Franklin Elementary School District

EDUCATION TECHNOLOGY PLAN JULY 1, 2011 – JUNE 30, 2014

DISTRICT CONTACT INFORMATION

County Name: District Name: County and District Code: District Phone Number: Superintendent’s Name: Ed Tech Plan Contact Name: Job Title: Address: City & Zip Code: Phone Number & Ext.: FAX#: Email: Back up Contact Name: Job Title: Email:

Franklin Elementary School District

Sutter Franklin Elementary School District 51-71381 530-822-5151 Douglas B. Reeder Bobbi Wiggins Technology Coordinator 332 N. Township Road Yuba City 95993 530-822-5151 X117 530-822-5177 [email protected] Douglas Reeder Superintendent [email protected]

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TABLE OF CONTENTS

District Profile ..........................................................................................................3 Section 1: Tech Plan Vision & Duration................................................................3 Section 2: Stakeholders............................................................................................4 Section 3: Curriculum & Data Driven Technology Goals ...................................5 Section 4: Professional Development .................................................................. 13 Section 5: Infrastructure, Hardware, Software, & Technical Support........... 16 Section 6: Education Technology Funding & Budget ....................................... 19 Section 7: Monitoring & Evaluation of Technology Plan ................................. 21 Section 8: Adult Literacy and Technology ......................................................... 22 Section 9: Effective, Research-Based Strategies ................................................ 23 Appendix I – Contact Information .................................................................... 26 Appendix C- Criteria for EETT Technology Plans……………………………27

Franklin Elementary School District

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Franklin Elementary School District Technology Use Plan District Profile Franklin Elementary School District serves approximately 460 students at one site, grades K-8, in rural Sutter County. According to DataQuest 2008-09, 2.3% are American Indian or Alaska Native, 7.1% are Asian, 16.2% are Hispanic/Latino, 62.8% are white, 0.5% are African American, 0.2% are Filipino, and 11% submit multiple or no responses to ethnicity prompts. Nineteen classroom teachers, one music and band teacher, one Special Education teacher, and one Speech and Language teacher provide a pupil/teacher ratio 25:1. Eighteen classified employees provide clerical and maintenance support as well as instructional assistance. English learners constitute 5.78% of the school’s population, and 28.05% of our students are eligible for free and reduced cost meals. Our Academic Performance Index has ranged between 816 to 828 during the past three years.

1. Plan Duration July 1, 2011 – June 30, 2014 District Vision for Technology Use: This district plan is envisioned to guide the school/district for the next three years. As a result we anticipate that by June of 2013: Students use technology tools to master California Content Standards in the core curriculum and in the visual and performing arts; School-based computers, software and connectivity that function well 100% of the time; Information literacy proficiencies allow students to discern truth and relevance from a flood of information. Expected student outcomes in 3 years as a result of technology use: Increased student accessibility to technology learning resources, will improve their mastery of California Content Standards in English/language arts, math, history/social studies, science and visual/performing arts as measured by STAR and local assessments; Students will be more proficient in essential computer skills and most widely used applications; Students will triple their use of the Internet for research purposes. Proficient information literacy skills will allow students safe and relevant use of technological learning resources; Selected students will mentor other students by providing basic computer trouble-shooting and technical support for computers at school.

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Expected staff outcomes in 3 years as a result of technology use: Teachers will triple their use of technological learning resources to organize, teach and assess student learning in California Content Standards. School staff will electronically track each child’s school-based data and his/her progress in grade-level assignments, generating a user-friendly report card. All teachers will meet Technology Proficiency Standards set by the California Commission on Teacher Credentialing. Expected technology outcomes; infrastructure, hardware, tech support and software: The district will have at least four computers per classroom, a computer lab in the 7th-8th grade wing will be upgraded, online library services will be maintained. A network servers will be added, upgraded programs will be added to support both computer labs. Switching equipment will be upgraded to support increased bandwidth needs. New web filtering technology will be maintained to keep the Internet a safe working environment for all students. The school’s Domain Controller, Aeries server and MealTime server, all vital components to the network infrastructure will be upgraded with new server hardware and operating systems. The Mail server will be upgraded. Computers, printers and networking hardware over four years old will be replaced with upto-date units selected based on standardized criteria. The district/school will have developed and adopted a hardware acquisition plan that includes 1) equipment specifications to guide future purchases and 2) a technology inventory database to prevent equipment loss and track replacement timelines. Additional or upgraded software applications supporting student learning in California Content Standards will be acquired. Purchase additional network hardware and software to protect student, staff, and fiscal information from computer viruses, outside hacking, network intrusion attempts and theft of school data.

2. Stakeholders Name

Role

Douglas Reeder Erick Dahl Laurie Ahlers Bobbi Wiggins Paula Ohland Joseph Oates David Lancaster Julie Clifton

Principal/Superintendent Classroom Teacher/Vice Principal Classroom Teacher/Parent Technology Coordinator Computer Lab Assistant Parent/Site Council/Technology Consultant Technology Consultant School Secretary

As a tiny rural school, Franklin does not have a curriculum director, but does employ a part-time dedicated information technology coordinator. A principal/superintendent plus a teaching viceprincipal comprise the administrative staff. Two parents are on the committee as stakeholder. The community has no businesses locally and one non-profit organization, Franklin Elementary School District Education Foundation; its only non-school services coming from Yuba City

Franklin Elementary School District

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and/or Sutter County. Technology committee will meet twice a school year or as needed and will report information to Franklin School’s site council and school board.

3. Curriculum 3a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours. Students currently have access to computers throughout the day, and after-school as arranged with staff. The school’s computers vary in age and platform. Every classroom has at least three computers connected to the Internet via our wide area network and T1 line to Sutter County Office of Education, or through our Comcast Business high-speed Internet connection. We estimate that more than 60% of students have access to computers and the Internet at home. In our K6 computer lab, all 31 desktop units are connected to the Internet. In our Junior High computer lab, all 20 desktop units are connected to the Internet. The K-6 lab is staffed by a Computer Lab Aide 14 instructional hours per week. The K6 lab is heavily used by grades K-8. All certificated and classified staff have email addresses, and each teacher has a desktop PC with connectivity for professional use in the classroom. Most students use Accelerated Reader, Accelerated Math, a variety of other content-specific software such as Kid Pix, Story Book Weaver, HyperStudio, and Number Munchers. Grades 5-8 use the Internet for research, and the GATE program students use hypermedia programs to create multi-media presentations. English Learners access the same software as English-only students with extra support from our staff. We also make available to English Learners a program through Renaissance Place, English In A Flash. A full-time music teacher makes strong use of computer based music software and incorporates it with the use of electronic keyboards and midi-media as well as acoustical instruments; he is also the de-facto designer of the district’s emerging website. Because of bus schedules and the use of computers at home, student use of technology is limited to the school day except by individual arrangement. The district uses Aeries to manage student data including attendance, discipline and report card grades. Teachers have access to all programs and services at all time. . We have 150 total computers of various ages and processor levels running Windows XP sp3 and Office 2003 platforms available to students, including at least two classroom student desktop PCs with internet connectivity in each classroom. This provides a student: computer ratio of 4:1, although this ratio is misleading because of the hodge-podge of older computers included in the calculation and have a reliability capability rate of 80%. Our use of technology in teaching, learning and in communication with parents currently varies by teacher as we continue to upgrade the use of technology in those functions and administrative support. Franklin Elementary School Total # of Computers for Instructional Use

121

Total # of Computers in Classrooms

67

Total # of Internet Connected Computers in Classrooms

67

Total # of Computers in Classrooms older than 48 months

67

Total # of Computers in Classrooms 48 months old or newer

0

Student to Computer Ratio – Computers 48 months old or newer only

n/a

Total # of Computers in Computer Labs

51

Franklin Elementary School District

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Total # of Computers in Library/Media Center Internet Access Connection Speed (DSL, T-1, >T-1) Before & After School Student Access to Computers – Days & Time

3 T-1, DSL By arrangement

3b. Description of the district’s current use of hardware and software to support teaching and learning. All teachers were surveyed as to their use of technology learning tools in the core curriculum in grades K-8; 100% responded to the written survey. Greatest use of software occurs in the English/language arts curricula, in grades 3-6 with Accelerated Reader. Accelerated Math is used substantially in grades 3-6. Seventh and eighth graders used word processing and PowerPoint software addressing standards relating to summarizing, responses to literature, research and persuasive writing activities. A wide variety of web sites are used in history/social science instruction at various grade levels, particularly those with maps and historical art works. Science curricula included some use of software applications, though no specific applications were noted. Teachers reported using science kits, microscopes and videos more frequently than computers, the Internet or software. The district’s K-8 curriculum is fully aligned to California State Standards in English/language arts, math, science and history/social science. As teachers are not required to submit lesson plans, it is difficult to assess the written curriculum. Surveyed teachers note, however, that integrating technology into instruction is problematic beyond the obvious, i.e., word processing, Internet research (in upper grades), and learning games. There is currently no clear connection between content standards, instructional strategies, learning assessment and technology integration. The survey indicated that teachers are very interested in knowing more about how technology can be integrated into standards-based instruction. Nearly all noted they would use more computer applications under the following circumstances: • they had professional development time devoted to identifying software applications related to specific California Content Standards, • they could easily identify websites for effective technology-integrated lesson plans. School-wide technology standards are part of the language arts curriculum for grades 4-8. Information literacy is taught primarily in the upper grades. The development of technology skills begins in kindergarten. K-2 classrooms utilize several programs, including KidPix, Orchard and Accelerated Reader as part of their daily classroom and computer lab instruction. The integration and development of technology skills into the curriculum is currently dependent upon the skill and interest of the individual classroom teacher. 3c. Summary of the district’s curricular goals that are supported by this tech plan. Franklin’s students will continue to make significant gains in their core subject areas. The percentage of 7th grade students at or above the “Proficient” or “Advanced” in the STAR test in English/Language Arts has ranged from a low of 55% in 2008 to a high of 71% in 2010, and in Math from a low of 42% in 2009 to a high of 52% in 2010. Trend data indicate that as our younger students move through our standards-based curriculum, their scores are appreciably

Franklin Elementary School District

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higher than those who moved through lower grades before standards were implemented. Our goal will be to increase core subject STAR test scores by an additional 15% for grades 2-6 in Math and English Language Arts. 3d. 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. Franklin students have scored well on standardized achievement tests. Yet, there is a need to further enhance the curriculum through the use of technology as a teaching tool, particularly in the content areas of reading/language arts for Title I students. District documents also note a need for enhanced instruction for primary students who are having trouble learning to read and for 4-8 grade students in reading/language arts. Students in K-1 will be evaluated with local testing by individual teachers to determine proficiencies in ELA and Math. Goal 3d: 3.d.1 While we are working towards having all students access technology learning resources to improve their mastery of California Content Standards including English/Language Arts, Math, History/Social Science, Science plus Visual and Performing Arts as measured by STAR and local assessments, our primary focus is improving achievement in Language Arts and Math. Objective: By June 2014, 70% of students in grades 2-8 will score proficient or advanced on the English Language Arts and Math subtest as measured by the STAR testing program. BENCHMARKS: June, ‘12 35% of students in grades 2-8 will score proficient or advanced in ELA and Math as measured by the STAR testing program. June, ‘13 55% of students in grades 2-8 will score proficient or advanced in ELA and Math as measured by the STAR testing program. June, ‘14 70% of students in grades 2-8 will score proficient or advanced in ELA and Math as measured by the STAR testing program. 3.d.2 All students will become proficient in essential computer skills and understanding applications and software such as Microsoft Office and possess the ability to adequately maneuver the Internet. Ability will be measured individually through testing chosen by the teachers and computer lab aides. Objective: By June 2014, 70% of students in grades 2-8 will score proficient or advanced in computer skills and technology curriculum as determined by each teacher. BENCHMARKS: June, ‘12 35% of students in grades 2-8 will score proficient or advanced in computer skills and technology curriculum as determined by each teacher. June, ‘13 55% of students in grades 2-8 will score proficient or advanced in computer skills and technology curriculum as determined by each teacher.

Franklin Elementary School District

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June, ‘14

70% of students in grades 2-8 will score proficient or advanced in computer skills and technology curriculum as determined by each teacher.

List of activities and a timeline for implementing planned strategies and activities Goal Implementation Plan/Activities # 3.d.1 Staff collect examples of student work & identifies current use of technology in classrooms for 2nd – 8th grades 3.d.2 Franklin researches and adopts an appropriate curriculum of computer skills and applications 3.d.1 Team researches technology 3.d.2 resources in targeted curriculum areas 3.d.1 3.d.2 3.d.1 3.d.2 3.d.1 3.d.2 3.d.1 3.d.2

3.d.1 3.d.2 3.d.1 3.d.2

Appropriate software is purchased Student STAR test scores evaluated; strategies developed to improve results Staff development is provided for 7th & 8th grade for software integration Samples of student work in targeted curriculum areas are collected at appropriate grade levels & evaluated Student STAR test scores evaluated; strategies developed to improve results Student STAR test scores evaluated; strategies developed to improve results

Responsible Position

Timeline

Staff & Admin.

June, ‘12

Budget Source N/A

Staff & Admin.

June, ‘12

N/A

Curriculum adoption

Staff

June, ‘12

N/A

Admin.

Aug., ‘12

Staff & Admin.

Aug., ‘12

Available Cat. funds General funds

Presentation of findings to staff and recommendations for adoption Software installed

Staff & Admin.

Sept., ‘12

Staff & Admin.

June, ‘13

Staff & Admin.

Aug., ‘13

General funds

Staff & Admin.

May ‘14

General funds

Available prof. dev. funds N/A

Monitoring and Evaluation activities Student technology work is reviewed and assessed by staff and admin.

Results presented to staff, community, school board Certificates of completion; lesson and unit plans developed Evaluation results are shared with the entire staff for input on improvement Results presented to staff, community, school board Results presented to staff, community, school board

3e. 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. The use of skills needed to find, retrieve, analyze, and use information as a research process will be implemented across the grade levels to enhance students’ safe and effective use of the Internet for research purposes. Franklin recognizes the need to adopt a continuum of technology proficiencies to guide and assess the introduction and development of technology proficiencies for all students. Staff will look at a variety of technology proficiency continuums and begin the process of adopting a continuum for developing and assessing technology proficiencies that is appropriate for Franklin students. The staff will review NETS for Students (ISTE.org) to help develop technical proficiency standards. It is anticipated that the research and adoption process

Franklin Elementary School District

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will last through June 2012. We anticipate that the development of an implementation plan and grade level appropriate strategies will take through September of 2012. 3.e.1. Franklin Elementary School District will adopt and implement a continuum of information literacy and technology proficiency skills, which will allow students safe, proficient and relevant use of technological learning resources. BENCHMARKS: June, ‘12 Franklin adopts a curriculum of information literacy and technology proficiency skills for K-8 June, ‘13 The curriculum is implemented in grades K-6 June, ‘14 The curriculum is implemented in grades 7-8 List of activities and a timeline for implementing planned strategies and activities. Goal

Implementation Activities

3.e

A team of two teachers research and identify a computer proficiency curriculum model for grades K-8 Teacher team presents a recommended model to full faculty Principal/Sup takes the faculty-adopted model to the Board for adoption Professional development focuses on how to integrate information literacy and computer proficiency curriculum model into core curriculum and assess student proficiencies. Following Board adoption, all teachers pilot at least one component of the computer proficiency curriculum integrated into their core instruction and assessment practices Results of the integration of computer & information literacy proficiency skills is discussed at faculty meetings Teachers evaluate the effectiveness of the pilot, modifying it for implementation next year to the ’14 benchmark

3.e 3.e 3.e

3.e

3.e

3.e

3.e

3.e

Teachers evaluate the quality and effectiveness of 6-8 information literacy; modifying it for implementation of ’04 benchmark Teachers support each other in full implementation of technology proficiency and information literacy curriculum

Respon sibility Staff

Timeline

Budget

Evidence of Activities

April ‘12

N/A

Staff

May ‘12

N/A

Admin.

August ‘12 August ‘12

N/A

Model continuums presented Drafts of developing continuum for Franklin Faculty meeting agenda discussion Board agendas

Prof. Dev. funds

Professional development agenda and attendance sheet

Staff

August ’12-June ‘13

General or available Category. funds

Lesson Plans and other curriculum documents; student work

Admin. Staff

Aug. ’12 Jan. ’13 June ‘13 June ‘12

N/A

Faculty meeting agendas

N/A

Admin. Staff

June ‘12

N/A

Survey regarding the effectiveness of the model piloted – presentation of findings to faculty – modifications as indicated by data. As above

Staff

August ’12-June ’13 and thereafter

N/A

Admin. Staff

Admin. Staff

Teacher evaluation includes a strand relating to the integration of computer proficiencies in core curriculum. Cycle is repeated for following years assuring completion of benchmarks or modifications from evaluation results.

Franklin Elementary School District

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3f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism. (AB 307) Franklin Elementary School requires an annual Technology Users Policy and Procedure Form to be signed by staff and students which certifies that the required actions and activities have been completed in accordance with District nondiscrimination and safety mandates, policies and procedures. Staff team will review NETS for Students on digital citizenship in regards to copyright and fair use along with the appropriate and ethical use of information technology. Resources and other online digital citizenship curriculum provided or recommended by CTAP will be reviewed and utilized. Teachers will receive professional development on how to integrate adopted model on information literacy curriculum and standards into core curriculum, as well as assessing student proficiencies. The district will consider purchasing CyberSmart professional development to gain strategies for fostering online safety, privacy, and security in support of student learning in a technology-enhanced environment. Students will receive gradelevel appropriate instruction about information literacy, copyrights and the appropriate and ethical use of information technology throughout the year. Teachers will annually assess student proficiencies in information literacy/digital citizenship by district adopted assessment tools and student projects or portfolios. Goal 3.f. By June 2014 80% of Franklin students will be proficient or better with grade level ethical use of technology and Internet safety standards. They will understand the concept and purpose of both copyright and fair use and be able to distinguish lawful from unlawful downloading and peer-to-peer file sharing and avoiding plagiarism. BENCHMARKS: June, ‘12 60% of students will be proficient or better with grade level ethical use of technology and internet safety standards as measured by district standards based on the NETS for Students. June, ‘13 70% of students will be proficient or better with grade level ethical use of technology and internet safety standards as measured by district standards based on the NETS for Students. June, ‘14 80% of students will be proficient or better with grade level ethical use of technology and internet safety standards as measured by district standards based on the NETS for Students. List of activities and a timeline for implementing planned strategies and activities. Goal

Implementation Activities

3.f

A team of two staff members will research and identify an information technology proficiency curriculum model for grades K-8 and identify district assessment tool for students. Staff team presents a recommended

3.f.

Franklin Elementary School District

Respon sibility Staff

Timeline

Budget

Evidence of Activities

April ‘12

N/A

Model continuums presented Drafts of developing continuum for Franklin

Staff

May ‘12

N/A

Faculty meeting agenda

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3.f. 3.f.

3.f.

model to full faculty Principal/Sup takes the faculty-adopted model to the Board for adoption Professional development focuses on how to integrate information technology curriculum model into core curriculum. Teachers support each other in full implementation of information technology literacy curriculum

Admin. Admin. Staff Admin. Staff

August ‘12 August ‘12

N/A

discussion Board agendas

Prof. Dev. funds

Professional development agenda and attendance sheet

August ’12-June ’13 and thereafter

N/A

Teacher evaluation includes a strand relating to the integration of information technology proficiencies in core curriculum. Lesson plans and student projects/portfolios. Cycle is repeated for following years assuring completion of benchmarks or modifications from evaluation results.

3g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307) Franklin Elementary School will use the Internet filter Barracuda to help protect students from online predators and to protect online privacy. Barracuda is in use as an additional firewall to protect students in Internet safety. Tech Committee will review curriculum and resources to teach students about Internet safety, protect online privacy, and avoid online predators. On an ongoing basis and in compliance with state and national legislation enacted and anticipated, Franklin School, in collaboration with NetTrekker, is working to safeguard children’s online experiences. 24/7 online professional development opportunities are available for teachers on Internet safety and other related topics through NetTrekker. CyberSmart has partnered with NetTrekker to provide professional development to gain strategies for fostering online safety, privacy, and security in support of student learning in a technology-enhanced environment. Resources provided from CTAP and other online providers of Internet safety curriculum will be researched and adopted by district that align with NETS for Students (#5 Digital Citizenship) and district policies. Teachers will provide ongoing grade-level instruction about digital citizenship and cyber safety throughout the year. Goal: 100% of students will receive classroom and computer lab instruction that teaches them about protecting their privacy and avoiding online predators while online. List of activities and a timeline for implementing planned strategies and activities. Goal

Implementation Activities

3.g

Staff will review NETS for students and adopt an Internet safety/digital citizenship curriculum and standards for grades K-8 Staff team presents a recommended model to full faculty Principal/Sup takes the faculty-adopted model to the Board for adoption Staff implements curriculum and policy

3.g 3.g 3.g

Franklin Elementary School District

Respon sibility Staff

Timeline

Budget

Evidence of Activities

August ‘12

N/A

Model continuums presented drafts of developing continuum for Franklin

Staff

Sept ‘12

N/A

Admin.

Sept ‘12

N/A

Faculty meeting agenda discussion Board agendas

Staff

Oct ’12

N/A

Yearly faculty meeting

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in classrooms

and thereafter

evaluations, lesson plans student assessments

3h Description of the district policy or practices that ensure equitable technology access for all students. Franklin Elementary School Board Policy calls for the equitable access for all students to all school and District resources. Franklin is compliant with the Americans with Disabilities Act to ensure equal and appropriate access to student sub groups. Should students require additional equipment or facilities to enjoy equal access to technology tools, additional assistive technologies will be purchased to meet their needs. 3i. 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. Goal: Technology will be used to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs. 3.i. Objective: By June 2014, 100% of teachers will be trained in the use of the existing management system, Aeries, consistent with the California Student Information System, and use it to track students’ attendance, disciplinary actions, grades and to generate report cards. By June 2014, 100% of teachers will be trained in the use of the Orchard Gold Star Assessment program which tests student’s abilities in Language Arts, Math and Science. Teachers are able to take the testing data and map out individual goals and strategies. BENCHMARKS: June ‘12 Aeries is fully installed on the Franklin District server with precautions to prevent student access. Orchard Gold Star Assessment Learning program is in place. June ‘13 50% of teachers utilize Aeries to track students’ attendance, disciplinary actions, grades and to generate report cards. 50% of teachers utilize Orchard assessment capabilities. June ‘14 100% of teachers utilize Aeries to track students’ attendance, disciplinary actions, grade and to generate report cards. 75% of teachers utilize Orchard assessment capabilities.

List of activities and a timeline for implementing and evaluating planned strategies and activities Goal # 3.i.

3.i.

3.i.

Implementation Plan/Activities Professional development focuses on how to utilize student data software. 50% of teachers use of the electronic data management system and Orchard Gold Star Progress is evaluated through staff

Franklin Elementary School District

Resp. Position Admin. Staff

Time line August ‘12

Staff & Admin.

June, ‘13

Staff &

Jan., ’13

Budget Source Prof. Dev. funds N/A

Monitoring and Evaluation activities Professional development agenda and attendance sheet; Certificates of completion Attendance, discipline and report cards generated

N/A

Evaluation results are shared

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meetings, discussion of issues and Admin. June, with the entire staff for input on accomplishments ‘13 improvement 3.i. Strategies for full implementation of Staff & June, N/A Results presented to staff, student data system and Orchard Gold Admin. ‘14 community, school board Star assessment are implemented. Cycle is repeated for following years assuring completion of benchmarks or changes resulting from evaluation results.

3j. List of clear goals, measurable objectives, and annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. As a result of the very small size of the community, there is currently very close communication between faculty and home. We estimate that more than 60% of our families have a computer with access to the Internet at home. The use of technology to further enhance parent to teacher and/or administration is viewed as a lower priority with the limited resources available. The district/school will collaborate with parents to develop and initiate a plan to utilize technology communication strategies as appropriate to need and resource availability. Goal 3j: 3.j. Franklin’s school website will be used to allow families the ability to access information regarding the schools activities, state standardized assessment data and student assignments. Objective: 100% of teachers will use the website to post assignments, activities, and communicate with parents. BENCHMARKS: June ‘12 50% of teachers use the website to post assignments and communicate with parents. June ‘13 75% of teachers use the website to post assignments, activities and communicate with parents. June ‘14 100% of teachers use the website to post assignments, activities and communicate with parents. Timeline for implementing and evaluating planned strategies and activities Goal # 3.j.

3.j.

3.j.

3.j.

3.j.

Implementation Plan/Activities Professional development focuses on how to utilize student data software. 50% of teachers use of the website to post assignments and communicate with parents. 75% of teachers use of the website to post assignments and communicate with parents. Progress is evaluated through staff meetings, discussion of issues and accomplishments Strategies for 100% implementation of posting of assignments, activities and

Franklin Elementary School District

Resp. Position Admin. Staff

Time line August ‘12

Staff & Admin.

June, ‘12

Staff & Admin. Staff & Admin. Staff & Admin.

Budget Source Prof. Dev. funds N/A

Monitoring and Evaluation activities Professional development agenda and attendance sheet; Certificates of completion Assignments generated.

June, ‘13

N/A

Assignments generated.

Jan., ’13 June, ‘13 June, ‘14

N/A

Evaluation results are shared with the entire staff for input on improvement Results presented to staff, community, school board

N/A

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communications with parents is implemented.

3k. 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. Within the implementation plans for Curricular Components 3d-3j, staff and administration have been identified to oversee the processes described.

4. Professional Development 4a. Summary of teachers’ and administrators’ current technology skills and needs for professional development. Our teachers and administrators are aware of regional CTAP offerings, and some have taken advantage of online courses. While some teachers are proficient in specific areas and are taking graduate level courses as part of their personal development or credential requirements, there is currently no school-wide strategy to advance technology proficiencies of the total staff. Higher priority is placed on curriculum alignment with California Content Standards, and instructional strategies that do not depend necessarily on technology. There is currently no professional development available to teach curriculum integration of technology applications, nor are there formal plans for the evaluation, modification or refinement of technology training for staff. Interviews with staff indicated that all would like to use more technology resources in teaching, but they felt limited by a several factors: • Insufficient equipment that does not always function dependably even when available, • Insufficient on-site training time to acquire needed knowledge and skills, and to do the planning required to integrate technology into current curriculum, • Insufficient knowledge of software applications and websites specifically related to teaching California Content Standards, • An overwhelming emphasis on teaching academic content and raising test scores. We will be addressing ways to increase teachers’ and administrators’ technology proficiency and integration skills in the next section.

4b. 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 through 3j) of the plan. 4.b. and c. Goals and benchmarks for professional development: 4.b.1. By June 2014, all teachers and administrators will be at “intermediate” or “proficient” in all ED Tech Profile skill areas.

Franklin Elementary School District

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BENCHMARKS: Mar ‘12 100% of teachers will take the Ed Tech Profile Assessment June, ‘12 60% of teachers will be at “intermediate” or “proficient” in all Ed Tech Profile skill areas. June, ‘13 80% of teachers will be at “intermediate” or “proficient” in all Ed Tech Profile skill areas. June, ‘14 100% of teachers will be at “intermediate” or “proficient” in all Ed Tech Profile skill areas.

4.b.2 By June 2014, staff will demonstrate increased use of technological learning resources to organize, teach and assess student learning in California Content Standards BENCHMARKS: June, ‘12 60% of teachers integrate at least two lessons incorporating technology learning resources in teaching reading, language arts and mathematics. June, ‘13 80% of teachers integrate at least four lessons incorporating technology learning resources in teaching reading, language arts and mathematics. June, ‘14 100% of teachers integrate at least five lessons incorporating technology learning resources in teaching reading, language arts, mathematics and science; adding at least one technological learning resource to their teaching repertoire annually thereafter.

Timeline for implementing and evaluating planned strategies and activities Goal Implementation Plan/Activities # 4.b.1 Staff takes Ed Tech Profile assessment and develops individual plans to increase their competency. 4.b.1 A “Tech Mentor” teacher will be identified 4.b.2 to support faculty growth in use of technological learning resources.

Responsible Position Sup/ Principal Sup/ Principal

July ‘12

Stipend PAR or PD funds

4.b.1 4.b.2

A menu of opportunities for staff development based on the Ed Tech Profile survey are researched and presented to staff. On site workshops will be featured, and Ed Tech Profile activities will be available

May/ June ’12 annually

Available category funds

4.b.1 4.b.2

Faculty will take advantage of online technology in-service, such as Ed Tech Profile and the Educational Technology Academy via individual professional development plans derived from Ed Tech Profile and other resources. Teachers will be allowed to use one day of professional development to visit schools

Sup/ Principal Tech Mentor and/or contract with Sutter COE Tech Mentor

May ’12 and annually

Available categorical funds

Teacher’s individual professional development plans; certificates of completion;

May ’12 – June

Available categorical

Travel documents and faculty meeting notes

4.b.1 4.b.2

Franklin Elementary School District

Sup/ Principal

Timeline March ‘12

Budget Source N/A

Monitoring and Evaluation activities Principal/Super. meets with and reviews staff technology goals. Curriculum documents illustrating the integration of technology learning resources; Handouts, lists, notes from staff meetings

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that demonstrate exemplary use of technology to support the academic core curriculum K-8. Each teacher will report to a faculty meeting on the program visited and how it might be utilized at Franklin. Staff & stakeholder meeting to review effectiveness of Staff Development plan and make recommendations for new additions / strategies / formats

Tech Mentor

‘13

funds:

Sup/ Principal Tech Mentor

May ‘13

Available categorical funds

Notes from staff meeting; recommendations; review of results from Ed Tech Profile survey Cycle is repeated for following years assuring completion of benchmarks or changes resulting from evaluation results.

4.b.3 By June 2014, 100% of teachers will be trained in the use of the existing electronic data management system, consistent with the California Student Information System, and use it to track student attendance, disciplinary activities grades and to generate report cards.. BENCHMARKS: June, ‘12 The district will provide staff development in an expanded use of Aeries data system (CSIS compatible software). June, ‘13 50% of staff will use CSIS compatible software for tracking student data and generating report cards June, ‘14 100% of Staff will use the electronic database for tracking student data and generating report cards

Timeline for implementing and evaluating planned strategies and activities Implementation Activities

Timeline

Budget

Monitoring Plan

Staff will be trained in the use and maintenance of the Aeries electronic database 50% of staff will implement the use of Aeries.

August ’12; As funding is available June ’13; As funding is available Sept. ’14 and ongoing

Available categorical funds N/A

Training agenda as set forth by Superintendent

N/A

Instructional team meeting notes

Goal 4.b.3

4.b.3

4.b.3

100% of Staff will use Aeries to review student progress monthly and strategize how to improve student learning and performance

Purchase documentation

Resources and budget required to implement these goals. Professional Development funds will be the primary resource for this effort. Our Federal Class Size Reduction funds are used for staff development as our school has implemented CSR in kindergarten through 4th grade. These funds are currently sufficient for our staff development needs. Because of the budget uncertainty in California, we do not know which categorical funds will be available or in what amounts after June 2011. We have, therefore, cited “categorical funds” generically to identify potential resources for activities that will take place after June 2011.

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We will depend on Region 3’s California Technology Assistance Project for information on good learning software and for needed teacher in-service. Professional development activities will include CTAP Online, the Educational Technology Academy, and other capacity building professional development opportunities provided by CTAP3. We will also look to CTAP to identify appropriate technology learning resources through the SCORE and CLRN web sites and their various curriculum links. Benefits from professional development based on staff needs assessment. Teachers clearly want to apply technology tools to improve student learning in California’s core academic content areas. The goal is to improve test scores as indicators of student learning. Benefits of professional development related to integrating technology into core curriculum areas include • Time to visit existing exemplary programs and effectively replicate them, • Time to acquire in-depth knowledge of technological learning resources in order to integrate them into current curriculum, • More technology-related teaching tools in each teacher’s repertoire of instructional strategies, ultimately resulting in improved student learning and higher test scores. 4c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned activities including roles and responsibilities. The superintendent of the Franklin Elementary School District will be responsible for monitoring the goals, objective, benchmarks and planned activities for the Professional Development of Franklin Elementary School staff. Yearly evaluations will be conducted by the superintendent to determine whether or not goals have been met.

5. Infrastructure, Hardware, Technical Support, and Software 5a and b. 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. Infrastructure and Hardware The District servers are connected to the Internet through a T-1 line that originates at the Sutter County Office of Education. Each classroom has at least four computers connected to the Internet via a Comcast Business High-Speed modem. We also have a K6 lab with 30 computers which are Internet-connected through the Comcast Business High-Speed modem.. The lab also has a video projection unit connected to the “teacher’s computer” to allow students to see large screen projection of a monitor. Individual classrooms have a variety of older stand-alone computers. The Junior High lab has 20 computers which are Internet-connected via Comcast.. The lab uses a portable video projection unit connected to the “teacher’s computer” to allow students to see large screen projection of a monitor. Each classroom has a TV and a DVD/VCR combination player and a telephone. Franklin Elementary School District

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Location Classrooms Computer lab

Computers 67 desktops 31

Mini-lab for grades 7-8 Library Office

20 3 3 PCs

Other Hardware 25 laser printers 1 color laser printer 1 b/w laser printer 1 b/w laser printer 1 all-in-one ink jet primer 3 laser printers 1 PSC ink jet printer

Technical support is provided by a part-time Technology Coordinator. When problems arise that the coordinator is unable to handle, private providers are called upon. Software (Microsoft Office, Orchard Online Learning, KidPix, Renaissance Place) is available and consistent in the both computer labs, student classroom computers and teacher computers. 5c. 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. 5.c.1 The goal for each classroom is to have a minimum of 6 computers, a printer and a scanner, in addition to a TV, VCR/DVD and telephone, VCR/DVDs will be linked to computers to allow large-screen, whole group instruction on the computer. Objectives: By June 2014 secure funding through technology grants and community donations to purchase new hardware to replace aging infrastructure. BENCHMARKS June ‘12 Develop and adopt a process for purchasing hardware as funds become available June ‘13 Identify sufficient funding to support computer purchases and needed upgrades of infrastructure, hardware June ‘14 Research and acquire additional computer/TV access and connect all classrooms 5.c.2 Aged (4yrs and older) computers will be replaced with up-to-date units selected based on standardized criteria.

BENCHMARKS June ‘12 Develop and adopt a process for purchasing hardware as funds become available Ongoing Identify sufficient funding to support computer replacement and needed upgrades of infrastructure, hardware and needed applications June ‘12 Research and acquire additional computer/TV access and connect all classrooms

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5.c.3 Upgrade the K6 computer lab with new computers monitors, keyboards and optical mice, printers and improve quality of service connection to the Internet

BENCHMARKS June ‘12 Sep ‘12

Develop and adopt a process for upgrade costs and purchasing hardware as funds become available Install new upgrade equipment

5.c.4 Computers, software and connectivity will function well 100% of the time. BENCHMARK June ‘12

Identify funds to support increased troubleshooting and tech support that will enable computers to function dependably Train and activate a computer trouble-shooting curriculum and training for student mentors to help support other students and assist technology support staff.

Sep ‘14

5.c.5 Implement a process and criteria for the selection, purchase, maintenance and upgrading of software for instruction, filtering and electronic communications. BENCHMARKS June ‘12 Sep ‘12

Develop and adopt a process for selecting, maintaining and upgrading software Purchase software to support core curriculum plus visual and performing arts curriculum.

Timeline for implementing and evaluating planned strategies and activities Goal # 5.c.1; 5.c.2; 5.c.3 5.c.1

5.c.1; 5.c.2; 5.c.3 5.c.1; 5.c.2; 5.c.3

5.c.1; 5.c.2; 5.c.3

Implementation Activities Develop a process for selecting hardware

Responsible Position Sup/Principal CTAP

Timeline June’12

Research alternatives and acquire computer/TV access. Connect classrooms Monitor availability of funding for hardware/infrastructure replacement and upgrade SCOE guides the District in a plan for hardware and infrastructure replacement and upgrade plan, and for connecting each classroom to local and wide area networks

Sup/Principal

June ‘13

Sup/Principal

Ongoing

Sup/Principal

Sept. ’13 and ongoing

District submits applications for available funding for these purposes

Principal/Sup erintendent

When funding becomes

Franklin Elementary School District

Budget Source N/A

Monitoring Plan Proposal to Board

Available categorical funds No additional cost No additional cost

Budget item

Unknown costs

Funding applications

Meeting notes

Meeting notes

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Funding is acquired to implement the upgrade and replacement plan.

5.c.4

CTAP 3 provides guidance to districts on low-cost trouble-shooting options.

5.c.4

School Leadership Team reviews this guidance and adopts those which best serve the school’s needs Research, develop and implement student “trouble shooter” cadre

Sup/Principal

When available

Selected staff CTAP

June 13

5.c.5

Develop a process for selecting maintaining and upgrading software

CTAP

June ‘13

5.c.5

Purchase software to support Reading/language arts and Math

Selected staff Sup/Principal

June ‘14

5.c.4

Tech Mentors and Principal/Sup erintendent Tech Mentor

available When available

5.c.1; 5.c.2; 5.c.3

When available

Unknown costs

Budget and purchase documents

No additional cost No additional cost No additional cost No additional cost Available categorical funds

CTAP 3 website

Budget and service documents Service records

Process presented to staff

Budget item

5d. Describe the process that will be used to monitor Section 5b & the annual benchmarks and timeline of activities including roles and responsibilities. The previous chart outlines the annual benchmarks and timelines of activities including the roles and responsibilities of each.

6. Funding and Budget 6a. List of established and potential funding sources. 6.a.1 Code A B C CH CS F G IH IS L/W M T

Resources Description Administration Building and Facilities Categorical Funds Classroom Hardware Classroom Software General Fund Grants Infrastructure Hardware Infrastructure Software LAN/WAN budget Maintenance and Support Training

Existing Gen. Fund Gen Fund SIP Gen Fund Gen Fund

Gen Fund Gen Fund Gen fund Gen Fund Prof. Dev.

Franklin Elementary School District

Amount Potential New Sources In kind In kind 0 Title 1 0 Unknown categorical 0 Unknown categorical 0 EETT 0 Unknown categorical 0 Title 1 0 Gen funds 0 Unknown categorical

Amount

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0 0 0 0 0 0 0 0

6.a.2 Process for identifying funding sources. As this is a small one-school, rural district, the Superintendent/Principal and Technology Coordinator are responsible for grant writing, budget development and allocation of funds to implement the goals set by the Board. They attend workshops to stay current on categorical programs and their uses and consults with the County Office of Education about the state funding levels. They maximize the use of categorical funds in order to have general funds available for technology purchase and upkeep. The district will look to CTAP to provide cost effective staff development, advice on hardware and software purchases and to help train our student tech support cadre. CSmart is one resource that we have not yet used and will be part of the process we will use to find funding sources.

6b. Estimate annual implementation costs for the term of the plan. Item Y-1 Y-2 Y-3

Total

Computers / Servers

10,000

10,000

10,000

30,000

Printers

1,000

1,000

1,000

3,000

Scanners / peripheral upgrades Video Camera

1,500

1,500

1,500

4,500

0

0

1,000

1,000

LCD projector

0

3,000

0

3,000

Digital camera

0

500

0

500

Software

2,000

2,000

2,000

6,000

Misc. (e.g., ink cart.)

5,000

5,000

5,000

15,000

Contracted Tech Support

2,000

2,000

2,000

6,000

Staff Development

2,000

2,000

2,000

6,000

TOTAL

23,500

27,000

24,500

75,000

6c. Describe the district’s replacement policy for obsolete equipment. Franklin School replaces obsolete equipment when funding sources become available. Network servers maintain the highest priority, followed by administrative computer, teacher computers and student computers. 6d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary. The Superintendent/Principal will develop an annual tech budget as part of the annual budget cycle, citing various sources of funding. The district budget is developed in May/June. He will prepare a mid year report in January of each year to update the Tech Committee/School Site Council and the Board on the progress of funding for technology. Franklin Elementary School District

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The Superintendent/Principal is responsible for monitoring all aspects of the budget. He oversees the day to day budget, plans for the expenditure of the various funds and programs, prepares the monthly budget reports as well as the state required semi annual Interim Reports for the Board, develops the budget annually, and in the process advises the Board about state and grant funds available. One advantage of a one school district is that there are no levels of administration and bureaucracy to go through to find out what is happening and to make corrections as needed. BENCHMARKS June annually Superintendent/Principal develops Technology budget as part of the annual budget process January Superintendent/Principal reports to Board, Tech Committee/SSC on progress of annually funding and status of budget Goal # Implementation Responsible Timeline Budget Source Monitoring and Plan/Activities Position Evaluation Activities Prepare annual Sup/Principal May/June No additional Budget document 6.e Tech budget to cost annually implement the Tech Plan goals and activities Report/update Sup/Principal January No additional Minutes of meetings 6.e progress of the cost annually annual Tech budget Update tech Sup/Principal Ongoing No additional Budget documents 6.e funding as new cost dollars are available Franklin School’s superintendent is ultimately responsible for the implementation of Ed Tech funding. The superintendent will garner recommendations from teachers and the technology coordinator. Information will be disseminated when funding becomes available and when budget adjustments are made.

7. Monitoring and Evaluation Franklin’s previous plans for technology focused primarily on the acquisition of equipment and connectivity, and secondarily on the use of technology for teaching and learning. As part of our school/district annual review, the technology plan is reviewed with staff, School Site Council and Board of Education each year to determine progress and needs. The current technology planning process needs to address increased use of existing and future technology tools in curriculum, instruction and assessment. 7.a and b The process and schedule for evaluating technology’s impact on student learning and attainment of the plan’s goals.

Franklin Elementary School District

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Embedded in text of each component of this plan is a description and schedule of how each the goals and benchmark for each component will be evaluated. To monitor adequately the school/district’s progress in utilizing technology tools for teaching and learning, data will be collected in the following areas: • Annual increases in teachers’ technology proficiencies per Ed Tech Profile, • Annual increases in teachers’ use of technology to enhance curriculum, • Students’ progress in mastering the English Language Arts and Math, • Students’ progress in acquiring technology proficiency skills, • Annual maintenance and infrastructure upgrade activities. 7.c How the information obtained through monitoring and evaluation will be used. Selected staff and the Superintendent/Principal will prepare semi-annual reports of the progress toward meeting stated goals and benchmarks. This report will be in conjunction with the budget development in May/June and the semi-annual report in January. The report will be presented to the Tech Committee/SSC and the Board at regularly scheduled meetings. May annually

January annually Ongoing

The Superintendent/Principal and selected staff present data and summary of progress toward meeting goals at staff, Technology Committee/SSC and Board meetings. The Superintendent/Principal and selected staff gather data present a status report to staff, Technology Committee/SSC and Board. Modifications of the plan and activities are made based on the data gathered, funding available and changing priorities.

8. Collaborative Strategies with Adult Literacy Providers If the district has identified adult literacy providers, describe how the program will be developed in collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify adult literacy providers or potential future outreach efforts.) 8. Adult Literacy: Franklin School District does not provide adult education courses, but within the boundaries of Yuba City Unified School District and Sutter County, adult literacy needs are served through a variety of agencies. The area’s high school district, provides adult education classes in basic literacy, GED preparation, and ESL. Yuba City ROP offers classes through the high schools in a variety of job and life skills, including technology skills such as basic word processing, home budgeting with spreadsheets, resources on the Internet, and MOUS certification. Sutter County Library and Sutter County Housing Authority provide additional adult literacy services as does the Sutter County CalWorks program. These agencies generally provide basic reading instruction and GED preparation. We will continue to rely on these partner agencies to serve Franklin parents who need adult literacy services. During the spring of 2012, Franklin School District will consult with local county and school adult literacy programs and offer to work with them. Such collaboration could include outreach, facilities for classes, and use of equipment. Franklin Elementary School District

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9. Effective, Researched-Based Methods and Strategies 9a. Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals. Franklin School students have made significant gains in their core subject areas as revealed in California STAR data. To reach higher goals, the school has embarked on a rigorous staff development program and adopted new reading program for grades K-8. Through the process of developing this and other school improvement plans, the following research documents in addition to the California Content Standards and Frameworks have been reviewed. Staff development in teaching writing has focused on teaching the writing process to all students. This strategy is based on years of research and field-testing first by California teachers, then by teachers across the country. Curricular Area Reading

Research Consulted Results! California Professional Development Institute Research includes: Moats, Educational Leadership, March 2001 pp 36-39; Reading/Language Arts Framework for California Public Schools,, Kindergarten Through Grade Twelve. Chapter 4, pp 98-199, 1999; Fielding and Person, Educational Leadership, vol 51, no 5 February 1994, pp 62-68 (see extensive bibliography of research referenced).

Annotation Researched-based reading strategies can build a foundation for reading success in students of all ages. These include: • phonological awareness and decoding; reading fluency and word recognition; vocabulary and phrase meanings; teaching comprehension; and including writing response to reading. • Administer measures of assessment and assign students materials and programs that will enable them to read with 90 to 95 percent accuracy. • Teach individually or in small groups as much as possible. • Schedule at least two hours a day for reading instruction for struggling readers. • Monitor progress and adjust instruction and time allocations accordingly.

Curricular Area Writing

Research Consulted See Gray, Thomas, D’Aoust, Willet and others, in Olson, Practical Ideas for Teaching writing as a Process at the Elementary School and Middle School Levels, 1996.

Annotation • Children possess the requisite linguistic knowledge to write. • Teachers need to use every possible means to give student confidence in their linguistic knowledge. • Writing is a process and teaching writing is the process of helping students use and perfect their linguistic knowledge and get it on paper. • Academic language must be taught. Four strategies are suggested: reading aloud; instructional discussions;

Franklin Elementary School District

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Curricular Area Math

Research Consulted

Wenglinsky, Harold (1998). "Does It Compute? The Relationship Between Education Technology and Student Achievement in Mathematics." Educational Testing Service.

reading by students; writing by students. Annotation • When they are properly used,

computers may serve as important tools for improving student proficiency in mathematics, as well as the overall learning environment in the school. 9b. 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. CTAP has been and will continue to be Franklin School’s most important source of information about quantity and quality of instructional technology. All software purchased and used will be CLRN and/or state approved as meeting California content standards and/or aligned to the standards. As an elementary school, Franklin will have to coordinate with its local high school to ensure students’ advanced coursework is approved for high school credit. Goal: Increase ability to offer specialized or rigorous academic courses through the use of technology, including distance learning. Objective: By June 2012, students in grades 4 through 8 are engaged in a variety of projects and course work through the Internet and other distance learning technologies. Benchmarks: June ‘12 June ‘13

Students in grades 7 and 8 complete multi-media projects and/or simulations in core academic areas and in visual and performing arts Students in grades 6-8 complete multi-media projects and/or simulations in core academic areas and in visual and performing arts. Students in grades 7-8 participate in such activities as WebQuest and distance learning courses

Implementation Plan/Activities Staff development in multi-media technology Staff research Internet resources (simulations, webquests, lessons, courses, etc.) Students in grades 7-8 complete multi-media projects and/or simulations **Timeline is repeated for following years Distance learning (art, music, languages, etc)

Responsible Position CTAP 3

By Jan.’13

Selected staff

Jan. ‘13

Teachers

January – June 2013

** Selected Staff

Franklin Elementary School District

Timeline

Budget Source Available categorical funds Available categorical funds N/A

Monitoring And Evaluation Activities CTAP2 records, attendance records of on site training Lesson plans

Completed assignments

**

**

**

2011-2014

To be identified

Lesson plans, completed courses

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Research Support Students who use computer-based instruction, learn in a tech rich environment, use simulation and other high order thinking technologies learn faster, and achieve higher test scores than those who do not Educational technology has been found to have positive effects on student attitudes toward learning.

Citation Milken Exchange on Education Technology, 1999 www.Milkenexchange.org

2000 Research Report on the Effectiveness of Technology in Schools. www.nitc.state.ne.us/news/000 9EC_2000%Research_Reop

Annotation An analysis of the five largest scale studies of education technology to date.

Evidence is the strongest in Language arts, math and science and for telecommunication and video technologies.

Appendix I – Technology Plan Contact Information Education Technology Plan Review System (ETPRS) Contact Information County & District Code: 51-71381 LEA Name: Franklin Elementary School District Name: Mrs. Bobbi Wiggins Job Title: Technology Coordinator Address: 332 N. Township Road City: Yuba City Zip Code: 95993 Telephone: 530-822-5151 Ext. 117 Fax: 530-822-5177 E-Mail: [email protected] Please provide backup contact information. 1st Backup Name: Douglas Reeder 1st Backup Email: [email protected] 2nd Backup Name: Julie Clifton 2nd Backup Email: [email protected]

Franklin Elementary School District

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Franklin Elementary School District

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Franklin Elementary School District Appendix C – Criteria for EETT Technology Plans - READER A COMMENT FORM (Completed Appendix C is REQUIRED in a technology plan) A technology plan needs to “Adequately Address” each of the following criteria: • EETT Requirements are listed on Appendix D - EETT Technology Plan Requirements • Appendix C must be attached to the technology plan with “Page in District Plan” properly cross-referenced and completed. 1. PLAN DURATION CRITERION The plan should guide the district’s use of education technology for the next three to five years. (For a new plan, can include technology plan development in the first year)

Example of Adequately Addressed The technology plan describes the LEA use of education technology for the next three to five years. (For new plan, description of technology plan development in the first year is acceptable). The plan must include a specific start and end date (7/1/xx to 6/30/xx).

2. STAKEHOLDERS CRITERION Corresponding EETT Requirement(s): 7 and 11 (Appendix D). The planning team consisted of Description of how a variety of representatives who will implement the stakeholders from within the school plan. If a variety of stakeholders did not district and the community-at-large assist with the development of the plan, a participated in the planning process. description of why they were not involved is included.

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Reader A Comments (Please reference page numbers in comments.) Ok Page Number In District Plan: 3

Ok Page Number In District Plan:4

3. CURRICULUM COMPONENT CRITERIA Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D). The plan describes the technology access a. Description of teachers’ and available in the classrooms, library/media students’ current access to centers, or labs for all students and technology tools both during the teachers. school day and outside of school hours. The plan describes the typical frequency b. Description of the district’s current and type of use (technology use of hardware and software to skills/information and literacy integrated support teaching and learning. into the curriculum). The plan summarizes the district’s c. Summary of the district’s curricular goals that are supported by the curricular goals that are supported plan and referenced in district by this tech plan. document(s). The plan delineates clear goals, d. List of clear goals, measurable objectives, annual benchmarks, and measurable objectives, annual benchmarks, and a clear implementation an implementation plan for using technology to improve teaching and plan for using technology to support the district’s curriculum goals and academic learning by supporting the district content standards to improve learning. curricular goals. The plan delineates clear goals, e. List of clear goals, measurable objectives, annual benchmarks, and measurable objectives, annual benchmarks, and an implementation plan an implementation plan detailing how and when students will acquire detailing how and when students will acquire technology skills and information the technology skills and information literacy skills needed to literacy skills. succeed in the classroom and the workplace.

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Ok Page Number In District Plan:5

Ok Page Number In District Plan:6 Ok Page Number In District Plan:6 Ok Page Number In District Plan:7

Ok

Page Number In District Plan:8

f. 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

The plan describes or delineates clear goals outlining how students and teachers will learn about the concept, purpose, and significance of the ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing and/or downloading.

Ok

g. 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.

The plan describes or delineates clear goals outlining how students and teachers will be educated about Internet safety.

Ok

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

The plan describes the policy or delineates clear goals and measurable objectives about the policy or practices that ensure equitable technology access for all students. The policy or practices clearly support accomplishing the plan’s goals. The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to support the district’s student record-keeping and assessment efforts.

Ok

i. 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. Franklin Elementary School District

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Page Number In District Plan:9

Page Number In District Plan:10

Page Number In District Plan:11

Ok Page Number In District Plan:11

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

Franklin Elementary School District

Ok The plan delineates clear goals, measurable objectives, annual Page Number In District Plan:12 benchmarks, and an implementation plan for using technology to improve two-way communication between home and school. The monitoring process, roles, and responsibilities are described in sufficient detail.

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Ok Page Number In District Plan:13

4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 and 12 (Appendix D). The plan provides a clear summary of a. Summary of the teachers’ and the teachers’ and administrators’ administrators’ current technology current technology proficiency and proficiency and integration skills integration skills and needs for and needs for professional development. professional development. The findings are summarized in the plan by discrete skills that include Commission on Teacher Credentialing (CTC) Standard 9 and 16 proficiencies. The plan delineates clear goals, b. List of clear goals, measurable objectives, annual benchmarks, and measurable objectives, annual benchmarks, and an implementation an implementation plan for providing professional development plan for providing teachers and opportunities based on your district administrators with sustained, ongoing professional development necessary to needs assessment data (4a) and the reach the Curriculum Component Curriculum Component objectives objectives (3d - 3j) of the plan. (Sections 3d - 3j) of the plan. The monitoring process, roles, and c. Describe the process that will be responsibilities are described in used to monitor the Professional sufficient detail. Development (Section 4b) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities.

Franklin Elementary School District

Ok Page Number In District Plan:13

Ok Page Number In District Plan:13

Ok Page Number In District Plan:16

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5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Corresponding EETT Requirement(s): 6 and 12 (Appendix D). The plan clearly summarizes the Ok a. Describe the existing hardware, existing technology hardware, electronic Internet access, electronic learning resources, networking and Page Number In District Plan:16 learning resources, and technical telecommunication infrastructure, and support already in the district technical support to support the that will be used to support the implementation of the Curriculum and Curriculum and Professional Professional Development Components. Development Components (Sections 3 & 4) of the plan. The plan provides a clear summary and Ok b. Describe the technology list of the technology hardware, hardware, electronic learning electronic learning resources, Page Number In District Plan:16 resources, networking and networking and telecommunications telecommunications infrastructure, physical plant infrastructure, physical plant modifications, and technical support the modifications, and technical district will need to support the support needed by the district’s implementation of the district’s teachers, students, and Curriculum and Professional administrators to support the Development components. activities in the Curriculum and Professional Development components of the plan. The annual benchmarks and timeline are Ok c. List of clear annual benchmarks specific and realistic. Teachers and and a timeline for obtaining the administrators implementing the plan Page Number In District Plan:17 hardware, infrastructure, can easily discern what needs to be learning resources and technical acquired or repurposed, by whom, and support required to support the when. other plan components identified in Section 5b. The monitoring process, roles, and Ok d. Describe the process that will be responsibilities are described in used to monitor Section 5b & the sufficient detail. Page Number In District Plan:19 annual benchmarks and timeline of activities including roles and responsibilities.

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6. FUNDING AND BUDGET COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix D) The plan clearly describes resources that a. List established and potential are available or could be obtained to funding sources. implement the plan. Cost estimates are reasonable and b. Estimate annual implementation address the total cost of ownership, costs for the term of the plan. including the costs to implement the curricular, professional development, infrastructure, hardware, technical support, and electronic learning resource needs identified in the plan. c. Describe the district’s replacement Plan recognizes that equipment will need to be replaced and outlines a policy for obsolete equipment. realistic replacement plan that will support the Curriculum and Professional Development Components. The monitoring process, roles, and d. Describe the process that will be responsibilities are described in used to monitor Ed Tech funding, sufficient detail. implementation costs and new funding opportunities and to adjust budgets as necessary.

Franklin Elementary School District

Ok Page Number In District Plan:19 Ok Page Number In District Plan:20

Ok Page Number In District Plan:20

Ok Page Number In District Plan:20

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7. MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix D). The plan describes the process for a. Describe the process for evaluation using the goals and evaluating the plan’s overall benchmarks of each component as the progress and impact on teaching indicators of success. and learning.

Ok Page Number In District Plan:22

Evaluation timeline is specific and Ok b. Schedule for evaluating the effect realistic. Page Number In District Plan:22 of plan implementation. The plan describes the process and Ok c. Describe the process and frequency of communicating evaluation Page Number In District Plan:22 frequency of communicating results to tech plan stakeholders. evaluation results to tech plan stakeholders. 8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement(s): 11 (Appendix D). The plan explains how the program will Ok If the district has identified adult be developed in collaboration with adult literacy providers, describe how the literacy providers. Planning included or Page Number In District Plan:22 program will be developed in will include consideration of collaboration with them. (If no adult collaborative strategies and other literacy providers are indicated, funding resources to maximize the use describe the process used to identify of technology. If no adult literacy adult literacy providers or potential providers are indicated, the plan future outreach efforts.) describes the process used to identify adult literacy providers or potential future outreach efforts.

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9. EFFECTIVE, RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 and 9 (Appendix D). The plan describes the relevant research Ok a. Summarize the relevant research behind the plan’s design for strategies and describe how it supports the and/or methods selected. Page Number In District Plan:23 plan’s curricular and professional development goals. Ok The plan describes the process the b. Describe the district’s plans to use district will use to extend or supplement technology to extend or supplement Page Number In District Plan:24 the district’s curriculum with rigorous the district’s curriculum with academic courses and curricula, rigorous academic courses and curricula, including distance-learning including distance learning opportunities (particularly in areas that technologies. would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).

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