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Technology Plan

Compton Unified

July 1, 2011 - June 30, 2014

03/11/2011

This plan is for EETT and E-Rate.

Compton Unified July 1, 2011 - June 30, 2014 Page i

Table of Contents

Background and Demographic Profile - Optional ......................................... Error! Bookmark not defined.

1. Plan Duration ............................................................................................................................................ 4

2. Stakeholders .............................................................................................................................................. 5

3. Curriculum ................................................................................................................................................ 6

3a. Current access by teachers and students ............................................................................................. 6

3b. Current use of technology to support teaching and learning ................ Error! Bookmark not defined.

3c. District curricular goals to support plan ............................................................................................ 10

3d. Teaching and learning goals (Measurable Objectives, Benchmarks) ............................................... 12

3e. Acquiring technology skills AND information literacy skills (Measurable Objectives, Benchmarks) ................................................................................................................................................................ 15

3f. Ethical use.......................................................................................................................................... 17

3g. Internet safety .................................................................................................................................... 18

3h. Description of access for all students ................................................................................................ 20

3i. Student record keeping ...................................................................................................................... 23

3j. Two way home-school communication ............................................................................................. 24

3k. Curriculum Monitoring Process ........................................................................................................ 26

4. Professional Development ...................................................................................................................... 31

4a. Summary of Teacher and Administrator Skills and Needs ............................................................... 31

4b. Providing PD Opportunities (Measurable Objectives, Benchmarks)................................................ 33

4c. Professional Development Monitoring ............................................................................................. 36

5. Infrastructure, Hardware, Technical Support, and Software ................................................................... 37

5a. Existing Resources ............................................................................................................................ 37

5b. Needed Resources ............................................................................................................................. 39

5c. Annual Benchmarks and Timeline for obtaining resources .............................................................. 43

5d. Process to Monitor 5b ....................................................................................................................... 48

6. Funding and Budget ................................................................................................................................ 49

6a. Established and Potential Funding Sources ...................................................................................... 49

6b. Annual implementation costs ............................................................................................................ 49

6c. District replacement policy ............................................................................................................... 51

6d. Budget monitoring ............................................................................................................................ 51

7. Monitoring and Evaluation ..................................................................................................................... 52

7a. Overall progress and impact evaluation ............................................................................................ 53

7b. Evaluation schedule .......................................................................................................................... 54

7c. Communicating evaluation results .................................................................................................... 55

8. Collaborative Strategies with Adult Literacy Providers ......................................................................... 56

9. Effective, Researched-Based Methods and Strategies ............................... Error! Bookmark not defined.

9a. Research Summary, District Application .......................................................................................... 65

9b. Technology to Deliver Rigorous Curriculum ................................................................................... 70

Appendix A Appendix C - Criteria for EETT Technology Plans.................................................................................... 85

Compton Unified July 1, 2011 - June 30, 2014 Page ii

Appendix J - Technology Plan Contact Information .................................................................................. 94

Compton Unified July 1, 2011 - June 30, 2014 Page 1

Acknowledgments

Board of Trustees

Satra D. Zurita – President

Margie Garrett– Vice President

Emma Sharif - Clerk Mae Thomas – Legislative Representative

Micah Ali - Member Fred Easter - Member

Marjorie Shipp – Member

Donnie King – Student Board Member

Executive Cabinet Karen Frison, Acting Superintendent Dr. Abimbola Ajala, Associate Superintendent, Elementary Schools Dr. Donald Evans ,Associate Superintendent, Secondary Schools Deborah Willard, Associate Superintendent, Business and Administrative Services Alejandro Flores, Assistant Superintendent, Human Resources Otha Johnson, Acting Chief Facilities Officer

Superintendent’s Message I wish to thank all of the stakeholders who contributed to the development of our Technology Plan. The hard work and honest feedback of our teachers, administrators and classified staff members from both the central office and school sites will help to improve our systems and ultimately increase academic achievement throughout our district. This Plan is an important part of our mission to develop “learning skills necessary to be productive citizens in an information driven, global society.” As we prepare all of our students for college and careers, it is clear that we must equip them with the skills necessary to be productive in a diverse and competitive world. That means we need to figure out how we can use technological resources to enhance teaching and learning. Through this planning process, we have developed greater capacity to take such a comprehensive approach. This Technology Master Plan fits well with our other district-wide efforts. Not only does it fit into our Strategic Plan, but it also goes hand-in-hand with our Facilities Plan. All of our initiatives reflect our belief in continuous improvement. Once again, I am grateful for the contributions of every member of the Compton Unified Family to this important work.


TECHNOLOGY PLAN OVERVIEW The Compton Unified School District Technology Plan was developed in order to provide a set of guiding principles for the training of district instructional staff, development of instructional programs and teaching strategies, acquisition of hardware and software, and utilization of outside resources within the area of educational technology. The plan, which also provides a foundation to build upon, emphasis the following: a 5-year plan with the focus training and professional development for our educational community, developing and aligning curriculum and technology standards with learning and the delivery of instruction. The five main areas of coverage are: Curriculum, Staff Development, Infrastructure and Hardware, Funding, and Evaluation. VISION The Compton Unified School District recognizes the use of technology as an essential life skill. Therefore, technology will be integrated into all areas and levels of a student’s life. The District will provide an environment, which supports connectivity to support all technology resources. This will be accomplished by:

• Developing a student instructional program which is developmentally appropriate and promotes life-long use of technology

• Providing opportunities for the integration of technology into all areas of the curriculum

to enhance teaching and learning and to ensure that all members of the school community have equal access to technology for instruction and communication

• Providing teachers with staff development opportunities that will provide strategies for

the integration of technology into all areas of the curriculum that will enhance the delivery of instruction and learning and address the unique needs of learners

• Providing community access to technology resources establishing an ongoing, systematic

evaluation process

• Promoting school/community/business technology partnerships

• Providing the necessary financial and human resources

• Pursuing alternate sources of funding

• A good education develops the child’s mind and natural curiosity. It should expose children to a broad range of experiences. Technology will provide access to a world of art, music and literature presenting these topics in various ways so they appeal to the most disinterested student. The same technology will prepare children for a world of work and a lifelong learning experience.


Instructional technology infused throughout the district is the vision of CUSD. This vision will allow for:

• Compton students to generate, develop and transfer information. • Individualized instruction with detailed monitoring of students’ progress to assist teachers

in developing individualized learning plans for students in specific content areas. • Activities designed to permit teamwork, allow students to engage in projects with

classmates, and with students from other states and regions of the world. • Communication between school and home (school/class web pages, e-mail, and/or voice

mail) • Learning resources and assistive technologies that accommodate students with special

needs. • Internet research opportunities and information literacy skills development. • Library/Media learning resources to be accessible electronically throughout the school.

MISSIONSTATEMENT In the Compton Unified School District , technology will be incorporated as a natural part of education through an integrated, comprehensive framework to govern acquisition, application, and evaluation of technological resources to ensure that all students will have the opportunity to develop lifelong learning skills necessary to be productive citizens in an information driven, global society. By using technology as a tool, the students can:

• Expand their knowledge base. • Improve their critical-thinking, problem-solving, and decision-making skills. • Access, analyze, evaluate, and communicate information in expedient and efficient

formats. • Work ethically, independently, and collaboratively with a diverse and changing

population. By using and facilitating the student use of technology as a tool, teachers can:

• Improve instructional strategies to increase student achievement and narrow the gap between high and low achievers.

• Accurately and efficiently assess, monitor, and communicate student progress to parents. • Continuously improve professional skills through staff development in technology and

the sharing of skills and resources with colleagues. By using and facilitating the use of technology as a tool, administrators can:

• Provide, solicit, and seek adequate funding, maintenance, support, training, and equipment.

• Demonstrate leadership and a vision for the use of the technology to increase student achievement and staff productivity.

• Provide immediate and easy access to, and manipulation of equipment and data sources for instructional and administrative decision making.

• Integrate technology into procedures and guides.


1. Plan Duration

July 1, 2011 - June 30, 2014 Plan Duration: 3 years July 1, 2011 - June 30,


2. Stakeholders

STAKEHOLDER INVOLVEMENT The stakeholders of this plan represent individuals within the school district and the community. The committee members of this plan played a critical role in the development of the plan. They will be instrumental in making this plan a reality, by contributing their expertise, support, training, or participation to the successful outcomes in the classrooms and support structures within the District. The process used to update this plan included initial meetings all committee members, as they represent the technology leaders within the school district. Several smaller subcommittees were developed to help focus each individual’s expertise and develop the scope for updating and implementing this plan. These individuals met with site personnel and other peers outside the District, to develop additional ideas for the best possible methods for infusing technology into the curriculum. Writing was done in consultation with subgroups consisting of parents, community representatives, teachers, staff, and administrators. District Technology Master Plan Committee

Dr. Betty Rae Jones Administrator, Office of Instructional Technology

Kevin Evans Director, Information Technology

Dr. Ambimbola Ajala Associate Superintendent, Elementary Division

Dr. Alane Calhoun Director of Elementary Education

JaMaiia Bond Director of Secondary Curriculum Design/Instructional Improvement

Otha Johnson Acting Chief Facilities Officer

Dr. Mark A Jones Principal, Walton Middle School

Irene Lee Administrator, Research, Evaluation & Assessment

Evelyn Cabellon Teacher, Compton High School

Wade Osborne Teacher, McNair Elementary School

Charles D. Moore Computer Instructor, Davis Middle School

Leonor Montes Secretary, Accountability and Compliance

Claudia Arellano Parent

Diana Vazquez Parent


Oseas Chavaque Student

Dr. Stan Clark District Partnership-Director, Project SEED

3. Curriculum

3a. Description of teachers' and students' current access to technology tools both during the school day and outside of school hours. CURRICULUM Compton Unified School District seeks to integrate technology in the curriculum. A critical element of the Technology Plan is to address the most recognizable educational needs of CUSD’s students: improving reading and math scores, increase the number of students enrolled in college preparatory courses, raise the average daily attendance rate, lower the dropout rate, provide equitable access, increase multicultural awareness, reduce the effects of racial isolation and ensure student participation in lifelong learning. The goal of CUSD Technology Plan is to eliminate the “Digital Divide”. To eliminate this divide, the goals of the district must meet the needs of students who will work in an increasingly technological society. In such a society, students will need to demonstrate their abilities to access, analyze, synthesize, evaluate and communicate information effectively. The California Content Standards, the National Educational Technology Standards for Students , and the Information Literacy Standards , provide direction for the development and implementation of this plan’s integrated technology goals. DESCRIPTIONOF TEACHERS' AND STUDENTS' CURRENT ACCES S DURING AND AFTER SCHOOL DAY At all sites, teachers have access to computers in the computer lab(s) before and after school. Many also have access during breaks and lunch, and can access the designated “Teacher Workstation” established in each lab. Most teachers in the District have access to at least one Internet connected computer in their classrooms. Throughout the District, student access before and after school is available. All elementary, middle, comprehensive high schools and the continuation school have arranged to provide students access to technology before and after school and often during lunch. CUSD sites at both the elementary and secondary level an after school computer club, parent/family technology night, or PTA sponsored club on campus with many having an emphasis on English Language Learners. Smart Boards and Promethean interactive devices have been purchased for all elementary classrooms. The Secondary Division has install Promethean Boards at all Middle School sites and beginning in Fall 2011, all 9th grade English-Language Arts and mathematics instructors will be provided with Mobi interactive devices. Classroom computers are used for classrooms for word-processing keyboarding, multi-media, and electronic/web publishing, and enhancing the writing process using reflections/journals entries. EL students participating in the District’s English Language Development program have additional access to technology during and outside the school day.


All elementary schools have at least one Internet connected computer lab on campus containing 25-35 computers and a projection device. The middle schools have at least two Internet connected computer labs on campus containing 30-35 computers and a large media-video screen or projection device. The high schools have at least two Internet connected computer labs or mobile cart and projection devices. During the school day, the computer labs are accessible to teachers and students for skills based support, for conducting research, and for completing projects related to particular content areas. All technology equipment is available for all classes to use, which include GATE, special education and EL students. In addition, special education teachers are provided assistive technologies for special needs students. All comprehensive high schools and continuation sites have credit recovery labs on each campus. A minimum of one lab per site is available during the school day to teachers and students for skills based support, conducting research and completing projects related to particular content areas. Labs are also available to staff before, during and after school. The equipment in this lab is available on a sign-up basis for all classes to use, which include GATE, special education and ELD students. Each high school library media center contains 12-15 computer stations, which are used primarily to search the library collection and can be used to access applicable Web sites on the Internet. All libraries/media centers are available to students outside the school day in the morning, during lunch and after school. Students and staff have roaming profiles with access to their work folders from any workstation on campus. Special education and ELD classrooms have pods of four to six computers for students to receive additional skills based support and complete projects related to particular specialized content areas. All employees have emails accounts. Instructional Technology Department is notified by Human Resources when new employees have been hired and both network and email accounts are created at that time. The teachers use a Web based email system, which is accessible from the campus or home. Data from the California School Technology Survey Computer Profile Survey, outlines the current level of student access to technology tools before, during and after the school day. All CUSD schools provide before and after school access to technology resources and equipment in library media centers, classrooms at the elementary and secondary levels and parent centers. The focus of after school access to technology is tutoring, parent technology education, credit recovery, and staff development. Coordination of funding resources from general funds, categorical funds, grants, and partnerships combined have provided enough computers that are less than five years old for our elementary, middle, and high schools to achieve 10:1 student to computers ratio with a 8:1 ratio for computers over five years. Teachers and administrators have access to multimedia computers before, during, and after school hours in their classrooms, offices, the computer labs, the library media center, and at the District’s Professional Development Center.


3b. Description of the district's current use of hardware and software to support teaching and learning. Teachers & Administrators Technology Use Technology Use Survey, from the Ed Tech Profile Assessment, outlines the current use of hardware and software to support teaching and learning. This survey data was current as of October 2010. Teacher access to technology has increased since the 2005 baseline data collection cycle. The focus of the use is curriculum design; data driven evaluation; student performance assessment; creating teaching materials; gather information; planning and delivery of deliver student lessons using digital devices and multimedia presentations. Special Education teachers and psychologist utilize a web based software program to create and monitor student IEPs . All administrators have access to the internet, PDA’s, e-mail, and the Internet as a means of communication with staff and their school communities. All teachers have access to computers, electronic grading software, Office 2007, and projector equipment for multimedia lesson delivery. Student Technology Use Our findings indicated that students typically use technology at least once or more per week. Student use in the elementary and middle school levels is more frequent and student computer use at the high school level continues to increase. Most of the computer activity centers on the core academic areas (ELA, mathematics, science and Social Studies). The CUSD 2008-11 Technology Plan updated the list of approved software. All CUSD selected software must be aligned to t National Education Technology Standards for students and reflects the district’s effort to move away from basic drill and practice/tutorial software to productivity software that involves problem based projects. This list includes software evaluated by California Learning Resource Network (CLRN). All of our schools have access to the age appropriate productivity software to complete project based assignments. In kindergarten and first grades, technology is used in most elementary schools weekly to support literacy skills and develop computer usage skills. Students learn basic computer knowledge and create simple content based projects with multimedia creation software such as KidPix to practice letters and create words and sentences. In first grade, students often use the computer at least once a week to publish writing as curriculum support and to allow students different mediums with which to express themselves. All elementary schools have adopted a reading program called Accelerated Reader and many students in the primary grades use the computer to interact with this program as well. In second and third grades, there are several types of usage. Students continue to use word processing programs to enhance the writing process and their Language Arts skills. They use multimedia creation software to begin illustrating text to make simple desktop published projects. In some schools, third graders begin some form of basic keyboarding to increase word processing accuracy. In third grade, students also begin using the Internet and electronic encyclopedias as a research tool as well as basic spreadsheet skills. Most students use technology


weekly. Accelerated Reader is also utilized as a reading tool in second and third grades with many students logging on to classroom computers to take tests and update their reading logs. In fourth and fifth grades, many of the same types of usage are continued and built upon the previous skills learned and adopted in earlier grades. The District has incorporated a fourth and fifth grade keyboarding into core curriculum. Ten to fifteen minutes of computer lab visit is dedicated to keyboarding practice and progress through the keyboarding software. Student assignments include desktop published and simple multimedia reports with graphics and charts. The frequency of usage depends upon the teacher and the site, but 4 th and 5 th graders report using computers at least twice weekly. At the middle school, students use technology for projects that support the curriculum such as writing and word processing, Internet searches, research and locating Internet sites. Many students use e-mail as a communication tool and create multimedia presentations. Schools also use curriculum specific software such as Accelerated Reader and Accelerated Math to assist students who are struggling. Middle school students are beginning to create Web pages. Most students access lab computers once or twice a month, with students self reporting, using computers at least three times per week. Our comprehensive high schools, continuation schools, and Community Day Schools have a variety of technologies. Comprehensive high schools have continued funding the technology coordinator position, in order to continue site training and articulate the integration of technology into the curriculum. In addition, special education and EL classrooms are provided supplemental computers for students to receive additional skills based support and complete projects related to particular specialized content areas. Students in English, vocational education and fine arts/performing arts classes are creating desktop published reports and integrating courseware. Students in social studies, health classes, and foreign language classes create multimedia presentations, visit virtual field trips on the Internet, and utilize courseware. Math and science students create spreadsheets to analyze data and desktop publishing skills to create reports and presentations. Physical education students utilize word processing, spreadsheets, and Heart Rate monitors to record and analyze data. Five credits of Computer Literacy have been adopted as prerequisite for receiving a CUSD diploma. Additionally, the mandatory Senior Portfolio presentation must contain a multi-media component. The following chart shows the Technology Based Education Program and Standards that will continue implementation upon approval of this revised plan:


3c. Summary of the district's curricular goals that are supported by this tech plan. According to the District Strategic Master Plan and the District Mission Statement, we work in partnership to guarantee the effective use of all available resources to create, provide, and support quality instructional programs, services and environments. The overarching curricular goals include working toward mastering state standards, accessing multiple intelligences, integrating the curriculum and making studies relevant and meaningful for all students. Within that context, Compton adopted the California State Content Standards for English Language Arts, Mathematics, History, Social Science, Visual and Performing Arts, and English Language Development. Additionally, the district purchased state adopted textbooks that address State Standards and continues to integrate other instructional programs and strategies Implementation and achievement of the Language Arts standards is a goal for all students. After analyzing achievement data, (STAR) and the results of student acquisition of knowledge and skills as measured on District multiple measures, school improvement plans were developed for each site. These plans indicate action plans for all objectives. Action plans include a goal statement, specific steps toward attainment, and post assessment. District goals and standards for these areas focus on significantly increasing achievement for all students while continuing to provide a broad based curriculum. A variety of district documents were used to develop the goals and objectives for the technology plans. These documents include School Improvement Plans and IIUSP plans. Our Strategic Alignment Plan provides the goals for student success. These goals include specific benchmarks for all program areas such as Title I, Title II, EIA/LEP, GATE, School-to-Career, Title IV, TUPE, and Title VI. As a District, the following areas will be the focus for the coming year and will be modified: Strategic Alignment Goals and Objectives:

• Improving student achievement in the core subjects • Align teaching and learning more tightly with student performance • Link professional development for all staff to the goals for student • Increase management effectiveness, efficiency, and accountability • Forge stronger linkages with parents, families and the community

While all groups have made gains, scores differ considerably between English language learners and fluent English Proficient students. The District realizes that technology is an important means to closing this gap. Curricular goals are identified and described in detail in the following documents: • Elementary Curriculum Guides for grades K-5 • Course outlines and Curriculum Guides for all secondary courses District-wide targets for student achievement are described in the District Local Education Agency (LEA) Plan. Each site sets specific targets for student achievement and describes steps for implementing strategies to attain these goals. The curricular targets and implementation steps are included in each school’s site plan.


The goals and objectives of this Technology Plan, continues to provide a framework to support Compton’s students and teachers in acquiring essential skills needed to integrate technology in a standards-based curriculum to increase academic achievement. An analysis of CST data and the California High School Exit Exam provides the following information: On the average, 30-to-60 percent of all students in grades 2-11 performed below basic and far below basic in the areas of Reading, Mathematics, Language, specifically in the content clusters of the following: • Reading Vocabulary • Reading Comprehension • Mathematics Problem Solving • Language In grades 9-11, 30-to-80 percent of students performed below basic in the area of Science and Social Sciences The following content-standard goals, objectives, and benchmarks are developed based on the data provide by CST and California High School Exit Exam as well as the goals and objectives of district documents: Language Arts

• Writing Strategies • Written and Oral English Language Conventions • Writing Applications

Reading • Word analysis, fluency and systemic vocabulary development • Literary Response

Listening and Speaking • Listening and Speaking Strategies

Math • Algebra

Social Science* Science *Goals, objectives and benchmarks for these two content areas will be addressed in the section 3f, information literacy. Subgroups The district has identified the following target groups in the content areas specified with special emphasis for using technology to support the district’s curriculum goals and academic content standards to improve learning: English Learners

• English Language Arts • Mathematics

African Americans • Mathematics

Special Education • English Language Arts • Mathematics


3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals. GOAL 1: By June 2014, 90% Integrate technology on an ongoing basis to support grade level appropriate district curricular goals and state academic content standards in English and Math to improve student achievement using district approved productivity software and State approved content standard aligned software. Objective 1:By June 2014, 90% of teachers will integrate technology resources on an ongoing basis into their lessons to improve student academic achievement Benchmarks By June 2012 : Using approved technology resources on an ongoing basis and productivity software, 70% of teachers will integrate technology into their lessons at all grade levels to support the California content standards in Math and English Language Arts. By June 2013: Using approved technology resources on an ongoing basis and productivity software, 80% of teachers will integrate technology into their lessons at all grade levels to support the California content standards in Math and English Language Arts. By June 2014: Using approved technology resources on an ongoing basis and productivity software, 90% of teachers will integrate technology into their lessons at all grade levels to support the California content standards in Math and English Language Arts. Implementation Plan: The following table shows the activities, responsibilities and timeline to meet the above benchmarks. Activities Responsibility 2012 2013 2014

1. Continually review existing lesson plans on the web and from other districts for teacher resources.

Administrator , Instructional Technology Director of Curriculum, Elementary Director of Curriculum, Secondary Content Curriculum Specialists Site Technology Coordinators

x x x


Activities Responsibility 2012 2013 2014

2. Modify and create K-12 grade lessons to support district’s core curriculum, technology standards and integration of multiple technologies.


x x x

3. Develop a technology newsletter with information about sample lessons and best practices and distribute to school sites.


x x x

4. Work with teachers and administrators on technology proficiencies.


x x x


Objective 2: By June 2014, 95% of students will use an approved productivity software to create documents that demonstrate their ability to progress through the appropriate grade level stages of writing. Benchmarks By June 2012, 75% of students will use an approved productivity software to create documents that demonstrate their ability to progress through the appropriate grade level stages of writing. By June 2013, 85% of students will use an approved productivity software to create documents that demonstrate their ability to progress through the appropriate grade level stages of writing. By June 2014, 95% of students will use an approved productivity software to create documents that demonstrate their ability to progress through the appropriate grade level stages of writing. Implementation Plan: The following table shows the activities, responsibilities and timeline to meet the above benchmarks. Activities Responsibility 2012 2013 2014

1. Continually to review existing lesson plans and new software on the web and from other districts for teacher and student resources.


x x x

2. Modify and create K-12 grade lessons to support district’s core curriculum, technology standards, and integration of multiple technologies.


x x x



3. Develop a technology newsletter with information about technology integration in classrooms and distribute to school sites.


x x x

3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace. GOAL 2: Kindergarten-twelfth grade students will utilize the appropriate technology and electronic tools to produce products that demonstrate their technology skills. Objective 1: By June 2014, 90% of students in grades 4-12 will use software programs to type at the age-appropriate wpm as defined by the NETS for students. Benchmarks By June 2012 , 70% of students in grades 4-12 will use keyboarding programs to type at the age-appropriate wpm as defined by the NETS for students. By June 2013, 80% of students in grades 4-12 will use keyboarding programs to type at the age-appropriate wpm as defined by the NETS for students. By June 2014, 90% of students in grades 4-12 will use keyboarding programs to type at the age-appropriate wpm as defined by the NETS for students. Objective 2: By June 2014, 95% of students will be taught by their teachers how to use appropriate technologies in the classrooms, media center, and the computer lab and then develop projects for their class that demonstrate their basic computer skills. Benchmarks By June 2012, 75% of students will be taught by their teachers how touse appropriate technologies in the classrooms, media center, and the computer lab and then develop projects for their class that demonstrate their basic computer skills. By June 2013, 85% of students will be taught by their teachers how to use appropriate technologies in the classrooms, media center, and the computer lab and then develop projects for their class that demonstrate their basic computer skills. By June 2014, 95% of students will be taught by their teachers how to use appropriate technologies in the classrooms, media center, and the computer lab and then develop projects for their class that demonstrate their basic computer skills.


GOAL 3: Kindergarten-twelfth grade students will utilize the appropriate technology and electronic tools such as multimedia and the internet to produce products that demonstrate their information literacy skills. Objective 1: By June 2014, 95% of 4th -12th grade students will use appropriate technologies such as multimedia and the internet and develop projects that demonstrate their ability to select, use and apply technology tools for research, information analysis, problem solving, and decision-making in their content areas. Benchmarks By June 2012, 75% of 4th -12th grade students will use appropriate technologies such as multimedia and the internet and develop projects that demonstrate their ability to select, use and apply technology tools for research, information analysis, problem solving, and decision-making in their content areas. By June 2013, 85% of 4th -12th grade students will use appropriate technologies such as multimedia and the internet and develop projects that demonstrate their ability to select, use and apply technology tools for research, information analysis, problem solving, and decision-making in their content areas. By June 2014, 95% of 4th -12th grade students will use appropriate technologies such as multimedia and the internet and develop projects that demonstrate their ability to select, use and apply technology tools for research, information analysis, problem solving, and decision-making in their content areas. Implementation Plan: The following table shows the activities, responsibilities and timeline to meet the above benchmarks. Activities Responsibility 2012 2013 2014

1. Develop and refine scope and sequence for information literacy skills.

Administrator , Instructional Technology Director of Curriculum, Elementary Director of Curriculum, Secondary Site Technology Coordinators

x x x

2. Train teachers on the use of productivity software, internet, and grade appropriate information literacy skills.

Administrator , Instructional Technology Site Technology Coordinators

x x x

3. Develop a technology newsletter with information about technology skills and information literacy skills and distribute to school sites.


x x x


4. Work with teachers and administrators on technology proficiencies.


x x x

3f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use GOAL 4: All students learn about and understand the concept, purpose, and significance of the ethical use of information technology through lessons, discussions, and project-based activity. GOAL 5: All students learn about copyright, fair use, plagiarism, and the implications of illegal file sharing and/or downloading technology through lessons, discussions, and project-based activity. Implementation Plan: The following table shows the activities, responsibilities and timeline to meet the above benchmarks. Activities Responsibility 2012 2013 2014

1. Research the latest developments about the ethical use of information technology and write sample lesson plans that include student projects for teachers to use.


x x x

2. Train teachers about the ethical use of information technology and how to use the sample lesson plans.

Administrator of Ed. TechSite Tech. Coordinators

x x x

3. Students in all grade levels will learn to document all sources effectively and correctly. Students will also understand, demonstrate and discuss the complexities of ethical uses of technology.

Teachers Principals Administrator of Ed. Tech Site Tech. Coordinators

x x x


4. Teachers will consistently model ethical technology use and will include projects or lessons to support learning about ethical issues such as copyright, fair use, plagiarism, and the implications of illegal file sharing and/or downloading technology.

Teachers Principals Administrator , Instructional Technology Site Tech. Coordinators

x x x

5. Develop technology newsletter with updated information about the ethical issues about information technology such as copyright, fair use, plagiarism, and the implications of illegal file sharing and/or downloading technology and distribute to school sites.

Administrator , Instructional Technology Site Tech. Coordinators

x x x

3g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307) GOAL 6: All students learn about and understand issues relating to Internet safety including how to protect online privacy and avoid online predators. GOAL 7: Implement and update district-wide Internet software filters to take advantage of the latest technology developments to block inappropriate websites and graphic images considered pornography or harmful to minors.


Implementation Plan: The following table shows the activities, responsibilities and timeline to meet the above benchmarks Activities Responsibility 2012 2013 2014

1. Study the Children’s Internet Protection Act (CIPA) requirements for Internet Safety and develop an updated Acceptable Use and Internet Safety policy including how to protect online privacy and avoid online predators.

Teachers Site Administrators & Coordinator Site Technology Coordinators Instructional Technology Coordinator Director of Curriculum, Elementary Director of Curriculum, Secondary Computer Lab Coordinators

x x x

2. Implement and update district-wide Internet software filters to block inappropriate websites and graphic images considered pornography or harmful to minors.

ITD Director ITD Technicians

x x x

3. Provide training to teachers about the Acceptable Use and Internet Safety policy including how to protect online privacy and avoid online predators.

Site Technology Coordinators Instructional Technology Coordinator Director of Curriculum, Elementary Director of Curriculum, Secondary Professional Development Specialists

x x x

4. All teachers are required to review the Acceptable Use and Internet Safety policies including how to protect online privacy and avoid online predators with all of their students.

Administrator, Instructional Technology Director of Curriculum, Elementary Director of Curriculum, Secondary Site Technology Coordinators Site Administrators

x x x

5. Collect and document the signed Acceptable Use and Internet Safety consent forms from parents.

Site Principals Site Tech. Coordinators Site Classified Staff

x x x


6. Publish a technology newsletter with the latest information about the Acceptable Use and Internet Safety policy and distribute to school sites.

Administrator, Instructional Technology Director of Curriculum, Elementary Director of Curriculum, Secondary Site Technology Coordinators Site Administrators District Enrollment Offices

x x x

3h. Description of the district policy or practices that ensure equitable technology access for all students. The Compton Unified School District Technology Steering Committee has adopted district classroom technology equipment standards at each grade level to ensure all students have equitable access. All classrooms will be provided the minimum standards equipment as funding permits. For example, a K-3 classroom will be equipped with 1 teacher computer or laptop, 1 internet based computer per 4 students, an interactive white board, a document camera, an LCD projector, a network printer, a color printer, and a scanner for district benchmarks/curricular programs. In addition, standards for equipment for student labs and library media centers based upon student ratio has been developed and will be implemented as funding permits. All students in all programs have access to equipment in classroom, labs and library-media centers. ComptonUnified School District Board Policies in support of equitable access include: BP 0410 - Non Discrimination in District Programs and Activities and BP 0440 District Technology Plan.” GOAL 8: All students, including the special population, English Language Learners, Special Needs, and GATE, grades Kindergarten through Twelve, will have access to a computer. Objective 1 : By June 2014, the student-to-computer ratio will improve to 4:1.

Benchmark By June 2012, the district student-to-computer ratio (< 5yrs) will improve to 9:1.

By June 2013, the district student-to-computer ratio (< 5yrs) will improve to 8:1.

By June 2014, the district student-to-computer ratio (< 5yrs)will improve to 4:1.

GOAL 9: All students, including the special population, English Language Learners, Special Needs, and GATE, grades Kindergarten through Twelve, will have access to appropriate software in classrooms, library or computer labs to support language arts and math skills in student centered authentic learning environments.


Objective 1 : By June 2014, All students will have access to the appropriate CUSD approved grade level productivity or CLRN approved content-standard aligned software on computers located in classrooms, the library media center, or a computer lab. Benchmarks By June 2012, 75% of all computers used in instructional setting will have access to the appropriate CUSD approved grade level productivity or CLRN approved content standard aligned software. By June 2013, 85% of all computers used in an instructional setting will have access to the appropriate CUSD approved grade level productivity and CLRN approved content standard aligned software. By June 2014, All computers used in an instructional setting will have access to the appropriate CUSD approved grade level productivity and CLRN approved content standard aligned software. GOAL 10: All students, including the special population, English Language Learners, Special Needs, and GATE, grades Kindergarten through Twelve, will have access to digital cameras and printers in classrooms, library or computer labs to support language arts and math skills in student centered authentic learning environments. Objective 1: By June 2014, All students will have access to digital cameras and printers.

Benchmarks By June 2012, 65% of all schools will have access to digital cameras and printers.

By June 2013, 75% of all schools will have access to digital cameras and printers.

By June 2014, All schools will have access to digital cameras and printers.


Implementation Plan: The following table shows the activities, responsibilities and timeline to meet the above benchmarks. Activities Responsibility 2012 2013 2014

1. Administer the annual California School Technology Survey (CST Survey).

Administrator , Instructional Technology Director of Curriculum, Elementary Director of Curriculum, Secondary Site Technology Coordinators Director, Instructional Technology Dept.

x x x

2. Use the CST Survey results to plan for placement of equipment.

Administrator , Instructional Technology CUSD Executive Cabinet Site Technology Coordinators Director, Instructional Technology Dept. District Technology Planning Committee

x x x

3. Use the Technology Use portion results of the CST Survey to assess the use of technology in the instructional process.

Administrator , Instructional Technology Director of Curriculum, Elementary Director of Curriculum, Secondary Site Technology Coordinators Director, Instructional Technology Dept.

x x x

4. Use the CST Survey results to revise school technology plans to include use of technology in all programs, including before and after school.

Teachers Site Principals Site Tech. Coordinators Administrator , Instructional Technology Director of Curriculum, Elementary Director of Curriculum, Secondary Director, Instructional Technology Dept.

x x x

5. Coordinate efforts with schools to acquire computers, printers, software, and digital cameras.

Site Principals Administrator , Instructional Technology Director of Curriculum, Elementary Director of Curriculum, Secondary Director, Instructional Technology Dept. Categorical Program Coordinators

x x x


3i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs. Goal 11: Administrators and teachers will utilize technology to make student record keeping and assessment data more efficient and to support teacher’s effort to meet individual student academic needs. Objective 1: By June 2014, 100% of all teachers and administrators will use an electronic student record keeping system as a way to record, report, and analyze attendance and grades as well as to track student performance and progress . Benchmarks

By June 2012, 80% of all teachers and administrators will use an electronic student record keeping system and/or software such as Data Driven Classroom , Easy Grade , or Aeries Eagle Student Information System to record, report, and analyze attendance and grades as well as to track student performance and progress. By June 2013, 90% of all teachers and administrators will use an electronic student record keeping system and/or software such as Data Driven Classroom , Easy Grade , or Aeries Eagle Student Information System to record, report, and analyze attendance and grades as well as to track student performance and progress. By June 2011, 100% of all teachers and administrators will use an electronic student record keeping system and/or software such as Data Driven Classroom , Easy Grade , or Aeries Eagle Student Information System to record, report, and analyze attendance and grades as well as to track student performance and progress.


Implementation Plan: The following table shows the activities, responsibilities and timeline to meet the above benchmarks.


1. Continue to implement and expand the repertoire of district-wide multiple measures electronic data collection systems including, but not limited to: Data Driven Classroom, Easy Grade, or Eagle Student Information System.

Director Information Technology Dept. Executive Cabinet Administrator of Ed. Tech Director of Curriculum, Elementary Director of Curriculum, Secondary Director Educational Technology

x x x

2. Purchase appropriate software and hardware to support Data Driven Classroom, Easy Grade, or Eagle Student Information System.

Site Tech. Coordinators Director Information Technology Dept. Director of Curriculum, Elementary Director of Curriculum, Secondary Director Educational Technology Site Administrators Categorical Program Coordinators

x x x

3. Coordinate efforts with schools to provide training to teachers, administrators, and counselors.

Director Information Technology Dept. Administrator of Ed. Tech Director of Curriculum, Elementary Director of Curriculum, Secondary Director Educational Technology

x x x

3j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. Goal 12: A variety of technologies will be used to improve two-way communication between teachers, administrators, counselors, and parents. Objective: By June 2014, 100% of the schools in the district will develop and maintain a school website with e-mail capabilities that will allow parents to communicate with administrators, teachers, and counselors. Benchmarks By June 2012, 75% of the schools in the district will develop and maintain a school website with e-mail capabilities that will allow parents and community to communicate with administrators, teachers, and counselors. By June 2013, 85% of the schools in the district will develop and maintain a school website with e-mail capabilities that will allow parents and community to communicate with administrators, teachers, and counselors.


By June 2014, 100% of the schools in the district will develop and maintain a school website with e-mail capabilities that will allow parents and community to communicate with administrators, teachers, and counselors. Objective: By June 2014, Compton Unified School District will provide parents the capability to access district and school information and student documents through the district’s website. Benchmarks By June 2012, the district will continue to provide current information about the district via the District web site, which is cyclically updated bi-weekly. By June 2013, the district will continue to provide information about individual schools and classrooms to parents and the community via the web site, which is updated at least monthly. By June 2014, the district will continue to support parent access to school information available via a variety of data warehouse sources such as Aeries Eagle Student Information System: Data Driven Classroom, or Easy Grade. Implementation Plan: The following table shows the activities, responsibilities and timeline to meet the above benchmarks. Activities Responsibility 2012 2013 2014

1. Maintain current data on the District web site including School Accountability Report Cards, staff contact information/e-mail addresses, and other information of community interest.

ITD Research, Evaluation & Assessment Pupil Records Department Director Information Technology Dept. Director Educational Technology Site Administrators Attendance & Counseling Staff

x x x

2. Host school site web pages with current data available to parents. ITD Research, Evaluation & Assessment Pupil Records Department Director Information Technology Dept. Director Educational Technology Site Administrators Attendance & Counseling Staff

x x x

3. Provide site-based informational trainings of parents in Eagle Student Information System, Data Driven Classrooms, or Easy Grade. Director Information Technology Dept. Site Administrators Attendance & Counseling Staff Administrator of Ed. Tech Director of Curriculum, Elementary Director of Curriculum, Secondary

x

x

x


3k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities. The process of monitoring and evaluating the effectiveness of the Curriculum Component of this technology plan is important because of its impact on students. Each objective in the Curriculum Component of this plan includes the Monitoring and Evaluations Activities for it, but the following chart outlines the monitoring process. Source Person Responsible When

Use timeline to determine if implementation is on schedule and all objectives are being completed.

Instructional Services Admin Site Administrators

Twice a year

Review the Professional Development Evaluation Forms to check effectiveness. (Appendix B)

Teachers Special Assignment Curriculum Specialists Elementary Curriculum Office Secondary Curriculum Office Educational Technology Admin.

Monthly

Check Staff Development sign-in sheets and agendas.

Curriculum Office Monthly

Review student work samples Curriculum Specialists Director of Curriculum, Elementary Director of Curriculum, Secondary

Quarterly

Monitor teachers’ use of technology in instruction

Principals Curriculum Specialists

Quarterly

EdTech Profile Results CUSD Technology Committee Principals

Annually

Review lesson objectives for effectiveness and alignment to Standards

Curriculum Specialists Director of Curriculum, Elementary Director of Curriculum, Secondary Principals

Annually

Review of purchase orders to ensure that district approved software and hardware are being purchased

ITD Director Educational Tech. Administrator

Twice a year

Hits to Web site District webmaster Quarterly

The benchmarks and timelines for implementing planned strategies are included with each goal statement contained within pages 41-85. The following chart is a culmination of the yearly activities and trainings from this section to help guide the District.


Year 1 Activities (SY 2011-12) Person(s) Responsible

Teachers and administrators begin taking the EdTech Profile

Site Tech Specialists Principals

All sites develop a comprehensive technology component of their site plans.

Site Tech Specialists Technology Committees Principals

Elementary teaching staff: Provide training for K-5 grade teachers in technology and information literacy skills determined by grade level and in implementing lessons that incorporate technology into teaching aligned with the California Content Standards.

Site Tech Specialists Curriculum Specialists Administrators

Middle and High school teaching staff: Provide training for 6-12th grade teachers to learn applicable activities for students determined by grade level or department including applicable activities for their students in the areas of research and communications tools (such as e-mail and the Internet) and multimedia creation, and how to effectively use district voicemail and email.

Site Tech Specialists Administrators

Special programs: Review and recommend software and hardware for special populations.

Directors of Special Education, EL, and categorical programs Resource Specialists GATE Teachers

Train Site Technology Specialists, lead teachers and administrators at comprehensive high school sites to train teachers in the use of the electronic report card and attendance software.

Tech Services Manager Network Administrator Site Tech Specialists

Create plans to expand the District Web site to include links to teacher email accounts.

Tech Services Manager Site Tech Specialists Office Managers Director ITD

Implement a pilot program at one school site for the Aeries Parent Portal and begin training staff


Train remaining staff in use of the electronic report card. Technology Operations Specialists

Site Tech Specialists Director ITD Webmaster

Train teachers how to create custom Web pages and create plans to expand the District Web site to include links to teacher Web pages. Train Site Technology Specialists how to update Web site.

Technology Services Manager Site Technology Specialists Webmaster


Teachers and administrators update their EdTech Profile accounts and assessment.



All sites begin implementing their comprehensive technology component of their site plans and revisit it at least once during the year to revise.


Elementary teaching staff: Continue training for K-5 grade teachers in technology and information literacy skills determined by grade level and in implementing lessons that incorporate technology into teaching aligned with the California Content Standards.

Site Tech Specialists Curriculum Specialists Administrators

Middle and High school teaching staff: Continue to train 6-12th grade teachers to learn applicable activities for students determined by grade level or department including applicable activities for their students in the areas of research and communications tools (e-mail and the Internet) and multimedia creation, and how to effectively use district voicemail and email.

Site Tech Specialists Administrators

Special programs: Monitor to confirm that special populations have equal access to technology.


Continue to train Technology Specialists, lead teachers and administrators at comprehensive high school sites to train teachers in the use of the electronic report card and attendance software.

Tech Services Manager Network Administrator Site Tech Specialists

Monitor plans to expand the District Web site to include links to teacher email accounts.


Train remaining staff in use of the electronic report card.


Expand Aeries Parent Portal to all secondary sites and continue training staff

Site Tech Specialists Director ITD Webmaster

Continue to train teachers how to create custom Web pages and create plans to expand the District Web site to include links to teacher Web pages. Train Site Technology Specialists how to update Web site.

Technology Services Manager Site Technology Specialists Webmaster


Teachers and administrators update their EdTech Profile accounts and assessment.


All sites continue implementing their comprehensive technology component of their site plans and revisit it at least once during the year to revise.



Elementary, Middle and High school teaching staff: Continue staff development for all K-12th grade teachers in implementing technology activities in classrooms through coaching, demonstration lessons, and modeling. Include time for discussion on implementation of electronic attendance and grade keeping software. Continue to train teachers in email etiquette and Web site development.

Site Tech Specialists Curriculum Specialists Administrators PD Staff

Train teachers in use of the electronic report card.

Site Tech Specialists Administrators Curriculum Specialists PD Staff

Review Aeries Parent Portal for elementary sites


Special Programs: Provide professional development for teachers of special populations on integrating technology into the curriculum.


Train Site Technology Specialists how to update Web site. Webmaster, Vendor

Site Tech Specialists Director ITD Webmaster Vendors

The Instructional Educational Technology department working in conjunction with the Curriculum Divisions will be responsible for monitoring implementation of the goals that are in the curriculum component. Site principals and assistant principals will be involved in the monitoring of technology integration into the teaching process by the teacher observation process. Technology use information gathered during classroom visits for the evaluation of grants, such as the Enhancing Education through Technology competitive and formula grants will also be used. Student achievement data collected by the District and the state will be reviewed for technology integration impact. Data from the EdTech Profile teacher technology surveys and annual California School Technology Survey will be reviewed and compared from year to year. These surveys will assist in assessing the frequency and types of technology used in instruction. The above data will also be used to assist in planning staff development. Principals who received AB75 training also have administrative access to EdTech Profile results for their school sites. Requests for individual school site workshops or training will be made to the Instructional Technology department that provides training support with an administrator and Teacher trainers. The instructional technology administrator and Teacher trainers also provide mentoring and coaching in strategies to infuse technology into the standards-based curriculum. Teachers and principals call for assistance that can be provided as soon as the next day. The department of Informational Technology (ITD) monitors the ongoing implementation of Eagle Student Information System and the district’s website . ITD provides and monitors ongoing training in the use of the system by schools and parents. Several departments and individual schools will be involved in evaluating ways that technology can be used to extend the school day to enhance the home-school connection. With computer and Internet access now available a study will be done as to how availability of community technology resource might be used to extend the school day. It will enhance home-school communications as parents will be able to access the district’s website from a library.


The District Technology Committee will schedule semi-annual meetings (January & August) to review the district technology plan. At these meetings, each program director will make a report on their area of focus and make recommendations to the Committee. Ongoing monitoring and evaluation will be a joint effort between Central Office administrators, principals, and directors of Curriculum & Instruction, EL Services; Information and Instructional Technology, and Research and Evaluation. As required by the California Department of Education, the California School Technology Survey and EdTechProfile will be completed by each school’s technology coordinator annually. The district administrator in charge of Instructional Technology will ensure that all information for the survey is complete and will compile a report to be shared in the technology committee. Information from inventory kept in a central location in the district’s inventory control department so that it can be accessed by the principals and the district administrators.


4. Professional Development

4a. Summary of teachers' and administrators' current technology skills and needs for professional development. In order to prepare students to function as life-long learners in our information based, interactive society, and to prepare them to contribute in an increasingly technologically advanced economy, all staff at Compton Unified School District will need to be provided with the necessary training and support to learn and to utilize technology in the classroom. Currently, in order to meet the technology needs of the District, sites work with ITD and/or Instructional Technology Departments to offer training opportunities at the various sites. The type of training varies from site to site depending on the needs of the staff. Many sites offer a variety of technology staff development to teachers in areas such as word-processing, desktop publishing, multimedia, and Internet search skills to raise proficiency. These occur on pupil free days, pre-school workdays, and after school. Many certificated and classified personnel take ROP or Adult School classes through the District. Classes offered in the evenings at school site labs with specific applications such as Adobe Photoshop, Web Authoring, and Video Production. In addition, the state approved, BTSA Induction Program provides support to new teachers in order to allow them to complete the technology strand of the Clear Credential. Over a two year period, new teachers work on their professional development plan and must provide evidence of proficiency in technology. Staff self assess their own technology skills and set personal goals for their own professional development needs. These areas include access and evaluation of information on the Internet, communication through email and creation of Web sites, use of assessment tools such as report card software, electronic grading systems, and testing software; lesson design using software applications such as Word, PowerPoint, Excel, and Inspiration Recent surveys of teacher technology skills indicate that District staff has a variety of skills and experiences with technology. Many are able to create instructional materials, record student information, and use email to communicate with colleagues. Some deliver classroom instruction using technology, maintain class Web sites, and communicate with students at home. Administrators also have a wide variety of technology skills. All use email to communicate with the District Office, other sites, and parents. All site administrators are required to use technology to manage school finances, to analyze and monitor student achievement data, and to assist with other management strategies. The Technology Skills Summary Chart below displays results of assessment taken from October 2009 to June 2010. In 2000, CUSD began to use the CTAP2 (EdTech Profile) assessment survey in to design staff development trainings. Teaching staff voluntarily completed this survey. The chart below summarizes the results of approximately 500 teachers who completed the survey and provides information about discrete skills that include CTC proficiencies in Standard 9: Support Provider Professional Development and Standard 16: Using Technology to Support Student Learning . The Y-axis indicates level of skill: 0-1 is introductory level, 1-2 is intermediate, and


2-3 is proficient. All of the teachers who completed the survey considered themselves to be proficient in almost all the categories except in presentation, spreadsheet, and database where they rated themselves as at the intermediate level. This is a marked improvement from the years past when we had a large number of teachers at the introductory level for many of the categories.

Compton Unified Technology Assessment Profile Summary Chart

This chart represents the assessment summary for 484 teachers

1. General Computer Knowledge & Skills 2. Internet 3. Email 4. Word Processing 5. Presentation Software 6. Spreadsheets 7. Databases

Training for those involved in the delivery of instruction will be provided. This training includes Administrators, teachers, multi-media librarians, curriculum specialists, instructional/librarian assistants, and parents. TEACHERS All professional development opportunities are based on meeting the needs and curriculum goals outlined in section 3 as well as deficiencies highlighted in the EdTech Profile survey. The EdTech Profile technology skill rubrics, based on the Commission on Teacher Credentialing technology standards for Multiple and Single Subject Teaching Credential candidates, provide the staff development structure for meeting curriculum goals. These rubrics include two proficiency levels: Personal or Instructional. ADMINISTRATORS


Administrator skills vary. CUSD has administrators who are very proficient technology users and those needing to upgrade technology skills. Administrators and counselors at all levels will continue to receive training as outlined in the Technology Standards for Administrators. Training opportunities will be provided during the school year and will be a part integrated in the Summer Principals’ Institute. LIBRARIANS/MULTI-MEDIA INSTRUCTORS Librarians and librarian assistants will participate in training that will provide them with the skills to manage a library/media center, support information literacy standards, and become proficient at the Personal Proficiency Level. At the heart of the staff development process will be the selection of instructional technology trainers who will be responsible for the training of district and site staff. We have currently identified and trained three trainers. These trainers have published a training manual and are conducting technology training after school and during Saturdays. School Instructional Technology Teacher Trainer A school instructional technology teacher trainer is a SCHOOL-BASED credentialed teacher identified at each school site. They are responsible for serving as the School’s Technology Committee Chairperson, providing representation on the District Technology Steering Committee and providing training to the site teachers. School Instructional Technology Trainers will be trained at the “Mentor” Level of Proficiency. The District will maintain the Professional Development Center (PDC) which is equipped and staffed to provide in-service training in the use of instructional technology resources. In addition, the PDC will maintain a library of software; DVDs; audio-tape, books, and other resources to support instructional efforts of the teachers. Training will be differentiated according to the results of individual teachers’ assessment profiles in the nine EdTech Profile categories and sub-categories and reflect the instructional needs of the district based on the results of the CST and California High School Exit Exam. 4b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your district needs assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of the plan. Goal 1: 80% of the schools will have a school instructional technology teacher trainer who will provide professional staff development. Objective 1: By June 2014, 80% of CUSD schools will identify and train through the district at minimum of one trainer to provide sustained, ongoing professional staff development. Benchmarks By June 2012, 60% of the schools will identify and train through the district at least one trainer to provide sustained, ongoing professional staff development.


By June 2013, 70% of the schools will identify and train through the district at least one trainer to provide sustained, ongoing professional staff development. By June 2014, 80% of the schools will identify and train through the district at least one trainer to provide sustained, ongoing professional staff development. Goal 2: School staff will become proficient in the use of technology at the Preliminary or Personal Proficiency as defined by the Commission on Teacher Credentialing and as recommended by the California Technology Assistance Project (CTAP) through participating in a variety of staff development workshops. Objective 1 : By June 2011, 90% of teachers will be at the intermediate or proficient levels on the EdTech Profile assessment in all categories of the Preliminary or Personal Proficiency Level. Benchmarks By June 2012, 60% of teachers will increase at least 2 levels on the EdTech Profile assessment in all categories of the Preliminary or Personal Proficiency Level. By June 2013, 70% of teachers will increase at least 2 levels on the EdTech Profile assessment in all categories of the Preliminary or Personal Proficiency Level. By June 2014, 90% of teachers will increase at least 2 levels on the EdTech Profile assessment in all categories of the Preliminary or Personal Proficiency Level . Goal 3: Teachers will achieve Professional or Instructional Proficiency Level and integrate technology into lessons to improve Math and English skills through participating in a variety of staff development workshops. Objective 1 : By June 2014, 80% of the teachers will achieve Professional or Instructional Proficiency Level and integrate technology into lessons to improve Math and English skills. Benchmarks By June 2012, 60% of the teachers will achieve Professional or Instructional Proficiency Level and integrate technology into lessons to improve Math and English skills. By June 2013, 70% of the teachers will achieve Professional or Instructional Proficiency Level and integrate technology into lessons to improve Math and English skills. By June 2014, 80% of the teachers will achieve Professional or Instructional Proficiency Level and integrate technology into lessons to improve Math and English skills.


Implementation Plan: The following table shows the activities, responsibilities and timeline to meet the above benchmarks. Activities Responsibility 2012 2013 2014

1. Teachers and administrators take the EdTech Profile online technology proficiency survey.

Principals Administrator Instructional Tech Site Tech. Coordinators

x x x

2. Analyze the r esults of EdTech Profile survey used to plan staff development opportunities.

Administrator Instructional Tech Site Tech. Coordinators

x x x

3. Use components and benchmarks of EdTech Profile teacher proficiencies in District staff development.


x x x

4. Plan and schedule district-wide and school site-specific technology trainings.


x x x

5. Continue the trainer-of-trainers model for writing and technology integration.


x x x

6. Encourage teachers to participate in summer technology training offered by the District, County, or other entities.


x x x

7. Offer technology trainings to meet the needs of beginning, intermediate, and advanced users.


x x x

8. Integrate trainings with specific curriculum goals and standards to demonstrate how technology is used to support student learning and meeting content standards, including multimedia projects.


x x x

9. Provide ongoing technical training to site technology coordinators.


x x x

10. Trainers at each school site train their staff on writing and technology integration.


x x x

11. Trainers at each school site train their staff on the integration of information literacy/research and technology.


x x x

12. Provide staff development opportunities for teachers and administrations in the integration of technology


x x x



13. Use the resources on CLRN and other websites to assist teachers in the integration of technology.


x x x

4c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned activities including roles and responsibilities. The Administrator of Instructional Technology will monitor the achievement of the professional development goals every quarter. If aspects are not implemented, the Administrator of Instructional Technology will meet with the Associate Superintendents to discuss what obstacles the district faces and design strategic plans and alternatives. The administrator of instructional technology as well as the site technology coordinators will monitor the progress of teachers and administrators via the online EdTech Profile assessment tools, including the Technology Use Survey, which is part of the EdTech Profile assessment. Technology professional development will be monitored and adjusted depending on the results of this ongoing survey. Evaluations are collected from participants at the end of each training. These evaluations are used to evaluate the success of trainings and to make any needed changes. Participants in technology professional development opportunities will be encouraged to access retake the EdTech Profile assessment online so that growth in technology proficiency can be monitored. The success of staff development can also be measured by the number of teachers reaching the proficient level. Also, the technology use section in the California School Technology Survey will be used to monitor the increase of teachers using technology across the curriculum. In addition to the monitoring of the EdTech Profile assessment, records will be kept as to the types of professional development opportunities requested by staff and school sites. The technology integration trainings will be evaluated by the above methods as well as by student writing scores and standardized state test scores. A student’s progress towards reaching grade level standards can be tracked over the years. Site administrators are encouraged to observe and collaborate with their teachers on technology use in the classrooms. Classroom observations provide feedback to see if the strategies learned in professional development opportunities are implemented, and to what level, or if further training is needed.


5. Infrastructure, Hardware, Technical Support, and Software

5a.Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components of the plan. Existing Hardware: In order to ensure that all computers used at the school sites and the district offices run efficiently on the district’s network, all computer purchases and acquisitions, including donations, will be made with our IT department’s (ITD) approval. This will allow the district to support the technology needs of the schools and provide the periodic maintenance and user support. Hardware All classrooms have a minimum of one multimedia computer for teacher use. All schools have more than one computer in each classroom for student use. All schools have a fully functioning computer lab and a media center in the library. Some schools have portable computer labs consisting of a cart and 30 laptops with wireless access connections to the internet. All teachers have access to printers either in their class or in a dedicated location such as the library. All schools have acquired scanners and many have digital still and video cameras to support activities based instruction. All schools have acquired LCD projectors and TV/VCR units for teacher use. See Appendix A for a list of existing hardware at each school site which is current as of 2010/11. Existing Internet Access: Internet Access Since 1998, the District has applied for and received funding for network installations and expansions through the federal E-Rate program. These funds have been used at all school sites for this purpose. At about the same time, Compton Unified School District Board of Trustees established a goal of connecting every classroom in the District to the District’s wide-area network. Network wiring has been completed to each classroom in the District, and each classroom has at least a minimum of one computer or more connected to the District’s network. Each classroom contains 5 data drops and one voice connection in elementary and middle school classrooms and 8 data drops and one voice connection in high school classrooms. Each school is also wired for at least one computer lab and one server. In addition to E-Rate funded work, all our school sites received extensive modernization beginning with the 2004-2005 school year. The work accomplished at these sites resulted in increased electrical capacity, upgraded network hardware and improved cabling. All school sites now have fiber backbones connecting MDF and IDF electronics and 100mbs connections provided to each Ethernet jack throughout the schools. Each school site is connected to the District’s wide area network (WAN). All schools have a full T1 circuits to the WAN providing 1.5mbs of bandwidth. District staff continues to monitor bandwidth usage at all sites to determine the most appropriate provision of bandwidth to meet on-going needs. As telephone services change with the introduction of new technology, the District continues to study and update telephone services in order to reduce the cost of local and long distance telephone services. Cellular service is currently used by both school site and district support personnel to provide enhanced communications in support of instructional and logistical activities.


Currently, all sites are maximizing the use of space at their facilities. Permanent portable classrooms are wired for Internet. Where appropriate the District utilizes wireless technologies and space saving furniture to maximize use of space. We need to continually evaluate the electrical capacity of all the classrooms and provide enough electrical power for the expanding number of computers and peripherals that are being added. A list of Compton Unified School District’s Internet and networking infrastructure, current as of 2010/11, is located in Appendix B. Existing Electronic Learning Resources: Electronic Learning Resources Electronic learning resources vary by school site. Schools use EETT Formula grants, Microsoft Voucher funds, and school categorical resources to purchase software. The District Integrated Technology Curriculum suggests software to be used to help students meet curricular goals and standards: word processor, database, spreadsheet, and a graphic program such as Kid Pix. Each instructional computer is purchased with a suite of productivity tools and comes with Internet browser software. Schools have keyboarding and digital imaging programs to support still and video cameras. A Software Selection Committee was established in 2007 and created a list of recommended software to support instruction. This list is updated annually. Software recommended by the California Learning Resources Network (CLRN) is automatically considered as standards based and does not need to go through the District review procedure. Some of the current electronic learning resources in use include Inspiration, Microsoft Office productivity software, Vantage writing program, keyboarding programs, Pearson’s Waterford, Education 2020 learning, and various other ancillary learning software that are supplied with classroom textbooks. See Appendix C for a list of existing electronic learning resources at each school site which is current as of October 2010. Existing Technical Support: Technical Support The District’s Information Services department currently provides computer and printer repair services, help desk support, along with network troubleshooting and repair. Our technical support consist of a director of information technology department, two help desk personnel, one system analyst, two program analysts, one network analyst, and seven computer technicians. At each school site, an existing staff member serves as the site’s technology coordinator and provides additional technical assistance. He or she receives special training and support at regularly scheduled meetings. Some schools also use their library-media personnel to provide some on-site technical support. All new computers are bought with a three-year warranty and additional technical support is provided by the computer vendor when needed. EXISTING TECHNICAL SUPPORT Existing Type of Support Per Computer Ratio Current Staffing

Sr. Network Analyst N/A 0

Operation Manager N/A 1


Director of Information Services (ITD) N/A 1

Help Desk 3,672 1

Sr. Systems Analyst N/A 1

Programmer Analyst N/A 2

Network Analyst N/A 1

Technicians 1050 7

5b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district's teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan. Hardware Needed: To support Compton Unified School District’s curriculum and professional development components, it is necessary that all teachers who receive technology staff development are able to go back to their classrooms and apply what they were taught in the workshops. Similarly, the schools that acquire software and other technology learning resources need to ensure that teachers have the necessary hardware, networking and telecommunications infrastructure, and the technical help to be able to integrate technology into their lessons to support Compton’s curricular goals that are aligned to the California content standards in Math and English Language Arts. To achieve our curricular goals and benchmarks, Compton Unified School District’s technology committee has determined minimum requirements for technology hardware that we need to achieve over the next few years so that all teachers can have access to multimedia equipment. The following is a summary of the minimum requirements to support Compton’s curricular goals with detailed lists included in the Appendices.

• All classrooms need to have a minimum of one computer No older than 4-to-5 years • With Office suite of software – MS Office 2007 • For teacher or student use • Lockdowns & desks for computer • Uses: Eagle Grade Book, Attendance, Data Driven Classrooms, Textbook Adoptions

software resources, electronic learning resources

• All classrooms need to have access to multimedia equipment DVD/VCR • LCD Projectors • Projector screens • Multimedia carts, security cables • All schools need to have a minimum of one computer lab30 or 36 computers per lab –

minimum • Computers should not be older than 4-to-5 years • Computer labs must have multimedia equipment • Computers must have headphones • Must have access to Internet


• Optional one Server per lab • All classrooms need to have access to the Internet reliable connection • Network servers and software • Adequate bandwidth to manage traffic

Technology Hardware We can accommodate for different learning modalities and individual differences by integrating technology in classrooms. Teachers can utilize multimedia to actively engage all students in the learning process. The Internet provides a diverse collection of educational materials with audio, video, visuals with rich colors, and activities of various complexities that can be incorporated into any teaching strategy. Technology challenges gifted students to stay interested, help English Learners develop their language skills, and adapt to the learning needs of special education students. The minimum hardware requirements are: (1) at least one computer, no more than three years old, in each classrooms for teachers to use, (2) all schools need to have a minimum of at least one computer lab with a minimum of 30-to-36 computer in each lab to reflect the average class size, (3) optional extra computers in classrooms or extra computer labs in each school for student use, (4) digital LCD projectors, (5) DVD/VCR, (6) digital cameras or camcorders, and (7) a working printer with adequate supply of ink to develop multimedia lessons, to display multimedia lesson on a large screen to engage all students, and to print student worksheets, classroom activities, and student progress reports. Currently, not all of our classrooms have at least one computer for teachers to use and the student–to–computer ratio for all schools is 3.8:1. To provide every teacher access to a computer and to decrease the student–to–computer ratio, a total of 1,343 new computers will be needed. The District has also determined a need for printers, DVD/VCR equipment, digital still and video cameras, scanners, TV monitors, LCD projectors, projection screens, Elmo type document cameras, digital boards such as Smart boards or the handheld variety, digital speakers, laser pointers, security cables, multimedia carts, and the necessary cables to connect all the equipment to each other to provide a genuine multimedia learning experience. A comprehensive list of items needed for all the schools were developed together with lists of cost analysis for high schools, middle schools, elementary schools, and continuation schools and are included in Appendix D. Electronic Learning Resources Needed: Electronic Learning Resources E-learning expands opportunities and increases the Compton Unified School District’s ability to offer courses for students, teachers, and administrators. The Compton schools that do not have enough productivity software for students to use need to acquire these programs. Schools also need to explore subscription based online learning resources and multimedia services. We need to acquire expanded use of licenses for such programs as Education City, Education 2020 learning software for skills development and credit recovery. A major challenge for educators is providing equal access to learning resources for all students. This can be a difficult task especially in urban and rural schools where there is sometimes no choice but to group students of diverse learning abilities in the same classroom. Technology can partially assist the teacher in a mixed classroom environment with both regular and special needs students by presenting information in ways to stimulate different sensory channels.


Many of the standard software programs packaged with computers have assistive technology features. Microsoft Office provides size, zoom and color options as well as the Narrator utility which converts text to speech. The software features can assist learning for students who are visually impaired, colorblind or simply refuse to wear glasses. Students with physical disabilities can take advantage of the speech recognition capabilities and keyboard shortcuts of the Windows operating system. Therefore it is necessary that Compton Unified School District upgrades all of its productivity software to Microsoft Office 2010 and the latest version of the Windows operating system software. A list of needed electronic learning resources for all the schools is included in Appendix E. Networking and Telecommunications Infrastructure Needed: Networking & Telecommunications Infrastructure Internet provides everyone the opportunity to collaborate on a global scale. Academic collaboration means to work jointly with others for the purpose of learning. There are two types of collaborations occurring on the Internet: (1) Dynamic Interactive Collaboration, and (2) Non-dynamic Interactive Collaboration. Dynamic Interactive Collaboration involves the exchange of information using Internet-based video conferencing, e-mails, and blogs that allow feedback. Non-dynamic Interactive Collaboration refers to the exchange of information through postings on the Internet such as encyclopedia articles. Collaboration with the aid of a computer is known as Computer-Supported Collaborative Learning (CSCL). Dr. Jy Wana Daphne Lin Hsiao conducted extensive research in this area and on her website catalogued a large collection of research-based articles. Computer Supported Collaborative Learning model is compatible with well known learning theories in education and child development such as Vygotsky's Socio-cultural Theory, Cognitive Flexibility Theory, Constructivism Theory, Cognitive Apprenticeships, and many others. To achieve Compton Unified School District’s curricular goals of improving student math and English skills and to meet our staff development objectives, it is essential to maintain our networking and telecommunications infrastructure in good working condition. Our administrators and teachers need to use the telephones, Internet, e-mail, and the district’s website to collaborate with each other and others across the country, to communicate with parents, and to learn about the latest developments in educational technology to support our school programs. Our students also need to be able to use the Internet to access online electronic learning resources, access information, and engage in project-based learning to improve their math and English skills. A list of our current Networking and Telecommunications Infrastructure and the needed improvements for all the schools is included in Appendix B. Physical Plant Modifications Needed: Physical Plant Modifications In CUSD, technology has been growing rapidly. All schools have sufficient power for their current technology use but some schools may not have enough amperage in each classroom to support future growth of classroom multimedia equipment. The technology committee recommended that the electrical capacity of each classroom needs to be evaluated and upgraded for those classrooms that do not have enough power for future growth so that all classrooms will have at least 1 circuit of 15 amps each to power a minimum of 4 computers, LCD projectors, Smart boards, and other multimedia equipment to support the curriculum and professional


development components of this plan. In addition, physical space for new technology placements within classrooms and computer labs will become a challenge as the computer inventory of the District grows. The District recommends that schools utilize space saving furniture, computer carts, and wireless technology (where feasible) to conserve space. Needed Technical Support Based on the curriculum and professional development components of this plan, the district expects teachers to use technology for professional productivity and classroom instruction, administrators to use technology for school management, research and analysis, and students to use technology for communication, research, and personal productivity. In order to manage these expectations, the technology that exists must be reliable and well maintained. Timely technical support will allow teachers, administrators, and students to fully derive the benefits of technology. Based on the curriculum and professional development components of this plan, the District expects teachers to use technology for professional productivity and classroom instruction, administrators to use technology for school management, research and analysis, and students to use technology for communication, research and personal productivity. In order to manage these expectations, the technology that exists must be reliable. Without timely technical support, teachers, administrators and students will be hesitant to depend on technology and costly investments in computers and infrastructure will be underutilized. The District has built its overall computer count in the last few years with aggressive purchasing of computer hardware. With this rapidly growing number of computers to service, the current technical support resources at the District must be improved to meet the needs of teachers, administrators and students. With current budgetary restrictions, the current computer-to-technical support person ratio at the Compton Unified School District is 2150:1 As a result of this high ratio, the average response time for a trouble call can range from 7 days to several weeks. The technical response procedure for technical support needs to be streamlined. The District would like to develop a process that quickly identifies and prioritizes technical problems to facilitate a swift response. The technical response time can also be improved if more help desk assistance is provided to take care of minor computer problems that can be fixed by the teacher with guidance over the telephone. In this way, the technician’s time is freed from minor repairs to concentrate on more pressing technical issues. As funding allows, the District’s intent is to provide the equivalent of one technical support person per 725 computers. With this ratio, the District feels that it could minimize response time for a trouble call to one day. In order to implement a 725:1 computer-to-technical support person ratio, the Compton Unified School District needs to identify funds, hire more technicians to decrease the computer-to-technician ratio, and implement policies to decrease the technical response time.


5c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components as identified in Section 5b. Objective 1 : Provide computer and related hardware so that every classroom will have access to multimedia equipment, a minimum of one computer, and to decrease the student-to-computer ratio to 4:1 to meet the curricular goals and objectives of the technology plan.

Objective 2 : Implement technology security measures.


1. Maintain the firewall product. System Administrator Network Specialist Director ITD

x

2. Install virus protection software as needed and maintain subscriptions to virus definition update services.

ITD Computer Technicians System Administrator Network Specialist Director ITD

x x x

3. Assign district numbers, engrave and inventory new equipment.

District Warehouse x x x

4. Investigate, recommend, and purchase computer security equipment for theft prevention.

Business Services Director ITD Technology Committee

x x x

5. Configure wireless access point according to guidelines and policies set by Information Services.

ITD Computer Technicians System Administrator Network Specialist Director ITD

x x x


1. Maintain a current computer hardware and multimedia equipment inventory.

Admin. Educational Technology

Warehouse

x x x

2. Support computers, printers, and multimedia equipment.

Director of Information Technology coordinates Computer Repair

x x x

3. Work with purchasing to procure best pricing on technology hardware.

Director of Information Technology

Admin. Educational Technology

Purchasing

x x x


Objective 3 : Provide the hardware and infrastructure including increased electrical capacity for Internet connectivity and other network services to all sites, including classrooms and libraries.


1. Work with schools and Maintenance & Operations in planning any new networks.

Dir. Info Services x x x

2. Wire new locations for network services and electrical power as needed.

Dir. Info Services Contractors x x x

3. Monitor growth in bandwidth and plan and electrical power for additional capacity as needed.


4. Provide all classrooms with hardware to access network services.

Dir. Info Services Admin. Instructional Tech.

x x x

Objective 4 : Explore the various technology options for providing district telephone services.


1. Work with M & O to explore voice communication solutions.

Dir. Info Services M & O Personnel x x x

2. Provide and monitor cellular telephone services as needed.


3. Provide and monitor long distance voice services, as needed.


Objective 1 : Software selected for curricular use will assist students in meeting state and district curriculum standards. Activities Responsibility 2012 2013 2014

1. Continue to refine and maintain a list of recommended software to support curriculum standards. State resources such as CLRN will be used to assist in this project.

Adm. Instruct. Tech. Teachers Technology Committee

x x x

2. Demonstrate software resources at technology training and technology committee meetings.


x x x

3. Post the list of software recommended by the technology committee on the district web site.


x x x

4. Research volume licensing on software as requested by school sites.

Adm. Instruct. Tech. CTAP Region XI Cal-Save Purchasing Department

x x x

Objective 2 : Provide Internet filtering software for all computers connected to the Internet on the District network.



1. Continue to work with the Los Angeles County Department of Education to provide Internet filtering for the District.


Objective 1 : Software selected for curricular use will assist students in meeting state and district curriculum standards. Activities Responsibility 2012 2013 2014

1. Provide quarterly in-service training workshops for school offices in the use of Aeries Eagle.


2. Assist schools, as requested, in implementing the parent access portion of Aeries Eagle.

Dir. Info Services Site Principals x x x

3. Assist teachers in implementation of Aeries Eagle.

Site Tech. Coord. x x x

Objective 1 : Provide computer repair services to all sites, including the District office.


1. Continue to repair computer equipment and printers at no cost to school sites.

Dir. Info Services Operations Manager

x x x

2. Maintain a repair database to track repair requests and completion of work.


x x x

3. Provide timely turnaround of equipment in for repair.


x x x

Objective 2 : Provide network support to all sites, including the District Office.


1. Provide on demand troubleshooting of network problems.

Dir. Info Services System Administrator Network Support Specialist

x x x

2. Work with Los Angeles County Department of Education Information Services in the maintenance and capacity of our network services.

Dir. Info Services System Administrator Network Support Specialist LACOE Network Specialist

x x x

3. Monitor network services to identify and resolve problems before end users are affected.


x x x

4. As needed, update circuits to provide adequate bandwidth to meet school needs.


x x x

5. Assist sites in the set-up of wireless network services to maintain network security.


x x x


6. Apply annually for E-Rate subsidies and CTF discounts on data circuits.


Objective 3 : Provide troubleshooting phone support and site visits as needed to assist teachers and staff members in the use of technology.


1. Phone support available during working hours.

Help Desk technicians System Administrator Tech Specialists

x x x

2. Continue to schedule one Computer Repair Technician to visit each school site on a rotating basis.

Dir. Info Services Computer Repair Technician

x x x

Year 1 Benchmark: Goal 1: Obtain hardware and network infrastructure to support the implementation of the District Technology plan.

OBJECTIVE 1: Provide computer and related hardware so that every classroom will have access to multimedia equipment, a minimum of one computer, and to decrease the student-to-computer ratio to 3.2:1 to meet the curricular goals and objectives of the technology plan.

Benchmarks 1. Determine hardware requirements for computers, multimedia equipment, and other devices that will be supported and maintained by Information Services. Update this list by September of each year.

2. Update the current computer and multimedia equipment inventory system to provide timely data on the quantity, age and capabilities of district owned technology equipment over $500.

3. Purchase all equipment at best prices using Cal-Save, piggy-back bids and other resources. Sites determine equipment to be purchased to meet program needs and to decrease the student/computer ratio.

4. Appendix B and Appendix D provide the list and quantity of hardware to be procured The table below shows the activities, responsibilities and timeline to meet the above benchmarks.

OBJECTIVE 2: Implement technology security measures. Benchmarks 1. Maintain the District firewall solution on a daily basis. 2. Secure wireless networks to prevent unauthorized access to the District network

3. Install virus protection software where needed and requested. 4. Engrave and inventory equipment to protect against theft as soon as received. 5. Purchase and install security lockdowns with each computer. 6. The following table shows the activities, responsibilities and timeline to meet the above

benchmarks.


5d. Describe the process that will be used to monitor Section 5b and the annual benchmarks and timeline of activities including roles and responsibilities.

Monitoring the District’s progress in meeting its technology goals in the areas of infrastructure, hardware, technical support and use of software is one of the major activities of the Information Services department and the Administrator of Instructional Technology. The Technology Committee will meet every six months to review the benchmarks and timelines set out in the plan. The administrator of Informational and Instructional Technology will be responsible for contacting committee members and setting meetings. The Director of Information Technology will be responsible for monitoring the deployment of hardware and the Administrator of Instructional Technology will be responsible for monitoring the implementation of staff development and software. The status of the plan implementation will be reported annually and on an as-needed basis to both the superintendent and the school board. The technology committee will meet to review the benchmarks and implementation schedule, and make changes as needed.

At regular Information Services department meetings, a list of current problems or projects at each district site is updated, and technical support staff discusses the status of each problem or project. This list is updated on a regular basis with how problems have been resolved and what upcoming needs might be. These meetings provide a chance for problem-solving, future needs planning, and for planning how the department will work to accomplish the goals of the District Technology Plan. For example, the implementation of a new student information system required a strong network, direct teacher access to computers on the network, district hardware and school office systems to meet the program requirements, and training on program implementation, as well as ongoing technical support. The Information Services department insured that all these were in place and working for a successful implementation of the student information system.

If district personnel have a problem with network speed or connectivity, Information Services is called to help solve the problem. Information Services is also called for hardware and software recommendations and for help on answering technical problems. An online log is kept, tracking each computer sent in for repair. This log describes the problem and how it was resolved. The log allows the tracking of repairs and the identification of trends in any specific equipment failures. The expediency of this service is monitored by the Director of Information Services on a weekly basis so that computers are repaired in a timely fashion. If the repair technicians reach a point where they cannot keep up with the workload, request for additional personnel will be made during the annual budget process. In the 2007-08 school year, one of the computer repair technicians goes to each school on a rotating schedule for part of each day. This has improved technical support at the site level. School sites report that this has greatly improved technical support and also educates site personnel in simple troubleshooting of problems.

District departments and school sites monitor the need for additional equipment. The Information Services department assists schools and departments with hardware and software selection to meet their needs. Schools and departments are made aware of any upcoming programs that may require the purchase of additional hardware. Updates of new hardware and other technology items of interest are presented at regular meetings of site technology coordinators and at district management meetings.


The Technology Committee assists the District in identifying current educational software available to help students and teachers meet district curriculum goals. The committee creates and monitors a recommended software list to make sure that it is appropriate for district needs. This list augments the list of resources selected by the California Learning Resources Network (CLRN). Teacher recommendations, of software they are successfully using to meet district goals, are considered for inclusion on the District list. Technology training includes workshops on how to use the recommended software to help students meet district goals and standards.

The Director of Information Services is responsible for compliance with laws that require Internet filtering on computers accessed by students. Our Internet Service Provider (ISP) is currently providing filtering. This process is continuous and is monitored for its success and cost effectiveness. The asset and inventory department located in our warehouse records all new purchases that are over the amount of $500. The Warehouse currently updates the inventory database on an annual basis.


6. Funding and Budget

6a. List of established and potential funding sources. District-wide Individual School Sites

General Fund School Improvement Funds

E-Rate Site Block Grant

BTSA and PAR funds (Professional Development) Performance Awards

Unrestricted General Funds Gifts

Carl Perkins-Regional Occupational Programs PTSA

Computer Services Department Supplemental Grant Funds (Site Specific)

District Categorical Booster Clubs

Special Ed Funds

EETT

Supplemental Grant Funds

6b. Estimate annual implementation costs for the term of the plan.

Item Description Year 1 Year 2 Year 3 Funding Source Including E-Rate

1000-1999 Certificated Salaries

Information Services Administration - Director

$212,592 $216,844 $221,181 General Funds, SIP

2000-2999 Classified Salaries

2 Administrative Secretaries $81,908 $83,546 $85,217 General Funds, SIP

Computer Repair Technicians $510,616 $520,248 $530,701 General Funds, SIP

Sr. Systems Analyst $57,918 $59,076 $60,258 General Funds, SIP

Programmer Analyst $54,452 $55,541 $56,652 General Funds, SIP

Network Analyst $54,024 $55,865 $56,722 General Funds, SIP

Sr. Network Analyst $71,123 $72,146 $73,188 General Funds, SIP

Help Dest Technicians $64,148 $65,031 $65,932 General Funds, SIP


Site Technology Coordinators $1,140,430 $1,143,239 $1,146,103 General Funds, SIP

3000-3999 Employee Benefits

Estimated 25% in Budget Codes 10000 & 2000 for Employee Benefits

$260,988 $266,208 $271,532 General Funds, SIP

4000-4999 Materials and Supplies

Parts for Repairing Computers & Printers $61,000 $75,000 $80,000 Grants

Network Support Parts $10,000 $10,000 $10,000 Grants

Supplies for Projects and Training $10,000 $10,000 $10,000 Grants

Software Licenses $45,000 $50,000 $75,000 Grants

5000-5999 Other Services and Operating Expenses

Yearly update/tech support of district library

$15,000 $15,000 $15,000 Grants

Education 2020 Credit Recovery $500,000 $500,000 $500,000 Grants

DataDriven Classroom licenses, training, technical support

$250,000 $250,000 $250,000 Grants

Aeries Eagle technical support and updates $15,000 $15,000 $15,000 Grants

Unsubsidized Voice Communications $75,000 $75,000 $75,000 Grants

PC & Apple Service Center Subscriptions $75,000 $75,000 $75,000 Grants

HP & Lexmark printer service subscriptions

$20,000 $20,000 $20,000 Grants

Data Lines $50,000 $50,000 $50,000 Grants

Warranies for Router & Servers $50,000 $50,000 $50,000 Grants

Technology Training & Conference fees $25,000 $25,000 $25,000 Grants

Totals: $3,709,199 $3,757,744 $3,817,486

6c. REPLACEMENT POLICY FOR OBSOLETE EQUIPMENT The district has set the lifespan of a computer at 4-to-5 years. The District allocates categorical funds to each school on an on-going. School personnel are urged to utilize these funds for updating and replacing obsolete equipment on an on-going basis. In addition, the District has a donations-acceptance policy, detailing minimal criteria for accepting donated computers and associated peripheral equipment. After five years, computers will be discarded via district policy, sent to the district warehouse and released at a district auction. As a result of the 5-year obsolescence policy, the district has an ongoing need for replacement of computers.


6d. MONITOR PROCESS Repair records and turn-around times for hardware repair are monitored to determine the quality of technical support. The state technology survey also has questions about how long it takes to get technical help, both repairs and answers to technical questions. The results of this survey are tallied and reviewed by Information Services, then used to make improvements in our service. During the annual budget preparation process, the Director of Information Services and the Administrator of Instructional Technology review budgets and make revisions based on current expenditures and what might be expected during the next year. As more computers are purchased, additional funds need to be allocated for their maintenance. As more teachers and other staff members have access to technology at their desktop, ongoing training is needed to integrate the use of these tools into the instructional process. The annual budgets are presented to the District Superintendent and then recommendations are made to the Board of Trustees. The District sees the need for increased technology support and has increased budgets to accommodate requests made by the schools.A representative of the business department will meet yearly with the superintendent and the Administrator of Instructional Technology to provide an update on implementation of the budget plan, identify difficulties, and revise the plan to resolve problems. After budget approval, district staff development activities are planned by the Administrator of Instructional Technology, Teachers, and principals of schools. The Computer Operations Manager determines which parts and supplies to purchase to support ongoing repair operations. Follow-up by administrator-identified staff member (tech assistant, materials clerk, etc.) will confirm that site inventory is current and up to date. If equipment has been declared obsolete and removed from the campus, this person confirms that procedures have been followed for removing the equipment from the inventory.


7. Monitoring and Evaluation 7a. MONITORING AND EVALUATION The monitoring and evaluation of the Technology Plan will be conducted under the supervision of the Superintendent and the Offices of Instructional and Informational Technology. To implement the process, a District Technology Steering Committee (TSC) will be created. Membership of the committee will consist of District Office, School Site, and Community representatives. This committee will have the following responsibilities:

1. Provide guidance in the updating of the District Technology Plan. 2. Develop standards for the computer hardware and instructional hardware 3. Develop policies and procedures that deal with the integration of technology that reaches

students in the curriculum 4. Monitor the implementation of the technology plan

Representation to the District Technology Steering Committee will be as follows: District Office representation

• Director of Instructional Technology • Director of Informational Technology • Business Manager • Purchasing Agent • Senior Professional Development • Network Manager • Senior Director of Research and Evaluation • Associate Superintendent of Elementary and High School or Designee • Assistant Superintendent of Curriculum or Designee

School Site Representation • One member from each school’s Site Technology Team

Community Representation • Three parent and/or community members • Business partners • Schools

Each school site will develop a school Technology Plan. This plan will be reviewed in October of every school year by the District Technology Steering Committee to insure that each school’s plan is aligned to the district’s technology plan. Each school’s Site Technology Team, will develop and monitor the implementation of their school’s Technology Plan. Each team will consist of the site principal, the librarian or librarian assistant, 2 certificated teachers, one classified employee and one parent/community member. Technology is not static. With this in mind the CUSD Technology Plan will reviewed biannually for update and revision. The monitoring and revision is the primary purpose of the District’s Technology Steering committee, consisting of a representation of CUSD’s educational community-teachers, students, parents, administrators, and community members, business partners and high education institutions. District and state assessment data are currently shared with the Board of Trustees and principals as soon as available in the late summer and early fall. Data is analyzed for student growth in meeting curriculum standards. This data is reviewed to identify growth in curriculum areas


where technology has been an integral part of the curriculum during class time and before and after school. The District utilizes Aeries Eagle as the student information system. Teachers are able to keep student records and attendance online. Evaluation of this system is ongoing. During the last few years the district has requested modifications to the system and our requests have been met. The State Technology Survey is used to help assess the implementation of the plan. The state survey gives us data on how the implementation is progressing. 7b. Schedule for evaluating the effect of plan implementation. The goals stated in the plan contain benchmarks and monitoring and evaluation components. Under the direction of the Superintendent, the Directors of Information and Instructional Technology coordinate the evaluation of the District Technology Plan. The district has established several communication measures that the director will use to monitor and evaluate the course of this plan. These forums include: District Technology Steering Committee– To continue an objective assessment of TUP, the DTC, which is composed of representation from all stakeholders, will meet annually to review the course of the plan and make recommendations to the cabinet. The IT Director as the chair of this committee will be responsible for organizing the meetings. Division Meetings– The curriculum division meets twice each month to discuss the instructional program of the district. These meetings hold value to this plan since their focus is on student achievement. As a member of the division, the Instructional Technology Director will be on hand to hear the district’s curriculum concerns and to voice technology’s role where appropriate. Principal Meetings– The principal is the instructional leader at the school site. These biweekly meetings allow the IT Director to develop a clear understanding of school concerns and issues. Site Technology Committee– Each school site maintains an active Technology Committee. These committees meet quarterly and report annually to the School Site Council. Aside from the principal or designee, the committee membership also includes one or two Technology Support Team members and parent/community representation. The Administrator of Instructional Technology will work with the Associated Superintendent of Curriculum and Instruction. This position will serve as the overall architect and manager of the District Technology Plan as it pertains to the instructional function of the district. The impact on student learning in the attainment of curriculum goals will be monitored by using STAR data, and district multiple measures data. The District multiple measures data consists of the results of a variety of online assessments collected during the year using Aeries Eagle as the an online data warehouse. These same assessments are used to determine at risk students and plan interventions to help them meet curricular goals. These data are analyzed for all schools and can easily be used to look at the impact of technology on programs. These data are also valuable for planning the use of technology to assist in areas


where students are not meeting district curriculum goals. Principals review the data to plan technology purchases for their sites. The Executive Cabinet, as well as the Director of Information Services, and the Administrator of Instructional Technology also use this information to evaluate, plan and implement programs targeted at specific areas of weakness. Title I schools are analyzing student work through the curriculum calibration process to ensure that grade level standards are taught and mastered. Forum Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun District Technology Steering Committee

X X

Division Meetings

X X XX XX XX XX XX

XX XX XX XX XX

Principal Meetings

XX X XX XX XX XX XX

XX XX XX XX XX

Site Tech Corp

X X X

7c Communication Process

The superintendent or designee will monitor and evaluate the overall progress of the plan and report finding to the Board of Education. Under the direction of the superintendent, the administrator of Instructional Technology will prepare and deliver semi-annual reports to the cabinet (January & August) on the course of the district’s technology use plan. Included in these reports will be recommendations for modifications and improvements.

The Technology Integration Teachers, Assistant Superintendent of Educational Services, and the Director of Technology will prepare a monitoring and evaluation report based upon the goals, objectives, and benchmarks of each component. This report will be shared at the first Educational Technology Committee Meeting of each respective school year. The Committee will review the report and make necessary recommendations. The Assistant Superintendent of Educational Services and Director of Technology will share the report, and any recommendations with the site administrators, the Superintendent, Board of Education and other district personnel.

Per the superintendent’s direction, the administrator of Instructional Technology will prepare and deliver an annual report at a February board meeting to update the community on the status and direction of the technology use plan. Information related to the technology plan (meeting minutes, updated plan, updated surveys, related policies, and associated district documents) will be published and maintained on our district Web site.


Management Chart

• Superintendent: Provide leadership and direction

• Associate Superintendent(s) of Elementary and High School or Designee: Responsible for working with Administrator of Instructional Technology to oversee implementation of Technology Plan Goals, Objectives and Benchmarks; work with the Administrator of Instructional Technology, align curriculum activities with the integration of technology

• Director of Research and Evaluation: Provides necessary data to schools and relevant departments

• Director of Informational Technology: Manage and coordinate hardware acquisition and installation.

• Administrator of Instructional Technology: Responsible for implementation of Curriculum Goals, objectives and benchmarks, and designing professional development opportunities for teachers and administrators

Individual(s) Responsible Person(s) or Job Title(s)

Responsibilities Time Estimate (hours per month or number of full time staff)

Administrator, Instructional Technology

Provide overall management and coordination.

1 FTE

Office of Instructional Technology/

Manage and coordinate staff development.

3 FTE

Office of Information Technology

Manage and coordinate hardware acquisition and installation.

1 FTE

TBD Coordinate ongoing partner involvement.

TBD

Office of Instructional Technology

Collect data regarding students' computer skills.

1 FTE

Office of Research and Evaluation

Collect data regarding students' academic achievement.

1 FTE

Office of Instructional Technology/Office Staff Development

Collect staff development data on technology proficiencies.

1 FTE/ 1FTE

Office of Instructional Technology

Collect data regarding staff development focused on student computer knowledge and skills.

1 FTE


8. Collaborative Strategies with Adult Literacy Providers

STRATEGIES WITH ADULT LITERACY PROVIDERS Based on the CBEDS and STAR data collected, the parent educational levels in Compton Unified School District vary widely. About 40% of the parents have not graduated from high school. About 30% of the parents have high school diploma while about 10% have a college degree and those with graduate degrees account for about 1%. About 50% of our students are classified as English Learners. This indicates that the parents of these students themselves lack basic language skills. Currently, Compton Unified School District has a well established parent center that identified the needs of parents and tries to provide services to meet those needs. For example, in collaboration with the Chester Adult School, the parent center offers English classes to parents who need to improve their language skills. Also, Chester Adult School has managed to identify a need for Math skills among parents and has conducted classes for basic Math skills. There have been regular parent technology workshops held at all schools to develop the computer literacy skills of parents. The district is now negotiating with a few adult literacy providers to develop a district-wide curriculum based parent technology literacy workshop. Funding will be provided by community outreach programs of the various public institutions such as LACOE, UC Irvine, UCLA and Compton College and supplemented with district funds from grants such as the EETT Formula.


9. Effective, Researched-Based Methods and Strategies

EFFECTIVE RESEARCHED-BASED METHODS, STRATEGIES, & C RITERIA This section is divided into two parts:

Part A contains a review of relevant research and how it supports CUSD Technology plan’s curricular and professional development goals. Part B contains a description of how the district plans to use technology to extent or supplement the district’s curriculum with rigorous academic courses and curricula.

RESEARCH-BASED METHODS AND STRATEGIES THAT SUPPORT THE CURRICULAR AND PROFESSIONAL DEVELOPMENT GOALS This section describes research-based practices and strategies to support the goals of the Compton Unified School District’s Technology Plan. The methods selected throughout this plan are based-upon relevant research completed by the Technology Master Plan Committee members. Prior to writing the curriculum component of this plan, District Technology Committee representatives obtained ideas from other teachers, administrators, the Internet, State resources, and from other school site visitations about how technology can be used to support standards-based learning. Visitations to three California Distinguished schools; Long Beach Polytechnic High School, Wilson High School, and Los Alamitos High School, to review the practices and implementations of integrating technology into the classroom and throughout the schools. This gave the committee members a unique insight into how other school districts are implementing technology to support standards-based learning. Research was taken from the following Internet sites: http://www.csis.k12.ca.us, http://www.techsets.org, http://www.cde.ca.gov, http://www.iteaconnect.org, http://cnets.iste.org, http://cnets.iste.org, and http://caret.iste.org and helped to guide the development of further infusing technology throughout the curriculum. The process began by identifying current and past successful practices, which assessed the availability of technology at each site. New models and strategies discovered were shared at committee meetings. Decisions were made by the Committee based upon effectiveness for using technology to improve teaching and learning. RESEARCH STRATEGY 1: The research literature used to determine why or how education technology models are improving student achievement included a study that showed an increase in test scores related to the use of technology. According to the study, West Virginia Story: Achievement gains form a statewide comprehensive instructional technology program, by Mann, Shakeshaft, Becker, and Kottkamp in 1999, curriculum objectives for basic skills development in reading and mathematics were integrated with instructional software. This curriculum was reinforced with teacher instruction and the achievement tests used to evaluate student performance. Gains in student test scores on the SAT-9 (for 950 fifth graders in 18 schools) were attributable to the alignment of the targeted curriculum objectives with the software, teacher instruction, and the tests. http://www.mff.org/publications/publications.taf?page=155. RESEARCH STRATEGY 2: According to Leher, in his book “Authors of knowledge: Patterns of hypermedia design,”


multimedia tends to have long-term effects on understanding and retention. In a 1993 study of eighth graders using a hypertext/multimedia tool to design their own lessons about the American Civil War, the scores of students using the multimedia tool did not differ from the scores of the control group on a test given at the completion of the lesson. However, when tested one year later by an independent interviewer, the multimedia group displayed elaborate concepts and ideas that they had extended to other areas of history. In contrast, the control group of students remembered almost nothing about the historical content of the Civil War lesson. RESEARCH STRATEGY 3: The article by Schacter (1999), analyzes five large-scale research studies, with over 700 empirical studies focusing on the impact of education technology in the learning environment. Using various statistical techniques, the study concludes that students on average, who have access to computer-based instruction, integrated learning systems, technology project-based strategies, simulations, and higher order thinking software, score higher on achievement tests as compared to students who did not have access to these types of resources. Students learn more in less time with technology integrated instruction, which also helps to foster positive student attitudes toward these types of classes. The Technology Master Plan heavily focuses on integrating technology into the classroom environment and infuses technology into the curriculum. Increasing the amount of computers throughout our campuses and increasing technology resources, with strong professional development will all help to improve the learning environment, as indicated by this study. Project-based learning addresses standards throughout the curricular areas, which helps to focus curriculum integration. Throughout the curriculum, students will use word processing, graphics, publishing software, multimedia presentation software, and other appropriate technology and skills to enhance their presentation and communication of ideas, including school-wide broadcasts. Using the Internet will allow students working on various projects to access more timely information, improving their learning process by providing them with authentic practice in utilizing information literacy skills and higher order thinking skills of analysis and evaluation of data sources. Evaluations of student performance on state tests will be used to gauge student progress. Schacter, John (1999). The Impact of Education Technology on Student Achievement, Milken Exchange on Education Technology. Retrieved March 31, 2006, online http://www.ctap3.org/research/Researchpapers /ImpactofET.pdf There are several sources for current research on the use of technology in education. The Center for Applied Research in Educational Technology (CARET) is a great resource for research on questions of how technology has impacted student learning, curriculum and instruction, professional development, and assessment and evaluation. CARET is located at http://caret.iste.org. This resource, and others (such as ERIC, the clearinghouse on technology and information at www.eric.ed.gov), provide information on educational technology research to assist educators in planning for effective use of technology. The following strategies will be used to implement the Compton Unified School District Technology Plan. Strategies are listed under the specific goal(s) of the plan to which they apply.


It is the responsibility of the Administrator of Instructional Technology to monitor future research results and to incorporate their findings into the implementation of the technology plan. Technology Plan Goal 1 Curriculum: Goal 1: Integrate technology on an ongoing basis to support grade level appropriate district curricular goals and state academic content standards in English and Math to improve student achievement using district approved productivity software and State approved content standard aligned software. Several studies show that technology can improve student performance when the application directly supports the curriculum objectives being assessed. This has implications for software selection and technology projects. For example:

“Technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives” (CEO Forum on Education and

Technology, 2001).

In West Virginia, curriculum objectives for basic skills development in reading and mathematics were integrated with instructional software. Gains in student test scores on the SAT9 for 950 fifth graders were attributable to the alignment of the curriculum, software, teacher instruction and tests (Mann, D., Shakeshaft, C., Becker, J. & Kottkamp R. 1999). Teachers reported increased student knowledge in (a) research skills, (b) research skills to locate content resources, (c) capability to apply learning to real world situations, (d) organizational skills and (e) interest in content after students completed their first multimedia project (Cradler, R., & Cradler, J. 1999). The Apple Classrooms of Tomorrow (ACOT) project was a 10-year study to investigate how routine use of technology would affect teaching and learning. It was found that students were less likely to become bored with computers when teachers used technology as one tool among many in the instructional repertoire (Sandholtz et al., 1997). Other studies have shown that technology improves student performance when the application provides opportunities for student collaboration. Performance also improves when the application adjusts for student ability and prior experience, and provides feedback to the student and teacher about progress made within the application. Case studies conducted at nine school sites found that technology provided realistic and complex environments for collaborative inquiry by furnishing investigative tools and data resources and by linking classrooms for joint investigations (Means, B. & Olson, K., 1997a). In four studies of classroom integration of technology student collaboration increased the amount of information available because the students shared during class time with other teams as well as with their partners. Critical thinking skills were enhanced


because students had to deal with conflicting information and ideas from various online resources and software programs in order to solve problems (Lafter & Markert, 1994, McLellan, 1994, Newman, 1994, Sandholz et al., 1997). Software applications that provide feedback about student progress can help them learn physics. Students used software that enabled them to reflect on the inquiry and be aware of where they were in the inquiry process (White & Frederiksen, 1998). Student writing that is shared with other students over a network tends to be of higher quality than writing produced for in-class use only (Coley et al., 1997). In a study done on the impact of Maine’s 1:1 laptop program, 70% of the students indicated that they are more involved with school and classmates (Silvernail & Lane, 2004).

Research evidence also shows that technology improves performance when the application is integrated into the typical instructional day.

• Students of teachers who were high level users of technology, and frequently and extensively used computers with their students, and whose instructional methods used technology, scored significantly better in mathematics than students whose teachers were low level users of technology in the classroom (Middleton & Murray, 1999).

• Classroom use of computer applications was demonstrated to be more effective than lab use for teaching mathematics. The computer software was standards-based and the teacher led standards-based instruction (Mann et al., 1999).

• Teachers found students more engaged in their learning, more actively involved in their own learning, and producing better quality work when each student used their own laptop (Silvernail & Lane, 2004).

One study found that technology improves student performance when the application provides opportunities for students to design and implement projects that extend the curriculum content being assessed by a particular standardized test. • Students using a multimedia tool to design projects about the Civil War did not do better than a control group on a test at the end of a unit. However, when tested one year later by an independent interviewer, the multimedia group displayed elaborate concepts and ideas that they had extended to other areas of history. The control group remembered almost nothing about the historical contents of the Civil War lesson (Lehrer, 1993). Finally, a study in West Virginia found that commitment to technology infusion, which means easy access to equipment, the use of software emphasizing basic skills, and teacher development, could translate to higher test scores. • An eight-year study targets cohorts of children who had three to four computers, a printer and a school networked file server available to each classroom. Each year more computers were installed and software was added as well as intensive teacher staff development. Children in this program had documented student achievement gains (Mann et al., 1999).


Research Findings – Implications for Goal 1

• The software being used needs to be aligned to district and state standards. Student technology projects need to support curriculum standards to be most effective.

• During the software selection process, educators need to look for how the software supports student collaboration and how student progress within the application is tracked and made available to the student and the teacher.

• Teachers must provide opportunities for students to use technology to assist them in sharing work and projects with others.

• Teachers should find ways to incorporate technology into a typical instructional day so that it is viewed by students as an integral tool to help them learn. The use of mobile wireless labs (when feasible) with shared technology such as digital cameras, make technology more accessible in the classroom.

Technology Plan Goals 2 & 3, Curriculum: Goal 2: Kindergarten-twelfth grade students will utilize the appropriate technology and electronic tools to produce products that demonstrate their technology skills. Goal 3: Kindergarten-twelfth grade students will utilize the appropriate technology and electronic tools such as multimedia and the internet to produce products that demonstrate their information literacy skills. Research shows that technology is most effectively integrated into instruction when educators and education decision makers review and analyze the content of technology applications to determine if the introduced skills and knowledge align with curriculum content standards. Educators and education decision makers need to support the development of instructional lessons and units that use technology to extend and reinforce core curricula. Technology use should also increase collaboration and develop independent learning skills in students.

• A survey of teachers in California affirmed that the first step in infusing technology into the curriculum is having information about the specific content of a program, or use of an application, that is aligned with state-adopted curriculum standards (Cradler & Beuthel, 2000).

• Technology integration involves teachers rethinking and reshaping their curriculum. Some of the key questions that teachers need to ask when using technology include (a) what does it offer in terms of concepts and content (b) what is the relationship between technology and other instructional materials, and (c) what knowledge processes and skills do students need before using the technology (Means & Olson, 1997b).

• Teachers need time to design, experiment and observe other teachers. They also need to receive feedback regarding the strengths and weaknesses of lessons involving technology (Means & Olson, 1997a).

• Students and teachers must have access to rich multimedia resources to extend their world and life experiences, and provide building blocks of instruction (Barrios et. al. 2004).


• Teachers must create instructional environments in which students use higher-order cognitive skills to construct meaning, engage in disciplined inquiry and work on projects that have value beyond the school (Barrios et. al. 2004).

• One of the most important benefits of a laptop program is an increase in the student’s ability to learn independently, collaborate with peers and communicate learning to others (Rockman, 2003).

Research shows that students do need time to become proficient with a technology application prior to using it as part of a standards-based lesson.

• McCoy (1996), Heller (1991), and Harel (1990), found that practice with software improved student understanding of concepts in mathematics.

• Silverail and Lane (2004) found that students who took their laptops home had a higher usage for completing class work.

Researchers have found that the most successful technology projects are those where teachers are least dependent on resources beyond their reach. • Conditions for successful implementation of innovations with technology include (a) knowing if a technology application required additional equipment or network connections (and acquiring those resources before use), and (b) using technology applications that are consistent with their own teaching practices and colleagues who will support or mentor one another through implementation of innovative projects (Zhao et al., 2001). Over 70% of the teachers surveyed in Maine’s 1:1 laptop program reported that laptops helped them effectively meet their curriculum goals and individualize their curriculum to meet student needs (Silvernail & Lane 2004). Research Findings – Implications for Goals 2 & 3

• Software selection must be aligned with district and state standards. • The District must support teachers with giving them time to learn and then collaborate in

their use of technology in support of the core curriculum. • The District should provide time for both students and teachers to learn software

applications and design appropriate learning environments for successful use in instruction.

Technology Plan Goal 12:

Goal 12: Administrators and teachers will utilize technology to make student record keeping and assessment data more efficient and to support teacher’s effort to meet individual student academic needs. Technology can facilitate assessment of students’ higher-order thinking skills and depth of content area knowledge with its capacity to automate scoring and provide timely performance feedback.

• Concept mapping software can be used to assist and assess students in becoming successful problem solvers (O’Neil & Schacter, 1997).


• Digital tools provide a means for teachers to use open-ended responses and performance assessments that were too difficult to score efficiently (Fletcher, 2002).

Research Findings – Implications for Goal 12

• Continue to provide technology tools to assist teachers in assessment of student achievement.

• Continue to use and evaluate tools for scoring writing and other open-ended assessments. • Continue to support Data Driven Classroomfor the collection of assessment data and

Aeries Eagle for student information. Technology Plan Goals 1, 2, & 3, Professional Development Goal 1: 80% of the schools will have a school instructional technology teacher trainer who will provide professional staff development.

Goal 2: School staff will become proficient in the use of technology at the Preliminary or Personal Proficiency as defined by the Commission on Teacher Credentialing and as recommended by the California Technology Assistance Project (CTAP) through participating in a variety of staff development workshops.

Goal 3: Teachers will achieve Professional or Instructional Proficiency Level and integrate technology into lessons to improve Math and English skills through participating in a variety of staff development workshops.

In a report examining the results of over 300 studies of technology use, it was concluded that teacher training was the most significant factor influencing the effective use of educational technology to improve student achievement (Sivin-Kachala & Bialo, 2000). Research has shown that national, state and local teacher technology standards can be met when technology standards are integrated with school site professional development.

• Teachers are motivated to develop their own technological skills when professional development links technology applications to specific curriculum goals (Roschelle et al., 2000). This study found that technology helped reduce the isolation that teachers traditionally feel, it lets them network electronically.

• In a West Virginia study, intensive staff development aligned to state curriculum goals and objectives increased student achievement and teacher technology use. (Mann et al., 1999).

Research has shown that teachers are motivated to meet technology standards when salary and equipment incentives are attached to teacher participation and increased proficiency. • Teachers are motivated when school districts are financially committed to teacher involvement in decision-making (The Office of Technology Assessment Report, 1995).


Research has shown that teachers increase their confidence and interest in technology when time is allocated for them to collaboratively learn and practice it. • Staff development, training, and follow-up assistance are prerequisites for effective and sustained applications of technology. Effective technology integration requires that technical assistance be available when needed, time is allocated for planning, learning and implementation, long-term staff development is available rather than one-time workshops and that teachers have ready access to technology while planning (Cradler, & Cradler, 1995).

• Honey & McMillan (1996) found that school administrators need to make time available for teachers to experiment with new technologies.

• Successful professional development must be held on a continuous basis and provide mentors, coaches or teammates to model integration strategies (Barrios et. al. 2004).

Research has shown that confidence and interest in technology is also increased by attendance and participation of teachers at professional conferences. • Teachers who collaborate with other teachers and attend and make presentations at professional conferences, demonstrate exemplary use of computers and active learning instructional practices and philosophies (Becker & Riel, 2000). Research has shown that school leaders can enable teachers to make effective use of technology by supporting on-site learning and tailoring programs to meet teacher needs.

• Cradler & Cradler (1995) found significant factors in effective staff development. Key points in those factors are development of school and classroom technology plans by and for teachers, teacher-awareness of effective technology applications, a social network of technology-using teachers, availability of teacher-mentors, principal involvement in training and planning, time and opportunity for staff development and technical assistance, access to relevant technology-based programs, and opportunities for communication with peers. Data shows that no one strategy is best, but a combination of strategies is often more helpful.

• There is a continuing need for the presence of a technology coordinator on a school site (Strudler, 1994).

• Hold teachers accountable for implementing instructional strategies and student learning (Barrios et. al, 2004).

Research has shown that school leaders enable teachers to make effective use of technology when the leaders use technology in their own work in and in communication with teachers.

• Email increases communication between administrators and teachers and extends dissemination of vital information. (Cradler, 2002)

• Training administrators alongside teachers, and engaging other stakeholders in the use of technology, supports technology use in the classroom (Office of Technology Assessment, 1995).

Research Findings – Implications for Professional Development

• Work to make technology tools a seamless part of the school environment.


• Continue to provide on-going workshops and trainings in technology for teachers, administrators, and support staff.

• Collaborate and share success stories of technology integration. • Provide time for peer coaching and observations of appropriate technology integration

strategies in actual classrooms. • Use resources such as the National Educational Technology Standards for Teachers and

the CTAP Level I and II technology proficiencies to guide staff development workshops and trainings.

• Provide time for CTAP Level I and Level II teacher proficiencies training to help teachers increase their skill level with technology and its use in the curriculum.

9b. Describe the district's plans to use technology to extend or supplement the district's curriculum with rigorous academic courses and curricula, including distance-learning technologies. USE OF TECHNOLOGY TO EXTEND OR SUPPLEMENT CURRICULU M

There are many examples of models that can be adopted and adapted by school districts. In the U.S. Department of Education publication, Exemplary & Promising Educational Technology Programs, 2000, projects selected for inclusion were chosen from many state and nationally funded programs. An expert panel developed six evaluation criteria and program indicators based on:

• Quality of program

• Educational significance

• Evidence of effectiveness

• Usefulness to others

An exemplary program meets the following six criteria:

• Addresses significant educational issues and identifies goals and a design supported by research

• Improves pre-K-12 learning

• Contributes to educational excellence for all

• Promotes organization change

• Makes possible educational gains that cannot be achieved without the use of technology

• Serves as a model for other educational institutions because it is sustainable, adaptable, and

scalable

The programs included in this document are only a few of the technology programs that schools have implemented to use technology to help students meet district and state curriculum goals. Most helpful are the criteria used in the selection of the program. These are the criteria that would be used when evaluating potential programs for use in Compton. One of the exemplary and promising program models that Compton Unified School District used to help in the implementation of the previous Technology Plan was Challenge 2000. One of the goals of the Compton Unified School District is to include more authentic, inquiry-based learning experiences in all areas of the curriculum. The Challenge 2000 Multimedia Project was scaled and replicated as a model in our Enhancing Education Through Technology Grant for


grades 7 and 8 in 2004-2007. Challenge 2000 was designed for students in grades K-12. Students use appropriate technology to plan products that demonstrate understanding of curriculum standards. Teachers are helped to become effective designers and implementers of inquiry-based learning using multimedia variety of media. Mentor teachers are available to help teachers in the design of classroom experiences. Computers are used in the classroom, with the Internet, engaging software and online learning resources to assist students with their demonstrations, which can be computer presentations, web sites, or videos. In a culminating event, student work is presented to the community. Reviews of the Challenge 2000 Multimedia Project report that low-achieving students benefit most from the multimedia approach. Gifted and talented students as well as English-language learners and special education students also received particular benefit using technology to from demonstrate what they have learned. Web-Based Resources In addition to the programs above, there are many web-based resources that are models for technology-supported instruction. The District has implemented My Access!for online writing in all the middle schools and grades seven and eight. iLearn math is also used as part of the mobile laptop program. Web-based programs provide current information and are updated frequently without the student or teacher installing new software. As all of our schools have Internet connections, and many have wireless access points, online programs are being reviewed as potential learning resources. One such program is IMMEXa free program developed by UCLA. In this program students apply their understanding of science concepts as they solve web-based science problems aligned to the California State Standards. The Technology Committee, teachers, and administrators will continue to research and evaluate model online programs. Compton Unified School District is in an urban area and is close to many resources. Technology is often used to assist in the delivery of academic content: broadcast television, streaming video, and virtual field trips are used to assist students in meeting state and district sore curriculum standards. We also participate in videoconferences through the various online websites. Instructional Television Services Channel 26 is the instructional television service of Compton Unified School District, Compton’s public broadcasting station. As Compton city residents, students and parents have access to over 200 instructional television series correlated to state curriculum standards. Teachers can request when programs are to be broadcast. They may tape and retain programs for at least the school year. The District audio-visual center also has a tape library of programs that can be requested. Channel 26 programs come with teacher guides and are meant to be used as part of the instructional process. All teachers receive a yearly program guide with information about each program, tips for using instructional television in the classroom and additional resources provided by Compton Unified School District.


Streaming Video Through various free and fee-based online subscriptions and membership programs, district teachers also have access to United Streaming programs correlated to California state standards via the Internet. A list of programs can be searched by keyword or state standard. Each search produces a listing of applicable standards and videos that meet those standards. The programs are broken into instructional clips. The clips can be streamed or downloaded to the teacher’s computer for use at anytime. Rights also include saving the clips to a CD or DVD and using clips as part of student work. A research study conducted by Dr. Frank Boster and Dr. Gary Meyer for Cometrick, an independent research firm, found that using video from United Streaming increased student achievement in third grade science, third grade social science and eighth grade social studies. (Boster, F. & Meyer, G., 2002). In another study done in 2004 on sixth and eighth grade mathematics, the preliminary results show that the experimental group using United Streaming mean gains exceeded those of the control group mean gains (Boster & Staff,2004). Virtual Field Trips Virtual field trips are also a way to use technology for core content delivery. The Instructional Technology department has lists of free and fee-based virtual field trips, county sponsored events, and other opportunities for schools. The JASON Project is a multi-disciplinary program in science. It is a project of the JASON Foundation for Education, a non-profit organization founded to administer the JASON Project, begun by Dr. Robert D. Ballard in 1989. Teachers participating in the JASON Project use instructional tools aligned to academic standards including print, videos, Team JASON - an online gated community, and live location broadcasts via satellite or the Internet. Information on the JASON Project can be found at www.jason.org. Since all classrooms are wired, teachers have access to the Internet for projects that bring the world to the classroom. One example that several sixth grade teachers have found is the Theban Mapping Project (www.thebanmappingproject.com). Since 1978, this project based at the American University in Cairo, has been mapping the tombs in the Valley of the Kings. In the past few years they have been preparing 3-D computer models of the tombs. On the web site, students can look at an interactive atlas of the Valley of the Kings in Egypt, read articles and use the resources of this current archeology project. There are many resources to help educators find up-to-date research in the use of technology to support student learning. The Technology Information Center for Administrative Leadership (TICAL-www.portical.org) has many resources and information on current educational technology research. This site and others mentioned above provide research information on almost any technology topic with just a few clicks on the computer. These sites, as well as the George Lucas Educational Foundation site (www.glef.org) and regional educational laboratories such as WestEd (www.wested.org), provide additional information about research projects and results. They also provide information on model and exemplary technology programs. These and other sites will be checked at regular basis for information. The Administrator of Instructional


Technologywill also subscribe to any applicable email newsletters or listservs that provide information on the latest research. Conferences are also another resource for research as well as model and exemplary technology programs. The local chapter of Computer-Using Educators (CUE) hosts a winter mini-conference each year. This is a great place to talk to others and network about technology research, programs, and upcoming opportunities. The state CUE conference, held once a year, is another conference where networking on current technology issues takes place. The National Educational Computing Conference, (NECC) is a national conference on technology issues. Whenever possible, the Administrator of Instructional Technology will attend conferences such as these. Information learned will be shared with educators in the district. Teachers will also be encouraged to attend technology and other conferences where model programs are featured. The Administrator of Instructional Technology and the technology committee members will explore and keep track of opportunities for technology to deliver academic content. Teachers who implement model technology programs, or who participate in virtual field trips with their classrooms, will share results with others at district technology coordinator and/or management meetings. References Used for the Effective Research-Based Strategies Section Barrios, T. et. al. (2004). Laptops for learning: Final report and recommendations for the laptops for learning task force. From http://etc.usf.edu/l4l. Becker, H. J., & Riel, M. (2000). Teacher professional engagement and constructivist-compatible computer use (Report No. 7). Irvine CA: Teaching, Learning & Computing. Available: http://www.crito.uci.edui/search.asp. Boster, F., & Meyer, G. (2002). The Effect of unitedstreaming Application on Educational Performance. From http://unitedstreaming.com/homepages/evaluation2002.cfm. Boster, F., & Staff (2004). 2004 unitedstreaming evaluation: 6thand 8thgrade mathematics in the Los Angeles Unified School District. From http://unitedstreaming.com/homepages/evaluation2002.cfm. The CEO Forum on Education and Technology, (2001). The CEO Forum School Technology and Readiness Report, Key Building Blocks for Student Achievement in the 21stCentury; Year Four. Available: http://www.ceoforum.org/ Coley, R; Cradler, J.; Engel, P. (1997). Computers and classrooms: The status of technology in U.S. schools. Policy Information Center. Princeton, NJ: Educational Testing Services. Cradler, R. (2002). Netschools evaluation. San Mateo, CA: Educational Support Systems. Cradler, J., & Beuthel, R. (2000). Technology Information Resource Needs Assessment. Prepared for the Stanislaus County Office of Education and the California Learning Resource Network (CLRN). San Mateo, CA: Educational Support Systems. Cradler, J., & Cradler, R. (1995). Prior studies for technology insertion. San Francisco, CA: Far West Laboratory. Cradler, R., & Cradler, J. (1999). Just in Time: Technology innovation challenge grant year 2 evaluation report for Blackfoot School District No. 55. San Mateo, CA; Educational Support Systems. Fletcher, J. D. (2002). Is it worth it? Some comments on research and technology in assessment and instruction. Technology and Assessment: Thinking Aloud-Proceeding from a Workshop, 26-


39. Washington, DC: National Academy Press. Available: http://books.nap.edu.books/0309083230/thml/26.html Harel, I. (1990). Children as software designers: A constructionist approach for learning mathematics. Journal of Mathematical Behavior. 9, 3-93. Heller, R. S., (1991). Toward a student workstation: Extensions to the Logo environment. Journal of Educational Computing Research, 7(1), 777-788. Honey, M., & McMillan, K., (1996). Case studies of K-12 educators’ use of the Internet: Exploring the relationship between metaphor and practice. Center for Children & Technology CCT Reports Issue No. 5. Available: http://www2edc.org/CCT/cctweb/public/ International Society for Technology in Education (2002). National educational technology standards for teachers: Preparing teachers to use technology. Eugene, OR: ISTE. Lafer, S., & Markert, A. (1994). Authentic learning situations and the potential of Lego TC Logo. Computers in Schools, 11(1), 79-94. Lehrer, R. (1993). Authors of knowledge: Patterns of hypermedia design. In S. P. Lajoie & S.J. Derry (Eds.), Computers as cognitive tools. Hillsdale, NJ: Lawrence Erlbaum. Mann, D., Shakeshaft, C., Becker, J. & Kottkamp R. (1999). West Virginia story: Achievement gains from a statewide comprehensive instructional technology program. Santa Monica, CA; Milken Exchange on Educational Technology. Means, B. & Olson, K., (1997a). Technology and education reform. Studies of Education Reform, p. 9. Washington DC: US Government Printing Office. Means, B. & Olson, K., (1997b). Technology and education reform. Office of Educational Research and Improvement, contract No. RP91-1720120. U.S. Washington, DC: Department of Education. McCoy, L.P, (1996). Computer-based mathematics learning. Journal of Research on Computing in Education, 28(4), 441-442. McLellan, H. (1994). Interactions of student partners in a high school astronomy computer lab. Computers in Schools, 11(1), 29-41. Middleton, B. M., Murray, R.K. (1999). The impact of instructional technology on student academic achievement in reading and mathematics. International Journal of Instructional Media, 26(1), 109. National Center for Education Statistics (2002). Technology in schools: Suggestions, tools and guidelines for assessing technology in elementary and secondary education. Washington D.C.: U.S. Department of Education. From http://nces.ed.gov. Newman, D. (1994). Computer networks; Opportunities or obstacles? In B. Means (Ed.), Technology and Education Reform XXIV, (p. 232) San Francisco: Jossey Bass. Office of Technology Assessment (1995). Teachers & technology: Making the connection. Washington D.C.: U.S. Government Printing Office O’Neil, H.F., Jr., & Schacter, J. (1997). Test specifications for problem-solving assessment. Center for the Study of Evaluation Technical Report 463, National Center for Research on Evaluation, Standards, and Student Testing (CRESST). Rockman, S. (2003, Fall). Learning from laptops. Threshold Roschelle, J., Pea, R., Hoadley, C., Gordin, D., & Means, B. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children: Children and Computer Technology, 10(2). From http://www.futureofchildren.org/pubs-info2825/pubs-infor.htm?doc_id=69787.


Sandholz, J.H., Ringstaff, C., & Dwyer, D.C.(1997). Teaching with technology: Creating student-centered classrooms. Cupertino: Apple Computer. Silvernail, D.L., & Lane, D. M. (2004). The Impact of Maine’s One-to-One Laptop Program on Middle School Teachers and Students. Maine Education Policy Research Institute, University of Southern Maine Office. From http://www.state.me.us/resources/research.htm Simkins, M., Cole, K., Tavalin, F., & Means, B. (2002). Increasing Student Learning through Multimedia Projects. Association for Supervision and Curriculum Development, Alexandria, VA. Sivin-Kachala, J., & Bialo, E. (2000). 2000 research report on the effectiveness of technology in schools. (7thed.). Washington, DC: Software and Information Industry Association. Strudler, N. (1994). The role of school-based technology coordinators as change agents in elementary school programs: A follow-up study. Presented at AERA, New Orleans, LA, April 5, 1994. U.S. Department of Education (2002). Exemplary and Promising Educational Technology Programs 2000. U.S. Department of Education, Jessup, MD. White, B.Y., Frederiksen, J.R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118. Zhao, Y., Pugh, K., Sheldon, S., Byers, J. (2001). Conditions for classroom technology innovations Executive summary. Teachers College Record, 104 (3) 482-515. Retrieved from http://www.tcrecord.org/Collection.asp?CollectionID=77.


Appendix A – ELEMENTARY TECHNOLOGY BASED EDUCATION PROGRAM AND S TANDARDS

STATE STANDARD TECH SKILLS and RESOURCES SAMPLE ACTIVITIES

Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.

Keyboard letters or words with multimedia creation software. Keyboard alphabetic keys, utilize punctuation and spelling

Kindergarten Language Arts Students learn basic computer vocabulary and computer knowledge, i.e. logging-on, entering and exiting programs, computer care, and appropriate behavior with technology. Type alphabet letters and simple words using the keyboard.

Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the statue of liberty.

Students create an illustration of a national or state symbol. Mouse, Multimedia Drawing tools

Kindergarten Social Science Students create simple, original computer art utilizing draw tools to illustrate curricular concepts. Students observe information found on the Web as displayed by the teacher.

Students understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement.)

Students stamp or draw numbers and quantities using drawing tools and the keyboard. Mouse, Drawing tools, Multimedia, Keyboard

Kindergarten Math Students create documents to reinforce curricular concepts such as numbers, letters, shapes, and patterns.

Students understand different types of plants and animals inhabit the earth.

Students stamp or draw various types of plants or animals using different drawing tools. Drawing tools, Mouse

Kindergarten Science Students create simple, original computer art utilizing art tools to illustrate curricular concepts. Students observe information found on the Web as displayed by the teacher.

Students write clear and coherent sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process (e.g., prewriting, drafting, and revising, editing subsequent versions).

Students keyboard words or sentences with multimedia creation and/or word processing software. Mouse, Keyboard, Capitalization, Word Processing Alphabetic keys, Punctuation and spelling

1st Grade Language Arts Sequence and illustrate stories and poems using multimedia software for class projects. Type simple sentences. Practice finding letters and symbols on keyboard.

Compare and contrast the absolute and relative locations of people and places and describe the physical and/or human characteristics of places.

Students illustrate locations where people live (city, country, and farms) and include appropriate details in the picture. Mouse, Desktop Publishing Drawing tools

1st Grade Social Science Students create simple, original computer art utilizing art tools to illustrate curricular concepts. Students observe information found on the Web as displayed by the teacher.

Sort objects, create, and describe patterns by number, shapes, sizes, rhythms, or colors.

Students draw or stamp different types of patterns. Mouse, Desktop Publishing Drawing tools

1st Grade Math Students create simple, original computer art utilizing art tools to illustrate curricular concepts. Students observe information found on the Web as displayed by the teacher. Practice finding numbers and symbols on the keyboard.



Materials come in different forms (states): solids, liquid, and gases.

Students draw or stamp water in its three states: solid, liquid, gas. Mouse, Desktop Publishing Drawing tools

1st Grade Science Students create simple, original computer art utilizing art tools to illustrate curricular concepts. Students observe information found on the Web as displayed by the teacher.

Students write clear and coherent sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Students keyboard short stories with multimedia creation and/or word processing software. Mouse, Keyboard, Capitalization, Punctuation, Symbols, Word Processing Alphabetic keys, Punctuation and spelling, Capitalization Voice/sound recorder, Right and left hand keys, Alphabetic keys/Numeric keys

2nd Grade Language Arts Second grade student’s type short stories and poems, demonstrate basic word processing skills (such as proper word and line spacing, alignment, and basic use of menu buttons, ability to use the period, shift key and question mark). Introduce the difference between manual returns and soft returns. Keyboard with left-and right- hand orientation.



Describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.

Students use art tools or graphic software to create a family tree diagram and create a project where they enter the diagram data into a spreadsheet. Multimedia, Bookmarks/favorites, Keyword search, Graphics, Audio, Video

3rd Grade Social Science Students create a project where they will use art tools to create a diagram with labeling to illustrate curricular concepts. Students find information on the Internet and electronic encyclopedia and enter this information into a spreadsheet.

Students understand the place value of whole numbers. Student will utilize the drawing tools to illustrate the place value of whole numbers.

Use of numbers and symbols Right and left hand keys Learn home row keys, Alphabetic keys, Numeric keys

3rd Grade Math Students create a project where they will use art tools to create a diagram with labeling to illustrate curricular concepts.


Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

Students draw a picture of a hero and keyboard sentences explaining the hero’s importance. Capitalization, Mouse, Voice/sound recorder, Right and left hand keys, Learn home row keys, Alphabetic keys/Numeric keys, Punctuation & symbols keys, Use of numbers and symbols, Graphics and Word processing

2nd Grade Social Science Students create a project where they will use art tools to create a diagram with labeling to illustrate curricular concepts. Students browse the web at teacher selected sites/bookmarks to reinforce classroom assignments.

Students understand that fractions and decimals may refer to parts of a set and parts of a whole.

Students use drawing tools, such as circles and squares, to illustrate sections/fractions and how they correlate to decimals. Mouse, Voice/sound recorder, Graphics, Word processing

2nd Grade Math Students create a project where they will use art tools to create a diagram with labeling to illustrate curricular concepts.

Plants and animals have predictable life cycles.

Students use drawing tools to illustrate the life cycle of a plant or animal. Mouse, Voice/sound recorder, Graphics, Word processing

2nd Grade Science Students create a project where they will use art tools to create a diagram with labeling to illustrate curricular concepts. Students browse the web at teacher selected sites/bookmarks to reinforce classroom assignments.

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, and revising, editing successive versions).

Student’s word-process a formal letter and at least one desktop published document containing a graphic. Right and left hand keys, Learn home row keys, Smooth and rhythmic keystrokes, Alphabetic keys, Numeric keys, Punctuation & symbols keys, Capitalization, Punctuation and spelling, Word division.

3rd Grade Language Arts Type a letter with a greeting, body, and salutation. Edit documents for spelling, punctuation, spacing, indenting, capitalization, and grammar. Demonstrate the ability to use columns and resize text. Ability to copy and paste text or graphics within a document. Students also word process simple stories and poems with illustrations



Students understand objects in the sky move in regular and predictable patterns.

Students will illustrate the solar system either by a stationary illustration showing a pattern/path or in multimedia software showing a planet’s rotation. Multimedia, Bookmarks /favorites, Keyword search, Graphics, Audio, Video

3rd Grade Science Students create a project where they will use art tools to create a diagram with labeling to illustrate curricular concepts. Students find information on the Internet and electronic encyclopedia.

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, and editing successive versions).

Students create a desktop published document from information gathered electronically and insert at least one image. Word Processing, Desktop Publishing, Text wrap, Keyboarding Software and assessment

4th Grade Language Arts Students create at least one classroom desktop published report or project with text and graphics. (Word/AppleWorks) Take notes and outline from electronic encyclopedia and the Internet. Import images from the Internet into reports. Format graphic images. Edit regularly for spelling, punctuation, word/line spacing, centering, indenting, capitalization, and grammar. Demonstrate the ability to change font, sizing, and line spacing. Introduce how to wrap text around graphic images. Keyboard 5-10 words per minute.


Demonstrate an understanding of the physical and human geographic features that define places and regions in California.

Students create a multimedia report on some aspect of California history. Multimedia, Electronic/online Encyclopedia, Bookmarks /favorites, Keyword search, Graphics, Audio, Video

4th Grade Social Studies Create at least one classroom report or project using multimedia (KidPix or PowerPoint) Take notes and outline from the electronic encyclopedia and the Internet. Access Web sites associated with curriculum research. Import images from the Internet into reports.



Understand perimeter and area. or Extend their use and understanding of whole numbers to the addition and subtraction of simple decimals.

Students utilize drawing tools to demonstrate an understanding of the math concept of perimeter and area, or of whole numbers to the addition and subtraction of decimals. Multimedia, Use of numbers and symbols, Right and left hand keys, Learn home row keys, Alphabetic keys, Numeric keys

4th Grade Math Students create a project where they will use art tools to create a diagram with labeling to illustrate curricular concepts.

Students understand living organisms depend on one another and on their environment for survival.

Students create a multimedia report demonstrating their understanding of habitat /ecosystems using info gathered from electronic sources. Multimedia, Electronic/online Encyclopedia, Bookmarks /favorites, Keyword search

4th Grade Science Create at least one classroom report or project using multi-media (KidPix or PowerPoint) Take notes and outline from the electronic encyclopedia and the Internet. Access Web sites associated with curriculum research and import images from the Internet.

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, and revising, editing successive versions).

Students create a desktop published report using information gathered from electronic resources and contain graphics from a variety of sources. Word Processing, Desktop Publishing, Text wrap, Edit for spelling, punctuation and grammar, Keyboard 10-15 words per minute

5th Grade Language Arts Create at least one student project/report using desktop publishing skills that incorporate graphics from various resources (e.g., Internet, electronic encyclopedia, digital cameras, clipart, etc.) Demonstrate intermediate word processing skills in writing reports for classroom assignments (page set up, margins, paragraphs, headers and footers, thesaurus, short cut keys, insert etc.) Discuss the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.



Know the location of the current 50 states and the names of their capitals. or Describe the major pre- Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations ofthe Great Plains, and the woodland peoples east of the Mississippi River.

Students create a multimedia report using information gathered from electronic resources and contain graphics from a variety of sources. Multimedia Electronic or online Encyclopedia Use:Internet; Bookmarks/favorites Back button Keyword search Graphics Audio Video

5th Grade Social Science Create at least one student project or report using multimedia or web publishing. (Text, graphics, sound and “links/buttons”) Demonstrate the ability to find topical information on the Internet and incorporate it into research projects. Demonstrate intermediate skills in the use of an Internet browser to bookmark pages, save Web pages and related graphics. Access information through the Internet or electronic encyclopedia. Demonstrate a variety of strategies for using Internet search engines to find information.

Students display, analyze, compare, and interpret different data sets, including data sets of different sizes.

Students create a spreadsheet with data that will be displayed in a chart and compared to other charts for analysis. Multimedia Use of numbers and symbols Right and left hand keys Learn home row keys Alphabetic keys Numeric keys

5th Grade Math Create a student project using spreadsheets to display data in analyzing, interpreting, and displaying data. Create a graph displaying the data collected.

The solar system consists of planets and other bodies that orbit the sun in predictable paths.

Students create an illustration of the solar system and the predictable path of planet(s). Multimedia Electronic or online Encyclopedia Use Internet: Bookmarks/favorites Back button Keyword search Graphics Audio Video

5th Grade Science Create at least one student project or report using multimedia or web publishing. (Text, graphics, sound and “links/buttons”) Demonstrate the ability to find topical information on the Internet and incorporates it into research projects. Demonstrate intermediate skills in the use of an Internet browser to bookmark pages, save Web pages and related graphics. Access information through the Internet or electronic encyclopedia. Demonstrate a variety of strategies for using Internet search engines to find information.


MIDDLE SCHOOL TECHNOLOGY BASED EDUCATION PROGRAM AN D

STANDARDS


Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions.

Two Word Processing Experiences

6th Grade Language Arts Students will use research, reading, and writing skills as they word process two projects based on the following, per course curriculum: autobiography, book report, response to readings and /or poetry. (Students will explore basic skills such as changing font and size, justification and margins.)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science.

Desktop Publishing Internet Search and Retrieval Skills

6th Grade Social Studies Students will study topics such as World History and Ancient Civilization. They will research these and additional topics using Internet and information literacy skills to find and recite sources. Students will create a Desktop Published project (i.e., newspaper or poster) demonstrating their knowledge.

Students analyze data and sampling processing for possible bias and misleading conclusions.

Two Spreadsheet Experiences 6th Grade Mathematics Students will create two spreadsheets and graphs for displaying data. Students utilize these tools to display and analyze the data, solve traditional and non-traditional problems, and visualize graphic presentations per course curriculum. (Students will explore basic skills such as data entry and editing.)



Students will focus on Earth Science covering topics such as Plate Tectonics, shaping the Earth’s Surface, Heat, Energy, and Ecology.

Multimedia presentation Electronic/Desktop Publishing

6th Grade Science Students will study Earth Science and create two Multimedia Projects (i.e. using PowerPoint or HyperStudio). They will display an understanding of the many forces that cause change to the earth. (Students will explore basic graphic tools such as draw and paint.)


Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions.

Desktop Publishing Email 7th Grade Language Arts Students will utilize writing strategies to communicate with a Pen Pal via email. Students will also write a formal or informal letter utilizing Desktop Publishing. (Students will explore skills such as spacing and proper letter format.)

Students develop historical interpretation by explaining the central issues and problems from the past, placing people and events into a matrix of time, and place.

Two Desktop Publishing Experiences

7th Grade Social Studies Students will study World History and Geography: Medieval and Early Modern Times. Students will create one Desktop Published project as a pamphlet or brochure depicting an era of history. A second DTP project will be a newspaper demonstrating their knowledge in the areas of study. (Students will explore skills such as inserting Internet graphics, columns, and drawing.)



Students collect, organize, and represent data sets that have one or more variables and identify relationships among variables within a data set by hand and through the use of and electronic spreadsheet software program.

Spreadsheet Internet Research 7th Grade Mathematics Students will collect data over the Internet for analysis in a spreadsheet and graph. Students will create a “Stock Market Project” to utilize mathematical reasoning to make decisions about how to approach problems, and utilize different strategies, skills, and concepts in finding solutions. They will explore multiple types of graphs to select the one that best displays their data.

Students will focus on Earth Life Science covering topics such as Cell Biology, Genetics, Evolution, Earth Science, Structure, and Function in Living Systems, and Physical Science.

Multimedia presentation Internet Search and Retrieval

7th Grade Science Students will study Life Science and create a non-linear Multimedia Project (i.e. with PowerPoint or HyperStudio). They will utilize the Internet to gather data and graphics. (Students will explore basic multimedia tools such as text, images,sound and animation, as well as use the Internet to locate and cite sources.)


Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies. They clarify the ideas and connect them to other literary works.

Word Processing Multimedia 8th Grade Language Arts Students will create a word-processed document that outlines a speech, oral presentation, or five paragraph essay. (Students will explore skills such as spacing, bullets, titling, chunking, and outline format.) Students will also create a multimedia presentation that presents or responds to a book or piece of literature.



Students develop chronological and spatial thinking by explaining how major events are related to one another in time. Students utilize research, evidence and point of view to frame questions that can be answered by historical study and research.

Email Multimedia Courseware: Simulation software

8th Grade Social Studies Students will study United States History and Geography. Students will create a multimedia project presenting a historical timeline. Students will also participate in an Email project to write and send an electronic letter to a government official or politician. Simulation software is optional and site specific at this time.

Students will graph a linear equation and compute the x and y- intercepts (e.g., graph 2x+6y=4). They will also be able to sketch the region defined by linear inequality (e.g., they sketch the region defined by 2x+6y=4).

Internet Research Courseware: Graphing Calculators

8th Grade Mathematics Students will collect data over the Internet for analysis by exploring homework helpers to learn problem solving and search and retrieval skills. Students will explore Graphing Calculators.

Students will focus on Physical Science covering topics such as Motion, Forces, Structure of Matter, Earth Science, Reactions, Life Sciences, Periodic Table and Density and Buoyancy.

Spreadsheet Desktop Publishing

8th Grade Science Students will study Physical Science and create a spreadsheet and graph to display experimental data. Students will create a desktop published project that displays scientific information. (i.e. student science projects) Students will explore tools such as text layout, graphics, and charts.


HIGH SCHOOL, CONTINUATION HIGH SCHOOL, AND COMMUNIT Y DAY

SCHOOL TECHNOLOGY BASED EDUCATION PROGRAM AND STAND ARDS


Students write coherent and focused texts that convey a well defined perspective and tightly reasoned argument. Students demonstrate awareness of audience and purpose and use of the stages of the writing process. Students synthesize information from multiple sources and identify complexities and discrepancies in the information. Students design and publish multi-page documents using word processing software and graphic programs.

Word Processing Portfolios Desktop Publishing Information Literacy Skills Internet Courseware Multimedia presentation Peripherals

9th-12th Grade English Students will use research, reading, and writing skills as they write the following, per course curriculum: biographical or autobiographical narratives or short stories, responses to literature, expository compositions including analytical essays and research reports, persuasive compositions, and/or technical documents. Students will use word processing, graphics, publishing software, multimedia presentation software and other appropriate technology and skills to enhance their presentation and communication of ideas, including school-wide broadcasts. Using the Internet will allow students working on various projects to access more timely information, improving their learning process by providing them with authentic practice in utilizing information literacy skills and higher order thinking skills of analysis and evaluation of data sources.



Students demonstrate ways in which their health can be enhanced and maintained. Students demonstrate behaviors that prevent disease and speed recovery from illness.

Internet Research Word Processing Spreadsheet Multimedia presentation Peripherals

9th-12th Grade Health/Careers Students will study such topics as human relationships, body types, nutrition, communicable diseases, and drugs. They will research these and additional topics using Internet and information literacy skills. Students will also plan for their post-secondary careers by researching careers and/or colleges. Students will create multimedia presentations demonstrating their knowledge in the areas of study. Spreadsheets and charts will be used to compare relevant data.


Students will develop fluency with basic computational skills. Students will develop understanding of math concepts. Students will become mathematical problem solvers. Students will communicate quantities, logical relationships, and unknowns using mathematical terms. Students will gather data, analyze evidence, and build arguments using mathematical reasoning.

Word Processing Internet Research Spreadsheets Courseware Multimedia presentation Peripherals

9th-12th Grade Mathematics Students will read and analyze data, solve traditional and non-traditional problems, visualize graphic presentations, and summarize statistics, per course curriculum. They will use visual simulations that engage learners with on-screen manipulation leading to better comprehension of mathematical ideas and vocabulary. Students will explore spatial and transformational concepts and conjecture, develop mathematical proofs, investigate, and collaborate on mathematical concepts using technology. Projects will highlight their progress through growth-overtime problems and self-reflection.


Students will select and use appropriate technology (such as computer linked probes, spreadsheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. Students will construct appropriate graphs from data and develop quantitative statements about the relationships between variables. Students will evaluate the accuracy and reproducibility of data.

Word Processing Spreadsheets Internet Research Multimedia presentation Peripherals, including probes Courseware

9th-12th Science Students will use scientific instruments to collect, analyze, and display data from laboratory investigations. They will use spreadsheets and graphical analysis software to display data in ways that allow the information to be visually analyzed and interpreted. Students will use word processing and page layout software to generate laboratory reports and research papers or projects. Students will use graphing calculators and probes to collect data. Students will use course specific software to review and reinforce scientific problem solving.


Students analyze major political, social, economic, technological, and cultural developments. Students analyze market economy in a global setting. Students will evaluate and defend a position on fundamental values of a civil society. Students synthesize information from multiple sources and identify complexities and discrepancies.

Internet Research Word Processing Spreadsheet Multimedia presentation Peripherals Desktop Publishing

9th-12th Social Science Students will address critical questions by researching art/artists, biographies, historical, and cultural events of an era to create an oral, written, or multimedia research presentation. Economics students will evaluate the potential security and economic viability of a public company, develop a diversified portfolio of stocks in the Stock Market game, and compare relevant data using spreadsheets and charts. American government classes will research and analyze current political issues, such as Supreme Court cases, for presentation in a word processed document.


Students will display and communicate aesthetic ideas. Students will connect their art skills to other curricular areas.

Word Processing Electronic portfolios Internet research Multimedia Presentation Courseware

9-12th VAPA Students will create two-dimensional graphic artwork. They will explore historical and cultural aspects of the arts via the Internet. Students will share their ideas and creations via multimedia presentations, e-mail, and the Internet.

Students will know the career preparation and job skills required for employment. Students will utilize technology to access, manipulate, and produce information. Students will prepare, maintain, and interpret business records and plans.

Word Processing Spreadsheets Desktop publishing Internet research Multimedia presentation Courseware

9th-12 Grade Vocational Education Students explore career opportunities and projected trends, and investigate required education, training, and experience. Students will develop and produce presentations using electronic media and printed documents.

Students will understand the effect of physical activity on health. Students will understand the mechanics of body movement.

Word Processing Spreadsheets Heart Rate Monitors

9th-12th Grade Physical Education Students will study the physical systems. They will measure, graph, and analyze data, including heart rate, body fat, endurance, strength, and flexibility.


Appendix C - Criteria for EETT Technology Plans (Completed Appendix C is REQUIRED in a technology plan)

In order to be approved, a technology plan needs to "Adequately Addressed" each of the following criteria:

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

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

1. PLAN DURATION CRITERION

Page in District

Plan

Example of Adequately Addressed

Example of Not Adequately Addressed

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

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

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

2. STAKEHOLDERS CRITERION Corresponding EETT Requirement(s): 7 and 11 (Appendix D).

Page in District

Plan



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

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

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

3. CURRICULUM COMPONENT CRITERIA Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D).

Page in District

Plan




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

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

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

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

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

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

c. Summary of the district's curricular goals that are supported by this tech plan.

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

The plan does not summarize district curricular goals.

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

The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the district's curriculum goals and academic content standards to improve learning.

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

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

The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.

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


f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students and teachers can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism

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

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

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

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

The plan suggests Internet safety education but is not specific enough to determine what actions will be taken to accomplish the goals of educating students and teachers about internet safety.

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

The plan describes the policy or delineates clear goals and measurable objectives about the policy or practices that ensure equitable technology access for all students. The policy or practices clearly support accomplishing the plan's goals.

The plan does not describe policies or goals that result in equitable technology access for all students. Suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.


i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers' efforts to meet individual student academic needs.

The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to support the district's student record-keeping and assessment efforts.


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

The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve two-way communication between home and school.


k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities.

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

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

4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 and 12 (Appendix D).

Page in District

Plan




a. Summary of the teachers' and administrators' current technology proficiency and integration skills and needs for professional development.

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

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

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

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

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

c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities.


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

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

Page in District

Plan




a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components (Sections 3 & 4) of the plan.

The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to support the implementation of the Curriculum and Professional Development Components.

The inventory of equipment is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development Components. The summary of current technical support is missing or lacks sufficient detail.

b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district's teachers, students, and administrators to support the activities in the Curriculum and Professional Development components of the plan.

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

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

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

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

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

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




6. FUNDING AND BUDGET COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix D)

Page in District

Plan



a. List established and potential funding sources.

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

Resources to implement the plan are not clearly identified or are so general as to be useless.

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

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

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

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

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

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

d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary.



7. MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix D).

Page in District

Plan




a. Describe the process for evaluating the plan's overall progress and impact on teaching and learning.

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

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

b. Schedule for evaluating the effect of plan implementation.

Evaluation timeline is specific and realistic.

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

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

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

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

8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement(s): 11 (Appendix D).

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If the district has identified adult literacy providers, describe how the program will be developed in collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify adult literacy providers or potential future outreach efforts.)

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

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


9. EFFECTIVE, RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 and 9 (Appendix D).

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

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

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

b. Describe the district's plans to use technology to extend or supplement the district's curriculum with rigorous academic courses and curricula, including distance-learning technologies.

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

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


Appendix J - Technology Plan Contact Information (Required)

Education Technology Plan Review System (ETPRS)

Contact Information County & District Code: 19 - 73437 School Code (Direct-funded charters only): LEA Name: Compton Unified *Salutation: Mr. *First Name: Kevin *Last Name: Evans *Job Title: Director, Information Technology *Address: 501 S. Santa Fe Ave. *City: Compton *Zip Code: 90221-3814 *Telephone: 310-639-4321 Ext: 46535 Fax: (310) 632-3014 *E-mail: [email protected] Please provide backup contact information. 1st Backup Name: Karen E. Frison E-mail: [email protected] 2nd Backup Name: Irene Lee E-mail: [email protected] * Required information in the ETPRS

technology plan - 1.cdn.edl.io · pdf file7c. communicating evaluation results ......

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