.1.12 Establish database of educational web        2008-2009   District
sites to be shared and accessed by district                      Technology Staff
teachers, tagged as to grade level and
curriculum area.
4b.1.13 Establish a database for technology-         2008-2009   District
rich lessons and units of study, tagged as to                    Technology Staff
grade level, curriculum area, application, and
technology skill area.
4b.1.14 Teachers will be trained in the use of       2008-2009   Technology
the above databases.                                             Integration
                                                                 Specialist

4b.1.15 Teachers will contribute to the above        Ongoing     Teachers
databases.



4b.1.16 Develop and implement model for              2008-2009   Site
grade level sharing of units and peer tutoring.                  Administrators,
                                                                 Technology
                                                                 Integration
                                                                 Specialist

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4b.1.17 Provide accessible network storage         Annual            Technology
and online space for teachers to share                               Coordinator,
engaging and motivating technology resources                         Technology
and instructional strategies.                                        Integration
                                                                     Specialists
4b.1.18 Collaborate at grade level and subject     2010-2011         Teachers,
area meetings on development of technology-                          Technology
enriched curricula.                                                  Integration
                                                                     Specialists
4b. 1 E val uatio n I nst rument s a nd Data

Instrument: EdTech Profile and District survey.
Data: Increased proficiency in basic computer skills and curriculum integration.
Instrument: Sign in sheets and evaluations from district trainings in basic computer skills and in curriculum
integration/technology-enriched lesson plans.
Data: Number of participants.




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Goal 4b.2: Teacher Training for Record Keeping and Assessment
A web-based system for PowerSchool and Report Card Maker will be in place and teachers will
be trained in usage for student record keeping and assessment.
Objecti ve 4 b.2 : By the 2010-2011 school year, 100% of teachers will use PowerSchool and Report
Card Maker effectively for student record keeping and assessment.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 60% of classroom teachers will
demonstrate increased proficiency in student record keeping and assessment.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 80% of classroom teachers will
demonstrate increased proficiency in student record keeping and assessment.
Yea r 3 Be nchmark: By the end of the 2010-2011 school year, 100% of classroom teachers will
demonstrate increased proficiency in student record keeping and assessment.
4b. 2 Acti vitie s a nd Imp leme ntatio n          Timeli ne     Perso n(s )         Mo nito ri ng a nd
Steps                                                            Resp o nsi ble      Eval uati on
4b.2.1 Define, fund and hire a 0.4 FTE Data        Summer        See Section         Technology
Specialist position. See Section 5c.5.1.           2008          5c.5.1              Integration
                                                                                     Specialists and
4b.2.2 Both sites will set aside time at staff     Ongoing       Technology
                                                                                     Site
meetings to review the procedures for                            Coordinator, Site
                                                                                     Administrators will
recording, storing, and reporting grades.                        Administrators
                                                                                     collect, analyze
4b.2.3 Kent Middle School will set aside time at   Ongoing       Technology          and report
staff meetings to review procedures for per-                     Coordinator, Site   attendance and
period attendance.                                               Administrator       evaluation data
                                                                                     from district
4b.2.4 Develop and administer surveys to           Annual        Technology          trainings.
determine professional development needs to                      Coordinator,
achieve the level of proficiency set out in the                  Technology
above objectives.                                                Integration
                                                                 Specialists
4b.2.5 Schedule additional trainings in            Annual        Site
PowerSchool and Report Card Maker to                             Administrators,
address educator needs.                                          Technology
                                                                 Integration
                                                                 Specialists
4b.2.6 Evaluate effectiveness of programs and      Annual        Technology
practices.                                                       Coordinator,
                                                                 Technology
                                                                 Integration
                                                                 Specialists
4b. 2 E val uatio n I nst rument s a nd Data

Instrument: District records of teachers trained to use PowerSchool and Report Card Maker.
Data: Percentage of teachers trained
Instrument: District developed evaluation form.
Data: Areas of improvement identified by teachers.




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Goal 4b.3: Train Administrators about Data-Driven Decision Making
Administrators will use technology to improve student achievement through data collection,
analysis, reporting, and data-driven decision making.
Objecti ve 4 b.3 : By the 2010-2011 school year, 100% of administrators will be able to access and
retrieve data for analysis and reporting.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 40% of administrators will demonstrate
increased proficiency in accessing, retrieving and analyzing data.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 70% of administrators will demonstrate
increased proficiency in accessing, retrieving and analyzing data.
Yea r 3 Be nchmark: By the end of the 2010-2011 school year, 100% of administrators will demonstrate
increased proficiency in accessing, retrieving and analyzing data.
4b. 3 Acti vitie s a nd Imp leme ntatio n           Timeli ne    Perso n(s )          Mo nito ri ng a nd
Steps                                                            Resp o nsi ble       Eval uati on
4b.3.1 Provide leadership training (such as         2007-2009    Technology           Site
programs offered under AB 430) to cabinet-                       Coordinator          Administrators
level administrators covering NETS for                                                and Technology
Administrators' essential conditions and                                              Coordinator will
expectations.                                                                         collect, analyze
                                                                                      and report data
4b.3.2 Define, fund and hire a 0.4 FTE Data         Summer       See Section
                                                                                      from CSIS,
Specialist position. See Section 5c.5.1.            2008         5c.5.1
                                                                                      PowerSchool and
                                                                                      DataDirector
                                                                                      trainings and
                                                                                      usage.
4b.3.3 Provide CSIS BP-Cohort training for          2007-2009    Technology
administrators and administrative staff to                       Coordinator,
increase reliability of data in PowerSchool                      Superintendent
(primary database).                                              and Site
                                                                 Administrators
4b.3.4 Provide PowerSchool training for             Ongoing      Technology
administrators and administrative staff (entering                Coordinator,
data, searching data, reporting data, importing                  Superintendent
and exporting teacher and student data,                          and Site
interfacing with State reporting and auditing).                  Administrators
4b.3.5 Provide DataDirector training for            Fall 2008    DataDirector
administrators (reporting on existing data,                      training staff
creating and scoring assessments either
manually or by use of standards-aligned item
banks).
4b.3.6 Teach staff to continuously improve          Ongoing      Site
through the use of data driven decision-                         Administrators
making.

4b.3.7 Train administrators to use scanners         Fall 2008    Technology
and special equipment.                                           Coordinator,
                                                                 Technology
                                                                 Integration
                                                                 Specialists



                                                                                                           Page 64
4b.3.8 Identify and evaluate data that exists at    Ongoing            Site
school sites.                                                          Administrators,
                                                                       Technology
                                                                       Coordinator
4b.3.9 Develop and administer surveys to            Annual             Technology
determine professional development needs to                            Coordinator,
achieve the level of proficiency set out in the                        Technology
above objectives.                                                      Integration
                                                                       Specialists
4b.3.10 Schedule additional trainings in            Annual             Site
DataDirector to address administrators’ needs.                         Administrators,
                                                                       Technology
                                                                       Integration
                                                                       Specialists
4b.3.11 Develop goal monitoring reports for         2008-2009          Administrators
teachers and administrators



4b.3.12 Evaluate effectiveness of programs          Annual             Technology
and practices.                                                         Coordinator,
                                                                       Technology
                                                                       Integration
                                                                       Specialists
4b. 3 E val uatio n I nst rument s a nd Data

Instrument: District records of administrators and administrative staff receiving training on CSIS,
PowerSchool and DataDirector.
Data: Percentage of administrators and administrative staff trained.
Instrument: District developed evaluation form.
Data: Areas of improvement identified by administrators.
Instrument: District records of DataDirector use.
Data: Frequency of usage and percentage of administrators accessing files.




                                                                                                      Page 65
Goal 4b.4: Train Teachers on Data-Driven Decision Making
Teachers will know how to interpret and apply data to understand student progress and
challenges, drive daily decisions, and design instructional interventions to customize instruction
for every student’s unique needs.
Objecti ve 4 b.4 : By the 2010-2011 school year, 100% of classroom teachers will be able to access and
interpret data in DataDirector and will use it to make informed decisions on students' instruction.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 60% of classroom teachers will
demonstrate increased proficiency in using DataDirector to make informed decisions on students'
instruction.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 80% of classroom teachers will
demonstrate increased proficiency in using DataDirector to make informed decisions on students'
instruction.
Yea r 3 Be nchmark: By the end of the 2010-2011 school year, 100% of classroom teachers will
demonstrate increased proficiency in using DataDirector to make informed decisions on students'
instruction.
4b. 4 Acti vitie s a nd Imp leme ntatio n          Timeli ne     Perso n(s )         Mo nito ri ng a nd
Steps                                                            Resp o nsi ble      Eval uati on
4b.4.1 Define, fund and hire a Technology          Summer        Site                Technology
Integration Specialist position (beginning at a    2008          Administrators      Integration
level of at least 0.4 FTE) at each school. See                                       Specialists and
Section 5c.2.1.                                                                      Site
                                                                                     Administrators
4b.4.2 Provide DataDirector training for           Fall 2008     DataDirector
                                                                                     collect, analyze
teachers.                                                        training staff
                                                                                     and report district
                                                                                     records and
                                                                                     evaluation forms.
4b.4.3 Teach staff to continuously improve         Ongoing       Site
through the use of data driven decision-                         Administrators
making.

4b.4.4 Expand the use of Professional Learning     2008-2011     Site
Communities to facilitate the creation of                        Administrators,
assesment item banks and exams, data                             Teachers
collection, analysis, reporting, and data driven
decision-making.
4b.4.5 Establish a protocol for teachers to        2008-2009     Site
share ideas about differentiating instruction in                 Administrators,
response to data.                                                Teachers

4b.4.6 Teachers share ideas about                  2009-2011     Teachers
differentiating instruction in response to data.



4b.4.7 Train designated teachers to use            Spring 2009   Technology
scanners and special equipment.                                  Coordinator,
                                                                 Technology
                                                                 Integration
                                                                 Specialists



                                                                                                           Page 66
4b.4.8 Identify and evaluate data that exists at    Ongoing       Site
school sites.                                                     Administrators,
                                                                  Technology
                                                                  Coordinator
4b.4.9 Develop and administer surveys to            Annual        Technology
determine professional development needs to                       Coordinator,
achieve the level of proficiency set out in the                   Technology
above objectives.                                                 Integration
                                                                  Specialists
4b.4.10 Schedule additional trainings in            Annual        Site
DataDirector to address teachers’ needs.                          Administrators,
                                                                  Technology
                                                                  Integration
                                                                  Specialists
4b.4.11 Develop goal monitoring reports for         2008-2009     Administrators
teachers and administrators



4b.4.12 Evaluate effectiveness of programs          Annual        Technology
and practices.                                                    Coordinator,
                                                                  Technology
                                                                  Integration
                                                                  Specialists
4b. 4 E val uatio n I nst rument s a nd Data

Instrument: District records of teachers trained to use DataDirector and PowerSchool.
Data: Percentage of teachers trained.
Instrument: District developed evaluation form.
Data: Areas of improvement identified by teachers.
Instrument: District records of DataDirector use.
Data: Frequency of usage and percentage of teachers accessing files.




                                                                                        Page 67
Goal 4b.5: Train Classified Staff on Business Technology
Classified staff will master the technology skills necessary to support the instructional and
business operations of the district.
Objecti ve 4 b.5 a: By the 2010-2011 school year, 100% of classified district and local office staff will
have participated in three or more days of staff development through local, county, or CTAP workshops
and professional conferences.
Objecti ve 4 b.5 b: By the 2010-2011 school year, 100% of instructional aides will have participated in
two or more days of staff development through local, county, or CTAP workshops and professional
conferences.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 100% of classified office staff and
instructional aides will attend 1 day of training.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 100% of classified office staff and
instructional aides will attend 2 days of training.
Yea r 3 Be nchmark: By the end of the 2010-2011 school year, 100% of classified office staff and
instructional aides will attend 3 days of training.
4b. 5 Acti vitie s a nd Imp leme ntatio n             Timeli ne     Perso n(s )          Mo nito ri ng a nd
Steps                                                               Resp o nsi ble       Eval uati on
4b.5.1 Define, fund and hire a Technology             Summer        Site
Integration Specialist position (beginning at a       2008          Administrators
level of at least 0.4 FTE) at each school to
provide training for instructional aides as well as
teachers. See Section 5c.2.1.
4b.5.2 Develop and administer surveys to              Spring 2008   Technology
understand and prioritize technology needs of                       Coordinator,
classified staff.                                                   Technology
                                                                    Integration
                                                                    Specialists
4b.5.3 Plan and schedule technology trainings         Fall 2008     Technology
for instructional aides.                                            Integration
                                                                    Specialists

4b.5.4 Deliver technology trainings for               Biannually    Technology
instructional aides.                                                Integration
                                                                    Specialists

4b.5.5 Provide a training agenda for local and        Fall 2008     Administrators,
district staff.                                                     Technology
                                                                    Coordinator,
                                                                    Technology
                                                                    Integration
                                                                    Specialists
4b.5.6 Establish a protocol for classified staff to   2008-2009     Administrators,
share ideas about technology use.                                   Classified Staff,
                                                                    Technology
                                                                    Coordinator,
                                                                    Technology
                                                                    Integration
                                                                    Specialists


                                                                                                              Page 68
4b.5.7 Classified staff shares ideas about          2009-2011        Classified Staff
technology use.


4b.5.8 Enroll at least one technology staff         Annual           Technology
person in server and operating systems                               Coordinator,
trainings offered by CTAP, Apple or other                            Technology
vendor trainers per year, and enroll at least one                    Integration
technology staff person in least one major                           Specialists
multi-day ed-tech conference (for example:
CUE, CLMS, NECC, CETPA, MacWorld,
WWDC) per year.
4b.5.9 Participate in videoconferencing user        Annual           Technology
group meetings.                                                      Coordinator


4b.5.10 Participate in District Tech Tours          Annual           Technology
offered by the county office of education to                         Coordinator
learn how other districts manage their
infrastructure.
4b. 5 E val uatio n I nst rument s a nd Data

Instrument: Sign in sheets from training in basic computer skills.
Data: Number of sign-ins.
Data: Sign in sheets from training in basic operating systems, network management, and data
management.
Data: Number of sign-ins.
Data: Sign in sheets from training in classroom computer use for classroom aides.
Data: Number of sign-ins.




                                                                                              Page 69
Goal 4b.6: Train Teachers on Communications Tools
Teachers will know how to make use of web-based communication tools (web sites, wikis, blogs,
listservs) to improve communication with other staff and with students and parents.
Objecti ve 4 b.6 : By the 2010-2011 school year, 100% of teachers will show an increase in their
technology proficiencies using web-based communication.
Yea r 1 Be nchmark: By the end of the 2008-2009 school year, 60% of classroom teachers will
demonstrate increased proficiency in web-based communcation.
Yea r 2 Be nchmark: By the end of the 2009-2010 school year, 80% of classroom teachers will
demonstrate increased proficiency in web-based communcation.
Yea r 3 Be nchmark: By the end of the 2010-2011 school year, 100% of classroom teachers will
demonstrate increased proficiency in web-based communcation.
4b. 6 Acti vitie s a nd Imp leme ntatio n           Timeli ne     Perso n(s )         Mo nito ri ng
Steps                                                             Resp o nsi ble      and E val uati o n
4b.6.1 Assess teachers' abilities in using web-     Annual        Technology          Technology
based communication tools to communicate                          Coordinator,        Integrations
with parents.                                                     Technology          Specialists will
                                                                  Integration         collect, analyze
                                                                  Specialists         and report data
                                                                                      from district
4b.6.2 Technology Integration Specialists will      Annual        Technology
                                                                                      trainings.
develop and deliver web-based communication                       Coordinator,
                                                                                      Technology will
trainings designed to meet the varying needs                      Technology
                                                                                      collect, analyze,
and abilities of teachers.                                        Integration
                                                                                      and report data
                                                                  Specialists
                                                                                      from EdTech
4b.6.3 100% of classroom teachers will make         Fall 2008     Technology          Profiles, listservs,
listservs for the parents of their students.                      Coordinator, Site   blogs and wikis.
                                                                  Administrators,
                                                                  Technology
                                                                  Integration
                                                                  Specialists
4b.6.4 Teachers will create and maintain class      Annual        Technology
web pages to share information and facilitate                     Coordinator,
communication with parents.                                       Technology
                                                                  Integration
                                                                  Specialists
4b.6.5 Teachers will use a variety of one-way       Annual        Technology
and two-way technologies such as e-mail,                          Coordinator,
instant messaging, video chat, blogs, and                         Technology
podcasts to communicate with parents.                             Integration
                                                                  Specialists
4b.6.6 The English Language Learning                Fall 2008     Site
Coordinator will explore technologies that                        Administrators,
provide translations (such as Casa Notes pre-                     ELL Coordinator,
translated forms) for school communications.                      Technology
                                                                  Coordinator
4b.6.7 English Language Learning Coordinator        Annual        ELL Coordinator,
and Technology Integration Specialists will train                 Technology
teachers to use translation tools for improved                    Integration
communication with families who cannot read                       Specialists


                                                                                                             Page 70
English.




4b.6.8 Collaborate at grade level and subject     2010-2011       Teachers,
area meetings on development of web-based                         Technology
communication ideas.                                              Integration
                                                                  Specialists
4b. 6 E val uatio n I nst rument s a nd Data

Data: Sign in sheets and evaluations from district trainings in web-based communication tools.
Data: Number of sign-ins.
Instrument: EdTech Profile.
Data: Increased proficiency in web-based communication tools.
Instrument (listservs): Server logs.
Data: Number of announcements sent out, number of subscribers.
Instrument: (blogs and wikis): Server logs.
Data: Number of postings, frequency of postings, and amount of parent participation.




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4c. Monitoring the Professional D evelopment Plan
Rubric: Describe the process that will be used to monitor the Professional Development (Section 4b) goals,
objectives, benchmarks and planned implementation activities including roles and responsibilities.
Teachers, administrative staff tech staff, and administrators will include a technology goal in their
list of annual goals. Site administrators will evaluate and monitor progress.
As indicated in the Monitoring column of the goal tables in Section 4b, the Technology Use Group
and school Site Administrators will track the development and implementation of all professional
development activities and accomplishments monthly and report progress at regular District and
Site administration meetings. Modifications to Plan activities will be made as needed in order to
insure that the District meets or exceeds measurable objectives.
The District will participate in the State Annual Technology Survey each year. Teachers will
complete the EdTech Profile assessment of technology proficiencies annually.
Annually, the Technology Use Group will review synthesized and analyzed data and make
adjustments to Single Plans for Student Achievement, Site and District Technology Plans, as well
as provide data analysis for the Superintendent and the Board of Trustees.




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5. Inf rastructure: Ha rdwa re, Technical Support and Softwa re
5a. Existing Techn ology Infrastruc ture
Rubric: Describe the existing hardware, Internet access, electronic learning resources, and technical
support already in the district that will be used to support the Curriculum and Professional Development
Components (Sections 3 and 4) of the plan.

Existing Network and Internet Access
Networking is segregated into wired local area networks at the two school sites and at the District
Office.
At the school sites, each classroom generally has 8-12 100-Mbps Ethernet ports terminating in
stacked or trunked Layer-2 switches. These switches are connected by 1-Gbps fiber links to a
core switch located in the school's server room. School servers are generally connected at 1
Gbps to the core switch. The switched network, as it currently operates, is not designed for
redundancy. Although all backbone switches have management capability, the network is not
actively monitored, and traffic (except at the edge routers) is not controlled.
Wireless access is provided throughout all three sites by 802.11b/g compatible Wi-Fi base
stations (approximately 1 base station for 2-3 classrooms). At Kent Middle School a dedicated
802.11a wireless base station is used to collect video streams from 4 surveillance cameras.
The two school sites are interconnected by a point-to-point T1 line (1.544-Mbps), and Internet
access for both schools share a single point-to-point T1 connection to the Marin County Office of
Education. The District Office operates on a single core switch offering100-Mbps connections to
workstations and the office server; Internet access (to MCOE) is by a separate point-to-point T1.
Basic perimeter security to both schools is currently provided by Network Address Translation
and by access control lists on the Internet edge router at Kent Middle School; a home-office
firewall appliance provides IP security at the District Office. Ipfw-type firewalls are also set up on
individual servers to further limit access to these resources.
A summary of current network statistics can be found in this table:
 Sc ho ol/ Site          Class    Ether net     Wired     Ser vers        Wi-Fi    Wi-Fi
                        rooms        Ports      Work-                     Base    Clien ts
                                              station s              St ations*

 Bacich (K-4)               32         336          94          1           11       112
 Kent (5-8)                 32         460        156          11           18       107
 District Office             0          24           7          1            1          1
 Totals                     64         820        257          13           30       220



Existing Workstations
Workstations consist of primarily Apple desktops and laptops at the school sites (with the
exception of a few Windows computers generally used by Special Education and Library
personnel), and Windows desktops at the District Office.



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The age distribution of these workstations is shown here (see Section 6c for a discussion of
District life-cycle goals for replacement of these computers).
 Sc ho ol/ Site        Totals    <1 Y ear      1-2        2-3        3-4        > 4
                                             Years      Years      Years      Years

 Bacich Desktops           94         25         3         16         20         30
 Bacich Laptops           112         16        10         75         10          1
 Kent Desktops            156         50        32         17          0         57
 Kent Laptops             107         18        16         67          1          5
 District Office            8          0         2          0          6          0
 Totals                   477        109        63        182         37         93
 Percent of Total      100%         22%       13%        38%         8%        19%



Existing Servers
Kent Middle School operates 7 general-purpose central servers, all running Apple's OS X Server
operating system. In addition Kent operates 2 dedicated hardware appliances (1 for video
surveillance, and 1 for mail filtering), and 2 workstation-class computers providing shared files and
databases. At Bacich school there is a single directory, file and application server (also running
OS X Server system software). The District Office maintains one Windows server that provides
directory, file and application services.
The age of these servers is indicated in the following table (see Section 6c for a discussion of
District life-cycle goals for replacement of these computers).
 Sc ho ol/ Site         Total    <1 Y ear      1-2        2-3        3-4        > 4
                      Ser vers               Years      Years      Years      Years

 Bacich (K-4)               1          0         0          1          0          0
 Kent (5-8)                11          0         1          5          3          2
 District Office            1          0         0          1          0          0
 Totals                    13          0         1          7          3          2



Existing Internal Services
The main services that run on our servers:
       Student information system: PowerSchool
       Library system: Alexandria
       Email: Postfix SMTP, Cyrus IMAP, Abaca anti-virus and anti-spam filtering
       Mailing lists: Sympa
       Web: Apache with PHP, Perl, Ruby on Rails applications
       Other internet services: DHCP, Internal DNS, VPN
       Databases: FileMaker, MySQL, MS SQL Server

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        System administration: Nagios, SNM, Apple Remote Desktop Task Server, NetBoot,
        Veritas Backup Exec
        Office and business applications: Laserfiche
        Educational applications: Read Naturally, All the Right Type, iTunes, Type to Learn

Existing External Services
Services currently obtained from vendors that run on external systems include:
        Web content filtering: Marin County Office of Education
        Web hosting: A2Hosting
        Email, calendaring and document sharing: Google, Xythos
        External DNS: Nettica
        Office/business applications: Asset management, accounting
        Student assessment and grading: DataDirector, Report Card Maker
        Educational databases and applications: ed1stop, EBSCO, ABC Clio, Gale, others

Existing Technical Support
Using the Gartner TCO to the Classroom terminology, our current technology staffing is described
in the following table. The 2.00 FTE listed under "Operations and Financial" represents the
allocation of dedicated technical support of hardware and software. One dedicated 0.75 FTE
Technology Aide at Kent Middle School supplies tech support. At Bacich, one full-time "teacher
on special assignment" (TOSA) contributes 0.25 FTE for tech support. The District Technology
Coordinator (1.00 FTE) is responsible for tech support at the District Office as well as for tech
support at the two schools as required.
Job Functio n                   C urre nt Pe rs o nnel                 Tec h   Cla ss rm   Total
                                                                       Staff       Staff
Operati o ns a nd Fi nanc ial   District Tech Coordinator (1.00)        1.75       0.25     2.00
                                Bacich TOSA (0.25)
                                Kent Tech Aide (0.75)
Prof. De vel opm ent a nd       District Prof Devt Coordinator (<0.1      0        0.25     0.25
Trai ni ng                      FTE)
                                Bacich TOSA (0.25)
Co nte nt a nd C urric ul um    Bacich TOSA (0.25)                        0        0.25     0.25
Devel opme nt
Total FTE *                                                            1.7 5       0.7 5   2.5 0

Note: Total FTE does not include teachers assigned to lab-based technology enrichment classes:
1.00 FTE at Kent and 0.75 FTE at Bacich. Including these classroom teachers the overall FTE
that might be allocated to technology is 4.25.




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5b. Infrastruc ture Require d to Me et Curriculum an d PD Goals
Rubric: 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.
As existing tech use in the District already demonstrates, there are a host of basic infrastructure
requirements that must be met for technology integration to be successfully adopted by teachers
in the classroom.
A high capacity internal network must be provided for fast access from wired and wireless clients
to central resources on file and application servers. The existing network is adequate to current
tasks. However, as more computers accessing more files come on line, wireless base stations
may require upgrades in number and/or quality, and network switches and routers may need to
be reconfigured or replaced.
A high-speed connection between schools and to the internet must be supplied to support
availability of online teaching resources. During the past two years, the single T1 connection to
the internet that is shared by the school sites has been operating at full capacity 5-10 hours per
week. At the time of writing, a major upgrade to the capacity of the wired network has been
scheduled for installation before the end of calendar year 2007. In addition, the District Office will
be moved within the 2007-2008 school year to a location adjacent to Kent Middle School. It is
expected that by the effective date of this plan, all three sites will be inter-connected by 50 Mbps
links (an OptEMan fiber optic link between Bacich and Kent schools) and a 50 Mbps wireless link
between the District Office and Kent. From Kent school, the sites will connect to the Marin
County Office of Education with a 100 Mbps OptEMan connection. Increasing the throughput
between the school sites will allow teachers and students to share resources more efficiently.
Security hardware and software above and beyond the current router access control lists should
be added to the network, to make it easier to monitor suspicious traffic and to prevent attacks.
The storage space requirements for teacher and student work, for websites, for a repository of
audio and video electronic resources, and for file backups, has outstripped the disk sizes
originally supplied with most of our file servers. In the 2007-2008 year, we instituted user disk
quotas, but within a year or two these quotas will begin to restrict the audio and video projects
that teachers and students are trying to accomplish. Storage for these projects will have to be
supplied by a combination of local external hard disks and storage attached to servers (probably
by means of SAN devices). The higher availability of our internet connections due to the
OptEMan installation will also permit the use of secure internet online storage and backup,
through services such as Google Apps for Education or Xythos.
Student and teacher and administrative staff workstations will need to be kept up to date with
memory upgrades and through life-cycle replacement for machines that are too slow to operate
some current and future multimedia software. Older machines can be repurposed as word
processing and web browsing stations until they are retired. Printers, scanners and other
peripherals that are used daily in the classroom will need replacement as they wear out.
Peripherals for new programs such as videoconferencing will also need to be purchased.
Operating system software, and software that is used throughout the curriculum will need
upgrades every 2-3 years. To support the equitable access and differentiated instruction

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curriculum goals, substantial cost will be need to be spent in the purchase of additional software
applications that help students with math, reading, writing, and organizing.
Administrative software, content management, basic internet services such as email messaging,
and other system administration software should be purchased or developed to facilitate
communications, make web publishing easy, and to provide a high level of essential system
monitoring.
Technical and curricular support systems should be developed to help teachers share lesson
plans and to find answers for technical problems (or to file help desk requests if problems cannot
be solved). Existing resources to manage and provide technical support are not as useful as they
should be.
Finally, technical support staff should be redeployed to match curriculum goals. Current
Computer lab teachers should be reassigned to newly-created Technology Integration Specialist
positions whose responsibility would be solely to work with teachers to develop technology-
infused lessons delivered in the classroom, freeing the computer lab to be a shared resource for
classroom teachers to use for special projects. The qualifications for Technology Integration
Speicalists should be based on skill sets defined in the ISTE / NCATE Technology Facilitation and
Technology Leadership Standards (see Reference section for details).
As more emphasis is placed on technology integration, general tech support roles should be filled
on a part-time basis by support-only personnel, rather than expecting technology teachers and
facilitators to have this additional responsibility.




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5c. Infrastructu re Bench marks
Rubric: List of clear annual benchmarks for obtaining the hardware, infrastructure, learning resources and
technical support required to support the other plan components as identified in Section 5b.
This section specifies dates and responsibilities for infrastructure activities that are required to
meet the Curriculum and Professional Development goals stated in previous sections. Activities
are organized into six areas of focus:
Area 5c.1 addresses increasing the availability of services that are essential to the day-to-day
operation and support efforts. The steps listed in this goal should be considered as prerequisite
to all the other goals described in this plan. Without a very high level of service in our network
and server infrastructure, all other activities outlined in the plan will be frustrated.
Area 5c.2 concerns the improvement of classroom technology to improve teaching and learning.
LCD projectors were installed at Kent Middle School as part of a classroom modernization
project. With their success (as measured by teacher adoption of these projectors), installation of
an LCD projector in every classroom at Bacich should be a high priority.
With more teachers and students creating audio/visual projects, storage and retrieval of
audio/visual products is becoming more complex. Area 5c.3 contains steps to address this
problem, including the idea of creating a private YouTube-like repository for licensed or copyright-
free content created by or used by teachers and students.
Area 5c.4 supports our curriculum goal of supplying equitable access to all students. It includes
annual re-evaluations of software titles used in the District, especially to support the goal of using
technology to deliver differentiated instruction. Some suggested software titles and categories
that meet this need are: Inspiration, Kidspiration, additional Read Naturally levels (idioms / social
pragmatics / ELL modules), and Math Type 3; phonics-based reading instruction, writing coach
software, and a text to speech program with upgraded voices.
Area 5c.5 has activities designed to improve student record-keeping and assessment, by finding
ways to unify student and staff information and logins wherever possible and by automating the
processes of student and staff enrollment.
If a "Premier" upgrade to our existing PowerSchool system cannot fulfill these goals, an evaluation
should be done to consider the conversion to an SIS that would provide single-sign-on via LDAP,
better data validation, targeted communication, notification and calendar systems, easy ad hoc
report searching and report generation, automatic open data exchange to or from DataDirector
and other account-based systems (such as the Library databases), and business rule triggers to
support standard processes such as school or class enrollment.
Area 5c.6 concerns infrastructure to improve home-to-school communications. A key element is
upgrading from the existing PmWiki-based website to a full-featured Content Management
System that ties to a central user database of staff, students and parents and that can provide
easy updating by multiple novice users, and that includes calendars, newsletters, headlines, RSS
feeds, email notifications, scheduled publication and expiration, login-specific dynamic content,
and other advanced publishing and distribution features.




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The items listed in the tables below are coded in categories that are used to accumulate cost
estimates in Section 6. The category abbreviations are:
      (HW) Hardware
      (SW) Software and Electronic Learning Resources
      (Net) Networking and Telecommunications Infrastructure
      (Plant) Physical Plant
      (TS)   Technical Support




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Area 5c.1: Infrastructure to Increase Stability and Security of Operations
Goal: Make the tasks of operating and monitoring systems and repairing problems more cost
effective, easier, and more transferable to a wider group of personnel; and protect critical
functions against attacks and unrecoverable loss. Increasing stability and reliability supports all
curriculum and staff development goals.
5c.1 Item s                                           Benc hma rk s   Perso n(s )         Mo nito ri ng a nd
                                                                      Resp o nsi ble      Eval uati on
5c.1.1 (Net) Upgrade current T1 connections           By July 2008    Technology          Tech support staff
between school sites and to the internet with                         Coordinator         and Technology
high-speed, more reliable OptEMan                                                         Coordinator
connections.                                                                              monitor systems
                                                                                          using automated
5c.1.2 (Net) Connect relocated District Office to     By July 2008    Facilities
                                                                                          and manual logs;
core network.                                                         Manager,
                                                                                          Business and
                                                                      Technology
                                                                                          Facilities
                                                                      Coordinator
                                                                                          Managers report
5c.1.3 (Net) Install and configure network            Summer 2008     Technology          to Technology
devices with VLANs and RADIUS                                         Coordinator         Coordinator on
authentication to provide more reliable and                                               leases, purchases
secure routing of wireless and wired traffic.                                             and repairs.
5c.1.4 (Net) Install a perimeter firewall appliance   Summer 2008     Technology
with active monitoring of potential security                          Coordinator
threats.
5c.1.5 (SW) Install local web caching, filtering      Summer 2008     Technology
and monitoring software and/or hardware to                            Coordinator
improve performance and to enable
transparent web access without having to
configure proxy settings.
5c.1.6 (SW) Create a retention policy for email       Summer 2008     Business
messages and other documents subject to                               Manager,
Federal discovery laws, and install software that                     Technology
can filter and archive incoming and outgoing                          Coordinator
email according to the retention policy. The
email filter will also permit the restricted,
monitored use of student email, currently not
permitted due to cyberbullying/cybersafety
concerns.
5c.1.7 (TS) Create a secure, searchable               2008-2009       Technology
operations manual for all system administration                       Coordinator, Tech
tasks with details of software configuration,                         Support Staff
software licenses, accounts and passwords,
and instructions for second- and third-tier tech
support (such as school office personnel) to
use in case of emergency.
5c.1.8 (TS) Develop a searchable database of          2008-2009       Technology
text, screenshot and screencast "how-tos" for                         Coordinator,
student and teacher self-help.                                        Technology
                                                                      Integration
                                                                      Specialists



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5c.1.9 (TS) Install a District wide online help    2008-2009   Technology
desk system (such as MyTechDesk), tied to an                   Coordinator
improved technology asset database, to track
and report on efficiency of tech-support
service, in order to determine whether
additional tech support staffing will be
necessary in future years. The help desk
system should be able to create and update
tickets by email, as well as create/update
calendar events and email notifications.
5c.1.10 (HW, SW) Install hardware and              2009-2010   Technology
software that will provide fail-safe automatic,                Coordinator, Tech
scalable disk-to-disk-to-disk backups for use in               Support Staff
disaster recovery, including periodic off-site
storage of administrative and critical system
files and databases.
5c.1.11 (SW) Install "dashboard" software that     2009-2010   Technology
will collect and monitor backup status, network                Coordinator
traffic, web site usage, email usage, disk
usage, and other key indicators of system
health and that generates hour-by-hour and
month-by-month reports.
5c.1.12 (SW) Develop an improved imaging           2009-2010   Technology
system for new computers that provides                         Coordinator, Tech
automatic provisioning of new computers                        Support Staff
through barcoding and asset entry at the
District Office.
5c.1.13 (Net) Conduct a detailed annual review     Annual      Technology
of network bandwidth requirements at the                       Coordinator
classroom level, to determine whether the
wired and wireless network equipment will have
adequate bandwidth for the coming year.
Replacement switches should be 100% Gigabit
Ethernet, with POE if ports may eventually be
used for voice-over-IP or other powered
devices. Replacement wireless base stations
should be 802.11n capable with advanced
management capabilities.
5c.1.14 (HW) Make an annual projection of          Annual      Technology
anticipated disk space requirements for the                    Coordinator, Tech
upcoming year, in case additional storage                      Support Staff
(either as server disks, external disks, or
storage attached networks) needs to be
purchased.
5c.1.15 (HW) Conduct an annual evaluation of       Annual      Technology
the performance of servers to see if they will                 Coordinator
need to be replaced on a four-year cycle or can
be repurposed or upgrade to have an extended
life cycle. When projecting for the replacement
of servers, consider the pros and cons of open-
source alternatives.




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5c.1.16 (TS) Conduct an annual evaluation of       Annual           Technology
the effectiveness of technical support, and                         Coordinator
make recommendations for additional tech
support personnel or for additional training ore
reassignment of existing personnel as
necessary.
5c.1 Eva luati o n Instrume nts and Data

Instruments: Repair logs, network traffic logs, disk space logs, server CPU load logs, mail server logs, web
server logs, monitoring software logs.
Data: Evidence of improved performance and uptime.
Instrument: Help desk software database.
Data: Number of tickets submitted, average time to close ticket.




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Area 5c.2: Infrastructure to Improve All Teaching and Learning
Goal: Acquire and install hardware, software, and provide necessary technical support to enable
teachers to easily conduct daily lessons that integrate technology, in support of curriculum goals
listed in Section 3.
5c.2 Item s                                          Benc hma rk s   Perso n(s )      Mo nito ri ng a nd
                                                                     Resp o nsi ble   Eval uati on
5c.2.1 (TS) Define, fund and hire a Technology       0.4 FTE per     Site             Tech support staff
Integration Specialist position at each school,      school          Administrators   and Technology
with responsibility for training staff, developing   starting                         Coordinator
technology-supported lessons, delivering just-       Summer 2008                      monitor systems
in-time support for lessons, facilitating lesson                                      using automated
sharing, and working with teachers to                                                 and manual logs;
differentiate curriculum and instruction.                                             Business and
                                                                                      Facilities
5c.2.2 (TS) Maintain at least 0.5 FTE of general     Ongoing         Site
                                                                                      Managers report
tech support staff at each school.                                   Administrators
                                                                                      to Technology
                                                                                      Coordinator on
                                                                                      leases, purchases
                                                                                      and repairs.
5c.2.3 (HW) Install and maintain LCD projector       50% of          Business
systems with DVD playback and audio                  classrooms by   Manager,
speakers in every classroom at Bacich school,        Summer          Facilities
as well as in both school libraries and in           2008, 75% of    Manager,
identified meeting spaces for District meetings      classrooms by   Technology
such as Board meetings. Use ceiling mounted          Summer          Coordinator
systems wherever possible.                           2009, 100%
                                                     of classrooms
                                                     by Summer
                                                     2010.
5c.2.4 (HW) Purchase additional computer             Summer 2008     Technology
RAM for teacher and student workstations, to                         Coordinator
bring all systems to a minimum of 512 MB for
G4-based machines, and 1 GB for G5- and
later machines.
5c.2.5 (HW) Annually lease or purchase               Annual          Business
replacement and additional student                                   Manager,
workstations to meet annual student-computer                         Technology
ratio benchmarks in Goal 3h.1.                                       Coordinator
5c.2.6 (HW) Annually lease or purchase               Annual          Business
replacement teacher and administrative                               Manager,
workstations to support operations and                               Technology
classroom teaching.                                                  Coordinator
5c.2.7 (HW) Annually purchase replacement            Annual          Technology
printers, LCD projectors, cameras and other                          Coordinator
peripherals that are no longer functional.

5c.2.8 (HW) Move "kentweb" and "www" web             Summer 2008     Technology
sites to a new dedicated web server machine                          Coordinator
(such as a Mac mini) within our network to
provide a fast, scalable access to web learning
resources created by students and teachers.


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5c.2.9 (HW) Install a pilot program of one or       2008-2009       Technology
two interactive smart boards at both schools.                       Coordinator


5c.2.10 (HW) Install a pilot program of video       2008-2009       Technology
capture and video conferencing at Kent Middle                       Coordinator
School. Video conferencing equipment can be
shared as needed with Bacich.
5c.2.11 (HW) Purchase external hard drives for      2008-2009       Technology
all teachers for laptop backup.                                     Coordinator



5c.2.12 (SW) Maintain subscriptions within          Annual          Technology
existing ed1Stop portal, including Discovery        subscriptions   Coordinator,
Education streaming. Maintain subscriptions to                      Library Media
other currently subscribed online search                            Teachers,
engines and databases that allow differentiated                     Technology Use
access to information/research sites..                              Group
5c.2.13 (SW) Conduct an annual evaluation by        Annual          Technology
a committee of teachers and tech support                            Coordinator,
personnel of open source and/or web-based                           Technology Use
alternatives to commercial software and                             Group
operating systems, especially in the areas of
assistive technology, collaboration, note taking,
creativity, critical thinking, expression, and
other core student competencies.
5c.2.14 (SW) Decide on software purchases           Annual          Technology
each spring and purchase licenses before the                        Coordinator,
end of the fiscal year, so that computer images                     Technology Use
can be created and tested in early summer.                          Group
5c.2 Eva luati o n Instrume nts and Data

Instrument: Fixed asset database.
Data: Age, location and use of computers and other equipment.
Instrument: Teacher survey.
Data: Number of hardware and software items requested and purchased.




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Area 5c.3: Infrastructure to Encourage Creativity
Goal: Acquire and install hardware, software, and provide necessary technical support to allow
teachers and students to easily create, archive, share and present multimedia projects focused
on student creativity and critical thinking.
5c.3 Item s                                       Benc hma rk s   Perso n(s )      Mo nito ri ng a nd
                                                                  Resp o nsi ble   Eval uati on
5c.3.1 (HW) Conduct an annual estimate of the     Annual          Technology       Tech support staff
number of video and audio projects and their                      Coordinator      and Technology
impacts on server disk space.                                                      Coordinator
                                                                                   monitor systems
5c.3.2 (HW) Purchase external hard drives for     Summer 2008     Technology       using automated
Kent video and computer lab, as well as 1 set                     Coordinator      and manual logs;
of 25 hard drives at each school for student                                       Business and
media projects at each school (as shared                                           Facilities
resources)                                                                         Managers report
                                                                                   to Technology
5c.3.3 (HW) Purchase 1 snowball microphone        Summer 2008     Technology       Coordinator on
per classroom for podcast projects.                               Coordinator      leases, purchases
                                                                                   and repairs.


5c.3.4 (HW) Encourage teachers to use PTA         Annual          Technology
allowances to purchase individual still and/or                    Coordinator,
video cameras.                                                    Technology
                                                                  Integration
                                                                  Specialists
5c.3.5 (SW) Install a calendaring reservation     Summer 2008     Technology
system for shared resources such as laptops                       Coordinator
and video cameras.

5c.3.6 (SW) Install web accessible, searchable    2008-2009       Technology
repository/content management server to host                      Coordinator
student- and teacher-created written, audio,
and video content, and licensed and public
domain content.
5c.3.7 (TS) Develop a policy, and create a user   2008-2009       Technology
manual for students and teachers with                             Coordinator,
standardize processes for archiving student-                      Technology
and teacher-created content.                                      Integration
                                                                  Specialists
5c.3 Eva luati o n Instrume nts and Data

Instrument: Content management server logs.
Data: Number and size of content items posted to system.




                                                                                                        Page 85
Area 5c.4: Infrastructure to Improve Equitable Access to Technology
Goal: Acquire and install hardware, software, and provide necessary technical support to facilitate
the use of technology outside the classroom and for students with differentiated learning styles, in
support of curriculum goals listed in Section 3h.
5c.4 Item s                                        Benc hma rk s    Perso n(s )      Mo nito ri ng a nd
                                                                    Resp o nsi ble   Eval uati on
5c.4.1 (SW) Use Google Apps for Education,         2008-2009        Technology       Tech support
Xythos or other secure web-based systems as                         Coordinator      staff, Special
a platform for accessing schoolwork from                                             Education
home.                                                                                Teachers and
                                                                                     Technology
5c.4.2 (HW) Purchase dedicated server              2008-2009        Technology       Coordinator
hardware (Mac minis) with appropriate storage,                      Coordinator      monitor systems
and network throughput to support shared                                             using automated
electronic texts and audio books.                                                    and manual logs;
                                                                                     Business and
5c.4.3 (SW) Purchase copyrighted audio books       5 additional     Technology
                                                                                     Facilities
and maintain subscriptions to electronic texts.    titles each      Coordinator
                                                                                     Managers report
                                                   year. Annual
                                                                                     to Technology
                                                   subscriptions
                                                                                     Coordinator on
                                                   to existing e-
                                                                                     leases, purchases
                                                   text services.
                                                                                     and repairs.
5c.4.4 (SW) Purchase two sets of the Start-to-     2009-2010        Technology
Finish literature and core content books for the                    Coordinator
school libraries for general education teacher
use and for student checkout.
5c.4.5 (SW) Upgrade to district-wide site          2009-2010        Technology
licenses for SOLO and Read Naturally software.                      Coordinator
Upgrade computer-based remedial instruction
software to newest operating system and
increase current licenses to reflect actual use.
5c.4.6 (SW) Purchase an appropriate number         2009-2010        Technology
(as determined by the cost and the size of a                        Coordinator,
pilot program for each application) of software                     Technology Use
applications that support differentiated                            Group, Special
instruction.                                                        and General
                                                                    Education
                                                                    teachers
5c.4.7 (HW, SW) Purchase software and              Ongoing          Technology
hardware as required by IEPs..                                      Coordinator,
                                                                    Technology Use
                                                                    Group, Special
                                                                    and General
                                                                    Education
                                                                    teachers
5c.4.8 (SW) Conduct an annual evaluation by a      Annual           Technology
committee of teachers and tech support                              Coordinator,
personnel of assistive software and hardware                        Technology Use
that could be used in both special education                        Group, Special
and general education classroom settings and                        and General
at home. The committee will make                                    Education

                                                                                                          Page 86
recommendations to the Technology                                  teachers
Coordinator prior to the annual allocation of the
software budget.

5c.4 Eva luati o n Instrume nts and Data

Instrument: Shared document server logs.
Data: Number of student logins from home.
Instrument: Teacher survey.
Data: Number of assistive/differentiated instruction software licenses requested and purchased.




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Area 5c.5: Infrastructure to Improve Student Record-Keeping and Assessment
Goal: Acquire and install hardware, software, and provide necessary technical support to improve
authorized staff access to all appropriate student data while decreasing the need for custom
programming or manual intervention by tech support personnel.
5c.5 Item s                                          Benc hma rk s   Perso n(s )       Mo nito ri ng a nd
                                                                     Resp o nsi ble    Eval uati on
5c.5.1 (TS) Define, fund and hire a 0.4 FTE          Summer 2008     Board of          Tech support staff
Data Specialist position with responsibility for                     Trustees, Site    and Technology
scheduling and data maintenance in                                   Administrators    Coordinator
PowerSchool, working with Site Administrators                                          monitor systems
and teachers to identify students of need in                                           using automated
DataDirector, and working with the Technology                                          and manual logs;
Coordinator and Business Manager to fulfill                                            Business and
data reporting requirements of CSIS.                                                   Facilities
                                                                                       Managers report
5c.5.2 (SW) Upgrade to PowerSchool Premier           Summer 2008     Technology
                                                                                       to Technology
to enable external ODBC connections to                               Coordinator
                                                                                       Coordinator on
PowerSchool data.
                                                                                       leases, purchases
                                                                                       and repairs.
5c.5.3 (SW) Acquire and install FileMaker            Summer 2008     Technology
Advanced Server to permit rapid development                          Coordinator
of an integrated, web-based front end to
PowerSchool and other databases (typing
proficiency, etc.)
5c.5.4 (SW) Develop and install software to          Summer 2008     Technology
automatically tie student and staff records to                       Coordinator
the LDAP directory used for sign-on and
authentication, and to facilitate automatic
provisioning of student and staff accounts as
records are activated and deactivated in
PowerSchool.
5c.5.5 (SW) Evaluate alternative student             2008-2009       Technology
information systems that might provide more                          Coordinator,
functionality to end users and better integration.                   administrative
                                                                     staff, teachers
5c.5 Eva luati o n Instrume nts and Data

Instrument: Administrative and tech support staff survey.
Data: Number of hours spent annually on managing SIS data and logins.




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Area 5c.6: Infrastructure to Improve School-to-Home Communications
Goal: Acquire and install hardware, software, and provide necessary technical support to improve
communications between the school board, staff, parents and students.
5c.6 Item s                                        Benc hma rk s   Perso n(s )             Mo nito ri ng a nd
                                                                   Resp o nsi ble          Eval uati on
5c.6.1 (SW) Move all staff email accounts to       Summer 2008     Technology              Tech support staff
GMail to provide high availability and search                      Coordinator             and Technology
capabilities.                                                                              Coordinator
                                                                                           monitor systems
5c.6.2 (SW) Install a central authentication       Summer 2008     Technology
                                                                                           using automated
system for staff, parents and students to be                       Coordinator
                                                                                           and manual logs;
able to log into PowerSchool, private websites,
                                                                                           Business and
Google Apps, email subscriptions, newsletters,
                                                                                           Facilities
registration system, surveys, etc.
                                                                                           Managers report
5c.6.3 (SW) Evaluate, select or develop, and       Summer 2008     Technology              to Technology
install a full-featured integrated web Content                     Coordinator, with       Coordinator on
Management System ("CMS").                                         evaluation by a pilot   leases, purchases
                                                                   group of teachers       and repairs.
                                                                   and administrators
                                                                   from both schools
5c.6.4 (SW) Evaluate, select or develop, and       Summer 2008     Technology
install improved systems for finding, using and                    Coordinator, with
customizing email lists, calendars, threaded                       evaluation by a pilot
discussions and other collaborative systems.                       group of teachers
System should provide teachers with                                and parents
permission to view and update contact
information for parents of their students.
5c.6.5 (SW) Acquire and install SSL certificates   Summer 2008     Technology
to allow secure internet access to private                         Coordinator
District information such as PowerSchool, the
LDAP directory and any databases that contain
private information.
5c.6.6 (SW) Acquire AgendaOnline web service       Summer 2008     Business Manager,
to facilitate communication of Board meeting                       Technology
agenda and supporting materials to all                             Coordinator
stakeholders.
5c.6.7 (Net) Conduct an annual cost-benefit        Annual          Technology
analysis of installing a voice-over-IP telephony                   Coordinator,
system. Costs should include provisioning of                       Facilities Manager
uninterruptible power, and POE switch
upgrades
5c.6 Eva luati o n Instrume nts and Data

Instrument: Content management server logs.
Data: Number of users, frequency of logins, and number of pages visited by parents, and created and
updated by staff.
Instrument: Email server logs.
Data: Number of messages sent by and received by teachers from addresses outside the District.



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5d. Monitoring the Technology Infrastructure
Rubric: Describe the process that will be used to monitor the annual benchmarks including roles and
responsibilities.
The Technology Coordinator, Technology Integration Specialists and Tech Support Staff will be
responsible for monitoring and evaluation of activities in Section 5c. The Technology Coordinator
will form ad hoc teams composed of these staff persons as well as teachers, Site Administrators,
and others who have knowledge of the activities to be evaluated, as needed.
These teams will support the monitoring and evaluation of this section of the plan by analyzing the
evaluation data described in Section 5c. and making recommendations on improving the
implementation of Plan infrastructure benchmarks.
The Technology Coordinator will participate in the annual California School Technology Survey,
reporting on the number and age of computer equipment district wide.
The Technology Coordinator will prepare an annual report for the Board of Trustees, and will
contain at minimum, these items, as a gauge of infrastructure capacity:
       Quantity, type, age and location of computers, printers and other equipment
       Number and cost of repair/replacement of faulty equipment
       Security incidents
       Network traffic and availability
       Server disk space used, CPU load and service availability
       Email message count
       Web page visits




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6. Fundi ng a nd Budge t
6a. Existing and Poten tial Funding Sourc es
Rubric: List of established and potential funding sources and cost savings, present and future.

Existing Funding Process and Sources
Currently, the Board of Trustees assigns only a few line item accounts that aid technology:
       Staff Salaries and Benefits
       Software
       Supplies, Repairs and Spare Parts
       Library (including research databases)
Hardware purchases in the past have generally been "out of budget", and have been funded in
the past from various ad-hoc sources:
       Federal and State technology grants for technology, programs and instructional
       materials
       Interest on the 2001 Construction Bond, in the case of capital equipment or equipment
       tied to classroom modernization
       Surplus or contingency funds
       Building permit fees assessed on new development (although this fund is no longer
       available for hardware)
       School principals' and/or teachers' instructional material budget allocation




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As an example, for FY 2006-2007, the sources of funding for technology are compared to the
total District budget in the following table.
Fundi ng S o urce                           Total    Tec hnol og y   Tec hnol og y U ses
                                          District        Funds
                                          Income
Lo cal, State and Fede ral So urces,    7,997,421       191,647 *
Gene ral
Parc el Ta x                            2,474,266        59,293 *
Kentf ield Sc ho ol s Fo undati o n     1,004,000        24,060 *
No n- Spec ific
No n- Spec ific S ubtotal s            11,475,687        275,000     Salaries, software, repairs
State and Fede ral G ra nts For            40,000          40,000    Teacher laptops, video
Tec hnol og y                                                        cameras, printers, peripherals
Co rp o rate Tec hnolo g y G ra nts         7,500           7,500    Science solar energy
                                                                     equipment
Kentf ield Sc ho ol s Fo undati o n        46,000          46,000    Student laptops
Tec hnol og y Fund- A-Nee d
PT A                                       89,288           4,000    Software
Co nstructi on Bo nd                       93,000          86,405    Server and network
                                                                     infrastructure, replacement
                                                                     desktops
Total s                                11,751,475        458,905



Notes:
* These amounts represent a pro-rated fraction of the total budget, for comparison purposes.
Items in the Total District Income column represent the total amount of funding received by the
District in the 2006-2007 fiscal year from the indicated sources. The Funding for Technology
column shows the amounts allocated to technology expenditures. The $458,905 total (which
includes salaries and benefits associated with the technology program) represents 3.9% of total
expenditures for the 2006-2007 fiscal year.
"State and Federal Grants Applied to Technology" include EETT, and portions of recurring and
one-time State block grants for School and Library Materials and Library/Technology Materials.
"KSF" refers to funding generated by the Kentfield Schools Foundation. In general, the
Foundation funds are not allocated to specific areas; so the "Non-Specific" amount for technology
is just pro-rated from the total KSF District Budget. However in 2007, KSF did raise $46,000
specifically for the laptop programs at Bacich and Kent, so this amount is categorized separately.
The Construction Bond Income category pertains to allocations assigned to classroom
modernization under a taxpayer-financed construction bond. It is expected that this source of
income will not be available in 2008-2009 and beyond.




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Future Funding Source Goals and Objectives
By December of 2007, the Kentfield School District will have a very "new" Board of Trustees
(average time on the Board of 2 years), and in 2008 the Board will select a new Superintendent.
Both school Principals are active supporters of the technology program. 2008 will also see the
renewal of the parcel tax by District voters. With all of this support for technology, and with the
publication and adoption by stakeholders of this technology use plan, the time is ripe to realign
the budget process to take into account the costs involved to meet the requirements and
recommendations of this plan. Funding this plan will require meeting all of the following funding
objectives:
       Secure earmarked funds of $100,000 or more in the parcel tax authorization that will be
       presented to voters in 2008, to fund life-cycle replacement of client computers.
       Use 4-year leases (instead of purchases) to ensure funding commitment to replace
       client computers.
       Apply for all governmental technology grant programs and class-action settlements if
       award amounts are over $2,000 and if not disqualified by lack of NSLP participation.
       Increase income from corporate grants to at least $10,000 annually by giving teachers
       support and incentives to apply for and obtain grants.
       Generate cost savings by evaluating and selecting open-source content and software
       and lower-cost hardware if they can meet technology plan objectives.
       Encourage staff to reduce energy and consumable costs through monitoring and
       adjusting energy use by computers, printers and other electronic devices, and by
       sharing and distributing documents electronically rather than on paper.
       Work with the Kentfield Schools Foundation to develop a regular schedule for creating
       attractive "fund-a-need" programs on a bi-annual basis, with a goal of $50,000 for
       each program.
       Work with the Kentfield Schools Foundation to seek out in-kind donations of hardware,
       software and especially web services and applications from community members who
       work for, or have substantial investments in, high-tech companies.
       Educate Board of Trustees on total cost of technology ownership and life-cycle
       replacement costs.
       Assure that the Board develops line item accounts with adequate funding for
       technology salaries, hardware, software and staff development to assure success of
       the technology use plan.
       Work with the Board to create priorities on technology costs identified in this plan in
       the event that future year allocations cannot fund all technology objectives.

Detailed Description of Current and Future Funding Sources
The sections below provide more information on individual sources of funding and cost savings.




                                                                                            Page 93
Parcel Tax Extension
The existing parcel tax, which generates 21% of the total District general fund income, expires in
2009. A measure for a renewal of the parcel tax has been placed on the February 2008 ballot for
voter approval.

Microsoft-California Government Entities Settlement
Funding is available to all public schools, including charters without the usual National School
Lunch Program requirements. Total amount available is $70 million. The District will receive
approximately $4000 from this program as a one-time grant, applied to the current fiscal year.
http://www.mscalgovsettlement.com

Corporate Technology Grants
With more teachers receiving advanced technology training and increased integration of
technology in the classroom, the potential for winning competitive corporate grants has
increased. In the past few years, District teachers have received approximately $5,000 per year
in the A+ for Energy and Best Buy grant programs. The CTAP Funding Alert! newsletter has
monthly updates on these grant programs, with awards that range from free equipment up to
tens of thousands of dollars. The Technology Use Group will actively seek out more teachers to
submit grants every year, with a target of receiving $10,000 a year for technology from these
programs.
       A+ for Energy Teacher Grants ($5,000 to $10,000 per teacher) - Over $130,000 in
       awards for Bay Area teachers last year. Includes technology purchases for projects
       related to solar energy. Winners are allowed to re-apply.
       http://www.aplusforenergy.com
       Best Buys Te@ch Awards – $2,500 grants are given out every January to classroom
       teachers. The application is due in September of each school year. With two Best Buy
       stores in the county and multiple awards given from each store, teachers should be
       encouraged to apply.
       http://communications.bestbuy.com/communityrelations/teach.asp

State and Federal Discretionary Block Grants and Training Programs
Many governmental grants are restricted to, or give priority to LEAs with high percentages of
students eligible to receive free or reduced-priced meals through the National School Lunch
Program, effectively eliminating them as funding sources for the Kentfield School District. The
grants listed below generally do not require NSLP participation.
       ELL Supplemental Instructional Materials (EL K-12) - Assembly Bill (AB) 1802
       appropriated $30 million on a one-time basis for local educational agencies (LEAs) to
       purchase supplemental instructional materials for English learners (ELs) in kindergarten
       through twelfth grade. http://www.cde.ca.gov/ci/cr/cf/englearnrs.asp
       EETT Formula Grant. Title II, Part D, Enhancing Education Through Technology -
       Annual award since 2002. Requires a state-approved Technology Plan. Kentfield
       School District received approximately $2200 in 2005-2006 and $1000 in 2006-2007
       from this program. http://www.cde.ca.gov/ls/et/ft/eettformula.asp
       Instructional Materials, Library Materials, and Education Technology California Block
       Grants - Provided one-time funding for school districts, county offices of education,
                                                                                           Page 94
      and charter schools for the sole purpose of paying for instructional materials, school
      and classroom library materials, and education technology. Awards were made in
      December 2006 based on 2005 CBEDS.
      http://www.cde.ca.gov/fg/fo/profile.asp?id=978
      Instructional Materials Funding Realignment (IMFRP) – State funding is to be used to
      provide each pupil with adopted standards-aligned instructional materials in the core
      curriculum areas of reading-language arts, mathematics, science, and history-social
      science. http://www.cde.ca.gov/fg/fo/profile.asp?id=904
      After School Education and Safety (Proposition 49) - The measure suggests the
      inclusion of computer training to the curricula of after-school programs and could be a
      way to extend access for students.
      http://www.cde.ca.gov/ls/ba/as/ases06fundingfaq.asp
      Proposition 20 Lottery Funds For Instructional Materials (K-12) - Proposition 20 funds
      are allocated to K-12 local educational agencies (LEAs) based on their ADA. The Prop
      20 funds for 2006-2007 fiscal year are estimated to be approximately $28 per ADA.
      http://www.cde.ca.gov/fg/aa/lo
      CSIS Best Practices-Cohort Training. Provides $15,000 (or $8.51 per ADA) to school
      districts to improve student record-keeping practices. http://www.csis.k12.ca.us/bp-
      cohort

Discount Programs and Contracts
     CAL-Save – CAL-Save leverages the statewide buying power of California's schools
     and public agencies to secure the lowest possible prices on district licenses such as
     Microsoft Operating System or Productivity Suites, web-based services like Atomic
     Learning and discounts on digital cameras, projectors and other needs.
     http://www.calsave.org
      California Teleconnect Fund: SB 1102 requires that the E-Rate discount must first be
      applied prior to applying the CTF discount to CTF-eligible services, regardless of
      whether the school or library has applied for, or has been approved for E-Rate.
      http://www.cpuc.ca.gov/static/telco/public+programs/ctflist.htm
      CDW-G Education – special pricing/discounts for schools.
      http://www.cdwg.com/webcontent/profile/education.asp
      Federal E-Rate Program 20 percent to 90 percent discounts on approved
      telecommunications, Internet access, and internal connections costs. Basic E-Rate
      covers phone costs. Requires a county of state-approved Technology Plan.
      http://www.cde.ca.gov/ls/et/ft/eratemain.asp

Free or Reduced-Cost Professional Development and Technical Support
      CTAP Region IV – CTAP is funded by the California Department of Education (CDE) to
      promote effective use of technology in teaching, learning, and overall school
      administration. CTAP Region IV works with over 100 school districts in seven counties
      of the San Francisco Bay Area and provides training at reduced cost.
      http://www.ctap4.org


                                                                                      Page 95
       Intel Teach Program - Summer Institute Online for K-12 teachers and coaches.
       Provides essentials Course in integrating technology to promote 21st century learning.
       http://www.intel.com/education/teach
       AB 430 Administrator Training – Provides professional development for school
       administrators (Principals and Vice Principals) using California State Board of
       Education (SBE) approved training providers (CTAP Region IV). Includes a technology
       component, "Module 3," focused on student assessment and data-driven decision-
       making. http://www.cde.ca.gov/pd/ai/tg/ and
       http://www.ab430region4.org/schedule.html
       BTSA (Standard 9 & 16 Training) – Free professional development for new teachers.
       http://mcoeweb.marin.k12.ca.us/es/BTSA/new_teachers.htm
       TechSETS – California's tech support for schools program, provides reduced-cost
       training and tech support resources, as an alternative to commercial tech support.
       http://www.techsets.org

Hardware and Software Cost Savings Through Open Source
Approximately $150,000 of the annual cost of ownership for technology is spent on proprietary
hardware (Apple computers) and software (from Apple, Microsoft and others). Recently, several
consortia of international educators are trying to create educational technologies based on low-
cost hardware and free, open-source software. Examples of these are listed below. If funding
becomes restricted, these programs could provide us with very good alternatives:
       OLPC (One Laptop Per Child) – Although not yet available to US schools, the OLPC
       machine will be priced at about $200 for a wireless laptop with advanced networking
       capabilities and customizable, open-source operating system and software.
       http://laptop.org
       K12LTSP – Linux-based thin client program that enables the use of surplus (free)
       hardware connected to a central server. http://k12ltsp.org
       SchoolForge - SchoolForge's mission is to unify independent organizations that
       advocate, use, and develop open resources for education. We advocate the use of
       open texts and lessons, open curricula, free software and open source in education.
       Their software page lists hundreds of educational software applications Available from
       no cost. http://www.schoolforge.net
       Open Educational Resources, Open Content and Creative Commons – Increasingly,
       governmental and K-20 educational institutions are creating and sharing audio and
       video content for use by educators at no cost. The William and Flora Hewlett
       Foundation has provided seed money to fund these initiatives, which for the most part
       are still in the organizational stage, and have been generally focused until now on
       higher education. Our district is already taking advantage of freely available content
       (Calisphere) provided by the University of California.
       http://www.hewlett.org/Programs/Education/OER and
       http://www.calisphere.universityofcalifornia.edu




                                                                                         Page 96
6b. An nual Impleme ntation Cost Estimates
Rubric: Estimate annual implementation costs for the term of the plan.
To estimate a "baseline" cost to maintain current technology levels in the District, we used the
Gartner TCO to the Classroom online tool to create a baseline description of the costs involved to
maintain the technology program at the existing level. Refer to the Gartner documentation and
definitions for more information on what items are included in the total cost of ownership for
technology.
Added to the Gartner TCO analysis are these items:
          Telecomm fees for the network physical connections
          Technology-related professional development costs (conference/workshop fees,
          release time)
The following items are specifically excluded from technology costs (but that could be considered
technology):
          Telephone- and fax-related telecomm fees and technical support
          Lease/purchase of general office equipment such as copier/printers
The results are shown in the 2007 TCO Baseline of the summary table below.
After setting a baseline, the estimated costs related to all the implementation steps in Sections 3-
5 of the plan were assigned to the Gartner categories. The results show that the actual
expenditures for the next 3 years represent a growth rate of about 3.5% per year over the
baseline costs.

Annual Cost Estimates - Summary
A nnual Exp endit ure           2007 TCO      FY 2008-      FY 2009-      FY 2010-
                                 Basel ine        2009          2010          2011

Clie nt Hardwa re                 135,000        59,000      130,000       194,000
Perip hera ls                      20,000     (1) 12,000       29,000         5,000
Serve rs                           18,000         7,000        43,000         3,000
Netw ork Eq uip ment               12,000        23,000         2,000        12,000
Pri nte rs a nd S up plie s        16,000        13,000         8,000         8,000
So ftware                          26,000        57,000        47,000        44,000
External Ap p. P rovide rs          5,000        13,000        13,000        13,000
Data Telec omm Fees                 9,000        15,000        15,000        15,000
S ubtotal s                    $2 41 ,0 00   $1 99 ,0 00   $2 87 ,0 00   $2 94 ,0 00
Tec h. P rof. De vel opme nt       10,000        15,000        15,000        15,000
Direct Lab or                     261,250    (2) 277,250   (2) 257,250   (2) 289,250
Total s                        $5 12 ,2 50   $4 91 ,2 50   $5 59 ,2 50   $5 98 ,2 50




                                                                                            Page 97
Notes (numbers in parentheses in table above):
1. The 2008 column does not include costs for the purchase of LCD projectors (approximately
$100,000) for Bacich classrooms, since this is a one-time expenditure that will be paid for from
the existing construction bond.
2. Direct Labor costs assume a staffing scenario that changes the responsibilities of current
teachers and aides. While the overall technology-related Direct Labor amounts for 2008-2011 do
not vary much from current levels, the reassignment of current personnel from classroom
teaching to a newly-created position of Technology Integration Specialist may result in a need to
add between 0.2 and 1.0 FTE district-wide to fulfill scheduled technology enrichment classes at
Bacich and Kent, depending on class sizes and course schedule decisions that are made by Site
Principals. A stated goal of the technology plan is to reduce lab classes by integrating technology
into core classes, but some of these lab classes may still be necessary in the 2010-2011 school
year and beyond.
How future tech support staffing would relate to current levels is summarized in this table:
Job Functio n                   Baseli ne        FY   Future Perso nnel
                                   20 07      20 11
Operati o ns a nd Fi nanc ial        2.00      2.65   District Tech Coordinator (1.00)
                                                      District Data Specialist (0.40)
                                                      Bacich Tech Aide (0.50)
                                                      Kent Tech Aide (0.75)
Prof. De vel opm ent a nd            0.25      0.40   Bacich Tech Integration Specialist (0.20)
Trai ni ng                                            Kent Tech Integration Specialist (0.20)
Co nte nt a nd C urric ul um         0.50      0.80   Bacich Tech Integration Specialist (0.40)
Devel opme nt                                         Kent Tech Integration Specialist (0.40)
Total FTE                           2.7 5     3.8 5

To compare headcount with current program, added to these Total FTE would be teachers
assigned to lab-based technology enrichment classes. These classes would be eliminated at
Bacich (tech activities would take place in home room), with the same 1.00 FTE (one tech
enrichment class per grade level) at Kent. Including these classroom teachers the overall FTE
that is associated with technology activities would total 4.85, an increase of 0.60 FTE above
current levels.




                                                                                                  Page 98
Annual Cost Estimates – Line Item Detail
The detailed line items that make up the summary amounts are shown in the table below,
referencing the implementation steps and infrastructure items of previous sections.
Pla n Item    Descri ptio n                                     FT E   Co st       FY      Recur

5c.2.4        RAM upgrades (120)                                          $9,000    2008   No
              existing lease for 75 computers                            $30,000    2008   Yes
5c.2.5        50 replacement and 0 new computers (leased) for            $20,000    2008   Yes
              3.5:1
5c.2.5        100 replacement and 50 new computers (leased)              $60,000    2009   Yes
              for 2.5:1
5c.2.5        100 replacement and 50 new computers (leased)              $60,000    2010   Yes
              for 2:1
5c.2.6        10 replacement adminstration workstations                   $4,000    2010   No
              (leased)
5c.2.6        50 replacement teacher laptops (leased)                    $20,000    2009   Yes

5c.2.7        5 replacement LCD projectors                                $6,000    2009   No
5c.2.7        12 replacement and 12 new video cameras                    $12,000    2009   No
5c.2.9        2 smartboards                                               $6,000    2008   No
5c.2.10       video capture/conferencing equipment                        $3,000    2009   No
5c.2.11       50 teacher backup hard drives                               $5,000    2009   No
5c.3.2        25 lab hard drives for movies                               $3,000    2009   No
5c.3.3        60 podcast microphones                                      $6,000    2008   No

4b.1.14       accessible storage                                          $3,000    2008   Yes
5c.1.10       additional backup disks and software                        $5,000    2009   No
5c.1.14       SAN                                                        $15,000    2009   No
5c.1.15       xserve or blade server replacement for 5 G5                $20,000    2009   No
              servers
5c.2.8        mac mini web server                                         $2,000    2008   No
5c.4.2        mac mini content server                                     $2,000    2008   No

5c.1.1        consulting, installation, cabling, etc.                     $5,000    2008   No
5c.1.1        OptEMan switches                                            $8,000    2008   No
5c.1.4        firewall appliance                                          $5,000    2008   No
5c.1.4        firewall appliance support                                  $1,000    2008   Yes
5c.1.5        web caching and filtering appliance                         $3,000    2008   No
5c.1.5        web caching and filtering appliance support                 $1,000    2008   Yes
5c.1.13       wireless base station upgrades (40)                        $10,000    2010   No

5c.2.5        5 replacement printers                                      $5,000    2008   No
              printer supplies                                            $8,000    2008   Yes

5c.1.11       dashboard software                                          $3,000    2009   No
5c.2.12       maintain existing library databases and catalog            $10,000    2008   Yes
              software
5c.2.13       new software licenses                                      $10,000    2008   Yes
5c.4.3-4      ebooks and electronic texts                                 $2,000    2008   Yes
5c.4.5-6      software for differentiated instruction                    $10,000    2008   No

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Pla n Item   Descri ptio n                                     FT E     Co st        FY      Recur
5c.4.7       software for IEP                                               $3,000    2008   Yes
5c.5.2       PowerSchool Premier upgrade                                    $2,000    2008   Yes
5c.5.3       FileMaker Adv Server                                           $3,000    2008   No
5c.6.3       content management system/web site                           $15,000     2008   Yes
5c.6.5       SSL certificates                                               $2,000    2008   Yes

5c.1.6       email filtering asp service                                   $5,000     2008   Yes
5c.3.6       external content management server                            $3,000     2008   Yes
5c.4.1       document repository/web locker system                         $5,000     2008   Yes

5c.1.1       OptEMan connectivity                                         $10,000     2008   Yes

             existing technology coordinator                     1.00     $75,000     2008   Yes
             exsiting tech aide at Kent                          0.75     $56,250     2008   Yes
             existing tech aide at Bacich                        0.50     $30,000     2008   No
             existing professional development coordinator       0.25     $20,000     2008   No
5c.2.1       tech integration specialists at Kent and Bacich     0.80     $64,000     2008   Yes
             (0.4 FTE each)
5c.2.1       Add tech integration specialists at Kent and        0.40     $32,000     2010   Yes
             Bacich (to a total of 0.6 FTE each)
5c.2.2       tech aide at Bacich                                 0.50     $30,000     2009   Yes
5c.5.1       district data specialist                            0.40     $32,000     2009   Yes




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6c. Life-Cycle Planning for Replac ement
Rubric: Describe the district’s replacement policy for obsolete equipment.
As the tables in Section 5a indicate, the District still has a significant number of computers over 4
years old. As technology change accelerates, operation of older computers becomes more
difficult if the technology offered to teachers and students needs to be compelling. For this
reason, the District will make every effort to replace workstation computers used by teachers and
students on a 4 year cycle. Looking at the Client Computer table in Section 5a, this means that at
least 300 computers will need to be replaced during the three-year period covered by this plan.
Servers will be independently evaluated annually for their usefulness (largely a factor of CPU
speed and storage space). On average, servers can be expected to be replaced on a 5 year
rotation.
Printers will also probably also need replacement on a 5 year basis. Other peripherals such as
video cameras that get heavy student use and that contain moving parts will probably need to be
replaced more frequently—3 years is a reasonable expectation for these.
Wireless networking equipment will be need to be replaced as new higher-speed technologies
such as 802.11n and WiMax come into use by client computers. It is expected that most of the
current wireless equipment (average age: 2 years) will need to be replaced by the end of the
plan's effective period in 2011 (life cycle of 5 years). Beyond 2011, it is difficult to estimate what
new wireless technologies may be in place.
Basic wired network equipment such as routers and switches will need replacement to fulfill new
roles (such as voice over IP) and as bandwidth and security requirements increase. The existing
stock of basic network equipment is on average about 3 to 4 years old. Voice over IP will be in
the District's future plans as prices come down. It is expected that new VoIP-capable network
equipment will become cost-effective for the District about 3 years from now (meaning an
average life cycle for our existing basic network equipment of 6-7 years).
A summary of suggested life-cycle replacement policy is shown here:
Type o f Eq ui pme nt                                  Est. Life
                                                         C ycle
                                                           (yrs )
Servers                                                        5
Wireless Network Equipment                                     5
Wired Network Equipment                                        7
Computer Workstations                                          4
Printers                                                       5
Video Cameras                                                  3
Other (projectors, scanners, etc.) - Average                   5




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6d. Monitoring Tec hnology Fu ndin g
Rubric: Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding
opportunities and to adjust budgets as necessary.

The Technology Coordinator, Business Manager, Superintendent, and the Finance Committee of
the Board of Trustees all monitor the annual technology budget. The Business Manager and
Technology Coordinator review technology funding opportunities each year as the Governor's
office proposes, revises and signs the State Education budget. The Technology Coordinator is
also the lead contact for E-Rate and other governmental grants.
The Technology Coordinator and the Technology Integration Specialists review corporate grant
opportunities and encourage and support grant writing by teachers throughout the school year.
As indicated in the infrastructure section of the plan, the Technology Use Group will periodically
assess possible cost savings through alternative sources such as open source.
In March or April of each year the Technology Coordinator reviews the expenditures listed in the
Technology Plan for the next fiscal year, and presents a summary request to the Board of
Trustees, adjusting for enrollment increases and other factors that may not have been foreseen
when the plan was written. Technology funding is coordinated district-wide; school Principals
may request specific programs or adjustments but these are considered as part of an overall
District budget.
During April, May and June of each year, the Board's Finance Committee reviews the technology
spending request as part of the process of setting an overall budget that is formally adopted in
June.
If adjustments to technology spending become necessary due to increases or decreases in
available funds granted by the Board of Trustees, the Technology Coordinator will consult with
the Technology Use Group to determine what adjustments to this plan should be made.




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7. Monitoring and E valuati on
This educational technology plan is meant to be a “living” document that will guide district
decision making over the three-year duration of the plan. It will be monitored, evaluated and
revised by the Technology Use Group committee as needed. Any revisions to the plan will be
presented to the Board of Trustees annually.
The Technology Use Group will provide overall coordination and oversight of the technology
planning process. Coordination will include the implementation of goals and objectives set forth
in this plan to integrate technology to meet core curriculum goals.
The Technology Coordinator and technology staff will provide information and oversight to guide
the Curriculum, Professional Development and Infrastructure components of this plan, while the
District Business Manager, Superintendent and Board Finance Committee will provide
coordination and oversight of technology funds and budget issues.
School Principals will provide site-based updates on technology plan implementation and needs;
site based training support; input on efforts, outcomes and needs to support implementation of
the plan to meet district curricular goals.

7a. Evaluating the I mpact on Teac hing and Lea rning
Rubric: Describe the process for evaluating the plan’s overall progress and impact on teaching and
learning.
Every effort will be made to collect relevant measurable objective data that can be documented,
referenced and reviewed, as outlined in the implementation step tables' Monitoring column and in
the Evaluation section attached to each goal in Sections 3-5. To create a view of the overall
impact of the Technology Plan data will be drawn from the following sources (and others):
       Academic performance data
       Sociological data
       CBEDS data
       CELDT Data
       Surveys of teachers, students and parents
       Classroom observations
       Database of technology integration activities and lesson plans
       Local benchmarks in DataDirector
       Correlations to State or National standards
       EdTech Profile teacher proficiency data
       Documentation of staff development plans and objectives
       Professional development evaluation data
       Correlations to research
       Email and website traffic analysis
       Database of student- and teacher-created electronic resources

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       Technology inventory data
       Help desk ticket records
       Total cost of ownership analysis
Responsibility for the evaluation of the overall effectiveness of this plan on teaching and learning
will be assigned to many stakeholders.
       Individual teachers will provide data by correlating the use of technology with student
       outcomes using DataDirector or other measures.
       Grade Level and Curriculum teacher groups at each school will analyze data for
       strengths and weaknesses in content and grade-specific areas, as part of the District’s
       professional learning communities initiative.
       Site Administrators will examine data at the site, grade level, subject, teacher and
       student levels, and use DataDirector information, teacher observations and other data
       to determine where technology use has been effective and where it has not. Principals
       will focus on where intervention is needed and which interventions have been
       successful in the past.
       The District Technology Use Group will gather data from these and other stakeholders
       to identify areas in which technology may have positively affected results and areas in
       which technology might support future improvement. The Technology Use Group will
       publish its findings in annual reports to the Board of Trustees and make
       recommendations for the effective use of technology to support curricular goals, and
       amend the Technology Use Plan as necessary.
The Technology Coordinator, school administrators and the Technology Use Group will
communicate the overall progress and impacts back to the stakeholders, so that positive impacts
can be maximized. Communication may occur via meetings of the Board of Trustees, staff
meetings, media and press releases, parent education workshops, tours of the district and
articles posted on district websites and/or distributed in electronic and print newsletters.

7b. Sc hedule of Evaluation Ac tivities
Rubric: Schedule for evaluating the effect of plan implementation.
The District Technology Use Group, as primary evaluator of the technology plan, will dedicate at
least two of its monthly meetings each year to review progress in meeting benchmarks for each
goal and objective in Sections 3-5. The Technology Use Group semi-annual review will highlight
action items for teachers and administrators that remain to be carried out.
At a more detailed level, monthly mini-TUG meetings at each school site will have at least one
agenda item per meeting to discuss the progress of one or more technology plan implementation
steps or goals. Mini-TUG discussions that raise significant problems or successes will be shared
with the larger community through discussion time at school staff meetings, at Site Council
meetings, or at a weekly District Admin meeting (Superintendent and Site Principals).
The Technology Use Group will prepare recommendations for modifications to the plan and
present them to the Board of Trustees annually. After review and comment on these
recommendations the plan will be updated on an annual basis.


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When mid-course corrections are necessary, the Technology Coordinator and Site Administrators
will have the authority to request, approve and allocate resources to effect change in technology
initiatives.

7c. Pu blication of Evaluation Resu lts
Rubric: Describe the process and frequency of communicating evaluation results to tech plan
stakeholders.
The Technology Coordinator will prepare a formal implementation status report on the progress
toward the plan goals and the completion of activities and will submit the report and budget
recommendation to the Superintendent and the Board of Trustees on an annual basis.
Other Technology Use Group members will make occasional presentations and board reports
during the year highlighting different aspects of plan implementation.
Reports at all board meetings are posted online and disseminated to the local community. In
addition, administrators, teachers, students, parents and community members will be asked for
feedback and comments on technology use through annual surveys, and the results of these
surveys will be included in articles posted on district websites and/or distributed in electronic and
print newsletters.




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8. Adult Lite racy Progra ms
Rubric: If the district has identified adult literacy providers, describe how the program will be developed in
collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify
adult literacy providers or potential future outreach efforts.)
The Kentfield School District is a small, urban elementary school district, and does not have the
facilities to operate an adult program. However, residents within the school district have the
opportunity to participate in excellent programs offered by other institutions in the immediate
vicinity that are designed to improve adult literacy. School administrators work closely with these
institutions to ensure that parents and community members are aware of, and have access to,
high quality adult literacy programs. Information about these programs is Available from District
school Libraries and online.
The Tamalpais Union High School Distric t offers adult and community education
programs. There are no eligibility requirements. Classes are scheduled quarterly and information
is mailed to every resident of the District. Courses offered include a variety of computer literacy
classes to assist participants in acquiring basic proficiency to more advanced learning.
The Marin Community College District offers community education courses open to adults
at its College of Marin, Kentfield campus, directly across the street from Kent Middle School.
Eligibility requirements are that the participants are eighteen years old. Courses offered include a
variety of English language, computer literacy and other classes to assist participants in acquiring
basic proficiency to more advanced learning. Support for Spanish-speaking community
members and for community members with special needs is available.
The Marin Literacy Program, sponsored by the San Rafael Public Library and the Marin
County Free Library, offers Adult Literacy programs to all county residents aged 16 and older who
are no longer in high school.




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9. U sing Re sea rch-B ase d Me thods
9a. Su mmary of Relevant Researc h
Rubric: Summarize the relevant research and describe how it supports the plan’s curricular and
professional development goals.
The goals, objectives, benchmarks and timelines presented or described in the previous sections
of the plan are derived from proven strategies and methods for student learning, teaching and
technology management and are based on relevant research and effective practices.

Technology Planning with Measurable Objectives
The curriculum goals and objectives presented in this technology plan align with the
recommendations of the CEO Forum report. This report cites several studies showing the
positive impacts of technology programs that are aligned to measurable objectives in student
achievement.
CEO Forum School Technology and Readiness Report: Key Building Blocks for Student
Achievement in the 21st Century, CEO Forum on Education and Technology, June 2001.
Retrieved August 27, 2007 from http://www.ceoforum.org/downloads/report4.pdf
       The CEO Forum on Education and Technology (2001) studied the impact of technology
       over a five-year period to inform educational decision makers about effective uses of
       educational technology. The CEO Forum report recommends that schools develop
       strategic technology and educational plans that ensure alignment across the
       curriculum, learning standards and objectives. “Technology can have the greatest
       impact when integrated into the curriculum to achieve clear, measurable educational
       objectives.” The CEO Forum included 21st Century Skills as a “new set of skills
       necessary to prepare students for life and work in the digital age. These skills include
       digital literacy, inventive thinking, effective communication and high productivity
       abilities.”

Laptop Learning
Our District is now in the 3rd year of a shared laptop program. Many research reports indicate
that when students have access to laptop computers in the context of a coordinated program of
technology integration, higher student achievement is the result.
Second-year study of a laptop program conducted by independent research firm Rockman et al,
San Francisco.
       During the 1997-1998 school year, Rockman et al tracked the experiences of teachers
       and students at selected pioneer schools during their second year of the Laptop
       Program. In these programs, participating students have full-time access to notebook
       computers both in school and at home. The second year study explores when and how
       the computers are used, their impact on teaching and learning, and participants'
       assessments of their experiences in the program. Findings point to significant learning
       and student and teacher accomplishments in skill development, applications of
       technology for schoolwork, and improved critical thinking.



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Learning with Technology: The impact of laptop use on student achievement. Gulek, JC and
Demirtas, H (2005). Journal of Technology, Learning, and Assessment, 3(2). Available from
http://escholarship.bc.edu/jtla/vol3/2
      A total of 259 middle school students were followed via cohorts. Laptop students
      showed significantly higher achievement, when compared to students without access
      to laptops, in nearly all measures (in English language arts, mathematics, writing, and
      overall grade point average achievement) after one year in the program. Cross-
      sectional analyses in Year 2 and Year 3 concurred with the results from the Year 1.
A Meta-Analysis of the Effectiveness of Teaching and Learning With Technology on Student
Outcomes. Waxman, HC, Lin, MF, and Michko, GM (2003). Available from
http://www.ncrel.org/tech/effects2/waxman.pdf
      A study on the effects of teaching and learning with technology on student outcomes.
      That paper calculated 282 effect sizes were calculated using statistical data from 42
      studies that contained a combined sample of approximately 7,000 students. The
      results indicate that teaching and learning with technology has a small, positive,
      significant effect on student outcomes when compared to traditional instruction.
Evaluation of Michigan’s Freedom to Learn Program. The FTL Evaluation Study results are
Available from http://www.ftlwireless.org/content.cfm?ID=505
      Michigan’s one-to-one Freedom to Learn initiative, implemented in the fall of 2004,
      reported increased student achievement. The 2005 Michigan Education Assessment
      Program (MEAP) shows improvement in students’ math and reading scores.
Laptop Learning: A Comparison of Teaching and Learning in Upper Elementary Classrooms
Equipped With Shared Carts of Laptops and Permanent 1:1 Laptops. Russell, M, Bebell, D, and
Higgins, J (2004). Journal of Educational Computing Research, v30 n4 p313-330 Apr 2004
      This research program explored how teaching and learning changes when 4th and 5th
      graders in Andover, Massachusetts were provided with their own laptop computer,
      rather than using shared laptop carts. Classrooms that were fully equipped with 1:1
      laptops showed more technology use across the curriculum, more use of technology at
      home for academic purposes, less large group instruction, and nearly universal use of
      technology for writing.

Professional Development and Teaching
Many research reports discuss how successful outcomes in technology-enriched schools can
only come about with adequate teacher training.
Teaching with Technology: Creating Student-Centered Classrooms. Apple Classrooms of
Tomorrow (ACOT), Judith Haymore Sandholtz, Cathy Ringstaff, David C. Dwyer, Apple
Computer, Inc. (1997).
      Findings from the first 10 years of the project include:
      As teachers became more comfortable and competent with the technology, they
      began working in teams and across disciplines.
      Classrooms became a mix of traditional and constructivist instruction.
      Students became more collaborative.

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      Teachers altered their classrooms and daily schedules to permit students more time to
      work on projects.
      Teachers began to develop new forms of assessment that were performance- and
      portfolio based.
      Technology encouraged student-centered, cooperative learning.
      Technology often inspires teachers to use more complex tasks and materials in their
      instruction
      The influence of technology on teaching and learning occurs over an extended period
      of time.
Changing How and What Children Learn in School with Computer-Based Technology. Roschelle,
JM, et al (2000). The Future of Children, 10(2), 76-101. Available from
http://ctl.sri.com/publications/displayPublication.jsp?ID=114
      Teachers are motivated to develop their own technology skills when professional
      development links technology applications to specific curriculum goals. This literature
      review reports that "numerous literature surveys link student technology achievement
      to teachers' opportunities to develop their own computer skills" (p.90). A system of
      support and reinforcement that embeds the use of technology "in a broader education
      reform movement" (p.76) is critical to a school's capacity to change. The authors. also
      identify the ways technology contributes to relations among teachers: By networking
      with mentors and other teachers electronically, teachers can overcome the isolation of
      the classroom, share insights and resources, support one another's efforts, and
      engage in collaborative projects with similarly motivated teachers (p.91).
Technology In The Schools: What the Research Shows. Metiri Group – commissioned by Cisco
Systems (2006). Available from
http://www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsReport.pdf
      Technology does provide a small, but significant, increase in learning when
      implemented with fidelity. While this statistic is encouraging, the real value lies to
      research lies in the identification of those technology interventions that get sufficiently
      positive results to warrant the investment. Most educators are looking for the value
      proposition that will significantly advance learning, teaching, and school system
      efficiencies. Taking advantage of these leverage points requires serious review of
      specific research studies that specifically address the needs and challenges of specific
      schools and serious attention paid to leadership development, professional
      development for teachers, school culture, curricular redesign, and teacher preparation.
Classroom Instruction That Works: Research-Based Strategies for Increasing Student
Achievement. Marzano RJ, Pickering DJ and Pollock, JE (2001).
      Research into which teaching strategies raise student outcomes allows teachers to
      operate at advanced levels of effectiveness.

Students and Technology
Many studies indicate that students respond positively in all measures of achievement to the
engagement in learning that an integrated technology program can provide.


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The Digital Disconnect: The widening gap between internet-savvy students and their schools.
Levin, D, and Arafeh, S (2002) American Institutes for Research for Pew Internet & American Life
Project. Washington, DC. Available from http://www.pewinternet.org/PPF/r/67/report_display.asp
       A study of the attitudes of Internet-using public middle and high school students
       toward “use of the Internet for schoolwork and the broader learning that can take place
       online.”
Why Use Technology? Peck, KL, and Doricott, D (1994). Educational Leadership, 51(7), 11-15.
Available from http://www.ascd.org/readingroom/edlead/9404/peck.html
       Technology can foster an increase in the quantity and quality of students' thinking and
       writing. Productivity tools such as databases, spreadsheets, computer-assisted
       design, graphics programs and multimedia authoring programs (programs for creating
       computer-based presentations or lessons) allow students to independently organize,
       analyze, interpret, develop, and evaluate their own work. Several features of word
       processors seem to reduce the phobia often associated with writing and enable high
       school graduates to be proficient at accessing, evaluating, and communicating
       information. Educational technologies can, by design, provoke students to raise
       searching questions, enter debates, formulate opinions, engage in problem solving and
       critical thinking, and test their views of reality.
EnGauge 21st Century Skills: Literacy in the Digital Age, Lemke, Cheryl, et al. (2003), Available
from http://www.metiri.com/21/21%20Century%20Skills%20Final.doc
       The enGauge framework for improving student outcomes suggests that using
       technology in the classroom to focus on higher-level thinking skills will necessarily lead
       to a measurable increase in student achievement.
Authentic Intellectual Work and Standardized Tests: Conflict or Coexistence? Newmman, FM,
Bryk AS, and Nagaoka J (2001). Available from
http://ccsr.uchicago.edu/content/publications.php?pub_id=38
       This study of Chicago teachers’ assignments in mathematics and writing in grades 3,
       6, and 8, shows that students who received assignments requiring more challenging
       intellectual work also achieved greater than average gains in standardized tests in
       reading, mathematics and writing. The use of technology in the classroom presents
       great opportunities for introducing challenging intellectual work into the curriculum.
Student Videos Spark Dramatic Increase in Student Achievement, Apple Computer. Available
from http://www.apple.com/education/profiles/escondido/
       Project LIVE, an in-depth multimedia program of the Escondido Unified School District,
       in which students learn sophisticated video production techniques, has increased
       standardized test scores 10 to 30 points, according to school administrators. More
       information on the program is available from
       http://www.eusd4kids.org/edtech/project_live.html




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9b. Distance Learning and Ot her Supple mental Progra ms
Rubric: Describe the district’s plans to use technology to extend or supplement the district’s curriculum
with rigorous academic courses and curricula, including distance-learning technologies.
The explosive growth in the past two years of "Web2.0" technologies that are now easily available
to students and teachers, as well as the provision of high-quality projection systems throughout
District classrooms are finally creating easy-to-use rich content and distance learning
opportunities for our curriculum.

Streaming Video
Students at all sites have access to Discovery Education streaming videos through the ed1stop
subscription service. Searches can be performed using key words or state standards. Each
search produces a list of applicable standards and videos that meet those standards. The
programs are broken into instructional clips. The clips can be streamed or downloaded to the
teacher’s computer for use at any time. Usage rights include saving the clips to a CD or DVD and
using clips as part of student work. Studies show that streaming video used in the classroom
can have a positive outcome on student achievement in a variety of subjects:
       Some Effects of Video Streaming on Educational Achievement. Boster, FJ et al.
       Communication Education, v55 n1 p46-62 Jan 2006. An independent research firm
       found that using video from Discovery Education increased student achievement in 3rd
       grade science and social science and eight grade social studies.
       The Impact of Video Streaming on Mathematics Performance. Boster, FJ et al.
       Communication Education, v56 n2 p134-144 Apr 2007. In another study on 6th and
       8th grade mathematics, preliminary results show a mean gain for an experimental
       group using Unitedstreaming (now Discovery Education streaming) over the control
       group.

Podcasts, Wikis, Blogs and Websites
As a result of Vanguard training, teachers are increasingly producing as well as consuming
podcasts, wikis, blogs, and websites to deliver and support academic learning. These resources
provide students with access to real-time data, resource links and opportunities for critical
thinking and application of 21st century skills.

Videoconferencing
In 2007, the District obtained a Polycom unit for videoconferencing at Kent Middle School from
the Marin County Office of Education. In addition desktop and laptop computers introduced at
both schools this year have built-in video chat/conference capabilities. When network equipment
and fiber optic connections are installed later this year, District schools will have the necessary
high bandwidth/high quality networking to facilitate multiple simultaneous video conferencing
sessions with locations anywhere on the internet.
Pilot videoconferencing projects using the Polycom unit are being conducted this year to link with
other schools in the U.S. and possibly abroad. One Kent teacher is working with a group in
Costa Rica to promote a sustainable rainforest plantation; videoconferencing to this site is an
example of how the classroom experience can be extended beyond the bounds of Marin County
to expose students first hand to issues of global importance. Videoconferencing will also be used
to allow students to explore and learn with experts at remote locations. Teachers participating in
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these virtual field trips will collaborate with each other to share resources that align with and
augment the curriculum.




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A. Refe re nce s
Kentfield Sc hool District Documen ts
Tech Plan Wiki, Kentfield School District (2007). Available from
http://ksdtechplan.wikispaces.com.
Tech Uses Wiki, Kentfield School District (2007). Available from
http://ksdtechuses.wikispaces.com.
Three-Year Strategic Plan, Kentfield School District (2007).
Information Literacy Standards K-12, Marin Teaching Network (formerly ETF) Information Literacy
Committee (2007). Kentfield is an active member of the MTN.
School Accountability Report Cards, 2005-2006 School Year, Kentfield School District (2007).
Available from http://www.kentfieldschools.org/District/SARC.
Summary of Spring 2006 Parents Communications Survey.
Summary of September 2007 Parents Technology Workshop.
Technology Guidelines and Acceptable Use Agreements, Kentfield School District, CTAP Region
IV and the Marin County Office of Education. Available from
http://www.kentfieldschools.org/District/Technology_Guidelines. This page gives access to the
following documents, which are used for instruction and to enforce acceptable use:
       CTAP IV Cybersafety Poster
       Publishing Guidelines for Public Web Sites (Guidelines designed to protect student
       privacy)
       Publishing Guidelines for Private Web Sites (Less restrictive guidelines for sites that are
       password protected)
       Publication Permission Form for the Internet (Release form signed by parents)
       Publication Permission Form for Private Distribution (Release form signed by parents)
       Terms and Conditions for Education Use Internet Accounts (MCOE Acceptable Use
       Agreement signed by staff and students)
       Rules for Computer Use
       Surfing the Net (Cybersafety rules)

Regional, State an d National St an dards
National Educational Technology Standards for Students ("NETS-S"), June 2007 Refresh, ISTE
(2007). Available from http://cnets.iste.org. This site also provides sample profiles that
demonstrate how the ISTE standards are used in grade-level-specific activities. ISTE also
publishes Technology Standards for Teachers ("NETS-T") and for Administrators ("NETS-A").
Technology Facilitation and Technology Leadership Standards, ISTE / NCATE (2003). Available
from http://cnets.iste.org/ncate/index.html. These standards for teacher training programs are
useful indicators of proficiencies for candidates who can serve as building/campus-level


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technology facilitators (Technology Facilitation Standards) or as technology directors,
coordinators, or specialists (Technology Leadership Standards).
Microsoft Education Competencies, Microsoft Corporation (2007). Available from
http://www.microsoft.com/education/competencies/default.mspx. Self-assessment tools on this
site can help educators find "gap" areas for personal improvement that are essential to working
and teaching in a 21st century school. The site also provides interview profiles for use in hiring
staff that have competencies that lead to success.
ICT Literacy Maps, The Partnership for 21st Century Skills (2007). Available from
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=82&Itemid=40.
These curriculum specific maps give concrete examples of technology literacy activities that can
be integrated into core content in 4th, 8th and 12th grades.

Websites, Books, Researc h Articles, White Papers
From Now On, Jamie McKenzie (website). Available from http://www.fno.org. McKenzie has
conducted several workshops with Kentfield teachers on using questioning and critical thinking at
the core of the curriculum.
Project-Based Learning with Technology, Diane McGrath (website). Available from
http://coe.ksu.edu/pbl. Expanded from articles written for ISTE, this site showcases schools and
projects that demonstrate technology immersed in the curriculum.
Project Based Learning Online, Buck Institute of Education et al. (website). Available from
http://pbl-online.org. Many resources on planning and building high-quality projects.
Talkin' Tech (3-part article), National School Boards Association, (2007; blog article). Part 1
Available from http://boardbuzz.nsba.org/archives/025027.php. This conversation with
education technology expert David Warlick discusses the drawbacks of current measurements of
student success, as well as the need for a more student-centered classroom.
K-12 Total Cost of Ownership Tool, Garnter, Inc. (2003; website). Available from
http://k12tco.gartner.com
enGauge: A framework for technology planning. NCREL and Metiri Goup, (2007; website).
Available from http://www.ncrel.org/engauge. This site helps establish the essential conditions
for a successful technology program and provides web-based tools for districts to evaluate the
level of their technology readiness.
Digital Citizenship in Schools, Gerald Bailey and Mike Ribble, ISTE (2007; book). ISBN 978-1-
56484-232-9. This is a handbook for teaching cyberethics in schools.
Professional Learning Communites at Work: Best Practices for Enhancing Student Achievement,
Richard DuFour and Robert Eaker (Solution Tree, 1998; book). ISBN 1-879639-60-2. The
guiding document for setting up professional learning communities as a catalyst for school
change and improvement.




                                                                                          Page 114
B. E-Rate Supple mental B udget Anal ysi s
This document will be filed annually with USAC, and will be kept on file in the District Office.




                                                                                            Page 115
     C. Criteria f or E ETT Funded Technol ogy Plans
     The table below provides an index for reviewers to relevant sections of the technology plan.
     Refer to the "Page in District Plan" column for location of referenced text.

1.   PLAN DURATION CRITERION
                                   Page in       Example of Adequately           Example of Not Adequately
                                   District          Addressed                          Addressed
                                    Plan
The plan should guide the             3       The technology plan describes      The plan is less than three
district’s use of education                   the districts use of education     years or more than five years
technology for the next three to              technology for the next three to   in length.
five years. (For new plan, can                five years. (For new plan,
include technology plan                       description of technology plan
development in the first year).               development in the first year is   Plan duration is 2008-11.
                                              acceptable).
                                              Specific start and end dates are
                                              recorded (7/1/xx to 6/30/xx).
2. STAKEHOLDERS CRITERION
     Corresponding EETT Requirement(s): 7 and 11 (Appendix D).
                                   Page in       Example of Adequately           Not Adequately Addressed
                                   District          Addressed
                                    Plan
Description of how a variety of     4-6       The planning team consisted of     Little evidence is included that
stakeholders from within the                  representatives who will           shows that the district actively
school district and the                       implement the plan. If a variety   sought participation from a
community-at-large participated               of stakeholders did not assist     variety of stakeholders.
in the planning process.                      with the development of the
                                              plan, a description of why they
                                              were not involved is included.




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3. CURRICULUM COMPONENT CRITERIA
       Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D).
                                  Page in       Example of Adequately            Example of Not Adequately
                                  District          Addressed                           Addressed
                                   Plan
a. Description of teachers’        7-8       The plan describes the             The plan explains technology
   and students’ current                     technology access available in     access in terms of a student-to-
   access to technology                      the classrooms, library/media      computer ratio, but does not
   tools both during the                     centers, or labs for all           explain where access is
   school day and outside of                 students and teachers.             available, who has access, and
   school hours.                                                                when various students and
                                                                                teachers can use the
                                                                                technology.
b. Description of the             9 - 13     The plan describes the typical     The plan cites district policy
   district’s current use of                 frequency and type of use          regarding use of technology, but
   hardware and software to                  (technology skills/information     provides no information about
   support teaching and                      literacy/integrated into the       its actual use.
   learning.                                 curriculum).
c. Summary of the district’s     14 - 16     The plan summarizes the            The plan does not summarize
   curricular goals that are                 district’s curricular goals that   district curricular goals.
   supported by this tech                    are supported by the plan and
   plan.                                     referenced in district
                                             document(s).
d. List of clear goals,          17 - 23     The plan delineates clear          The plan suggests how
   measurable objectives,                    goals, measurable objectives,      technology will be used, but is
   annual benchmarks, and                    annual benchmarks, and a           not specific enough to know
   an implementation plan                    clear implementation plan for      what action needs to be taken
   for using technology to                   using technology to support        to accomplish the goals.
   improve teaching and                      the district’s curriculum goals
   learning by supporting                    and academic content
   the district curricular                   standards to improve learning.
   goals.
e. List of clear goals,          24 - 27     The plan delineates clear          The plan suggests how
   measurable objectives,                    goal(s), measurable                students will acquire technology
   annual benchmarks, and                    objective(s), annual               skills, but is not specific enough
   an implementation plan                    benchmarks, and an                 to determine what action needs
   detailing how and when                    implementation plan detailing      to be taken to accomplish the
   students will acquire the                 how and when students will         goals.
   technology skills and                     acquire technology skills and
   information literacy skills               information literacy skills.
   needed to succeed in the
   classroom and the
   workplace.




                                                                                                Page 117
                                   Page in      Example of Adequately           Example of Not Adequately
                                    Plan            Addressed                          Addressed
f. List of goals and an            28 - 29   The plan describes or             The plan suggests that students
   implementation plan that                  delineates clear goals            will be educated in the ethical
   describe how the district                 outlining how students will       use of the Internet, but is not
   will address the                          learn about the concept,          specific enough to determine
   appropriate and ethical                   purpose, and significance of      what actions will be taken to
   use of information                        the ethical use of information    accomplish the goals.
   technology in the                         technology including
   classroom so that                         copyright, fair use, plagiarism
   students can distinguish                  and the implications of illegal
   lawful from unlawful uses                 file sharing and/or
   of copyrighted works,                     downloading (as stated in AB
   including the following                   307).
   topics: the concept and
   purpose of both copyright
   and fair use;
   distinguishing lawful from
   unlawful downloading and
   peer-to-peer file sharing;
   and avoiding plagiarism
   (AB 307: Optional in 2007-
   08, required July 1, 2008).
g. List of goals and an            30 - 32   The plan describes or             The plan suggests Internet
   implementation plan that                  delineates clear goals            safety education but is not
   describe how the district                 outlining how students will be    specific enough to determine
   will address Internet                     educated about Internet safety    what actions will be taken to
   safety, including how to                  (as stated in AB 307).            accomplish the goals.
   protect online privacy and
   avoid online predators.
   (AB 307: Optional in 2007-
   08, required July 1, 2008)
h. Description of or goals         33 - 38   The plan describes the policy     The plan does not describe
   about the district policy or              or delineates clear goals and     policies or goals that result in
   practices that ensure                     measurable objectives about       equitable technology access for
   equitable technology                      the policy or practices that      all students.
   access for all students.                  ensure equitable technology
                                             access for all students. The
                                             policy or practices clearly
                                             support accomplishing the
                                             plan’s goals.
i.   List of clear goals,          39 - 42   The plan delineates clear         The plan suggests how
     measurable objectives,                  goal(s), measurable               technology will be used, but is
     annual benchmarks, and                  objective(s), annual              not specific enough to know
     an implementation plan to               benchmarks, and an                what action needs to be taken to
     use technology to make                  implementation plan for using     accomplish the goals.
     student record keeping                  technology to support the
     and assessment more                     district’s student record-
     efficient and supportive of             keeping and assessment
     teachers’ efforts to meet               efforts.
     individual student
     academic needs.
j.   List of clear goals,          43 - 46   The plan delineates clear         The plan suggests how
     measurable objectives,                  goal(s), measurable               technology will be used, but is
     annual benchmarks, and                  objective(s), annual              not specific enough to know
     an implementation plan to               benchmarks, and an                what action needs to be taken to

                                                                                              Page 118
                                 Page in     Example of Adequately            Example of Not Adequately
                                  Plan           Addressed                           Addressed
   use technology to                       implementation plan for using     accomplish the goals.
   improve two-way                         technology to improve two-
   communication between                   way communication between
   home and school.                        home and school.
k. Describe the process that       47      The monitoring process, roles,    The monitoring process either is
   will be used to monitor the             and responsibilities are          absent, or lacks detail regarding
   Curricular Component                    described in sufficient detail.   procedures, roles, and
   (Section 3d-3j) goals,                                                    responsibilities.
   objectives, benchmarks
   and planned
   implementation activities
   including roles and
   responsibilities.




                                                                                            Page 119
4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA
   Corresponding EETT Requirement(s): 5 and 12 (Appendix D).
                                Page in       Example of Adequately            Example of Not Adequately
                                District          Addressed                           Addressed
                                 Plan
a. Summary of the teachers’     48 - 56    The plan provides a clear          Description of current level of
   and administrators’                     summary of the teachers’ and       staff expertise is too general or
   current technology                      administrators’ current            relates only to a limited
   proficiency and                         technology proficiency and         segment of the district’s
   integration skills and                  integration skills and needs for   teachers and administrators in
   needs for professional                  professional development. The      the focus areas or does not
   development.                            findings are summarized in the     relate to the focus areas, i.e.,
                                           plan by discrete skills that       only the fourth grade teachers
                                           include CTC Standard 9 and 16      when grades four to eight are
                                           proficiencies.                     the focus grade levels.
b. List of clear goals,         57 - 70    The plan delineates clear          The plan speaks only generally
   measurable objectives,                  goal(s), measurable                of professional development
   annual benchmarks, and                  objective(s), annual               and is not specific enough to
   an implementation plan                  benchmarks, and an                 ensure that teachers and
   for providing                           implementation plan for            administrators will have the
   professional                            providing teachers and             necessary training to
   development                             administrators with sustained,     implement the Curriculum
   opportunities based on                  ongoing professional               Component.
   district needs                          development necessary to
   assessment data (4a) and                reach the Curriculum
   the Curriculum                          Component objectives
   Component objectives                    (sections 3d through 3j) of the
   (sections 3d through 3j)                plan.
   of the plan.
c. Describe the process that       71      The monitoring process, roles,     The monitoring process either
   will be used to monitor                 and responsibilities are           is absent, or lacks detail
   the Professional                        described in sufficient detail.    regarding who is responsible
   Development (Section 4b)                                                   and what is expected.
   goals, objectives,
   benchmarks and planned
   implementation activities
   including roles and
   responsibilities.




                                                                                             Page 120
5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA
     Corresponding EETT Requirement(s): 6 and 12 (Appendix D).
                                   Page in       Example of Adequately             Example of Not Adequately
                                   District          Addressed                            Addressed
                                    Plan
a. Describe the existing           72 - 74 The plan clearly summarizes            The inventory of equipment is
   hardware, Internet access,                 the existing technology             so general that it is difficult to
   electronic learning                        hardware, electronic learning       determine what must be
   resources, and technical                   resources, networking and           acquired to implement the
   support already in the                     telecommunication                   Curriculum and Professional
   district that will be used to              infrastructure, and technical       Development Components.
   support the Curriculum                     support to support the              The summary of current
   and Professional                           implementation of the               technical support is missing or
   Development Components                     Curriculum and Professional         lacks sufficient detail.
   (sections 3 & 4) of the                    Development Components.
   plan.
b. Describe the technology         75 - 76 The plan provides a clear              The plan includes a description
   hardware, electronic                       summary and list of the             or list of hardware,
   learning resources,                        technology hardware, electronic     infrastructure, and other
   networking and                             learning resources, networking      technology necessary to
   telecommunications                         and telecommunications              implement the plan, but there
   infrastructure, physical                   infrastructure, physical plant      doesn’t seem to be any real
   plant modifications, and                   modifications, and technical        relationship between the
   technical support needed                   support the district will need to   activities in the Curriculum and
   by the district’s teachers,                support the implementation of       Professional Development
   students, and                              the district’s Curriculum and       Components and the listed
   administrators to support                  Professional Development            equipment. Future technical
   the activities in the                      Components.                         support needs have not been
   Curriculum and                                                                 addressed or do not relate to
   Professional Development                                                       the needs of the Curriculum
   Components of the plan.                                                        and Professional Development
                                                                                  Components.
c. List of clear annual            77 - 88 The annual benchmarks are              The annual benchmarks are
   benchmarks for obtaining                   specific and realistic. Teachers    either absent or so vague that
   the hardware,                              and administrators                  it would be difficult to
   infrastructure, learning                   implementing the plan can           determine what needs to be
   resources and technical                    easily discern what needs to be     acquired or repurposed, by
   support required to                        acquired or repurposed, by          whom, and when.
   support the other plan                     whom, and when.
   components as identified
   in section 5b.
d. Describe the process that         89       The monitoring process, roles,      The monitoring process either
   will be used to monitor the                and responsibilities are            is absent, or lacks detail
   annual benchmarks                          described in sufficient detail.     regarding who is responsible
   including roles and                                                            and what is expected.
   responsibilities.




                                                                                                 Page 121
6. FUNDING AND BUDGET COMPONENT CRITERIA
   Corresponding EETT Requirement(s): 7 & 13, (Appendix D).
                                Page in       Example of Adequately             Example of Not Adequately
                                District          Addressed                            Addressed
                                 Plan
a. List established and        90 - 95 The plan clearly describes             Resources to implement the plan
   potential funding                       resources that are available or    are not clearly identified.
   sources.                                could be obtained to implement
                                           the plan.
b. Estimate annual             96 - 99 Cost estimates are reasonable          Cost estimates are unrealistic,
   implementation costs for                and address the total cost of      lacking, or are not sufficiently
   the term of the plan.                   ownership, including the costs     detailed to determine if the total
                                           to implement the curricular,       cost of ownership is addressed.
                                           professional development,
                                           infrastructure, hardware,
                                           technical support, and
                                           electronic learning resource
                                           needs identified in the plan.
c. Describe the district’s       100       Plan recognizes that equipment     Replacement policy is either
   replacement policy for                  will need to be replaced and       missing or vague. It is not clear
   obsolete equipment.                     outlines a realistic replacement   that the replacement policy could
                                           plan that will support the         be implemented.
                                           Curriculum and Professional
                                           Development Components.
d. Describe the process that     101       The monitoring process, roles,     The monitoring process either is
   will be used to monitor                 and responsibilities are           absent, or lacks detail regarding
   Ed Tech funding,                        described in sufficient detail.    who is responsible and what is
   implementation costs                                                       expected.
   and new funding
   opportunities and to
   adjust budgets as
   necessary.




                                                                                              Page 122
7. MONITORING AND EVALUATION COMPONENT CRITERIA
   Corresponding EETT Requirement(s): 11 (Appendix D).
                                 Page in        Example of Adequately            Example of Not Adequately
                                 District           Addressed                           Addressed
                                  Plan
a. Describe the process for       102       The plan describes the process     No provision for an evaluation
   evaluating the plan’s                    for evaluation using the goals     is included in the plan. How
   overall progress and                     and benchmarks of each             success is determined is not
   impact on teaching and                   component as the indicators of     defined. The evaluation is
   learning.                                success.                           defined, but the process to
                                                                               conduct the evaluation is
                                                                               missing.
b. Schedule for evaluating        103       Evaluation timeline is specific    The evaluation timeline is not
   the effect of plan                       and realistic.                     included or indicates an
   implementation.                                                             expectation of unrealistic
                                                                               results that does not support
                                                                               the continued implementation
                                                                               of the plan.
c. Describe the process and       104       The plan describes the process     The plan does not provide a
   frequency of                             and frequency of communicating     process for using the
   communicating evaluation                 evaluation results to tech plan    monitoring and evaluation
   results to tech plan                     stakeholders.                      results to improve the plan
   stakeholders.                                                               and/or disseminate the findings.


8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE
   USE OF TECHNOLOGY CRITERION
   Corresponding EETT Requirement(s): 11 (Appendix D).
                                 Page in     Example of Adequately Addressed             Example of Not
                                 District                                             Adequately Addressed
                                  Plan
a. If the district has             105      The plan explains how the program         There is no evidence that
   identified adult literacy                will be developed in collaboration with   the plan has been, or will
   providers, describe how                  adult literacy providers. Planning        be developed in
   the program will be                      included or will include consideration    collaboration with adult
   developed in collaboration               of collaborative strategies and other     literacy service
   with them. (If no adult                  funding resources to maximize the         providers, to maximize
   literacy providers are                   use of technology. If no adult literacy   the use of technology.
   indicated, describe the                  providers are indicated, the plan
   process used to identify                 describes the process used to identify
   adult literacy providers or              adult literacy providers or potential
   potential future outreach                future outreach efforts.
   efforts.)




                                                                                              Page 123
9. EFFECTIVE, RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA
   Corresponding EETT Requirement(s): 4 and 9 (Appendix D).
                                 Page in    Example of Adequately Addressed                 Not Adequately
                                 District                                                     Addressed
                                  Plan
a. Summarize the relevant        106 –      The plan describes the relevant             The description of the
   research and describe          109       research behind the plan’s design for       research behind the
   how it supports the plan’s               strategies and/or methods selected.         plan’s design for
   curricular and                                                                       strategies and/or
   professional development                                                             methods selected is
   goals.                                                                               unclear or missing.
b. Describe the district’s       110 -      The plan describes the process the          There is no plan to use
   plans to use technology to     111       district will use to extend or              technology to extend or
   extend or supplement the                 supplement the district’s curriculum        supplement the district’s
   district’s curriculum with               with rigorous academic courses and          curriculum offerings.
   rigorous academic                        curricula, including distance learning
   courses and curricula,                   opportunities (particularly in areas that
   including distance-                      would not otherwise have access to
   learning technologies.                   such courses or curricula due to
                                            geographical distances or insufficient
                                            resources).




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