madera unified school district district technology plan ......on the needs of students, teachers and...

Madera Unified School District

District Technology Plan July 1, 2010-June 30, 2015

Madera County Madera Unified School District

John Stafford- Superintendent CDS Code: 20-65243

(559) 675-4500

Ed Tech Contact: Kim Imrie Instructional Technology Coordinator

1902 Howard Road Madera, CA 93637

(559) 675-4500 ext. 265 FAX (559) 675-54528

[email protected]

District web site: http://www.madera.k12.ca.us

Approved by the State Board of Education, Technology Services March 12, 2010

Approved by Madera Unified School District Board of Education

Technology Use Plan 2010-2015 Madera Unified School District

Technology has the power to teach, to motivate, to captivate, and to transform… 1

Table of Contents Executive Summary of Technology Plan (Introduction)............... 2 Introduction, Mission, and Vision Statement ................................... 2 District Overview ............................................................................. 3 Organizational Chart ....................................................................... 5 Plan Duration .................................................................................. 6 Technology Planning Team Members (Stakeholders)..................... 7 Curriculum........................................................................................ 8

Access to Technology ..................................................................... 8 Supporting Teaching and Learning ............................................... 11 Goals, Objectives and Benchmarks .............................................. 14 Monitoring and Evaluations ........................................................... 25

Professional Development............................................................ 26 Training Madera’s Professionals ................................................... 26 District Needs Assessment ........................................................... 27 EdTech Profile Summary .............................................................. 28 Goals, Objectives, and Benchmarks ............................................. 32 Monitoring and Evaluations........................................................... 40

Infrastructure, Hardware, Software, and Technical Support...... 42 Supporting Curriculum and Professional Development................. 45 Infrastructure, Software, and Technical Support ........................... 51 Goals, Objectives, and Benchmarks ............................................. 51 Monitoring and Evaluations........................................................... 56

Funding and Budget ...................................................................... 58 Resources and Needs................................................................... 58 Budgets ......................................................................................... 60 Equipment Replacement ............................................................... 61 Monitoring and Evaluations........................................................... 61

Monitoring and Evaluations.......................................................... 62 Resources, Needs and Goals ....................................................... 62 Timeline, Monitoring, and Evaluations........................................... 64

Collaborations with Adult Literacy Providers ............................. 67 Research Based Methods and Strategies.................................... 70 Distance Learning......................................................................... 78 Addendums .................................................................................... 80 Addendum A- ISTE Technology Standards .................................. 80 Addendum B- CyberSmart Scope and Sequence......................... 84



Madera Unified School District Mission and Vision Technology Mission Statement

Every child, regardless of socio-economic background or social status, should learn in a technology-rich environment that combines best teaching practices with software tools and equipment that stimulates their desire to succeed.

Madera Unified District Vision "Where the futures of our children are driven by their aspirations

and not bound by their circumstances." Program Focus: Technology Integration:

To make technology an integral part of how the classroom functions – as accessible as other classroom tools. To infuse technology into to the daily curriculum as a tool to support and enhance the learning of state content standards.

To integrate technology as a tool to help obtain information in a timely manner, analyze and synthesize the information, and present it professionally

To use technology as a tool to support gathering, processing and monitoring vital data to help drive instructional decisions.

To integrate our E-Rate goals into our EETT TUP plan to develop and maintain a comprehensive technology program that benefits all stakeholders.

Program Goals: • To improve student achievement in grades K-12 through the use of technology in

promoting school reform. • To effectively integrate technology to assist students in meeting or exceeding improve

state academic content standards in all subject areas. • To close the digital divide by integrating grade-level appropriate technology

proficiencies that provide students with the skills necessary to ensure technology literacy by the end of 8th grade regardless of race, ethnicity, gender socioeconomic status or disability.

• To use the appropriate technology responsibly to communicate, solve problems, and to access, create, integrate, evaluate, and manage information.

• To provide high quality professional development: o To increase the integration and use of technology as a tool to enhance

instruction and promote learning. o To increase technology literacy among teachers and administrators. o To increase the ability of teachers and administrators to analyze and use

longitudinal data to improve instruction and student achievement. • To effectively integrate the use of technology as a tool to acquire lifelong knowledge

and skills in the 21st century. • To promote communication and collaboration among home, school and community that

supports student learning and improves achievement. • To support and expand the use of research-based standards-aligned Electronic

Learning Resources (ELR) designed to improve student achievement. • To increase technology literacy and access to technology that can be implemented as



best practices. • To expand access to infrastructure, equipment and technical support. • The use of the continuous improvement model to assess and evaluate TUP program

practices and their impact on student success. Madera Unified School District believes in the following guiding principles:

• All students, teachers, administrators, and support personnel must have equal access to technology.

• Technology should be used as a tool to support instruction and learning. • Technology should help facilitate learning, expanding beyond the four walls of the

classroom. • Teachers should be competent in the use of technology and have access to adequate

resources, working efficiently, teaching students effectively, and communicating with parents.

• Students should have continual access to technology for research, organizing, publishing and presenting curricular topics suitable for storage in an electronic portfolio.

• To give all users the tools needed to access, process, create and disseminate data effectively and efficiently.

• Parents and community members should have the opportunity to become active partners within the Madera Unified School District learning environment through access to technology.

District Overview Madera Unified School District is home to over 19,200 students in grades K-12. The district is comprised of 25 school sites, which includes fourteen K-6 elementary schools, three K-8 schools, three middle schools (grades 7-8), two comprehensive high school grades 9-12, two continuation high schools, one independent study and one adult education facility. Plans are currently underway to build a new comprehensive high school slated to open in 2012. The district covers a 15-mile radius, which includes four schools in fairly rural areas. It is located in the geographic center of the State of California. Madera Unified serves a diverse population and reflects the community that it serves. Chief industries include farming, manufacturing, food production, distribution, and retail sales. The ethnic distribution is comprised of <1% American Indian/Alaskan Native, 2% Pacific Islander/Filipino/Asian, 3% African American, 12% Caucasian and 82% Hispanic. The district’s socioeconomic index is relatively low with approximately 77% of all students in Madera Unified qualifying for free or reduced lunches. Approximately 43% of all students are English Language Learners, qualifying all schools sites in MUSD for EIA/LEP and Title I funding according to their student population.

Demographic Comparisons CBEDS Enrollment

2009 Program

Improvement Status

Title I 2009

Free and Reduced Lunch

Special Needs Students

English Language Learners

Socio-economically

Disadvantaged Madera Unified Year 3 77% 77% 10% 39% 81% State of California n/a 52% 52% 10% 23% 58%



Demographic Comparisons

CBEDS Enrollment 2009

Program Improvement

Status

Title I 2009

Free and Reduced Lunch

Special Needs Students

English Language Learners

Socio-economically

Disadvantaged Madera Unified Year 3 77% 77% 10% 39% 81% State of California n/a 52% 52% 10% 23% 58%

In 1992 the Madera Unified School District recognized the impending effects of technology integration on the school’s curriculum and administrative environments. To meet these needs the district convened a Technology Roundtable and began to create a long-term approach to technology planning. In 1994 the Board of Education approved Madera Unified's first technology plan. Tremendous growth was seen from 1994 to 2002, the district grew from just over 1,000 computers in 1994 to well over 3,000 in 2002. In 1994, the district began wiring classrooms and created a district WAN; by 2002 all MUSD classrooms were wired and the district upgraded to a higher speed network capable of handling the data of modern learning environments. Our 2002 plan included a comprehensive program that has seen remarkable progress and giant steps in technology successes. In May 2004 our computer inventory totaled over 4500 computers. And now, five years later our computer count is well over 8,000. All of these advances have created a framework for increasing the use of technology to improve learning and achieve academic success. In August 2009, Madera Unified School District went back to the drawing board to revise their 2005-2010 Technology Use Plan. Stakeholders included community members, business leaders, teachers, administrators, parents, students, board members and district personnel (Assessment, Instructional Technology, Fiscal/Business Services, and Information Services). Our Stakeholders were responsible for planning and developing curriculum, professional development, infrastructure, hardware and software goals as well as determining the monitoring and evaluation procedures of the comprehensive plan. The following district-wide technology plan strives to insure that Madera Unified moves exceeds their goals during the implementation of this comprehensive five-year technology use plan.



1. TECHNOLOGY PLAN DURATION Prior to the development of first Technology Use Plan in 2002, each of our Madera Unified school sites were surviving as 'islands of technology'. There was no 'guiding force' operating at the district level to help 'organize the troops'. When considering the all-important components of a comprehensive, articulated technology plan that includes staff development, curriculum planning, and student and teacher standards, we began looking more like separate entities rather than a unified district. That initial plan helped us 'organize the troops' and 'unify' the district. It was written as a living document, to be revised and updated as innovative technologies, learning standards, and the needs of students and teachers in the district evolved. Plan Duration Our current technology Use Plan has been written to encompass the 2010-2015 school years. Madera Unified has determined that developing a long-term five-year plan will afford us the opportunity to follow-through and implement long-term goals. The plan will be monitor closely with modifications and revisions made yearly and posted to our district web site. The plan was developed to meet all state and federal requirements for technology use plans and E-Rate programs. Current and future trends in educational technology standards for students and teachers as well as infrastructure standards were considered during the duration of this plan. Although we believe that most of our 2005-2010 TUP goals were realized over the last five years, we also came to realize that many of our goals were too "lofty" and difficult to reach with the percentage of completion indicated. The development of our revised Technology Use Plan (2010-2015) has given us the opportunity to carefully evaluate each of the TUP component areas in great detail, revising previous expectation and creating new ones based on the needs of students, teachers and administrators and the availability of new technologies and standards-based curriculum software. The 2009-10 EETT Formula Grant criterion document (Appendix C) was used as a tool to insure that each area of our revised plan was adequately addressed and new all requirements were met. Activities and strategies for the implementation of the 2010-2015 Madera Unified Technology Use Plan are outlined in the following document. Measurable objectives that include benchmarks and timelines have been established to insure the integration of technology across the curriculum to improve teaching and learning for all. The following plan was taken to the Madera Unified Board of Education for approval in December 2009 and submitted to the State of California EETT committee for approval in December 2009. Program implementation will begin in July 2009 and continue through June 30, 2015. 2. STAKEHOLDERS' DESCRIPTION Description of how a variety of stakeholders from within the school district and community at large participated in the planning process: A team of educational professionals, which included teachers, curriculum leaders, technology specialists, administrators, district board members, students, community business leaders, and parents was established. Stakeholders received training in the area of Technology Use Plan development. Our TUP team (stakeholders) reviewed the 2005-2010 plan before



conducting discussions about possible improvements and changes for the 2010-2015 plan. Stakeholders visited school sites researching past plan implementation and future needs. The TUP team members (stakeholders) gathered for public meetings to provide input into the revision and development of goals, activities, and benchmarks as well as to participate in the writing process. TUP team members assisted with the development and writing of the plan and will continue to assist in the implementation, evaluation, and monitoring for the duration of the 2010-2015 plan. The final draft was presented to all stakeholders for approval before submission to The Madera Unified Board of Education. CTAP Region VII personnel reviewed the plan in December 2009 prior to final submission to the State Department of Education. Technology Use Planning Team (Stakeholders) Ray Seibert Madera Unified Board of Education Member/ local Businessman Marissa DiMauro Educational Services Coordinator- Categoricals Janet Grossnicklaus Director of Curriculum and Assessment Jeff Botoroff Madera County Office of Ed- Technology/Networking Director Kim Imrie Instructional Technology Coordinator Rich Harmon Instructional Technology Coach Greg Johnson Instructional Technology Coach Joe Ayala Computer/Network/Server Specialist/Parent Joanne Glantz Computer/Network Specialist, Teacher and Parent Steve Imrie Director of Information Systems Jack Anderson Computer/Network/Server Specialist /Parent Shannon Lancaster Literacy Teacher (TSA) and Parent Brandon Hopkins Technology Specialist/Business Owner Paul Parkey MUSD Technology Specialist Tomas Galvan MUSD Technology Specialist Anthony Rieping MUSD Technology Specialist Cheyanne Ralston MUSD Technology Specialist and Trainer Jordan Davis MUSD Technology Specialist Guillermo Bueno Student- Madera South High School Zachary Holdsclaw Student- Madera High School Chris Shafer Community Businessman- ACT technologies Carsten Christenson Principal K-6- Alpha Elementary Mike Soliz Teacher and Parent/Technology Mentor- Berenda School Gina Webb Teacher and Parent- Berenda Elementary Cindy Henard Teacher and Parent- Sierra Vista Elementary Autumn Davis Teacher - Pershing Elementary Christopher Brown High School Math and Literacy Coach Barbara Brown Teacher and Technology Mentor- Mt. Vista High School Pam Alcott Teacher and Technology Mentor- Ripperdan High School Mike Dawson Teacher/ EETT Grant Classroom/ King Middle School-

The MUSD Board of Education has always played an important role in the education of Madera students. Our school board is committed to providing the focus, direction and resources to provide a complete educational experience for students. In the spring of 2000, it



was the Madera Unified Board of Education that helped to seed, plant and nurture our floundering technology program, helping to transform it to one of the best in the valley. Our current technology program earned a coveted Golden Bell Award in 2004. Thanks to our progressive Board of Education, technology is available in all Kindergarten through twelfth grade core curriculum classrooms. Teachers and students are being trained to use technology as a powerful tool, integrating it seamlessly into their core curriculum. The MUSD Board of Education continues to invest in the future of our children.

Madera Unified Board of Education 2009-2010 Ricardo Arredondo Robert Garibay Loraine Goodwin Philip Janzen (Clerk) Michael Salvador Ray Seibert Michael Westly (President)

3. CURRICULUM COMPONENT 3a. Description of teachers' and students' access to technology tools both during the school day and outside of school hours: “Every child, every day, whatever it takes!" That’s the MUSD philosophy. Technology is a tool, a vehicle to assist in the delivery of instruction. It is a resource available to all students and teachers in every classroom in Madera Unified School District. We focus on research-based best practices and high quality instruction for all students. All Madera Unified teachers are provided access to technology. The district provides each with a laptop that is used in the classroom to help drive instruction, and can be taken home at the end of the school day allowing teachers to create instructional material for the classroom. These laptops are networked and have Internet connectivity for instructional delivery and for use with MUSD's web-based grade book program. This connection provides access to current information to supplement teaching resources with electronic learning resources and online services. Teachers' laptops in 90% of our district classrooms are connected to a classroom projector to allow for group instruction. In classrooms with projectors, two-thirds are equipped with an interactive whiteboard providing additional teacher/student interaction. Almost all district classrooms have a network printer providing printing access for all students and teachers. Some classrooms are equipped with a document camera connected to the projector through teacher's computer. Teachers have access to scanners either in their classroom or in a central site location for use before, during and after the school day. Every teacher in our district is provided a district e-mail account and an e-mail directory of global users and groups (distribution lists) within the e-mail system. This access provides for teacher/parent communication, as well as collaboration with educational peers. District teachers are building learning resources for use on shared network volumes and web sites at each school site.



Madera Unified students have access to technology at their school sites in classrooms, libraries, and computer labs. Students are provided a variety of age-appropriate educational software in the classroom and lab environment. Students are also provided safe Internet access at every workstation. Students have access to these computers throughout the school day and after school through participation in after school programs (Y.E.S). The greatest barrier to after school access is the lack of available transportation for low-income families in rural area schools. Teachers, administrators, and district staff personnel use Digitronics Complete School Student Information System to access student demographics, grade reports, and attendance. district benchmark, CELDT, CST and core summative and formative assessment data reports are available through EduSoft Web-based Testing and Assessment software. All Madera Average computer to student ratio:

School Site Enrollment Total number of computers

(all ages)

Ratio Computers:Students

(all age computers)

Total number of computers (3 years old

or less)

Ratio Computers:Students

(3 years old or less)

Elementary Schools Adams (K-6) 798 290 1:2.8 107 1:7.5 Alpha (K-6) 709 389 1:1.8 194 1:3.7 Berenda (K-6) 817 373 1:2 36 1:22.7 Chavez (K-6) 688 551 1:1.2 100 1:6.9 Dixieland (K-8) 310 186 1:1.7 37 1:8.4 Howard (K-6) 524 163 1:3.2 24 1:21.8 LaVina (K-8) 317 200 1:1.6 32 1:9.9 Lincoln (K-6) 831 336 1:2.5 92 1:9 Madison (K-6) 658 292 1:2.3 81 1:8.1 Millview (K-6) 783 288 1:2.7 0 0:783 Monroe (K-6) 779 264 1:3 17 1:45.8 Nishimoto (K-6) 786 380 1:2 69 1:11.4 Parkwood (K-6) 775 282 1:2.7 282 1:2.7 Pershing (K-6) 815 358 1:2.3 358 1:2.3 Sierra Vista (K-6) 703 473 1:1.5 133 1:5.3 Washington (K-6) 709 285 1:5 36 1:19.7

Middle Schools Desmond (7-8) 874 412 1:2.1 65 1:13.4 Jefferson (7-8) 997 477 1:2 95 1:10.5 King (7-8) 720 477 1:5 117 1:6.2

High Schools Madera High (9-12) 2053 696 1:2.9 383 1:5.4 Madera South (9-12) 2673 725 1:3.7 267 1:10 Mountain Vista (9-12) 151 72 1:2 41 1:3.7 Ripperdan (9-12) 183 98 1:1.9 50 1:3.7 Furman (9-12) 203 67 1:3 8 1:25.4 District Totals: 18,863 8,134 1:3 2,624 1:7.2

Twenty-three of Madera Unified's twenty-five school sites have computer labs in addition to classroom computers. The table below describes each lab, its purpose, and the available software.



School Site Number of Computer

Labs

Purpose

Software included on lab computers

Software included on classroom

computers Elementary Schools

Adams (K-6) 1 classroom Intervention and general purpose labs Alpha (K-6) 2 classroom Intervention and general purpose labs Berenda (K-6) 4 classroom Intervention and general purpose labs Chavez (K-6) 1 classroom

7 portable Intervention and general purpose labs

Dixieland (K-8) 1 classroom Intervention and general purpose labs Howard (K-6) No labs Intervention and general purpose labs LaVina (K-8) 2 classroom


Lincoln (K-6) 2 classroom Intervention and general purpose labs Madison (K-6) 2 classroom Intervention and general purpose labs Millview (K-6) 1 classroom Intervention and general purpose labs Monroe (K-6) 2 classroom

Intervention and general purpose labs

Nishimoto (K-6) 2 classroom 4 portable


Parkwood (K-6) 2 portable Intervention and general purpose labs Pershing (K-6) 2 classroom


Sierra Vista (K-6) 2 classroom 2 portable


Washington (K-6) 2 classroom Intervention and general purpose labs

All elementary K-8 School labs include: SuccessMaker intervention software, adopted core curriculum applications, Renaissance products, word processing, graphics/mapping programs, Internet browsers

All elementary K-8 classroom computers include: SuccessMaker, intervention software, adopted core curriculum applications, Renaissance products, word processing, graphics/mapping programs, Internet browsers

Middle Schools Desmond (7-8) 2 classroom

3 portable Intervention, Curriculum Specialty and general purpose labs

Jefferson (7-8) 4 classroom 12 portable

Intervention, Curriculum Specialty and general purpose labs

King (7-8) 3 classroom 4 portable

Intervention, Curriculum Specialty and general purpose labs

Middle School 7-8 lab computers include: PLATO, Rosetta Stone, CAD, Cyber High courses, business and adopted core curriculum applications: Math, Science, History, Language Arts and ELD, specialty computer graphic and video applications

Middle School 7-8 classroom computers include: PLATO, Rosetta Stone, CAD, Cyber High courses, business and adopted core curriculum applications: Math, Science, History, Language Arts and ELD

High Schools Madera High (9-12)

19 classroom 2 portable

Intervention and open labs, Science, OEII, Special ED, PLATO, ELL, Cyber High, History, Nursing, Computer Applications, Engineering & Drafting, Yearbook and library

Madera South (9-12)

16 classroom 6 portable

Student Labs: Intervention and open labs, Science, OEII, Special ED, PLATO, ELL, Cyber High, History, Nursing, Computer Applications, Engineering & Drafting, Yearbook and library

Mountain Vista (9-12)

1 classroom Student Labs: Intervention and open labs

Ripperdan (9-12) 1 classroom Student Labs:

High School 9-12 lab computers include: PLATO, Rosetta Stone, CAD, Cyber High courses, business and adopted core curriculum applications: Math, Science, History, Language Arts and ELD, computer graphics and specialty CAD program and yearbook and video applications.

High School 9-12 classroom computers include: PLATO, Rosetta Stone, CAD, Cyber High courses, business and adopted core curriculum applications: Math, Science, History, Language Arts and ELD



Intervention and open labs Furman (9-12) 2 classroom Student Labs:

Intervention and open labs

District Totals: 120 classroom and portable labs Availability of Technology in School Classrooms and Library Settings:

Schools, Libraries, and Media Centers

Teacher Access Student Access (with teacher)

Available Staff

Elementary School Classrooms

7:00a.m. -11:00p.m. Or until janitor leaves

7:45a.m. -3:00p.m. Before and after school access decision of teacher

o Certificated Teacher o Special Ed

classrooms have classified teacher aids

Elementary Libraries (most elementary libraries only have a part time library aid available during the day, but libraries are available to students if the teacher accompanies them)

7:00a.m.-5:00p.m. 8:00a.m.-3:00p.m. CLUB Y.E.S. 2:30p.m. -6:00p.m. Tutoring 2:30pm-4:00pm

Classified library aids at 80% of schools

Middle School Classrooms 7:00a.m.-11:00p.m. or until janitor leaves

7:45a.m. -3:00p.m. Before and after school access decision of teacher

Certificated

Middle School Media Centers 7:00a.m.-5:00p.m. 7:00a.m.-5:00p.m. Certificated and Classified

High School Classrooms 7:00a.m.-11:00p.m. or until janitor leaves

7:00a.m.-3:00p.m. Before and after school access decision of teacher

Certificated

High School Media Centers 7:00a.m.-5:00p.m. 7:00a.m.-5:00p.m. Certificated and Classified

Madera Public Library (with Internet Access)

10:00-8:00 M-Th 10:00-4:00 Fri.& Sat.

10:00-8:00 M-Th 10:00-4:00 Fri.& Sat.

Resource Personnel, Librarians

3b. Districts' current use of hardware and software to support teaching and learning Technology is currently being used as a tool to enhance and enrich learning in all K-12th grade classrooms. Madera Unified teachers are using technology to drive and support best instructional practices in many different ways. Teachers are using technology to generate instructional and assessment materials. They collect student assessment data for learning analysis and post this data on a 'data wall' in their classrooms. Teachers use the hardware and software available to them daily to research, plan, and organize classroom instruction. Madera Unified teachers are using Standards Score (Standards-based grade book and report card system) to post student grades online, providing parents with access to student progress. With the adoption of new core curriculum, teachers are trained in the use of the electronic learning resources and online technology components. With the use of the interactive whiteboard (Promethean ActivBoards) and student response systems (Promethean ActiVotes and ActivExpressions), many of our teachers are able to check for understanding immediately as lessons are being taught.



Across the curriculum, Madera Unified students receive daily remedial and RtI intervention support as well as enrichment opportunities through the use of technology. Our latest Reading adoption, Holt Literature, provides students with a wealth of audio/video content to support fluency. Beginning reading support is also provided through online web sites like Starfall. Writing support is provided for students through the use computers software that includes tools for brainstorming, writing aids, and idea webbing (Kidsiration and Inspiration). Madera Unified's latest Math adoption, Holt Math, provides students with access to ‘EduPlace', an online web site and other available online tutorials and remediation tools to support core curriculum. History/Social Studies students access encyclopedias and atlases as well as experiencing travel through virtual field trips using student computer workstations. Our History/Social Studies adoption, Pearson Scott Foreman, has provided students with an on-line textbooks as well as learning tools to support core curriculum. Student learning in Science is also supported through an interactive on-line textbook with science activities and learning web sites. GATE students are introduced to advanced software products that elicit higher level thinking skills (through learning and discovery) as well as being trained to use graphic organizers, multimedia authoring software, and video to develop projects and presentations. Our most successful attempts at remediation and enrichment for our Special Education, RSP, GATE, and EL learners has been through the use of intervention/enrichment software from PLATO and Pearson SuccessMaker. At the secondary level, students are scheduled for access to these programs based on their need for CAHSEE support, course credit recovery, and as a substitution for instruction in Advanced Placement courses not available through the district. At the elementary level Madera Unified uses Pearson SuccessMaker to provide intervention for students below grade-level proficiency. In classrooms and computer labs across the district, 2nd-3rd grade students are scheduled daily to use the intervention and enrichment software to meet their individual instructional needs. Frequency and Type of Use Based on the California Schools’ technology Survey in March 2008 and classroom observations in 2008-09, student technology use varies from grade level to grade level and school-to-school. Most elementary, middle schools and high school teachers use technology for direct instruction and whole class curriculum delivery. Internet-based core curriculum and intervention software in Reading, Math, Science and History/Social Studies is used in one form or another in all K-12 classrooms. The use of project-based problem solving applications and simulations are lacking in all classrooms. A growing number of teachers in grades 3-8 are saving student work in network accessible folders for use as electronic work portfolios.



Daily Integration and Use of Technology based on Classroom Observation (2009) and 2008 California State Technology Survey

3c. Madera Unified's Curriculum Goals Supported by Technology Use Plan Madera Unified's mission is to provide a student-centered instructional program in which all students can learn to the best of their abilities; "All students, all the time, whatever it takes". This over-arching goal ensures that all Madera Unified students are afforded the opportunity to work to their highest potential moving toward the goal of becoming contributing members of society. The following are the overarching goals included in Madera Unified's Instructional Action Plan.

Madera Unified Goal: 1. By June 2014 all students, including special education and English Language Learners, will score at

proficient or above on the ELA and Math section of the California Standards Test. 2. All Madera Unified students will be reading at or above grade level by the end of third grade

Focus Area Strategies Core Curriculum- English Language Arts and Math

General and special education staff will use of effective instructional strategies to meet the needs of a diverse student population.

Intervention Courseware All students will have access to appropriate intervention designed to support academic success.

Assessment and Accountability

Ongoing and frequent use of assessment data by all teachers, administrators, students/parents to inform instructional decisions, assess effectiveness & determine progress toward standards.

Technology is currently being used as a tool to enhance and enrich learning in all K-12th grade classrooms. Madera Unified approved the adoption and use of ISTE Students (NETS.S), Teacher (NETS.T) and Administrator (NETS.A) Technology Standards (see addendum A). These Technology Standards will be integrated into the MUSD core curriculum standards and MUST Documents in Language Arts, and Math (Madera Unified Standards and Tasks) and integrated with the California State Academic Content Standards in History and Science (http://cde.ca.gov/standards). In addition to the California State Academic Content Standards, and the Madera Unified MUST Document, MUSD teachers and administrators also closely adhere to program goals set forth in comprehensive planning documents such as

Grade Levels

Average Daily Technology Use ELA/READING

Average Daily Technology Use

MATH


SCIENCE


HISTORY Kindergarten Daily for 30-60

minutes Daily for 30 minutes Once a week for 30

minutes Once a week for 30 minutes

Grades 1-3 Daily for 2 hours Daily for 1 to 1.25 hours

Once a week for 1 hour


Grades 4-6 Daily for 2.5 hours Daily for 1 to 1.5 hours Once a week for 1 hour


Grades 7-8 (six period days)

Daily for .75 hours each period


Daily for 1 hour each period


Grades 9-12 (six period days)







School Improvement (SIP), Title 1, BTSA, CAHSEE, IIUSP, GPS (Graduate Performance Standards), and EIA/LEP. CURRICULUM GOALS, OBJECTIVES, AND BENCHMARKS 3d. Using Technology to Improve Teaching and Learning by Supporting Curriculum Goals The CDE defines curriculum integration as an infusion into the classroom, "as a tool to enhance the learning of state content standards in a content area." It also states, "Technology use should become an integral part of how the classroom functions, accessible as other classroom tools." Curriculum Goal 1:

Madera Unified K-6th grade students will use technology as a tool to support learning of district grade level curriculum standards in Language Arts and Math.

Objective 1.1 By June 2015, all K-6th grade students will be proficient or advanced in ELA and Math as measured by high stakes tests.

Year 1 Benchmark: By June 2011, 65% of all K-6 grade students performing below proficiency will show 1 performance level of growth in ELA and Math toward proficiency as measured by high stakes test. Year 2 Benchmark: By June 2012, 75% of all K-6 grade students performing below proficiency will show 1 performance level of growth in ELA and Math toward proficiency as measured by high stakes test. Year 3 Benchmark: By June 2013, 85% of all K-6 grade students performing below proficiency will show 1 performance level of growth in ELA and Math toward proficiency as measured by high stakes test. Year 4 Benchmark: By June 2014, 100% all K-6th grade students will be proficient or advanced in ELA and Math as measured by high stakes tests. Year 5 Benchmark: By June 2015, 100% all K-6th grade students will maintain a level of proficient or advanced in ELA and Math as measured by high stakes tests.

Implementation Plan for Curriculum Goal 1 Activities Timeline Person(s) Responsible Monitoring and Evaluation

K-6th grade students will use SuccessMaker Intervention software for a minimum of 30 minutes daily. Students will have access in labs and classrooms.

September-June each year Five days per week- 30 minutes per day

Teachers Teachers will run weekly reports to monitor SuccessMaker progress. Teachers' will share progress reports with students. Modifications made to individual student program based on SM weekly reports.

SuccessMaker Time-of-Test progress reports (based on individual student progress toward the goal of CST proficiency) will be discussed with school site administrators at elementary ILT (Instructional Leadership Trainings) twice yearly.

Twice yearly in December and April

SuccessMaker Consultant and Instructional Technology Coordinator Site Administrators

Bi-yearly reports forecasting CST achievement will be shared with district administrators. Timeline or time-on-task modifications made to SuccessMaker program based on time-of-test prescriptive reporting results.

Evaluation Instrument(s)- Data to be collected: • Student use of SuccessMaker will be monitored daily; students will keep a log of their daily access and progress.



• Teachers will evaluate SuccessMaker reports weekly; adjustments in student activity levels will be made as needed. • Quarterly reading and math benchmark results will be monitored for correlation to SuccessMaker progress. • CST achievement data will be analyzed in the fall of each year to determine if adequate student progress was achieved. • CST achievement data and SuccessMaker academic progress will be analyzed and compared to show correlations.

Curriculum Goal 2:

Madera Unified 7th-12th grade students will use technology as a tool to support learning of district grade level curriculum standards in Language Arts and Math.

Objective 2.1 By June 2015, all 7th-12th grade students will be proficient or advanced in ELA and Math as measured by high stakes tests.

Year 1 Benchmark: By June 2011, 65% of all 7th-12th grade students performing below proficiency will show 1 performance level of growth in ELA and Math toward proficiency as measured by high stakes test. Year 2 Benchmark: By June 2012, 75% of all 7th-12th grade students performing below proficiency will show 1 performance level of growth in ELA and Math toward proficiency as measured by high stakes test. Year 3 Benchmark: By June 2013, 85% of all 7th-12th grade students performing below proficiency will show 1 performance level of growth in ELA and Math toward proficiency as measured by high stakes test. Year 4 Benchmark: By June 2014, 100% of all 7th-12th grade students will be proficient or advanced in ELA and Math as measured by high stakes tests. Year 5 Benchmark: By June 2015, 100% of all 7th-12th grade students will maintain a level of proficient or advanced in ELA and Math as measured by high stakes tests.


7th-12th grade students will use PLATO Learning and/or CAHSEE Intervention software for a minimum of 30 minutes daily.

September-June each year Five days per week- 30 minutes per day

Teachers Teachers will run weekly reports to monitor PLATO progress. Teachers' will share progress reports with students.

PLATO Time-of-Test progress reports (based on individual student progress toward the goal of CST proficiency) will be discussed with school site administrators at secondary ILT (Instructional Leadership Trainings) .


PLATO Consultant and Instructional Technology Coordinator

Bi-yearly reports forecasting CST achievement will be shared with district administrators.

Evaluation Instrument(s)- Data to be collected: • Student use of PLATO will be monitored daily; students will keep a log of their daily access and progress. • Teachers will evaluate PLATO reports weekly; adjustments in student activity levels will be made as needed. • Quarterly reading and math benchmark results will be monitored for correlation to PLATO progress. • CST achievement data will be analyzed in the fall of each year to determine if adequate student progress was achieved. • CST achievement data and PLATO academic progress will be analyzed and compared to show correlations.

Curriculum Goal 3:

Madera Unified teachers and administrators will use technology as a tool to support learning of district grade level curriculum standards in Language Arts and Math.

Objective 3.1 By June 2015 90% of all K-12 teachers and Administrators will use SuccessMaker and PLATO online reports to monitor monthly progress toward proficiency of grade level curriculum standards in reading and math reflected on RtI (Response to Intervention) progress toward student goal(s).



Year 1 Benchmark: By June 2011, 30% of all K-12 teachers and Administrators will use SuccessMaker and PLATO online reports to monitor monthly progress toward proficiency of grade level curriculum standards in reading and math reflected on RtI (Response to Intervention) progress toward student goal(s). Year 2 Benchmark: By June 2012, 45% of all K-12 teachers and Administrators will use SuccessMaker and PLATO online reports to monitor monthly progress toward proficiency of grade level curriculum standards in reading and math reflected on RtI (Response to Intervention) progress toward student goal(s). Year 3 Benchmark: By June 2013, 60% of all K-12 teachers and Administrators will use SuccessMaker and PLATO online reports to monitor monthly progress toward proficiency of grade level curriculum standards in reading and math reflected on RtI (Response to Intervention) progress toward student goal(s). Year 4 Benchmark: By June 2014, 75% of all K-12 teachers and Administrators will use SuccessMaker and PLATO online reports to monitor monthly progress toward proficiency of grade level curriculum standards in reading and math reflected on RtI (Response to Intervention) progress toward student goal(s). Year 5 Benchmark: By June 2015, 90% of all K-12 teachers and Administrators will use SuccessMaker and PLATO online reports to monitor monthly progress toward proficiency of grade level curriculum standards in reading and math reflected on RtI (Response to Intervention) progress toward student goal(s).


Teachers and administrators will use SuccessMaker and PLATO online reports to monitor progress toward mastery of curriculum standards in reading and math.

Each month from September-June

Teachers and Administrators

Teachers and administrators will run monthly reports comparing SuccessMaker and PLATO progress with RtI goals. Teachers' will discuss progress reports with administrators.

SuccessMaker and PLATO Time-of-Test progress reports (based on individual student progress toward the goal of CST proficiency) will be discussed with school site administrators at elementary and secondary ILT (Instructional Leadership Trainings) twice yearly.


SuccessMaker and PLATO Consultants and Instructional Technology Coordinator

Bi-yearly reports forecasting CST achievement will be shared with district administrators.

Evaluation Instrument(s)- Data to be collected: • Student use of SuccessMaker and PLATO will be monitored daily; students will keep a log of their daily access and progress. • Teachers will evaluate SuccessMaker and PLATO online reports weekly; adjustments in student activity levels will be made as

needed. • Quarterly reading and math benchmark results will be monitored for correlation to SuccessMaker progress. • CST achievement data will be analyzed in the fall of each year to determine if adequate student progress was achieved. • CST achievement data and SuccessMaker academic progress will be analyzed and compared to show correlations.



Curriculum Goal 4:

Madera Unified 9th-12th grade students will use technology as a tool to support improved achievement of district grade level curriculum standards in Language Arts, Math, History/Social Science, and Science using available distance learning opportunities.

Objective 4.1 By June 2015 35% of all 9th-12th grade students will use available distance learning curriculum for credit recovery or advanced placement courses to increase academic achievement, meet college level requirements and improve graduation rates as measured by yearly school achievement records and C-BEDS reports.

Year 1 Benchmark: By June 2011, 10% of all 9th-12th grade students will use available distance learning curriculum for credit recovery or advanced placement courses to increase academic achievement, meet college level requirements and improve graduation rates as measured by yearly school achievement records and C-BEDS reports. Year 2 Benchmark: By June 2012, 15% of all 9th-12th grade students will use available distance learning curriculum for credit recovery or advanced placement courses to increase academic achievement, meet college level requirements and improve graduation rates as measured by yearly school achievement records and C-BEDS reports. Year 3 Benchmark: By June 2013, 20% of all 9th-12th grade students will use available distance learning curriculum for credit recovery or advanced placement courses to increase academic achievement, meet college level requirements and improve graduation rates as measured by yearly school achievement records and C-BEDS reports. Year 4 Benchmark: By June 2014, 25% of all 9th-12th grade students will use available distance learning curriculum for credit recovery or advanced placement courses to increase academic achievement, meet college level requirements and improve graduation rates as measured by yearly school achievement records and C-BEDS reports. Year 5 Benchmark: By June 2015, 35% of all 9th-12th grade students will use available distance learning curriculum for credit recovery or advanced placement courses to increase academic achievement, meet college level requirements and improve graduation rates as measured by yearly school achievement records and C-BEDS reports.


Students study at home using available distance learning curriculum (PLATO and UCCP via Moodle) for credit recovery or advanced placement courses.

July 1-June 30th each year.


Teachers and administrators will run monthly reports to monitor student progress and to evaluate and modify program use as needed.

Students will take midterm and final tests at local high schools

Testing centers open weekly all year. (students must set up appointment in advance)

Testing center teacher and assigned course teacher.

End of course testing reports will be reviewed by testing center, course teacher, and shared with students.

Evaluation Instrument(s)- Data to be collected: • Student use of UCCP and PLATO distance learning courseware from home will be monitored weekly by course assigned

teacher. • Students will keep a log of their daily access from home and progress; logs will be required each month by assigned course

instructor. • Students will report to testing centers on high school campuses for midterm and final testing. • Teachers will evaluate student progress based on monthly PLATO and UCCP reports • Quarterly benchmark results will be monitored for correlation to program progress. • CST achievement data will be analyzed in the fall of each year to determine if adequate student progress was achieved. • Yearly school site CST, CAHSEE, and AP course achievement and C-BEDS reports will be monitored to analyze progress of

goal.



Curriculum Goal 5: Madera Unified 1st-12th grade students will use technology as a tool to support improved achievement of district grade level curriculum standards in Language Arts, Math, History/Social Science, and Science using available online learning resources from adopted core curriculum.

Objective 5.1 By June 2015 60% of all 1st-12th grade students will use online learning resources and tutorials from adopted core curriculum, available 24/7, to support learning and understanding as measured by improved student achievement on formative and summative assessments.

Year 1 Benchmark: By June 2011, 20% of all 1st-12th grade students will use online learning resources and tutorials from adopted core curriculum, available 24/7, to support learning and understanding as measured by improved student achievement on formative and summative assessments. Year 2 Benchmark: By June 2012. 30% of all 1st-12th grade students will use online learning resources and tutorials from adopted core curriculum, available 24/7, to support learning and understanding as measured by improved student achievement on formative and summative assessments. Year 3 Benchmark: By June 2013, 40% of all 1st-12th grade students will use online learning resources and tutorials from adopted core curriculum, available 24/7, to support learning and understanding as measured by improved student achievement on formative and summative assessments. Year 4 Benchmark: By June 2014, 50% of all 1st-12th grade students will use online learning resources and tutorials from adopted core curriculum, available 24/7, to support learning and understanding as measured by improved student achievement on formative and summative assessments. Year 5 Benchmark: By June 2015, 60% of all 1st-12th grade students will use online learning resources and tutorials from adopted core curriculum, available 24/7, to support learning and understanding as measured by improved student achievement on formative and summative assessments.

Implementation Plan for Curriculum Goal 5 Activities Timeline Person(s)

Responsible Monitoring and Evaluation

Students will learn to access available online learning resources and tutorials from adopted core curriculum to study from home. These resources are available 24/7 from school and home.

Usage: July 1-June 30th each year. Survey results collected in May each year.

Teachers and Parents • Teachers will monitor usage by surveying student use of tutorials and resources.

• Teachers will analyze formative and

summative assessment results comparing use and non-use of online tutorials and resources.

Evaluation Instrument(s)- Data to be collected: • Data collected on student usage of online learning tutorials and resources (part of information collected in student survey from

Survey Monkey) • Comparison of data results collected from formative and summative assessments based on students who used resources and

tutorials and those who did not. • Correlation of CST results and summative assessment results.

3e. How and When Students Will Acquire Technology and Information Literacy Skills According to teacher surveys, classroom observations, assessment results and student work analysis, students in the targeted schools fall short of meeting basic technology literacy goals which includes skills in communications, problems solving/decision making and research as well has the basic knowledge of ethical and societal technology literacy skills. Students need to learn how to select appropriate technology and to use that technology responsively to communicate and solve problems. They need to be proficient at accessing and integrating



technology into their daily lives. Using skills to manage and evaluate information improves leaning and achievement of state content standards.

Curriculum Goal 6:

All Madera Unified students, will become educated in the use of 21st century technology skills and information literacy to demonstrate the effective use of technology to locate, analyze, evaluate, use, and communicate information. Lessons will be embedded into the current required Second Step Curriculum.

Objective 6.1 By June 2015 85% of all Madera Unified K-12 students will apply 21st century technology skills and Information Literacy becoming proficient in the effective use of strategies to drive their inquiries and to evaluate and use online information as measured by Second Step and CyberSmart curriculum assessment (units 4-5).

Year 1 Benchmark: By June 2015, 35% of all Madera Unified K-12 grade students will apply 21st century technology skills and Information Literacy becoming proficient in the effective use of strategies to drive their inquiries and to evaluate and use online information as measured by Second Step and CyberSmart curriculum assessment (units 4-5). Year 2 Benchmark: By June 2012, 45% of all Madera Unified K-12 grade students will apply 21st century technology skills and Information Literacy becoming proficient in the effective use of strategies to drive their inquiries and to evaluate and use online information as measured by Second Step and CyberSmart curriculum assessment (units 4-5). Year 3 Benchmark: By June 2013, 60% of all Madera Unified K-12 grade students will apply 21st century technology skills and Information Literacy becoming proficient in the effective use of strategies to drive their inquiries and to evaluate and use online information as measured by Second Step and CyberSmart curriculum assessment (units 4-5). Year 4 Benchmark: By June 2014, 75% of all Madera Unified K-12 grade students will apply 21st century technology skills and Information Literacy becoming proficient in the effective use of strategies to drive their inquiries and to evaluate and use online information as measured by Second Step and CyberSmart curriculum assessment (units 4-5). Year 5 Benchmark: By June 2015, 85% of all Madera Unified K-12 grade students will apply 21st century technology skills and Information Literacy becoming proficient in the effective use of strategies to drive their inquiries and to evaluate and use online information as measured by Second Step and e CyberSmart curriculum assessment (units 4-5).


All K-12 grade students will receive instruction on Internet safety, Information Literacy and based on lessons contained in CyberSmart curriculum. (See Addendum B-CyberSmart Scope and Sequence). CyberSmart Internet Safety and Information Literacy lessons and activities embedded in Second Step curriculum

Second Step/CyberSmart pacing calendar (see addendum B)

Teachers • CyberSmart curriculum assessments • Teacher lesson plans and

observations • Focus walks conducted by

administrators • Second Step assessment and

successfully completed activities

Evaluation Instrument(s)- Data to be collected: • Results of CyberSmart survey completed by students at the end of each year. • Results of CyberSmart assessments gathered after each lesson. • Copy of Focus Walk information collected at the end of each quarter.

3f. Ethical Use of Information Technology: Copyright, Fair use, Pirating, and Distinguishing

Lawful from Unlawful Downloading and Peer-to-Peer File Sharing and Avoiding Plagiarism.



Curriculum Goal 7: Madera Unified students, teachers, and administrators will demonstrate effective practices in the appropriate legal and ethical use of information technology as responsible digital citizens. (copyright, fair use and pirating).

Objective 7.1 By June 2015 85% of all Madera Unified K-12 grade students will demonstrate 21st century cyber-citizenship ethics including avoiding plagiarism and understanding of copyright and fair use laws as measured by the CyberSmart curriculum student survey.

Year 1 Benchmark: By June 2015 45% of all Madera Unified K-12 grade students will demonstrate 21st century cyber-citizenship ethics including avoiding plagiarism and understanding of copyright and fair use laws as measured by the CyberSmart curriculum student survey. Year 2 Benchmark: By June 2015 55% of all Madera Unified K-12 grade students will demonstrate 21st century cyber-citizenship ethics including avoiding plagiarism and understanding of copyright and fair use laws as measured by the CyberSmart curriculum student survey. Year 3 Benchmark: By June 2015 65% of all Madera Unified K-12 grade students will demonstrate 21st century cyber-citizenship ethics including avoiding plagiarism and understanding of copyright and fair use laws as measured by the CyberSmart curriculum student survey. Year 4 Benchmark: By June 2015 75% of all Madera Unified K-12 grade students will demonstrate 21st century cyber-citizenship ethics including avoiding plagiarism and understanding of copyright and fair use laws as measured by the CyberSmart curriculum student survey. Year 5 Benchmark: By June 2015 85% of all Madera Unified K-12 grade students will demonstrate 21st century cyber-citizenship ethics including avoiding plagiarism and understanding of copyright and fair use laws as measured by the CyberSmart curriculum student survey.


All K-12 grade students will receive instruction on Internet safety, Information Literacy and based on lessons contained in CyberSmart curriculum. (See Addendum B- CyberSmart Scope and Sequence). CyberSmart Internet Safety and Information Literacy lessons and activities embedded in Second Step curriculum

Second Step/CyberSmart Pacing calendar (see addendum B)

Teachers • CyberSmart curriculum assessments • Teacher lesson plans and

observations • Focus walks conducted by

administrators


3g. Internet Safety: Protecting Online Privacy and Avoiding Online Predators Curriculum Goal 8:

Madera Unified students, teachers, and administrators will become safety-conscious digital citizens modeling safe and responsible use of the Internet by demonstrating an understanding of the dangers associated with privacy, predators and social networking.

Objective 8.1 By June 2015 80% of all of Madera Unified K-12 students, teachers, and administrators will become safety-conscious digital



citizens modeling safe and responsible use of the Internet by demonstrating an understanding of the dangers associated with privacy, predators and social networking as measured by the CyberSmart curriculum student survey.

Year 1 Benchmark: By June 2015 40% of all of Madera Unified K-12 students, teachers, and administrators will become safety-conscious digital citizens modeling safe and responsible use of the Internet by demonstrating an understanding of the dangers associated with privacy, predators and social networking as measured by the CyberSmart curriculum student survey. Year 2 Benchmark: By June 2015 50% of all of Madera Unified K-12 students, teachers, and administrators will become safety-conscious digital citizens modeling safe and responsible use of the Internet by demonstrating an understanding of the dangers associated with privacy, predators and social networking as measured by the CyberSmart curriculum student survey. Year 3 Benchmark: By June 2015 60% of all of Madera Unified K-12 students, teachers, and administrators will become safety-conscious digital citizens modeling safe and responsible use of the Internet by demonstrating an understanding of the dangers associated with privacy, predators and social networking as measured by the CyberSmart curriculum student survey. Year 4 Benchmark: By June 2015 70% of all of Madera Unified K-12 students, teachers, and administrators will become safety-conscious digital citizens modeling safe and responsible use of the Internet by demonstrating an understanding of the dangers associated with privacy, predators and social networking as measured by the CyberSmart curriculum student survey. Year 5 Benchmark: By June 2015 80% of all of Madera Unified K-12 students, teachers, and administrators will become safety-conscious digital citizens modeling safe and responsible use of the Internet by demonstrating an understanding of the dangers associated with privacy, predators and social networking as measured by the CyberSmart curriculum student survey.



All K-12 grade students will receive instruction on Internet safety, Information Literacy and based on lessons contained in CyberSmart curriculum. (See addendum B- CyberSmart Scope and Sequence). CyberSmart Internet Safety and Information Literacy lessons and activities embedded in Second Step curriculum

SecondStep/Cybersmart Pacing calendar (see addendum B)

Teachers • CyberSmart curriculum assessments

• Teacher lesson plans and observations

• Focus walks conducted by administrators


3h. Practices That Ensure Equitable Technology Access for all Students Madera Unified ensures equitable access to technology for all students, including Special Education, RSP, GATE, and EL learners, in two ways. First, Madera Unified's Data Processing department provides computer maintenance and technical support to all school sites. Support includes student computers, servers, switches, data lines and network infrastructure. This is accomplished by eight full-time network/technical specialists assigned to the 25 K-12 school sites. These support personnel ensure that everything from the computer to the wires in the walls is functioning properly. This support team collaborates to guarantee that each school site reflects the district's technology model. This network model provides grade-specific software access, student data storage, and Internet access where appropriate. Because of the transient nature of many of our students, this model allows student data and an electronic portfolio containing a students' work to travel from one school site to another within our district. We consider this to be a major benefit to students and teachers.



Secondly, our department of Instructional Technology ensures equitable access to technology for all students by providing training and professional development opportunities to all teachers, administrators, and support staff on facilitating the use of technology available to the students. Through the use of two full-time teachers on special assignment, teachers have access to scheduled trainings on hardware and software used within their classrooms. Although teachers have some latitude as to which training opportunities they choose to attend, trainings related directly to the equitable access to technology for all students are mandatory. For example, in order to ensure that students have access to online textbooks, teachers are required to attend training. For all students to access their grades online, teachers are required to attend a training that demonstrates student access. 3i. Using Technology to Meet Individual Students' Academic Needs Through Effective

Record Keeping and Assessment Curriculum Goal 9:

Madera Unified teachers and administrators will use a standards-based online gradebook reporting system and assessment tools to monitor and support the individual needs of all students.

Objective 9.1 By June 2015 100% of all Madera Unified K-12 teachers and administrators will monitor and support the individual needs of every student through the use of a standards-based online gradebook reporting system, as measured by Standard Score and EduSoft administrative reports and school site focus walk data.

Year 1 Benchmark: By June 2015 60% of all Madera Unified K-12 teachers and administrators will monitor and support the individual needs of every student through the use of a standards-based online gradebook reporting system, as measured by Standard Score and EduSoft administrative reports and school site focus walk data. Year 2 Benchmark: By June 2015 70% of all Madera Unified K-12 teachers and administrators will monitor and support the individual needs of every student through the use of a standards-based online gradebook reporting system, as measured by Standard Score and EduSoft administrative reports and school site focus walk data. Year 3 Benchmark: By June 2015 80% of all Madera Unified K-12 teachers and administrators will monitor and support the individual needs of every student through the use of a standards-based online gradebook reporting system, as measured by Standard Score and EduSoft administrative reports and school site focus walk data. Year 4 Benchmark: By June 2015 90% of all Madera Unified K-12 teachers and administrators will monitor and support the individual needs of every student through the use of a standards-based online gradebook reporting system, as measured by Standard Score and EduSoft administrative reports and school site focus walk data. Year 5 Benchmark: By June 2015 100% of all Madera Unified K-12 teachers and administrators will monitor and support the individual needs of every student through the use of a standards-based online gradebook reporting system, as measured by Standard Score and EduSoft administrative reports and school site focus walk data.



All K-12 teachers will use the Standards Score, online grade book and reporting system, to maintain grades, monitor individual student progress, and to communicate progress to students and parents. Teachers will use the EduSoft benchmark assessment and reporting system to monitor individual student progress,

Weekly Twice Monthly

Teachers Teachers

• Standards Score student and Teacher reports

• RtI reports intervention reports • EduSoft benchmark assessment



and to communicate progress to students and parents. Administrators will use observation data from site Focus Walks to monitor teacher-individualized instructional practices and monitor student progress, and to provide feedback to teachers.

Twice Monthly


reports • Focus walk data collection form

and observation feedback

Evaluation Instrument(s)- Data to be collected: • Results of Standards Score Summary and/or Spreadsheet report monitored over time. • Results of EduSoft benchmark assessment reports • Results of RtI reports monitored over time.

3j. Using Technology to Improve Two-Way Communication Between Home and School MUSD have made communication a top priority. We feel that it is important that all

parents be informed about the information resources available through Madera Unified School District. Madera Unified currently offers home-to-school access through district and school web sites, Ed Connect automatic calling system and through WebNotes, and e-mail offered through the Standards Score grade book and reporting system.

Curriculum Goal 10:

Madera Unified parents will have 24/7 access to Stand Scores, standards-based online grade book and reporting system, to monitor and support the learning needs of their children providing improved communication between home and school.

Objective 10.1 By June 2015 85% of all of Madera Unified parents will have 24/7 access to Standards Score, online grade book and reporting system, to monitor and support the individual learning needs of their student(s) as measured by Standards Score family access reports.

Year 1 Benchmark: By June 2015 45% all of Madera Unified parents will have 24/7 access to Standards Score, online grade book and reporting system, to monitor and support the individual learning needs of their student(s) as measured by Standards Score family access reports. Year 2 Benchmark: By June 2015 55% all of Madera Unified parents will have 24/7 access to Standards Score, online grade book and reporting system, to monitor and support the individual learning needs of their student(s) as measured by Standards Score family access reports. Year 3 Benchmark: By June 2015 65% all of Madera Unified parents will have 24/7 access to Standards Score, online grade book and reporting system, to monitor and support the individual learning needs of their student(s) as measured by Standards Score family access reports. Year 4 Benchmark: By June 2015 75% all of Madera Unified parents will have 24/7 access to Standards Score, online grade book and reporting system, to monitor and support the individual learning needs of their student(s) as measured by Standards Score family access reports. Year 5 Benchmark: By June 2015 85% all of Madera Unified parents will have 24/7 access to Standards Score, online grade book and reporting system, to monitor and support the individual learning needs of their student(s) as measured by Standards Score family access reports.



Implementation Plan for Curriculum Goal 10

Activities Timeline Person(s) Responsible

Monitoring and Evaluation

• Student grade access information through Standards Score will be available to parents during open house nights at each school. Parents not attending open house will contact school site for access information.

• Parents will have access to hands-on training during open house at each school site.

• Online tutorials will be available for parents and students who do not have access to hands-on training at school site. (http://www.madera.k12.ca.us/imrieweb/resourcetoolkit/webgrader.htm)

• Parents and students will use Standards Score from home to access student grades and to monitor progress.

• Teachers will train students how to access their grades.

Weekly

Administrators, Teachers, Students and Parents

• Standards Score family access reports

• Open house sign-in sheets from parent trainings

• Teacher observations of students accessing online grade reports

• Availability of Standards Scores online tutorials

Evaluation Instrument(s)- Data to be collected: • Results of Standards Score family access reports

Curriculum Goal 11:

Madera Unified will develop and maintain school web sites that providing parents and students with 24/7 access to school site and district information increasing school to home communications.

Objective 11.1 By June 2015 100% of all of Madera Unified schools will develop and maintain school web sites that provide parents and students with 24/7 access to school and district information thus increasing home to school communication as measured by web site availability and content.

Year 1 Benchmark: By June 2015 45% of all of Madera Unified schools will develop and maintain school web sites that provide parents and students with 24/7 access to school and district information thus increasing home to school communication as measured by web site availability and content. Year 2 Benchmark: By June 2015 55% of all of Madera Unified schools will develop and maintain school web sites that provide parents and students with 24/7 access to school and district information thus increasing home to school communication as measured by web site availability and content. Year 3 Benchmark: By June 2015 65% of all of Madera Unified schools will develop and maintain school web sites that provide parents and students with 24/7 access to school and district information thus increasing home to school communication as measured by web site availability and content. Year 4 Benchmark: By June 2015 75% of all of Madera Unified schools will develop and maintain school web sites that provide parents and students with 24/7 access to school and district information thus increasing home to school communication as measured by web site availability and content. Year 5 Benchmark: By June 2015 85% of all of Madera Unified schools will develop and maintain school web sites that provide parents and students with 24/7 access to school and district information thus increasing home to school communication as measured by web site availability and content.


Responsible Monitoring and

Evaluation • Web sites templates will be design and developed for each school

site. August 2010 and

SchoolWires trainer

• Training schedule • OMS sign-in sheets



• School sites will appoint a web master to maintain school web site • School web master will be trained to use SchoolWires to design and

maintain school web sites. • Parents and students will be introduced to web sites at open house.

ongoing

MUSD Instructional Technology Coordinator Madera Unified Technology Coaches Teachers and administrators

and reports • Completing and

uploading of Web site • Updates to school web

site • Parent use survey • Parent reflections

Evaluation Instrument(s)- Data to be collected: • Evidence of completed web site with updated school information • Parent use survey and comments made in web site blogs

3K. Process Used to Monitor and Evaluate the Curriculum Component To support our MUSD students in meeting the curriculum performance goals and related benchmarks, the MUSD Technology Advisory Council has selected challenging, yet engaging, research-based technology curriculum to increase experience and knowledge of technology and to assist students in achieving academic proficiency. Madera Unified has established the Technology Advisory Council and has placed the district Instructional Technology Coordinator as project manager to provide district leadership and to oversee the implementation, monitor progress, and evaluation of the TUP plan. The coordinating council will meet three times a year to review goals and benchmark status and to evaluate the implementation process. The council will recommend modifications and create an implementation plan and schedule for the needed changes.

Technology Advisory Council

Job Title Qualifications Roles and Responsibilities EETT TUP Program Coordinator - Kim Imrie

Instructional Technology Coordinator District Administrator

Manages project, Collects and Analyzes Data, Makes recommendations, Works closely with lead evaluator

Lead Evaluator- Janet Grossnicklaus Outside Consultant & Evaluator- Jeff Botoroff

Director of Curriculum and Assessment Member of Superintendents Council Director of Information Services- Madera

County Office of Education

Compiles and Analyzes data, Reports to group , Makes recommendations based on data

Analyzes data collected and reports to Advisory Council.

School Administrators: Bill Holden, Carsten Christensen, Jim Matsen, Jay Fowler, Kent Albertson, Paul Van Loon

4th-6th Administrator Experience working with Socio-economically deprived students, special ed, ELD

Work at school sites in PI status years 1-5 Implemented EDI (Explicit Direct Instruction)

Reviews data and makes recommendations Bring school site knowledge to the table Works with teacher leaders, tech coaches,

and site teachers

Teachers: Chris Brown and Autumn Davis

Teacher leaders who helped write the TUP plan Reviews data, makes recommendations, works with administrator, tech coaches, and teachers

Site Technology Coaches: Rich Harmon & Greg Johnson

Veteran Classroom Teachers on Special Assignment

Experience integrating technology in the classroom

Reviews data and makes recommendations Bring school site knowledge to the table

SuccessMaker Educational Consultant- Juli Toles

Experience with SuccessMaker program, management and evaluation process

Reviews data and makes recommendations based on SuccessMaker "best practices"

Promethean Educational Experience training teachers to integrate Reviews data and makes recommendations



Consultant - Debbie Dotson technology into their curriculum based on Promethean recommended "best practices"

Informational Technologies Director- Steve Imrie

Oversees infrastructure, wiring, switches, routers and servers, Manages E-rate grant, Microsoft voucher

Manages financials, SIS, budgets, asset control

Reviews data and makes recommendations based on fixed asset inventories, E-rate, Oversees EETT budget

ELD Coordinator- Alma DeLuna

Manages ELD program district-wide Advisory capacity, reviews data, makes recommendations

Special Ed Coordinator- Jennifer Gaviola

Coordinates services for special ed students and works with teachers and administrators

Advisory capacity, reviews data, makes recommendations

Assessment Coordinator- Bert Puente

MUSD Assessment Coordinator Advisory capacity, reviews data, makes recommendations

Mike Soliz Cindy Henard

Parent Parent

Parent and Community Input

Guillermo Bueno Zachary Holdsclaw

Student- Madera South High S Student- Madera High School

Student input

Madera Unified Evaluation and Monitoring Tools: OMS- Organizational Management System Calendar and Reporting system for monitoring

training availability and attendance. EduSoft- Online Assessment and Reporting Tool (CST, CELDT, Benchmark, Formative

and Summative Core Assessments) Focus Walk Data- Data collected during classroom visitation, based on instructional best

practices; classroom observations EdTech Profile- Teacher and administrator Technology Use Profile and Survey Survey Monkey- Student, Teacher, Paraprofessional, and Administrator Technology

Proficiency Survey; Parent and family Survey Artifacts/Portfolios- Samples of Student and Teacher produced Artifacts and Portfolio Technology Inventories- CBEDS and district technology inventory counts Standards Score (grade book and reporting system)- student summary reports,

classroom reports and parent/student access reports. Web Site usage reports SuccessMaker- Student progress toward instructional goals Student summary reports,

individual student reports, classroom reports, school reports, student usage reports, time-of-test reports, CST prescriptive reports.

PLATO reports- Student progress summary reports, individual student reports, classroom reports, school reports, student usage reports, time-of-test reports.

4. PROFESSIONAL DEVELOPMENT COMPONENT Training Madera Unified’s Professionals The integration of technology into the core curriculum requires staff development, and staff development requires multimedia equipment with grade level appropriate software at each school site. Madera Unified continues to provide a comprehensive, professional development program for teachers and administrators in grades K-12. The need to provide teachers with the tools necessary to be successful in their classrooms continues. The development of the 2010-2015 Technology Use Plan will afford MUSD the opportunity to expand our current program, integrating the new ISTE Student, Teacher, and Administrator NETS Technology Standards (See addendum A) into our professional development calendar. In the spring of each year, teachers and administrators participate in the EdTech Profile Technology Assessment



Program. As of October 2009, about 85% of all K-12the grade teachers and administrators in the district had completed the survey. This information helps MUSD focus our professional development efforts to supply training opportunities in areas most needed by teachers. Professional development will continue to improve through collaboration efforts of MUSD district and school site staff, the Madera County Office of Education, CTAP region 7, local colleges and universities online programs, and local community professionals.

District Technology Coaches offer weekly professional development courses at K-12 school sites and the district office. Courses are geared to the needs of school sites and Individuals. All MUSD staff, both certificated and classified as well as teachers and administrators from districts outside of Madera are invited to participate in professional development courses at the district office each month. College course credit is offered for those wishing to participate in multi-session, long-term training. Community members are offered courses through our Adult Education Program. The Library Media Centers at the Middle Schools and High Schools offer students assistance in Internet research, database information, CD resource libraries, AR Math, Reading, and Perfect Copy programs. Professional Development Calendar: Madera uses OMS, Organizational Management System, to calendar professional development opportunities available to all MUSD employees and to other district outside Madera Unified. The OMS allows trainers to post events on the MUSD Professional Development calendar affording teachers the opportunity to register online for the events. Attendance reporting data is available by individual event, standard, or department, school or district total. Grant Funding for Technology Professional Development: The availability of both EETT Formula and Competitive Grants funding has resulted in increased professional development opportunities and teacher enthusiasm. We have made tremendous strides in the area of curriculum enrichment with increased technology integration using projectors, interactive whiteboards (Promethean ActivBoards) and students response systems (Promethean ActiVotes and ActivExpressions) in the classroom.

4a. Summary of the teachers' and administrators' current technology skills and need for professional development: The Technology Assessment Profile-Proficiency Summary Report, compiled after approximately 85% of all K-12 teachers and administrators completed the EdTech Profile survey in 2009 shows the distribution and current level of knowledge of MUSD teachers and administrators. Most teachers and administrators indicated that they are familiar enough with the available technology to surpass the introductory level in virtually all areas addressed by the survey. Word processing, the highest ranked category, is the application most used by teachers for personal use.



Level of General Technology Proficiency Skills Based on 2009 EdTech Profile

1. General Computer Knowledge/Skills 2. Internet Skills 3. E-Mail Skills 4. Word processing Skills 5. Presentation Software Skills 6. Spreadsheet Software Skills 7. Database Software Skills

More than 45% of the teachers indicated that they used technology in the classroom at the intermediate level while 10% felt that they were at the advanced level and more than 40% believed that they are still at a beginners level.

While 90% feel that they use technology to support student learning at some level, only 34% of those teachers felt that they were at the intermediate and advanced level. More than 50% believed that they are still at the beginners level.



CCTC Program Standard 9- Using Technology in the Classroom



Madera Unified strives to offer professional development that emphasizes personal proficiency, research-based best teaching practices and classroom integration strategies that focus on students learning and understanding. Evidence gathered from the Technology Proficiency Summary Report indicates there is a great need for training in the following areas:

o Effective use of technology in the classroom o Integrating technology into the core curriculum o Using technology to support teaching and learning

Goals based on the specific needs of the district students, teachers and administrators included (section 3d-k):

o Training in the use of SuccessMaker and PLATO as an intervention tool to improve academic proficiencies in language arts and math.

o Use of SuccessMaker and PLATO reports to monitor student progress. o Use of distance learning tools to enhance instruction and monitor progress o Use of adopted core curriculum and standardized district software (software

recommended by the district for grades K-12), based on the needs of the teacher and the student population at each site.

o The acquisition of information literacy skills o Understanding Internet safety and the ethical use of information technology o Effective use of Standards Score to drive instructional decisions o Effective ways to improve communication between school to home to support

the needs of student and parents Promoting Effective Teaching and Enhanced Learning We are currently working diligently to align our Technology Professional Development program with State and local programs including BTSA, CST, and School Improvement (SIP). We will continue to actively seek resources from CSLA (California School Library Association), ASCD (Association for Supervision and Curriculum Development), CTAP, Madera County Office of Education, as well as regional and statewide higher education resources. We strive to offer professional development that emphasizes personal proficiency, professional teaching strategies, integration, and develops academically challenging project based activities. We believe that children need to develop critical thinking skills to facilitate the ability to analyze, synthesize, and demonstrate proficiency in the areas of academic achievement, technical proficiency, and information literacy. Long before No Child Left Behind, Madera Unified embraced a “no child left behind” attitude in the world of technology. Leadership demanded that regardless of economic background or social status, every child should study in a technology-rich learning environment that combines sound teaching practices (best practices) with software tools and equipment that stimulate a child’s desire to succeed. Madera Unified implemented the Technology Coaching Model for professional development in June 2000. This model is the hub of our technology professional development program and plays an integral part in the delivery of standard-based curriculum resources in the classroom. The Model supports the delivery of instruction and standard-based curriculum resources by teachers training other teachers in their natural environment, the classroom. Unlike most programs, our technology coaches are certificated teachers, not technicians. Our program reaches beyond isolated training workshops, creating



a comprehensive system of small group learning and ongoing individualized coaching and curriculum delivery to teachers and students. We feel that professional development works best when integrated into the daily curriculum and rooted in the classroom setting. Coaches are not only available to train teachers in small settings, they also become part of the classroom teaching team, working with the students as well as the teacher, training both at the same time. As students learn how to use the technology, they become competent and may become a student mentor, helping others in their classroom. Currently the district uses two (2) Technology Coaches (teachers on special assignment) and 8 technician/network specialists to provide school site training and technical support for 25 K-8 school sites. Each Technology Coach is scheduled two-three days weekly at each school sites. 4b. Goals for providing professional development opportunities based on needs

assessment and Curriculum Goals section of TUP. List of clear goals and a specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks and timeline:

Professional Development Goal 1: Madera Unified teachers and administrators will acquire technology skills including information literacy, Internet safety and the ethical use of information technology.

Objective 1.1 By June 2015, 100% of Madera Unified teachers and administrators will acquire technology skills including information literacy, Internet safety and the ethical use of information technology using CyberSmart Curriculum as measured by the CyberSmart Teacher Survey.

Year 1 Benchmark: By June 2011, 60% of Madera Unified teachers and administrators will acquire technology skills including information literacy, Internet safety and the ethical use of information technology using CyberSmart Curriculum as measured by the CyberSmart Teacher Survey. Year 2 Benchmark: By June 2012, 70% of Madera Unified teachers and administrators will acquire technology skills including information literacy, Internet safety and the ethical use of information technology using CyberSmart Curriculum as measured by the CyberSmart Teacher Survey. Year 3 Benchmark: By June 2013, 80% of Madera Unified teachers and administrators will acquire technology skills including information literacy, Internet safety and the ethical use of information technology using CyberSmart Curriculum as measured by the CyberSmart Teacher Survey. Year 4 Benchmark: By June 2014, 90% of Madera Unified teachers and administrators will acquire technology skills including information literacy, Internet safety and the ethical use of information technology using CyberSmart Curriculum as measured by the CyberSmart Teacher Survey. Year 5 Benchmark: By June 2015, 100% of Madera Unified teachers and administrators will acquire technology skills including information literacy, Internet safety and the ethical use of information technology using CyberSmart Curriculum as measured by the CyberSmart Teacher Survey.

Implementation Plan for Professional Development Goal 1 Activities Timeline Person(s)


Teachers and administrators will take on the role of students as they

June 2010 and in the spring

Instructional Technology

• OMS sign in sheets and reports • Teacher reflections from training sessions



are trained in CyberSafety using the CyberSmart curriculum for students. (See MUSD CyberSmart scope and sequence addendum B) Teachers and administrators will take on the role of students as they are trained in Information technology and information literacy, using the CyberSmart curriculum for students. (See MUSD CyberSmart scope and sequence addendum B) Using the MUSD Scope and Sequence for CyberSmart, teachers will meet in grade alike groups to schedule grade level CyberSmart students training modules embedding them into the Second Step Curriculum. (See MUSD CyberSmart scope and sequence addendum B)

each year to train new teachers August 2010 and in the spring each year to train new teachers September 2010 and in the spring each year to train new teachers

Coordinator District Technology Coaches (as trainers)

• Pacing guides as evidence of scheduling completion

• Classroom observations • Teacher CyberSmart Survey • Student CyberSmart Survey • EdTech Profile • Edusoft assessment survey

Evaluation Instrument(s)- Data to be collected: • Teacher and Student CyberSmart Survey Results (developed by CTAP Regions 7 for use with CyberSmart Curriculum) • EdTech Profile results • EduSoft assessment survey

Professional Development Goal 2: Madera Unified teachers will receive training in the use of distance learning instruction, course management including student progress monitoring.

Objective 2.1 By June 2015, 100% of all teachers will receive training in the use of distance learning instruction, course management and student progress monitoring strategies as measured by OMS professional development reports.

Year 1 Benchmark: By June 2011, 60% of all teachers will receive training in the use of distance learning instruction, course management and student progress monitoring strategies as measured by OMS professional development reports. Year 2 Benchmark: By June 2012, 70% of all teachers will receive training in the use of distance learning instruction, course management and student progress monitoring strategies as measured by OMS professional development reports. Year 3 Benchmark: By June 2013, 80% of all teachers will receive training in the use of distance learning instruction, course management and student progress monitoring strategies as measured by OMS professional development reports. Year 4 Benchmark: By June 2014, 90% of all teachers will receive training in the use of distance learning instruction, course management and student progress monitoring strategies as measured by OMS professional development reports. Year 5 Benchmark: By June 2015, 100% of all teachers will receive training in the use of distance learning instruction, course management and student progress monitoring strategies as measured by OMS professional development reports.



Implementation Plan for Professional Development Goal 2

Activities Timeline Person(s) Responsible

Monitoring and Evaluation

Teachers and administrators will take on the role of students as they are trained in CyberSafety using the CyberSmart curriculum for students. (See MUSD CyberSmart scope and sequence addendum B) Teachers and administrators will take on the role of students as they are trained in Information technology and information literacy, using the CyberSmart curriculum for students. (See MUSD CyberSmart scope and sequence addendum B) Using the MUSD Scope and Sequence for CyberSmart, teachers will meet in grade alike groups to schedule grade level CyberSmart students training modules embedding them into the Second Step Curriculum. (See MUSD CyberSmart scope and sequence addendum B)

June 2010 and in the spring each year to train new teachers August 2010 and in the spring each year to train new teachers September 2010 and in the spring each year to train new teachers

Instructional Technology Coordinator District Technology Coaches (as trainers)

• OMS sign in sheets and reports • Teacher reflections from training sessions • Pacing guides as evidence of scheduling

completion • Classroom observations • Teacher CyberSmart Survey • Student CyberSmart Survey • EdTech Profile • Edusoft assessment survey

Evaluation Instrument(s)- Data to be collected: • Teacher and Student CyberSmat Survey Results (developed by CTAP Regions 7 for use with CyberSmart Curriculum) • EdTech Profile results • EduSoft assessment survey

Professional Development Goal 3: Madera Unified K-12 Teachers will be trained to use Promethean ActivClassroom tools and resources to enhance the core curriculum and assess understanding. Tools will include: Promethean interactive whiteboard, ActivInspire software, ActivSlates, and ActiVotes/ActivExpressions (student response systems). Objective 3.1 By June 2015, 85% of all K-12 teachers will be trained in the use of Promethean ActivClassroom tools and software to enhance their core curriculum and assess understanding as demonstrated through classroom focus walk and ActiVote session results.

Year 1 Benchmark: By June 2011, 40% of all K-12 teachers will be trained in the use of Promethean ActivClassroom tools and software to enhance their core curriculum and assess understanding as demonstrated through classroom focus walk and ActiVote session results. Year 2 Benchmark: By June 2012, 55% of all K-12 teachers will be trained in the use of Promethean ActivClassroom tools and software to enhance their core curriculum and assess understanding as demonstrated through classroom focus walk and ActiVote session results.



Year 3 Benchmark: By June 2013, 65% of all K-12 teachers will be trained in the use of Promethean ActivClassroom tools and software to enhance their core curriculum and assess understanding as demonstrated through classroom focus walk and ActiVote session results. Year 4 Benchmark: By June 2014, 75% of all K-12 teachers will be trained in the use of Promethean ActivClassroom tools and software to enhance their core curriculum and assess understanding as demonstrated through classroom focus walk and ActiVote session results. Year 5 Benchmark: By June 2015, 85% of all K-12 teachers will be trained in the use of Promethean ActivClassroom tools and software to enhance their core curriculum and assess understanding as demonstrated through classroom focus walk and ActiVote session results.



Teachers and administrators will participate in hands-on training to include: Promethean ActivInspire 101 Promethean ActivInspire 201 Promethean ActivInspire 301 Teachers and administrators will learn to use EDI strategies when integrating Promethean ActivClassroom tools into their core direct instruction. This will include training in the use of ActiVotes/ActivExpressions (students response systems), and ActivSlates) Promethean Summer Camps

June 2010 ongoing. Course will be offered monthly through 2015. July (yearly)

Instructional Technology Coordinator District Technology Coaches (as trainers)

• OMS sign in sheets and reports • Teacher reflections from training sessions • Pacing guides as evidence of scheduling

completion • Classroom observations • Teacher EdTech Survey • Student Survey • EdTech Profile • Classroom Observations

Evaluation Instrument(s)- Data to be collected: • EdTech Profile results • Focus Walk observation information

Professional Development Goal 4: Madera Unified K-12 teachers will be trained in the use of adopted core curriculum tools and online resources to improve student academic achievement of content standards and to meet the individual needs of all students and teachers. Objective 4.1 By June 2015, 85% of all K-12 teachers will be trained in the use of adopted core curriculum tools and online resources to improve student academic achievement of content standards and to meet the individual needs of students and teachers as measured by focus walk data and reports generated from online curriculum.

Year 1 Benchmark: By June 2011, 40% of all K-12 teachers will be trained in the use of adopted core curriculum tools and online resources to improve student academic achievement of content standards and to meet the individual needs of students and teachers as measured by focus walk data and reports generated from online curriculum. Year 2 Benchmark:



By June 2012, 55% of all K-12 teachers will be trained in the use of adopted core curriculum tools and online resources to improve student academic achievement of content standards and to meet the individual needs of students and teachers as measured by focus walk data and reports generated from online curriculum. Year 3 Benchmark: By June 2013, 65% of all K-12 teachers will be trained in the use of adopted core curriculum tools and online resources to improve student academic achievement of content standards and to meet the individual needs of students and teachers as measured by focus walk data and reports generated from online curriculum. Year 4 Benchmark: By June 2014, 75% of all K-12 teachers will be trained in the use of adopted core curriculum tools and online resources to improve student academic achievement of content standards and to meet the individual needs of students and teachers as measured by focus walk data and reports generated from online curriculum . Year 5 Benchmark: By June 2015, 85% of all K-12 teachers will be trained in the use of adopted core curriculum tools and online resources to improve student academic achievement of content standards and to meet the individual needs of students and teachers as measured by focus walk data and reports generated from online curriculum.



Teachers and administrators will be trained on minimum days at each school site. Training will be broken down by subject area: o E:LA o MATH o Science o Social Studies/History

AB472 training in ELA and Math will take place yearly for all new teachers and administrators Math workshops Summer workshops

Starting in September 2010 and ongoing

Instructional Technology Coordinator District Technology Coaches (as trainers) Literacy and math coaches Assessment coordinator

• OMS sign in sheets and reports • Teacher reflections from training sessions • Classroom observations (Focus walks) • EdTech Profile • Review of online reports from each core

package

Evaluation Instrument(s)- Data to be collected: • Reports from core publishers- online activity and usage reports • EdTech Profile results • Focus Walk reports

Professional Development Goal 5:

Madera Unified K-12 teachers will be trained in the use of SuccessMaker (K-6) and PLATO (7-12) as an intervention tool to improve student academic proficiency in language arts and math and will use available reports to monitor student progress. Objective 5.1 By June 2015, 85% of all K-12 teachers will be trained in the use on research-based online intervention tools (SuccessMaker K-6 and PLATO 7-12) to improve student academic proficiency in language arts and math, monitoring progress using available reports to drive instructional decisions as measured by SM reports and local benchmarks.

Year 1 Benchmark: By June 2011, 40% of all K-12 teachers will be trained in the use on research-based online intervention tools (SuccessMaker K-6 and PLATO 7-12) to improve student academic proficiency in language arts and math, monitoring progress using available reports to drive instructional decisions as measured by SM reports and local benchmarks. Year 2 Benchmark: By June 2012, 55% of all K-12 teachers will be trained in the use on research-based online intervention tools



(SuccessMaker K-6 and PLATO 7-12) to improve student academic proficiency in language arts and math, monitoring progress using available reports to drive instructional decisions as measured by SM reports and local benchmarks. Year 3 Benchmark: By June 2013, 65% of all K-12 teachers will be trained in the use on research-based online intervention tools (SuccessMaker K-6 and PLATO 7-12) to improve student academic proficiency in language arts and math, monitoring progress using available reports to drive instructional decisions as measured by SM reports and local benchmarks. Year 4 Benchmark: By June 2014, 75% of all K-12 teachers will be trained in the use on research-based online intervention tools (SuccessMaker K-6 and PLATO 7-12) to improve student academic proficiency in language arts and math, monitoring progress using available reports to drive instructional decisions as measured by SM reports and local benchmarks. Year 5 Benchmark: By June 2015, 85% of all K-12 teachers will be trained in the use on research-based online intervention tools (SuccessMaker K-6 and PLATO 7-12) to improve student academic proficiency in language arts and math, monitoring progress using available reports to drive instructional decisions as measured by SM reports and local benchmarks.



SuccessMaker and PLATO training classes will be scheduled at each school site to cover the following: o Setting up classes o Assigning courseware o Assessment o Monitoring student progress

June 2010 and ongoing throughout the year

Instructional Technology Coordinator District Technology Coaches (as trainers) SuccessMaker consultant and trainer PLATO consultant and trainer

• OMS sign in sheets and reports • Teacher reflections from training sessions • Reports from trainers including school site

training completion • Classroom observations • Benchmark reports • SuccessMaker and PLATO reports

Evaluation Instrument(s)- Data to be collected: • Focus Walk data (classroom observation reports) • Benchmark data comparison reports • SuccessMaker and PLATO reports

Curriculum Goal 6:

Madera Unified teachers and administrators will learn to use Standards Score, standards-based online grade book and report card system, to monitor and support the individual needs of all students.

Objective 6.1 By June 2015 100% of all of Madera Unified K-12 teachers and administrators will have training in the use of Standards Score, standards-based online grade book and report card system, to monitor progress and dive daily curriculum decisions to support the individual needs of every student as measured by Standards Score Teacher reports.

Year 1 Benchmark: By June 2015 60% of all of Madera Unified K-12 teachers and administrators will have training in the use of Standards Score, standards-based online grade book and report card system, to monitor progress and dive daily curriculum decisions to support the individual needs of every student as measured by Standards Score Teacher reports. Year 2 Benchmark: By June 2015 70% of all of Madera Unified K-12 teachers and administrators will have training in the use of Standards Score, standards-based online grade book and report card system, to monitor progress and dive daily curriculum decisions to support the individual needs of every student as measured by Standards Score Teacher reports. Year 3 Benchmark: By June 2015 80% of all of Madera Unified K-12 teachers and administrators will have training in the use of Standards Score, standards-based online grade book and report card system, to monitor progress and dive daily curriculum



decisions to support the individual needs of every student as measured by Standards Score Teacher reports. Year 4 Benchmark: By June 2015 90% of all of Madera Unified K-12 teachers and administrators will have training in the use of Standards Score, standards-based online grade book and report card system, to monitor progress and dive daily curriculum decisions to support the individual needs of every student as measured by Standards Score Teacher reports. Year 5 Benchmark: By June 2015 100% of all of Madera Unified K-12 teachers and administrators will have training in the use of Standards Score, standards-based online grade book and report card system, to monitor progress and dive daily curriculum decisions to support the individual needs of every student as measured by Standards Score Teacher reports.



Evaluation Standards Score training will be scheduled at each school site to cover the following: o Creating Assignments o Grading policies o Monitoring student progress o Parent access

Teachers will use online tutorials and screen casts located at: http://www.madera.k12.ca.us/imrieweb/resourcetoolkit/webgrader.htm

September 2010 and ongoing

Instructional Technology Coordinator District Technology Coaches (as trainers) Teachers and administrators

• OMS sign in sheets and reports

• Teacher reflections from training sessions

• Standards Score reports

Evaluation Instrument(s)- Data to be collected: • Standards Score usage reports • Standards score teacher grade book reports • School site Administration to monitor teacher usage reports and student achievement data • District level administrations to monitor school usage reports

Professional Development Goal 7: Sharing online access to Standards Score, grade book and reporting system, teachers will effectively communicate between home and school supporting the needs of students and parents. Objective 7.1 By June 2015, Madera Unified teachers and administrators will train 85% of their parents to use Standards Score, grade book and reporting system, to monitor student progress from home with 24/7 access as measure by Standards Score family access reports.

Year 1 Benchmark: By June 2011, Madera Unified teachers and administrators will train 40% of their parents to use Standards Score, grade book and reporting system, to monitor student progress from home with 24/7 access as measure by Standards Score family access reports. Year 2 Benchmark: By June 2012, Madera Unified teachers and administrators will train 55% of their parents to use Standards Score, grade book and reporting system, to monitor student progress from home with 24/7 access as measure by Standards Score family access reports. Year 3 Benchmark: By June 2013, Madera Unified teachers and administrators will train 65% of their parents to use Standards Score, grade book and reporting system, to monitor student progress from home with 24/7 access as measure by Standards Score family access reports. Year 4 Benchmark: By June 2014, Madera Unified teachers and administrators will train 75% of their parents to use Standards Score,



grade book and reporting system, to monitor student progress from home with 24/7 access as measure by Standards Score family access reports. Year 5 Benchmark: Madera Unified teachers and administrators will train 85% of their parents to use Standards Score, grade book and reporting system, to monitor student progress from home with 24/7 access as measure by Standards Score family access reports.



School site Open House Parent literacy nights Technology nights for families

Starting in late Fall 2010 and ongoing

Teachers Administrators Instructional Technology Coordinator District Technology Coaches (as trainers)

• Parent sign in sheets and reports • Activity observations • Parent reflections from training sessions • Agendas and school site newsletters • Standards Score family usage reports

Evaluation Instrument(s)- Data to be collected: • Standards Score family usage report data • Parent literacy night sign-in sheets • Technology Night sign-in sheets

Curriculum Goal 8:

Madera Unified will provide administrators and teachers with the training necessary to develop and maintain web sites that providing parents and students with 24/7 access to school site and district information increasing school to home communications.

Objective 8.1 By June 2015 70% of all of Madera Unified teachers and administrators will be trained to use SchoolWires to create and maintain school and classroom web sites that provide parents and students with 24/7 access to information thus increasing home to school communication as measured by web site availability and content.

Year 1 Benchmark: By June 2015 30% of all of Madera Unified teachers and administrators will be trained to use SchoolWires to create and maintain school and classroom web sites that provide parents and students with 24/7 access to information thus increasing home to school communication as measured by web site availability and content. Year 2 Benchmark: By June 2015 4o% of all of Madera Unified teachers and administrators will be trained to use SchoolWires to create and maintain school and classroom web sites that provide parents and students with 24/7 access to information thus increasing home to school communication as measured by web site availability and content. Year 3 Benchmark: By June 2015 50% of all of Madera Unified teachers and administrators will be trained to use SchoolWires to create and maintain school and classroom web sites that provide parents and students with 24/7 access to information thus increasing home to school communication as measured by web site availability and content. Year 4 Benchmark: By June 2015 60% of all of Madera Unified teachers and administrators will be trained to use SchoolWires to create and maintain school and classroom web sites that provide parents and students with 24/7 access to information thus increasing home to school communication as measured by web site availability and content. Year 5 Benchmark: By June 2015 70% of all of Madera Unified teachers and administrators will be trained to use SchoolWires to create and maintain school and classroom web sites that provide parents and students with 24/7 access to information thus increasing home to school communication as measured by web site availability and content.





Evaluation • Web sites templates will be design and developed for each school

site and teacher • School sites will appoint a web master to maintain school web site • Teachers and administrators will be trained to use SchoolWires to

design and maintain web sites. • Parents and students will be introduced to web sites at open

house.

August 2010 and ongoing

SchoolWires trainer MUSD Instructional Technology Coordinator Madera Unified Technology Coaches Teachers and administrators Parents

• Training schedule and agenda

• Teacher evaluation and reflections

• OMS sign-in sheets and reports

• Completion and upload of Web site

• Updates to classroom and/or school web site

• Parent use survey • Parent comments

and reflections on web site blog

Evaluation Instrument(s)- Data to be collected: • Evidence of completed web site with updated classroom/school information • Parent use survey and comment/reflections made to web site blog

3K. Process Used to Monitor and Evaluate the Professional Development To support our MUSD teachers and administrators in meeting the professional development performance goals and related benchmarks to support the curriculum goals, the MUSD Technology Advisory Council has selected engaging, research-based instructional practices to increase experience and knowledge of technology and to assist teachers and administrators in achieving needed skills. Madera Unified has established the Technology Advisory Council and has placed the district Instructional Technology Coordinator as project manager to provide district leadership and to oversee the implementation, monitor progress, and evaluation of the TUP plan. This coordinating council will meet three times a year to review goals and benchmark status and to evaluate the implementation process. The council will recommend modifications and create an implementation plan and schedule for the needed changes.

Technology Advisory Council

Job Title Qualifications Roles and Responsibilities EETT TUP Program Coordinator - Kim Imrie



Lead Evaluator- Janet Grossnicklaus Outside Consultant/Evaluator- Jeff Botoroff





School Administrators: Bill Holden, Carsten Christensen, Jim Matsen,





Jay Fowler, Kent Albertson, Paul Van Loon


training

and site teachers










Promethean Educational Consultant - Debbie Dotson

Experience training teachers to integrate technology into their curriculum

Reviews data and makes recommendations based on Promethean recommended "best practices"











MUSD Assesssment Coordinator Advisory capacity, reviews data, makes recommendations


Parent Parent




Student input

Madera Unified Evaluation and Monitoring Tools: OMS- Organizational Management System Calendar and Reporting system for monitoring

training availability and attendance. EduSoft- Online Assessment and Reporting Tool (CST, CELDT, Benchmark, Formative

and Summative Core Assessments) Focus Walk Data- Data collected during classroom visitation, based on instructional best

practices; classroom observations EdTech Profile- Teacher and administrator Technology Use Profile and Survey Survey Monkey- Student, Teacher, Paraprofessional, and Administrator Technology

Proficiency Survey; Parent and family Survey Artifacts/Portfolios- Samples of Student and Teacher produced Artifacts and Portfolio Technology Inventories- CBEDS and district technology inventory counts Standards Score (grade book and reporting system)- student summary reports,

classroom reports and parent/student access reports. Web Site usage reports SuccessMaker- Student progress summary reports, individual student reports, classroom

reports, school reports, student usage reports, time-of-test reports, CST prescriptive reports.

PLATO reports- Student progress summary reports, individual student reports, classroom reports, school reports, student usage reports, time-of-test reports.



In each professional development objective above, the monitoring process, the evaluation instrument, and the person responsible for implementation and monitoring the progress is provided. At the conclusion of all staff development courses, a reflection (evaluation) is completed by the teachers, administrators or parents. This information is used in the monitoring process of our program. Participants are asked if follow-up information is available and whether they feel support is available when needed. They are asked about the usefulness of the course and suggestions for improvement are welcomed. These reflections are reviewed by the Technology Coaches and the Director of Instructional Services with reports made to the Technology Advisory Council. This evaluation and review process results in changes in the instructional process and content over time. Twice each year, the Technology Advisory Council will present a report to the MUSD Board of Education about the status of Technology in the district. This plan will include information on the status of the technology plan, purchases, budgets, and professional development opportunities. The Technology Advisory Council under the supervision of the Instructional Technology Coordinator will oversee the implementation, monitoring, and evaluation of the Technology Plan. To determine whether the technology plan/program for professional development has made a positive impact education of students and on teaching the curriculum goals, program activities listed in professional development will be closely monitored and evaluated. 5. INFRUSTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE COMPONENT 5a. Supporting the curriculum and professional development components with Infrastructure, Hardware, Software and Technical Support Resources As early as 1992, Madera Unified School District had e-mail available to school sites through a district WAN. E-Rate has since allowed MUSD to upgrade not only the communications lines, but the equipment and service at each school site across the district. Today, a district-wide WAN is currently utilized by all teachers, administrators, and students, for technology integration. District IS (Information Services) personnel continue to maintain and update the networking infrastructure. Annual revisions to the networking, hardware, and software standards have continued to occur assuring the students, teachers, and administrators at Madera Unified safe access to the most up-to-date equipment available. Our five-year plan will include the continued upgrading of our infrastructure backbone to give reliable, service to each of our twenty-five school sites as well as our district office and other education related services and buildings. These services are extended to all “county” classrooms that reside within a MUSD school site. The Digital California Project (CENIC K-12 High Speed Network) will provide connectivity to educational resources beyond the district-standardized locally available software by addressing the need for additional bandwidth as well as increasing available research resources. The existing ATM (DS3) service that provides our connection to the K-12 High-speed network will be upgraded to a 100mb Optiman system by 2012. Although software acquisition has remained a school site decision, a district-wide comprehensive



purchasing program is underway to provide standardized core curriculum software and support to all schools. Many of the schools in Madera Unified are over 30 years old. Modernization projects have been completed at all our schools and electrical systems are upgraded, code standards have been met. The current process for selecting software is based on the needs of the school site and grade level as it is directed by the district and state curriculum standards and guidelines. District software standards are used as a guideline for school sites to make desired purchases. The district has developed a list of standard software titles. This software is purchased for the schools and distributed to all teachers, determined by grade level. Software purchases utilize the State negotiated contracts for purchasing where applicable. It is our belief that curriculum will be better supported if each learning environment has an LCD projector, laptop, and an Interactive white board, about 60% of our classrooms are already configured this way. To support the curriculum driven technology purchased for the classrooms the District Installed Fiber optic and Cat5/Cat6 wiring as well as providing wireless access points throughout the campus. CISCO Routers and Hp Switches are used to move the data effectively between devices. MUSD equipment/software WAN, LAN are supported as follows: 2 FTE Network/server support 5 FTE Classified Technical support desktop/laptops/printers/white boards 2 FTE Certificated Technical support staff (extended contracts) Staff development 1 FTE Dir Information Tech 1 FTE Curriculum Tech Coordinator 3 FTE Tech support staff for financials/SIS and other server based applications Service Response times vary as many are handled through remote desktop connections while others require on-site visits: Currently Network/Server issues are addressed in less than1 hour. Teacher computer issues are addressed within 24 hours. Student desktop/laptop issues are addressed in less than 24 hours. Support Ratios

o Current Ratio of computers per support staff: 1130:1 o Goal Ratio of computers per support staff: 1200:1

In order to support parent teacher communications classroom and support offices have telephone systems in place. Digital and analog phone solutions are used to facilitate this objective, Additionally a third party company is used to automate school to parent communications (attendance, events, emergencies) Special Needs Students: Special needs students require unique solutions for using technology in the classroom. The Special Ed teachers will bring these needs to the attention of site technology personnel during annual IEPs. Student populations not traditionally served



by technology can beneficially use assistive technologies. In order to insure access to all students special education IEPs will focus and define specific technology needs. Equipment Standards: Equipment standards have been developed and are updated annually. This requires that all equipment purchases be approved by the MUSD Technology department before being ordered. Desktop machines must support multimedia applications capable of accessing Internet-Based learning curriculum. A computer to student ratio of 1:5 in Kindergarten through 3rd Grade, 1:5 in 4th –8th grades, and 1:5 in grades 9th-12th grades is the district goal. The District advocates Networked laser printers. Web and E-mail Services: Web and e-mail services are available to all district personnel. The district and school web pages as well as e-mail and voice mail will enhance school-home communications. The district LAN and WAN adequately provides necessary connectivity to reduce time spent on administrative tasks, such as record keeping (financials) and assessment systems. Both desktop computers and network infrastructure provide a robust platform for software purchased for the classroom. E-mail accounts are provided for students that require it within the context of their studies or for completing applications for the entrance to college or for grants. Internet filtering: Internet filtering helps protect students from accessing unauthorized content, thus supporting the CIPA guidelines. Firewall software is provided to protect and encrypt the WAN from outside intrusion. Desktop machines are protected from virus infection by anti-virus software. To insure access by all students, sufficient bandwidth is provided for Internet-based Research, such as SIRS, EBSCO, Electric Library, Maps 101, and Internet search engines. The current WAN configuration: DS3 (45mb) to the ISP, 100mb to each comprehensive High School, 10mb to all other schools located within the city limits, the four more rural elementary school are connected to the WAN via single T1 data lines. Infrastructure, Hardware, Sofware and Support to be Acquired Infrastructure to be acquired to support activities in the curriculum and professional staff development:

• Increase bandwidth as needed on Optiman circuits (Fiber) • Additional T1 lines at rural schools • Additional telephone lines for Voice at the schools where needed • Additional Data drops into classrooms where needed •

Equipment to be acquired to support activities in the curriculum and professional development:

* Desktop/laptop Multimedia computers • Teacher laptops * Servers for DHCP/DNS/Firewalls/Media Servers/E-mail * Telephone Systems/voice-mail systems upgraded • Wireless access points upgraded to “N” standards * Core Switches at each school



* LCD Multimedia Projectors * Interactive White Boards • Student Response Systems

Servers for the following systems: Upgrade: Firewall Server, Filter Server, DNS Server, DHCP Server, Anti-Virus

Software Server, WEB Server, Caching Server Curriculum software licenses includes acquisitions and/or upgrades:

Core reading and math supplemental software available through publishing companies (upgrade to online version)

Renaissance Learning Online Subscription (Accelerated Reader, STAR, Math Facts in a Flash) upgrade to online subscription version

Kidspiration Graphic Organizer Application (upgrade) MS Office Suite (Word, PowerPoint and Excel) (upgrade) Pearson SuccessMaker Intervention Program (upgrade to online subscription version) PLATO Intervention Program (yearly subscription fee) High School CAD program Schoolwires Web Development and Content Management System (new subscription

version) Support to be acquired to support equipment and activities in the curriculum and professional development:

• Support contracts for the Network Servers • Technicians and network specialists (training and service) • Support contracts for SuccessMaker and PLATO (training and service)

5b. PLAN TO SUPPORT CURRICULUM AND PROFESSIONAL DEVELOPMENT Describe the existing hardware, Internet access, electronic learning resources and technical support already in the district that could be used to support the Curriculum and Professional Development Components of the plan Infrastructure The network and its infrastructure are supported by the Information Technology (IT) department. Each school’s star topology network consists of a gigabit fiber backbone and switched 100mb to the classroom/Media Centers. The network will provide adequate bandwidth for utilizing video streaming and other emerging technology such as video on demand. Additional point-to-point T1 lines will need to be installed at each of the four rural elementary school sites connecting to the district office. The two comprehensive high schools are connected to the WAN via 100mb fiber circuits, and all other sites connect via 10mb fiber optics circuits and will be adequate to support the proposed curriculum. The district office connects its WAN to the Internet via a DS3 connection to the county, which in turn connects us to the California K-12 High Speed network. Wireless technology is used in areas where the cost of wiring is prohibitive; “N” wireless standard has been adopted and will be acquired.



Additional WAN bandwidth will be purchased for each school when any connecting points bandwidth usage surpasses 90% at peak times. Madera County office of Ed serves as our ISP and currently has excess bandwidth available. (Packet Shaper analysis) E-rate funds are used to acquire, TELCO service, network equipment, Voice systems, and DNS/DHCP servers. (We are an 84% district). Replacement of 10 phone systems and acquisition of 24 core switches will need to be made (one for each school) by 2014. Hardware The software purchases drive our hardware purchases. Hardware purchases are based on EETT equipment requirements and curriculum software specifications. Technology hardware standards are updated each year or sooner as needed. Hardware purchases must be pre-approved by the Instructional Technology Coordinator or the Information Services Director prior to purchase order approval by the purchasing director or board of education. Our goal is to replace existing classroom hardware on a five-year cycle, continuing to maintain and upgrade equipment as needed between purchases. Due to the status of the budget in the State of California, the acquisition of hardware will require Madera Unified to "think out of the box" and be creative about financing. MUSD will apply for available grants, and consider community assistance, tax incentives, and leasing options. Technical Support Technology Support is of utmost importance in Madera Unified. It is our goal to insure that classroom technology equipment is in good working order at all times. A student cannot learn and a teacher cannot teach if the technology he/she is relying upon doesn’t work properly. As part of the current MUSD Technology Plan, about 90% of all repairs are completed on site by Technology Mentors or Coaches without disruption of services to the classroom teacher or students. In many cases a simple repair is used as an opportunity to train teachers and students to be able to remedy future repair problems on their own. The “15 minute rule” applies to all sites. If you can’t repair it in 15 minutes or less, re-image the machine or outsource the repair. Major repairs are outsourced and picked up for service twice weekly. The district contracts with Advanced Computer Technologies (ACT), a local computer repair company, for any warranty or major repair work. This company picks up, repairs, and returns computers and printers to the school sites two days each week. Our goal is to maintain our existing staff so that service times remain the same. Support Goals to Maintain Current Service:

• Currently Network/Server issues are addressed in less than1 hour. • Teacher computer issues are addressed within 24 hours. • Student desktop/laptops issues are addressed in less than 24 hours. • Support Ratios:

o Current Ratios- 1130 computers per support staff (1130:1) o Goal Ratio- no more than 1200 computers per support staff (1200:1)

In order to accomplish our curriculum goals, computers must be operational and available for student use. They must be supplied with software and resources teachers need to support a



technology rich learning environment that emphasizes the enhancement of teaching and learning. Our current ratio of support personnel is one Technology Coach or technician for every 1130 computers. Our goal is to relieve Technology Coaches (certificated personnel) of some of the technical support, freeing them up to do more classroom training. Currently the district uses nine (9) Technology Coaches, both classified personnel and teachers on special assignment to provide school site training and technical support for twenty-five (25) school sites. Each support person is scheduled two-three days weekly at each school; schools with larger computer counts get more time. This affords each school site to be visited every other day. Professional development is scheduled one afternoon each week at each site. Daytime visits include technical support and classroom training sessions. Supplemental to these services, additionally three school site technology mentors are paid stipends to handle “quick calls” before school, after school and during breaks and lunch hours when tech coaches are not available. As equipment is repaired in the classroom teachers are made aware of the process and taught how to do simple repairs. Technology Coaches work on a “15 minute rule”. If a repair is not possible within a fifteen-minute time frame, the repair is outsourced. Madera Unified currently contracts with an external company to handle warranty and major repair work (services that require replacement of parts). Twice weekly pickup/repair/return services are available to all schools. Supplemental to these services, school site technology mentors are paid stipends to handle “quick calls” before school, after school and during breaks and lunch hours when tech coaches are not available. Madera High School, Furman Independent Study High School and Mountain Vista Continuation High School enjoy two full time technologists who provide technical support and training. They also participate in the outsourced repair services available. Additionally, teachers who staff computer labs, provide technical support for the computers in those classrooms. A bonus for these high schools is the on-site computer repair classes that provide repair services as well as computer installations for the high school technology program. The Madera Unified School District will continue to provide Professional Development and provide the needed technical support to maintain and upgrade existing equipment. Any additional funding, made available over the duration of this five-year plan, will be allocated equally to school sites for equipment replacement or upgrade and additional staff development and support. Ongoing Technical Support: Department Type of Support Funding of Support Informational Services (IS) Department

1 IS Director District Office Position

General Funds

Informational Services (IS) Department

1 Networking Specialist District Office Position

General Funds


2 Technical Specialists District Office Position

General Funds


1 Program Specialist District Office Position

General Funds

Instructional Technology 1 Instructional Technology Coordinator

EETT Formula Grant EETT Competitive Grant



Categorical Instructional Technology 2 Technology Coaches,

(Teachers on Special Assignment)

EETT Competitive Grant Categorical

Instructional Technology 7 Technical/Network Specialists assigned to school sites

Categorical

Instructional Technology 1 Network/Technical Specialist Categorical Maintenance and Repair Outsourced repair and warranty

company General Budget

School Site Technology Mentors

4 Site Technology Mentors (one assigned to each of 18 school sites, not including high school)

General Budget

Electronic Learning Resources Software purchases focus on curriculum standards, which aid in leveraging classroom curriculum. The selection process includes evaluation of software based on academic core curriculum standards (State of California Academic Content Standards, MUST Document, Madera Unified Standards and Tasks, http://www.madera.k12.ca.us/standards), integration with ISTE Student, Teacher and Administrator Technology Standards and recommendations gathered from sources such a CLRN (California Learning Resource Network), TechSETS, and from District Technology Specialists and trainers. Operating System (OS) Software: OS Software standards will be evaluated and updated as new technology emerges. Current minimum standards:

Workstations: Macintosh O/S X and Windows Servers: Macintosh O/S X Windows Server 2003 Firewalls: Unix SQL for Database HP Top Tool for protocol analyzer Current backup solutions for each server at every location CISCO router software

Administrative Technologies available through Madera Unified Information Systems Department:

Business Systems: Business Systems Services provide software for Business Services, Personnel, Purchasing, Warehouse, Transportation, Library Media, and Food Services. Student Systems: Student System software is provided for all district personnel. It includes student demographics data, student reports, discipline records, assessment data, attendance, scheduling, and enrollment processes. State CalPads reporting is functioning.



Madera Unified 2009 Inventory information

School Site

School Enrollment

Total number of computers (all ages)

Ratio of Computer to

Students (all age

computers)

Total number of computers (3 years old

or less)

Ratio Computer to

Students (3 years old

or less)

Bandwidth from district

to School Internet

connections to all schools

in all classrooms

Infrastructure Wiring

FB-Fiber Backbone CP- Copper to Classroom SW- Switch GB Ethernet

Elementary Schools (Macintosh Platform)

Adams (K-6) 798 290 1:2.8 107 1:7.5 Fiber FB/CP/SW Alpha (K-6) 709 389 1:1.8 194 1:3.7 Fiber FB/CP/SW Berenda (K-6) 817 373 1:2 36 1:22.7 T1 FB/CP/SW Chavez (K-6) 688 551 1:1.2 100 1:6.9 Fiber FB/CP/SW Dixieland (K-8) 310 186 1:1.7 37 1:8.4 T1 FB/CP/SW Howard (K-6) 524 163 1:3.2 24 1:21.8 T1 FB/CP/SW LaVina (K-8) 317 200 1:1.6 32 1:9.9 T1 FB/CP/SW Lincoln (K-6) 831 336 1:2.5 92 1:9 Fiber FB/CP/SW Madison (K-6) 658 292 1:2.3 81 1:8.1 Fiber FB/CP/SW Millview (K-6) 783 288 1:2.7 0 0:783 Fiber FB/CP/SW Monroe (K-6) 779 264 1:3 17 1:45.8 Fiber FB/CP/SW Nishimoto (K-6) 786 380 1:2 69 1:11.4 Fiber FB/CP/SW Parkwood (K-6) 775 282 1:2.7 282 1:2.7 Fiber FB/CP/SW Pershing (K-6) 815 358 1:2.3 358 1:2.3 Fiber FB/CP/SW Sierra Vista (K-6) 703 473 1:1.5 133 1:5.3 Fiber FB/CP/SW Washington (K-6) 709 285 1:5 36 1:19.7 Fiber FB/CP/SW

Middle Schools (Macintosh Platform) Desmond (7-8) 874 412 1:2.1 65 1:13.4 Fiber FB/CP/SW Jefferson (7-8) 997 477 1:2 95 1:10.5 Fiber FB/CP/SW King (7-8) 720 477 1:5 117 1:6.2 Fiber FB/CP/SW

High Schools (Windows Platform) Madera High (9-12)

2053 696 1:2.9 383 1:5.4 Fiber FB/CP/SW

Madera South (9-12)

2673 725 1:3.7 267 1:10 Fiber FB/CP/SW

Mountain Vista (9-12)

151 72 1:2 41 1:3.7 Fiber FB/CP/SW

Ripperdan (9-12) 183 98 1:1.9 50 1:3.7 T1 FB/CP/SW Furman (9-12) 203 67 1:3 8 1:25.4 Fiber FB/CP/SW District Totals: 18,863 8,134 1:3 2,624 1:7.2



Madera Unified Software Availability (2009)

School Site Software included on lab computers

Software included on classroom computers

Elementary Schools Grades K-6 (Macintosh Platform) Adams (K-6) Alpha (K-6) Berenda (K-6) Chavez (K-6) Dixieland (K-8) Howard (K-6) LaVina (K-8) Lincoln (K-6) Madison (K-6) Millview (K-6) Monroe (K-6) Nishimoto (K-6) Parkwood (K-6) Pershing (K-6) Sierra Vista (K-6) Washington (K-6)

All elementary K-8 School labs include (district purchases): • SuccessMaker- Math and Reading

intervention software • Adopted core curriculum

applications for Harcourt Math, Houghton Mifflin Reading, Holt Social Studies, Scott Foreman Science

• Type to Learn • Renaissance products - Accelerated

Reader, STAR, Math Facts in a Flash, Accelerated Math

• AppleWorks- word processing • Kidspiration- graphics/mapping

program • Internet browsers- Firefox and Safari • Adobe Acrobat Reader and other

Internet plug-ins required by software applications

Some Schools (school site purchase): • Rosetta Stone

All elementary K-8 classroom computers include (district purchases): • SuccessMaker- Math and Reading

intervention software, • Adopted core curriculum applications for

Harcourt Math, Houghton Mifflin Reading, Holt Social Studies, Scott Foresman Science

• Type to Learn • Renaissance products- Accelerated Reader,

STAR, Math Facts in a Flash, Accelerated Math

• AppleWorks- word processing • Kidspiration- graphics/mapping program • Internet browsers- Firefox and Safari • Adobe Acrobat Reader and other Internet

plug-ins required by software applications Some Schools (school site purchase): • Rosetta Stone

Middle Schools Grades 7-8 (Macintosh Platform) Desmond (7-8) Jefferson (7-8) King (7-8) Madera South (9-12) Mountain Vista (9-12) Ripperdan (9-12) Furman (9-12)

Middle School 7-8 lab computers include: • PLATO • Cyber High courses • Adopted core curriculum

applications in Math, Science, History, Language Arts and ELD

• Internet browsers- Firefox, Safari, • Adobe Acrobat Reader and other

Internet plug-ins required by software applications

Some Schools (school site purchases): • Rosetta Stone • Computer graphic and video

applications • MS Office • Business Applications • Internet browsers- Firefox and Safari

Middle School 7-8 classroom computers include: • PLATO • Cyber High courses • Adopted core curriculum applications in

Math, Science, History, Language Arts and ELD

• Internet browsers- Firefox, Safari, • Adobe Acrobat Reader and other Internet

plug-ins required by software applications Some Schools (school site purchases): • Rosetta Stone • Computer graphic and video applications • MS Office • Internet browsers- Firefox and Safari



School Site

Software included on lab computers

Software included on classroom

computers High Schools Grades 9-12 (Windows Platform)

Madera High (9-12)

High School 9-12 lab computers include: • PLATO • Cyber High courses • Adopted core curriculum

applications in Math, Science, History, Language Arts and ELD

• Internet browsers- Firefox, Safari, and Internet Explorer

• Adobe Acrobat Reader and other Internet plug-ins required by software applications

Some Schools (school site purchases): • Rosetta Stone • CAD programs • Specialty computer graphic and

video applications • MS Office • Yearbook and video applications.

High School 9-12 classroom computers include: • PLATO • Cyber High courses • Adopted core curriculum applications in

Math, Science, History, Language Arts and ELD

• Internet browsers- Firefox and Safari • Adobe Acrobat Reader and other Internet

plug-ins required by software applications Some Schools (school site purchases): • Rosetta Stone • CAD programs • Specialty computer graphic and video

applications • MS Office • Yearbook and video applications.

5c. Goals for obtaining hardware, infrastructure, learning resources and support Current hardware inventories indicate that Madera Unified maintains an average ratio of 1:7 multimedia-networked computers to students. Madera Unified serves a number of low access schools, but fortunately we have several new schools that are furnished with new equipment that helps to bolster our overall district average (see hardware inventory page 49). The sad truth is that a majority of our 8,134 computers are more than eight years old. It is important that teachers and students have access to up-to-date technology for learning, organizing, researching, communicating and problem solving. To assist Madera Unified the following goals, benchmarks, and timelines have been established for obtaining the hardware, infrastructure, learning resources and technical support required to support the curriculum and professional development goals. Hardware Goal 1:

Madera Unified will acquire (or maintain) hardware to support curriculum and professional development goals making technology available to all students.

Objective 1.1 By June 2015, 70% of all K-12 learning environments will maintain a 1:5 computer to student ratio (based on computers less than 3 years old) as measured by MUSD inventory.

Year 1 Benchmark: By June 2011, 25% of all K-12 learning environments will maintain a 1:5 computer to student ratio (based on computers less than 3 years old) as measured by MUSD inventory.



Year 2 Benchmark: By June 2012, 40% of all K-12 learning environments will maintain a 1:5 computer to student ratio (based on computers less than 3 years old) as measured by MUSD inventory. Year 3 Benchmark: By June 2013, 55% of all K-12 learning environments will maintain a 1:5 computer to student ratio (based on computers less than 3 years old) as measured by MUSD inventory. Year 4 Benchmark: By June 2014, 60% of all K-12 learning environments will maintain a 1:5 computer to student ratio (based on computers less than 3 years old) as measured by MUSD inventory. Year 5 Benchmark: By June 2015, 75% of all K-12 learning environments will maintain a 1:5 computer to student ratio (based on computers less than 3 years old) as measured by MUSD inventory.

Implementation Plan for Hardware Goal 1 Activities Timeline Person(s) Responsible Monitoring and Evaluation

Purchase of the following hardware: • Teacher laptops • Student laptops • Desktop Computers • Network devices and/or notebook

readers

October each year Fall 2010 and updated quarterly- ongoing

IS Department Instructional Technology Coordinator Technology Coaches Technology Specials Network Specialists

Review CBEDS technology count

Review of MUSD hardware inventory

Evaluation Instrument(s)- Data to be collected: • MUSD formal inventory completed each fall by the network specialist, data collected and revised each

quarter as new equipment is acquired. • CBEDS technology hardware and instructional classroom count is completed each fall by the technology

coaches and technicians. The Instructional technology coordinator completes the forms and returns the information to the IS department for upload to the state.

Hardware Goal 2:

Madera Unified student learning environments will include a multimedia projector, interactive whiteboard and student response system.

Objective 2.1 By June 2015, 70% of all Madera Unified K-12 learning environments will include a multimedia projector, Promethean ActivBoard, interactive whiteboard and ActiVotes, student Response system as measured by classroom inventories and completed purchase orders with hardware serial numbers.

Year 1 Benchmark: By June 2011, 30% of all Madera Unified K-12 learning environments will include a multimedia projector, Promethean ActivBoard, interactive whiteboard and ActiVotes, student Response system as measured by classroom inventories and completed purchase orders with hardware serial numbers. Year 2 Benchmark: By June 2012, 40% of all Madera Unified K-12 learning environments will include a multimedia projector, Promethean ActivBoard, interactive whiteboard and ActiVotes, student Response system as measured by classroom inventories and completed purchase orders with hardware serial numbers. Year 3 Benchmark: By June 2013, 50% of all Madera Unified K-12 learning environments will include a multimedia projector, Promethean ActivBoard, interactive whiteboard and ActiVotes, student Response system as measured by classroom inventories and completed purchase orders with hardware serial numbers. Year 4 Benchmark: By June 2014, 60% of all Madera Unified K-12 learning environments will include a multimedia projector, Promethean



ActivBoard, interactive whiteboard and ActiVotes, student Response system as measured by classroom inventories and completed purchase orders with hardware serial numbers. Year 5 Benchmark: By June 2015, 70% of all Madera Unified K-12 learning environments will include a multimedia projector, Promethean ActivBoard, interactive whiteboard and ActiVotes, student Response system as measured by classroom inventories and completed purchase orders with hardware serial numbers.


Purchase of the following hardware: • Promethean ActivBoard, interactive

whiteboard • Promethean ActivVotes student

response systems • Promethean ActivExpressions student

response system • Multimedia Projector

Fall 2010 and ongoing through 2015

IS Department Instructional Technology Coordinator Technology Coaches Technology Specialists Network Specialists

MUSD Inventory completed in the fall each year

Evaluation Instrument(s)- Data to be collected: • MUSD hardware inventory completed each fall by the network specialist- data collected and revised each

quarter as new equipment is acquired. • Review maintained copies of received purchase orders to verify that serial numbers were issued to

receive Promethean ActivClassroom products. Hardware Goal 3:

Madera Unified will replace and maintain all servers that support curriculum-based learning software applications focusing on goals established in the curriculum and professional development sections.

Objective 3.1 By June 2015, 100% of all Madera Unified servers that support curriculum-based learning software applications will be replaced and maintained as measured by MUSD inventory and completed purchase orders verifying server serial numbers.

Year 1 Benchmark: By June 2011, 20% of all Madera Unified servers that support curriculum-based learning software applications will be replaced and maintained as measured by MUSD inventory and completed purchase orders verifying server serial numbers. Year 2 Benchmark: By June 2012, 40% of all Madera Unified servers that support curriculum-based learning software applications will be replaced and maintained as measured by MUSD inventory and completed purchase orders verifying server serial numbers. Year 3 Benchmark: By June 2013, 60% of all Madera Unified servers that support curriculum-based learning software applications will be replaced and maintained as measured by MUSD inventory and completed purchase orders verifying server serial numbers. Year 4 Benchmark: By June 2014, 80% of all Madera Unified servers that support curriculum-based learning software applications will be replaced and maintained as measured by MUSD inventory and completed purchase orders verifying server serial numbers. Year 5 Benchmark: By June 2015, 100% of all Madera Unified servers that support curriculum-based learning software applications will be replaced and maintained as measured by MUSD inventory and completed purchase orders verifying server serial numbers.


Purchase of the following hardware: • Severs including support and

maintenance contracts

Starting in Winter 2011 through June 2015

IS Department and Network Specialists

Review of MUSD hardware inventory



Evaluation Instrument(s)- Data to be collected:

• MUSD hardware inventory completed each fall by the network specialist- data collected and revised each quarter as new equipment is acquired.

• Review maintained copies of received purchase orders to verify that serial numbers were issued to server hardware purchases.

Infrastructure Goal 1:

Provide and maintain infrastructure bandwidth to every learning environment to support established curriculum and professional development goals

Objective 1.1 By June 2015, 100% of all Madera Unified school sites will be connected to the MUSD district office by fiber optics as measured by Optiman service agreement.

Year 1 Benchmark: By June 2011, 90% of all Madera Unified school sites will be connected to the MUSD district office by fiber optics as measured by Optiman service agreement. Year 2 Benchmark: By June 2012, 92% of all Madera Unified school sites will be connected to the MUSD district office by fiber optics as measured by Optiman service agreement. Year 3 Benchmark: By June 2013, 95% of all Madera Unified school sites will be connected to the MUSD district office by fiber optics as measured by Optiman service agreement. Year 4 Benchmark: By June 2014, 97% of all Madera Unified school sites will be connected to the MUSD district office by fiber optics as measured by Optiman service agreement. Year 5 Benchmark: By June 2015, 100% of all Madera Unified school sites will be connected to the MUSD district office by fiber optics as measured by Optiman service agreement.

Implementation Plan for Infrastructure Goal 1 Activities Timeline Person(s) Responsible Monitoring and Evaluation

• Contract with approved vender to install Optiman services via fiber.

• Increase the bandwidth as needed by

sites to implement planned activities in curriculum and professional development.

September 2011 through 2015

IT department director IT director will monitor traffic and increase bandwidth when peak demand reaches 90% of capacity.

Evaluation Instrument(s)- Data to be collected: • IT director will use PacketShaper to monitor traffic- data feedback will determine next steps.

Infrastructure Goal 2:

Provide and maintain 100MB infrastructure backbone to every learning environment to support established curriculum and professional development goals

Objective 2.1 By June 2015, 60% of all Madera Unified classrooms will be connected to a 100MB backbone as measured by throughput on classroom port switches.

Year 1 Benchmark: By June 2011, 20% of all Madera Unified classrooms will be connected to a 100MB backbone as measured by throughput on classroom port switches. Year 2 Benchmark: By June 2012, 30% of all Madera Unified classrooms will be connected to a 100MB backbone as measured by throughput on classroom port switches. Year 3 Benchmark:



By June 2013, 40% of all Madera Unified classrooms will be connected to a 100MB backbone as measured by throughput on classroom port switches. Year 4 Benchmark: By June 2014, 50% of all Madera Unified classrooms will be connected to a 100MB backbone as measured by throughput on classroom port switches. Year 5 Benchmark: By June 2015, 60% of all Madera Unified classrooms will be connected to a 100MB backbone as measured by throughput on classroom port switches.

Implementation Plan for Infrastructure Goal 2 Activities Timeline Person(s) Responsible Monitoring and Evaluation

Switches will be ordered and installed in classrooms as needed to meet the bandwidth requirements.

September 2011 through June 2015

IT Director and Network Specialist

IT Director and Network Specialist will inventory equipment and oversee the installation based on contract for purchases.

Evaluation Instrument(s)- Data to be collected: • IT director and Network specialist will map the switched and place IP numbers accessing port analysis report.. • Analyze completed purchase order and serial numbers.

Software Goal 1:

Focusing on curriculum and professional development goals, Madera Unified will purchase and maintain licenses for productivity software that enhances the communication from home to school

Objective 1.1 By June 2015, 100% of all Madera Unified school sites will have access to Standards Score Grade book and reporting system and Schoolwires web development software as measured by software inventory and completed purchase order.

Year 1 Benchmark: By June 2011, 100% of all Madera Unified school sites will have access to Standards Score Grade book and reporting system and Schoolwires web development software as measured by software inventory and completed purchase order. Year 2 Benchmark: By June 2012, 100% of all Madera Unified school sites will have continued access to Standards Score Grade book and reporting system and Schoolwires web development software as measured by software inventory and completed purchase order. Year 3 Benchmark: By June 2013, 100% of all Madera Unified school sites will have continued access to Standards Score Grade book and reporting system and Schoolwires web development software as measured by software inventory and completed purchase order. Year 4 Benchmark: By June 2014, 100% of all Madera Unified school sites will have continued access to Standards Score Grade book and reporting system and Schoolwires web development software as measured by software inventory and completed purchase order. Year 5 Benchmark: By June 2015, 100% of all Madera Unified school sites will have continued access to Standards Score Grade book and reporting system and Schoolwires web development software as measured by software inventory and completed purchase order.

Implementation Plan for Software Goal 1 Activities Timeline Person(s) Responsible Monitoring and Evaluation

Purchase and maintenance of software license for Standards Score.

July 2011-June 2015

Instructional Technology Coordinator

Review purchase order and licensing agreement information.

Purchase and maintenance of software license for SchoolWires.

July 2011-June 2015 IT Director Review purchase order and licensing information.



Evaluation Instrument(s)- Data to be collected: • Analyze completed purchase order and licensing agreement. • Review budget reports that verify that purchase orders where issued as contracts insuring ongoing maintenance and support of

application. Technical Support Goal 1:

Through the implementation of an electronic help desk, Madera Unified will improve technical support of hardware, software, and infrastructure helping to maintain focus on curriculum and professional development goals.

Objective 1.1 By June 2015, 100% of all Madera teachers, administrators, and para-professionals will have access to an electronic help desk for technical support of hardware, software, and infrastructure needs as measured by analysis of help desk requests and speed of resolution.

Year 1 Benchmark: By June 2011, 75% of all Madera teachers, administrators, and para-professionals will have access to an electronic help desk for technical support of hardware, software, and infrastructure needs as measured by analysis of help desk requests and speed of resolution. Year 2 Benchmark: By June 2012, 80% of all Madera teachers, administrators, and para-professionals will have access to an electronic help desk for technical support of hardware, software, and infrastructure needs as measured by analysis of help desk requests and speed of resolution. Year 3 Benchmark: By June 2013, 85% of all Madera teachers, administrators, and para-professionals will have access to an electronic help desk for technical support of hardware, software, and infrastructure needs as measured by analysis of help desk requests and speed of resolution. Year 4 Benchmark: By June 2014, 90% of all Madera teachers, administrators, and para-professionals will have access to an electronic help desk for technical support of hardware, software, and infrastructure needs as measured by analysis of help desk requests and speed of resolution. Year 5 Benchmark: By June 2015, 100% of all Madera teachers, administrators, and para-professionals will have access to an electronic help desk for technical support of hardware, software, and infrastructure needs as measured by analysis of help desk requests and speed of resolution.

Implementation Plan for Technical Support Goal 1 Activities Timeline Person(s) Responsible Monitoring and Evaluation

Purchase of Help Desk licensing. Installation, setup, and implementation of Help Desk application.

August 2011- June 2015

IT Director and Network Specialist

Review purchase order and licensing agreement information. Run Help Desk reports to insure usage by clients and support staff.

Evaluation Instrument(s)- Data to be collected: • Review budget reports that verify that purchase orders where issued as contracts insuring ongoing maintenance and support of

application. • Use help desk reporting system to analyze usage and insure that clients and support staff are using the product.

5d. Evaluation of Hardware, Infrastructure, Software and Technical Support Madera Unified has established the Technology Advisory Council and has placed the district Instructional Technology Coordinator as project manager to provide district leadership and to oversee the implementation, monitor progress, and evaluation of the TUP plan. This coordinating council will meet three times a year to review goals and benchmark status and to evaluate the implementation process. The council will recommend modifications and create an implementation plan and schedule for the needed changes.



Technology Advisory Council Job Title Qualifications Roles and Responsibilities

EETT TUP Program Coordinator - Kim Imrie











training


and site teachers

























Parent Parent




Student input

The In hardware, infrastructure, software and technical support monitoring and evaluation instruments are listed in the tables contained in 5c. Twice each year, the Technology Advisory Council will present a report to the board of education about the status of Technology in the district. This plan will include information on the status of the technology plan, purchases, budgets, and professional development opportunities.



The Technology Advisory Council will meet three times yearly to evaluate the purchasing progress and the implementation process in section 5. Technology inventories will be closely monitored and purchase orders and licensing contracts/agreements will be reviewed. Reports generated from infrastructure installations will be reviewed and recommendations made for possible implementation modifications. The evaluation process incorporates data-driven decision making in a continuous improvement cycle. Throughout the school year data will be collected and analyzed, reports will be generated and saved and used as a comparison for the next cycle of inquiry. At the end of the reporting period, the lead evaluator and the Instructional Technology Coordinator, will gather all the budget, implementation, and academic program data results including EduSoft, SuccessMaker, PLATO, CST, CELDT, and Focus Walk data to report to Advisory Council. Grade book and student portfolio artifacts will also be gathered. Student, Teacher and parent surveys will be developed using Survey Monkey to gather perspectives from stakeholders about the implementation process. Hardware inventories will continue to be taken once in the fall each year to meet C-BEDS technology information requirement, and updated as inventory is received.

The Technology Advisory Council along with the Instructional Technology Coaches will oversee the implementation of the Technology Plan. They will be responsible for the administering the monitoring and evaluation process of the plan as it is set forth in the five plan components.

Each plan component, 1) Curriculum, 2) Professional Development, 3) Infrastructure/Equipment/Software/Technical Support, 4) Budgets and Funding, and 5) Plan Monitoring and Evaluation contains the monitoring process and timeline established by the TUP development committee.

Members of the Technology Advisory Council are committed to oversee the implementation process and insure that the plan is implemented on schedule. If at any time, the committee finds that activities or purchases are not being carried out as scheduled, the activity will be evaluated and a determination will be made whether to amend the original timeline, or to insure that the activity is started/completed by someone other than the original person(s) responsible. This will insure plan continuity.

6. FUNDING AND BUDGET COMPONENT 6a. List of established and potential funding sources and cost savings, present and

future: The budget for instructional technology and infrastructure in Madera Unified is currently being funded through a variety of budgets. Eleven years of E-Rate funding have afforded the district the ability to upgrade the infrastructure of the district WAN as well as the LANs at each school site. Sites that were not eligible for E-rate were covered by district funding. Tele-communication grants have insured Internet services to all sites and every Madera Unified classroom and learning space. Madera Unified was awarded EETT competitive grants in 2000-01, 2002-03, 2003-04, and 2006-07 and most recently was funded in Round 8 (2009-10). Madera Unified also receives EETT Formula Funding affording the district the ability to offer additional high quality professional development and needed software and equipment to MUSD Schools. Past EETT Competitive grant have been awarded to two of our three middle



schools; the grants funded professional development equipment purchases and software for. The new grant will be used in three low performing elementary schools, funding both hardware and intervention software for grades 4-6. In addition, categorical funding, including SLIP, Title 1, GATE, and EIA/LEP, have been used for the purchase of equipment and software at each site. Sites with little to no categorical funding have suffered over the last decade and may have less equipment than other sites for student and teacher use. School SLIP programs (School Improvement Plans) have remained the planning instrument at each site. School site administration along with staff and parent members of the school site council continue to monitor the budgets and implementation of the school site plans. Unfortunately the budget crisis in California has further limited categorical funding. There is no longer any SLIP funding available to school, Title I and EIA LEP have been reduced making them a limited commodity. Title I stimulus funding will help bridge the gap in some areas, but unfortunately it may help the status of technology at school sites; there are so many needs and so little money available to meet those needs. Our past K-12 Technology Use Plans helped the district create a comprehensive, district wide Technology Program, which is a living and active, with district support and standards that are attainable and measurable. In addition to the above funding from external sources, the MUSD Board of education granted approximately $450,000.00 for additional equipment and staff development training until 2004. In order for school sites to benefit from these funds, they needed to match the district equipment purchases dollar for dollar. This required school sites buy-in to the program and assurance that the necessary standardized equipment was available to students and teachers at all school sites on an equal basis. That funding source was cut in 2004 during the last budget crisis. Professional development and services to the schools continued to be funded, Technology Coaching positions were retained, but all general funding for equipment purchasing was halted. The technology program was saved, but there was be little purchase power from the general budget, it required us to rely heavily on grants. Once again the future of the economy in the State of California is unclear. Madera Unified faced a 17 million dollar deficit in 2009-10. With budgets slashed and jobs lost throughout the district, the entire technology department remained in tact. This is a testimony to the importance of technology integration and instruction in Madera Unified. The district will continue to see lean budgets and additional cuts to services in the next two to five years, the Technology Advisory Council will seek alternative funding sources such as grants and partnerships with community businesses and local manufacturing to supplement our budgets. We have started a conversation about leasing options for replacement of equipment, we will pursue those kinds of options at future Technology Advisory Council PLC's (Professional Learning Community). MUSD applies for E-rate each year and anticipates receiving approximately $600,000 worth of funding each year for Telco services and internal connections. The general fund contains



sufficient budget to pay for the District Portion and the California Tele-connect fund provides additional discounts to insure continued funding. 6b. Estimated Implementation Costs for the Term of the Five (5) Year Plan

Budget Categories

Year 1 2010-11

Year 2 2011-12

Year 3 2012-13

Year 4 2013-14

Year 5 2014-15

Justification of Expenditures

1000-1999 Certificated Staff

$ 285,600

$ 257,400

$ 240,000

$ 240,000

$ 240,000

Teachers extra time for professional development based on curriculum goals: o Distance Learning (CyberSmart) o Information Literacy (CyberSmart) o CyberCitizenship (CyberSmart) o PLATO o SuccessMaker o Standards Score o SchoolWires o AB472 (core adoption technology

resources) 3 Instructional Technology Coaches- to conduct Professional Development Training (Categorical and EETT funding source)

2000-2999 Classified Staff

$ 780,000 780,000 780,000 780,000 780,000 12 FTE Classified Technicians and Network Specialists (General Fund, EETT and Categorical)

3000-3999 Employee Benefits

$ 275,000 275,000 275,000 275,000

275,000 Employee benefits for certificated and classified personnel (General Fund, EETT and Categorical)

4000-4999 Materials, Supplies and Software

$ 766,000 686,000 686,000 686,000 686,000 Annual software license agreements for: o PLATO o SuccessMaker o Standards Score o SchoolWires o Connect Ed Upgrades and new purchases: o MS Office o Inspiration o Kidspiration o SuccessMaker licenses (E-Rate, EETT, Categorical, General Fund, Microsoft Settlement Fund)

5000-5999 Other Services and Operating Expenses

$ 150,000 150,000 150,000 150,000 150,000 o ACT: Installation and maintenance of new and old equipment

o Excelerate Software- Server maintenance

o TELCO (E-Rate, Categorical, General Fund, Microsoft Settlement Fund)

6000-6999 $ 170,000 170,000 170,000 170,000 170,000 Replacement:



Equipment and Capital Outlay

o Phone systems o Switches New Equipment: o Promethean ActivBoards o Promethean ActiVotes (SRS) (E-Rate, Categorical, General Fund, Microsoft Settlement Fund)

Budget Totals $ 2,426,600 $ 2,339,400 $ 2,381,000 $ 2,381,000 $ 2,381,000 Total 5 year budget: $11,909,000 From E-Rate, EETT, Categorical, General Fund, Microsoft Settlement Fund

6d. Description of Madera Unified's replacement policy for obsolete equipment: The 50% Rule Computers will be replaced if they cannot be upgraded to run current district standardized software. Madera Unified has limited the upgrade or repair total to equal or less than one-half of the current purchase price of a new machine. Machines that do not meet the 50% rule, or that no longer meet school site needs are decommissioned and auctioned as required by law. The district is currently pursuing the option of donating obsolete equipment to school site parent clubs, giving each club the option to disburse the equipment to students in low-income families. Twenty-five percent of the capital expenditure budget is for the replacement of the above sub-standard equipment. This acquisition and replacement cycle places the productive life expectancy of equipment at approximately five (5) years. Due to the budget crisis in the state of California, the Technology Advisory Council has started a conversation about leasing options for replacement of equipment. We will pursue those kinds of options at future Technology Advisory Council PLC's (Professional Learning Community). 6e. Description of the feedback loop used to monitor progress and update funding and budget decisions The IS Director, Instructional Technology Coordinator and Technology Advisory Council will be responsible for administering and monitoring the evaluation process of the funding and budget component of the plan. Budgets will be maintained and balances checked monthly by the Instructional Technology Coordinator and the IS director. Budget reports will be presented by the IS Director and discussed with the Technology Advisory Council three times yearly at scheduled PLC gatherings. If it is determined that the funding and budget component are not being implemented as scheduled, plan modifications will be considered by the Technology Advisory Council for consideration and discussion. The plan progress and evaluation outcomes will be shared with the Board of Education and Superintendent twice yearly at a public board meeting. Any funding and budget changes will be determined by the IS Director, Instructional Technology Coordinator and Technology Advisory Council and submitted to the Board of Education for approval before implementation.



Technology Advisory Council Job Title Qualifications Roles and Responsibilities

EETT TUP Program Coordinator - Kim Imrie


Manages project, Collects and Analyzes Data, Makes recommendations, Works closely with lead evaluator.




Compiles and Analyzes data, Reports to group. Makes recommendations based on data





training


and site teachers
















Reviews data and makes recommendations based on fixed asset inventories, E-rate, Oversees EETT TUP budget









Parent Parent




Student input

MONITORING AND EVALUATION COMPONENT 7a. Process for Evaluating the Technology Use Plan's progress and Impact on Teaching and Learning One of the most important areas of any comprehensive technology program is that of monitoring and evaluation. Research shows that effective evaluation, in a continuous improvement model, is critical and necessary to show the results and impact of a program over time (NEIRTEC, 2002; NCES, 2002). Timely feedback and data results allow data-



driven decisions and plan modifications to be made only if data is collected on a regular schedule in a continuous cycle. As listed in each of the plan sections, data from multiple measures will be collected over the duration of the comprehensive plan affording the district the ability to track important results over time. Data collection from teachers, administrators and students as well as from district and state surveys will be the responsibility of Instructional Technology Coordinator and the school site Technology Coaches. Collection of data will be completed based on the timelines set forth in each section of the plan. During the process of collecting data over the last five years we have discovered that it is a simple task to measure an increase in "technology proficiency skills", "technology integration" and "technology use in a classroom"; but it is a difficult task to measure the extent of academic improvement as a result of the use of technology in the classroom. What extend has technology played in the academic achievement of our students in the last five years? It is difficult to extract the extent that technology plays in academic achievement; we need to also consider "best teaching practices" and new curriculum. But, the "significance" of technology's use is evident; teachers have learned to rely on the capabilities of technology to assess student work to drive daily curriculum decisions and to use standards-based software as a tool to improve student learning. In the process, teachers witness motivated, engaged students, excited about learning and willing to work. The collection of data for Curriculum and Professional development will be the responsibility of the MUSD Instructional Technology Coordinator and the collection of data for budget review and Infrastructure/Hardware and Software will be the responsibility of the IS Director. They will, in turn, be responsible for feedback to the Technology Advisory Council, who will conduct the evaluation process recommending any needed modifications or changes. The Technology Advisory Council, will meet a minimum of three times yearly to evaluate the implementation of the MUSD Technology Use Plan. The effectiveness of the plan will be evaluated by the collection of data from state surveys, EdTech Profiles, classroom observations and visits to school sites to determine technology usage. Student artifacts and benchmark scores and grade book data will also be reviewed. Since this is a living and active document, updates will take place as needed to improve the existing program or to update standards information. The Instructional Technology Coordinator along with the Technology Advisory Council will monitor the progress of the plan to insure adherence to the benchmark goals and timelines set forth in each component area. Each component of the plan will be carefully evaluated. Benchmarks and timelines will be placed on a large wall chart enabling the Technology Advisory Council the ability to easily monitor the progress of all the components. Data collection will be carried out as stated in each component area, and the committee will carefully evaluate collected data. Criteria has been identified in each component area that will enable the responsible monitoring person/group the ability to monitor the component area and report the results to the Technology Advisory Council for evaluation and possible modification. Using EduSoft Assessment software, evaluation of special targeted populations, such as lower



socioeconomic students, high-achieving student, special education students, and English Language Learners will be easily measured and compared to that of the total population. The Technology Advisory Council will evaluate the results of CST (California Standards Tests), California Writing Assessment, CELDT, CAHSEE, and District Reading and Math Benchmarks assessments. Comparisons data will be collected from students who consistently used technology in the classroom and those students in classrooms that were not utilizing technology to enhance the curriculum. The results of both internal and external evaluations and monitoring will be presented to the Board of Education twice each year. The presentation will includes the results of the findings and an up-to-date overview of the program 7b. Schedule for evaluating the effects of plan implementation

Action Plan Task

Jul

Au

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Person(s) Responsible

Oversee the implementation and monitor progress in each component of the plan. Collect artifacts and data related to each benchmark.

X X X X X X X X X X X X

Instructional Technology Coordinator- Curriculum and Professional Development IS Director- Budgets and Infrastructure section

Review the implementation and monitor progress in each component of the plan. Determine needs and discuss improvements.

X X X

Instructional Technology Coordinator Technology Advisory Council

Evaluate collected data and modify plan components. Document recommendations for addendums to plan.

X X X




Action Plan

Task

Jul

Au

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Person(s) Responsible

Evaluate the impact of technology on student learning. Analyze CST and Benchmark data.

X X X


Surveys sent to teachers, administrators, students and community members for feedback of plan implementation

X X

Instructional Technology Coordinator Technology Coaches

Gather survey results and discuss possible program improvements. Present results to Technology Advisory Council for discussion.

X X


Complete EETT Budget, Semi-annual and Annual Reports and send to State Department for review. Included EETT review in report to Technology Advisory Council

X X


Present report to the MUSD Board of Education. Discuss program and document recommendations.

X X


Document Plan X Instructional

Technology



modifications and create an addendum to include with TUP plan (E-Rate).

Coordinator Technology Advisory Council

7c. Process and Frequency of Communications to Stakeholders The impact that technology has on the education of students and on teaching and learning will be determined by the evaluation instruments as listed in the benchmarks and goals of each component area in the plan. The Technology Advisory Council along with the Instructional Technology Coordinator will oversee the implementation of the Technology Plan. They will be responsible for administering, monitoring and the evaluation of the plan as set forth in each component area. Each plan component (Curriculum, Professional Development, Infrastructure, Equipment, Software, Technical Support, Funding, and Plan Evaluation) lists the monitoring process, timeline and person responsible. Members of the Technology Advisory Council are committed to oversee the implementation process ensuring that the plan is implemented on schedule with fidelity through a continuous improvement model. 1) The Instructional Technology Coordinator and the Informational Services Director (IS) will

gather data and meet monthly to discuss program effectiveness, needed improvements and new technologies. Implementation progress in each component area will be discussed. Data collected for evaluation in each component area will be discussed during monthly

meetings. Needed plan improvements will be discussed and recommendations will be gathered to report to the Technology Advisory Council.

If scheduled purchases or activities within a component area are not completed, the activity will be evaluated determining whether to amend the timeline, or complete the activity by someone other than the original person(s) responsible.

If scheduled activities or purchases are delayed, the Instructional Technology Coordinator will discuss the anticipated delay and determine the next steps to be taken to assure plan continuity.

2) The Technology Advisory Council and Instructional Technology Coordinator will meet three times yearly to discuss the implementation process and evaluate progress in each component area. Necessary changes will be recommended and followed through by the council, Instructional Technology Coordinator, and the Technology Coaches. The Technology Advisory Council will evaluate collected data modifying plan

components and recommend necessary modifications (continuous improvement model).

Major program changes will be documented and placed into the plan as addendums to the plan.

3) Every month Technology Coaches, school administrators and teachers will discuss plan progress and planned implementation effectiveness of the program at each school site. o Information gathered from administrator and teacher discussions will be used to make

necessary changes and improvements to the school site and district program.



4) Twice yearly (pre and post), students, teachers, librarians, administrators, and parents will be surveyed (electronically- Survey Monkey or EdConnect) to determine the impact of the program in schools and the home to school component. o Information from surveys will help the Technology Advisory Council members insure

that the program implementation is progressing and that the program is meeting the needs of students, teachers, administrators and community. Plan modifications will be made as needed.

5) Twice each year, the District Technology Coordinator and the Technology Advisory Council will present a report to the MUSD Board of Education about the status of Technology in the district. This report will include information on the status of the technology plan, purchases, budgets, student literacy proficiency, and professional development opportunities. o Board members will be given the opportunity to discuss the report and make

recommendations to the Technology Advisory Council. 8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS

TO MAXIMIZE THE USE OF TECHNOLOGY 8a. Description of how the program will be developed in collaboration with identified adult literacy providers

Madera Adult School -"Lifelong Learning" Adults currently have access to technology through several existing programs. It is the mission of Madera Adult School to provide a caring environment that enables students to achieve their fullest potential while developing both a strong sense of community and a love of life-long learning. Madera Adult School offers classes that will prepare students for high school graduation as well as classes to complete or pass the GED test. It is the largest provider of English as a Second language courses for adults in the county. Additionally, it provides exciting career training in the following areas: General Office, Bookkeeping/Accounting, Computer Literacy, Certified Nurse Assistant, Emergency Medical Technician, Cabinet Maker, Vocational Education, and much more.”

Madera Adult School offers a variety of courses with computer-based instruction. They include the following:

o GED (High School Diploma) o English as a Second Language (ESL) o Core Academic Courses in Math, Reading, Science, History o Distance Learning o Business Education o Typing/Keyboarding o Data Entry o Insurance Billing and Coding o Word Processing and Spreadsheets (MS Office) o Microsoft Access o Microsoft PowerPoint o Microsoft Publisher o QuickBooks o Web Page Design (DreamWeaver) o Windows OS o Internet



o Computer Technology Certificate Career Technical Education o Medical Office Assistant Specialist Certificate o Medical Billing Specialist Certificate o Office Assistant Specialist Certificate o Account Technician I Specialist Certificate o Account Technician II Specialist Certificate o Information System Specialist Certificate o Firefighter o Pharmacy Technician o Certified Nursing Assistant (CAN) o Home Health Care Aide (HHA) o Emergency Medical Technician (EMT

Career Technical Education o Clinical Medical Assistant o Computers for Health Care Professionals o Medical Secretary o Medical Terminology o Medical Math o Medical Manager o Medical Math o Medical Office Procedures o Medical terminology o Medical Billing o CPR/First Aid o Cosmetologist/Manicurist o Computer Literacy for Health Care Professionals

ROP Opportunities The Madera Regional Occupational Program (ROP), which is part of the larger Fresno County ROP program, offers a variety of computer and adult literacy training opportunities in Madera. Courses include: Careers in Education, Architecture, Child Development, Health Careers, Nursing, Athletic Sports Injury, Diesel Engine Technology, Small Engine Repair, Industrial Computer Technology, Videography, Animation, and Interactive Multimedia Productions. These free classes are offered to youths 16 years of age through adult. Classes are offered at Madera High School with some articulation with local colleges including Fresno City College and California State University at Fresno, awarding college credit to the ROP student. Most courses offer community classroom instruction (work site learning experience), allowing students to expand their classroom instruction at a job site in a non-paid status. This flexible training program provides citizens within the community with career guidance, hands-on training, and job placement assistance to help ensure success. Course offerings located at: http://www.fresnorop.fcoe.net/Pages/CourseListings/ROPCourseCatalog.aspx

Madera/Fresno ROP also offers the following services to the community of Madera: Community Classroom Community classroom (work site learning) is an instructional methodology that supplements classroom instruction. It allows a student to expand on their classroom



instruction at a job site in a non-paid status. Community classroom is a methodology, which Fresno ROP endorses for all appropriate classes. Cooperative Vocational Education Cooperative vocational education is similar to community classroom, except that students receive pay for their on-the-job experience. Articulation (2+2) Articulation is defined as a planned process linking two or more education systems to assist students in making a smooth transition from the secondary level of occupational or academic training to the two-year and four-year post secondary level without experiencing a delay or duplication of learning. Articulation is envisioned as a continuum of skills that may lead to advanced placement and college credit for articulated high school classes. Unitrack (CSUF) Unitrack is a process that allows students to receive college credit from the California State University of Fresno and receive a college transcript upon their successful completion. Several selected ROP classes qualify for Unitrack.

Madera Library Facilities Thomas Jefferson Middle School has opened their library facility to the community. Parents are welcomed to use the computers after school hours and during the evenings. The Madera County Library offers adults and students Internet access from 10:00-8:00 Monday through Thursday, and from 10:00-4:00 Fridays and Saturdays. The County Library has also provided adults with many opportunities to expand their literacy. For many adults these are the only locations available to them for Internet access.

Madera Community College Center Madera Community College offers Adult Computer Literacy Courses open to adults in our community. Eligibility requirements are that the participants are eighteen years old. Courses are offered in a multitude of career areas including: Business, Accounting, Agriculture, Science, Art, Education, Child Development, Engineering, English, Technology, Aerospace, Criminal Justice, Dental, Economics, Foreign Languages, Geography, Geology, Health Science, Journalism, Horticulture, Math, Music, Philosophy, Photography, Real Estate, Sociology, Physical Education, Speech and Theater Arts. Courses in adult literacy include English as a Second Language (ESL). Technology Courses are offered in a number of field including: Automotive Technology, Aviation Maintenance Technology, Computer Science, Film, Information Systems, Manufacturing Technology, and Office Technology Community College students and instructors use Blackboard, an Internet-based Learning Management System for their courses. Blackboard provides online access to course content and materials. Many classrooms are employing the use of Student Response Systems to check for understanding during direct instruction.



The State Center Community College District offers the following services to the community of Madera:

On-Line Distance Education Classes Distance Education Classes provide leadership in areas related to Technology, Business, Health, Mathematics, Social Studies, and Careers. On-Line courses of study include: Bilingual English, Word Processing, MS Office, Keyboarding, Computer Concepts, Web Page Development, Beginning Java Programming and Cisco Academy training.

Future Plans and New Opportunities for Greater Access The Madera Unified School District will continue to explore the possibilities of creating new opportunities, which will allow parents computer access and training on basic computer literacy skills. Some ideas that have been discussed include providing extra staffing to allow the Library Media Centers to remain open longer during the day, in order to create more access time for students, parents and community members. MUSD is also considering opening school site media centers/labs during scheduled Parent Education gatherings to provide parents with training on How to use the Internet. The district will continue to work closely with Madera Adult School and Madera Community College, the school libraries, Madera County Library, and the schools to assess and determine the needs of the adults in the community.

The Madera Unified Technology Advisory Council will continue to meet with adult literacy providers to discuss progress, share ideas and to collaborate in order to provide better services to our students, parents and the community as a whole. Possible assistance could be provided in the areas of sharing facilities, sharing ideas of curriculum integration, pursuing funding sources together, offering technology professional development opportunities, and/or providing online access.

9. EFFECTIVE, RESEARCHED–BASED METHODS AND STRATEGIES

9a. Description of how education technology strategies and proven methods for student learning, teaching, and technology management are based on relevant research and effective practices:

Education Technology Model Employed

The Madera Unified School District has employed the Technology Integration Model, which includes systematic Professional Development, assures the omni-presence of necessary technologies and is consistent with the practices of the Continuous Improvement Model. Through the effective integration of technology, our schools will be able to provide learning experiences that:

Are engaging, personalized, and involve real world themes meeting the diverse learning needs of all students.

Require high-level thinking skills, focusing on problem solving Communicate and interact with people from around the world Integrate technology seamlessly into the daily curriculum, bringing the world to the desktop



The integration of technology into the core instructional program incorporates a variety of instructional strategies to achieve an understanding of the essential core curriculum standards as defined by the Madera Unified School District. Using technology facilitates the students' ability to access, analyze, synthesize, and present information. Students also gain the ability to transfer that knowledge into other areas of the curriculum and to engage thinking about real-world problems. It provides a platform for the construction of knowledge through meaningful work. Our technology plan also calls for the effective use of technology to enhance student achievement based on the following fundamental elements:

Alignment to curricular standards and objectives Assessment and evaluation of process and product Continuous improvement process Equity of access

Providing student assessment information and feedback is an integral part of our Technology Plan. We believe that providing important data about student learning is critical in the data driven curriculum cycle. We believe that technology plays a central role in providing this information.

“…..student engagement remained highest when technology use was integrated into the larger curricular framework, rather than being an “add-on” to an already full curriculum.” (Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press)

One of the most important, yet usually neglected, areas to consider when developing a comprehensive technology program is Professional Development for teachers and administrators. Madera Unified strives to offer professional development that emphasizes personal proficiency, professional teaching strategies, integration into core curriculum, and develops academically challenging project-based activities. As units of study in technology integration are being developed, articulation of grade level trainings and available software continues to be a major focus of the program. All teachers will be trained in the use of standardized district software (software recommended by the district for grades K-Adult), based on the needs of the teacher and the student population.

“When teachers are learning to integrate technology into their classrooms, the most important staff-development features include opportunities to explore, reflect, collaborate with peers, work on authentic learning tasks, and engage in hands-on, active learning.”

(Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Retrieved from the Milken Family Foundation)

Improving Student Achievement- Professional Development emphasis

“…results of over 300 studies of technology use, authors concluded that teacher training was the most significant factor influencing the effective use of educational technology to improve student achievement. Specifically, the report states that students of teachers with more than ten hours of training significantly outperformed students of teachers with five or fewer training hours.” Sivin-Kachala, J., & Bialo, E. (2000). 2000 research report on the effectiveness of



technology in schools (7th ed.). Washington, DC: Software and Information Industry Association. “…students whose teachers received professional development on computers showed gains in math scores of up to 13 weeks above grade level.” Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics (Educational Testing Service Policy Information Report). Retrieved March 12, 2001, ftp://ftp.ets.org/pub/res/technolog.pdf “…the greatest gains in student achievement occurred when teachers were trained in the use of technology.” Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Retrieved from the Milken Family Foundation Web site: http://www.mff.org/pubs/ME161.pdf “Helping teachers to learn to integrate technology into curriculum is a critical factor in the successful implementation of technology in schools” Sivin-Kachala, J., & Bialo, E. (2000). 2000 research report on the effectiveness of technology in schools (7th ed.). Washington, DC: Software and Information Industry Association. “Staff development must be individualized to the needs of the teacher. Teachers must decide on what the topic should be and when the staff development or training should occur. Time for teachers to plan, learn about, and implement technology applications is essential. Educators need an understanding of ways to integrate technology into education reform initiatives. Involvement of teachers in planning statewide, school, and classroom uses of technology is critical.” Cradler, J., & Cradler, R. (1995). Prior studies for technology insertion. San Francisco, CA: Far West Laboratory. "Technology that fits students' needs and is implemented with adequate professional development and support has a positive effect on student achievement" (ISTE 2007). Technology that Engages and Motivates Learners Using Interactive Whiteboards to Engage and Motivate Students with Differentiated Instruction: Interactive whiteboards affect learning in many ways, including motivating students and promoting enthusiasm for learning. Interactive whiteboards support differentiated learning and are used in a variety of learning environments. Interactive whiteboards appeal to both intrinsically and extrinsically motivated students. Interactive whiteboards bring “true excitement to the classroom” (Gerard and Widener, 1999) and motivate students to volunteer to be quizzed for the chance to engage with the technology. Bell (1998) adds, “answers to open-ended questions indicated that students were more involved, attentive, and motivated when lessons were offered using the board rather than using other teaching methods". Several other researchers have commented on the correlation between using an interactive whiteboard in the classroom and increased motivation, including Richardson (2002), who offers that, “Children are always enthusiastic and show heightened motivation when an



interactive whiteboard is used in the classroom." "It causes greater attention and enthusiasm to participate and respond.” Salintri, Smith and Clovis (2002) state, "Sustained motivation is key to improving learning outcomes," and Smith (2000) reports 78 percent of students observed were motivated by an interactive whiteboard and experienced increased understanding of subject matter when it was shown visually on an interactive whiteboard. Smith also believes that, “Students take an active part in class teaching by coming up and demonstrating to the whole class, and therefore they gain confidence in their skills by doing so.” Cox et al. (2003) make similar observations and find that students who are usually reserved in class were more motivated to engage in discussions with their peers, and noted, “Interactive whiteboards promote class discussions and improve pupils’ explanations and presentation skills.” Robert Marzano (2009) believes that, "The advent of the new Promethean interactive whiteboard technology will change the face of teaching in terms of how we interact with students and what we use as content." "I think that this technology will help add a whole new set of strategies that were never available before." Research also indicates student attendance improves in interactive classrooms. The use of Student Response Systems: Students in classrooms where teachers use the SRS systems frequently and in combination with "best practice" teaching strategies benefit more than those students in classrooms where SRS are used less frequently and only for summative purposes. The study also found that teachers who used ActiVotes in their classrooms were more excited about teaching and extremely motivated to try new teaching strategies. The remote control ActiVotes provide interactivity, multimodal capability, and increased audio and visual stimulation to the whole class experience.

• Cutrim, E. S. (2008). Using a Voting System in Conjunction with Interactive Whiteboard Technology to Enhance Learning in the English Language Classroom. Computers & Education. 50(1), 338-356.

• Draper, S. W., & Brown, M. I. (2004). Increasing Interactivity in Lectures Using an Electronic Voting System. Journal of Computer Assisted Learning. 20(2), 81-94.

• Freeman, M. & Blayney, P. (2005). Promoting interactive in-class learning environments: A comparison of an electronic response system with a traditional alternative. School of Economics and Political Science, The University of Sydney

• Stowell, J. R., & Nelson, J. M. (2007). Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion. Teaching of Psychology.

District specific analysis of how the research will be used "Educational technologies and digital content, aligned to the State Academic Content Standards, enable students and teachers to address individual learning needs (e.g. age, disabilities, ability level, special needs) using multiple approaches to rigorous and effective content. Learning flexibility increases the opportunities for all students to gain mastery of the State Academic Content Standards. Education technologies promote this flexibility, along with collaboration, innovation, applied and contextual learning, and have been shown to increase student achievement. Moreover, educational technologies make possible data collection, analysis and real-time assessment of learning, all of which provide educators with necessary feedback loops that assist in identifying and targeting the individual learning needs of



students." (The State of California K-12 Educational Technology Master Plan (Draft Document), prepared by the Commission on Technology in Learning 10/18/02)

Consistent with this research, the Madera Unified School District will carefully analyze learning resources and lessons both for alignment with California Content Standards and for the ability to measure growth/achievement on those standards in a variety of ways. Through ongoing data collection and analysis, the Madera Unified School District will continuously monitor its attainment of the goals and objectives of the Educational Technology Plan, and will report results annually to the superintendent, the school board, and the public. Throughout the plan, attention is paid to providing equitable access to all students in our community, including students in special populations.

Research supporting our model for maximizing the return on our technology investments: WestEd Regional Technology in Education Consortium (June, 2002). The learning return on our educational technology investment. http://www.wested.org/cs/wew/view/rs/619 This report seeks to answer the question “What do we need to do to maximize the return on our technology investment?” It offers suggestions related to issues such as professional development, access to technology, and long term planning.

Research Used to Support Technology Plan Model: CEO Forum. (2001, June). The CEO Forum school technology and readiness report: Key building blocks for student achievement in the 21st century. http://www.ceoforum.org/downloads/report4.pdf "Educational technology can improve student achievement." "Technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable, educational objectives."

Learning Styles and Special Needs: “Technology can provide the means for students with special needs to communicate via email and use the Internet for research, and can also help teachers accommodate students’ varying learning styles.” Silverstein, G., Frechtling, J., & Miyoaka, A. (2000). Evaluation of the use of technology in Illinois public schools: Final report (prepared for Research Division, Illinois State Board of Education). Rockville, MD: Westat. “Gifted students can work at their own pace and explore subjects in more depth than the basic curriculum. Technology can also analyze and provide immediate feedback on performance, and can suggest modifications in instruction where necessary to improve student achievement.” CEO Forum on Education and Technology. (2001). Education technology must be included in comprehensive education legislation. Washington, DC: Author.

Research supports our model for improving student achievement through Project-based Learning and Visual Organizers (Graphic Organizers) Below you will find studies done to provide evidence that the use of Project-based Learning visual organizers (graphic organizers) assists in the learning process of all students in grades K-Adult. Representative studies researched and collected by Inspiration Inc.)



Research supports our model for Interdisciplinary, Project-based learning In another longitudinal study, researchers investigated the impact of project-based learning using multimedia. Data from teachers’ self-reports, as well as classroom observation data, suggest that project teachers were less likely to lecture than non-project colleagues, and instead took on the role of facilitator or coach. In project classrooms, students spent a greater amount of time than non-project peers in active, small-group collaborative activities or small group discussions. In short, project classrooms were much more student centered than non-project classrooms, and were “organized around the collaborative construction of complex products” (Penuel, B., Golan, S., Means, B., & Korbak, C. (2000). Silicon Valley Challenge 2000: Year 4 report. Menlo Park, CA: SRI International.)

Alverman, D.E., & Boothby, P.R. (1986). Children's transfer of graphic organizer instruction. Reading Psychology, 7 (2), 87-100. Using a graphic representation strategy to increase students' ability to recognize text structure, Alverman and Boothby found that the experimental group comprehended and recalled significantly more information from content materials Anderson-Inman, L., & Tenny, J. (1989). Electronic studying: Information organizers to help students study "Better," not "Harder." The Computing Teacher, 16 (8), 33-36. Authors contend that outlining tools "have the potential to promote effective studying and improve comprehension and retention of text." Bailey, M. et al. The impact of integrating visuals in an elementary creative writing process. ERIC# ED391492. This paper describes a study that sought to measure the effects of the introduction of computer clip art and graphical presentation software on the writing process. The study examined 25 second- graders who used clip art and icons as aids for mapping sequences and chronologies, and as trial-and-error aids in story planning. Evidence supports the conclusion that length and quality of compositions increased, as well as organizational skills. Baumann, J. F., & Bergeron, B. S. (1993). Story map instruction using children's literature: Effects on first graders' comprehension of central narrative elements. Journal of Reading Behavior, 25 (4), 407-437. Concludes that story mapping is an effective instructional strategy for promoting first-grade students' ability to identify major narrative elements. Doyle, C. (1999) The use of graphic organizers to improve comprehension of learning disabled students in social studies. ERIC#: ED427313. Examines the effectiveness of two approaches to enhancing the reading comprehension of learning disabled students in the social studies content area. An approach using the graphic organizer in the form of visual displays was compared to the traditional method in which students were presented content through lecture, text, and linear note taking. Four chapters from the history text were chosen and taught to eight senior high school learning disabled students over a period of four months, approximately 41 minutes daily. Two chapters were taught using graphic organizers as a teaching method and study tool, and



two chapters were taught via lecture/linear note taking. Posttests on each chapter were given. Results indicated significant positive effects favoring graphic organizer instruction. Gardill, M. C., & Jitendra, A. K. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning disabilities. The Journal of Special Education, 33 (1), 2-17. Investigates the effectiveness of direct instruction of an advanced story map procedure on the reading comprehension performance of middle school students with learning disabilities. Increase in story grammar and basal comprehension performance; increase in number of story elements recalled; implications for teaching reading comprehension. Geva, E. (1983). Facilitating reading comprehension through flowcharting. Reading Research Quarterly, 18 (4), 384-405. Supports the conjecture that learning to recognize text structure through flowcharting transfers to more careful reading of expository texts by less skilled readers. Hawk, P. (1986) Using graphic organizers to increase achievement in middle school life science. Science Education. 70 (1) 81-87. Determined that graphic organizers are effective in increasing the achievement of sixth-grade (N=235) and seventh-grade (N=220) middle school students who used the organizers. Reasons why the graphic organizer enhances student learning and is an effective and practical teaching strategy are also discussed.

Research supports our model for improving student achievement through the use of Electronic Learning Resources: Below you will find studies done to provide evidence that the use of Learning Information Systems assists in the learning process of all students in grades K-12.

Integrated Learning Systems (ILS)/ Computer-assisted Instruction (CAI) “The computer-integrated instructional program, (Project Child) found that elementary students in project classrooms from kindergarten through fifth grade consistently had higher test scores and better discipline than their counterparts. “ Butzin, S. M. (2000, June). Project Child: A decade of success for young children [Feature]. Technology Horizons in Education Journal, 27(11). Retrieved from http://www.thejournal.com/magazine/vault/A2882.cfm

Department of Education’s What Works Clearinghouse (WWC) favorably reviewed SuccessMaker, Pearson’s digital, supplemental, curriculum solution designed to support classroom instruction in reading and mathematics for grades K-8. The WWC rated SuccessMaker Enterprise as having potentially positive effects on students’ comprehension and general literacy achievement, with students scoring an average of 11 percentile points higher than students using other digital interventions in both areas (July 2009). Used in conjunction with a school’s core reading or math program, SuccessMaker individualizes learning with standards-aligned content and meets students on their digital turf.



PLATO curriculum gives students an alternative to learn online and be challenged by rigorous, standards-driven content. Learning is self-paced and put in real-world context and coupled with offline activities and Internet resources that reinforce learning in areas of greatest weakness. PLATO also provides educators with needs assessment data to better prepare students for high-stakes tests and prescribe targeted, individualized learning. Student data can be easily shared and communicated with teachers, administrators, and parents, it helps facilitate continual academic progress and maximize instructional time. The Assessment and Data Management allow administrators to track data by student, class, school, and across the district,

"Technology is a learning tool for more student-centric, relevant, rigorous learning, (Knezek 2007). "Technology can help engage students in learning, creating compelling learning environments and engaging classroom teaching" (Burnie 2007). Students will become active participants in the learning process rather than passive recipients of information. "Technology improves student performance when it is incorporated into a curriculum that is challenging, integrative, and exploratory, and includes varied teaching and learning approaches" (NMSA Research Study, 2001). The Impact of Accelerated Math Pilot Programs in Australia, August 2001- This independent study explores the impact in math, in a number of schools in Australia. These schools were of various types and sizes and were in different States. The study examines gains in math made by students using Accelerated Math over a period of five months. RMIT University Report, "The Impact of the Accelerated reader Pilot program in Australia, March 2000- This independent study explores the impact in reading, in a number of schools in Australia. These schools were of various types and sizes and were in different States. The study examines gains in reading made by students using Accelerated Reader over a period of twelve months.

Assessment and Analysis of Strategies and Practices that Work Marzano, R, Pickering, D., and Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Virginia: Association for Supervision and Curriculum Development. This book summarizes the research supporting a variety of instructional strategies with proven successes in improving student achievement. The research-based strategies include 1) identifying similarities and differences; 2) summarizing and note-taking; 3) reinforcing effort and providing recognition; 4) homework and practice; 5) nonlinguistic representations; 6) cooperative learning; 7) setting objectives and providing feedback; 8) generating and testing hypotheses; and 9) cues, questions, and advance organizers.

Process for incorporating research-based methods and models into ongoing program evaluation and modification:



The Technology Advisory Council and the Madera Unified Curriculum and Instruction Department will examine the studies in the federally funded computer database What Works each year to determine the direction for our continuous improvement model. The What Works clearinghouse, funded by the US Department of Education, will provide the following searchable online databases for use in our analysis:

An educational interventions registry that identifies potentially replicable programs, products, and practices that are claimed to enhance important student outcomes, and synthesizes the scientific evidence related to their effectiveness.

An evaluation studies registry, which is linked electronically to the educational interventions registry, and contains information about the studies constituting the evidence of the effectiveness of the program, products, and practices reported.

An approaches and policies registry that contains evidence-based research reviews of broader educational approaches and policies.

A test instruments registry that contains scientifically rigorous reviews of test instruments used for assessing educational effectiveness.

An evaluator registry that identifies evaluators and evaluation entities that have indicated their willingness and ability to conduct quality evaluations of education interventions.

District specific analysis of how the research will be used The resources listed above will be incorporated and utilized as needed to ensure that the education technology program in the Madera Unified School District is consistent with current scientifically based research regarding technology, teaching, and learning. District software evaluation and selection in the area of literacy will be consistent with research from the Early Reading First initiative, which has identified five components essential to a child's learning to read: phonemic awareness, phonics, vocabulary, fluency, and comprehension. Software evaluations will be conducted ensuring the capacity to support the five key literacy components, and will follow the “assess, align, instruct, and evaluate” model to target instructional activities based on students’ needs.

9b. Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distance-learning technologies (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources):

Madera Unified is currently offering Advanced Placement courses in a variety of subject areas. These courses are taught at Madera High and Madera South High by highly qualified instructors and are available to all qualified students. The Madera Unified School District also uses resources available through the local colleges, such as Madera Community College, Fresno City College and California State University at Fresno. Each of these colleges offer on-line distance learning courses that are consistent in content to AP courses offered through the local high school. Online courses are also available through the Madera Adult School in a variety of subject areas.

In August 2009, Madera Unified embarked on distance learning courses for both credit recovery and AP courses work that is not available at the local high schools. PLATO and



Cyber High are currently being used to fill the void left by budget cuts that have restricted some tutoring and credit recover course offerings. Students may attend after school classes and work independently on a lab computer or work from home and just take assessments at school to verify completion of work. Students who were "powering down" in remedial classrooms are finding distance learning more exciting. Distance learning opportunities have improved student learning and decreased the dropout rate at both high schools, more students are graduating which means that they are on their way to becoming productive citizens.

The terms "distance learning" is applied to both online synchronous and asynchronous courses. It characteristically separates the teacher and learner in space and/or time (Jonassen, 1992). Successful distance learners are self-disciplined, self-motivated, and do not require regular reminders from the instructor or classmates to meet deadlines. Madera Unified recently set up Moodle, a Content Management Server. Plans included the use of free courseware through UCCP to extend our asynchronous distance learning opportunities for students to include both intervention and college prep courses.

Madera Community College also offers AP high school courses on the college campus for those advanced placement students who have completed high school course work and are ready for the challenge of college. They are able to finish their high school credit requirements while earning college units. These options will help to meet the needs of students who may otherwise not have access to Advanced Placement courses due to geographic distance or insufficient resources.



Addendum A ISTE Technology Standards for Students, Teachers and Administrators

ISTE- INTERNATIONAL SOCIETY FOR TECHNOLOGY EDUCATION

NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS AND PERFORMANCE INDICATORS (NETS) NETS for Students (NETS.S) 1. Creativity and Innovation- Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.

2. Communication and Collaboration- Students use digital media and environments to communicate and work

collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, & publish with peers, experts, others employing a variety of digital environments & media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency- Students apply digital tools to gather, evaluate, and use information. Students:

a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, & ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making- Students use critical thinking skills to plan and conduct

research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship- Students understand human, cultural, and societal issues related to technology and practice legal and

ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.



ISTE- INTERNATIONAL SOCIETY FOR TECHNOLOGY EDUCATION NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS AND PERFORMANCE INDICATORS (NETS)

NETS for Teachers (NETS.T) Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community. Teachers: 1. Facilitate and Inspire Student Learning and Creativity- Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking,

planning, and creative processes d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face

and virtual environments 2. Design and Develop Digital-Age Learning Experiences and Assessments- Teachers design, develop, and evaluate

authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

3. Model Digital-Age Work and Learning- Teachers exhibit knowledge, skills, and work processes representative of an

innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. collaborate with students, peers, parents, and community members using digital tools and resources to support student

success and innovation c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media

and formats d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information

resources to support research and learning 4. Promote and Model Digital Citizenship and Responsibility- Teachers understand local and global societal issues and

responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources

c. promote & model digital etiquette & responsible social interactions related to the use of technology & information d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other

cultures using digital-age communication and collaboration tools



5. Engage in Professional Growth and Leadership- Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a. participate in local and global learning communities to explore creative applications of technology to improve student learning

b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others

c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

ISTE- INTERNATIONAL SOCIETY FOR TECHNOLOGY EDUCATION

NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS AND PERFORMANCE INDICATORS (NETS) NETS for Administrators (NETS.A) 1. Visionary Leadership- Educational Administrators inspire and lead development implementation of a shared vision for

comprehensive integration of technology to promote excellence and support transformation throughout the organization. Educational Administrators:

a. inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders

b. engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision

c. advocate on local, state, and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan

2. Digital-Age Learning Culture- Educational Administrators create, promote, and sustain a dynamic, digital-age learning

culture that provides a rigorous, relevant, and engaging education for all students. Educational Administrators: a. ensure instructional innovation focused on continuous improvement of digital-age learning b. model and promote the frequent and effective use of technology for learning c. provide learner-centered environments equipped with technology and learning resources to meet the individual,

diverse needs of all learners d. ensure effective practice in the study of technology and its infusion across the curriculum e. promote and participate in local, national, and global learning communities that stimulate innovation, creativity,

and digital-age collaboration

3. Excellence in Professional Practice- Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Educational Administrators:

a. allocate time, resources, & access to ensure ongoing professional growth in technology fluency & integration b. facilitate and participate in learning communities that stimulate, nurture, and support administrators, faculty, and

staff in the study and use of technology c. promote and model effective communication and collaboration among stakeholders using digital-age tools d. stay abreast of educational research and emerging trends regarding effective use of technology and encourage

evaluation of new technologies for their potential to improve student learning

4. Systemic Improvement- Educational Administrators provide digital-age leadership and management to continuously improve the organization through the effective use of information and technology resources. Educational Administrators:

a. lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources



b. collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning

c. recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals

d. establish and leverage strategic partnerships to support systemic improvement e. establish and maintain a robust infrastructure for technology including integrated, interoperable technology

systems to support management, operations, teaching, and learning 5. Digital Citizenship- Educational Administrators model and facilitate understanding of social, ethical, and legal issues and

responsibilities related to an evolving digital culture. Educational Administrators: a. ensure equitable access to appropriate digital tools and resources to meet the needs of all learners b. promote, model, and establish policies for safe, legal, and ethical use of digital information and technology c. promote and model responsible social interactions related to the use of technology and information d. model and facilitate the development of a shared cultural understanding and involvement in global issues

through the use of contemporary communication and collaboration tools