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Conejo Valley Unified School District

Technology Plan

July 1, 2009 – June 30, 2012

1400 East Janss Rd Thousand Oaks, Ca 91361

(805) 497-9511

http://www.conejo.k12.ca.us

CVUSD 2009-2012 Technology Plan

1

Table of Contents Page No.

Section i. DISTRICT PROFILE 2

Section 1. PLAN DURATION 4

Section 2. STAKEHOLDERS INVOLVEMENT 4

Section 3. CURRICULUM COMPONENT 6 3a. Teachers’ and students’ current access to technology tools 3b. District’s use of hardware and software to support teaching and learning 3c. District’s curricular goals and academic content standards 3d. Using technology to improve teaching and learning by supporting the district curricular goals and

academic content standards 3e. Student acquisition of technology and information literacy skills 3f. Programs and methods of utilizing technology that ensure appropriate access to all students 3g. Technology use for efficient student record keeping and assessment 3h. Utilizing technology to make teachers and administrators more accessible to parents 3i. Monitoring of Curriculum Component

Section 4. PROFESSIONAL DEVELOPMENT COMPONENT 23 4a. Teachers’ and administrators’ current technology skills and needs for professional development 4b. Plan for providing professional development opportunities 4c. Monitoring and Evaluation 4d. Monitoring Process for Professional Development Component

Section 5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, SOFTWARE COMPONENT 26

5a. Description of needed hardware, electronic learning resources, infrastructure, physical plant modifications, and technical support

5b. Description of the existing technology resources in the district 5c. Benchmarks and timeline for obtaining the needed resources 5d. Monitoring of achievement of benchmarks within the specified time frame

Section 6. FUNDING AND BUDGET COMPONENT 33 6a. List of established and potential funding sources and cost savings, present and future 6b. Estimated implementation costs for the term of the plan 6c. Description of the level of ongoing technical support the district will provide 6d. Description of the district’s replacement policy for obsolete equipment

Section 7. MONITORING AND EVALUATION COMPONENT 37 7a. Evaluation techniques for technology’s impact on student learning and attainment of goals 7b. Schedule for evaluating the effect of plan implementation 7c. Communicating plan evaluation results

Section 8. COLLABORATION WITH ADULT LITERACY PROVIDERS 38

Section 9. RESEARCH 39

Appendix C - Criteria for EETT-Funded Education Technology Plans 41

CVUSD 2009-2012 Technology Plan 2

CONEJO VALLEY UNIFIED SCHOOL DISTRICT

Educational Technology Plan

A Three-Year Plan 2009-2012

The Conejo Valley Unified School District is committed to providing the best growth and learning opportunities possible for all students. We recognize that incorporating technology into the learning environment and work place is critical to continued growth for students and staff. The vision for this technology plan is to create the basis for combining multiple technologies to enhance the learning environment for students and teachers, and for creating a more efficient and productive environment for staff in support of students and teachers. This document is intended to be a working document to focus conversation in support of our vision for technology. As such, it will be revised and reviewed on a continuing basis.

i. DISTRICT PROFILE The Conejo Valley Unified School District is located 50 miles northwest of Los Angeles and serves a diverse, suburban community that varies from socially disadvantaged to middle and upper middle class families. The student population is drawn from the communities of Newbury Park, Thousand Oaks, and Westlake Village. The District's rich history has led to strong traditions working toward a vision of the future. This is a family oriented community with strong parent involvement and support. The community is rich with cultural, linguistic, and socioeconomic diversity. The District is comprised of 20 elementary schools, 5 middle schools, 3 comprehensive high schools, 2 alternative high schools, and an adult school. The enrollment in September, 2009 was 21,684 students in grades K-12. The district has begun to experience declining enrollment. In September, 2007, the district enrollment was 22,262 students. The impact of declining enrollment has led to the closure of two elementary schools were recommended for closure in 2009-10.

The district is becoming more diverse. The following chart shows the district’s population percentages by ethnicity, for students in 2006 and in 2009:

Population American Indian

Asian Pacific Islander

Filipino Hispanic African American

White Other

2006 0.7% 7.3% 0.3% 1.0% 17.5% 1.6% 70.4% 1.1% 2009 0.7% 8.9% 0.3% 1.2% 20.2% 1.9% 66.3% 0.5%

In 2009, about 12.9% (up from 9.2% in 2006) of district students were considered English Learners, and 15.9% receive free or reduced lunch (up from 14%). Special education students comprise 10.8 % of our population (up from 10.4%), and 18.4 % are classified as Gifted and Talented students (an increase of 5.3%).

Among districts of similar size and diversity, Conejo Valley is among the top performing districts in California. The district’s Academic Performance Index (API) for 2008 was 860 (up from 846 in 2005). API information and Federal Adequate Yearly Progress information is shown below:


2008 API Met API growth

target Met Federal AYP

target

CVUSD – District wide 860 Yes Yes

Elementary Schools

Acacia Elementary School 870 No Yes

Aspen Elementary School 889 Yes Yes

Banyan Elementary School 905 Yes Yes

Conejo Elementary School 799 Yes Yes

Cypress Elementary School 907 Yes Yes

Glenwood Elementary School 779 No Yes

Ladera Elementary School 842 Yes Yes

Lang Ranch Elementary School 921 Yes Yes

Madrona Elementary School 925 Yes Yes

Manzanita Elementary School 724 No No

Maple Elementary School 879 Yes Yes

Meadows Elementary School 865 Yes Yes

Park Oaks Elementary School 805 Yes Yes

Sycamore Canyon School (K-8) 928 Yes Yes

University Elementary School 872 Yes Yes

Walnut Elementary School 837 No Yes

Weathersfield Elementary School 894 Yes Yes

Westlake Elementary School 904 Yes Yes

Westlake Hills Elementary School 919 Yes Yes

Wildwood Elementary School 914 Yes Yes

Middle Schools

Colina Middle School 877 No Yes

Los Cerritos Middle School 854 No Yes

Redwood Middle School 882 No Yes

Sequoia Middle School 863 No Yes

High Schools

Century High School n/a n/a Yes

Conejo Valley High School 551 n/a Yes

Newbury Park High School 826 No Yes

Thousand Oaks High School 825 No Yes

Westlake High School 838 Yes Yes


1. Plan Duration 1a. Educational Technology in Next Three Years The plan should guide the district’s use of education technology for the next three to five years. This plan will serve as a guide for the Conejo Valley Unified School District’s use of educational technology for the next three (3) years covering July 1, 2009 to June 30, 2012. This plan is intended to be a working document, serving as the focus of conversations among all stakeholders regarding the implementation and use of technology in the district. As such, the plan will be monitored and revised as needed through regular input of stakeholders.

2. Stakeholders – The CVUSD District Goals Committee 2a. Stakeholder Participation in Planning Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.

The planning team that created this technology plan consisted of teachers, site administrators, district administrators, technology staff, and parents. A broad group of stakeholders has provided general oversight and review of the final product. Information for the original district technology plan was gathered through parent meetings, interviews, committee meetings, and surveys. The continuation of this process led to the creation of this plan, constructed through similar, but smaller group meetings. Presentations were made outlining the vision and components of the plan to the School Board. The committee work is a function of the district wide Goals Committee, focusing on district wide growth in educational, facilities, research and innovation issues. All of these areas contain components of technology growth which have been incorporated into our district goals and concurrently into this plan. During the Fall of 2009 the District Technology Committee (DTC) will begin the ongoing monitoring of this plan. This committee, under the direction of the Director of Technology, will meet throughout the year to review the plan, assess progress toward set benchmarks, and monitor timelines for procurements in the budget. The Technology Committee will develop and approve an annual report and submit it to the Superintendent and the Board of Education. Site progress toward the annual benchmarks will be discussed among principals, Directors and the Assistant Superintendent of Instruction throughout the year. Principals will review progress toward site benchmarks through their site based technology teams and at monthly staff meetings. Care has been taken to include the users of the technology, those who administer the instructional program and staff development, as well as those who are responsible to support and maintain the system. The role of stakeholders is based special knowledge of technology’s impact in the education of children. Stakeholders’ roles as representatives has been to solicit input, review data, provide feedback, evaluate drafts and assist in monitoring and evaluating the effectiveness of the plan writing process and implementation.


District Committee Members

Mario Contini Superintendent Jeff Baarstad Asst. Superintendent, Business Services Janet Cosaro Asst. Superintendent, Instructional Services Lou Lichtl Principal, Redwood Middle School Tim Carpenter Principal, Thousand Oaks High School Jeanne Valentine Principal, Cypress Elementary School Sally Wennes Principal, Glenwood Elementary School Adam Lucas Teacher, Walnut Elementary School Lisa Ryder Teacher, Westlake High School Cameron White Teacher, Los Cerritos Middle School Rick Freda Teacher, Sequoia Middle School Carol Boyan Director, Curriculum Mike Vollmert Director, Assessment Jerome Staszewski Director, Technology Services Laurie Lam Parent, District Advisory Council member Annette Gogesch Parent, District Advisory Council member


3. Curriculum Component 3a. Description of Current Access Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours.

Throughout all Conejo Valley schools, students, teachers and support staff have access to technology tools, but the state of those tools has not kept pace with the times. There is a critical need to upgrade the district’s network to accommodate increasing demands for bandwidth, both for accessing the internet, and to take full advantage of the supplemental software and online resources accompanying new textbook adoptions. The primary access for students is during the school day, with some support and access before and after school. All classrooms have the necessary wiring to allow connectivity to at least six computers, and newly constructed classrooms have connectivity for as many as 40 computers. Every classroom district wide has at least one computer connected to the district network and the Internet. All libraries and media centers throughout the district provide access to students during the school day, and many provide access before school and after school. Several elementary schools provide after school remedial programs that integrate technology as a primary intervention. Two middle schools have Boys and Girls clubs operating after school which also offers participating students SuccessMaker academic intervention software, as well as access to the site LAN and the Internet. Staff members are available at all before and after school programs to provide students with support and guidance.

The twenty-nine school sites in CVUSD have varying levels of computer and technological resources. There are currently approximately 6000 computers in service in total throughout the schools, over half being located in classrooms, about 1700 in computer labs, and approximately 300 in library media centers. The remaining systems are either in mobile labs, laptops, or specialist rooms such as Career Centers, and Learning Centers for students with disabilities. This level of technology equates to an approximate 4:1 student to computer ratio. The following chart gives the actual computer allocation per site.

School Computers Classrooms Labs Library Mobile

Acacia Elem 193 90 73 4 0

Aspen Elem 155 109 39 6 0

Banyan Elem 175 184 33 5 0

Century HS 13 13 0 0 0

Colina Middle 369 186 82 10 40

Conejo Elem 159 104 41 3 0

Conejo HS 43 41 0 2 0

Cypress Elem 140 97 38 5 0

Glenwood Elem 163 120 39 4 0

Ladera Elem 136 95 21 6 0

Lang Ranch Elem 229 206 9 8 0

Los Cerritos Middle 274 202 45 10 1

Madrona Elem 250 217 21 6 0

Manzanita Elem 170 124 40 5 0

Maple Elem 175 128 38 5 0

Meadows Elem 89 59 22 8 0


School Computers Classrooms Labs Library Mobile Newbury Park HS 380 222 99 55 0

Park Oaks Elem 122 73 40 5 0

Redwood Middle 224 136 72 14 0

Sequoia Middle 204 99 77 9 7

Sycamore (K-8) 169 70 80 10 0

Thousand Oaks HS 551 142 250 46 21

University Elem 90 48 33 3 0

Walnut Elem 155 96 52 5 2

Weathersfield Elem 124 67 31 4 0

Westlake Elem 186 133 43 10 0

Westlake HS 485 138 265 59 0

Westlake Hills Elem 222 172 39 7 0

Wildwood Elem 133 104 22 3 2

District Totals 5778 3475 1644 317 73

All teachers, office staff and administrators have a computer for their own use in their offices or classrooms that is connected to the wide area network and with access to the Internet. Computers are also available in staff lounges. Paraprofessionals working with RSP and EL students in classrooms rely on student-use computers available in those classrooms. The district office also has a computer training facility set up for district wide technology in-service. All district staff – certificated and classified have email addresses and the ability to access their email account from any Internet accessible compute. A majority of teachers are utilizing electronic grade books. These vary from site to site, but will become centralized over the next three years with the progress towards our stated goals (see Section 3g)

Many classrooms throughout the district have clusters of computers for student use during instructional periods and whenever else teachers may make them available. Special Education students have access to a variety of adaptive and assistive technologies, as addressed in their IEPs. All Library Media Centers have electronic databases, and in many of our schools those databases are accessible over the site LAN, thus allowing all students access to the searchable library circulation. Like the use of grade books, however, there is a variety of library software packages in use, and there is a need to migrate to a single, district wide program.

In addition to computers, our high schools and middle schools as well as many of our elementary schools are wired for closed circuit television. Most classrooms have televisions and VCRs with cable service provided through the City of Thousand Oaks Cable Franchise Agreement. All classrooms have telephone access. LCD projectors are becoming more accessible for teacher use. Most secondary classrooms have access to LCD projectors either in their classroom or within their department. Elementary sites are beginning to acquire these tools. Digital cameras and scanners are found on most school sites. Document cameras are beginning to be an integral piece of technology at many of our schools, thus allowing primary source documents and student work to be easily shared with full classes without the need for digitization or transfer to overhead transparencies. Personal printers, and high speed networked printers are accessible at all sites. In each of these cases, the acquisition and use of these tools has been a local, site based enterprise, and there is a need to establish a district-wide standard program for the use of these tools, in order to assure that adequate training and support are available to all schools.


3b. Current Use of Hardware and Software Description of the district’s current use of hardware and software to support teaching and learning.

Every school utilizes a variety of educational software accessible to teachers and students, however in many cases the selection of the software, and its implementation, have been locally based projects. All computers are licensed with Microsoft Office. Other educational software is available, and varies from site to site. Our elementary and middle schools have made significant investments in SuccessMaker software from Pearson Learning for enrichment and/or remediation of Math and Language skills. Other software includes Accelerated Reader, Academy of Reading, Academy of Math, STAR remedial software, Skillsbank, Carnegie Cognitive Algebra Tutor and Rosetta Stone to name a few. Subject and curriculum specific software is available at some schools, and in some departments, but not all.

EduSoft, a Web-based assessment platform, is available district wide for all administrators and teachers. This service allows all teachers the ability to create standards-based assessments, and to score them while extrapolating complex assessment data by which internal assessment can be done. District-wide benchmark assessments in social science, science, and middle school math are in use, and plans are in place to develop benchmark assessments for elementary math teachers. In the next few years, the District plans to develop common formative assessments for more frequent monitoring of student achievement. EduSoft also provides disaggregated student data. School-wide and subgroup test results are provided to teachers, including outcomes of the prior years’ California Standards Test as well as the California High School Exit Exam (CAHSEE) and the California English language Development Test (CELDT). Administrators, counselors and teachers review this information and use it to make modifications and revisions to student intervention strategies and to curriculum. Individual student data is available to staff and includes content cluster performance that is aligned with the California State Standards. This data is used to provide remediation and assistance in meeting state and local standards.

Teachers use a wide range of technologies to enhance teaching, learning, and the administration of school programs. This infusion of technology in the classroom includes networking, classroom computers, computer labs, and presentation equipment in most schools. To assist struggling students, most of our schools have established computer based remediation programs that provide students with immediate feedback and the opportunity to work at their own pace. All computers have Microsoft Office (Word, Excel, PowerPoint, and Access). Our “open” computer systems, found in Library Media Centers at each school, afford students the opportunity to use computers to improve research methods, language fluency, writing, editing, and presentation skills.

Many of our new textbook adoptions incorporate technology support components. These supports range from web-based instructional tools to software for test design to instructional videos and software that teachers can integrate into their daily lessons. Because of the limitations of the current network infrastructure, not all of these resources are available to teachers.

There is a great variation in how individual teachers use technology for themselves, and with their students. Within all grade levels there are teachers who have integrated technology fully in teaching and classroom management. In these classrooms, students are engaged in using educational software, making expert presentations, and publishing creative demonstrations of their content mastery in various forms, including digital media, web pages, PowerPoint presentations, etc. Less robust classrooms exhibit the use of word processing, PowerPoint, and educational support software such as SuccessMaker or Everday Math games.


Typically elementary students have daily access to computers in their classrooms and visit a computer lab once or twice a week. Daily use of computers in the classrooms include, but is not limited to, Internet access for research, word processing, multimedia applications for classroom projects, and educational and remedial tutorial software. Most upper grade students use classroom computers throughout the week. Lower grade students have access to classroom computers in some cases, but generally rely on computer labs for their instructional time. In some cases, computers are networked to a central server so that all the activities that go on in the lab can be saved and later accessed from the classroom. Some sites have computer lab specialists who assist the teachers in integrating technology into their daily instruction, and assist students with their activities in computer labs. Teachers participate with the computer lab specialists in lab lessons. Many lessons are the result of collaboration between the classroom teacher and computer specialist.

In the middle school setting computer labs and increased classroom access serve as an integral part of the instructional program. The students use computers to support core instruction in varying degrees in all classes. Software programs being used include word processing, spread sheets, PowerPoint, Internet searches, and web page design. Elective classes beginning at the 6th grade level provide instruction from beginning through advanced computer skills. Through the use of the elective program, and the integration of technology instruction within the core curriculum, these years prove to be the time when student technology skills increase dramatically. The concentration on both instruction and integration has brought technology implementation to the forefront at our middle schools. Most classrooms have more than one computer. All students have login names accessible from anywhere on campus. There is, however, variation in how individual teachers use technology for themselves, and with their students depending mainly on the department, the level of site level support, and the level of interest on the teacher’s part. Students are expected to develop their assignments using computers, and are often allowed to email assignments to their teachers. Nearly all classrooms have televisions and VCRs. Many have digital projection systems. Science and mathematics classrooms have access to subject specific technology components such as graphing calculators and projection microscopes. The library/multi-media centers are in general open before school, after school, and during lunch. Students do research and type reports. They also take Accelerated Reader tests. During class time teachers bring classes into library/multi-media centers for research, PowerPoint preparation, as well as directed and guided instruction in Language Arts, Social Studies, and Science. One middle school has established a wireless laptop lab that can be used by any teacher, in any classroom on site.

By the high school years, students are expected to integrate their prior technology learning into their daily access of education. Online research, PowerPoint presentations, digital photography, CAD software, web design, and complex use of databases are all ways that our students at the high school level are using technology daily. Our high schools also utilize technology as a remediation tool for students who have not met mastery in English/Language Arts and in Mathematics. An example of mathematics remediation at this level is seen through the use of the Carnegie Cognitive Algebra Tutor to bring under-performing Algebra students up to college prep level. Working on computers inherently and actively engages students, in addition to developing higher level thinking skills. Students also use technology to explore career opportunities in our High School Career Centers with Eureka and Bridges software. More than 50% of the secondary teaching staff utilizes an electronic gradebook to track students’ grades. Many teachers and some full sites have the ability to post students’ grades on line for secure access by parents and students.


Efforts are currently underway to implement a pilot program involving the access for high school students to online course offerings in areas where it is not possible because of budget constraints to offer a course on campus. Currently, the district has approved courses in Psychology H and Sociology H, and Health for summer school and will offer these as an online opportunity for students. The district will continue to develop this resource and expand course offerings pending positive results from the pilot program. 3c. Curriculum Component: Goals, Standards, and Planning Documents Summary of the district’s curricular goals and academic content standards in various district and site comprehensive planning documents.

2008 CST ELA - % Prof & Adv

Math - % Prof & Adv

All Students 71% 61.5% English Learner 17.7% 33% Hispanic 43.0% 42.3% Economically Disadvantaged 32.8% 37.6% White 76.9% 63.8%

The CVUSD Instructional Goals Committee has identified several key areas of growth that are directly related to the education of our students. This, coupled with the site Single School Plans, enunciate a clearly articulated set of curricular goals which are consistent throughout our district.

The thrust of our curricular focus is based on the following core beliefs: Mastery of state content standards is attainable by all students regardless of socio-

economic conditions, handicapping conditions or English Language Development levels. Frequent, consistent assessment provides feedback to drive continuous improvement of

the instructional program. State Board-adopted content standards for core subjects must drive curricular instruction

and assessment. The alignment of instructional materials, strategies, assessment, and professional

development to these content standards must be accomplished in order to attain measurable, consistent results.

Academic benchmark assessments of student progress must be consistent across the District and evaluated by grade level teams with results discussed by site teams.

There is a direct link between instructional technology standards and the instruction of content standards which leads directly to increased levels of student proficiency.

Site plans must reflect district wide goals, as well as the unique needs of the site population.

All staff can improve teaching and learning through the use of technology in support of District curricular goals and academic content.

CVUSD courses of study are aligned with California State Content standards and function as the guiding force for direct instruction. A comprehensive assessment system which includes, but is not limited to: STAR CST tests, CELDT tests, District-wide assessments and benchmark exams, site level formative assessments, and publisher’s assessments – all provide the vehicle for analysis and instructional program improvement. The District’s efforts in fostering Professional Learning communities will use data generated through these assessments to identify students in need of additional support, and areas of need for curricular improvement.


The district articulation process is the primary mechanism for the study and revision of current curriculum and instructional practices as well as development and implementation of our district courses of study. The adoption of essential standards and alignment of curriculum to these standards has been a primary focus of our curriculum process. Parents are provided with these standards, as well as the district philosophy and goals through numerous publications and the district and school websites.

This technology plan will be aligned to district curricular goals and academic content standards for student achievement, based on the California State Content Standards and the National Educational Technology Standards for Students (N.E.T.S.).

Our District Goals committee has articulated the following goals.

The CVUSD teaching and learning community will:

1. Increase the rate of students performing at or above proficient on the California English/Language Arts Standards Test to 78% by June 2012

2. Increase the rate of the English Learner students performing at or above proficient on the California English/Language Arts Standards Test to 50% by June 2012

3. Increase the rate of students performing at or above proficient on the California Mathematics Standards Test will increase to 70% by June 2012.

4. Increase the rate of the English Learner students performing at or above proficient on the Mathematics Standards Test to 50% by June 2012

5. Improve resources and systems for accessing, understanding, and applying data for the improvement of student learning.

6. Every student performing below District or State standards in English/Language Arts and Mathematics will be provided with instructional support which, based on research, has a high probability of assisting the student to meet District and State standards.

7. Broaden standards-based instructional practices such as differentiated instruction to promote higher achievement for ALL students, ranging from those who have been identified as at-risk to those identified as high achievers or gifted.

8. Research and implement best practices related to alternative instructional delivery systems and methodologies.

9. Investigate, identify, and implement promising practices which builds students’ knowledge of and connection to the world of work.

10. Perform a staff development needs assessment, which will drive the development and implementation of a quality staff development program which supports the quality instruction of District and State standards based education in both academics and technology.

11. Increase information and training provided to parents and staff through the development of a high quality web-based access system which includes, but is not limited to: an improved district website, Parent/Teacher communication systems, electronic grade reporting with remote access for parents and teachers.


3d. Using Technology to Improve Teaching and Learning 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. It must be noted here that because of the current budget climate and the resulting fiscal limitations there will be a focus on the implementation of critical components initially, and growth components as funding is allocated. The District is firmly committed to all students, but realizes that the plan may be implemented in stages as funds permit.

The Conejo Unified School District’s primary vision of technology implementation focuses on the integration and use of technological tools throughout the curriculum to increase student achievement. Through this integration, students will receive the instruction necessary to become technologically literate. Students, including those with special needs, will use technology to enhance their learning, improve their knowledge and understanding across all areas of study, and develop useful technological skills. The implementation of this technology plan utilizes those critical standards that infuse technology into the California State Frameworks, as well as CVUSD and California State Content Standards. Although all curricular areas are considered, particular emphasis will be placed on Language Arts and Mathematics to support current district efforts to improve instruction, and student achievement towards Proficient or Advanced levels of skill development in these areas.

A study of the body of research reveals a clear understanding that students in technology rich environments experience increased achievement in preschool through higher education for both regular and special needs children. (Ref: Section 9a) No Child Left Behind (NCLB) requires states to demonstrate that "every student is technologically literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability" (U.S. Department of Education, 2001). While NCLB has established an eighth-grade technology literacy requirement, the requirement is not a full statement of knowledge and skills students need nor does it include a mechanism for ensuring accountability (Kay & Honey, 2005).

The CVUSD Goals committee has developed one of its primary objectives to be:

Students of all ages and abilities explore, experiment, investigate, communicate, research, and use higher order thinking skills to solve problems utilizing a wide array of technological tools. Information flows into and out of the classroom, with automated libraries and online databases available to all students. Technology stations are available in the classrooms, libraries, media centers or labs which support all curriculum areas

The following goals and related objectives address the needs of the students of Conejo Valley Unified School District, while acknowledging the relevant research.


Curriculum Goal 1 All students will achieve Proficient or Advanced levels of performance in the areas of English Language Arts and Mathematics as measured by the California Standards Test (CST). Benchmarks Objectives 2009-2010 2010-2011 2011-2012

By 2012 78% of all students and 40% of English Learners will achieve Proficient or Advanced on the CST in Language Arts.

73% overall

23% EL

75% overall

32% EL

78% overall

40% EL By 2012 78% of all students and 50% of English Learners will achieve Proficient or Advanced on the CST in mathematics.

63% overall

40% EL

70% overall

45% EL

78% overall

50% EL Action Steps Dept or

Person Timeline Monitoring &

Evaluation

1. Review the STAR CST test results and prepare reports of student progress for all groups in August of each school year.

District and Site admin.

August 2010, 2011, 2012

Student scores (by strand, standard and sub-standard) are accessible through EduSoft to provide disaggregated data for district and site review.

2. Revise Single School Plans to allocate a revision of goals and funding reflecting the prior years school growth.

Principal, School Site Council

Sept. 2010, 2011, 2012

Site SSPs

SSC Agendas and minutes.

3. Implement common and benchmark assessments in Math Director, Assessment Director, Curriculum Site Admin.

6/2009 Exams placed in EduSoft

Data from results used in PLC discussions at sites

4. Continue implementation of SuccessMaker or other computer based intervention software district wide to include 50% of all elementary and middle school sites.

Directors and Principals

1/2009 Purchase Requisitions.

Principal Meeting Agendas and minutes.

Site tech meeting reports.

5. Implement intervention software programs at all high schools that include ELA and Math components for the CAHSEE and CST.

Directors and HS Principals



Site tech meeting reports


6. Continue implementation of SuccessMaker or other computer

based intervention software district-wide to include 100% of all elementary and middle school sites.

Directors and Principals



Site tech meeting reports

7. Provide access to web based support software for use outside of school hours by parents and students.

Directors of Technology & Curriculum

1/2009 DTC Agendas and minutes.

Monitoring and Evaluation: The technology committee will monitor the plan on a quarterly basis. Current progress will be examined and compared against the plan’s proposed outcomes. Recommendations will be given for any necessary changes to the original action steps in order to meet the plan goals. The status of the plan will be presented annually to the School Board. 3e. Students Acquiring Technology and Informational Literacy Skills 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 California Content Standards identify Technology and Informational Literacy Skills throughout the framework of standards. The district’s primary vision for the integration of technology throughout this plan is to insure that all students will be provided with the training necessary to become technologically proficient. In order to reach all students, including those with special needs, this education must be infused within the core curriculum that is accessible to every child. The technology committee will review these standards for alignment with national technology standards and make revisions as necessary. In addition to these standards, the following is a list of standards drawn from the California Content Standards that address the direct instruction of technology skills in the core curriculum areas of Language Arts and Science.

Gr. 4: (Writing Strategies1.9) Introductory Technology Skills. Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).

Gr. 5: (LA -Writing Strategies 1.4) Basic use of computer-based applications. Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks).

Gr. 6: (LA -Writing Strategies 1.4) Basic use of electronic resources and research skills. Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.

Gr. 6: (LA -Writing Strategies 1.5) Basic use of computer-based applications. Compose documents with appropriate formatting by using word processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).

Gr. 6: (LA -Writing Strategies 1.6) Basic use of electronic resources and research skills. Support opinions with detailed evidence and with visual or media displays that use appropriate technology.


Gr. 6: (Science Standard 7b) Basic use of electronic resources and research skills. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

Gr. 7: (LA -Writing Strategies 1.6) Intermediate use of computer-based applications. Create documents by using word processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

Gr. 7: (Science Standard 7a) Intermediate use of computer-based applications. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

Gr. 7: (LA -Writing Strategies 2.3a) Intermediate use of computer-based applications. Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs.

Gr. 7: (Science Standard 7b) Intermediate use of electronic resource and research skills. Use a variety of print and electronic resources (including the World Wide Web) to collect information and evidence as part of a research project.

Gr. 8: (LA -Writing Strategies 1.4) Intermediate use of electronic resource and research skills. Plan and conduct multiple-step information searches by using computer networks and modems.

Gr. 9: (LA -Writing Strategies 1.8) Advanced uses of technology. Design and publish documents by using advanced publishing software and graphic programs.

Gr. 9: (Science Standard 1a) Advanced uses of technology. Select and use appropriate tools and technology (such as computer-linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data.

Gr. 11: (LA -Writing Strategies 1.8) Advanced uses of technology. Integrate databases, graphics, and spreadsheets into word processed documents.

In order to bring students to mastery level of these standards the following curricular goal was established. Curriculum Goal 2 All CVUSD students will be computer literate. Students, including those with special needs, will have access to and use technology to enhance their learning, improve their knowledge and understanding across all areas of study, and develop useful technological skills. Benchmarks Objectives 2009-2010 2010-2011 2011-2012 A. By June 2012, technology will be integrated into the Language Arts and Mathematics curriculum in 100% of district classrooms.

50% 75% 100%

B. By June 2012, technology will be integrated into the Science and Social Science curriculum in 75% of district classrooms.

25% 50% 75%

Action Steps Dept or Person Timeline Monitoring & Evaluation

1. Students will utilize web based programs such as HotMath, Everyday Math Online, graphing calculators and TI Connect software to enhance their math knowledge and understanding.

Dir. Curriculum, Principals, Teachers

9/2009 Classroom observations, teacher lesson plans

2. Students will utilize web based programs, internet, and reading and writing programs to enhance their English Language Arts

Dir. Curriculum,

9/2010 Classroom observations,


knowledge and understanding. Principals, Teachers

teacher lesson plans

3. Students will utilize web based programs, internet, and adopted support materials to enhance their Science knowledge and understanding.



4. Students will utilize web based programs, internet, and adopted support materials to enhance their Social Science knowledge and understanding.



5. Students will utilize Microsoft Office components such as Word and PowerPoint for projects and presentations



6.The District will align the CVUSD Technology Standards with the National Education Technology Standards, and the embedded technology standards in the California Content Standards. Revised scope and Sequence will be formally adopted.

DTC SCAC Board of Ed.

6/2010 Committee report and BOE approval of revised Ed Tech Standards.

7. Assess the current technology integration in classroom instruction

DTC Teachers Principals

1/2010 Teacher and Site Administrator Survey

8. Evaluate current staff development programs and offerings and determine what additional offerings are needed.

Assistant Superintendent of Instruction, Assistant Superintendent of Personnel & Directors

August of 2009 2010 & 2011

District and site Staff Development offerings

9. Research software and Websites that support Language Arts and mathematics to include sites and software that present curriculum at levels needed by the varying categories of students (GATE, ELL, special education, etc).

DTC Director of Curriculum Ed Tech Trainer

6/2009 Report to Assistant Superintendent of Instruction

10. Provide staff development that explicitly addresses methods of incorporating technology integration strategies, standards and practices into curriculum.

Directors Principals Ed Tech Trainer

6/2010 Agendas,

Sign in sheets,

Principal meeting Agendas and minutes.

11. Provide workshops, lesson plan examples, and develop and share grade level projects that emphasize technology integration for grades K-3 and 6-8.

Principals Ed Tech Trainer Teachers

6/2010 Agendas,

Sign in sheets,

Sample Lesson Plans

12. Provide workshops, lesson plan examples, and develop and share grade level projects that emphasize technology integration for grades 4-6 and 9-12.

Principals Ed Tech Trainer Teachers

6/2010 Agendas,

Sign in sheets,

Lesson Plans

13. Annual assessment of staff for integration of technology into core curriculum.

DTC Principals

6/2010 6/2011 6/2012

Report to Assistant Superintendent of Instruction

Monitoring and Evaluation: The technology committee will monitor the plan on a quarterly basis. Current progress will be examined and compared against the plan’s proposed outcomes.


Recommendations will be given for any necessary changes to the original action steps in order to meet the plan goals. The status of the plan will be presented annually to the School Board. 3f. Appropriate and Ethical Use of Information Technology 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) All CVUSD Students and teachers will be knowledgeable of the legal requirements with respect to appropriate use of technology tools in a school environment, including the ethical use of information, copyrighted works, and downloading and peer-to-peer sharing of files. Benchmarks Objectives 2009-2010 2010-2011 2011-2012 A. All students using computers and/or the Internet will have an Acceptable Use Policy completed and on file at the school site.

100% 100% 100%

B. Teachers will receive annual training in copyright law as it pertains to education and instruction. Students will be taught age appropriate methods of distinguishing lawful and unlawful downloading and peer-to-peer file sharing as well as copyright laws pertaining to plagiarism. Students will receive instruction on understanding the specific language of the AUP as it pertains

100% 100% 100%


1. Acceptable use policy on file for every student Principals, Teachers

9/2009 AUP On file

2. Training program disseminated to all sites, all teachers and students receive training



3g. Internet Safety 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. The District is currently developing a program on cyber safety through a $25,000 grant from Verizon. This program will be used to train all teachers and students, providing them with the knowledge and skills necessary to protect themselves from online cyber-bullying, online predators, and avoiding internet sites that contain inappropriate content. All CVUSD Students and teachers will be trained and provided the skills necessary to protect themselves from online cyber-bullying, online predators, and avoiding internet sites that contain inappropriate content. Benchmarks Objectives 2009-2010 2010-2011 2011-2012 A. Students receive age-appropriate instruction to develop the skills necessary to protect themselves from online cyber-bullying, online predators, and avoiding internet sites that contain inappropriate content.

100% 100% 100%


1. Develop training materials, disseminate to school sites, train lead instructors in use of materials

Dir. Curriculum

6/2009 Training materials, rosters of training sessions


2. Students receive age-appropriate instruction to develop the skills necessary to protect themselves from online cyber-bullying, online predators, and avoiding internet sites that contain inappropriate content.



3h. Appropriate Access for All Students List of clear goals and a specific implementation plan for programs and methods of utilizing technology that ensures appropriate access to all students. Curriculum Goal 3 A. All students, including special education, GATE, English Language Learners, and socioeconomically

disadvantage students will have access to quality technology in their classrooms, library media center or computer labs.

B. Staff development specific to differentiating instruction and incorporating technology for students in special populations will be developed and implemented.

Benchmarks Objectives 2009-2010 2010-2011 2011-2012 By June 2009 all students will have equitable access to quality technology in all classrooms, labs and libraries, including special education, GATE, English Language Learners, and socio-disadvantage students. This will include adaptive technology where appropriate to meet specific needs of the disabled.

100% 100% 100%

By June 2012, each school site will have engaged in quality staff development geared specifically towards their school demographics and sub-populations.

50% 75% 100%

Action Steps Dept or Person

Timeline Monitoring & Evaluation

1. Define “equal access” and determine baseline standards. Directors 4/2010 Publish to sites

2. Establish minimum standards for hardware and software for all schools including classrooms, library media centers, and labs, specific to elementary, middle and high school.

Director of Technology

6/2010 Site Tech meeting minutes, purchasing requisitions

3. Individual sites will assess the availability of appropriate technology to meet the needs of all students both during the school day and outside of school hours. This inventory will include the needs of children with specific handicapping conditions need assistive technology.

Principals SSC

9/2011

SSC Minutes

Site technology report to SSC.

4. “Equal Access” components and planned replacement of aging technology will be included in each site’s SSP or technology plan.

Principals SSC

10/2010

SSC Minutes Site technology plan or report to SSC.

5. Review the site specific needs for assistive technology, acquire hardware and software and provide specific training.

Director of Special Ed

6/2010 Report to Assistant Supt. Of Instruction

6. Develop and offer Staff Development for differentiated instruction which incorporates technological strategies.

Directors of Curriculum & Technology

6/2010

Staff Development offerings

7. Survey the current technology access available for students outside of school hours. Include a review of access for families at home.

Principals, SSC

9/2009 SSC Minutes

8. Increase the number of after-school opportunities that allow technology access to all students including courses, Boys and Girls club, community partnerships and volunteerism.

Principals, SSC

6/2010 SSC Minutes

Site Annual report to the BOE


Monitoring and Evaluation: The technology committee will monitor the plan on a quarterly basis. Current progress will be examined and compared against the plan’s proposed outcomes. Recommendations will be given for any necessary changes to the original action steps in order to meet the plan goals. The status of the plan will be presented annually to the School Board. 3i. Description of Keeping Student Records List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.

For more than 20 years Conejo Valley Unified School District has utilized a proprietary data information system. This system served as the sole access point for student information maintenance, attendance, discipline, grades and transcripts. In July, 2006 the District switched from a student information system developed locally in the late 1980’s to Zangle, a system used widely in California and in Ventura County. As a result, now all school and student information is managed through “Zangle”. All but three districts in Ventura County currently use this system, enhancing support and training for the software. The initial phase of data migration is complete, and steps are underway to validate and update all student data, and enhance the reports available to users. This effort is supported through District participation in the FCMAT / CALPADS best practices cohort. District resources have been allocated for the ongoing support and licensing through the Ventura County Superintendent of Schools Office. Student attendance and grade maintenance are integrated portions of the data management system. At all secondary schools, and at most elementary schools, teachers take roll on their classroom computer, automatically uploading that information into Zangle. By the end of 2009, all sites will take attendance electronically. Secondary schools post grades electronically into Zangle. Many, but not all teachers us Zangle’s electronic gradebook. Once the grades are entered into the teacher gradebook portion of Zangle, they can be seamlessly uploaded at grade report time. Teachers not using the gradebook still post their progress report and report card grades in Zangle, but assignments are kept by other means, usually a different gradebook software. Additionally, teachers are able to publish student grade reports to their Parent/Teacher communication modules embedded in Zangle. This process has resulted in a cut of one to two weeks of “wait time” for parents to get report card and grade information on their students.

Our elementary schools use an on-line standards based report card system. This system allows teachers to update student report cards from a secure webpage, and assures that all elementary teachers are reporting standards-based performance in a consistent manner. The standards-based report card was developed by an elementary Report Card Committee, which meets annually to review the report card and make revisions as necessary. Principals review student report cards through the same system. This online system was developed for elementary schools prior to implementing Zangle. Efforts are underway to explore switching to Zangle for standards-based report cards for elementary schools.

Record Keeping – Goal 1 All teachers will utilize electronic attendance and grade reporting for all students. Benchmarks Objectives 2009-2010 2010-2011 2011-2012 All teachers will utilize Zangle for electronic attendance reporting. 100% 100% 100% All Elementary teachers will utilize the electronic Elementary Report Card Program

100% 100% 100%

All secondary teachers will utilize the grade reporting feature of the program.

50% 75% 100%




1. District technology staff will plan and implement training for elementary teachers on the Electronic Report Card program.

Director of Elementary

6/2009 Training agendas and sign in sheets

2. District technology staff will plan and implement a “Train the trainer” program to prepare site tech staff for instruction of Zangle information management to teachers.



3. Site technology staff will train teachers and support staff on the use of Zangle for attendance and grade book management

Principals Site Techs


4. Principals will assist teachers in transitioning to the web based reporting systems in all secondary schools

Principals 8/2011 Review of percentage use

5. Principals will assist teachers in transitioning to the web based attendance system in all elementary schools

Principals 6/2009 Review of report cards.

Monitoring and Evaluation: The technology committee will monitor the plan on a quarterly basis. Current progress will be examined and compared against the plan’s proposed outcomes. Recommendations will be given for any necessary changes to the original action steps in order to meet the plan goals. The status of the plan will be presented annually to the School Board. 3j. Using Technology to Improve Parent to School Accessibility List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school.

A keystone of student success is the three-way partnership between teacher, student, and parent. Providing timely, up-to-date, pertinent information to students and parents with respect to progress in every class is one of the most important factors in assuring that every student can achieve success in school. Likewise, providing parents with a method of communicating with teachers, beyond phone conversations or meeting in person is important if we are to attain a climate where constructive, two-way communication between teachers and parents is a part of our culture. Towards that end, this technology plan includes goals to utilize email, the web, and a phone-based notification system to keep parents and students informed about progress in each class, and to open communication pathways to improve communication between parents and teachers. Beyond the technology, however, is the need to encourage every teacher to utilize these components to foster communication with parents. This requires dialogue, and will be a focus of conversations at every level of the district organization.

This year, the District implemented a new web site based on a content management system (CMS) for the purpose of providing an information portal to students, staff, parents, and community stakeholders. Some schools have adopted the use of a CMS also. With this CMS, it is possible for each teacher to create their own web page, containing essential information for students, such as links to web-based textbook support materials, lessons, supplemental references, assignments, or any other information the teacher deemed important. This same web page could also be a portal for use as a two-way communication tool between parent and teacher, and provide a link for parents to access student information (demographics, grades, assignments, attendance, etc.) by linking seamlessly to Zangle ParentConnect. Alternatively, a system such as TeacherWeb or Blackboard could be acquired towards the same purpose.

The current use of both district and site websites is inconsistent. These communication devices have developed over time and in good faith efforts to keep our constituency apprised of school events. School sites have developed their websites with parent, staff and student help. The end result is that parents at different sites have varied information available to them. Some school


websites are dynamic and updated daily, while others have not been updated since inception and thus contain information that is out of date. A committee meets regularly to address this issue, with the goal of developing a consistent, current, and easy to navigate portal that provides users with all pertinent information related to the district and school sites.

Our goal in this area is to focus on technological methods of communicating with our parent population. Currently all staff members have and use e-mail as a continuous method of contact. Some schools have teacher emails published, some do not. Over 80% of parents report an email address on their child’s Emergency Contact Card, but compiling these addresses into a useful distribution list is problematic. Some schools have drawn this information into their own internal email systems to allow ease of contacting parents, and some have not. This process is time consuming and not practical for the district as a whole. A better method of maintaining current email lists for parents is through the use of Zangle and ParentConnect (Zangle’s web-based information portal for parents), and affording parents the ability to update their contact information through that web-based portal. The technology committee will explore options with respect to establishing an email list-serv that will afford each site the ability to manage parent email addresses. Regardless, there is a need for a standardized, district-wide approach to utilizing email as a tool for communicating with parents, and for parents to communicate with teachers and staff.

District wide, we have instituted the use of TeleParent, a web based, automated phone dial out system, supported in part by parental support and by community businesses, which allows each principal to send a personal phone message to parents within a few minutes of delivery time. The system is also used to notify parents when their student did not attend one or more classes during the day. This same system, with an added module, can be used by each individual teacher for student or class-based communications. Under current budget constraints, it is cost-prohibitive, but remains a topic for the technology committee to implement should the resources become available and the desire to use such a system become wide-spread.

The following goals address the use of email, Zangle’s Parent Communication modules, and district and site websites to improve parent to school accessibility. Parent to School Accessibility – Goal 1

Email will be developed as a primary contact source between school sites and teachers, and parents

Benchmarks

Objectives 2009-2010 2010-2011 2011-2012

Site administration will utilize full site email lists to send communication to the parents of the school in addition to using the TeleParent out dial system.

75% 100% 100%

Teachers will utilize email for classroom updates to provide parents with current information, and for communicating with parents regarding student progress.

50% 75% 100%



1. .District technology staff will develop a protocol and procedure for sites to download distribution lists with parent email addresses from the district data system.

Tech Services

8/2009 Download protocol

2. Site level administration and technology support staff will develop mechanisms for teachers to create class distribution lists for their use in communicating with parents.

Principal

Site tech staff

6/2010 Site written protocol

3. Principals will begin piloting full site communication via email corresponding to the full school out-dial use.

Principal Office Mgr

8/2011 Copies of Emails


Monitoring and Evaluation: The technology committee will monitor the plan on a quarterly basis. Current progress will be examined and compared against the plan’s proposed outcomes. Recommendations will be given for any necessary changes to the original action steps in order to meet the plan goals. The status of the plan will be presented annually to the School Board.

Parent to School Accessibility – Goal 2 Websites will be a source of credible, usable, valuable and timely information, to support a positive image of the district, and to enhance two-way communication between teachers and parents regarding student progress, as well as a portal for students to access relevant support materials for their classes. Benchmarks Objectives 2009-2010 2010-2011 2011-2012 CVUSD website will be developed into a useable resource for all parents and community members.

Full implementation of CMS

Monthly updates and

annual review

Monthly updates

and annual review

School websites will be developed and updated routinely to provide parents and students with current resources and information regarding the events and policies of the school. Access to teacher websites will be provided through the school website.

50% of schools will

update websites

75% of schools will

update websites

100% of schools

will update websites

A web-based, teacher portal will be implemented district wide, where teachers post information on assignments and exams, supplemental resources, other class-related information.

Options Developed

System implemented

100% of schools using

system



CVUSD website will be examined and critiqued by a team of administrators and staff.

Website Committee

6/2009 District website

District technology personnel will create training and protocols for school websites.


6/2009 Training logs. Written protocols

High School sites will identify “webmasters” who will create and update the school websites on a continuous basis or will implement a Content Management System.

Principals 6/2010 High School Websites

Middle School sites will identify “webmasters” who will create and update the school websites on a continuous basis or will implement a Content Management System.

Principals 6/2010 Middle School Websites

Elementary School sites will identify “webmasters” who will create and update the school websites on a continuous basis or will implement a Content Management System.

Principals 6/2010 Elementary Websites

All school websites will have email addresses posted for all teachers and administrators

Website Committee, Principals

6/2010 Survey of websites

Parent to School Accessibility – Goal 3 K-12 teachers will utilize Zangle’s Parent Communication Modules or teacher websites to facilitate home to school communication. Benchmarks Objectives 2009-2010 2010-2011 2011-2012 K-12 teachers will develop and maintain their Teacher websites in order to facilitate home to school communication.

30% 50% 70%

District and sites will provide parents with training and support in the use of Zangle’s Parent Communication Module.

50% of schools

75% of schools

100% of schools

Teacher websites will be equipped with a pass-through link (properly authenticated) to ParentConnect and StudentConnect

Designed Implemented Implemented




1. District Technology staff will develop training materials for use by sites in providing teachers and parents with training on accessing the Zangle’s Parent Communication Module.

Tech Services

6/2009 Printed materials.

2. District Technology staff will develop training materials for use by teachers in developing teacher websites within the district Content Management System

Tech Services

10/2009 Printed materials.

3. School Site tech team will provide evening seminars to help parents use Zangle’s Parent Communication Module for home to school communication.

Site Tech Principals PTA/PFA

10/2009 Training sign in School publications.

Monitoring and Evaluation: The technology committee will monitor the plan on a quarterly basis. Current progress will be examined and compared against the plan’s proposed outcomes. Recommendations will be given for any necessary changes to the original action steps in order to meet the plan goals. The status of the plan will be presented annually to the School Board. 3k. Description of the Monitoring Process 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.

The Monitoring and Evaluation process is embedded into each curricular goal as stated above. Coordinating the monitoring process will be the responsibility of the Director of Technology Services, and Curriculum and Instruction Elementary and Secondary Directors. Responsibility of plan implementation and monitoring ultimately resides with the Director of Technology Services. The director will meet at least once yearly with those responsible for monitoring individual components of the plan to assess progress and make adjustments as necessary.

4. PROFESSIONAL DEVELOPMENT COMPONENT 4a. Current Technology Skills Summary of teachers’ and administrators’ current technology skills and needs for professional development.

To be successful, our district must prepare our teachers, administrators and support staff with the skills necessary to meet the expectations of an educational institution charged with preparing students for their future. It is the expectation that students, teachers, and administrators will use technology to enhance every aspect of the teaching and learning process. The goals of the No Child Left Behind Act (NCLB) require all teachers to be technology literate and able to integrate technology into the curriculum to improve student achievement. It is also essential that administrators possess the same technical proficiencies, in order to work with teachers constructively in the integration of technology into the classroom. The integration of technology is not guaranteed by just providing access to that technology. A comprehensive ongoing professional development program is essential for successful integration of technology into the educational program. The CTAP Region 8 Educational Technology Proficiency Standards or a similar tool that includes a component for staff self-assessment (for both teachers and administrators) will serve to guide and support our professional development program. This professional development plan will guide staff to improve their technology proficiencies, integrate technology into instructional practice and assist students in learning the revised and integrated curriculum.


The results of the 2008-2009 CVUSD Staff Development Needs Assessment identified three critical areas of staff development with relation to technology. These professional development topics encompassed (1) using technology to deliver lessons and support student work, (2) use of EduSoft to drive assessment data analysis, (3) use of specialized software and hardware. A technology survey, conducted in the Fall of 2008 produced similar results. The technology use survey revealed that 86% of teachers use their computer on a daily basis, and 79% use it for creating lessons. Most teachers expressed high levels of proficiency in the use of basic software tools such as Microsoft Word, Excel, and PowerPoint. However, most teachers (64%) did not have students using these tools, or the use of the internet, in the course of their schoolwork. About 25% of teachers expressed a desire for professional development in the areas of Internet or software tools that relate to lesson development, the use of other software tools such as PowerPoint. In a similar way, administrators expressed confidence and proficiency in basic software tools (Word, Excel, Powerpoint), but did not rate themselves high in integrating these and other tools into the classrooms. While we will continue to provide support in the basic use of these technology tools, the focus of our professional development program, for teachers and administrators, will be in the areas of integrating technology into the curriculum (Ed Tech standard 9) and fostering the use by students of technology tools to support and engage them in their work (Ed Tech standard 16).

The vision for an ongoing training program is to utilize the district training facility and school site labs to schedule weekly or bi-weekly trainings on Tuesdays, Wednesdays, and Thursdays throughout the school year. Each of these days would have a general topic. Fore examples, Tuesdays would be dedicated to training related to Zangle, Wednesdays could be dedicated to Microsoft Office Applications, and Thursdays would encompass other software applications such as SuccessMaker, EduSoft, or textbook adoption materials. The specific topics would be based on results of teacher and staff requests based on individual evaluations of needs. Schedules would be posted far enough in advance to afford all parties ample opportunity to schedule their time to attend sessions of interest. Trainers would be identified both from within the district, utilizing experts in various areas, and from outside the district.

Throughout the goals in section 3, professional development components are woven into the action plans. It is our belief that excellent teaching practices are only maintained through high expectations, and supported through on-going training and research. Thus, in line with our current practices, training activities that align with curriculum strategies were embedded into those goals.

In addition to those goals, our district wide focus of continuous improvement encompasses the following goals for staff development which relate to technological competence.

4b. Professional Development List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals (sections 3d through 3j). Training Goal 1 All students, including special education, GATE, English Language Learners, and socio-economically disadvantaged students will be taught by highly technologically proficient teachers. Benchmarks Objectives 2009-2010 2010-2011 2011-2012

Certificated staff will complete a technology portfolio to qualify for CTAP level I proficiency

50% 75% 100%


Certificated staff will complete a technology portfolio to qualify for CTAP level II proficiency

20% 35% 50%

Action Steps Dept or

Person Timeline Monitoring &

Evaluation 1. Establish a site level procedure for all staff to complete the

CTAP survey of proficiency. Principal and site tech staff

10/2009 CTAP school report

2. Identify district teachers who possess CTAP Level 3 Certification who will serve as a portfolio review team.

DTC 10/2009 Published list of CTAP 3 teachers

3. Develop, schedule and hold district wide trainings to allow staff to acquire proficiency in needed areas aligned with the CTAP standards for Level I and Level II.

Directors of Tech, Elem Ed., Secondary Ed., Curriculum

1/2010 Training logs Teacher portfolios

4. Establish site based support teams to assist teachers in completing the necessary portfolios for the review team.

Principal 1/2010 Site list of trainers submitted to DTC

5. Establish a forum for acknowledging teacher completion of CTAP Level I and II proficiency levels.

Principal Directors

9/2010 Lists of recipients.

Monitoring and Evaluation: Progress will be measured by teacher demonstrations during staff workshops and by observing teachers’ use of targeted curricular areas in class during informal and formal observations. CTAP school level reports will be distributed to principals to monitor teacher participation in CTAP self assessment.

As discussed prior in the plan, our implementation of a new district student information system (SIS) is an integral part of technology training for all staff. This training program will be continuous and supportive throughout the next three years. Since our prior SIS was not accessible to teaching staff, and could only be accessed previously by office personnel or district data processing staff, this signals an entire growth of responsibility to our classroom teachers. We recognize that it is imperative that the technology experts among staff throughout the district be available to provide continuous onsite training. Training Goal 2 Staff will receive training in use of Zangle components Benchmarks Objectives 2009-2010 2010-2011 2011-2012

All teachers will receive training in the use of Zangle TeacherConnect components for attendance, grades, reports, and parent communication.

60% 100% 100%

All site administrators, office managers, , and other office staff will receive training in components of Zangle Front Office pertinent to their responsibilities.

50% 75% 100%

All District Office Staff who utilize Zangle will receive training in components of Zangle Front Office pertinent to their responsibilities.

50% 75% 100%

All teachers will report daily attendance through Zangle by June 2009. 100% of sites

100% of sites

100% of sites



1. District Tech Services team will train lead site administrators and counselors on the use of Zangle for attendance, grading and master schedule building and maintenance.

Tech Services 8/2009 Training materials and logs

2. District Tech Services team will train all office personnel in the Tech Services 8/2009 Training


use of Zangle for attendance, grading and schedule maintenance.

materials and logs

3. District Tech Services team will train all teachers on the use of on-line daily attendance reporting.


4. District Tech Services team will train all elementary teachers on the on-line report card program.


5. District Tech Services team will train all secondary teachers on the use of Zangle for grade reporting.


Training Goal 3 All K-12 teachers will utilize Zangle’s Parent Communication Module to facilitate home to school communication. Benchmarks Objectives 2009-2010 2010-2011 2011-2012

District and sites will provide teachers with training and support in the use of Zangle’s Parent Communication Module.

50% of schools

75% of schools

100% of schools



1. District MIS team will develop training materials for use by the sites in providing teachers with training on Zangle’s Parent Communication Module.


10/2009 Training materials and logs

2. School Site tech team will provide seminars to help secondary teachers use Zangle’s Parent Communication Module for home to school communication.

Principal and Site Techs


3. School Site tech team will provide seminars to help elementary teachers use Zangle’s Parent Communication Module for home to school communication.

Principal and Site Techs


4c. Monitoring and Evaluation Description of the process that will be used to monitor whether the professional development goals are being met and whether the planned professional development activities are being implemented. The technology committee will monitor the plan on a quarterly basis. Current progress will be examined and compared against the plan’s proposed outcomes. Recommendations will be given for any necessary changes to the original action steps in order to meet the plan goals. The status of the plan will be presented annually to the School Board.

5. Infrastructure, Hardware, Technical Support and Software Table: Current Status 10/2009 School Computers Computers

<4 yrs old Comp. needing

replacement Internet

connection Upgrade

to Tech staff

on site Acacia Elem 193 99 94 Frac. T-1 1 GB .5 FTE

Aspen Elem 155 11 144 Frac. T 1 GB .5 FTE

Banyan Elem 175 4 171 Frac. T 1 GB .5 FTE

Century HS 13 5 8 Frac. T 1 GB .1 FTE

Colina Middle 369 79 290 Frac. T 1 GB 1.0 FTE

Conejo Elem 159 114 45 Frac. T 1 GB .5 FTE


Conejo Valley HS 43 2 41 Frac. T 1 GB .5 FTE

Cypress Elem 140 43 97 Frac. T 1 GB .5 FTE

Glenwood Elem 163 65 98 Frac. T 1 GB .5 FTE

Ladera Elem 136 35 101 Frac. T 1 GB .5 FTE

Lang Ranch Elem 229 0 229 Frac. T 1 GB .5 FTE

Los Cerritos Middle 274 64 210 Frac. T 1 GB 1 FTE

Madrona Elem 250 100 150 Frac. T 1 GB .5 FTE

Manzanita Elem 170 43 127 Frac. T 1 GB .5 FTE

Maple Elem 175 7 168 Frac. T 1 GB .5 FTE

Meadows Elem 89 7 82 Frac. T 1 GB .5 FTE

Newbury Park HS 380 90 290 2 T-1 1 GB 1 FTE

Park Oaks Elem 122 4 118 Frac. T 1 GB .5 FTE

Redwood Middle 224 43 181 Frac. T 1 GB 1 FTE

Sequoia Middle 204 126 78 Frac. T 1 GB .5 FTE

Sycamore (K-8) 169 20 149 Frac. T 1 GB .5 FTE

Thousand Oaks HS 551 71 480 2 T-1 1 GB 1 FTE

University Elem 90 24 66 Frac. T 1 GB .5 FTE

Walnut Elem 155 54 101 Frac. T 1 GB .5 FTE

Weathersfield Elem 124 29 95 Frac. T 1 GB .5 FTE

Westlake Elem 186 14 172 Frac. T 1 GB .5 FTE

Westlake HS 485 10 475 2 T-1 1 GB 1 FTE

Westlake Hills Elem 222 144 78 Frac. T 1 GB .5 FTE

Wildwood Elem 133 63 70 Frac. T 1 GB .5 FTE

District Totals 5778 1370 4408

5a. Description of the existing infrastructure, hardware, technical support and software Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that could be used to support the Curriculum and Professional Development of the plan. What Internet learning resources do you use?

Infrastructure:

Currently, the Conejo Valley Unified School District maintains T1 (1.54Mbps) connections to all of its school sites. With an upgrade of the frame relay system in 2008, all elementary schools, middle schools, and the continuation high school are connected via a T-1 line to one of four PVC "clouds", each cloud connected to the district office with a T-1 line, affording fractional T-1 speeds to each site. Comprehensive high schools each have two point to point T-1 lines connecting them to the district Office. The District currently connects to the Internet via a 100mb wireless connection. These connections are currently far below our needs; the demand for more bandwidth at all sites has exceeded what these lines can functionally deliver. Each school site network infrastructure consists of a 1 gigabit fiber optic backbone to IDF locations. In most cases each classroom has 6 network drops, and many classrooms across the district have been modified to accommodate “mini-labs”. This is generally done by installing switches into those rooms. Currently, through modernization funds, some high school rooms have been upgrade with as many as 40 drops. All classrooms are also wired with voice (phone) and cable TV. Most sites have the capacity for closed circuit television distribution


The district has a LAN based on the Microsoft Networking system. The LAN has two subnets at every school site. These subnets in general have a fiber optic backbone, with feeder lines to each classroom and computer lab. Managed switches are installed in the server rooms and in some classrooms and labs. The MDF is in the server room at each school. These servers manage the log on and user interface and a back-up server which manages the internet access. Between the servers and the Internet we have a firewall which prevents intrusion into our network from the outside.

In order to temporarily manage the need for increased bandwidth, most sites have a cable modem connection, provided through Time Warner Cable. These modems are connected to the LAN via a cache server/ filter which routes almost all academic internet traffic through the modem, alleviating some of the bandwidth problems from the frame relay network. Our current resources are limited to primarily data only. Teachers cannot bring in video and audio resources. In order to access the full content available the district must install additional bandwidth, via a high speed fiber optic network. Following the installation of these lines, video and multimedia servers will be installed at each site to manage the storage of these files. The design of the high speed fiber optic network will be such that upgrading from 1 MB to 10 MB can be accomplished by changing switches and G-BIC devices at the MDFs, without the addition of more physical connections.

Support:

Currently the district level data processing staff includes six full time professionals with areas of specialty in hardware, software and programming. Each school site has a classified technical support staff member, full time at the high schools, and most middle schools, and half time at the elementary schools. These individuals manage the daily needs that arise with the network, software and hardware. Our school sites report that service on issues, in general occurs within one day, depending on the complexity of the problem. The tech support staff interfaces with our district staff on an as needed basis. Our plan calls for a reorganization of the site techs, transferring supervision from site principals to the Director of Technology Services, and redefining their jobs to full time status. Each high school and middle school will have a full time site tech, and a full time site tech will be allocated to either 2 or 3 elementary sites, depending on school size and available funding.

Hardware

There are currently nearly 6000 computers in service throughout the schools in the district, plus those operating in the District Office. By current standards, a machine is considered obsolete after four years old. This would encompass more than 75% of the school-based systems. The situation with printers and support peripherals is similar. Many of these systems have been donated by local businesses as they are upgrading their systems. Along with off-lease purchases of computers by many sites, the systems are first put into service past the date when others consider them obsolete. Our site techs work very hard, and have become masterful at maintaining these systems long past their intended usable lifetime. The cost for replacing these machines and establishing a rotational replacement program is staggering. Our warehouse receives hundreds of systems for obsoleting each year. Still it is not near the number that should be seen. In general, machines are only obsoleted when they simply cannot serve ANY purpose within the classroom setting.

Software CVUSD Elementary School Examples of Software Used: Reading Counts, Accelerated Reader, Accelerated Math, SuccessMaker, Orchard, Rosetta Stone, Jump Start-Spanish, Microsoft Office Suite, Internet resources, STAR, Waterford Early Reading,


Scholastic Reading Inventory, Reading Counts, Type to Learn, Mavis Beacon Typing, Inspiration, Everyday Math Games, Now I’m Reading (Kindersley), Hyperstudio, KidPix, Bailey’s Book House, Discovering America, KidsMath, Math Ace, Millie’s Math House, Undersea Reading for Meaning, Ready for Letters, Reader Rabbit, Sammy’s Science House, Thinkin’ Things, Oregon Trail, Follett Library Database, CVDIS, EduSoft, a variety of grading programs, and CLRN approved curriculum based software. CVUSD Middle School Examples of Software Used: Accelerated Reader, Accelerated Math, Academy of Reading, SuccessMaker (at some schools) Microsoft Office Suite, PageMaker, Winnebago Library Database, Internet resources, Rosetta Stone, iMovie, iMacromedia, FrontPage, Dreamweaver, Adobe web publishing software, CVDIS, a variety of grading programs, and CLRN approved curriculum based software. CVUSD High School Examples of Software Used: Geometer’s Sketchpad, LabView, TI Connect, Accelerated Reader, Accelerated Math, Academy of Reading, Microsoft Office Suite, PageMaker, Carnegie Cognitive Algebra Tutor, Discovery Multi-media, Rosetta Stone, Internet resources, iMovie, iMacromedia, FrontPage, Dreamweaver, Adobe web publishing software, CVDIS, a variety of grading programs, and CLRN approved curriculum based software.

5b Description of the infrastructure, hardware, technical support and software needed 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.

Infrastructure: Currently the Conejo Valley wide area network is a distributed server model, with a fractional T-1 configuration. Verizon has established 4 clouds and 3 individual T-1 lines within that structure which are directly linked to a router at the district office; concurrently the district office is connected to the Ventura County office of Education via 100mb wireless connection. Each cloud is comprised of 4 to 5 elementary schools, one middle school, and either the continuation school or maintenance and operations. Each of the three high schools has its own dedicated T-1 line. This current arrangement does not provide the bandwidth necessary for schools to adequately access the web based SIS (it works, but it is interminably slow), employ many web based components of new textbook adoption materials, or experience reasonable or acceptable speeds when accessing the internet.

In addition to the required bandwidth increase, electrical upgrades must be assessed at all sites prior to adding numbers of computers to a given room. Many classrooms that were slated to hold up to six computers now hold significantly more than that. The Facilities Department has upgraded as necessary electrical service to areas where additional computers have been installed. This process will continue as additional computers and peripheral hardware are brought into the district. In addition, a major electrical upgrade was completed in 2008 to accommodate additional servers and equipment in the district office server room.

Also lacking from the current infrastructure is a management console that allows technology staff to monitor the network, identify problems and manage computers efficiently to keep the


network operating at optimal levels. Currently, staff must be in a completely reactive mode, and isolating problems and addressing them is time consuming and difficult. A software management console will greatly leverage the efficiency of the technology staff, and assure that the network is operating at optimal levels.

Wireless technology continues to be an area of interest for school sites, affording the ability for students to use portable devices, connected to the internet, in areas besides computer labs. With a wireless router, a roving cart of laptop computers can be used in any classroom. Several school sites have begun experimenting with this technology, and this will continue. Standards for adequate coverage, security protocols, and general use have been developed and will continue to evolve as the technology grows. As sites develop a desire to explore this arena, district staff will provide support in installation and implementation of this technology. It is not anticipated that this will be a district wide endeavor during the course of this technology plan, and that goal needs to be examined in the future.

Communication between district personnel is enhanced through the use of cellular phones, many incorporating data plans affording administrators and other staff, as needed, to access email and other data services. A variety of plans and supported devices is maintained to serve the various needs of district and site staff.

Support:

A survey of our staff requests for technology support shows that 45% of sites report a one day or less response time, and 55% report a 2-5 day response time. The district currently funds 3 ½ hours of technical support at each school. 20% of schools supplement this allocation with school site funds to increase to a full-time person at their site. The current district four technical staff professionals provide district wide support, and one educational software trainer works with teachers on integration of technology into instruction.

Under this plan, if funding sources can be secured, additional staff support for training of teachers on integration of technology into instruction, as well as the nature and use of adaptive technologies are necessary.

The current district policy of purchasing hardware with three year on-site repair service is helping to alleviate some of the hardware support issues. As we modernize our equipment, this policy will allow the current site tech staff to focus on software and network support.

Hardware:

Allocation of funding for the replacement of obsolete computer equipment is critical. A conservative plan would involve replacing a quarter of all computers every year, plus adding those necessary for growth. Including the replacement of printers, scanners and other peripheral equipment, the district (or sites) must plan on replacing approximately 1500 devices a year, or an estimated $1.5 million. If the technology committee and the Board of Education were to follow industry standards and replace all computers after three years of service, this would mean purchasing approximately 2500 computers and peripherals per year, or an estimated $3 million annually. The Technology Committee recommends the development of an ongoing lease program from a Tier 1 vendor to assure that all computers are current (within a four or five year life span). The challenge is that the funds for a program of this magnitude cannot be allocated from current sources such as the general fund, especially in light of the current budget crisis. As such, the alternatives, such as a tax levy or a school bond, remain as the most likely sources for this funding, and should be examined carefully.


Software:

One area that needs to be addressed is in the area of standardization of software in areas where different school sites use different software programs for the same purpose. In these areas, standardizing on a single software package improves the ability for the District to provide cost-effective and efficient support, and provides the opportunity for purchasing cost savings. The vision is to establish a three-tiered approach to software purchasing and support. A district committee will be established, consisting of representatives from school sites, Instructional Services, Technology Services. This committee would review all proposed software purchases, and establish first that the desired software will not cause deleterious effects on the network and will run on the system, and establish which Tier the software would be applied to. For some applications, the specific software might have to be revised to fit the tiered structure, but in all cases the goal would be to provide the site with software that best fits the district’s ability to provide support, and the sites needed application. Tier I software is software that is universally purchased and exists for the same purpose on all sites, and on all machines. Two examples are software for library / media centers, and software for word processing, spreadsheets, and presentations (e.g. Microsoft Office). All sites would be required to use the standardized software, and the district would support it. The second tier would be software that sites could optionally acquire, but if they elect to acquire software for a given purpose, they would be required to purchase the standard software. An example would be SuccessMaker, used by many sites for enrichment and remediation. The district would provide support for this software. The third tier would be software that very few or just one site wish to use, for example a graphics rendering program for a digital media class. Once approved, this software could be purchased by the site, but the district would not provide support for it, and the site would be responsible for support, upgrades, training, etc. It would not be the intent of the software review committee to prevent sites from using software they deem applicable to their programs, but only to coordinate these activities to assure the best possible support and pricing models.

Currently all computer purchases include both a license for Windows XP Pro and Microsoft Office 2003. Additional allocations for site licenses of CLRN approved curriculum software, SuccessMaker licenses and support, and specialized software for teaching technology skills in built into the plan. Also, subscription to online educational resources such as Discovery School will help our instructional staff meet the objective that “Students of all ages and abilities explore, experiment, investigate, communicate, research, and use higher order thinking skills to solve problems utilizing a wide array of technological tools.”

5c. Benchmarks and timelines for obtaining hardware, software, and support Benchmarks and timeline for obtaining the needed hardware, infrastructure, learning resources and technical support Infrastructure, Hardware and Software Goals Benchmarks Objectives 2009-2010 2010-2011 2011-2012

Provide adequate bandwidth at each school site to maintain sufficient through put for the technology on site.

Buildout Operational Operational

Establish a hardware rotation schedule 25% of hardware

25% of hardware

25% of hardware

Action Steps (I=Infrastructure, H=Hardware, S= Software, T=Support)

Dept or Person


I: Install fiber optic network connecting all sites to District Office Dir., Technology

6/2010 Purchase


Services Requisitions.

I: Upgrade all remaining switches to current technology, upgrade MDF routers to Layer 3 switches, and upgrade server feeds to a 1 Gig Backbone.

Dir., Technology Services

6/2010 Report progress to Director of Technology

I: Review and upgrade any existing electrical issues to support the current and future equipment demands.

Principal with support of M&O

6/2010 Site review will generate a written plan –submit to SSC & Facilities

I: Research, evaluate and install as necessary - wireless technology security protocols and equipment

Data Processing

6/2010 Written protocols submitted to Superintendent and BOE

H: Research funding sources, allocate funding to support an agreed upon replacement protocol for computers and peripherals district wide.

Deputy Superintendent, Business Serv. Dir. Technology Services

6/2010 Report to Superintendent and BOE

H: Continue site level incremental increases to technology equipment to achieve and maintain a 1:4 Computer to Student ratio counting only viable equipment (under 4 yrs old).

Principal SSC

6/2010 SSP goals and Principal’s Annual Report of progress.

S: Allocate funding for support of intervention software. Principal SSC

6/2010 SSP and Principal’s Annual Report of progress.

S: Committee review, and purchase at sites or district level of curriculum support software.

Director of Curriculum, DTC, Articulation Committees

Ongoing Articulation minutes, DTC minutes. Purchase Requisitions

T: Develop an “in house” list of technology trainers from credentialed staff who will serve as technology mentors.

Principal, Site Tech team

6/2010 Site technology reports to SSC

T: Allocate funds to increase site technicians to 1 FTE per school. Deputy Supt., Business Services

6/2010 District budget and staffing reports

S: Acquire district standard library management system Dir. Tech Services, Dir. Curriculum

6/2010 Purchase Requisitions

S: Establish Software Review Committee Dir. Tech Services

9/2009 Committee meeting minutes, guidelines

Monitoring and Evaluation: The technology committee will monitor the plan on a quarterly basis. Current progress will be examined and compared against the plan’s proposed outcomes. Recommendations will be given for any necessary changes to the original action steps in order to meet the plan goals. The status of the plan will be presented annually to the School Board.


5d. Description of the Monitoring Process Description of the process that will be used to monitor whether the goals and benchmarks are being reached within the specified time frame.

Detailed implementation monitoring and evaluation strategies can be found incorporated into each goal.


6. Funding and Budget 6a. Funding Sources and Cost Savings List of established and potential funding sources and cost savings, present and future.

The CVUSD Educational Technology Plan will provide the District with the necessary documentation to apply for a variety of grants, awards, and partnerships. The previous technology expenditures were supported by:

District and site categorical funding

California Technology Assistance Project

E-rate discount program

Conejo Schools Foundation

District’s general fund

Additionally donations from PTA/PTSA/PFAs, community members, local businesses and foundations have allowed our schools to purchase and implement technologies beyond what was possible with district and site funds. These donations came in the form of money, hardware, software, and personnel time.

It is anticipated that in the next three years the same funding sources will continue to be available. However, future educational funding is always unpredictable. The District plans to expand its funding sources to include additional state and federal programs, as they become available, explore the use of General Obligation bonds or other local resources, as well as private fund raising through The Conejo Schools Foundation. The District plans to aggressively seek out funding from all available sources.

Because the plan will identify specific target areas, it will allow private funding sources to adopt certain aspects of the technology program. This plan will help the District to seek creative partnerships with local and regional businesses. The goal is to develop and nurture funding sources that will serve as long-range partnership programs.

The District participates in the federal eRate program, which provides substantial cost savings for internet connectivity and web hosting services. The District Also benefits from the California TeleConnect program, which provides additional discounts after eRate for telecommunication services, including network connectivity.

6b. Implementation Costs Estimate implementation costs for the term of the plan Curriculum Goals

Action Steps Description Funding Source Est. Budget 2010

Est. Budget2011

Est. Budget 2012

Purchase of Software SuccessMaker and other intervention software

Site funds, General Fund PTA/PFA Funding Future Grants

$200,000

$200,000

$200,000

Staff Development Workshops for Technology Integration. 100 sub days per year x 3 years ($110 / day)

Site Funds Future Grants SSP Funds Future Grants

$11,000

$11,000

$11,000


Action Steps Description Funding Source Est. Budget 2010

Est. Budget 2011

Est. Budget 2012

Lesson and Project Exemplar Development

Stipends – 2 per grade level or Department @ $300 each

General Fund, Curriculum training budget Future Grants

$3,000

$3,000

$3,000

Staff Development Differentiated Instruction Training. 60 sub days (2 per school) ($110/day)

Site Funds Future Grants SSP Funds Future Grants

$2,200

$2,200

$2,200

Assistive Technology Acquire hardware/software – Provide training

Low incidence funds Future Grants

TBD based on IEP

need

TBD based on IEP

need

TBD based on IEP

need Access outside of school day

Wages for both classified and certificated staff (1 hour per day, per Elem site x3yrs)

Site Funds Retention Funds PTA/PFA Funding Future Grants

$83,333

$83,333

$83,333

Record Keeping & Parent Communication Goals Staff Development (includes report card training)

Zangle Training. 60 sub days (2 per school) ($110/day)

District Staff Development funds.

$2,200

$2,200

$2,200

Website Design Outside vendor support, or Staff training for developing sites. $1000 per site – one time allowance.

General Fund Site Funds

$15,000

$7,500

$7,500

Parent workshops / Information distribution

Copy and mailing costs. Staff time for evening parent training session 1 per site.

General Fund Site Funds PTA/PFA Funding Future Grants

$10,000

$10,000

$10,000

TeleParent auto dial Parent Communication Ssytem

Licensing and training for site and district staff

General Fund, Community Contributions

$37,000

$37,000

$37,000

Staff Development Goals On Site Zangle training

District wide staff development day will be used for on-site teacher training. Costs relate to material development @ $500 per site

General Fund

$5,000

$5,000

$5,000

District Staff Development Program

Staff Training Program – 3 days per week, 40 weeks

General Fund $6,666

$6,666

$6,666

Infrastructure, Hardware, Software, Support Goals Installation of High Speed Fiber Optic Network

One time cost, cost amortized over 5 years.

General Fund

$260,000

$260,000

$260,000 Upgrade Backbone & Switches

Purchase and installation of Switches, and server feeds at some sites.

General Fund District Network Maintenance funds

$300,000

0

0

Computer management / Network monitoring

Installation and implementation of management console

General Fund Future Bond

$300,000


to assist in monitoring network traffic and manage devices

Electrical upgrades Review of current service, installation of needed circuits.

General Fund Maintenance funds Site Funds Future Grants or Bond Measure

$83,333

$83,333

$83,333

Upgrade servers, development of Data Center

Replace obsolete servers, move to centralized server model

General Fund Future Grants or Bond Microsoft Entities / BP Cohort funds

$380,000

Wireless Connection to ISP

Ongoing contract with VCOE

General Fund $72, 700 $72, 700 $72, 700

Computer replacement program

Replacement of 1500 computers per year at $1050each (3 yrs)

General Fund Site Funds Future Grants or Bond Measure

$1,575,000

$1,575,000

$1,575,000

Equip classrooms with Projectors, Document Cameras

Purchase and installation of equipment so that every classroom is equitably equipped

General Fund Future Grants or Bond

$1,650,000

Implementation of online courses

Acquisition and installation of software, staff training to make online courses available to students

General Fund $25,000 $25,000

Site Wireless Implementation

Installation of wireless access points at some schools (pilot)

Site Funds Future grants General Fund

$20,000

$20,000

$20,000

Telecommunications: Phone / Data plans

Telephones, cell phones

General Fund Site Funds

$448,000 $448,000 $448,000

Curriculum Support Software

Review and purchase of Curriculum specific software

General Fund Site Funds Future Grants

$100,000

$100,000

$100,000

Library / Textbook Management Software

Purchase, install, and implement a standardized software package for libraries and textbooks district wide

General Fund Categorical funds

$100,000

Site Technicians Elementary & Middle School increase to 1FTE (inc. benefits) x 1 yr (Yr 3 of grant only

General Fund Future Grants

$166,666

$166,666

$166,666

Tech Budget Technology Budget inc salaries, professional dev., hardware and software

General Fund

$1,600,000

$1,600,000

$1,600,000

Estimated Plan Total Costs (Pending Funding) $5,053,398 $6,975,898 $4,620,898


6c. Replacement Policy Description of the district’s replacement policy for obsolete equipment.

CVUSD requires extended warranties on all equipment purchased. After warranty expiration, if the equipment is beyond repair or it does not make economic sense to repair it, or the hardware will not support current software configuration, it is defined as outdated. When the cost of repair exceeds 50% of the cost of replacement of that component, it is no longer considered economically prudent to repair the item. These computers may be re-purposed, but will no longer be calculated in the district’s ratios.

Our vision is to implement a plan for leasing computers, providing up-to-date computers in every teaching classroom, and in one or more labs at each school site, depending on the size of the school. With this program, sites will have the option of increasing their numbers of computers by participating in the lease program, but the district will enact a policy of not accepting donated computers or allowing purchase of older, off-lease computers. Also, to increase the support and management efficiency, the district will standardize on a PC platform, and a standard PC computer (currently Dell) and allow Macs to be purchased only for specific functions in which current PC software is not available.

Once equipment has been declared obsolete, CVUSD declares the equipment “Surplus” and disposes of it in accordance with Board policies.

6d. Monitoring Progress and Funding Decisions Description of the feedback loop used to monitor progress and update funding and budget decisions.

The Assistant Superintendent of Instruction, Deputy Superintendent of Business Services, Director of Technology, Director of Accounting and the Director of Purchasing will annually review all reports of services, repairs and purchases through work order logs, purchase order records and contracts associated with technology hardware, software, professional development and adjunct materials and supplies. The yearly technology inventory conducted by individual schools and the district office in conjunction with the Purchasing Department will reveal progress toward all funding objectives by category. Any modifications to the budget will be made yearly on an as needed basis so as to ensure the success of the Technology Plan.

Individual(s) Responsible

Responsibilities

Feedback Loop

Site Administrators Review site budgets Work with site based planning teams to

determine site technology needs and priorities

Budget to meet those needs and priorities as appropriate

Provide progress and needs as assessed to DTC

Submit recommended plan changes to DTC

Director of Technology Approves all Tech PO’s

Annual report to Deputy Superintendent of Business Services

Directors of Secondary and Elementary

Review for appropriate spending of Categorical funds

Report to other stakeholders as appropriate

Director of Business Services

Budget Check Approval sent to purchasing


7. Monitoring and Evaluation

7a. Evaluating Student Learning and Classroom Management Describe the process for evaluating the plan’s overall progress and impact on teaching and learning.

The assessment of technology’s impact on student learning will be conducted annually through various methods and tools. Assessment regarding technology’s impact is a complex process in that technologies are continually in the process of infrastructure and hardware upgrades and additions or enhancements to program software are always being addressed. The Technology Committee understands the complexity of this and realizes that any and all assessments must be clearly linked to the above stated goals and action plans.

What/who is being assessed? Method or Tool used to Assess Timeline Staff computer skills and technology literacy proficiency levels

CTAP² Survey data; Professional Development Attendance records; CEUs related to technology

July 2009 – June 2012

Integration of technology use into all curriculum and state content standards alignment

CST scores; API; AYP; Writing Proficiency levels; Site level benchmarks and assessments.

July 2009 – June 2012

Student proficiency in the classroom through the use of technology and information literacy skills

Student grades on technology based projects; Work samples of technology related projects

July 2009 – June 2012

All students are provided equal access to technology

Districtwide technology equipment survey; Purchase order log; attendance logs for before school, after school programs. Survey of teachers of students with handicapping conditions.

July 2009 – June 2012

Data analysis software availability for teachers to maintain, access and report student data

Review of district wide use of on-line report card system, and site integration of Zangle for grading and attendance.

July 2009 – June 2012

Staff development opportunities for all staff

Professional development calendar, records of attendance and target audience

July 2009 – June 2012

Communication levels between school to home and school to community

Review SSP reports; newsletters; memos; media releases; email and automated dial out phone records. Assess site websites, Zangle’s Parent Communication Module usage and site parent surveys.

July 2009 – June 2012

The overall evaluation of technology’s impact is measured by all stakeholders at various levels of involvement. The Board of Education receives monthly reports from the Superintendent and the Assistant Superintendent of Instruction. Progress is also reported by Directors of Technology, Elementary and Secondary Education, and School Principals. School Site Councils and PTAs also prepare report to the Board on a regular basis throughout the school year. School Site Councils, through the managing and updating of the schools’ Single School Plans, and through the evaluation of progress of the Educational Technology Plan components on their sites. Additionally SSC and site leadership teams through the monitoring of school site budgets and purchases and the review of programs and services to students in categorical programs.

7b. Schedule for Evaluating the Plan Schedule for evaluating the effect of plan implementation.

The three-year plan requires annual revision. In addition, the schedule for evaluating the plan implementation is included within each component. The District Technology Committee will


review the progress of each component of the plan, and evaluate the plan semi-annually. The components of the plan will be reviewed for evidence of progress and will be evaluated in relation to the original proposed action steps and outcomes. An aggregated summary will be prepared for submission to the Assistant Superintendent of Instruction who will annually report to the Board of Education.

7c. Communicating Plan Results Describe the process for evaluating the plan’s overall progress and impact on teaching and learning

The Director of Information Systems/Technology will make presentations on the implementation of the components of the tech plan to stakeholders at scheduled District Technology Meetings. Annual presentations will also be made to the Governing Board at the regularly scheduled meetings on an annual basis.

The District plans to use multiple data sources for evaluation and monitoring of plan goals. These measures will include but not limited to STAR California Standards Test, CELDT, grades, staff-made rubrics, staff and student portfolios, and formal and informal surveys and assessments of students’ and teachers’ use of technology to support learning. The information obtained will be used to make modification in curriculum, instructional delivery, staffing, and redeployment of financial and other resources. Products of these evaluations will include Single School Plans, District and site budgets, individual staff performance goals, and the annual CVUSD Goals Committee Report.

8. Effective Collaborative Strategies with Adult Literacy Providers 8a. Identified adult literacy providers If the district has identified adult literacy providers, there is a description of how the program will be developed in collaboration with those providers.

The Conejo Valley Unified School District Adult School provides educational programs for adults in the community, teachers, and high-school age students. The adult school offers classes on the adult school campus as well as at various locations and businesses throughout the district. Adult school literacy programs are offered in the areas of English as a Second Language (ESL), Adult Basic Education (ABE) and High School Diploma/GED. The adult school offers a state of the art training center with classes and certifications in MCSE, MCDBA, MCP, Computer Networking Training Certification, Computer Repair Training with CompTia A+ Certification, and instruction in Microsoft Windows, Microsoft Office Suite, Desktop Publishing, Web Page Design and Web Publishing to name a few. In addition to the adult school, the district collaborates with Moorpark Community College. Moorpark College offers classes to Conejo Valley Unified School District students.

The CBET Program (Community Based English Tutoring) is available to parents or other members of the community in order to (1) assist adults in learning English, (2) provide parents with skills to help their children with school work, and (3) inform participants in regard to community resources. Classes are held at various school sites throughout the district and are open to any interested adult.


Several parent and community members are contributing members to the District Goals Committee and provide input and direction as to the growing needs of the community.

The Conejo Valley Unified School District will collaborate and maximize the use of technology in the following ways:

Include the adult literacy providers on the District Technology Committee to identify technology resources and develop strategies for integrating additional technology and maximize and integrate existing technology resources.

Promote the adult literacy programs within the schools to increase awareness of the various programs and resources.

Continue to involve DAC, PTA/PFO and community members in the planning and feedback process.

Explore other programs that can support adult literacy programs.

9. Effective, Researched-Based Methods and Strategies

9a Summary of relevant research Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals.

Throughout this document research has provided the underpinning pedagogy to the design of this plan. Specific citations can be found throughout.

In their 2005 extensive study of the body of research on the use of technology in education, Kay and Honey identified the following six arenas critical to students' success in the workplace.

Communicate Effectively: Students must have a range of skills to express themselves not only through paper and pencil, but also audio, video, animation, design software as well as a host of new environments (e-mail, Web sites, message boards, blogs, streaming media, etc.).

Analyze and Interpret Data: Students must have the ability to crunch, compare, and choose among the glut of data now available Web-based and other electronic formats.

Understand Computational Modeling: Students must posses an understanding of the power, limitations, and underlying assumptions of various data representation systems, such as computational models and simulations, which are increasingly driving a wide-range of disciplines.

Manage and Prioritize Tasks: Students must be able to mange the multi-tasking, selection, and prioritizing across technology applications that allow them to move fluidly among teams, assignments and communities of practice.

Engage in Problem Solving: Students must have an understanding of how to apply what they know and can do to new situations.

Ensure Security and Safety: Students must know and use strategies to acknowledge, identify, and negotiate 21st century risks.


Additionally, the CEO Forum on Education and Technology released their School technology and readiness report annually for a four year span. These reports clearly and consistently indicate that it is vital to the future of our business and economic security that “the way to obtain the maximum return on the national investment in education technology begins with focusing technology on the key building blocks of student achievement – assessment, alignment, accountability, access and analysis” (2001 report). It is the belief of the Conejo Valley Unified School District educational team that our investment in our students’ future depends upon the responsible and knowledgeable implementation of technological enhancements to our already strong academic program. Technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives. We have incorporated both the CEO Forum’s analysis structure, and Kay and Honey’s six arenas into the objectives of this plan. Through the integration of these two fundamental approaches to student learning, and technology building blocks, we have constructed this comprehensive plan, and projected the responsible allocation and distribution of funds to maximize the desired outcome – excellence in student achievement.

9b. Plans to use technology to extend or supplement the district’s curriculum. 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: Roschelle, Pea, Hoadley, Gordin, & Means (2000) identify four fundamental characteristics of how technology can enhance both what and how children learn in the classroom: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts. They also indicate that use of technology is more effective as a learning tool when embedded in a broader education reform movement that includes improvements in teacher training, curriculum, student assessment, and a school's capacity for change. This research has driven the instructional objectives that are incorporated within the district courses of study and the elements of staff development in the area of instructional strategies as they relate to technology integration in the curriculum.

Consistent with all of this research, the CVUSD will carefully analyze learning resources and lessons both for alignment with California content standards and for the ability to measure growth/achievement on those standards in a variety of ways. Components are included to address staff development and analysis of the data gathered, as well as attention to each school sites’ ability to weather the changes necessary to effectively implement this growth plan. Through ongoing data collection and analysis, the District Technology Committee will continuously monitor the attainment of the goals and objectives of this technology plan, and will report results annually to the Superintendent, the Board of Education, and the public. Throughout the plan, attention is paid to providing equitable access to all students in our community, including students in special populations, and socio-economically disadvantaged students.

Distance learning affords students the opportunity to benefit from course offerings in areas where it is not feasible in a traditional mode to deliver them. Affording the opportunities for enrichment, additional courses, and credit recovery is an important goal for the District. CVUSD is currently piloting distance learning opportunities with three course offerings. The outcome of this pilot will be used as the basis for expanding opportunities in other curricular areas in the future.


Appendix C – Criteria for EETT Funded Technology Plans In order to be approved, a technology plan needs to have “Adequately Addressed” each of the following criteria:

For corresponding EETT Requirements, see the EETT Technology Plan Requirement (Appendix D).

If the technology plan is revised, insert the Education Technology Plan Benchmark Review Form (Appendix I) in the technology plan.

Include this form (Appendix C) with “Page in District Plan” completed at the end of your technology plan.

Page in

District Plan

Example of Adequately Addressed Example of Not Adequately

Addressed

1. PLAN DURATION CRITERION The plan should guide the district’s use of education technology for the next three to five years. (For new plan, can include technology plan development in the first year).

4

The technology plan describes the districts use of education technology for the next three to five years. (For new plan, description of technology plan development in the first year is acceptable). Specific start and end dates are recorded (7/1/xx to 6/30/xx).

The plan is less than three years or more than five years in length. Plan duration is 2008-11.

2. STAKEHOLDERS CRITERION Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.

4-5

The planning team consisted of representatives who will implement the plan. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included.

Little evidence is included that shows that the district actively sought participation from a variety of stakeholders.

3. CURRICULUM COMPONENT CRITERIA a. Description of teachers’ and

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

6-7

The plan describes the technology access available in the classrooms, library/media centers, or labs for all students and teachers.

The plan explains technology access in terms of a student-to-computer ratio, but does not explain where access is available, who has access, and when various students and teachers can use the technology.

b. Description of the district’s current use of hardware and software to support teaching and learning.

8-10

The plan describes the typical frequency and type of use (technology skills/information literacy/integrated into the curriculum).

The plan cites district policy regarding use of technology, but provides no information about its actual use.

c. Summary of the district’s curricular goals that are supported by this tech plan. 10-11

The plan summarizes the district’s curricular goals that are supported by the plan and referenced in district document(s).

The plan does not summarize district curricular goals.

d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by

12-14

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

The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.


Page in District

Plan Example of Adequately Addressed

Example of Not Adequately Addressed

supporting the district curricular goals.

academic content standards to improve learning.

e. 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.

14-16

The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.

The plan suggests how students will acquire technology skills, but is not specific enough to determine what action needs to be taken to accomplish the goals.

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 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: Optional in 2007-08, required July 1, 2008).

17

The plan describes or delineates clear goals outlining how students 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 (as stated in AB 307).

The plan suggests that students will be educated in the ethical use of the Internet, but is not specific enough to determine what actions will be taken to accomplish the goals.

g. 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: Optional in 2007-08, required July 1, 2008)

17-18

The plan describes or delineates clear goals outlining how students will be educated about Internet safety (as stated in AB 307).

The plan suggests Internet safety education but is not specific enough to determine what actions will be taken to accomplish the goals.

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

18-19

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 does not describe policies or goals that result in equitable technology access for all students.

i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and

19-20

The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to support the district’s student record-keeping



Page in District



assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.

and assessment efforts.

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.

20-23

The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using 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.

23

The monitoring process, roles, and responsibilities are described in sufficient detail.

The monitoring process either is absent, or lacks detail regarding procedures, roles, and responsibilities.

4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA a. Summary of the teachers’

and administrators’ current technology proficiency and integration skills and needs for professional development.

23-24

The plan provides a clear summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development. The findings are summarized in the plan by discrete skills that include CTC Standard 9 and 16 proficiencies.

Description of current level of staff expertise is too general or relates only to a limited segment of the district’s teachers and administrators in the focus areas or does not relate to the focus areas, i.e., only the fourth grade teachers when grades four to eight are the focus grade levels.

b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on district needs assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of the plan.

24-26

The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d through 3j) of the plan.

The plan speaks only generally of professional development and is not specific enough to ensure that teachers and administrators will have the necessary training to implement the Curriculum Component.

c. 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.

26


The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.

5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Corresponding EETT Requirement(s): 6 and 12 (Appendix D).

a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the

27-29

The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication

The inventory of equipment is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development


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district that will be used to support the Curriculum and Professional Development Components (sections 3 & 4) of the plan.

infrastructure, and technical support to support the implementation of the Curriculum and Professional Development Components.

Components. The summary of current technical support is missing or lacks sufficient detail.

b. 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.

29-31

The plan provides a clear summary and list of the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support the district will need to support the implementation of the district’s Curriculum and Professional Development Components.

The plan includes a description or list of hardware, infrastructure, and other technology necessary to implement the plan, but there doesn’t seem to be any real relationship between the activities in the Curriculum and Professional Development Components and the listed equipment. Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components.

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

31-32

The annual benchmarks are specific and realistic. Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom, and when.

The annual benchmarks are either absent or so vague that it would be difficult to determine what needs to be acquired or repurposed, by whom, and when.

d. Describe the process that will be used to monitor the annual benchmarks including roles and responsibilities.

32



6. FUNDING AND BUDGET COMPONENT CRITERIA a. List established and

potential funding sources. 33

The plan clearly describes resources that are available or could be obtained to implement the plan.

Resources to implement the plan are not clearly identified.

b. Estimate implementation costs for the term of the plan.

33-35

Cost estimates are reasonable and address the total cost of ownership, including the costs to implement the curricular, professional development, infrastructure, hardware, technical support, and electronic learning resource needs identified in the plan.

Cost estimates are unrealistic, lacking, or are not sufficiently detailed to determine if the total cost of ownership is addressed.

c. Describe the district’s replacement policy for obsolete equipment.

36

Plan recognizes that equipment will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components.

Replacement policy is either missing or vague. It is not clear that the replacement policy could be implemented.

d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding

36




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opportunities and to adjust budgets as necessary.

7. MONITORING AND EVALUATION COMPONENT CRITERIA a. Describe the process for

evaluating the plan’s overall progress and impact on teaching and learning.

37

The plan describes the process for evaluation using the goals and benchmarks of each component as the indicators of success.

No provision for an evaluation is included in the plan. How success is determined is not defined. The evaluation is defined, but the process to conduct the evaluation is missing.

b. Schedule for evaluating the effect of plan implementation.

37-38

Evaluation timeline is specific and realistic.

The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan.

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

38

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

The plan does not provide a process for using the monitoring and evaluation results to improve the plan and/or disseminate the findings.

8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION

a. 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 outreach efforts.)

38-39

The plan explains how the program will be developed in collaboration with adult literacy providers. Planning included or will include consideration of collaborative strategies and other funding resources to maximize the use of technology. If no adult literacy providers are indicated, the plan describes the process used to identify adult literacy providers or potential future outreach efforts.

There is no evidence that the plan has been, or will be developed in collaboration with adult literacy service providers, to maximize the use of technology.

9. EFFECTIVE, RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA a. Summarize the relevant

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

39-40

The plan describes the relevant research behind the plan’s design for strategies and/or methods selected.

The description of the research behind the plan’s design for strategies and/or methods selected is unclear or missing.

b. 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

The plan describes the process the district will use to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance learning opportunities (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).

There is no plan to use technology to extend or supplement the district’s curriculum offerings.