Enhancing Education Through Technology Technology Plan 2010-2015

FALLBROOK UNION ELEMENTARY SCHOOL DISTRICT 321 N. Iowa Street Fallbrook, CA 92028 Dr. Brian Jacobs – Superintendent “Excellence is our Standard – Not our Goal”

Page 1 of 54

FALLBROOK UNION ELEMENTARY SCHOOL DISTRICT OVERVIEW: The Fallbrook Union Elementary School District (FUESD) is nestled in the foothills some 50 miles northeast of San Diego, California. FUESD has eight schools, seven within Fallbrook itself and two on the military base of Camp Pendleton. The District extends from the Pacific Ocean east to Interstate 15 and includes six elementary schools, one middle school, one alternative schools and a home school program. FUESD serves 5600 students from kindergarten through eighth grade and employs over 300 teachers and support staff to better serve our students’ educational needs. The District has a five-member school board committed to expanding the use of technology in our classrooms. In addition, the Superintendent, the Director of Educational Technology, and System Support Technicians work with the schools to support their use of technology and the District Technology Plan. An index of all sections can be found on Page 52 of this document.

1. PLAN DURATION This five year plan, July 1, 2010 – June 30, 2015, is designed to be a living document that will guide the continued integration of technology into every facet of the district program. The plan has benchmarks and timelines that cover all of the years of the plan. However, we are aware that no plan can survive without modification for even one year so commit to revisiting this plan by the technology committee on a yearly basis.

2. STAKEHOLDERS The technology plan has been developed through multiple meetings and multiple groups of people. School and District administrators, the Director of Educational Technology, classroom teachers, and community members who serve on the District Technology Committee actively participated in the writing of this plan. Information was obtained also by monthly meetings of the District Technology Committee and monthly meetings of School Site Council meetings at all schools. In addition, feedback and advice was sought and received from the San Diego County Office of Education, CTAP office and California State University of San Marcos, Department of Educational Technology. Members of the District Educational Technology Committee and other Stakeholders involved are as follows: Administrators: Dr. Brian Jacobs, Superintendent; Assistant Superintendent of Business Services, Ray Proctor; Director of State and Federal Programs, Stacey Larson-Everson; Director of Educational Technology, Elaine Allyn; Teachers: Phil Pizzuto, Charla Goldate, Lana Norton, Carlos Magos, Phil Leonelli, Catherine Shabestari, Lilly Ellefsen, Linda Hanson, Larry Hilsabeck, Steven Stillman, Katy Tobler; School Site Administrators: Marlene Cecil, Diane McClelland, Tom Rhine; Parents: Mike Turney and Mary Moore

Page 2 of 54

3. CURRICULUM COMPONENT 3A. Description of Teacher/Student Access to Technology Tools

Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours.

Internet Connectivity In years past, Fallbrook Union Elementary School District has been able to use a General Obligation Bond to upgrade all of our sites to have Network Connectivity throughout the school. With the advent of more advanced technologies, we are also implementing a wireless network for ease of laptop use by Administrators and Teachers. Currently, every classroom has Internet access in addition to all offices, libraries and support rooms throughout the District. Classrooms have capacity for 8 – 12 computer workstations. This provides the opportunity for students to have access every minute they are in school. The exception is at William H Frazier Elementary and Live Oak Elementary. These campuses were not updated during our last round of Modernizing our campuses that was done in 2003-2006. They have 3-4 drops in every classroom and the desire to increase these either through physical drops and/or wireless connectivity is a consideration in this Technology Plan. After School hours, the After School Program in the District gives the students the ability to access technology and network-based curriculum to enhance their learning instruction. Access at public sites such as the Fallbrook Boys and Girls Club and Community Library along with internet based curriculum and access allows the teachers and student to access data at anytime. This is an area that is further addressed in this tech plan to extend the after-hour access to resources for all students and teachers. Student Access/Computer Ratio Six schools in the District have Title 1 funds that have significantly contributed to their expansion in technology. The three primary Title 1 schools have provided access through a combination of computer labs and computers in the classrooms. The emphasis for classroom computers has been for second and third grade where there is a range of three – ten computers per classroom. Most kindergarten and first grade classrooms have two to five student work stations. The emphasis for use for Kindergarten through Third grade students has been technology skill achievement and an integrated learning system for intervention purposes. Students who are at risk are often provided double dose time in order to make maximum use of the skills they can learn through the programs. Other uses at this level include word processing and other instructional software. The two intermediate Title 1 schools have worked to provide at least 4 - 5 work stations in each classroom. One of the schools also has a lab. Page 3 of 54

The Junior High, a Title I school has worked at increasing the numbers of computers per student. This has enabled them to have between five and ten workstations in every room and five computer labs for elective and core usage. As teachers have learned to use technology the school has made it a high priority, with all funds, to acquire a large number of projection devices for classroom use. Iowa Street is a home school program. The computer use is varied depending on the interests and needs of students. The use by students occurs, on campus, mostly in a computer lab of twenty-five workstations. Workshops are held almost daily and students can sign up to attend the workshops. There is are currently five classrooms of students that attend regularly two to three times a week – these classrooms have five to ten workstations for integration of technology for these students. Afterhours access for these children is highly encouraged and used with their home access. The two schools on Camp Pendleton have fewer computer resources. While all classrooms and support rooms have network access, most classrooms have one or two computers with the exception of a few upper grade classrooms that have more. The use of laptops and laptop carts has been very prevalent at one of the schools and has allowed for integration regularly in all classrooms. In addition to the classroom and lab access, students can access workstations in the school libraries. Teacher Access/Computer Ratio Because the District is able to have a true wide area network made possible through modernization, all teachers have a workstation and printer setup. Most schools also have workstations in the teacher lounges and/or work rooms where teachers can scan assessments. Most schools are working at supplying LCD Projectors and Document Cameras for every teacher. Along with Cable access and video streaming, allowing each classroom to have full multimedia integration. Access Outside of School Hours All schools provide intervention programs before or after school. Students are provided access to computers during these interventions. The district is moving towards access to school intervention programs and enhancement programs after hours – allowing the students to have access at anytime. Other Access to Technology Most classrooms have televisions, VCR/DVD players. Most classrooms have the ability to use the TV/projection devices connected to the teacher’s work station as part of instruction or an LCD Projector. Two schools have video conferencing equipment and some teachers have individual video conference equipment on their computer for more enhanced interaction for the students. Page 4 of 54

3B. Description of the District’s Current Use of Hardware/Software to Support Student Teaching and Learning Describe the typical frequency and type of use (technology skills/information and literacy integrated into the curriculum K – 6: The emphasis for use for K-3 students has been an integrated learning system for intervention purposes. Students who are at risk are often provided double dose time in order to make maximum use of the program. Other uses at this level include word processing, reading achievement and enhancement and other instructional software. For grades 4th through 6th, an integrated learning system is the main software used for instructional purposes. There is an emphasis on Reading Intervention and Enhancement and Typing Skills at this level as well. Teachers are working towards addressing the technology standards necessary for their grade levels by integrating technology use within the curricular areas. 7th through 8th: An integrated learning system is in place to engage students in learning and enhance intervention steps, other software is being used to inspire students to use technology to create projects, enhance their learning and investigation of curricular topics. This along with word processing, spreadsheets, and database software have been taught and are used regularly. The actual skills needed to use these programs and keyboarding are taught throughout the different curricular courses. This builds student skills so teachers are not spending time with computer and software training and can use technology for implementing the curriculum. 

Base Schools - Software in most of these classrooms is limited to Microsoft Office Suite and our integrated learning system, Successmaker. This along with Typing software, software addressing curricular areas such as Math and Science and different presentation software allows students to learn technology skills and use them in all aspects of the curriculum. The home school has a greater selection of software including piano keyboarding based on the unique interests of families.



All Schools - All of our schools have access to an online Encyclopedia for research, some schools have digital microscopes, and most have a reading intervention program (which will be expanded District-wide). Successmaker is our current integrated learning system that is district-wide. The Libraries catalog of books are available at all times of the day for students and faculty to access. All Resources Specialist programs have reading intervention software which includes a computer component.



Internet Use - All students must have an acceptable use policy agreement signed by the student and the parent in order to access the Internet. This is throughout the district and teachers are using the Internet more and more as a learning tool for research and integrating this into their curriculum.



Technology Standards - While the District has adopted a list of technology standards in the past, they were largely ignored because few teachers had the ability to implement the standards. Some teachers and schools have attempted to be Page 5 of 54

systematic in implementing the standards but the effort has been sporadic. The District still has expected technology standards but, the teachers are addressing these by using software and technologies throughout all curricular areas, allowing students constant access and enrichment on technology, thus enhancing their technology skills.

3C. Summary of the District’s Curricular Goals The plan summarizes the district’s curricular goals that are supported by the plan and referenced in the district document(s). The first priority of the FUESD is to maximize and enrich student achievement with particular attention to the core curriculum. Goals for improving student achievement are articulated in the District's Single Plan for Improving Student Achievement and the Local Education Agency Plan (LEAP). These goals include: 1. English Language Learners will move one level of proficiency based on the CELDT (California English Language Development Test) levels of proficiency for each year in the district. 2. All core academic instruction will be implemented with standards-based methodology, with ready access to standardsbased materials, with the goal of all students attaining proficiency in English/Language Arts and Mathematics by 20132014. As new standards-based materials are adopted, careful attention will be given to ensuring quality technology components are included. 3. A safe and supportive working relationship and environment will be fostered between the school district, students, families and members of the community in order to improve student performance and community accountability. 4. Instruction will be consistently paced at all grade levels to ensure: a. opportunity for mastery of critical standards; b. seamless articulation between grade levels and schools c. facilitation of class/school/teacher changes d. all students experience a rigorous and challenging curriculum 5. All instruction will be standards driven using researched based effective teaching strategies. 6. Teachers will participate in high quality professional development and study that: a. Strengthens ability to implement a standards-based curriculum; b. Provides researched-based instructional strategies; c. Enables teachers to accelerate student learning; d. Includes the use of technology to support student learning. 7. The District will strive to give access to all students to resources that will enhance their academic achievement any time, any day.

Page 6 of 54

All teachers have been trained in Standards based instruction in all grade level/subject areas. Each grade level has a Critical Standards Notebook that includes critical standards and assessments. All reform efforts in the district, including educational technology, are aligned with these goals and standards.

3D. Implementation Plan for Using Technology to Improve Teaching and Learning by Supporting the District Curricular Goals. The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the district’s curriculum goals and academic content standards to improve learning.

The District has a standards-based curriculum for grades K-8 in place in the core areas of Mathematics, English/Language Arts, Science, and History/Social Science. The following goals list the specific implementation plan for using technology to improve teaching and learning by supporting the District curricular goals and the California State Academic Content and Performance Standards. Goal#1: Technology will be systematically integrated into all curricular areas. Objective 1: End of Year One: End of Year Two:

End of Year Three:

End of Year Four:

End of Year Five:

By June 2015, District Committees and the District Technology Committee will determine appropriate hardware and curricular software resources appropriate to the core curricular areas Continue to provide workshops and best practices learning strategies to teachers with a focus on technology integration and enhancing student learning. Investigate alternatives for software to leverage our aging computer fleet. Implement the new adopted standards-based materials including the software in English-Language Arts. Continue staff development opportunities and best practices information for staff. Work towards anytime, anywhere access for students and staff. Implement the new adopted standards-based materials including the software in History. Research additional History/Social Science software and websites that support the History/Social Science Adoption. Continue staff development opportunities and best practices information for staff. Work towards anytime, anywhere access for students and staff. Implement the new adopted standards-based materials including the software in Science. Research additional Science software and websites that support the Science Adoption. Continue staff development opportunities and best practices information for staff. Work towards anytime, anywhere access for students and staff. Implement the new adopted standards-based materials including the software in Mathematics. Research additional software and websites that support the Mathematics Adoption. Continue staff development opportunities and best practices information for staff. Work towards anytime, anywhere access for students and staff.

Assessment Instrument/Data

Evaluation Schedule

Person(s) Responsible

Analysis/Modification

Page 7 of 54

March each year Quarterly January and May each year

CTAP2 Survey School Reports Curriculum Committee Reports District-wide Assessments

Goal #2:

End of Year Two: End of Year Three: End of Year Four: End of Year Five:

Educational Technology Committee, Curriculum Adoption Committees and Director, Educational Technology will analyze progress. Necessary changes will be made with assistance of stakeholders.

All teachers will use technology as an integral tool to enhance the teaching and learning environment.

Objective 1: End of Year One:

District Educational Technology Committee Members, Director of Educational Technology, and Curriculum Committee Members

By June 2015, all teachers will use a variety of technologies to support the needs of all learners.

All Schools will use technology integration daily to support student learning. Intervention programs in Mathematics, Reading and ESL will be used extensively for all students. Evaluate use of technology and expand projection acquisition for teachers to help in daily instruction with students. Regularly monitor web-programs and resources to create and maintain database of best sites for teachers. Continue evaluation of technology use in the classroom. Finalize acquisition of projection abilities for every classroom and learning space in all schools. Maintain and monitor web-based programs for best curriculum interaction and integration. Continue evaluation of technology use in the classroom. Maintain and monitor web-based programs for best curriculum interaction and integration. Provide regular trainings on technology integration to teachers for optimum learning. Continue evaluation of technology use in the classroom. Maintain and monitor web-based programs for best curriculum interaction and integration. Provide regular trainings on technology integration to teachers for optimum learning.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

CTAP2 School Reports

March each year Monthly

District Educational Technology Committee Members Director of Educational Technology Site Administrators

Educational Technology Committee, Site Administrators and Director of Educational Technology will analyze progress. Necessary changes will be made with assistance of stakeholders.

Page 8 of 54

3E. How and When Students will Acquire the Technology Skills and Information Literacy Skills Needed to Succeed in the Classroom and the Workplace.

List of clear goals, measurable objectives, annual benchmarks and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and workplace.

The National Educational Technology Standards (NETS) and the California English/language arts standards are the basis of skills students are required to learn at each grade level. GOAL #1: OBJECTIVE #1: End End End End End

of of of of of

Year Year Year Year Year

One: Two: Three: Four: Five:

Teachers will implement the National Educational Technology Standards (NETS), as measured by students meeting or exceeding grade level technology proficiencies. By June 2015, all students will use technology and have mastered their grade level technology proficiencies. 50% of students will meet or exceed grade level technology proficiencies. 60% of students will meet or exceed grade level technology proficiencies. 70% of students will meet or exceed grade level technology proficiencies. 80% of students will use technology in curricular areas to enhance their educational experience. 90% of students will use technology in curricular areas to enhance their educational experience.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

CTAP2 Observation in the classrooms CTAP Student Assessment Survey District-wide Assessments

March each year Monthly May each year

Site Administrator, Director of Educational Technology, Classroom Teachers District Educational Technology Committee

District Educational Technology Committee, Site Administrator and Director of Educational Technology will analyze progress. Necessary changes will be made with assistance of stakeholders.

Page 9 of 54

GOAL #2

Students will learn the skills, knowledge, and attitudes needed to develop effective lifelong information awareness, seeking, management, and presentation strategies.

OBJECTIVE #1: End of Year One: End of Year Two: End of Year Three: End of Year Four: End of Year Five: Each Year 2010 through 2015:

By June 2015, students will increase their information literacy skills.

50% of students will develop information literacy skills, awareness and presentation strategies. 60% of students will develop information literacy skills, awareness and presentation strategies. 70% of students will develop information literacy skills, awareness and presentation strategies. 80% of students will develop information literacy skills, awareness and presentation strategies. 90% of students will develop information literacy skills, awareness and presentation strategies. Information literacy skills will be a progression through the students Kindergarten through 8th grade experience. K-2 Teachers will be driven by examples of literacy awareness and mangement, 3rd – 6th grade teachers will introduce research tools, requirements and awareness, 7th – 8th grade teachers will enhance research tools and internet awareness emphasizing safety and evaluation.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

CTAP2 CTAP Student Assessment Survey

March each year May each year

Site Administrator, Director of Educational Technology, Classroom Teachers District Educational Technology Committee

District Educational Technology Committee, Site Administrators and Director of Educational Technology will analyze progress. Necessary changes will be made with assistance of stakeholders.

Page 10 of 54

3F. Appropriate and Ethical Use of Information Technology in the Classroom so that Students and Teachers can Distinguish Lawful and Unlawful uses of copyrighted work. 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 and teachers 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.

It is the desire of the Fallbrook Union Elementary School District and the District Technology Committee to have a repository of information videos, resources, examples, etc for use by teachers in the classroom on the usage of Internet and areas to watch for. Cyberbulling, Copyright Information, Proper Licensing of Software, Internet Safety, Peer to Peer Communications via technology are some topics that can be addressed in this repository, with regular trainings and information content for teachers to use in the classroom. GOAL #1 Students and Teachers will learn the skills necessary to use technology ethically. OBJECTIVE #1: End of Year One: End of Year Two: End of Year Three: End of Year Four: End of Year Five: Each Year 2010 through 2015:

By June 2015, students and teachers will have regular and consistent training and discussions on the awareness and understanding of ethical use of technology and information

50% of students will understand and be aware of technology information and its ethical use. 60% of students will understand and be aware of technology information and its ethical use. 70% of students will understand and be aware of technology information and its ethical use. 80% of students will understand and be aware of technology information and its ethical use. 90% of students will understand and be aware of technology information and its ethical use. Teachers will be trained and understand the terms of internet usage and CIPA Regulations (Children’s Internet Protection Act), Licensing Constraints and Regulations and Copyright constraints and regulations. Students will be introduced to these concepts throughout the instructional year. Resources will be made available via video, websites, interactive games as learning tools on the ethical use of technology. Among other topics, copyright, plagiarism and current technology laws and issues will be taught and discussed.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

Teacher Observation Classroom Observation Student Internet Usage Monitoring

Monthly Monthly Daily

Site Administrator, Director of Educational Technology, Classroom Teachers District Technology Committee

DistrictTechnology Committee, Principals and Director of Educational Technology will analyze progress. Necessary changes will be made with assistance of stakeholders.

Page 11 of 54

GOAL #2

Students and Teachers will learn the skills necessary to use technology appropriately.

OBJECTIVE #1:

By June 2015, students and teachers will have regular and consistent training and discussions on the awareness and understanding of appropriate use of technology.

End of Year One: End of Year Two: End of Year Three: End of Year Four: End of Year Five: Each Year 2010 through 2015:

50% of students will understand and be aware of technology information. 60% of students will understand and be aware of technology information. 70% of students will understand and be aware of technology information. 80% of students will understand and be aware of technology information. 90% of students will understand and be aware of technology information. Teachers and students will be trained and understand the terms of netiquette, plagiarism, evaluation of internet resources, internate literacy, and verifying sources on the web. Resources will be made available via video, websites, interactive games as learning tools.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

Teacher Observation Classroom Observation Student Internet Usage Monitoring

Monthly Monthly Daily

Site Administrator, Director of Educational Technology, Classroom Teachers District Educational Technology Committee

District Educational Technology Committee, Site Administrators and Director of Educational Technology will analyze progress. Necessary changes will be made with assistance of stakeholders.

Page 12 of 54

3G. Goals and Implementation Plan for Students to Learn Internet Safety

List of goals and an implementation plan that describe how the district will address Internet Safety, including how students and teachers will be trained to protect online privacy and avoid online predators.

GOAL #1: OBJECTIVE #1: End of Year One: End of Year Two: End of Year Three: End of Year Four: End of Year Five:

Teachers will implement the National Educational Technology Standards (NETS), as measured by students meeting and understanding Objectives. By June 2015, all students will use technology and have mastered their grade level technology proficiencies. th 6 through 8th grade students shall be instructed on NETS standards in regards to Internet Safety techniques and be given interactive tools to help learn Internet Safety. 4th through 8th grade students shall be instructed on NETS standards in regards to Internet Safety techniques and be given interactive tools to help learn Internet Safety. Kindergarten through 8th grade students shall be instructed on NETS standards in regards to Internet Safety techniques for their grade levels and be given interactive tools to help learn Internet Safety. Enhance and enrich the offerings available to teach students internet safety. Ensure that all grade levels are addressing internet safety on a regular basis. Enhance and enrich the offerings available to teach students internet safety. Ensure that all grade levels are addressing internet safety on a regular basis.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

CTAP2 Observation in the classrooms CTAP Student Assessment Survey

March each year Monthly May each year

Site Administrator, Director of Educational Technology, Classroom Teachers District Educational Technology Committee

District Educational Technology Committee, Site Administrator and Director of Educational Technology will analyze progress. Necessary changes will be made with assistance of stakeholders.

Page 13 of 54

GOAL #2: OBJECTIVE #1: End of Year One: End of Year Two: End of Year Three: End of Year Four:

End of Year Five:

Students will learn Internet Safety and evaluation. Parents will be kept informed. By June 2015, students will know and understand Internet Safety and have the ability to evaluate websites. Parents will have regular communication on the Internet Policy of the District and their students education. K through 8th grade students shall be instructed Internet Use Agreement and Safety. Parents will be sent home the Internet Use Agreement and an outline of steps taken to ensure Child protection on the internet. 4th through 8th grade students will be quizzed and required to pass understanding of the Internet Use Agreement and basic Internet Safety. Kindergarten through 8th grade students will be taught age appropriate Internet Safety, continuation of Years One and Two. Parents will be educated on Internet Safety and keeping your student safe. Enhance and enrich the offerings available to teach students internet safety. Ensure that all grade levels are addressing internet safety on a regular basis. Ensure that parents are receiving and understand internet safety measures at home. Enhance and enrich the offerings available to teach students internet safety. Ensure that all grade levels are addressing internet safety on a regular basis. Ensure that parents are receiving and understand internet safety measures at home.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

CTAP2 Observation in the classrooms CTAP Student Assessment Survey Parent/Student Assessments and Surveys

March each year Monthly May each year

Site Administrator, Director of Educational Technology, Classroom Teachers District Educational Technology Committee

District Educational Technology Committee, Site Administrator and Director of Educational Technology will analyze progress. Necessary changes will be made with assistance of stakeholders.

Page 14 of 54

3H. Description of Policy and Practices that Insure Technology Access for all Students.

Description of, or goals about the district policy or practices that ensure equitable technology access for all students.

Equitable access to technology has always been central to District policy. However, there are certain populations for whom specialized technologies are particularly important. It is the desire of FUESD to work towards anytime, anywhere access for all students and staff. So that every student has appropriate and on-time access to resources that will help them develop as lifelong learners. The District will move towards large bandwidth access for all schools to allow students and teachers access with no hindrances to learning. The District shall provide access afterhours to technology rich resources that will enhance the curriculum at home and continue learning. GOAL #1:

All Learners will have access to technology resources that will accelerate their learning of English and reaching of benchmarks.

OBJECTIVE #1:

By June 2015, all teaching staff will integrate technology into their curriculum to support individual needs of students. Continue access for all students of technology rich websites and programs that will help focus learning in particular areas of the End of Year One: curriculum. Start implementation of more “on-line” resources and programs for students for anytime learning and study. Move towards all students having the ability to access software, data and resources from anywhere. Implement additional resources and programs for student appropriate grade level access from school and home. Investigate and End of Year Two: implement different access abilities of teachers and staff to be able to access data and information anywhere and at anytime. End of Year Three: Implement additional resources and programs for student appropriate grade level access from school and home. Investigate and implement different access abilities of teachers and staff to be able to access data and information anywhere and at anytime. Implement additional resources and programs for student appropriate grade level access from school and home. Investigate and End of Year Four: implement different access abilities of teachers and staff to be able to access data and information anywhere and at anytime. Implement additional resources and programs for student appropriate grade level access from school and home. Investigate and End of Year Five: implement different access abilities of teachers and staff to be able to access data and information anywhere and at anytime. Assessment Instrument/Data Evaluation Schedule Person Responsible Analysis/Modification CTAP2 Directory of specific software/resources identified for each grade level/language level

March December and May

Superintendent, Director of State and Federal Programs and the District English Language Learner Advisory Committee

Educational Technology Committee, Site Administrators, Director of State and Federal Programs and Superintendent will analyze progress. Necessary changes will be made with assistance of stakeholders.

Page 15 of 54

GOAL #2: OBJECTIVE #1: End of Year One: End of Year Two: End of Year Three: End of Year Four: End of Year Five:

All Learners will have access to technology resources that will support remediation of students. By June 2015, all students will have opportunities to access technology rich resources before, during and after school hours to enrich their remediation efforts. Implementation of more “on-line” resources and programs for students for anytime learning and study. Research and Acquire remediation programs for students. Research anywhere access for students that have no access at home. Move towards all students having the ability to access software, data and resources from anywhere at anytime. Implement online resources and programs for anytime, anywhere learning and remediation. Implement efforts for all students to have access after school hours. Implement online resources and programs for anytime, anywhere learning and remediation. Implement efforts for all students to have access after school hours. Implement online resources and programs for anytime, anywhere learning and remediation. Implement efforts for all students to have access after school hours. Implement online resources and programs for anytime, anywhere learning and remediation. Implement efforts for all students to have access after school hours.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

CTAP2 Directory of specific software/resources identified for each grade level/language level Evaluation of Access times and locations.

March December and May

Superintendent, Director of State and Federal Programs and the District English Language Learner Advisory Committee

Educational Technology Committee, Site Administrators, Director of State and Federal Programs and Superintendent will analyze progress. Necessary changes will be made with assistance of stakeholders.

Monthly

Page 16 of 54

3I. Insure Technology is used to support Student Record Keeping to be Supportive of Teachers Meeting Individual Student Academic Needs

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.

The District will use a student information system that is easily accessible by all employees and extend its access to parents and students for pertinent information. The District uses an online Assessment system which dramatically improves the accuracy and accessibility of all student records. Teachers, administrators, and parents have timely data to help guide sound instructional decisions that can be used to meet identified student learning needs. GOAL #1 OBJECTIVE #1: End of Year One: End of Year Two: End of Year Three: End of Year Four: End of Year Five:

Technology-based student data management systems will be used to make data-driven instructional decisions to enhance teaching and learning. By June 2015, all teachers will use student data management system to focus instruction on meeting students’ specific needs and accessing standardized test data and relevant assessment data. 50% of teachers will use the online Assessment system for District and Local assessments and Standardized Assessment information. Student Information System will be used daily by all Teachers for not only attendance but, demographic information needed on each student. 60% of teachers will use student data systems to plan for instruction and academic needs of each student and use the online Assessment system for District and Local Assessments and Standardized Assessment information. 80% of teachers will use student data systems to plan for instruction and academic needs of each student and use the online Assessment system for District and Local Assessments and Standardized Assessment information. 100% of teachers will use student data systems to plan for instruction and academic needs of each student and use the online Assessment system for District and Local Assessments and Standardized Assessment information. 100% of teachers will use student data systems to plan for instruction and academic needs of each student and use the online Assessment system for District and Local Assessments and Standardized Assessment information.

Page 17 of 54

GOAL #2 OBJECTIVE #1 End of Year One: End of Year Two: End of Year Three: End of Year Four: End of Year Five:

Technology-Based Systems will be widely used and Online system will be made available for current data and information on students. By June 2015, teachers will implement classroom management technology in support of student learning (i.e. electronic report card, grade book, attendance, etc.). 20% of the teachers will use technology-based classroom management tools, with an emphasis on Grade Book, so that Parents and students have access to real-time information on their students classroom. 40% of the teachers will use technology-based classroom management tools, with an emphasis on Grade Book, so that Parents and students have access to real-time information on their students classroom. 60% of the teachers will use technology-based classroom management tools, with an emphasis on Grade Book, so that Parents and students have access to real-time information on their students classroom. 80% of the teachers will use technology-based classroom management tools, with an emphasis on Grade Book, so that Parents and students have access to real-time information on their students classroom. 100% of the teachers will use technology-based classroom management tools, with an emphasis on Grade Book, so that Parents and students have access to real-time information on their students classroom.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

Individual Teacher Reports Assessment Reports Standardized Test Reports Grade book Reports Electronic Report Card Reports

Nov., Feb., and June updates at District Technology Committee Meetings.

Director of Educational Technology, Site Administrators and Superintendent.

District Educational Technology Committee, Site Administrators, Director of Educational Technology and Superintendent will analyze progress. Necessary changes will be made with assistance of stakeholders.

Page 18 of 54

3J. Use Technology to Improve Two-Way Communication between Home and School

List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school.

The District is making progress in the home/school communication process both through school site web pages, e-mail and online information for parents. Each school site and the District has its own web page. All teachers are provided with email and phones in the classroom. Parents will be provided with secure logins to obtain student specific information. Improving Home to School Communication

GOAL #1 OBJECTIVE #1: End of Year One: End of Year Two: End of Year Three: End of Year Four: End of Year Five:

By June 2015, all teachers will be provide a variety of ways to facilitate communication between home and school. All teachers have access to email and voice mail for ease of communication. Teachers will use the online Grade Reporting and Grade Book options to allow Parents and Students access to pertinent information on a timely basis. 50% of all teachers will use the online Grade Book to allow for Parent/Student Access. 50% of teachers will be trained on implementing a website for themselves and their class(es). 75% of all teachers will use the online Grade Book to allow for Parent/Student Access. 75% of teachers will be trained on implementing a website for themselves and their class(es). 100% of all teachers will use the online Grade Book to allow for Parent/Student Access. 100% of teachers will be trained on implementing a website for themselves and their class(es). Teachers will update their web pages regularly and Grade Book regularly. Emphasis on encouraging email with parents. Highlight student work and make full use of Video Conferencing to help with parent information and communication.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

Website review process Monitor use of email and voice mail Attach counter to web sites to monitor hits Monitor Parent/Student Access of data

October and March

Director, Educational Technology, Site Administrators, Teachers

District Education Technology Committee, Director of Educational Technology, Site Administrators and Superintendent will analyze progress.

Information reported to the District Ed. Technology Committee

Page 19 of 54

GOAL #2: OBJECTIVE #1: End End End End

of of of of

Year Year Year Year

One: Two: Three: Four:

End of Year Five:

Provide expanded access to technology for all students By June 2015, student technology use will be expanded to anywhere and anytime. Movement of programs and needs to online access for all students. Research and implement anytime access via secure web-portal for data for all students and staff. Research ability of access within the community so all students have the ability to access resources made available. Continue implementing movement of all resources to secure web portal for access of most everything at school being available at home for all students. Continue implementing movement of all resources to secure web portal for access of most everything at school being available at home for all students.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

Home/Community Survey Analysis of Websites and Software Program Offerings

March each year November and April

Director, Educational Technology

District Education Technology Committee and Director Educational Technology analyze progress. Necessary changes will be made with assistance of stakeholders.

Information reported to District Educational Technology Committee

Page 20 of 54

3K. Monitoring of Goals, Objectives, Benchmarks and Activities of the Curriculum section. 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. Benchmarks and timelines for implementing the planned strategies and activities and process for monitoring the implementation are found in sections 3D – 3J at the end of each table. Fallbrook Union Elementary School District believes in strong monitoring of our goals and will be looking at each and making adjustments on a annual basis to help ensure that goals are met and sustained by 2015. A yearly report to our Governing Board and monthly reports to our Technology Committee help to ensure we are taking the necessary steps to meet our benchmarks and goals and implement all activities outlined.

Page 21 of 54

4. PROFESSIONAL DEVELOPMENT Staff development programs in technology will be comprehensive, coordinated with other district goals and cover various technologies, applications and skills. Training will address how teachers will integrate technology into teaching and learning over an extended period of time. Decisions towards training priorities will be based upon current research that shows how educational strategies, methods of student learning, and teaching and technology management help improve student academic achievement. Follow-up activities will monitor progress and build on initial training. The program will be open and flexible, and will be able to adapt to emerging technologies.

4A. Current Skills of Teachers and Administrators The District's certificated and classified staff was assessed by the Technology Proficiency and Use with the CTAP2 Assessment Survey. The following is a summary of the results thus far:

Page 22 of 54

Computer Knowledge Skills of Teachers

Percentage Number 3%

9

Not Applicable

44%

118

Beginning

43%

115

Intermediate

9%

25

100%

267

Proficient Total Responses

Page 23 of 54

Computer Knowledge Skills of Administrators

Percentage Number 5%

1

Not Applicable

5%

1

Beginning

59%

13

Intermediate

32%

7

Proficient

100%

22

Total Responses

Page 24 of 54

Proficiency Chart for Teachers

Page 25 of 54

Proficiency Chart for Administrators

1 General Computer Knowledge and Skills (Includes 16 in calculation) 2 Internet (Includes 17 in calculation) 3 Email (Includes 17 in calculation) 4 Word Processing (Includes 17 in calculation) 5 Publishing (Includes 17 in calculation) 6 Databases (Includes 17 in calculation) 7 Spreadsheets (Includes 16 in calculation) 8 Presentation Software (Includes 16 in calculation) 9 Instructional Technology (Includes 16 in calculation)

Page 26 of 54

Current Staff Development Opportunities All teachers at the elementary schools and selected teachers at the Junior High have received training in the use of SuccessMaker. Intervention, regular education and special education teachers in 4th – 8th grades have received training in various remediation and intervention programs that are currently being used. All teachers have been trained on our Data Assessment System and will continue to be trained to allow for data-rich evaluations of students. All teachers have been trained on the electronic report. All District teachers have been trained in scanning or entering answer documents to enter results of benchmark assessments into our data management software. Most teachers have had sufficient training to create their own answer documents and create reports on student performance. Teachers are offered workshops/courses in various areas of technology through San Diego County Office of Education and online through various universities. Several teachers belong to and attend Computer Using Educators (CUE) and Classroom Connects and the International Society of Technology Educators (ISTE). The administrative staff has completed the technology training as part of AB75. Some of the principals are highly skilled in the use of technology for a variety of purposes. Others are in many places along the spectrum as noted in the data above. Principals have also been trained in the same software as teachers as described above. The emphasis for principals has been on how to use the data as it emerges to help teachers adjust their practice to improve student performance.

Needs for Professional Development All areas of technology proficiency and use need to be addressed through staff development guided by the results of the CTAP2 Assessment Summary which indicates a need for professional development in most areas. The three areas of greatest need for professional development are presentation, spreadsheet, and database software skills to enhance their knowledge and implementation of curricular goals. All teachers will be provided with professional development in the areas of general computer, internet, e-mail, and word processing skills. All teachers will be trained on using the online assessment tools, online student information system and how to evaluate data on a regular basis. The CTAP2 Assessment Summary does not address the specific skills needed to successfully implement and manage the software that has recently been adopted by the Governing Board and is being implemented at various levels, depending on the school and classroom. Using the Hall and Hord methodology for measuring Levels of Concern and Levels of Use, teachers are across the spectrum from wanting to help others implement to not wanting to know about the software. Most teachers are at the management level. Most principals are at the management level also.

Page 27 of 54

4B. Implementation Plan for Providing Professional Development

Goals, Objectives and Benchmarks and Specific Implementation for providing Professional Development, based on needs identified in the curriculum section.

Goal #1 Objective #1 End of Year One: End of Year Two: End of Year Three: End of Year Four: End of Year Five: Objective #2 End of Year One

End of Year Two:

End of Year Three:

End of Year Four:

Technology Professional development will be systematic and based on the current curricular priorities. By June 2015, all teachers will be prepared to use the technology components of all core adoptions. Professional Development related to the Math Adoption and it’s full integration and use of its technology components. Identify and plan for professional development related to the English-Language Arts. Provide professional development to support the technology components of the Math adoption. Identify and plan for professional development related to the History adoption. Provide professional development to support the technology components of the English-Language Arts adoption. Identify and plan for professional development related to the Science adoption. Provide professional development to support the technology components of the History adoption. Provide professional development to support the technology components of the Science adoption. By June of 2015, all teachers will be comfortable using integrated academic software to improve performance of students. Provide training on data assessment and using the results in the classroom. Provide continued training on Data Assessment System and other software programs allowing teachers to make full use of data needed to target student instruction. Training to be tailored to the new teacher and to teachers seeking to become more proficient users. Schedule training for any newly purchased curricular software. Provide training on data assessment and using the results in the classroom. Provide continued training on Data Assessment System and other software programs allowing teachers to make full use of data needed to target student instruction. Training to be tailored to the new teacher and to teachers seeking to become more proficient users. Schedule training for any newly purchased curricular software. Provide training on data assessment and using the results in the classroom. Provide continued training on Data Assessment System and other software programs allowing teachers to make full use of data needed to target student instruction. Training to be tailored to the new teacher and to teachers seeking to become more proficient users. Schedule training for any newly purchased curricular software. Provide training on data assessment and using the results in the classroom. Provide continued training on Data Assessment System and other software programs allowing teachers to make full use of data needed to target student instruction. Training to be tailored to the new teacher and to teachers seeking to become more proficient users. Schedule training for any newly purchased curricular software. Page 28 of 54

End of Year Five:

End of Year One: End of Year Two: End of Year Three:

Provide training on data assessment and using the results in the classroom. Provide continued training on Data Assessment System and other software programs allowing teachers to make full use of data needed to target student instruction. Training to be tailored to the new teacher and to teachers seeking to become more proficient users. Schedule training for any newly purchased curricular software. All teachers will be proficient in skills necessary to teach students how to use the computer as a tool. By June 2015, all teachers will be trained in how to teach the grade level technology standards. Provide training to 4th through 6th grade teachers. Provide training to 7th and 8th grade teachers, as appropriate. Provide training to all new 4th - 6th grade teachers. Provide training to K-3 teachers. Provide training to all new 4th – 8th grade teachers.

End of Year Four:

Provide training to all new teachers.

End of Year Five:

Provide training to all new teachers.

Goal #2 Objective #1

Objective #2 End of Year One: End of Year Two: End of Year Three: End of Year Four: End of Year Five:

By June 2015, all teachers will be trained in how to teach information literacy in a grade-level appropriate manner. Develop and plan for the training that supports the information literacy curriculum that is identified or developed. Provide training in how to teach information literacy through English/Language Arts. Provide training in how to teach information literacy through History. Provide training in how to teach information literacy through Science. Provide training in how to teach information literacy through Mathematics.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

CTAP2 Survey In-service evaluations Achievement Tests

March Each In-service Each Trimester

Superintendent and Director of Educational Technology

Educational Technology Committee, Site Administrator and Director of Educational Technology will analyze progress. Necessary changes will be made with assistance of stakeholders

Page 29 of 54

Goal #3 Objective #1 End of Year One: End of Year Two: End of Year Three: End of year Four: End of year Five:

All teachers will be trained to use technology resources to support English Language Learners to meet state standards and become proficient in English. By June 2015, all teachers will be proficient in using the technology related resources to support English learners. Develop training to support the software identified for English learners. Train all teachers, as appropriate. Train new teachers. Train new teachers. Train new teachers.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

Staff Survey Achievement Tests on Progress of ELL Students

February and May Monthly/Annually

Director of Educational Technology and Director of State and Federal Programs.

Director of State and Federal Programs, English Learners Liaison Committee, Site Administrators and Director of Educational Technology will analyze progress. Necessary changes will be made with assistance of stakeholders

Page 30 of 54

Goal #4 OBJECTIVE #1 End End End End End

of of of of of

Year Year Year Year Year

One: Two: Three: Four: Five:

OBJECTIVE #2 End of Year One: End of Year Two: End of Year Three: End of year Four: End of year Five:

All teachers will use technology related tools to manage student data. By June 2015, all Teachers will be proficient in the systems to maintain and manage our student data. Implementation of online Grade Book program, online data assessment tools All Teachers will be trained on using Grade Book and online communication tools. All new teachers will be trained. Teachers will receive training on updates of software or for new software. All new teachers will be trained. Teachers will receive training on updates of software or for new software. All new teachers will be trained. Teachers will receive training on updates of software or for new software. By June 2015, all teachers will be trained in the use of our Data Assessment System. Train all teachers on how to read reports, do online assessments with their students and how to use the data to inform instruction. Train all teachers on how to read reports and how to use data to inform instruction. Train interested teachers on how to create customized assessments. Train all teachers on how to read reports and how to use data to inform instruction. Train interested teachers on how to create customized assessments. Train all teachers on how to read reports and how to use data to inform instruction. Train interested teachers on how to create customized assessments. Train all teachers on how to read reports and how to use data to inform instruction. Train interested teachers on how to create customized assessments.

Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

Document Trainings In-service evaluations

As scheduled For each in-service

Director of Educational Technology

Director of Educational Technology, Director of State and Federal Programs, Site Administrators and Superintendent will analyze progress. Necessary changes will be made with assistance of stakeholders

Page 31 of 54

Goal #5 Objective #1 End of Year One End of Year Two: End of Year Three End of Year Four: End of Year Five: Objective #2 End of Year One: End of Year Two:

Provide a comprehensive, continuous and evolutionary program of professional development that will enable certificated staff to use technology as a communication tool. By June 2015, all teachers will be trained in all tools available to communicate with all stakeholders. Train all teachers on all communication tools available to them within the district. Focusing on Email, VoiceMail, Website presence, Online Grade Book, etc. Train all new teachers and those wanting refresher. Provide advanced training specific to topics of interest. Train all new teachers and those wanting refresher. Provide advanced training specific to topics of interest. Train all new teachers and those wanting refresher. Provide advanced training specific to topics of interest. Train all new teachers and those wanting refresher. Provide advanced training specific to topics of interest. By June 2015, site webmaster techs will design and maintain school site web page Train designated site webmasters to design and upload web page. Webmasters will train site Web development committee to design and upload site web pages. The District will continue to train site webmasters. Webmasters will train site Web development committee to design and upload site and teacher web pages Webmasters will train site Web development committee to design and upload site and teacher web pages Webmasters will train site Web development committee to design and upload site and teacher web pages

End of Year Three: End of Year Four: End of Year Five: Assessment Instrument/Data Staff Survey

Evaluation Schedule

Person Responsible

Analysis/Modification

September and May

Director, Educational Technology

Education Technology Committee, Site Administrator and Director of Educational Technology will analyze progress. Necessary changes will be made with assistance of stakeholders

Page 32 of 54

Goal #6

Technology Professional development will be systematic and based on needs assessment.

Objective #1

By June 2015, those components identified by the CTAP2 survey will be addressed through in-service specifically the areas of Internet, publishing, databases and spreadsheets, presentation software, instructional technology, and integration of student learning and classroom management. Monthly staff development in which 20% of staff will participate Monthly staff development in which 40% of staff will participate Monthly staff development in which 60% of staff will participate Monthly staff development in which 80% of staff will participate Monthly staff development in which 100% of staff will participate By June 2015, teachers will be trained to integrate technology tools to develop daily lessons Offer training on applications described above at the beginning, intermediate and advanced levels. Offer training on applications described above at the beginning, intermediate and advanced levels. Offer training on applications described above at the beginning, intermediate and advanced levels. Offer training on applications described above at the beginning, intermediate and advanced levels. Offer training on applications described above at the beginning, intermediate and advanced levels.

End of Year One: End of Year Two: End of Year Three: End of Year Four: End of Year Five: Objective #2 End of Year One End of Year Two: End of Year Three: End of Year Four: End of Year Five: Assessment Instrument/Data

Evaluation Schedule

Person Responsible

Analysis/Modification

CTAP2 Survey

March

Director of Educational Technology

Educational Technology Committee, Site Administrator and Director of Educational Technology will analyze progress. Necessary changes will be made with assistance of stakeholders

Page 33 of 54

4C. Monitoring of Professional Development Goals

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.

Benchmarks and timelines for implementing the planned strategies and activities and process for monitoring the implementation are found within section 4B at the end of each table. Fallbrook Union Elementary School District believes in strong monitoring of our goals and will be looking at each and making adjustments on a annual basis to help ensure that goals are met and sustained by 2015. A yearly report to our Governing Board and monthly reports to our Technology Committee help to ensure we are taking the necessary steps to meet our benchmarks and goals and implement all activities outlined. A staff survey will be conducted to ensure that staff is getting the necessary staff development needed to carry out the goals outlined in the Curriculum Section.

Page 34 of 54

5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE COMPONENT 5A. Description of Existing hardware, Internet Accesses, Electronic Learning Resources, and Tech Support already in the district.

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 of the plan.

Currently at Fallbrook Union Elementary School District, we have an average of 3-5 computers in every classroom at the schools that have Title I funding available for their usage. Other schools have an average of 1 to 3 computers to every classroom. The immediate goal for hardware in this plan is to increase the number of computers per student at each school site. Each computer should have the capability to run productivity and educational software. Each computer should also be capable of accessing the classroom projector/television to share output with the entire class. Fallbrook Union Elementary School District currently has the capability to support 10 computers in every classroom electronically. The District currently has the ability to distribute video and cable network programming throughout all classrooms in the District but, one school (which will be addressed during the Summer of 2010). All campuses have the ability to voice, video and data over the local area network. The current configuration of electrical support and networking capabilities allows us to quickly and efficiently deliver curriculum support to all teachers, students and administrators. It also allowed us to deliver internet access and electronic learning resources directly to each and every classroom computer. Currently we are expanding our Electronic Learning Resources to include more online capability which will allow our students, parents and teachers to access needed data or learning support anytime and anywhere. We have implemented an online data assessment program which will help our teachers in their efforts to support student learning. We have also implemented a student information system which will allow teachers access to much needed information on students but, allow parents and students to access up to date information on the progress of their students in school and their learning environment. Currently, Fallbrook Union Elementary School District has an Educational Technology Department which helps maintain, troubleshoot, train and helps in the integration of technology into the daily lives of our teachers, administrators and students. The Educational Technology Department consists of: Three System Support Technicians who rotate between all campuses to ensure that workstations and systems are up and running, One Director of Educational Technology who focuses on System Administration, Page 35 of 54

Budget, technology training, Student Information Systems Data and the integration of all components, software and information systems. One Data Assessment Clerk who maintains and trains on our Assessment Database. This includes all District and Local Benchmarks and maintenance of Standardized Assessments as well. Fallbrook Union Elementary School District currently has Opt-E-Man circuits to our In-Town Schools to allow for flexibility and large bandwidth. Because Fiber is not available on the Military Base as of this date, FUESD currently has two T-1s to each Base School for 3GB of Bandwidth access. The Network topology at each school is a STAR configuration with an MDF and IDFs to accommodate wiring for up to 10 computers/components in each classroom. Thus allowing a full Gigabyte backbone of delivery of data and resources to each classroom and learning space. Voice Over IP phones have been placed in every classroom except at William H Frazier Elementary, which currently has a PBX with phones in every classroom.

5B. Hardware, Resources, Networking, Physical Plant, Technical Support that will be needed/acquired to implement the Curriculum and Professional Development phases of the plan. 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.

Hardware: The immediate goal for hardware in this plan is to decrease the number of computers to student ratio, working towards 1:2. Each computer should have the capability to run productivity and educational software. Each computer should be capable of accessing the classroom projector/television to share output with the entire class. The acquisition of new technology will be guided by the concept of access to digital resources for learning at “any time and any place”. Emphasis will be placed on convenient, mobile, flexible, access to computer, network, and Internet resources throughout and, when appropriate beyond the school site. The emphasis will not be placed on just desktops for the classrooms however, it will also be placed on acquiring netbooks and netbook sets to allow a whole classroom of students to work on a project together and at once. While Computer Labs still could have an Page 36 of 54

important role in a School District, it is the feeling that a mobile lab can have more application and quicker access for all students to maximize technology time. For teachers and Administrators, a combination of Smart Board technology, Class Pads and LCD Projectors will allow all teachers to fully utilize technology in their classroom and help to engage all students in the learning process. Access to video conferencing devices at every school will allow our students to learn globally and not just locally. Network, Infrastructure, Physical Plant: It is the desire of FUESD to expand the bandwidth at our two Base Schools and to incorporate the Opt-E-Man fiber network there as well. Working with the military base to provide a Fiber link to each school will be essential. Monitoring of bandwidth regularly and the ability to easily increase if needed is what is afforded with the Opt-E-Man technology. Maintenance of our current network backbone, switches and routers, is essential in delivering technology-rich resources into our classrooms. Maintenance of our Electronic backbone is also essential to allow the students and staff full access to all technology in the classroom. It is the intent to upgrade centralized network security, authentication, IT Support and management. This will allow for one security system that can be easily managed and portable to any classroom, lab and/or school. Troubleshooting and repair will then be handled centrally by the IT Department. This will provide a strict security plan which can be monitored and implemented centrally for all schools. The district will create and/or purchase district applications that can support anytime/anywhere access to tools to enhance learning for students and allow teachers access to applications needed for effective classroom management. Technology Support: While our current model of Technology Support is working quite well. The acquisition and monitoring of new hardware and software could cause a need for additional Technology Support. This will be evaluated on an annual basis to ensure that technology is being used within our District. In order for tech support personnel to do their jobs, as part of yearly plan updates the District will explore ways to expand support: ■

Provide an operating budget for on-site technicians and/or trained certificated/classified personnel for basic troubleshooting and repair. There will be a stipend or release time to perform these duties. These authorized personnel should have Page 37 of 54

administrative rights to perform basic maintenance and licensed software installation. These personnel must be trained in fair use and recognition of valid software licenses. ■

Provide an operating budget to purchase the variety of hardware and software tools and materials needed for tech support personnel to do their jobs including centralized troubleshooting and repair.

■

Provide a budget for training tech support personnel to adequately keep up with the rapidly changing technical requirements of the job they are expected to do.

■

Anticipate possible expenses to hire consultants with technical expertise not possessed by district tech support personnel.

■

Provide a storage location for used and salvaged parts.

■

Set standards of response time for technical problems that will optimize the “up time” of each computer and teacher usage.

■

Keep moving toward the TCO (Total Cost of Ownership) model recommended for staffing levels.

Particular Items to help implement our Plan: The following items will be needed by 2015 to help achieve our current Technology Plan. Opt-E-Man circuits at Mary Fay Pendleton and San Onofre School (on the Military Base). These circuits have been estimated at a one-time cost of $3,500 for installation and equipment charges. The on-going cost is only a slight increase of what we are currently paying for T-1s at each of these schools. Movement of software into online and/or deliver into a “Cloud Computing” environment, allowing students, parents, and teachers access anywhere/anytime. A traditional “Cloud Computing” environment current costs around $5.00 per student. This cost will be looked at overtime. Development of Assessments and Electronic Resources to allow student to learn all aspects of Internet Safety, evaluation, management, etc, could be done by our current teachers, thus allowing them to enhance and support the vision and essence of this document.

Page 38 of 54

Professional Development needs to be expanded and enhanced to allow teachers to fully acquire the needed knowledge to effectively use technology in their classrooms and instruct students on technology aspects. A combination of release days, using grant dollars, and shortened Wednesday staff development days, will be used to enhance our Professional Development offerings.

5C. Benchmarks and a Timeline for Obtaining: Hardware, Resources, and Technical Support Required by Plan.

List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components identified in Section 5b.

By 2015 End of Year One: End of Year Two: End of Year Three:

End of Year Four: End of Year Five:

Acquisition of Needed items to implement Technology Plan Acquisition of netbooks and any necessary desktops to a ratio of computers to students of 1:5 throughout the District. Expansion of SmartBoards or ClassPads to include 50% of classrooms throughout District. LCD Projector in every classroom. Expansion of Opt-E-Man to Military Base Schools. Expansion of SmartBoards or ClassPads to include 60% of classrooms throughout District. Acquisition of netbooks and any necessary desktops to a ratio of computers to students of 1:4 throughout the District. Expansion of SmartBoards or ClassPads to include 70% of classrooms throughout District. Acquisition of Document Cameras for every classroom. Evaluation of Technology Support Needs for expansion of Tech Support Personnel. “Cloud Computing” type software to facilitate anywhere/anytime access. Acquisition of netbooks and any necessary desktops to a ratio of computers to students of 1:3 throughout the District. Expansion of SmartBoards or ClassPads to include 80% of classrooms throughout District. Evaluation of Technology Support Needs for expansion of Tech Support Personnel. Acquisition of netbooks and any necessary desktops to a ratio of computers to students of 1:2 throughout the District. Expansion of SmartBoards or ClassPads of classrooms throughout District. Evaluation of Technology Support Needs for expansion of Tech Support Personnel.

Page 39 of 54

5D. Process Used to Monitor Goals.

Description of the process that will be used to monitor if goals and benchmarks of 5B and 5C are met.

Evaluation of above schedule will be done by simple inventory and response times of needed support. All above acquisitions are based upon Budgetary constraints and the expansion to Opt-E-Man will be dependent upon not only budgetary constraints but, working with the military and their ability to provide a fiber backbone near the schools affected. All information will be reported back annually to the Technology Committee and the Governing Board. Evaluated by the Director of Educational Technology and the Superintendent.

6. FUNDING AND BUDGET COMPONENT CRITERIA 6A. Funding Sources

List established and potential funding sources.

Current funding sources for the Educational Technology Department and acquisition of items needed to implement this plan are as follows: Established Sources General Fund, Title I and Economic Impact Aid are currently being used to fund most of the Educational Technology Budget at this time. Establish and Potential Sources for Acquisition of items needed to accomplish the Technology Plan as outlined General Fund, Title I, Economic Impact Aid, Microsoft Voucher Settlement, K-12 Government Entities, EETT Formula Grant Funding, Grants, and In-Kind Donations are all areas of funding to help Fallbrook Union Elementary School District accomplish the goals outlined in this Technology Plan. Technical Support In addition to the Director of Information Systems, there are currently three full time computer technicians. As the numbers of computers and related equipment increase and equipment ages, so will the need for support. At the appropriate time and with Page 40 of 54

evaluation of response times and need, the District will fund additional technicians to support the Technology Plan and further its goals.

6B. Estimate of Implementation Costs

Estimate annual implementation costs for the term of the plan. Years

Infrastructure Maintenance and Service Agreements

2010-2011 2011-2012 2012-2013

VOIP, Anti-virus, Spam, IPRISM, Novell,

2013-2014 2014-2015

Equipment

2010-2011 2011-2012

Computers, printers, projection devices, televisions, DVD, etc.

2012-2013 2013-2014 2014-2015

Technical Support

Budget $404,500 $404,500 $410,000 $410,000 $413,000 $32,000 $32,000 $20,000 $20,000 $32,000

2010-2011 2011-2012

Computer Technicians

2012-2013 2013-2014

$

2014-2015

Software Licenses

2010-2011 2011-2012

License renewals and acquisitions

2012-2013

Replacement Computers, printers, projection devices, televisions, DVD, etc.

2013-2014 2014-2015 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

$36,000 $36,000 $53,500 $53,500 $72,000 $112,000 $112,000 $80,000 $80,000 $115,000 Page 41 of 54

Department of Educational Technology Personnel

Professional Development

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

$12,000 $15,000 $15,000 $12,000 $15,000

6C. Replacement Policy for Obsolete Equipment

Describe the District’s Replacement Policy for Obsolete Equipment.

The District currently has a policy of replacing all technology equipment after a 5 year period of time. All computers, LCD Projectors, DVDs, TVs are inventoried and placed on a cyclical replacement program. However, due to budgetary constraints, the District has not been able to keep up with the replacement policy it has in place. The District still has its replacement policy in place but, has made some alterations for the times. Currently, FUESD is purchasing parts to desktop workstations to keep them up to date and able to run the newer programs that are needed for our students and staff. This, along with replacing obsolete, un-upgradable workstations with the lower cost netbooks, helps us to keep our current computer to student ratio and move towards increasing that, as the years proceed. LCDs, DVDs and TVs are only replaced when needed, at this point. The Director of Educational Technology is charged with monitoring age of equipment and variances in tech support. The combination of these items help determine whether a computer can be upgraded to extend its life or if a replacement should be purchased. Currently, we do have budgetary constraints and are working with various funding sources to help remediate this plan. It’s been working effectively and FUESD will proceed on this path until the Replacement Policy can be implemented again. The Replacement Policy and any funding projections for replacement are looked at on a quarterly basis by the Director of Educational Technology, School Principals, Assistant Superintendent of Business Services and the Superintendent.

Page 42 of 54

6D. Process for Monitoring Ed Tech Funding, Implementation Costs and Finding New Funding Sources. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary.

There are several ways that the continuing budget for Educational Technology is monitored and adjusted. The Director of Educational Technology evaluates and monitors the budget monthly. The Assistant Superintendent of Business Services and the Director of Educational Technology work closely together in developing and monitoring budgets. Schools and departments are required to budget through their multiple sources of funding for the full costs of the computer technicians. The amount to be budgeted is based on the number of computers at the school or department and is automatically placed in the budget based on the current inventory of computers. This ensures funding for maintenance of the equipment. The Technology Committee made up of teachers and administrators from each site are also responsible for monitoring the progress of the plan which includes advocating for funding to continue to improve the technology related services in the District. Finally, there is a budget committee of the Assistant Superintendent of Business Services, Principals and Directors who work for months prior to the final budget to collaboratively develop a budget all can support, technology is major component for this committee New Funding Sources are discussed monthly at the Technology Committee meeting. At these meetings, not only are new funding sources discussed and investigated but, grant writing and applying for these funds also takes place. The guidance of the Educational Technology Plan is an integral part of these discussions.

Page 43 of 54

7. MONITORING AND EVALUATION COMPONENT CRITERIA 7A. Process for Evaluating the Overall Progress and Impact on Teaching and Learning. Describe the process for evaluating the plan’s overall progress and impact on teaching and learning.

Impact on Student Learning The District uses multiple measures to determine overall improvement of student achievement. The state STAR program, District benchmark assessments, CELDT, and ADEPT all among those multiple measures. With the addition of good student data management software, OARS, we are able to monitor inputs for students who have been identified as being basic or below. Programs like SuccessMaker, READ 180, Accelerated Reader, DIBELS and Reading Counts have management software that measures growth on a regular basis. IEP Teams, Student Assessment Teams and Language Appraisal Teams meet to determine the services students have had or need in order to plan for next steps. The results of all of these assessments are reported yearly to the governing board. These results will also be reported to the District Educational Technology Committee as a way of monitoring technology’s impact on student learning as noted below:

Page 44 of 54

7B. Schedule for Evaluating the Effect of the Plan Implementation Schedule for evaluating the effect of the plan implementation

The District Education Technology Committee meets on a monthly basis to review the progress of the plan, plan future events, and determine modifications needed to the plan. Evaluation instruments shown in the chart below reflect when the committee will be reviewing these reports. Goal and Instrument 3E:G1, G2; 3I:G1, G2; 4B: G1,G2, G3, G5, G6 Annual Survey, Assessments 3D:G1, G2; 3H: G1,G2 School Reports Curriculum Committee Reports 3F: G1, G2; 3G: G1; 4B:G4 Classroom Observations, Internet Usage 3G: G2; 3J:G1,G2 Student/Parent Survey

Sept.

Oct.

Nov. X

Dec.

Jan.

Feb.

March X

April

May

June X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Page 45 of 54

7C. How Evaluation Information Will Be Used

Describe the process and frequency of communicating evaluation results to tech plan stakeholders.

How Evaluation Information Will Be Used The District Education Technology Committee along with the Director of Educational Technology will make a yearly review of the plan as described in the schedule above. The Committee will continue to work with the CTAP regional representatives, California State University at San Marcos, industry partners, and government agencies for guidance in implementing the plan. The Committee will adjust implementation strategies and timelines in response to the data gathered in the monitoring process. This monitoring data will be used as a guide to future planning and adjusting of the plan for each subsequent year. At least once a year, the Director of Educational Technology, along with the District Education Technology Committee, will do a formal report to the Governing Board. This report will include accomplishments, what needs to be modified, what is recommended for coming year, and budget needs.

8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Describe how the program will be developed in collaboration with adult literacy providers. Parents in the Fallbrook Union Elementary School District are receiving adult literacy services from multiple providers. Adult literacy is offered at Fallbrook Union High School District through Palomar College. Both English literacy and computer literacy classes are regularly offered. There is regular articulation between the high school district and our programs. However, many of our immigrant and English as second language families cannot access those courses because of distance to the high school and their level of English. Therefore, FUESD offers English Language Development classes to parents during the school day and in the evenings at one of our primary schools. This school is centrally located and is within walking distance for most of the parents in need of these services. As part of the classes, the adults are given access to the school’s computer lab and receive training in the use of the computer and the Internet and use instructional software that enhances their learning using ESL, reading and writing software. This program is funded using the Community-Based Educational Tutoring (CBET) program. Page 46 of 54

Through a Governing Board Joint Venture Agreement, the local county branch library and the District have partnered to enhance access to literacy and technology for adults and children. The library provides work-stations for use during library hours and offers parent workshops. This will assist the District in engaging families’ use of the library as a tool for the entire family. For the past number of years, the District has been the beneficiary of a First 5 grant through Proposition 10 that provides home visits, play groups, and information in order for the families to know how to access appropriate services – all activities to help parents be their children’s first and best teacher. These parents are also being guided into participation in all of the above mentioned adult literacy/technology activities. The District was awarded a $3.6 million dollar construction grant to build an Early Childhood Center in Fallbrook. The Center has a parent education room that is furnished with 20 computers. This room will add to our ability to provide literacy and parent education for our families. The District recognizes the importance of supporting adult literacy and the integral part computer literacy plays in today’s adult life. Therefore, as evidenced above, technology is and will continue to be a part of all adult literacy activities and will be included in collaboration with all providers.

9.

EFFECTIVE, RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA

9A. Research that Supports the Plan.

Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals.

Integration Technology is most influential when integrated with curriculum and assessment. In a review of studies, the (CEO Forum, 2001) concluded that "technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives." Integration of technology with curriculum and professional growth increases student achievement. Significant student achievement Page 47 of 54

gains for technology integrated with standards were demonstrated by an eight-year longitudinal study of SAT I performance at New Hampshire's Brewster Academy (Bain & Ross, 1999). Students participating in the technology integrated school reform effort (School Design Model) demonstrated average increases of 94 points in combined SAT I performance over students who participated in the traditional independent school experience. In a pioneer "laptop school," where all students and faculty carry portable computers and access a campus network, Brewster's extensive school reform effort involved "rethinking the way we teach, how we build curriculum and the way we support and evaluate faculty" (Bain & Smith, 2000). A study of a comprehensive effort to integrate technology into schools shows a increase in test scores related to the use of technology. In West Virginia (Mann et al.,1999), curriculum objectives for basic skills development in reading and mathematics were integrated with instructional software. This curriculum was reinforced with teacher instruction and the achievement tests used to evaluate student performance. Gains in student test scores on the SAT-9 (for 950 fifth graders in 18 schools) were attributable to the alignment of the targeted curriculum objectives with the software, teacher instruction and the tests.

Student Learning Computers empower students. Expert tutoring software presents instruction in small, sequential steps, at varying levels of difficulty, and students can use the software independently, working at their own pace. Most critical for the effectiveness of the software , however, is the capacity of the software to analyze performance and give feedback to students and teachers (Box and Vaughn 1994.) Technology tools that provide frequent student feedback motivate students to remain cognitively engaged, particularly when corrective feedback is immediately provided (Goldenberg, Russell, and Carter, 1984.) Technology is most effective for low performing, at-risk, or learning disabled students when students utilize programs which are appropriate to their own language experience (CARET, 2005.) Technology can enable the development of critical thinking skill when students use technology presentation and communication tools to present, publish, and share results of projects (Mayer,2001.) Technology improves student performance when the applications directly supports curriculum objectives being assessed (Bain and Smith, 200.) Test scores can be increased with implementation of education plans that incorporate applications. Student performance improved on standardized tests in writing and mathematics as part of a broad-based educational change in Union City, New Jersey. Project Explore combined (a) integration of technology with instruction, (b) extensive professional development for teachers, and (c) computer use at home and school with: 1

school site leadership

2

effective school improvement plans Page 48 of 54

3

a strong emphasis on student creativity and expression of ideas in multiple formats

4

an emphasis on different points of entry into a task for students working at different ability levels.

The change effort had the greatest impact on students' standardized-test performance at the K-8 level, where they were in place the longest. (Honey, 1999). Commitment to technology infusion, which means easy access to equipment, the use of software emphasizing basic skills, and teacher development, can translate to higher test scores. Documented student achievement gains were realized in West Virginia within the context of the State's eight-year objectives-focused Basic Skills/Computer Education project. Beginning with kindergarten classes in 1990-91, the state provided every elementary school with enough equipment so that each classroom serving the grade cohort of children targeted that year would have three or four computers, a printer and a schoolwide networked file server. Each year, there were successive waves of new computer installations as well as grade appropriate integrated learning software and intensive professional development for teachers (Mann et al., 1999).

Professional Development Teachers’ enthusiasm for using computers tends to increase as their experience with computers increase. Teacher training builds confidence and prepares teachers to use computers as instructional tools. Computers and related technologies represent change. Teachers’ existing attitudes, skills, and work habits influence acceptance, style of implementation, and integration of technology. Technology is challenging teachers’ roles including traditional pedagogy, instructional techniques, and evaluation. The change includes an expectation that teachers will be proficient at using computers, multimedia, and telecommunication technology. Teachers must become “visionaries of learning,” and shift their mindset from “lecturer to guide and facilitator” (Hardy, 1998.) To be effective and help teachers integrate technology into curricula, technology training must shift away from the tradition of teaching software applications and move toward a model in which teachers see how technology can be a part of their own classroom practices (Anderson, 2002). There are five key elements for technology professional development to be effective – support, training, access to resources, recognition, and time. For professional development to be successful in enhancing digital literacy, teachers must recognize potential links to their curriculum and understand the ways in which technology may enhance learning and instruction, In particular, digital literacy will prevail when teachers address the pedagogical changes that may be necessary with the implementation of technology in the classroom (Pianfetti, 2001). Once teachers feel confident with technology, the result will be better use of technology for instruction (Cook and Smith, 2001). The level of technology used by the teacher significantly affected student academic achievement in mathematics in a comparison of fourth and fifth grade teachers and their students. Students whose teachers were high level users of technology in the classroom scored significantly better than did students whose teachers were low level users of technology in the classroom. Teachers who were high level users were differentiated from teachers who were low level users in terms of frequency and extent of use of computers with Page 49 of 54

students, instructional methods used with technology, attitude toward the value of technology for learning, variety of uses of technology, and perception of influence of technology on student learning and behavior (Middleton & Murray, 1999). Classroom use of computer applications was demonstrated to be more effective than lab use for teaching mathematics. A set of fifth grade students had access to computers with standards-based software in their classrooms, along with teacher-led standards-based instruction (Basic Skills/Computer Education). These students had higher gains overall and in math on achievement tests than did students who experienced the same curricula and technology in lab settings (Mann et al., 1999).

Technology Skills and Information Literacy Major literacy movements today include visual, media, computer, digital, and network literacy. The most widely accepted definition of information literacy: “To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” (Lowe, 2004.) Information literacy skills must be taught in the context of academic curriculum. Skills taught as individual steps are not absorbed as readily by students as those taught in the context of real-life information need. There are no studies that show the relative merit of one approach over another. What is clear is that students benefit from information skills instruction taught in context, across the curriculum (Lowe, 2002.) English/language arts research and technology standards are clearly defined in the standards for the state of California, beginning in fourth grade (www.cde.ca.gov)

9B. Extension or Supplementation of the District’s Curriculum with Rigorous Academic Courses and Curricula

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.

Through the District’s expansion and direction of providing online, anywhere learning possibilities. The creation of which would give our student’s a rigorous academic pathway which will enhance their learning. Technology will be used to enhance, innovate, impact and extend the students ability to learn the curriculum. Extension of online capabilities and extending these instances to anytime and not just during the school day, allows the teachers to make rigorous learning environments for the students. Currently, FUESD makes use of Voice Over IP, Video on Demand, Video Conferencing and is starting to provide Distance Learning capabilities to enhance and extend our student’s learning pathways and days. Our current Video On Demand system allows teachers to create online, interactive lesson plans for students that allow them to develop their critical thinking. The system also allows many Distance Learning capabilities for students and parents by providing these lessons at anytime and anywhere. Video Conferencing is Page 50 of 54

used to introduce students to the outside world and have a global mindset. We interface with students from around the world and have sister schools in Japan and China. Extending our capabilities to a “Cloud Computing” concept, will allow our students, parents and staff to access all data, programs and information that is currently only obtainable on the school campuses from their home or any location that has internet access. Thus allowing them to supplement their daily instruction.

Page 51 of 54

INDEX SECTION # 1 2 3 3A 3B 3C 3D 3E

3F

3G 3H 3I

DESCRIPTION OF SECTION PLAN DURATION STAKEHOLDERS CURRICULUM COMPONENT CRITERIA Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours. Description of the district’s current use of hardware and software to support teaching and learning. Summary of the District’s curricular goals that are supported by this tech plan. 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. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace. 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 and teachers 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 List of goals and an implementation plan that describe how the district will address Internet Safety, including how students and teachers will be trained to protect online privacy and avoid online predators. Description of or goals about the District policy or practices that ensure equitable technology access for all students. 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

PAGE # 2 2 3 3 5 6 7 9

11

13 15 17

Page 52 of 54

3J 3K 4 4A 4B

4C 5 5A

5B

5C 5D

individual student academic needs. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. Describe the process that will be used to monitor the Curricular Component (Sections 3D-3J) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your District needs assessment data (4A) and the Curriculum Component objectives (Sections 3D – 3J) of the plan. 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. INFRASTRUCTURE, HARDWARE, TECHNICIAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA 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 & 4) of the plan. 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. List of clear annual benchmarks and a timelien for obtaining the hardware, infrastructure, learning resources and technicial support required to support the other plan components identified in Section 5B. Describe the process that will be used to monitor Section 5B & the annual benchmarks and timeline of activities including roles and responsibilities.

19 21 22 22 28

34 35 35

36

39 40 Page 53 of 54

6 6A 6B 6C 6D 7 7A 7B 7C 8 9 9A 9B

FUNDING AND BUDGET COMPONENT CRITERIA List of established and potential funding sources. Estimate of annual implementation costs for the term of the plan. Describe the District’s replacement policy for obsolete equipment. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary. MONITORING AND EVALUATION COMPONENT CRITERIA Describe the process for evaluating the plan’s overall progress and impact on teaching and learning. Schedule for evaluating the effect of the plan implementation. Describe the process and frequency of communicating evaluation results to tech plan stakeholders. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION EFFECTIVE RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals. 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.

40 40 41 42 43 44 44 45 46 46 47 47 50

Page 54 of 54