enhancing education through technology (eett)

Culver City Unified School District – EETT Competitive Grant Application Page i

California Department of Education Enhancing Education Through Technology (EETT) Competitive Round 6 eettc07f1 (06/07)

EETT Form 1: Application Title Page

Enhancing Education Through Technology (EETT) Competitive Grant Round 6

Application for Funding

APPLICATION DEADLINE: Submission of Competitive Application – July 27, 2007

NOTE: Please print or type all information

Return to: Education Technology Office California Department of Education 1430 N Street, Suite 6308 Sacramento, CA 95814

Due: July 27, 2007

County/District Code: District Name (if consortium, enter lead district name) Culver City Unified School District 1 9 6 4 4 4 4

District Address 4034 Irving Place

Check here if Direct Funded Charter and enter the CDS School Code below:

City Culver City Zip Code 90232

Primary Grant Contact Name Mícheál Marsh

Telephone 310-842-4220 x4209

Fax Number 310-842-4274

Title Teacher On Special Assignment: Technology & Assessment

E-mail Address [email protected]

CERTIFICATION/ASSURANCE SECTION: As the duly authorized representative of the applicant, I have read all assurances, certifications, terms, and conditions associated with this EETT Competitive program; and I agree to comply with all requirements as a condition of funding. I certify that all applicable state and federal rules and regulations will be observed and that to the best of my knowledge, the information contained in this application is correct and complete. . .

Printed Name of Superintendent or Designee Dr. Myrna Rivera Coté

Telephone 310-842-4220 x 4222

Superintendent or Designee Signature

Date

6 11 FOR CDE USE ONLY: Round Region

Culver City Unified School District – EETT Competitive Grant Application Page ii

EETT Form 2: Project Summary The Culver City Unified School District (CCUSD) will provide a comprehensive program for

our students called Technology Improving Education (T.I.E.) that will align with current district efforts. T.I.E. will focus on the English Language Arts content standards in grades 5 and 6 for both years of the Grant. T.I.E. will expose students to proven strategies for implementing the curriculum through technology that will enable students to meet and exceed state content standards in Reading/Language Arts, particularly: word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis. For example, fifth graders will focus on vocabulary, using presentation software and multimedia to produce projects. In another example, sixth graders use video interviews, Web pages, multimedia, and technologies to conceptualize and create student multimedia representations of an antagonist/villain while learning character analysis. Web 2.0 technologies (discussion forums, chat, blogs and wikis) will allow for greater communication and collaboration amongst home, school and community.

CCUSD has an array of technology available to the curriculum; every school has one or more computer labs and at least one Internet connected computer in every classroom. Teachers have already made the first step in becoming technology-using teachers; however, the district is missing the vital link to truly enhancing student learning through technology. Students must use the tools! CCUSD teachers need help and support in curriculum integration with the use of technology as a tool to enhance learning in the content areas.

The partnership between CCUSD and CTAP Region 11 provides a high quality, comprehensive, ongoing, and research-based professional development program. A Coaching/Mentoring model is the key component of this professional development program. Training for coaches, resources and models for the entire school site, and support mechanisms for site administrators and program managers are built into the program.

The school site Technology Aides will be extended to 7 hours. They will not only be monitoring the computer lab for extended hours, but they will be available to help support classroom and lab use of the computers, allowing students much more opportunity for computer use time. T.I.E. will provide a new comprehensive multimedia services contract that provides high quality visual resource tools to assist student learning. Each school site will receive a digital video and still camera and access to Atomic Learning, web-based training.

All four private schools within the CCUSD attendance area were contacted through certified (return receipt) mail inviting their participation in the planning and implementation of CCUSD’s proposal. Of those four, Kayne-ERAS Center indicated their interest in participating in a planning and implementation meeting. However, Kayne-ERAS Center did not show up to the scheduled meeting, so the Director of Special Projects met with them individually at their site.

Culver City Unified School District – EETT Competitive Grant Application Page 1

Project Narration 1 A. Program for Students 2 A1. Description of the LEA’s research-based Program for Students. 3

The Culver City Unified School District (CCUSD) will provide a comprehensive program for 4 our students called Technology Improving Education (T.I.E.) that will align with current district 5 efforts. 6

T.I.E. will focus on the English Language Arts content standards in grades 5 and 6 for both 7 years of the Grant. T.I.E. will expose students to proven strategies for implementing the 8 curriculum through technology that will enable students to meet and exceed state content 9 standards in Reading/Language Arts, particularly: word analysis, fluency, and systematic 10 vocabulary development; reading comprehension; literary response and analysis. For example, 11 fifth graders will focus on vocabulary, using presentation software and multimedia to produce 12 projects. In another example, sixth graders use video interviews, Web pages, multimedia, and 13 technologies to conceptualize and create student multimedia representations of an 14 antagonist/villain while learning character analysis. Students will visit Web sites to view actual 15 documents from an historical period and write news stories for publication in an electronic 16 newspaper. The Standards for the English Language Arts emphasize the importance of 17 technology as a tool in literacy learning. The document recognizes that “[technology] opens up 18 new worlds to students, making available a tremendous assortment of information, ideas, and 19 images.” (p.39). 20

The student Technology Literacy proficiencies T.I.E. will target are students’ ability to 21 responsibly use appropriate technology to communicate and create. More specifically, T.I.E. 22 will increase the students’ ability to use a word processor to write and print documents, video 23 camera to make videos, presentation software to create presentations, multimedia software to 24 create products, email to send and receive messages, and online discussions to share information 25 in support of the ELA content standards. The T.I.E. Technology Literacy proficiencies integrate 26 the California Department of Education’s (CDE) definition and the No Child Left Behind 27 (NCLB) goal of technological literacy for all students by the end of the eighth grade by 28 incorporating technologies to communicate and create. 29

Currently, CCUSD has an array of technology available to the curriculum; every school has 30 one or more computer labs and at least one Internet connected computer in every classroom. 31 CCUSD teachers have already made the first step in becoming technology-using teachers; 32 however, the district is missing the vital link to truly enhancing student learning through 33 technology. “Students must use the tools!” ISTE (2000) CCUSD teachers need help and support 34 in curriculum integration with the use of technology as a tool to enhance the learning in the 35 content areas. T.I.E. will use our existing hardware to support classroom teachers who are 36


preparing students to become technology-capable learners. CCUSD students will become 1 students who can select technology tools to help them obtain information, analyze and synthesize 2 that information, and present it professionally. CCUSD students will have various applications 3 and resources available to them including but not limited to word processing, presentation, 4 publishing and collaboration software combined with multimedia resources. T.I.E. will aid 5 CCSUD in achieving this through a partnership with California Technology Assistance Project 6 (CTAP) Region 11 to grow an effective technology-enhanced curriculum delivered by teachers 7 receiving professional development rooted in scientifically-based research. The Program will 8 provide the following: 1) Intensive, ongoing, research-based professional development of 9 teachers for integrating technology into the curricula and instruction; 2) Students will have 10 increased access to technology through computer labs, which will be open during non-11 instructional time (i.e. before and after school); 3) Improved communication/collaboration 12 among students, home, school and community through a Classroom Collaborative Forum; 4) 13 Access to Multimedia Services, which provides high quality visual resource tools to assist 14 student learning; 5) Each school site will have a digital video and still camera for use in 15 supporting curricular, standards-based instruction. A review of the research by Reeves (1998) 16 concludes that there is ample evidence supporting the effectiveness of media and technology in 17 the classroom. Multimedia and video technologies can improve reading comprehension and 18 vocabulary for diverse learners in a variety of settings (Xin & Rieth, 2001) (Boster et al., 2002) 19 (Boster et al., 2004). Multimedia and hypertext can support and expand comprehension 20 strategies for students with a variety of preferred learning modalities (Hiebert & Raphael, 1998) 21 (Mayer, 2001). Technology has been found to increase learning opportunities when students can 22 use the Internet to collaborate with both peers and teachers about an assignment or project. 23 Academic dialogue and discussion is extremely important to student learning, but rarely occurs 24 in the K-12 classroom (Schmoker, 2006, pp. 65-67). Internet-based collaboration projects permit 25 participants to comfortably voice opinions that are contrary to opinions held by the majority. 26 Hence, this type of open communication promotes the creation of acceptable solutions to 27 problems (Wang, Laffey & Poole, 2001). Technology has been found to increase learning 28 opportunities when students can use the Internet as a tool for discovering information related to 29 an assignment (Bozeman & Baumbach, 1995, pp. 174-176). 30

T.I.E. will also be supported by CCUSD’s current implementation of an Electronic Learning 31 and Assessment Resource (ELAR) called Galileo by Assessment Technology, Inc. (ATI). 32 Galileo will be used as a periodic assessment for monitoring student achievement. As part of 33 CCUSD efforts, benchmark assessments are being created in Math and English Language Arts 34 (ELA) for grades 2-11. Through these benchmark assessments, teachers will know if the student 35 has sufficiently learned a standard by the benchmark administration date and will be able to offer 36


the student enrichment or remediation accordingly. Hence, CCSUD will be able to track 1 students’ progress towards meeting state academic content standards and use a technology 2 infused curriculum accordingly. (Bergan, Bergan &Burnham, 2007 3 A2. How students will use their technology proficiencies to improve student achievement. 4

CCUSD students will improve their achievement on grades five and six state content 5 standards through the infusion of innovative technology as a tool to enhance their learning in 6 Reading/Language Arts, particularly: word analysis, fluency, and systematic vocabulary 7 development; reading comprehension; literary response and analysis through T.I.E. For 8 example, the innovative technology of the Collaborative Forum will enable students to connect, 9 collaborate, and communicate outside of the classroom walls. By using the Internet and the 10 multimedia resources, students can access a wider variety of print and non-print resources. As 11 they investigate multiple sources of information, they must learn to analyze, synthesize, and 12 evaluate the authenticity, credibility, and accuracy of data, and compare written and visual 13 images (ISTE, 2000). Students will use video interviews, Web pages, video clips, and other 14 technologies to conceptualize and create multimedia representations of learned ideas on a 15 regular, ongoing, basis. To date CCUSD has concentrated on getting the infrastructure in place, 16 an Internet connected computer in every classroom and schools with Internet connected 17 computer labs. With the EETT grant, CCUSD will be able to provide teachers with the 18 professional development and Internet resources to implement a program for students and 19 teachers that will increase student achievement. 20

Technology use in T.I.E. is clearly aligned with the CDE definition of Curriculum Integration 21 and supports the NCLB primary goal to improve student achievement because the technology 22 use is infused in the learning of the Reading/Language Arts content standards, making 23 technology an integral part of classroom functions–as accessible as all other classroom tools. 24 Innovative technology will be integrated to support and enhance student learning on a daily 25 basis. Students will be able to use the classroom computer to present their projects to the 26 classroom and the computer lab will become more accessible on a daily basis for student use by 27 having a Technology Aide in the computer lab all day. The expanded hours of the Technology 28 Aide will enable teachers to take or send students to the lab on a daily basis along with giving 29 students the opportunity to work on projects in the lab outside of class time. The technology will 30 be an invaluable tool as students locate, evaluate, and collect information and use a variety of 31 media to communicate ideas effectively on a daily basis. Projects and other assignments will 32 regularly require students to use the various technologies available to them through their 33 classroom computer or the school’s computer lab. As noted above, students will be required to 34 use the Collaborative Forum (discussion forums, chat, blogs and wikis) and multimedia 35 resources to aid them in creating projects using word processing and presentation software along 36


with other technologies. Only through regular classroom use will T.I.E. be able to achieve the 1 goal to increase the students’ ability to use a word processor to write and print documents, video 2 camera to make videos, presentation software to create presentations, multimedia software to 3 create products, email to send and receive messages, and online discussions to share information. 4 A3. Student target group 5

The CCUSD Student Target Group consists of all fifth and sixth graders in the district for 6 two years. In year two, there will be a new set of fifth grade students while the sixth grade 7 students will be the previous fifth graders. Hence year one sixth graders and year two fifth 8 graders will only have one year of experience with the Program while year one fifth graders will 9 have two years with the program. 10

Grade Level Number of Students Year 1

Number of Students Year 2

5 450* 450^ * Same set of students 6 450^ 450* ^ Different students

This Student Target Group was selected because it will transition between schools 11 (elementary to middle) helping to provide students with a related technology experience. The 12 middle school currently has many seventh and eighth grade classrooms integrating technology, 13 however, integration is less evident in preceding grade levels. The goal is to increase technology 14 integration in the previous grade levels so that it is not something new for seventh and eighth 15 grade students. As students in the fifth grade experience technology integration, CCUSD 16 believes more technology integration will trickle down into the lower grades as the lower grades 17 become aware of what is available and happening in grade five. In each year there will be 18 approximately 450 fifth graders and 450 sixth graders participating with an academic focus on 19 Reading/Language Arts. The academic focus will be in the areas of reading: word analysis, 20 fluency, and systematic vocabulary development; reading comprehension; literary response and 21 analysis. The selection of the academic focus was based upon CST test data and CCUSD’s 22 current focus on Reading/Language Arts in the development of essential standards and 23 benchmark assessments. Through the newly developed CCUSD benchmark assessments and the 24 EdTechProfile student technology survey CCUSD will be able to track students’ progress 25 towards improvement on academic and technology literacy goals. Progress will also be 26 measured by classroom observations conducted by the Coach/Mentors on Palm handheld 27 computers using a Classroom Data Collection form aligned to the state-required data elements 28 and technology literacy skills. 29


A4. Technology literacy and academic learning needs 1 Currently, only 4% of the target students’ classrooms integrate technology in the curriculum. 2

Hence it is not surprising to learn that a sample of target students’ data indicates that only 70% 3 know how to use a word processor to write and print documents. Only 47% know how to use a 4 video camera to make videos. Currently 40% know how to use presentation software to create 5 presentations. In addition, 79% know how to use email to send and receive messages while only 6 40% can use online discussions to share information. Furthermore, 20% can use multimedia 7 software to create products. Combining this data determines an overall technology literacy rate 8 of 49%. These students definitely need to improve their technology literacy if they are going to 9 meet NCLB goals by the end of the eighth grade. According to California Standards Test Scores 10 for 2006, 54% of CCUSD fifth graders and 47% of sixth graders scored proficient or above on 11 the English-Language Arts test for an average of 50.5%. T.I.E. will have students using word 12 processing, video and still cameras, presentation software, multimedia software and a 13 Collaboration Forum within their Reading/Language Arts program. The research in section A1 14 unmistakably indicates that this integration of technology in the curriculum will raise student 15 performance and motivation, clearly helping them in both their academic and technology literacy 16 learning needs. 17 A5. Program for Students aligns with Form 3. 18

The Program for Students is clearly aligned to the related program Goals, Objectives, Data 19 collection, and Evaluation on form 3. Performance Goal 1.0 states: Students in the target group 20 participating in the Program for Students will achieve grade level proficiency with technology 21 literacy and will use technology as a tool to support meeting state academic content standards. 22 The T.I.E. Coach/Mentors will be working with teachers to integrate technology so that the 23 student target group will receive instruction in using the various forms of technology as they use 24 it to achieve academic goals. Twice a year classroom observations will occur to determine the 25 level of technology use the students are exposed to. Technology use will also be monitored 26 through the student technology survey of the EdTechProfile. To assure academic goals are being 27 met in the Reading/Language Arts content area, the students will be administered benchmark 28 assessments three times a year and the state STAR test once a year. Performance Goal 3.0 states: 29 All students and teachers in the target group will have expanded access to up-to-date technology 30 and will have access to the technical support necessary to implement the EETT Competitive 31 program. Although funds from this grant will not be used for hardware purchases, CCUSD will 32 continue to fund new hardware through other revenue sources. The EETT Competitive grant 33 will fund increased Technology Aide hours. The Elementary Technology Aides will be 34 expanded from 3.9 to 7 hours daily while the middle school Technology Aide will be expanded 35 from 6.5 to 7 hours. This increase in staffing will give students increased daily access to the 36


computer labs. Performance Goal 3.0 will be tracked through the California School Technology 1 Survey (CSTS). Performance Goal 4 states: Technology will be used to establish and/or improve 2 communication and collaboration among home, school, and community to support student 3 learning. The T.I.E. Coach/Mentors will work with teachers to use the Collaborative Forum as a 4 means to improve communication and collaboration. Technology use in communication and 5 collaboration will be monitored through the EdTechProfile survey. 6 A6. Program for Students implementation 7

The T.I.E. Program for Students implementation plan is consistent with, and will be fully 8 supported by, the strategies listed on Form 4. CCUSD will implement the program in the fall of 9 the 2007-08 school year. For specific details, refer to Form 4. CCUSD will submit Performance 10 Reports; data from participating Teachers’ EdTechProfile technology assessment profile results; 11 and data from the California School Technology Survey (CSTS) per deadlines stipulated in Form 12 4 and by the CDE. 13

After completing a thorough inventory and needs analysis in January 2007, the K-12 14 Voucher Committee determined that CCUSD’s greatest need is in professional development on 15 technology integration into the curriculum rather than acquisition of new computers. During the 16 summer of 2007, CCUSD will ensure all computers are prepared for T.I.E. program activities. 17 All teachers at funded sites will have access to the county’s Multimedia Services with 18 CaliforniaStreaming to allow them to have quality multimedia content from the Internet and each 19 school site will receive a video and still camera for development of their own multimedia. The 20 District will install a server by August 2007 for the Moodle software to be used as the 21 Collaboration Forum by the target classrooms. 22 A7. Implementation support structure at the district and school site level 23

Administrators at all five elementary schools and the middle school have expressed a 24 commitment to implement and support this program. Their support includes, but is not limited 25 to, release time for professional development and using the common collaboration time already 26 provided on Wednesdays for professional development related to the program. Administrators 27 will also actively support student involvement in the project through discussions with parents, 28 articles in newsletters, classroom visitations to encourage student success, and publicizing the 29 various publication opportunities the T.I.E. Program provides for students. Acting as the EETT 30 Project Coordinator, the CCUSD Teacher On Special Assignment: Technology & Assessment 31 will coordinate and support all the Coach/Mentors while overseeing the implementation and 32 administration of this grant. CCUSD is using existing funding to fund the CCUSD Teacher On 33 Special Assignment: Technology & Assessment position along with half the salaries of the four 34 new Teacher On Special Assignment: Data/Intervention Specialist positions demonstrating 35 strong district support of the EETT grant with financial resources. 36


CCUSD will have four Teacher On Special Assignment: Data/Intervention Specialist 1 positions newly created for the 07/08 and 08/09 school years who will be trained by CTAP 2 Region 11 as Coach/Mentors. These teachers will be released from the classroom and charged 3 with two goals. One is to hold site data meetings helping the teachers analyze academic 4 benchmark test results that will drive the development of the intervention and enrichment 5 activities at the school sites that they will guide. The second goal is to work with the site 6 teachers to ensure full technology integration. This will include modeling demonstration lessons, 7 rearranging instructional schedules, or assisting teachers with other needs as they come up. 8 CCUSD will also have 6 classroom teachers, one at each site who will also be trained as 9 Coach/Mentors by CTAP Region 11. The school site Coach/Mentors will serve as role models 10 and mentors. Research suggests that teachers working with trained mentors possess a higher 11 level of teaching skills than those teachers whose mentors are not trained (Evertson & Thorton, 12 2000). The classroom Coach/Mentors will be paid a stipend for their school year 13 coach/mentoring work along with per diem pay for summer trainings. 14

CCUSD will also extend the workdays of six Technology Aides. Each participating school 15 will have a Technology Aide assigned to each school’s computer lab. They will aid 16 students/teachers who wish to use the labs by setting up and maintaining the computers. The 17 Technology Aides will also be available to assist students/teachers with classroom computer 18 issues and make the computer labs available to students during non-instructional time, such as 19 before and after school. The Technology Aides will support the students while they use the 20 computer labs daily. 21 A8. Were private schools included in grant discussions? 22

Four private schools have been identified as serving the same target group as the CCUSD 23 Project proposal. All four of those private schools were contacted through certified (return 24 receipt) mail inviting their participation in the planning and implementation of CCUSD’s 25 proposal. Of those four, Kayne-ERAS Center indicated their interest in participating in a 26 planning and implementation meeting. However, Kayne-ERAS Center did not show up to the 27 scheduled meeting, so the Director of Special Projects met with them individually at their site. 28 By mail, CCUSD has offered for all four schools to participate in professional development 29 opportunities for their teachers if the grant is awarded. 30 B. Professional Development Program 31 B1. Describe the LEA’s research-based Professional Development Program. 32

The partnership between Culver City Unified School District and CTAP Region 11 provides 33 a high quality, comprehensive, ongoing, and research-based professional development program 34 for its Target Teacher Group. Central to the professional development program is teaching the 35 Target Teachers the concept of complementing their state adopted materials and addressing 36


content standards with appropriate technologies. A Coaching/Mentoring model is the key 1 component of this professional development program. Current research supports the 2 Coaching/Mentoring model as an effective approach to supporting student learning. 3 Additionally, a review of relevant research suggests that successful integration of technology 4 into the curriculum requires teacher training in proper instructional methods in the different uses 5 of technology. 6

Specifically, research has found that novice teachers working with trained mentors possessed 7 a higher level of teaching skills than new teachers whose mentors were not trained (Evertson & 8 Thorton, 2000). 9

Research by Joyce and Showers (1995) defines high quality professional development as a 10 comprehensive system of training, practice, and implementation of strategies that impact student 11 achievement. While individual participation in professional development leads to only a 5%-10% 12 implementation rate, researchers note that participation in coaching teams leads to a 75% level of 13 implementation. Furthermore, supplementing coaching teams with school-wide faculties 14 organized into professional learning communities for follow up brings about an implementation 15 rate of 90% or better. Professional development will focus on improving teaching and learning 16 through the integration of technology to support student academic achievement. According to 17 Neufeld & Roper (2003), “coaching helps educators make informed decisions about instruction 18 and school organization that will lead teachers to teach in ways that help students gain a deep 19 knowledge of subject matter.” As teachers receive training and increase their technology literacy, 20 coaching will assist them in applying technology skills to improve student achievement. 21

The CTAP 11 coaching model (developed in partnership with Tech Ed Services) has four key 22 elements, supported by research on effective professional development and classroom 23 implementation (Neufeld & Roper, 2002): 24

a) Using the classroom as a laboratory for adult learning: Target teachers will have timely 25 opportunities to view, practice and model effective strategies throughout the school year. This 26 includes modeling by coaches to individuals or small groups of participant teachers, based on 27 needs identified in Individual Learning Plans and in departmental meetings. 28

b) Reflection and inquiry: To sustain the program, participant teachers and coaches will 29 engage in reflection and inquiry related to successful practices and student achievement. This 30 includes the pre- and post-observation conversations in both modeling and coaching 31 environments. It also applies to department-based professional learning community 32 conversations around student achievement. 33

c) Feedback: The coaching program provides for timely feedback that can be used to refine 34 instruction. Feedback is primarily found in the coaching conversations between coach and 35


individual teachers, but may be part of a small group discussion in advanced learning community 1 environments. 2

d) Theory and content knowledge: Professional development by CTAP 11 and Tech Ed 3 Services, with follow up and support by coaches, will provide theory and content knowledge. In 4 addition, small group and coaching conversations around pedagogy and content will deepen 5 teacher understanding. 6

According to Harwell (2002), when teacher experts who use and apply new strategies are 7 able to work intensively with peers, “there is evidence that teacher learning grows to expertise 8 and transfers to the classroom.” Throughout the two years of the grant, intensive focus on theory 9 and practice, with ample opportunities for teachers to practice, reflect, and apply modifications, 10 ensures that the professional development program supports student learning. 11

Another study showed that a coaching and mentoring program aids in new teacher expertise 12 and retention (Cradler, 2002). Teacher confidence and interest in technology is correlated to the 13 following factors: being mentored by an experienced teacher who is proficient with technology, 14 sufficient time for collaborative learning and practice with technology, active participation in 15 professional meetings, and use of computers at home by teachers (Zhao, Pugh, Sheldon, & 16 Byers, 2002). Mentors who can help teachers adapt technology applications to their classroom 17 needs are important to the success of innovative uses of technology (Zhao, Pugh, Sheldon, & 18 Byers, 2002). 19

A review of the literature states, technology is most influential when integrated with 20 curriculum and assessment. In this review of studies, the (CEO Forum, 2001) concluded that 21 "technology can have the greatest impact when integrated into the curriculum to achieve clear, 22 measurable educational objectives." Helping teachers to learn to integrate technology into 23 curriculum is a critical factor in the successful implementation of technology in schools (Sivin-24 Kachala, J., & Bialo, E., 2000). The U.S. Department of Education suggests that teachers should 25 work together to design and implement professional development based on shared concerns and 26 strengths. Ultimately, professional development should build “professional communities” 27 committed to higher student learning. Effective professional development is collaborative, 28 sustained and intensive, supported by modeling and coaching (Darling-Hammond, 1998). 29

Specifically, the program will target the following technology literacy skills for teachers: 30 Internet skills, Presentation software skills, Standards 9a, 16c, 16d, and 16e. Each of these 31 standards is stated next. Standard 9a: Each candidate considers the content to be taught and 32 selects appropriate technological resources to support, manage, and enhance student learning in 33 relation to prior experiences and level of academic accomplishment. Standard 16c: Each 34 participating teacher uses technological resources available inside the classroom or in library 35 media centers, computer labs, local and county facilities, and other locations to create technology 36


enhanced lessons aligned with the adopted curriculum. Standard 16d: Each participating teacher 1 designs, adapts, and uses lessons which address the students' needs to develop information 2 literacy and problem solving skills as tools for lifelong learning. Standard 16e: Each 3 participating teacher uses technology in lessons to increase students' ability to plan, locate, 4 evaluate, select, and use information to solve problems and draw conclusions. He/she creates or 5 makes use of learning environments that promote effective use of technology aligned with the 6 curriculum inside the classroom, in library media centers or in computer labs. 7

Curriculum integration training, which supports teachers in infusing technology as a tool to 8 enhance student learning of state content standards, will include Professional Learning 9 Communities (PLC). CCUSD school sites have Wednesday collaboration time built into their 10 schedules. Monthly Wednesdays will have PLC meetings led by Coach/Mentors to collaborate 11 around student achievement on benchmark assessments. Part of these collaborations will be to 12 determine student interventions and enrichments activities. The Coach/Mentors will aid the 13 teachers with technology curriculum integration strategies appropriate for these 14 intervention/enrichment activities. Other monthly Wednesdays will be used for training in 15 technology literacy skills and curriculum integration strategies. The technology resources 16 available to teachers are broad. There will be a Collaboration Forum (discussion forums, chat, 17 blogs and wikis) for teachers to use with their students, a collaboration forum for the teachers 18 called CTAP Online which will provide online professional learning communities and resources 19 focused on technology integration in teaching and learning, Atomic Learning to provide web-20 based training for software applications, unlimited access to Los Angeles County Office of 21 Education’s Multimedia collection, model technology integration lessons, and digital curriculum 22 training which includes each school site receiving a digital video and still camera. 23

T.I.E. will focus on the Reading/Language Arts content standards for both years of the Grant. 24 T.I.E. will aid teachers in proven strategies for implementing the curriculum through technology 25 that will enable students to meet and exceed state content standards in Reading/Language Arts, 26 particularly: word analysis, fluency, and systematic vocabulary development; reading 27 comprehension; literary response and analysis. For example, teachers will develop units of study 28 with essential questions tied to the Reading/Language Arts content standards. Within these 29 units, students will be required to create multimedia presentations, websites and publications. 30

To aid teachers in developing their skills, each site will have a classroom teacher as a 31 Coach/Mentor. This classroom coach/mentor will receive a $1,500 stipend for the year to 32 address teachers’ needs with technology literacy and integration. They will also be responsible 33 for part of their site’s Wednesday professional development in technology proficiency and 34 integration. 35


B2. Teacher target group 1 The teacher target group consists of all fifth grade teachers and sixth grade English Language 2

Arts teachers within the District. This group will span across five elementary schools and one 3 middle school. All of these teachers will participate in the professional development program 4 along with other interested teachers. Ample time has been allowed for teacher training and 5 support. The target teachers will all participate in formal, monthly technology trainings on 6 integrating technology into the Reading/Language Arts curriculum. In addition, there will be 7 many one-on-one, informal training sessions between the target teachers and the Coach/Mentors 8 along with additional trainings scheduled as needed. Coaches will participate in twelve days of 9 training over the two years conducted by CTAP Region 11 to help them lead the site professional 10 development program. 11

Target Group # Teachers # of PD Hours Coach/Mentors 10 72

Grade Five Teachers 16 30 Grade Six ELA Teachers 4 30

Target teachers were selected based on their grade level, subject area, and a site decision to 12 participate in the EETT-Competitive Program. Coaches were selected based on their leadership 13 potential, interest in working in professional learning communities, content expertise, and 14 technology literacy skills. Site coaches will continuously monitor implementation through 15 professional learning community meetings and informal interactions with target teachers. In 16 addition, data such as sign-in sheets, agendas, and workshop evaluations will be analyzed to 17 monitor participation and needs for modification. Participation in the Professional Development 18 Program will be monitored both formally and informally. 19 B3. Technology literacy and curriculum integration learning needs 20

The professional development component for CCUSD is based upon an analysis of needs 21 determined through the EdTechProfile online survey and fosters the skills and knowledge 22 necessary to implement the program for students. Within the target teacher group, only 18% are 23 proficient with Standard 9a (written out in section B1), Internet and presentation software skills. 24 This rate varies from school site to school site with middle school teachers at 33% proficiency 25 with Internet skills and several elementary schools at 0% proficiency in all targeted technology 26 literacy skills. The percentage of teachers who effectively integrate technology in the curriculum 27 was 4% for the target teachers. This calculation was based upon Standards 16c, 16d, and 16e 28 (written out in section B1). One elementary school had a high of 20% while most schools fell at 29 0%. Thirteen percent (13%) of the target teachers use technology tools to communicate with 30 parents or students on a daily basis, whether via email or web site. 31


The professional development program instituted by the district in collaboration with CTAP 1 Region 11 has a focus on increasing technology literacy as a means to support student academic 2 achievement. Specifically, it will increase teacher Internet and presentation software skills and 3 their ability to integrate technology into the curriculum. The Coaching/Mentoring portion of the 4 program, described in Section B4 of this application, is complemented by the training designed 5 to increase teachers’ growth in technology literacy and curriculum integration. According to 6 Neufeld & Roper (2003), “coaching helps educators make informed decisions about instruction 7 and school organization that will lead teachers to teach in ways that help students gain a deep 8 knowledge of subject matter.” Throughout the two years of the grant program, as teachers 9 become more proficient in technology literacy, the coaching process assists them in applying 10 those skills to improve student achievement. The major pieces of the coach/mentor technology 11 training are detailed below. 12 CTAP 11 Online 13

CTAP 11 Online assists all the teachers at funded schools by increasing technology 14 proficiencies with K-12 professional development courses, online professional learning 15 communities, and resources focused on the integration of technology in teaching and learning. 16 Teachers, administrators and other educational staff have 24-hour access to online resources and 17 information. Coach/Mentors will be trained to use and administrate the CTAP 11 Online system. 18 In that way, they will be able to assist the Target Teacher Group and the remainder of their 19 school site teaching staff to effectively use this resource. Current research indicates professional 20 development to develop teachers’ capacity to use technology effectively takes a variety of forms, 21 including workshops, face-to-face and online courses, conferences, and training sessions. Less 22 frequently, teachers participate in study groups, peer observation, and coaching, which are more 23 likely to integrate lessons learned from professional development into teaching (NCES, 2005). 24 Atomic Learning 25

Atomic Learning provides web-based training for software applications teachers need to 26 increase proficiency in order to effectively integrate technology in the curriculum to increase 27 student achievement. With 24/7 availability teachers will access just-in-time support, enabling 28 them to create more interactive, engaging lessons using technology. Research indicates teachers 29 observe significant change in student skills and knowledge acquired after their first multimedia 30 project. The just-in-time model for multimedia training enables teachers to learn skills, as they 31 are needed for completion of specified products and projects. After student completion of the 32 first multimedia project, teachers reported increased student knowledge in: a) research skills, b) 33 research skills to locate content resources, c) capability to apply learning to real world situations, 34 d) organizational skills and e) interest in the content. (Cradler & Cradler, 1999) 35


Comprehensive Multimedia Services Contract 1 All teachers will have unlimited access to the Los Angeles County Office of Education’s 2

Multimedia collection, including streaming video. The Coach/Mentors will be trained to use and 3 administrate the Multimedia Services system. In that way, they will be able to assist the Target 4 Teacher Group and the remainder of their school site teaching staff to effectively use this 5 resource. Multimedia Services provides high quality visual resource tools to assist student 6 learning and will support customized professional development. Current research supports: 1) 7 The use of video to supplement instruction can be an effective supplement that has a high 8 probability of improving learning. 2) Television productions that are specifically designed for 9 educational purposes have been shown to be effective instructional tools. 3) The use of cognitive 10 tools which, promotes the development of reflective thinking (Reeves, 1998). Reeves concludes 11 that there is ample evidence supporting the effectiveness of media and technology in the 12 classroom. 13 Handheld Computer Training for Coach/Mentors 14

Instruction and tools will be provided to assist the Coach/Mentor in the use of handheld 15 computers to support the integration of technologies in the classroom. Recognizing the need for 16 portability, handheld computing has gained popularity as a viable tool for educators. After 17 receiving the Coach/Mentor Handheld Computing module, participants will be able to utilize 18 handheld computers to perform word processing, spreadsheet, database, and many other 19 functions. As part of the training, participants receive a Palm OS® enabled handheld computer 20 and a classroom observation data collection form that will assist in the monitoring, assessment, 21 and management of Coach/Mentor tasks. The use of this form will make classroom data 22 collection more efficient. 23 Model Technology Integration Lessons 24

Coach/Mentors will experience model technology integration lessons aligned to the 25 California content standards and are specific to state adopted curriculum. Coach/Mentors use 26 these lessons as the foundation for their work with target teachers. Technology can produce 27 dramatic results when integrated into the curriculum by trained teachers. According to CEO 28 Forums (2001), a technology infused curriculum improved scores on standardized tests; 29 increased application and production of knowledge for the real world; increased ability for 30 students to manage learning; increased ability to promote achievement for special needs students; 31 and improved access to information increased knowledge, inquiry and depth of investigations. 32 Digital Curriculum Instruction 33

The National Educational Standards for Students: The Next Generation unveiled in June of 34 2007 describes, “What students should know and be able to do to learn effectively and live 35 productively in an increasingly digital world…” (IsteNETS). In compliance with Standard 1: 36


Creativity and Innovation, teachers will implement programs for students with outcomes that 1 will result in applying existing knowledge to generate new ideas, products, and processes and 2 create original works as a means of personal or group expression. Each school site will receive 3 training and a digital video and still camera for use in supporting curricular, standards-based 4 instruction. Training will provide target teachers the knowledge and skills to establish enriched 5 learning environments supported by technology, increasing student achievement and teaching 6 and learning. Current research indicates educational technologies, when used properly and in 7 coordination with a variety of school reforms, have been shown to enrich learning environments 8 and enhance students’ conceptual understanding (Kulik 2003; Yeager, 2005; Gollub, Bertental, 9 Labor, and Curtis, 2002; Roschelle, Pea, Hoadley, Gordin, and Means, 2000). 10 B4. Teachers will use technology to improve student achievement. 11

The tiered professional development approach described below will support the 12 implementation of curricular goals to increase student achievement in Reading/Language Arts, 13 particularly: word analysis, fluency, and systematic vocabulary development; reading 14 comprehension; literary response and analysis. CCUSD teachers have already made the first step 15 in becoming technology-using teachers, however, their students must now use the tools if they 16 are going to truly enhance student learning through technology. Teachers will instruct and 17 facilitate students in selecting technology tools that help them obtain information, analyze and 18 synthesize that information, and present it professionally. The teachers will utilize various 19 applications and resources including but not limited to word processing, presentation, publishing 20 and collaboration software combined with multimedia resources in teaching the 21 Reading/Language Arts curriculum. In order to support student learning, the district will 22 implement a Coaching/Mentoring professional development model. The professional 23 development program consists of four tiers: 1) the Coach/Mentors, 2) the Target Teacher 24 Group, 3) the remainder of the school site teaching staff, and 4) the site administrators. 25

The first tier is the Coach/Mentor training. The development of the requisite skills for 26 effective coaching and mentoring with the target group of teachers is the cornerstone of change 27 in classroom use of technology. In addition to coaching and mentoring skills, these teachers will 28 be instructed on how to complement their specific state adopted materials and the state content 29 standards with technology. Building on the successful Technology Teacher Leader program of 30 CTAP Region 11, the Coach/Mentor program is the next step to give the Coach/Mentors the 31 tools with which to effectively work with their peers to use technology to improve teaching 32 practice and bolster student academic performance. The Coach/Mentors will receive 12 days of 33 face-to-face training over the two years of the grant. 34

The Coach/Mentors will be trained for four days in Year One with eight follow up days in 35 Year Two. In addition to the face-to-face training, all teachers will have unlimited access to 36


CTAP 11 Online access with online courses and tools. All teachers will have unlimited access to 1 the Los Angeles County Office of Education’s Multimedia Services which includes subject area 2 content delivered through streaming video. 3

The second tier of the professional development program is the support of the Target 4 Teacher Group. The Coach/Mentors work with four to six teachers in the target group to assist 5 them in two primary areas. The first goal is to help the target teachers increase their proficiency 6 in technology literacy. The second goal is to assist the target teachers in increasing their ability 7 to integrate technology into curriculum aligned to the state content standards. The 8 Coach/Mentors meet with target teachers individually and in small groups; they do 9 demonstration lessons for the target teachers, and they do classroom data collections of the target 10 teachers. 11

The third tier of the professional development program is support for the remainder of the 12 school site teaching staff outside of the Target Teacher Group. The entire teaching staff will 13 have unlimited access to CTAP 11 Online courses and tools, and they also will have unlimited 14 access to the Los Angeles County Office of Education’s Multimedia Services for the duration of 15 the grant. 16

The fourth tier of the professional development program is administrative support. The 17 collaboration with CTAP Region 11 includes two days of face-to-face training for the site 18 administrators designed to help administrators understand and support the full implementation of 19 the professional development program. Additionally, the district’s EETT Project Coordinator 20 will attend all the professional development training in order to better understand and support 21 their Coach/Mentors in the implementation of the program. Further strategies for building 22 administrative support for the program are described in section B7. 23

Engaging in an ongoing professional learning community process of sharing ideas, learning 24 innovative ways of teaching, and experimenting with approaches in the classroom results in 25 higher academic achievement for students (Ancess, 2000). Therefore, each tier of the program 26 will operate as a professional learning community, examining best practices, learning from one 27 another, and examining the impact of the EETT program on student achievement. 28 B5. Professional Development Program aligns with Form 3. 29

The narrative of the Professional Development Program is aligned with the Goals, 30 Objectives, Data Collection, and Evaluation. For more detail in the alignment, please see Form 3. 31 Performance Goal 2.0 states: Teachers in the target group participating in professional 32 development on education technology will become proficient with technology literacy and will 33 use technology to improve student achievement in the academic content areas specified in the 34 Project Narrative. 35


As a result of the professional development program, the percentage of target teachers 1 proficient with technology literacy, as measured by scoring proficient or above in Computer 2 Knowledge and Skills (questions on Standard 9a, Internet and presentation software skills) on the 3 EdTechProfile Technology Assessment Profile, will increase 10% in year 1 and 20% in year 2 4 from a baseline of 18% to 28% in year 1 and from a baseline of 28% to 48% in year 2 (Program 5 Objective 2a). The percentage of teachers who effectively integrate technology into the 6 curriculum to support student academic achievement, as measured by reporting that they prepare 7 their students to select technology resources that support their learning needs, lesson objectives, 8 and reporting needs and that they design content-driven lessons on which students work 9 collaboratively choosing technology tools (Standards 16c, 16d, and 16e) will increase 10% in 10 year 1 and 20% in year 2 from a base-line of 4% to 14% in year 1 and from a baseline of 14% to 11 34% in year 2 (Program Objective 2b). 12 B6. Professional Development Program implementation 13

The narrative of the Professional Development section of this application is aligned to the 14 Strategies Chart. For more detail in the alignment, please see Form 4. 15

The partnership between Culver City Unified School District and CTAP 11 will provide a 16 high quality, comprehensive, ongoing, and research-based professional development program for 17 the target teacher group. The comprehensive Professional Development Program includes 18 technology literacy training for target teachers to use appropriate technology to communicate, to 19 solve problems, and to access, create, integrate, evaluate, and manage information, as well as 20 curriculum integration training to improve learning of state content standards in all subject areas. 21 Training for coaches, resources and models for the entire school site, and support mechanisms 22 for site administrators and program managers are built into the program. 23

Implementation will begin immediately. As indicated on Form 4, the District will install the 24 server for the Collaboration Software prior to the grant award. In September ’07, formative 25 assessments will begin. Once the grant is awarded, technology trainings will begin. In 26 September of 2007, all fifth grade teachers and sixth grade English Language Arts teachers will 27 be administered the EdTechProfile technology survey as a formative evaluation of their 28 technology skills and integration of technology into the curriculum. In June of 2008, these 29 teachers will take the EdTechProfile technology survey again as a summative evaluation. This 30 will be repeated in the 2008-09 school year for the same teachers. In addition, the 31 Coach/Mentors will perform classroom observations of the target classrooms. They will use a 32 data collection tool developed by CTAP Region 11 for this purpose. The Coach/Mentors will be 33 observing teacher integration of technology aligned with the items being monitored in the 34 EdTechProfile technology surveys for teachers. CCUSD will also submit Performance Reports; 35


data from participating Teachers’ EdTechProfile technology assessment profile results; and data 1 from the California School Technology Survey (CSTS) per deadlines stipulated by the CDE. 2 B7. Implementation support structure at the district and school site level 3

It is recognized that for this project to be successful administrative support at all levels needs 4 to be present. School site and district level administrators have been involved in the 5 identification of local school needs during the development of this proposal. 6

It is incumbent upon the administrators to ensure that all teachers, especially those in the 7 target groups, understand and strive to accomplish the goals of this project. In order to do this, at 8 least one site administrator from each participating school will attend two days of administrative 9 training, designed especially for this project through the CTAP Region 11 professional 10 development. Site administrators will review all components of this proposal, ensuring clear 11 understanding of the proposal and the implementation procedures of the project. Attention will 12 be given to methods of accessing data in a timely and efficient manner that will allow 13 administrators to monitor EETT implementation strategies. In addition, administrators will be 14 involved in advisory meetings and assisting with seeking community/partner assistance. 15

Administrative support will also take the form of collaboration with the EETT Project 16 Coordinator. The Project Coordinator works directly with the site and district administrators to 17 ensure that the Coach/Mentors and Target Teachers have the materials and support they need to 18 be successful. District administrators will attend quarterly meetings to review grant status. As 19 per signed assurances, principals will monitor teacher participation in training, meet with and 20 support coach/mentors, assure required substitutes and release time, and provide time for target 21 teachers to meet and reflect on student achievement and grant progress. 22

During Summer/Fall 2007, district administration responsible for fiscal control and program 23 management of this grant will attend an implementation seminar in Sacramento that will address 24 the requirements of the EETT Competitive Grant. Upon return, they will meet with site 25 administrators to clarify their specific roles and responsibilities. 26 C. Expand Access to Technology and Provide Technology Support 27 C1. Current student-to-computer ratio 28

Currently, CCUSD has an array of technology available to students; at least one Internet 29 connected computer in every classroom and every elementary school (fifth grade students) has 30 one computer lab while the middle school (sixth grade students) has four computer labs. The 31 ratio of student-to-multimedia computer is 6.14. 32 C2. Existing electronic learning resources, hardware, and technical support 33

In addition to classroom computers and computer labs mentioned in section C1, school 34 libraries have four PC student workstations and access to the online card catalog, online World 35 Book Encyclopedia and access to the Internet. Through T.I.E., computer labs will be able to 36


remain open during non-instructional time for students (i.e. before and after school). In addition 1 to these resources for the target group of students there are the electronic resources that are 2 included with our adopted curriculum. T.I.E.’s main purpose is to help teachers integrate these 3 resources into the curriculum. These resources include CD-ROMs and interactive websites with 4 links for resources and supplemental activities. All of CCUSD’s previously existing technology 5 such as computers, Internet connectivity, Galileo, productivity software, LCD projectors will be 6 incorporated into T.I.E. 7 C3. New electronic learning resources, infrastructure, and equipment to-be-acquired. 8

T.I.E. will mainly be providing support for integrating currently held technology into the 9 curriculum. The District will use funds other than EETT Competitive Grant funds to purchase 10 additional equipment/infrastructure. T.I.E. will expand student access to computer labs to 11 outside of instructional time (i.e. before and after school), it will help teachers better manage and 12 incorporate their classroom computers into the curriculum along with providing teachers with 13 ideas and support for integrating technology into the curriculum. Technology Aides will not 14 only be monitoring the computer lab for the extended hours, but they will be available to help 15 support classroom & daily lab use of the computers during instructional time, allowing students 16 much more opportunity for computer use time, whether they go to the lab or use their 17 classroom/home computer. T.I.E. will provide a new comprehensive multimedia services 18 contract that provides high quality visual resource tools to assist student learning. Each school 19 site will receive a digital video and still camera along with access to Atomic Learning, web-20 based training for software applications. The district office will install a server for Moodle, a 21 free software e-learning platform (also known as a Course Management System (CMS), or 22 Learning Management Systems (LMS), or Virtual Learning Environment (VLE)), designed to 23 help teachers create online opportunities for rich interaction. Teachers will have access to CTAP 24 Online, a Learning Management System (LMS) to aid them with technology literacy and with 25 integrating technology into the curriculum. All of the before mentioned acquisitions will be 26 available in the classrooms, computer labs, and in their homes via a web-based delivery system. 27

These technology tools will support the comprehensive T.I.E. program by providing teachers 28 and students quality content for their technology based projects along with just-in-time support 29 for the technology from Coach/Mentors and Technology Aides. Moodle, or the Collaborative 30 Forum will provide peer-to-peer support for students in subject area content and technology 31 issues. CTAP Online will provide the 24-hour peer-to-peer support for teachers in technology 32 proficiencies with K-12 professional development courses, online professional learning 33 communities and resources focused on the integration of technology in teaching and learning. 34


C4. Technology resources will be used to support data-driven decision-making. 1 Data collected from classroom observations (using handhelds), test results (formative, 2

summative and benchmarks) will be used make data-driven decisions. Currently, CCUSD is 3 implementing an Electronic Learning and Assessment Resource (ELAR) called Galileo by 4 Assessment Technology, Inc. (ATI). Galileo will be used as a periodic assessment for 5 monitoring student achievement. As part of CCUSD efforts, benchmark assessments are being 6 created in Math and English Language Arts (ELA) for grades 2-11. Through these benchmark 7 assessments, teachers will know if the student has sufficiently learned a standard by the 8 benchmark administration date and will be able to offer the student enrichment or remediation 9 accordingly. The curriculum will be enhanced with the T.I.E. technology resources as described 10 in section A2, however, as student results from the benchmark assessments are analyzed, 11 students will need to experience the curriculum a second time as an enrichment or remediation. 12 The technology resources will be invaluable to teachers in creating a new experience for the 13 students. The data obtained from Galileo will also help teachers critique the effectiveness of 14 their curriculum and to make changes to it. 15 C5. Adequate technical support will be provided 16

Every school site will have a Technology Aide that will be available by phone or in the room, 17 as issues arise. Also, every school site will have one classroom based Coach/Mentor available 18 on the site and four additional district wide Coach/Mentors will be shared by all school sites to 19 help support the implementation of the T.I.E. program. If technical issues arise that cannot be 20 addressed by this front line of staff, the district also has an Information Technology (IT) 21 department of three that can respond to needs within a day of the work order being placed. 22 C6. Project Narrative aligns with Form 3. 23

The T.I.E. program will expand access by utilizing existing machines not currently 24 maximized because of lack of training and technical support. Teachers and students will need to 25 use technology in order to learn and teach the curriculum. Teachers’ making more technology 26 using assignments increases access. All students and teachers in the target group will have 27 expanded access to computer labs and technical support by extending the workday of the 28 technology aides (Goal 3b). Currently the elementary technology aides work 3.9 hours while the 29 middle school technology aide works 6.5 hours. All technology aides will have their workday 30 expanded to 7 hours allowing for computer labs to be covered by a classified curriculum support 31 person throughout the day included before and after school. Previously, the labs were only 32 available to a student in the accompaniment of a teacher. T.I.E. will not only make the labs 33 available for more time, but they will also have a support person to aid the student/teacher in 34 making the technology work. Target classrooms will have daily access to the computer labs. 35


C7. How Project Narrative will be implemented and aligns with Form 4. 1 This section of the Project Narrative clearly aligns with the strategies and timelines on Form 2

4. CCUSD’s partnership with CTAP Region 11 will provide multimedia access and more as 3 noted in Section B. As noted in Form 4, technology surveys will be administered the start and 4 finish of each academic year so that technology skills and integration can be measured. 5 C8. Implementation support structure at the district and school site level 6

Both administrators at the district and school site level are committed to ensure the success of 7 the T.I.E. program. Half of the funding for the salaries of the four Teacher On Special 8 Assignment: Data/Intervention Specialist positions are paid for out of other funds. The four 9 Teacher On Special Assignment: Data/Intervention Specialists will conduct demonstration 10 lessons and give assistance to teachers as they move towards a technology-integrated curriculum. 11 As teachers integrate technology into the curriculum, students’ use of technology will expand. 12 School sites will also fund 62% of the Technology Aides positions out of their School 13 Improvement funds. A full time Technology Aide will allow daily access to the computer labs 14 and give the students/teachers the support they need to try innovative technology integration 15 ideas. Administrators are steadfast to supporting teachers as they integrate technology into the 16 curriculum, whether this means providing release time for professional development activities, 17 rearranging instructional schedules, ensuring daily access to computer labs or other needs as they 18 come up. The T.I.E. program has also been integrated with the implementation of the ELAR 19 called Galileo. The integration of EETT funds with existing funds demonstrates a strong 20 administrative commitment to support T.I.E. and expand the use of technology at the school 21 sites. The way T.I.E. is interwoven with other programs will help ensure everyone’s focus is on 22 the T.I.E. goals to help ensure program success. 23 D. Communication and Collaboration Among Home, School and Community 24 D1. Technology will be used for communication and collaboration. 25

Web 2.0 technologies (discussion forums, chat, blogs and wikis) allow for greater 26 communication and collaboration amongst home, school and community. As teachers and 27 students become more familiar with these technologies through T.I.E., they will begin to use 28 them. Allowing school activities to become more transparent and collaborative with all 29 stakeholders. The Collaboration Forum will allow for greater sharing of ideas, projects and 30 assignments between the students and teachers from their location. Teachers will be able to use 31 wikis and blogs to share student work with the community and home and allow two-way 32 communication about the student work. Students will be able to share their projects, whether 33 they are multimedia presentations or text stories, with home, school and community through web 34 publications. Thereby allowing communication between home, school and community to occur 35 more frequently than scheduled school events such as open house or parent/teacher conferences. 36


The Galileo software provides web based, password access, data on students to their parents and 1 teachers. Parents and teachers will be able to see how their students are doing on CCUSD 2 benchmark assessments, classroom assessments and assignments along with state test scores. 3 The software is also capable of providing web based report cards for easy access. 4

For students who do not have Internet access at home, free accounts are available from the 5 Los Angeles Free-Net (http://www.lafn.org/) along with low cost accounts for others. CCUSD 6 computer labs will also be made available to students and parents during non-instructional hours. 7 D2. Students’ learning needs will be supported 8

Successful student outcomes are more commonly achieved when all facets of their lives are 9 synchronized. Students are much more likely to succeed when methods for communication are 10 agreed on and implemented from school, to home, and to community. (Adger 2000 and Adger 11 and Locke 2000). The components of T.I.E. provides for enhanced communication in all three 12 arenas. The electronic resources provided through T.I.E. will increase communication both 13 within the school sites and in connection with the community at large. Shared reading among 14 peers, a community of practice among colleagues, parents’ access to their student’s work, and 15 easy access to aggregated and disaggregated data related to T.I.E. work by all, will enhance 16 student achievement and motivation in reading. 17 D3. Describe the partnerships among home, school, and community. 18

For the extent of this grant, Culver City Unified School District will collaborate with CTAP 19 Region 11. CTAP Region 11 has long been considered a leader in providing technology 20 integration training to teachers and administrators in 80 school districts. Its first major effort 21 began in 1996 with the Technology Teacher Leader (TTL) Program producing well in excess of 22 20,000 trained teachers. Currently, CTAP regional technology consultants work to provide high 23 quality professional development to teachers and administrators throughout Los Angeles County 24 in alignment with the goals stated in the CTAP Grant. Additionally, CTAP Region 11 is an 25 experienced and successful partner with previous EETT Competitive grant award recipients. 26

CTAP Region 11 has a long history of collaboration with the Culver City Unified School 27 District. Past areas of collaboration include teachers attending Technology Proficiency 28 Academies and various workshop trainings; assistance with the development of various in 29 district workshops, district Technology Plan and EETT Formula Grant. 30

CTAP Region 11 provides the EETT professional development program described above. 31 The role of CTAP Region 11 will include the development and delivery of the content of the 32 professional development program. Face-to-face training, online courses, multimedia services, 33 video streaming, Palm handheld computers and training, and evaluation consultation are some of 34 the specific services provided by CTAP Region 11 through this partnership. 35


D4. How successful EETT Competitive strategies will be disseminated. 1 CCUSD will share successful T.I.E. strategies with other schools, Local Educational 2

Agencies (LEAs), and State Educational Agencies through conferences such as Computer Using 3 Educators (CUE) and subject area conferences along with AdTech (a local technology 4 consortium CCUSD belongs to) meetings. CCUSD has a local newsletter called Culver Currents 5 that will carry the information to parents, district and community members along with Principals’ 6 Letters and other school newsletters. The CCUSD Teacher On Special Assignment: Technology 7 & Assessment will submit reports as required to the California Department of Education and 8 those reports will be shared with the CCUSD faculty and School Board, distributed electronically 9 to teachers via District email services. Electronic copies of reports will also be available for 10 download through the CCUSD web site. 11 D5. Project Narrative aligns with Form 3. 12

The narrative of the Communication & Collaboration section of this application is aligned 13 with the Goals, Objectives, Data Collection, and Evaluation (Form 3). 14

Target teachers will receive training in using technology to establish and improve 15 communication and collaboration among home, school, and community to support student 16 learning. As noted in Form 3, there are clear benchmarks to meet in the use of technology to 17 communicate with home, school and community through the use of email, web sites and the 18 Collaboration Forum (Goal 4a). 19 D6. Implementation and alignment with Form 4 20

The narrative of the Communication & Collaboration section of this application is aligned to 21 the Strategies and Timelines on Form 4. 22

In September ’07, pending the grant award, CCUSD will enter into a partnership agreement 23 with CTAP Region 11 to provide professional development services combined with multimedia 24 services as noted on Form 4. In August of ’07 the Collaborative Forum for classrooms will be 25 put in place. Together this will provide teachers with the know how and resources to use 26 technology to communicate and collaborate with home, school, and community to support 27 student learning. 28 D7. Administrative commitment for student/teacher access 29

District and school site administrators have long sought complete electronic communication. 30 Many teachers have been resistant to the notion of sending and receiving communiqués via email 31 and downloading documents from the District web site. By T.I.E. providing support to teachers 32 to make the switch, the administration is quite excited about continuing the trend. They will 33 continue to support the idea by providing their communications to teachers via electronic means 34 along with providing time for training and mentoring of individual teachers in need of support 35 for learning these technologies. 36


Teacher email address will be available to parents via the district website so that they can 1 have electronic communication with parents. The Administration has supported the installation 2 of the Collaboration Forum (Moodle software) to enhance student/student and student/teacher 3 electronic communication. Administrators will continue to support electronic communication by 4 making their communication to students via these means and will promote, read and respond to 5 student web sites, wikis and blogs. 6 E. Evaluation 7 E1. Describe the data to be collected and the data instrument(s) that will be used. 8

For Program Goal 1, Program Objective 1a will be evaluated through the student survey of 9 the EdTechProfile and through a classroom observation tool developed by CTAP Region 11. 10 The classroom observation tool will be aligned to the EdTechProfile. For Objective 1a, data will 11 be collected on pre and post % proficient with using a word processor to write and print 12 documents, using a video camera to make videos, using presentation software to create 13 presentations, using multimedia software to create products, using email to send and receive 14 messages, using online discussions to gather information. Program Objective 1b will be 15 evaluated through STAR CST tests in ELA and CCUSD benchmark assessments. For Objective 16 1b, data will be collected on % proficient or above in the ELA content standards. 17

Program Goal 2 will be evaluated through the teacher survey of the EdTechProfile and the 18 classroom observation tool described above. For Objective 2a, data will be collected on pre and 19 post % proficient with Internet skills, presentation software skills and Standard 9a. Data for 20 Objective 2b will be collected on pre and post % proficient on Standards 16c, 16d, and 16e. 21

Program Goal 3 will be evaluated through the California School Technology Survey. For 22 Objective 3a, data will be collected on the Student/Computer ratio for “Students Per Computer.” 23 While data for Objective 3b will be collected on the Curriculum Support Staffing for “Classified 24 Support.” 25

Program Goal 4, Objective 4a will be evaluated through the teacher survey of the 26 EdTechProfile. Data will be collected on the pre and post % who report using technology daily 27 when answering these two questions: “In what ways and to what degree do you use technology 28 tools (computers, video, Internet, and hand-held devices at your school to communicate with 29 parents or students” and “To what degree do you use School web site with class related 30 information, such as assignments, grades, upcoming events, parental information, etc. to support 31 and improve home/school communication?” 32 E2. Identify how the data will be collected and reported. 33

The Teacher On Special Assignment: Technology & Assessment will be responsible to make 34 sure all target teachers and students take the EdTechProfile surveys according to schedule along 35 with compiling benchmark and STAR assessment data. The four Teacher On Special 36


Assignment: Data/Intervention Specialists will be responsible for classroom observation 1 collection according to schedule along with the aid of the remaining Coach/Mentors. The 2 Director of Technology is responsible for completing the California School Technology Survey 3 annually. All collected data will be reported by the Teacher On Special Assignment: 4 Technology & Assessment to all parties via board reports & presentations, District website, 5 newsletters and CDE reports. 6 E3. Continuous data-driven improvement process 7

The comprehensive program will be managed and supported by the CTAP 11 project 8 facilitator, the CCUSD Grant Coordinator (Teacher on Special Assignment: Technology & 9 Assessment), six classroom coach/mentor team, the four Teacher On Special Assignment: 10 Data/Intervention Specialists who are also coach/mentors, the six school site Principals, the six 11 Technology Aides, and the Assistant Superintendent of Educational Services. This group of 12 professionals will monitor and assess the implementation of the grant to ensure continuous 13 improvement and that the student performance goals and benchmarks are met. The team will 14 facilitate infrastructure and acquisition issues and work with school faculty members and staff 15 development committee to determine goals, funding and accountability issues, including data 16 gathering and analysis. Along with Coach/Mentor meetings there will be monthly meetings, led 17 by the four Teacher On Special Assignment: Data/Intervention Specialists, with teachers to look 18 at the available data to evaluate the program and to modify it as needed. The four Teacher On 19 Special Assignment: Data/Intervention Specialists will focus the meetings on data-driven 20 decision-making to determine progress and success for the program performance goals. This 21 process of engaging teachers along with administrative staff, technology department members, 22 and teachers on special assignment will support continued efforts in improving teaching and 23 learning, expanding access to technology and increasing communication/collaboration among 24 home, school and community. 25 E4. The evaluation plan clearly addresses ALL the required performance goals. 26

The T.I.E. evaluation plan addresses all the required performance goals. Performance Goal 1 27 will be evaluated though classroom observations, EdTechProfile, STAR ELA CSTs, and 28 CCUSD benchmark assessments. Performance Goal 2 will be evaluated through classroom 29 observations and the EdTechProfile. Performance Goal 3 will be evaluated through California 30 School Technology Survey (CSTS). Performance Goal 4 will be evaluated through the 31 EdTechProfile. There are no additional goals included beyond the required performance goals 32 mentioned previously. 33


E5. Process for documenting progress for the Follow-Up grant 1 The Teacher On Special Assignment: Technology & Assessment will document progress on 2

the performance goals, objectives, and benchmarks. He will collect, prepare and present 3 progress to teachers, administrators and CDE to determine eligibility for the Follow-Up grant. 4 E6. Process for collecting data for the Semi-Annual and Annual Performance Reports 5

The Teacher On Special Assignment: Technology & Assessment will maintain data gathered 6 from all components of evaluation. He will collect, prepare and present up-to-date data to 7 teachers, administrators and CDE representatives at any time. As per grant requirements, 8 findings will be reported in semi-annual reports. These reports will include detailed quantitative 9 and qualitative data, charts and interpretations clarifying the implementations and impact of the 10 project, descriptions of samplings, instruments and processes, and other information necessary 11 for understanding and evaluating the findings. All reports will meet the state and federal 12 reporting requirements of the EETT component of No child Left Behind. 13 F. Follow-Up Grant and Program Sustainability 14 F1. How the Follow-Up grant will be used 15

The Follow-Up grant money will be used to continue the subscription to the multimedia 16 services along with the continuation of the extended technology aides’ workday. In addition, as 17 funds allow, CCUSD would continue stipends for classroom coach/mentors to extend the 18 technology integration to other grade levels. 19 F2. Other funding sources that may contribute to the sustainability 20

CCUSD will continue to look for funding sources to continue and expand this program 21 regardless of the EETT Competitive grant award. CCUSD would like to continue the 22 partnership with CTAP Region 11 and will continue to look for funding to do so. A great source 23 of funding for CCUSD is the Culver City Education Foundation (CCEF). CCEF regularly 24 fundraises for the district. Recently they obtained a grant award from Symantec Corporation to 25 replace all the computers in one of the elementary computer labs. CCEF has also obtained a 26 monthly donation from Miller Toyota for 30 LCD projectors. CCEF will provide CCUSD with 27 some technology funding in the future as CCUSD explores additional funding sources. 28

29


References 1 Adger, Carolyn Temple, (2000). School/Community Partnerships t Suppport Language Minority 2

Student Success. Center for Applied Linguistics. 3 http://www.crede.org/research/llaa/rb5.shtml 4

Adger, Carolyn Temple, and Jennifer Locke, (2000). Broadening the Base: School/Community 5 Partnerships Serving Language Minority Students At Risk. Center for Applied Linguistics. 6 http://www.crede.org/research/llaa/rb5.shtml 7

Ancess, J. (2000). The Reciprocal Influence Of Teacher Learning, Teaching Practice, School 8 Restructuring, And Student Learning Outcomes. Teacher College Record, 102(3). 9

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Boster, F. J., Meyer, G. S., Roberto, A. J., & Inge, C. C. (2002). A report on the effect of the 12 unitedstreaming(TM) application on educational performance. Cometrika, Inc., Baseline 13 Research, LLC., & Longwood University. 14

Boster, F. J., Meyer, G. S., Roberto, A. J., Lindsey, L., Smith, R., Strom, R., & Inge, C. C. (2004, 15 September). A report on the effect of the unitedstreaming(TM) application on educational 16 performance: The 2004 Los Angeles Unified School District mathematics evaluation. 17 Cometrika, Inc., Baseline Research, LLC, & Longwood University. Retrieved November 28, 18 2005 from: http://unitedlearning.com/streaming/evaluation.cfm?id=315. 19

Bozeman W. C., & Baumbach, D. J. (1995). Educational technology: Best practices from 20 America's schools. New York: Eye on Education, Inc., p.174-176. 21

Coley, R.J., Cradler, J. & Engle, P.K. “Computers and classrooms: The status of technology in 22 U.S. schools” Policy Information Report. Princeton, NJ: Educational Testing Service. 23 1997. 24

Cradler, R., & Cradler, J. (1999). Just in time: Technology innovation challenge grant year 2 25 evaluation report for Blackfoot School District No. 55. San Mateo, CA: Educational 26 Support Systems. 27

Cradler, J., Freeman, M., Cradler, R., & McNabb, M. (2002). Research implications for 28 preparing teachers to use technology. Learning and Leading with Technology, 30(1), 50-29 54. 30

Evertson, C.M. & Thornton, H. “Mentoring effects on protégés’ classroom practice: An 31 experimental field study. The Journal of Educational Research, 93 (5), 294-304. 2000. 32

Darling-Hammond, L., & Berry, B. Investing in Teaching. Education Week on the Web. May, 33 1998. http://www.lava.net/cslater/teachqua.htm 34


Gollub, J., Bertenthal, M., Labor, J., and Curtis, P. (Eds.). (2002). Learning and 1 understanding: Improving advanced study of mathematics and science in U.S. high schools. 2 Washington, D.C.: National Academy Press. 3 Harwell, S. (2002) Teachers Teaching Teachers: Teaching the Way Teachers Learn Best. 4

Suncoast Area Center for Educational Enhancement [Online] Available: 5 www.cord.org/uploadedfiles/TEACHERSTeachingTeachers-Harwell.pdf 6 Hiebert, E.H. & Raphael, T.E. (1998). Early literacy instruction. Florence, KY: Delmar 7

Learning. 8 International Society for Technology in Education. (2000) National educational technology 9

standards for students: Connecting curriculum and technology. Eugene, OR: Author. [cited as 10 ISTE, 2000] 11

IsteNETS. 2000-2007. International Technology Standards for Students. 30 Jun 2007 12 <http://cnets.iste.org/index.shtml>. 13

Kulik, James. (2003). Effects of using instructional technology in elementary and secondary 14 schools: What controlled evaluation studies say. Issue Brief. Menlo Park, Calif.: SRI 15 International. 16 Joyce, B. and Showers, B. (1995). Student Achievement Through Staff Development, 2 ed. 17

White Plains, NY: Longman Publishers. 18 Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press. 19 National Center for Education Statistics. (2005). Computer technology in the public school 20

classrooms: Teacher perspectives. Washington, D.C.: Institute of Education Sciences, U.S. 21 Department of Education. 22 Neufeld, B. and Roper, D. (2002). Off to a Good Start: Year I of Collaborative Coaching and 23

Learning in the Effective Practice Schools. [Online] Available: 24 http://www.edmatters.org/reports.html 25

Neufeld, B. and Roper, D. (2003). Coaching: A Strategy for developing Instructional Capacity. 26 Washington DC: Annenberg Institute for School Reform 27

Reeves, Thomas C., Ph.D. The Impact of Media and Technology in Schools. A Research Report 28 prepared for The Bertelsmann Foundation. 1998 29 <http://www.athensacademy.org/instruct/media_tech/reeves0.html> 30

Ringstaff, C., & Kelley, L. (2002). The learning return on our educational technology 31 investment: A review of findings from research. San Francisco, CA: WestEd. 32 <http://www.ericit.org/fulltext/IR021079.pdf> 33


Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., and Means, B. M. (2000). 1 Changing how and what children learn in school with computer-based technologies. The Future 2 of Children, 10(2), 76-101. 3 Schmoker, Mike (2006). Results Now: How We Can Achieve Unprecedented Imporvements In 4

Teaching and Learning. Arlington, VA: Association for Supervision and Curriculum 5 Development (ASCD), p.65-67. 6

Sivin-Kachala, J., & Bialo, E. “2000 research report on the effectiveness of technology in 7 schools 7th ed.”Software and Information Association. Washington, DC 2000. 8

Standards for the English Language Arts. (1996). Urbana, IL: National Council of Teachers of 9 English/International Reading Association. 10

The CEO Forum School Technology and Readiness Report. Key building blocks for students in 11 the 21st century. Assessment, alignment, accountability, access, analysis. June, 2001. 12 Wang, M., Laffey, J., & Poole, M. J. (2001). The construction of shared knowledge in an 13

Internet-based shared environment for expeditions (iExpeditions). International Journal of 14 Educational Technology 2(2). Retrieved October 31, 2001, from 15 http://www.outreach.uiuc.edu/ijet/v2n2/v2n2articles.html. 16

Xin, J. F., & Reith, H. (2001). Video-assisted vocabulary instruction for elementary school 17 students with learning disabilities. Information Technology in Childhood Education Annual, p. 18 87. 19

Yeager, R. E. (2005). Exemplary science in grades 9–12: Standards-based success stories. 20 Arlington, Va.: National Science Teachers Association. 21 Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. “Conditions for classroom technology 22

innovations.” Teachers College Board Record 104 (3) 482-515. 2002. 23 24


EETT Form 3: Program Goals, Objectives, Data Collection, and Evaluation 1. Program for Students to Increase Technology Literacy, Curriculum Integration, and Academic Achievement Required Performance Goal 1.0: Students in the target group participating in the Program for Students will achieve grade level proficiency with technology literacy and will use technology as a tool to support meeting state academic content standards.

Required Program Objective 1a to be achieved by 6/30/09: The percentage of students in the target group* that meet grade-level proficiency with technology literacy**, as specified in the standards-aligned Program for Students, will increase by a total of 20% points in year 1 and 30% points in year 2 (annually. – If Year 2 Target Group is different from the Year 1).

Year 1 Performance Benchmark: From 2007 baseline of 49 % to 69 % proficient by June 30, 2008

Year 2 Performance Benchmark: From 2008 baseline of 49 % to 79 % proficient by June 30, 2009.

*Check here if the Year 2 Target Group is different from the Year 1 Target Group for this Objective.

** Refer to the CDE definition of Technology Literacy on page 22 of RFA. Proficiency with Technology Literacy as specified by LEA in the Project Narrative.

Required Program Objective 1b to be achieved by 6/30/09: The percentage of students in the target group* who improve academic achievement of state content standards** through the use of technology, as specified in the Program for Students, will increase by a total of 2% points in year 1 and 3% points in year 2 (annually. – If Year 2 Target Group is different from the Year 1).

Year 1 Performance Benchmark: From 2007 baseline of 51 % to 53 % by June 30, 2008

Year 2 Performance Benchmark: From 2008 baseline of 51 % to 54 % by June 30, 2009.


**Academic content focus area(s) and standards specified by the LEA in the Project Narrative.

Goal 1 Data Instruments and Data to be Collected Goal 1 Data Collection Schedule Required Data Element 1: Classroom Observations-Student Data: Classroom observation data collection form for a handheld computer will be used to collect information on technology integration in the classroom. Data will be collected on pre and post % proficient on using a word processor to write and print documents, using a video camera to make videos, using presentation software to create presentations, using multimedia software to create products, using email to send and receive messages, using online discussions to gather information.

Required Data Element 1 Collection: T.I.E. Coach/Mentors will conduct a minimum of 75 classroom observations. Observations will take place on a schedule of 2 time(s) per year.


Data Element 2: Students will be administered the EdTechProfile student survey to collect information on what % are proficient and above. (http://edtechprofile.org/). Data will be collected on pre and post % proficient on using a word processor to write and print documents, using a video camera to make videos, using presentation software to create presentations, using multimedia software to create products, using email to send and receive messages, using online discussions to gather information.

Data Element 2 Collection: Pre/Post EdTechProfile student survey data collected during each year of the two-year program: pre surveys in Oct. and post surveys in May.

Data Element 3: STAR CST tests in ELA will be used as pre/post standards aligned curriculum assessment to determine the % proficient and above on English Language Arts Content Standards Test.

Data Element 3 Collection: STAR: Standards aligned assessment data collected annually in May by the CDE.

Data Element 4: Students will be administered CCUSD benchmark assessments in Reading/Language Arts to determine what % is proficient and above.

Data Element 4 Collection: CCUSD benchmark assessments administered in Oct., Jan. and March.

If necessary, you can change the format of the Forms but NOT the required content as specified in the original RFA.


2. Professional Development to Increase Technology Literacy, Curriculum Integration, and Academic Achievement Required Performance Goal 2.0: Teachers in the target group participating in professional development on education technology will become proficient with technology literacy and will use technology to improve student achievement in the academic content areas specified in the Project Narrative.

Required Program Objective 2a to be achieved by 6/30/09: The percentage of teachers in the target group* proficient with technology literacy** as specified in the Project Narrative, will increase by a total of 10% points in year 1 and 20% points in year 2 (annually. – If Year 2 Target Group is different from the Year 1).

Year 1 Performance Benchmark: From 2007 baseline proficiency of 18 % to 28 % proficient by June 30, 2008.



** Refer to the CDE definition of Technology Literacy on page 22 of RFA. Proficiency with Technology Literacy as specified by LEA in the Project Narrative.

Required Program Objective 2b to be achieved by 6/30/09: The percentage of teachers in the target group* who effectively integrate technology in the curriculum**, to support student academic achievement as specified in the Project Narrative, will increase by a total of 10% points in year 1 and 20% points in year 2 (annually - if different target group in year 2).




** Refer to the CDE definition of Technology Curriculum Integration on page 22 of RFA. Proficiency with Curriculum Integration as specified by LEA in the Project Narrative.

Goal 2 Data Instruments and Data to be Collected Goal 2 Data Collection Schedule


Required Data Element 1: Classroom Observations –Teacher Data: Classroom observation data collection form for a handheld computer will be used to collect information on technology literacy and integration in the classroom. Data for objective 2a will be collected on pre and post % proficient with Internet skills, presentation software skills and Standard 9a. Data for Objective 2b will be collected on pre and post % proficient on Standards 16c, 16d, and 16e. Standard 9a: Each candidate considers the content to be taught and selects appropriate technological resources to support, manage, and enhance student learning in relation to prior experiences and level of academic accomplishment. Standard 16c: Each participating teacher uses technological resources available inside the classroom or in library media centers, computer labs, local and county facilities, and other locations to create technology enhanced lessons aligned with the adopted curriculum. Standard 16d: Each participating teacher designs, adapts, and uses lessons which address the students' needs to develop information literacy and problem solving skills as tools for lifelong learning. Standard 16e: Each participating teacher uses technology in lessons to increase students' ability to plan, locate, evaluate, select, and use information to solve problems and draw conclusions. He/she creates or makes use of learning environments that promote effective use of technology aligned with the curriculum inside the classroom, in library media centers or in computer labs.

Required Data Element 1 Collection: T.I.E. Coach/Mentors will conduct a minimum of 150 classroom observations. Observations will take place on a schedule of 2 time(s) per Trimester.

Required Data Element 2: Annual Pre/Post completion of the state EdTechProfile survey for teachers. (http://edtechprofile.org/). Data for Objective 2a will be collected on pre and post % proficient with Internet skills, presentation software skills and Standard 9a. Data for Objective 2b will be collected on pre and post % proficient on Standards 16c, 16d, and 16e. (see above cell for standards)

Required Data Element 2 Collection: Pre/Post Tech Survey data collected during each year of the two-year program; Pre surveys in October and Post surveys in May of each year.



3. Expand Access to Technology and Provide Technology Support Required Performance Goal 3: All students and teachers in the target group will have expanded access to up-to-date technology and will have access to the technical support necessary to implement the EETT Competitive program.

Required Program Objective 3a to be achieved by 6/30/09: The average student-to- computer* ratio for target students in target classrooms will decrease to 5.96 by 6/30/09. *Only include computers four years old or newer when determining your ratios.

Year 1 Performance Benchmark: From 2007 baseline student-to-computer* ratio of 6.14 to 6.05 by June 30, 2008

Year 2 Performance Benchmark: From 2008 baseline student-to-computer* ratio of 6.05 to 5.96 by June 30, 2009.

Optional Program Objective 3b to be achieved by 6/30/08: The number of Classified Curriculum Support Staffing FTE’s per 1000 students for CCUSD will increase to .90 by 6/30/08.

Year 1 Performance Benchmark: From 2007 baseline of .47 to .90 by June 30, 2008.

Year 2 Performance Benchmark: From 2008 baseline of .90 to .90 by June 30, 2009.

*Check here if Year 2 Target Group is different from Year 1 Target Group for this Objective.

Goal 3 Data Instruments and Data to be Collected Goal 3 Data Collection Schedule Required Data Element 1: California School Technology Survey (CSTS) / student to computer ratio, “Students Per Computer” & Curriculum Support Staffing, “Classified Support”

Required Data Element 1 Collection: Will complete the CSTS Annually between January and March during CDE’s open completion window. http://www.cde.ca.gov/ls/et/rs/techsurvey.asp



4. Communication and Collaboration Among Home, School, and Community Required Performance Goal 4: Technology will be used to establish and/ or improve communication and collaboration among home, school, and community to support student learning.

Required Program Objective 4a to be achieved by 6/30/09: You must enter your own measurable objective based on your Project Narrative. Include a baseline and benchmark growth target for each program year, for example:

The percentage of teachers in the target group using technology tools to communicate with parents or students on a daily basis will increase by a total of 20% points in year 1 and 30% points in year 2 (annually. – *If Year 2 Target Group is different from the Year 1).

Year 1 Performance Benchmark: From 2007 baseline of 13 % to 33 % by June 30, 2008. 20% increase for Year 1

Year 2 Performance Benchmark: From 2008 baseline of 33 % to 63 % by June 30, 2009. 30% increase for Year 2


Optional Program Objective 4b: You may add additional measurable objectives and benchmarks to this goal as is appropriate for the EETT Competitive Program outlined in your Project Narrative. Or delete this row if not applicable.

Year 1 Performance Benchmark: From 2007 baseline of____% to ___% by June 30, 2008.

Year 2 Performance Benchmark: From 2008 baseline of____% to ___% by June 30, 2009.


Goal 4 Data Instruments and Data to be Collected Goal 4 Data Collection Schedule Data Element 1: Annual Pre/Post completion of the state EdTechProfile survey for teachers. (http://edtechprofile.org/). Data will be collected on the pre and post % who report using technology daily when answering these two questions: “In what ways and to what degree do you use technology tools (computers, video, Internet, and hand-held devices at your school to communicate with parents or students” and “To what degree do you use School web site with class related information, such as assignments, grades, upcoming events, parental information, etc. to support and improve home/school communication?”

Data Element 1 Collection: Pre/Post Tech Survey data collected during each year of the two-year program; Pre surveys in October and Post surveys in May of each year.



EETT Form 4: Key Action Steps and Timeline Directions:

Describe the key strategies and actions that will be implemented in years one and two to achieve your performance goals, objectives and benchmarks outlined on Form 3 and described in your Project Narrative.

Number each strategy/action correlated to the number of the performance goal (e.g., 1.a, 1.b, 2a, 2b, etc.). List the approximate beginning and end timeframe for the strategy or action. List the lead project team members responsible for each strategy or action. Expand and/or copy and paste additional charts as needed.

Goal 1: Key strategies or actions to increase students’ grade level proficiency with technology literacy and use of technology as a tool to support meeting state academic content standards as outlined in our Project Narrative. Strategy or Action Begin End Lead Person(s) Responsible

1a. Plan & administer EdTechProfile Student Tech Survey. Collect data from the report on Basic Tools (word processing), Multimedia Tools (video camera, presentation software, multimedia software), Communication Tools (email, online discussions) combining “I can do this by myself” and above responses to determine an average % of students.

Sept. ‘07 May ‘08 Sept. ‘08 May ‘09

Oct. ‘07 June ‘08 Oct. ‘08 June ‘09

Teacher On Special Assignment: Technology & Assessment

1b. Plan & administer Classroom observation data collection. Collect data on student literacy with Basic Tools (word processing), Multimedia Tools (video camera, presentation software, multimedia software), Communication Tools (email, online discussions).

11/1/07 5/19/08 11/1/08 5/19/09

11/30/07 6/20/08 11/30/08 6/20/09

Teacher On Special Assignment: Technology & Assessment assisted by the four Teacher On Special Assignment: Data/Intervention Specialists

1c. Complete the agreement with CTAP Region 11 for the Coach/Mentor Professional Development Program

Sept. ‘07 Oct. ‘07 Teacher On Special Assignment: Technology & Assessment

1d. Attend mandatory CDE EETT competitive Workshop Oct. ‘07 Oct. ‘07 Teacher On Special Assignment: Technology & Assessment, Director of Special Programs

1e. Monthly district leadership team meetings to address needs in regard to student technology literacy and student achievement in Reading/Language Arts.

Sept. ‘07 June ‘09 The CCUSD Grant Coordinator (Teacher on Special Assignment: Technology & Assessment), the four Teacher On Special Assignment: Data/Intervention


Specialists who are also coach/mentors, and the Assistant Superintendent of Educational Services

1f. Monthly site team meetings to address student needs in regard to student technology skills and student academic achievement in the Reading/Language Arts curriculum.

Sept. ‘07 June ‘09 Six classroom coach/mentors, the four Teacher On Special Assignment: Data/Intervention Specialists who are also coach/mentors, target teachers

1g. Provide regular support for target teachers on an informal, as needed bases on student technology literacy and improving student academic achievement in the Reading/Language Arts curriculum. This might take the form of providing curricular ideas, suggesting supplemental materials and helping with implementation.

Sept. ‘07 June ‘09 Four Coach/Mentors–Teacher On Special Assignment: Data/Intervention Specialists and the 6 classroom Coach/Mentors

1h. Bi-Monthly (or as needed) Coach/Mentor team meetings to support each other throughout the project in regard to student technology literacy and student academic achievement in the Reading/Language Arts curriculum.

Sept. ‘07 June ‘09 Teacher On Special Assignment: Technology & Assessment, six classroom coach/mentors, the four Teacher On Special Assignment: Data/Intervention Specialists who are also coach/mentors

1i. Train teachers in using Galileo Sept. ‘07 Nov. ‘07 Teacher On Special Assignment: Technology & Assessment assisted by the four Teacher On Special Assignment: Data/Intervention Specialists and the CCUSD Galileo Training Team

1j. Hold monthly meetings with teachers to look at Galileo data and make data-driven decisions to improve student achievement in Reading/Language Arts.

Sept. ‘07 June ‘09 Teacher On Special Assignment: Technology & Assessment assisted by the four Teacher On Special Assignment: Data/Intervention Specialists and the CCUSD Galileo Training Team

1k. Use the Collaborative Forum and Internet to build student technology literacy and learn Reading/Language Arts curriculum.

Sept. ‘07 June ‘09 Target teachers

1l. Students use a word processor to write and print documents to build student technology literacy and learn Reading/Language Arts curriculum.



1m. Administer Galileo benchmark assessments and gather academic achievement data

10/29/07 1/14/08 3/17/08 10/27/08 1/12/09 3/16/09

11/2/07 1/18/08 3/21/08 10/31/08 1/16/09 3/20/09


1n. Students use presentations software to create multimedia presentations to build student technology literacy and learn Reading/Language Arts curriculum.

Jan. ‘08 June ‘09 Target teachers

1o. Students use video camera to create their own content for multimedia presentations to build student technology literacy and learn Reading/Language Arts curriculum.

Mar. ‘08 June ‘09 Target teachers

1p. Administer STAR tests to determine achievement data.

3/08 3/09

4/08 4/09

Teacher On Special Assignment: Technology & Assessment assisted by Test Site Coordinators

1q. Students create publications to build student technology literacy and learn Reading/Language Arts curriculum.

April ‘08 June ‘09 Target teachers

1r. Students create websites to build student technology literacy and learn Reading/Language Arts curriculum.


1s. Collect academic achievement data from STAR reports. Combine % of students Proficient and above in grade level, then determine average of grades five and six for comparison of improvement.

9/07 9/08 9/09

10/07 10/08 10/09


1t. Students use multimedia software creating various products to build student technology literacy and learn Reading/Language Arts curriculum.

Nov. ‘08 June ‘09 Target teachers

Expand and/or copy and paste additional charts as needed.


EETT Form 4: Key Action Steps and Timeline (continued) Goal 2: Key professional development strategies or actions that will lead to teacher proficiency with technology literacy and curriculum integration to improve student achievement in the academic content areas specified in the Project Narrative. Strategy or Action Begin End Lead Person(s) Responsible

2a. Plan & administer EdTechProfile Teacher Survey. Collect data from the Proficiency Analysis Report. For Objective 2a use Subcategory Bar Chart percents from Computer Knowledge and Skills questions Internet skills & Presentation software skills combined with Standard 9a: “Each candidate considers the content to be taught and selects appropriate technological resources to support, manage, and enhance student learning in relation to prior experiences and level of academic accomplishment.” For Objective 2b use Subcategory Bar Chart percents from Standards 16c, 16d, and 16e. “Standard 16c: Each participating teacher uses technological resources available inside the classroom or in library media centers, computer labs, local and county facilities, and other locations to create technology enhanced lessons aligned with the adopted curriculum. Standard 16d: Each participating teacher designs, adapts, and uses lessons which address the students' needs to develop information literacy and problem solving skills as tools for lifelong learning. Standard 16e: Each participating teacher uses technology in lessons to increase students' ability to plan, locate, evaluate, select, and use information to solve problems and draw conclusions. He/she creates or makes use of learning environments that promote effective use of technology aligned with the curriculum inside the classroom, in library media centers or in computer labs.”




2b. Plan & administer Classroom observation data. Collect data for Objective 2a on Internet skills, presentation software skills and standard 9a. Collect data for Objective 2b on Standards 16c, 16d, and 16e.

11/1/07 5/19/08 11/1/08 5/19/09

11/30/07 6/20/08 11/30/08 6/20/09


2c. Complete the agreement with CTAP Region 11 for the Coach/Mentor Professional Development Program



2d. Select 6 classroom Coach/Mentors (1 from each site) to add to the 4 Teacher On Special Assignment: Data/Intervention Specialists who are released Coach/Mentors

Sept. ‘07 Oct. ‘07 Assistant Superintendent of Educational Services and site principals

2e. Once per year and more often if needed there will be meetings of an overall Advisory Council to guide and coordinate the professional development opportunities in regard to technology skills and technology integration.

Sept. ‘07 June ‘09 CTAP 11 project facilitator, the CCUSD Grant Coordinator (Teacher on Special Assignment: Technology & Assessment), six classroom coach/mentor team, the four Teacher On Special Assignment: Data/Intervention Specialists who are also coach/mentors, the six school site Principals, the six Technology Aides, and the Assistant Superintendent of Educational Services

2f. Monthly site team meetings to address needs in regard to technology skills and technology integration.


2g. Monthly district leadership team meetings to address needs in regard to technology skills and technology integration.

Sept. ‘07 June ‘09 The CCUSD Grant Coordinator (Teacher on Special Assignment: Technology & Assessment), the four Teacher On Special Assignment: Data/Intervention Specialists who are also coach/mentors, and the Assistant Superintendent of Educational Services

2h. Training of all 10 Coach/Mentors through CTAP Region 11 Professional Development partnership on Coaching and technology skills and technology integration

Sept. ‘07 June ‘09 Teacher On Special Assignment: Technology & Assessment, CTAP Region 11

2i. Monthly technology trainings with target teachers to address Internet Sept. ‘07 June ‘09 Four Coach/Mentors–Teacher On


skills, presentation software skills and Standard 9a. These skills will be presented in alignment with the timeline for students listed previously in Goal 1.

Special Assignment: Data/Intervention Specialists and the 6 classroom Coach/Mentors

2j. Provide regular support for target teachers on an informal, as needed bases on technology skills and technology integration.


2k. Bi-Monthly (or as needed) Coach/Mentor team meetings to support each other throughout the project in regard to technology skills and technology integration.

Sept. ‘07 June ‘09 Teacher On Special Assignment: Technology & Assessment, six classroom coach/mentors, the four Teacher On Special Assignment: Data/Intervention Specialists who are also coach/mentors



EETT Form 4: Key Action Steps and Timeline (continued) Goal 3: Key strategies or actions to expand access to up-to-date technology and tech support for all students and teachers in the target group as outlined in our Project Narrative. Strategy or Action Begin End Lead Person(s) Responsible

3a. Install server in the District Office with Moodle to act as the Collaboration Forum.

Aug. ‘07 Sept. ‘07

Director of Technology

3b. Make sure that current technology is ready for use as outline. Aug. ‘07 Sept. ‘07


3c. Coach/Mentors receive PDAs for classroom observations Sept. ‘07 Oct. ‘07 Teacher On Special Assignment: Technology & Assessment, CTAP Region 11

3d. Make sure that all target classrooms have technology resources that they need and make any necessary purchases from other funds.

Sept. ‘07 Oct. ‘07 Teacher On Special Assignment: Technology & Assessment, Director of Technology

3e. Expand Technology Aide’s hours to 7 hours per day from the previous 3.9 hours for elementary and 6.5 hours for middle school.

Sept. ‘07 June ‘09 The CCUSD Grant Coordinator (Teacher on Special Assignment: Technology & Assessment), Assistant Superintendent of Educational Services, and the Assistant Superintendent of Human Resources

3f. Take the California School Technology Survey (CSTS) to assure that CCUSD is increasing and replacing equipment as expected with funds other that T.I.E. (such as K-12 Voucher)

Mar. ‘08 Mar. ‘09

Apr. ‘08 Apr. ‘09


3g. Take the California School Technology Survey (CSTS) to assure that CCUSD has increased the number of classified curriculum support staff. Elementary and middle school technology aides are to have their hours increased to 7 hours a day (.875 FTE’s) from 3.9 hours (.4875 FTE’s) for elementary and 6.5 hours (.8165 FTE’s) for middle school.

Mar. ‘08 Mar. ‘09

Apr. ‘08 Apr. ‘09




EETT Form 4: Key Action Steps and Timeline (continued) Goal 4: Key strategies or actions to use technology tools to establish or improve communication and collaboration among home, school and community to support students’ learning need as outlined in our Project Narrative. Strategy or Action Begin End Lead Person(s) Responsible

4a. Plan & administer EdTechProfile Teacher Survey. Collect data from the Proficiency Analysis Report. Use Response Table percents from Personal Use: Question 26 & 31.




4b. Install a server outside the District firewall to provide Moodle for the Collaboration Forum.

Aug. ‘07 Sept. ‘07


4c. Notify district personnel, students, parents, schools and community about the grant and current updates.

Sept. ‘07 June ‘09 The CCUSD Grant Coordinator (Teacher on Special Assignment: Technology & Assessment), the six school site Principals, and the Assistant Superintendent of Educational Services

4d. Project web site is designed and maintained with T.I.E. project information

Sept. ‘07 June ‘09 The CCUSD Grant Coordinator (Teacher on Special Assignment: Technology & Assessment)

4e. Complete the agreement with CTAP Region 11 for the Coach/Mentor Professional Development Program


4f. Select 6 classroom Coach/Mentors (1 from each site) to add to the 4 Teacher On Special Assignment: Data/Intervention Specialists who are released Coach/Mentors

Sept. ‘07 Oct. ‘07 Assistant Superintendent of Educational Services and site principals

4g. Once per year and more often if needed there will be meetings of an overall Advisory Council to guide and coordinate the professional development opportunities in regard to using technology to establish or improve communication and collaboration among home, school and community to support students’ learning needs.

Sept. ‘07 June ‘09 CTAP 11 project facilitator, the CCUSD Grant Coordinator (Teacher on Special Assignment: Technology & Assessment), six classroom coach/mentor team, the four Teacher On Special Assignment: Data/Intervention Specialists who are also coach/mentors, the six school site


Principals, the six Technology Aides, and the Assistant Superintendent of Educational Services

4h. Monthly site team meetings to address needs in regard to using technology to establish or improve communication and collaboration among home, school and community to support students’ learning needs.


4i. Monthly district leadership team meetings to address needs in regard to using technology to establish or improve communication and collaboration among home, school and community to support students’ learning needs.

Sept. ‘07 June ‘09 The CCUSD Grant Coordinator (Teacher on Special Assignment: Technology & Assessment), the four Teacher On Special Assignment: Data/Intervention Specialists who are also coach/mentors, and the Assistant Superintendent of Educational Services

4j. Training of all 10 Coach/Mentors through CTAP Region 11 Professional Development partnership on Coaching and using technology to establish or improve communication and collaboration among home, school and community to support students’ learning needs

Sept. ‘07 June ‘09 Teacher On Special Assignment: Technology & Assessment, CTAP Region 11

4k. Monthly technology trainings with target teachers to address using technology to establish or improve communication and collaboration among home, school and community to support students’ learning needs. These skills will be presented in alignment with the timeline for students listed previously in Goal 1.


4l. Provide regular support for target teachers on an informal, as needed bases on using technology to establish or improve communication and collaboration among home, school and community to support students’ learning needs.


4m. Bi-Monthly (or as needed) Coach/Mentor team meetings to support each other throughout the project in regard to using technology to establish or improve communication and collaboration among home, school and community to support students’ learning needs.

Sept. ‘07 June ‘09 Teacher On Special Assignment: Technology & Assessment, six classroom coach/mentors, the four Teacher On Special Assignment:


Data/Intervention Specialists who are also coach/mentors

4n. Plan and conduct T.I.E. school nights to share products. Nov. ‘07 May. ‘08 Nov. ‘08 May. ‘09

Jan. ‘08 June ‘08 Jan. ‘09 June ‘09

School Site Principals

4o. Students publish materials in journals, media to share with school and community

Jan. ‘08 June ‘09 Four Coach/Mentors–Teacher On Special Assignment: Data/Intervention Specialists and the 6 classroom Coach/Mentors



EETT Form 5: Projected Budget and Budget Narrative

District or LEA name: _Culver City Unified School District

Provide a brief description for each Object of Expenditure by state fiscal year. The budget and budget narrative should be tied to program goals and should provide adequate support for program activities through the obligation date of June 30, 2009. The budget does not have to be expended equally in each of the two years The district has the flexibility to expend their grant award over two years to meet the needs their individual program. For example, a district may choose to expend 30 percent of their total grant award in year one and 70 percent in year two, or vice-versa. However, the rationale for the allocation of the budget in year one and year two must be aligned to the program implementation plan stated in the Project Narrative. (See Payment Schedule on pages 14-15 for additional details.)

EETT Form 5: Projected Budget

$300 per eligible student to be spent over two years.

Object of Expenditure FY 07-08 FY 08-09 1000 - 1999 Certificated Salaries $166,120 $159,000 2000 - 2999 Classified Salaries 58,968 58,968 3000 - 3999 Benefits for certificated and classified staff 54,647 53,650 4000 - 4999 Books / Materials / Supplies 5300 - 5999 Services and Other Operating Expenses 5200 Travel 9,673 6,244 Indirect (Use indirect rate for the fiscal year in which the funding will be spent. For indirect rates and FAQs, see: http://www.cde.ca.gov/fg/ac/ic/ .Do not include 5100 Subagreements for Services or 6000-6999 Capitol Outlay or in your indirect calculations)

49,765 49,765

5100 Subagreements for Services A subagreement results when an LEA delegates part or all of an instructional or support activity to a third party.

50,000 50,000

6000 - 6999 Capitol Outlay TOTAL Amount Budgeted for Funding Years 1 and 2 $389,173 $377,627 LEA Total anticipated EETT Competitive Round 6 Grant Award @ $300 per eligible student.

$_____766,800_______


Copy or expand form as needed.

Percent of total EETT Competitive funds you will allocate in year 1 and in year 2 budget for Prof. Development. (Professional development funding in year 1 and year 2 must equal a minimum of 25 percent of total anticipated grant award.)

58%

57%


EETT Form 5: Year One Budget Narrative Form

Use this Form 5 for your Year One Budget Narrative. Copy or expand form as needed.

Object Code Amt. Expenditures for Yr1 Project Narrative Activities and Purchases 1000-1999 Certificated Salaries

$166,120 $150,000 = $37,500 (.5) teacher salary x 4 Teachers on Special Assignment/Data Intervention Specialists. $1,120 = $35/hr hourly rate x 8 hrs x 4 days x 6 Coach/Mentor teachers for summer training. $6,000 = $125/day substitute teacher salary x 8 days x 6 classroom teachers needing substitutes. $9,000 = $1500 stipend per Coach/Mentor teacher x 6 Coach/Mentor teachers.

2000-2999 Classified

$58,968 $57,330 = $18/hr (.5) tech aide salary x 3.5 hrs/ day x 182 days x 5 elementary school tech aides. $1,638 = $18/hr (.1) tech aide salary x .5 hrs/ day x 182 days x 1 middle school tech aide.

3000-3999 Benefits

$54,647 $21,000 = $150,000 salaries x 14% = Benefits for Teachers on Special Assignment. $157 = $1120 x 14% = Benefits for Coach/Mentor teachers for summer training. $840 = $6,000 x 14% = Benefits for substitute teachers. $1004 = $9,000 stipend x 11.15% = Benefits for Coach/Mentor teachers. $31,646 = $137,592 (7hr/day salary x 6 aides) x 23%.

4000-4999 Books/ Materials/ Supplies

$

5300-5999 Services/Other Operating Expenses

$

5200 Travel $9,673 Mandatory CDE EETT Competitive Workshop, two days in Sacramento. Additional attendance at Computer Using Educators (CUE) Conference and travel for target teachers.

Indirect Rate 2007-08

$49,765 Indirect rate of 6.49% $49,765 = $766,800 x 6.49%.

5100 Subagreements for Services

$50,000 Partnership with CTAP Region 11 to support the professional development requirements and goals of the Enhancing Education Through Technology (EETT) Competitive Grant Program. Partnership components:

Up to twelve (12) days of professional development based on a coaching/mentoring


model; Access to CTAP Online and the Los Angeles County Office of Education's

Comprehensive Multimedia Services Package; Data collection activities associated with the professional development. Classroom Data Collection form aligned to the state-required data elements. Coach mentor model development and implementation.

6000-6999 Capitol Outlay

$

TOTAL COSTS $389,173 Percent of Total Grant Award Allocated for Prof. Develop. in Year 1

58%

$166,000 Teacher Salaries + $9,673 workshops + $50,000 services = $225,793 divided by $389,173 = 58%.

Total Value of leveraged and/ or in-kind funding – Year 1

$249,624 $171,000 = $37,500 (.5) teacher salary x 4 Teachers on Special Assignment/Data Intervention Specialists + benefits. $57,330 = $18/hr (.5) tech aide salary x 3.5 hrs/day x 182 days x 5 elementary school tech aides. $21,294 = $18/hr (.9) tech aide salary x 6.5 hrs/day x 182 days x 1 middle school tech aide.

(Budget Narrative for Year 2 on Following Page)


EETT Form 5: Year Two Budget Narrative Form Use this Form 5 for your Year Two Budget Narrative. Copy or expand form as needed.

Object Code Amt. Expenditures for Yr2 Project Narrative Activities and Purchases

1000-1999 Certificated Salaries

$159,000 $150,000 = $37,500 (.5) teacher salary x 4 Teachers on Special Assignment/Data Intervention Specialists. $9,000 = $1500 stipend per Coach/Mentor teacher x 6 Coach/Mentor teachers.

2000-2999 Classified

$58,968 $57,330 = $18/hr (.5) tech aide salary x 3.5 hrs/ day x 182 days x 5 elementary school tech aides. $1,638 = $18/hr tech aide salary x .5 hrs/day x 182 days x 1 middle school tech aide.

3000-3999 Benefits

$53,650 $21,000 = $150,000 salary x 14% = Benefits for Teachers on Special Assignment/Data Intervention Specialists. $1004 = $9000 stipend x 11.15% = Benefits for Coach/Mentor teachers. $31,646 = $137,592 (7 hr/day salary x 6 aides) x 23%.

4000-4999 Books/ Materials/ Supplies

$

5100; 5300-5999 Services/Other Operating Expenses

$

5200 Travel $6,244 Computer Using Educators (CUE) Conference attendance and travel for target teachers. Indirect Rate 2008-09

$49,765 Indirect rate of 6.49%. $49,765 = $766,800 x 6.49%.

5100 Subagreements for Services

$50,000 Partnership with CTAP Region 11 to support the professional development requirements and goals of the Enhancing Education Through Technology (EETT) Competitive Grant Program. Partnership components:

Up to twelve (12) days of professional development based on a coaching/mentoring model;

Access to CTAP Online and the Los Angeles County Office of Education's Comprehensive Multimedia Services Package;

Data collection activities associated with the professional development. Classroom Data Collection form aligned to the state-required data elements.


Coach mentor model development and implementation.

6000-6999 Capitol Outlay

$

TOTAL COSTS $377,627 Percent of Total Grant Award allocated for prof. develop. in Year Two

57%

$159,000 Salary for Teachers + $6,244 workshops + $50,000 services = $222,364 divided by $377,627 = 57%.

Total Value of leveraged and/ or in-kind funding.

$249,624 $171,000 = $37,500 (.5) teacher salary x 4 Teachers on Special Assignment/Data Intervention Specialists + benefits. $57,330 = $18/hr (.5) tech aide salary x 3.5 hrs/day x 182 days x 5 elementary school tech aides. $21,294 = $18/hr (.9) tech aide salary x 6.5 hrs/day x 182 days x 1 middle school tech aide.


EETT Form 6: Priority List of LEA’s Applicant Schools List below all the schools serving grades four through eight for which the district or consortium is applying for funding. Number the schools by priority ranking (i.e., 1, 2, 3, etc.). Add rows to this form as needed. Note: Direct funded charter schools must apply separately or as part of a consortium.

NOTE: This grant is a one-time implementation grant. If a school received full funding in a prior EETT Competitive Round, that school is no longer eligible to receive EETT Competitive funds in subsequent rounds.

Lead LEA CDS Code EETT COMPETITIVE Round 6 Lead LEA Name 19-64444 Culver City Unified School District Eligible School CDS Code Eligible LEA School Names Priority Rank School Charter “X” 19-64444-6012678 El Marino Elementary School 1 19-64444-6012686 El Rincon Elementary School 2 19-64444-6012694 Farragut Elementary School 3 19-64444-6012660 Howe (Linwood E.) Elementary School 4 19-64444-6012702 La Ballona Elementary School 5 19-64444-6057608 Culver City Middle School 6

California Department of Education Competitive Round 6 Enhancing Education Through Technology eettc07certs (06/07)


EETT Form 7: Partnership and/or Consortium Applicants

Complete this form only if applying as part of a consortium and/or partnership. To receive the maximum points on the Scoring Criteria, a brief letter, approximately one page in length, (written on the partner’s letterhead) summarizing how the partnership between the partner and the LEA is mutually beneficial and supports the comprehensive program must be included for each partnership. The letter must be signed by the lead contact for each partnership. Please list the lead school district and all applicants within the consortium and/or partnership. The CDS Code is required for all consortium members and is optional for partnership members. Add additional rows to this form as needed. CDS Code Lead District Name 19-64444 Culver City Unified School District CDS Code Consortium / District Names (If Applicable) CDS Code Partnership Member Names (If Applicable)

California Technology Assistance Project (CTAP) Region 11, Los Angeles County Office of Education (LACOE)



EETT Form 8: EETT Competitive Application Checklist

Required Components

The following components must be included as part of the application. Check or initial by each and include this form in the application package.

Form 1: Application Title Page (Must be signed by Superintendent at lead LEA)

Form 2: Project Summary

Form 2a: Project Summary Small School District Addendum (If applicable)

Project Narrative (with all six sections and respective headings) • All pages in the narrative are individually numbered, beginning with number 1. • Narrative Pages do not exceed 25. • Line numbers are included on all narrative pages. • Narrative pages do not contain more than 36 lines per page.

Form 3: Accountability Measures/Evaluation

Form 4: Strategies and Timeline

Form 5: Projected Budget and Budget Narrative

Form 6: Priority List of Schools for which the District, Consortium, and/or Partnership is Applying

Form 7: Partnership and/or Consortium Applicants

A signed copy of the EETT Competitive Grant Conditions and Assurances http://www.cde.ca.gov/fg/fo/r5/eettc07rfa.asp

A signed copy of the Certification Regarding Lobbying, Debarment, Suspension and Other Responsibility Matters, and Drug-Free Workplace Requirements. http://www.cde.ca.gov/fg/fo/r5/eettc07rfa.asp

Additional Requirements

__ Submit one original signed application (blue ink) and three copies.

__ All application pages are on 8 ½ x 11 inch paper, printed on a single side, with one inch margins.

__ Submit one digital copy of the EETT Competitive application on CD with LEA name on (The CD e-copy of the application does not require signatures).



The Required Grant Conditions and Assurances form includes terms, conditions, and action steps that must be met to receive funding. Please carefully review the Required Grant Conditions and Assurances, sign this document, and return with application. As a condition of the receipt of funds under this program, the grantee assures that it will comply with the following Grant Assurances:

1. Administer the grant in accordance with all applicable federal and state laws and regulations. 2. Maintain control of funds and title to property acquired with program funds in the public agencies.

Exercise reasonable care in ensuring the safety of property acquired with program funds and either acquire or maintain appropriate and adequate insurance coverage.

3. Use proper methods of administering the program, including correction of any deficiencies identified

through audits, monitoring, or evaluation. 4. Cooperate in carrying out any evaluation of the program conducted by, or for, the United States

Department of Education, the CDE, or other federal or state officials. 5. Comply with CDE or CTAP requests to share successful EETT Competitive best practices with

other school districts in California or the nation via workshops, technology conferences, or electronic communications.

6. Use fiscal control and fund accountability procedures as will ensure proper disbursement of, and

accounting for, federal funds paid under the program, including the use of the federal funds to supplement, and not supplant, state and local funds, and maintenance of effort (20 USC § 8891).

7. Operate programs and services in compliance with Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act.

8. Make reports to the state agency as may reasonably be necessary to enable the state agency to

perform its duties, and maintain such records and provide access to those records as the state agency deems necessary. Such records shall include, but not be limited to, records which fully disclose the amount and disposition by the grantee of those funds, the total cost of the activity for which the funds are used, the share of that cost provided from other sources, and such other records as will facilitate an effective audit. The recipient shall maintain such records for three years after the completion of the activities for which the funds are used (34 CFR §76.722, §76.730, §76.731, §76.734, §76.760; 34 CFR §80.42).



9. Repay any funds which have been determined through a federal or state audit resolution process to have been misspent, misapplied, or otherwise not properly accounted for, and further agree to pay any collection fees that may subsequently be imposed by the federal and/or state government.

10. Ensure that its governing board has a policy in compliance with state law requiring LEAs to expel

from school, for a period of not less than one year, a student who is determined to have brought a firearm to school under the jurisdiction of the grantee (20 USC §8921, Gun Free Schools Act – see California Education Code §48915).

11. Maintain and, upon request, provide to the CDE a written affirmation signed by officials of each

participating private school that the equitable participation consultation required by Title IX of NCLB Act of 2001, sections 9501-9504 (Uniform Provisions) has occurred, and make provision for the participation of eligible private elementary and secondary schools in the technology planning process, as applicable.

12. Administer the activities funded by this grant in such a manner so as to be consistent with state

academic content standards. 13. Obligate all grant funds by end date of the grant award period (by June 30, 2009) or re-pay any

funding received, but not obligated as well as any interest earned over one-hundred dollars on the funds. See the Definition of Obligation (Appendix D).

14. Maintain fiscal procedures to minimize the time elapsing between the transfer of the funds from the

CDE and disbursement. 15. Comply with the reporting requirements and submit any required report forms by the due dates

specified. 16. Ensure that any curriculum-based software purchased with grant funding is part of a state-adopted

program or has been reviewed by the California Learning Resources Network (CLRN), if appropriate, and found to be consistent with SBE-adopted Content Standards. The CLRN reviews supplemental electronic learning resources for students. Additional information regarding CLRN may be accessed at http://www.clrn.org.

17. Ensure that any hardware purchased with grant funding meets the Technical Specifications for

Computers Purchased or Leased Under EETT Funding (see Appendix B at: http://www.cde.ca.gov/fg/fo/r5/eettc07rfa.asp). If Environmental and Spatial Technology (EAST) is selected as a program option, ensure that any hardware/software purchased with grant funding that will be used for the EAST classes will meet the minimum technical specifications for



computers/software as designated by the EAST Initiative. The specifications can be found at: http://www.cde.ca.gov/fg/fo/r5/eettc07rfa.asp

18. Agree to the CDE site visitations for the purpose of monitoring grant implementation and expenditures and provide all requested documentation to the CDE personnel in a timely manner.

19. Agree that the CDE has the right to intervene, renegotiate the grant, and/or cancel the grant if the

grant recipient fails to comply with grant requirements. 20. Agree to submit: (1) Performance Reports by the deadline stipulated by the CDE; (2) any evaluation

data requested by the CDE; (3) Expenditure Certifications as required (4) End of Period Expenditure Reports; (5) data from participating Teachers’ EdTechProfile technology assessment profile results; and (6) data from the California School Technology Survey (CSTS). Districts must have completed the 2007 CSTS for the district and all sites for which funding is requested. The survey may be accessed at: http://www.cde.ca.gov/ls/et/rs/techsurvey.asp.

21. Agree to comply with specific requirements of the professional development model described in the

EETT Competitive grant application (i.e., attending required trainings, service contracts, etc). 22. Agree that teachers participating in the professional development program at each site funded by this

grant will complete pre and post Ed Tech Profile technology assessments during the following time period: July 1, 2007 – June 30, 2008, July 1, 2008 – June 30, 2009, and July 1, 2009 – June 30, 2010 if a Follow-Up grant is awarded.

23. Agree that eligibility for the one-time Follow-Up grant will be approved by the CDE, if funding is

available, and when the LEA can demonstrate that they have met or made significant progress* in meeting their application performance goals. Calculations for the Follow-Up grant will be based on the most current certified CBEDS data. *(Significant progress is defined as the grantee meeting a minimum of 70 percent of the growth targets between baseline percentages and projected outcomes as stated in the grantee’s Form 3.)

24. Agree that funds will be used only in the school(s) identified in this application. Funds may be

moved from one funded site to another funded site, as needed, to support the research-based programs.

25. Ensure that expenditures are consistent with the federal Education Department Guidelines

Administrative Regulations (EDGAR). The website may be accessed at: http://www.access.gpo.gov/cgi-bin/cfrassemble.cgi?title=199834 under Title 34 Education.



26. Have a current, state-approved district technology plan that is consistent with SBE-adopted guidelines and EETT criteria at the time of grant funding.

27. Ensure that all districts listed in the application are compliant with the Children’s Internet Protection

Act. Legislation regarding this Act may be accessed at: http://ftp.fcc.gov/Bureaus/Common_Carrier/Orders/2001/fcc01120.doc.

28. Attend a program implementation / evaluation meeting located in Sacramento (exact meeting time,

date and location will be disseminated to grantees via e-mail). Your grant budget may include travel costs for this trip. Culver City Unified School District NAME OF APPLICANT Dr. Myrna Rivera Coté PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE SIGNATURE DATE



Appendix A – Certifications Certification Regarding Lobbying, Debarment, Suspension and Other

Responsibility Matters, and Drug-Free Workplace Requirements

Applicants should refer to the regulations cited below to determine the certification to which they are required to attest. Applicants should also review the instructions for certification included in pertinent regulations before completing this form. Signature of this form provides for compliance with certification requirements under 34 CFR Part 82, “New Restrictions on Lobbying,” and 34 CFR Part 85, “Government-Wide Debarment and Suspension (non procurement) and Government-Wide Requirements for Drug-Free Workplace (grants).” The certifications shall be treated as a material representation of fact upon which reliance will be placed when the Department of Education determines to award the covered transaction, grant, or cooperative agreement.

1. LOBBYING—This certification is required by Section 1352, Title 31, of the U.S. Code, and 34 CFR Part 82, for persons entering into a grant or cooperative agreement over $100,000 as defined at 34 CFR Part 82, Sections 82.105 and 82.110.

a. The applicant certifies that:

(1) No federal appropriated funds have been paid or will be paid by, or

on behalf of, the undersigned to any person for influencing or attempting to influence an officer or employee of an agency, a member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the making of any federal grant; the entering into of any cooperative agreement; or the extension, continuation, renewal, amendment, or modification of any federal grant or cooperative agreement.

(2) If any funds other than federal appropriated funds have been, or will

be, paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this federal grant or cooperative agreement, the undersigned shall complete and submit Standard Form -LLL, “Disclosure Form to Report Lobbying,” in accordance with its instructions.

(3) The undersigned shall require that the language of this certification

be included in the award documents for all sub-awards at all tiers (including sub-grants, contracts under grants and cooperative agreements, and subcontracts) and that all sub-recipients shall certify and disclose accordingly.



This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, Title 31, U.S. Code.

2. DEBARMENT, SUSPENSION, AND OTHER RESPONSIBILITY MATTERS—

This certification is required by executive Order 12549, Debarment and Suspension, and other responsibilities implemented at 34 CFR Part 85, for prospective participants in primary covered transactions, as defined at 34 CFR Part 85, Sections 85.105 and 85.110.

a. The applicant certifies that it and its principals:

(1) Are not presently debarred, suspended, proposed for debarment,

declared ineligible, or voluntarily excluded from covered transactions by any federal department or agency.

(2) Have not within a three-year period preceding this application been

convicted of, or had a civil judgment rendered against them, for commission of fraud or a criminal offense in connection with obtaining, attempting to obtain, or performing a public (federal, state, or local) transaction or contract under a public transaction; violation of federal or state antitrust statutes or commission of embezzlement, theft, forgery, bribery, falsification or destruction of records, making false statements, or receiving stolen property.

(3) Are not presently indicted for, or otherwise criminally or civilly

charged by, a governmental entity (federal, state, or local) with commission of any of the offenses enumerated in paragraph (a) (2) of this certification.

(4) Have not within a three-year period preceding this application had

one or more public transactions (federal, state, or local) terminated for cause or default.

b. Where the applicant is unable to certify to any of the statements in this

certification, he or she shall attach an explanation to this application.

3. DRUG-FREE WORKPLACE (GRANTEES OTHER THAN INDIVIDUALS) —This certification is required by the Drug-Free Workplace Act of 1988, and implemented at 34 CFR Part 85, Subpart F, for grantees, as defined at 34 CFR Part 85, Sections 85.605 and 85.610.

a. The applicant certifies that he or she will continue to provide a drug-free

workplace by:

(1) Publishing a statement notifying employees that the unlawful manufacture, distribution, dispensing, possession, or use of a



controlled substance is prohibited in the grantee’s workplace and specifying the actions that will be taken against employees for violation of such prohibition.

(2) Establishing an ongoing drug-free awareness program to inform

employees about:

(a) The danger of drug abuse in the workplace. (b) The grantee’s policy of maintaining a drug-free work place. (c) Any available drug counseling, rehabilitation, and employee

assistance programs. (d) The penalties that may be imposed upon employees for

drug-abuse violations occurring in the workplace.

(3) Making it a requirement that each employee engaged in performance of the grant be given a copy of the statement required by paragraph (1).

(4) Notifying the employee in the statement required by paragraph (1)

that, as a condition of employment under the grant, the employee will (a) abide by the terms of the statement; and (b) notify the employer in writing of his or her conviction for a violation of a criminal drug statute occurring in the workplace no later than five calendar days after such conviction.

(5) Notifying the agency, in writing, within 10 calendar days after

receiving notice under subparagraph (4)(b) from an employee or otherwise receiving actual notice of such conviction. The grantee must provide notice, including position title, to: Director, Grants, and Contracts Service, U.S. Department of Education, 400 Maryland Avenue, S.W. (Room 3124, GSA Regional Office Building No. 3), Washington, D.C. 20202-4571. Notice shall include the identification number(s) of each affected grant.

(6) Taking one of the following actions, within 30 calendar days of

receiving notice under subparagraph (4), with respect to any employee whom is so convicted:

(a) Taking appropriate personnel action against such an

employee, up to and including termination, consistent with the requirements of the Rehabilitation Act of 1973, as amended; or

(b) Requiring such employee to participate satisfactorily in a drug abuse assistance or rehabilitation program approved for such purposes by a federal, state, or local health, law enforcement, or other appropriate agency.



(7) Making a good-faith effort to continue to maintain a drug-free workplace through implementation of paragraphs (1), (2), (3), (4), (5), and (6).

b. The grantee may insert in the space provided below the site(s) for the

performance of work done in connection with the specific grant:

Place of performance (street address, city, county, state, zip code): _________________ ________________________________ _______

ENVIRONMENTAL TOBACCO SMOKE ACT—This certification is required by the Pro-Children Act of 1994, (also known as Environmental Tobacco Smoke), and implemented as Public Law 103-277, Part C which requires that: The applicant certifies that smoking is not permitted in any portion of any indoor facility owned or leased or contracted and used routinely or regularly for the provision of health care services, day care, and education to children under the age of 18. Failure to comply with the provisions of this law may result in the imposition of a civil monetary penalty of up to $1,000 per day. (The law does not apply to children’s services provided in private residence, facilities funded solely by Medicare or Medicaid funds, and portions of facilities used for in-patient drug and alcohol treatment).

Check [ ] if there are workplaces on file that are not identified here.

As the duly authorized representative of the applicant, I hereby certify that the applicant will comply with the above certifications. Culver City Unified School District NAME OF APPLICANT Dr. Myrna Rivera Coté PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE SIGNATURE DATE

enhancing education through technology (eett)

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