busd 5 year_plan_2002-2006

Benicia Unified School District

Educational Technology Plan 2002 – 2006

Preparing Benicia’s Students For Their Future

Technology Plan Data Organizer District Information District Name: Benicia Unified School District CDS Code: 48 70254 District Phone Number: (707) 747-8300 Contact Name: Tess A. Melendez Contact Title: Asst. Superintendent, Instructional Services Contact Phone Number: (707) 747-8300 Ext. 1231 Contact Email: Melendez@benicia. K12.ca.us Members of the Technology Steering/Writing Committee

Name Title Affiliation Joanne Haukland, Ph.D. Superintendent BUSD Tess Melendez Ed.D. Asst. Superintendent BUSD Becky Ross Teacher Henderson Elementary Karen Hatzigeourgeou Teacher Benicia Middle School Steve Gibbs Teacher, DHS Coordinator Benicia High School Mike Becker Parent Technology Consultant Steve Ridgley Parent Turner Elementary Dan Carlson Technology Manager BUSD Rhea Zaks School Board Member BUSD Patricia Mitchell Parent Benicia High School

mailto:Melendez@benicia

Mission Statement The mission of the Benicia Unified School District’s educational technology program is to improve student academic achievement through the use of technology, ensure that students and staff are effective users of information and ideas, and promote the effective integration of technology into ongoing professional development and advance research-based instruction through technology integrated curriculum development. This will be achieved by implementing the district’s educational technology plan that is centered on continuous student mastery of the district’s and state’s academic standards. Technology is a powerful tool for delivering integrated curriculum, technology-enhanced instruction, meaningful assessment and relevant and effective professional development. Technology will be utilized to support students and teachers to produce their best work and be skillful users of technology. The district will maintain and support a wide area network (WAN) and local area networks (LANs) that are reliable, invisible, ubiquitous, and expandable to implement current and future technologies.

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1. Plan Duration a. BUSD’s Educational Technology Plan is grounded on the theory that integrating technology into curriculum, instruction and assessment, creates powerful teaching and enhanced learning. This plan, therefore, addresses three major components that are necessary to realize the impact of technology: (1) curriculum integration, (2) professional development, (3) infrastructure and technical support. The following abbreviated benchmarks and timelines outline activities and strategies for the next five-seven years:

Plan Component/Goals Benchmarks Timelines

Curriculum: �� Students will develop

grade informational literacy skills

�� Each school site will

develop and implement an implementation plan

�� Teacher and administrators

will use technology for record keeping and assessment data analysis

�� Teacher and administrators

will be accessible to parents through the use of technology

Determine student proficiency by benchmark grades (gr. 2, 5, 8) Development of site implementation plans 30% implementation 60% implementation 80% % implementation 100 % implementation 20% of teachers/administrators will be proficient in SASI and a data analysis software 40% proficiency 60% proficiency 80% proficiency 100% proficiency Develop and administer parent-community needs assessment survey; prioritize needs 50% of schools will have an updated website addressing needs 75% of schools 100% of schools

Annually, beginning in Year 2002 Spring, 2002 Winter, 2003 Spring, 2004 Spring, 2005 Spring, 2006 Spring, 2003 Spring, 2004 Spring, 2005 Spring, 2005 Spring, 2006 Spring, 2003 Spring, 2004 Spring, 2005 Spring, 2006

Professional Development: �� Teachers and

administrators will complete online CTAP2

survey annually

40% of teachers and administrators will complete CTAP2 survey 80% will complete CTAP2 survey 100% will complete CTAP2 survey

Winter, 2003 Winter, 2004 Winter, 2005 through Spring, 2,006

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Plan Component/Goals Benchmarks Timelines

Professional Development: �� Develop and implement

on-going technology in-service training

�� Staff and administrators

will make use of district professional development opportunities to increase their level of proficiency

Infrastructure, Hardware, Software, Tech Support �� Increase BUSD’s

bandwidth of link to ISP �� Increase all schools’

connectivity and electrical capacity

�� Develop and implement

hardware and software standards

Determine staff technology needs Technology leaders will develop training program and learning opportunities Implement training program Modify program annually based on changing needs 20% gain in proficiency 30% gain in proficiency 50% gain in proficiency 60% gain in proficiency 80% gain in proficiency 100% gain in proficiency Completion of infrastructure upgrade Completed wiring projects, based on available funds Identify hardware and software standards

Spring, 2003 Winter, 2003 Fall, 2003 Spring, 2005 Spring, 2003 Spring, 2004 Spring, 2005 Spring, 2005 Spring, 2006 Spring, 2007 Fall, 2002 Spring, 2003 through Spring, 2006 Spring, 2003

Each section of the plan contains goals, benchmarks, timelines, and monitoring and evaluation elements.

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2. Stakeholders a. The development of the Educational Technology Master Plan was a process that began in March, 2000 and Board approved in December, 2001. The District Technology Committee, made up of representative staff and parents from each site, and a school board member, under the leadership of the Assistant Superintendent of Instructional Services, began soliciting input from their constituents and the community at large. Two-way information flowed from the committee to site faculties, to school site councils and other interested parents and community service groups, e.g. Rotary, Chamber of Commerce, and the Strategic Planning Committee. Technology Committee drafts included input and feedback. Principals kept the community informed through updates on the plan development in their newsletters, and presented drafts and finally the approved plan to their respective school site councils. Copies were made available at the district and sites for the public. The plan was also made available on the district website.

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3. Curriculum In June, 1997 BUSD developed the Technology Curriculum Guide and Resources, which established proficiency benchmarks by grade level, and serves as the roadmap for schools in creating classroom learning environments that will improve student achievement. In school year 2000, Benicia High School received a three-year Digital Grant. In the same year, two teachers became master teachers in the Intel, Teach to the Future and have trained forty-four teachers (4-12) on technology integration. Increase in the number of computers at every site, and growth in the size and complexity of the district’s local and wide areas networks have resulted in a critical need for their reconfiguration. In 2001, the district upgraded its network infrastructure to improve security, reliability and connectivity. The district has established minimum specifications for computer hardware and software applications. a. Access is the availability of resources necessary to utilize technology for teaching and learning. Currently, our student per computer ratio is: 15:1 at the elementary, 14:1 at the middle school and 4:1 at the high school. Every school has at least one computer lab that has Internet access and can accommodate 20 to 30 students, with the exception of Benicia High School, where they have four computer labs. Our goal is to establish in each elementary school a ratio of 4:1 and 3:1 at the secondary level. The library/media center at every school has online access and student workstations. This has allowed students and teachers to have access to technology before, during and after school. Sites use the library/media center to provide supplemental services for their at-risk students, including Title I, GATE, English learners and special education students. b. At Benicia High School, all 9th graders are taught a variety of software applications that will develop technical skills, i.e., network and Internet navigation and research, information literacy, copyright and fair use. Personal file management, use of presentation software and hardware, advanced word processing, desktop publishing, class-specific courseware, e-mail and spreadsheet design. Senior digital portfolio, which includes at least five software applications, is currently being implemented. (See Appendix 3) All elementary students receive a minimum of 30 minutes a week in the computer lab. At the elementary and middle school, technology-enhanced learning is dependent on teacher proficiency. There is a need to develop a curriculum (K-8) that teachers can use as a resource to facilitate integration of technology in their everyday lessons. c. The curriculum goals of the Educational Technology Plan focuses on the need to develop and systematically teach the BUSD Technology Skills for Grades K-12, which is an information literacy matrix developed by the National Educational Technology Standards for Students. This will support the current system of high academic standards, assessment and accountability. Integrated curriculum and instruction as an integral part of the teaching and learning process is addressed in the district’s Five Year Strategic Plan (Appendix 4). Student access to technology is key to students developing basic and advanced technology skills and enhancing learning through technology-integrated instruction, as outlined in the BUSD Technology Standards for Students (See Appendix 1). Likewise, in order for teachers to be effective in integrating technology in their daily instruction and assessment, a minimum level of technology competence must be attained (See Levels of Proficiency in Technology Skills and Matrix of Professional Teachers’

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Proficiency in Computer-Based Technology, and Technology Standards for Administrators Appendix 2). Teachers who have received professional development, such as Intel Teach to the Future, have increased their use of technology-enhanced teaching or technology-integrated instruction. Our goal is to compile a standards-based technology enhanced curriculum (K-12) that teachers can use to enrich their instruction.

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Goals and Implementation Plan Curriculum Goal 3 d: Teachers will use technology to create lessons or units of instruction that demonstrate technology integration in the different subject areas to provide students with powerful learning experiences. Objective: Teachers will utilize email, internet resources, word processing, desktop publishing, spreadsheet and presentation software to create instructional materials that integrate technology in the core curriculum or subject area, to provide powerful instruction and enhanced student learning.

Annual Benchmarks End of year 1: 20% of teachers will create and/or use a minimum of 2 technology integrated lessons or units of instruction within a specific content area. End of year 2: 40% of teachers will create and/or use a minimum of 4 technology integrated lessons or units of instruction within a specific content area. End of year 3: 60% of teachers will create and/or use a minimum of 6 technology integrated lessons or units of instruction within a specific content area. End of year 4: 80% of teachers will create and/or use a minimum of 8 technology integrated lessons or units of instruction within a specific content area. End of year 5:We will achieve our goal of 100% of teachers integrating technology in their instruction on a regular basis.

Evaluation instruments and Data to be collected

Timeline Program Analysis and Modification

Persons Responsible

Teacher created lessons and materials will be collected and compiled as a resource for sites and/or departments, notes of teacher collaboration in developing and critiquing lessons and materials, classroom observation and evaluation of student work. . Completion of teacher self-evaluation rubrics using the Levels of Proficiency in Technology Skills

Years 1-5: Spring data collection of teacher self-evaluation; on-going classroom observation of technology integrated teaching and learning. Teacher developed lessons and materials will be collected upon completion.

Use Analysis of Process (Jim Cox) to determine program effectiveness and modifications. Results of teacher self-assessments will be analyzed by staff and determine which teachers or departments need additional support.

School Leadership Teams, department chairs, site administrators, Technology Curriculum Committee

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Curriculum Goal 3e : Students will develop information literacy by learning a wide variety of technical skills and a broad range of software applications that will support and increase their potential learning as outlined in the BUSD Technology Standards for Students. (Appendix A) Objective: Annual BenchmarksStudents will achieve expected competencies and grade level benchmarks in the following information literacy and technical skills: 1) basic operations and concept; 2) social, ethical and human issues; 3) technology productivity tools, 4) technology communication tools, 5) technology research tools, 6) technology problem-solving and decision-making tools.

�� By the end of grade 2 students, either, individually, or in small groups, utilize technology to communicate their understanding of a topic, or create an expressive work using basic word processing, graphics and recorded sound.

�� By the end of grade 5 students, either individually, or in small groups, utilize at least two authoring tools plus two other technologies to create a cross-curricular project.

�� By the end of grade 8 students will individually utilize at least three authoring tools plus three other technologies to create a cross-curricular project.

�� By the end of grade 12, students will demonstrate, through various projects collected in their Digital Portfolios, that they have mastered appropriate skills.

�� All students will demonstrate responsible and appropriate behavior while using technology.


Timeline Program Analysis and Modification Persons Responsible

Student progress will be monitored and evaluated in several ways: student self-evaluations, teacher observation and assessment of student work.

�� Teacher observation will be on-going assessment.

�� End of year 1: Yearly Self-Evaluation Rubrics will be developed for grades K-12.

�� End of year 2: Pilot testing of all students will be completed, evaluated and revised.

�� End of year 3: Yearly Self-Evaluation Rubrics will be fully implemented and utilized for all students.

Analysis of results of student self-assessments and classroom observations will determine supports students need. Use Analysis of Process (Jim Cox) to determine program effectiveness and modifications.

�� Classroom teachers and principals

�� Technology Curriculum Committee

�� Office of Instructional Services

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Curriculum Goal 3f: Students, particularly those with special needs, will have access to technology that will support and enhance their learning. Objective: Each school site will develop and implement an educational technology action plan that ensures that all students have access to technology and technology-enhanced learning on a regular basis.

Annual Benchmarks �� By the end of Year 1: each site will conduct a needs assessment by

completing an inventory of hardware and software, connectivity of facility, assessment of level of student and staff proficiency in information literacy, and an action plan to provide student and staff access.

�� By the end of Year 2: depending on available resources, 30% implementation of site action plan.






Persons Responsible

Student access to technology will be evaluated by a review of each site’s implementation of their action plan, using an analysis of process. Student attainment of information literacy will be evaluated by achievement of grade level benchmarks and student self-evaluation.

End of Years 2-5: Review of action plan will be conducted at the end of each year. End of Years 1-5: Student attainment of grade level benchmarks will be conducted annually. End of Years 1-5: Student self-evaluation will be conducted annually.

Use Analysis of Process (Jim Cox) to determine program effectiveness and modifications to action plan. Evaluation by School Leadership Teams at each site.

�� School Leadership Teams and site administrators

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Curriculum Goal 3 g: Teachers and administrators will use technology to make student record keeping and assessment data analysis more efficient and supportive of their’ efforts to meet individual student needs. Objective: Teachers and administrators will learn to use effectively the district’s student database (SASI) and student assessment data analysis software to identify specific student strengths and areas of need, and opportunities for enhanced student learning.

Annual Benchmarks End of year 1: 20% of teachers and administrators will demonstrate proficiency in the use of SASI and assessment analysis software. End of year 2: 40% of teachers and administrators will demonstrate proficiency in the use of SASI and assessment analysis software. End of year 3: 60% of teachers and administrators will demonstrate proficiency in the use of SASI and assessment analysis software. End of year 4: 80% of teachers and administrators will demonstrate proficiency in the use of SASI and assessment analysis software. End of year 5:We will achieve our goal of 100% of teachers and administrators proficiency and increasing their effectiveness.



Persons Responsible

Teachers and administrators reports of student disaggregated data analysis; modifications in instructional delivery as a result of data analysis; targeted and timely intervention or accelerated instruction; student test results

Years 1-5: Spring data collection of reports and test results;

Analysis of student achievement; Analysis of Process (Jim Cox) to determine program effectiveness and modifications. Results of teacher and administrator self-assessments will be analyzed by staff and determine next steps.

School Leadership Teams, department chairs, site administrators, Technology Curriculum Committee

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Curriculum Goal 3 h: Teachers and administrators will make themselves accessible to parents through the use technology. Objective: Teachers and administrators will utilize a variety of technologies such as email, voice mail, school websites, online student performance information, etc., to keep parents informed of students’ academic performance and to facilitate two-way communication between the home and the school.

Annual Benchmarks End of year 1: Develop and implement a parent-community needs assessment survey at each site. Prioritize implementation based on resources and needs. End of year 2: 50% of schools will have an updated website addressing results of parent survey. End of year 3: 75% of schools will have an updated website addressing results of parent survey. End of year 4: 100% of schools will have an updated website addressing results of parent survey. End of year 5: Develop and implement a parent-community needs assessment survey for continuous improvement.



Persons Responsible

Analyze parent-community survey results and prioritize based on need and resources.

Years 1: Spring data collection of parent-community survey. Years 2-5: Annual mid-year evaluation of implementation progress

Use Analysis of Process (Jim Cox) to determine program effectiveness and implementation. Technical support and assistance will be provided to sites, as needed.

Site administrators, Technology Manager Asst. Superintendent of Instructional Services

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4. Professional Development a. In order to help our students become information literate members of the community, staff members must be able to support students in their learning. The Benicia Unified School District Strategic Action Plan states that “We will utilize comprehensive technology that supports student learning, classroom instruction, district operations and communications,” with a major strategy being to “increase staff competency in technology.” Teachers and administrators need to be proficient in the use of technology and how to utilize technology in a standards-based curriculum. They need to be supported in their learning in order master the skills that they will be expected to teach their students. In order to accomplish this, teachers and administrators need to be asked their professional development needs, and develop a long-range professional development program that provides for the different developmental levels of technological proficiency, different motivations, diverse learning styles of adult learners and a variety of opportunities and choices. Teachers and administrators need to develop proficiency in the use of student database and assessment data analysis to modify curriculum and instruction and meet the needs of all students. Year 1 of the Technology Plan will focus on establishing baseline data to determine the level of teacher and principal proficiency on the literacy information curriculum, and developing a five-year action plan for implementing a comprehensive professional development to increase staff technology skills. For the past two years, BHS staff has taken the Teacher Technology Surveys to assess the level of teacher proficiency and level of technology integration. Teachers were asked to self-evaluate their proficiencies into four categories: Never Used, Beginner, Semi-Proficient (can use software applications but unfamiliar with advanced features) and Proficient. Overall, 28% of BHS teachers rated themselves as semi-proficient. A modified survey was conducted in the five elementary schools and middle school. The result shows that overall, 20% of the teachers rated themselves as semi-proficient. Based on administrative observation, the overall level of proficiency of administrators would be at the beginning and semi-proficient level. If curriculum integration using technology is to be achieved, the percentage of teachers and administrators at the semi- and proficient levels need to be significantly higher. To systematically establish a reliable baseline data, teachers and administrators will complete CTAP2. Once this survey has been completed, summary of the teachers’ and administrators’ current technology skills and needs for professional development will be used to develop a comprehensive professional development program.

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Goals and Implementation Plans Professional Development Goal 4b1: Assess teachers and administrators’ technology competency in order to determine level of proficiency and to provide professional development. Objective: 4c Annual Benchmarks: Teachers and administrators will complete an annual online CTAP survey to evaluate their technology skills and needs for professional development.

End of Year 1: 40% of staff members and administrators will complete online technology skills assessment survey - CTAP2. End of Years 2: 80% of staff members and administrators will complete online technology skills assessment survey and draft of professional development plan will be completed. End of Years 3-5: 100% of staff members and administrators will complete online technology skills assessment survey and begin implementation of professional development program.

Evaluation Instruments and Data To Be Collected

Timeline 4d Program Analysis and Modification Process

Persons Responsible

CTAP2 Draft of BUSD Professional Development Plan

Staff will complete the CTAP2 online assessment prior to November 1 of each school year.

Following completion of online assessment by staff members, district data will be compiled, analyzed and used to structure timely staff development opportunities.

Office of Instructional Services and Site Administrators

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Professional Development Goal 4b2: Develop and implement on-going technology in-service training within the district to include technology integration and SASI training. Objective: 4c Annual Benchmarks: A Develop and implement a comprehensive professional development program that addresses teachers’, staff and administrators’ technology needs.

End of Year 1: Staff needs will be assessed. End of Years 2 -3: Technology leaders in the district will develop learning opportunities for professional development. End of Year 3 -5: Technology leaders in the district will continue to develop learning opportunities for professional development based on changing needs.



Persons Responsible

CTAP2 online assessment; staff survey of needs; staff evaluations of professional development trainings

On-going throughout the year

Completion of online assessment and analysis of data; observation

Office of Instructional Services Site Administrators PAR Joint Panel

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Professional Development Goal 4b3: Staff and administrators will reach a minimum level of staff technology competency as outlined in The Matrix of Professional Teachers’ Proficiency in Computer-Based Technology as provided by CTAP. Objective: 4c Annual Benchmarks: Staff will make use of district professional development opportunities in order to increase their level of proficiency in the area of technology.

End of year 1: We will make up 20% of the difference between our goal of 100% proficiency and our current level of proficiency End of year 2: We will make up 30% of the difference between our goal of 100% proficiency and our current level of proficiency End of year 3: We will make up 50% of the difference between our goal of 100% proficiency and our current level of proficiency End of year 4: We will make up 60% of the difference between our goal of 100% proficiency and our current level of proficiency End of year 5:We will make up 80% of the difference between our goal of 100% proficiency and our current level of proficiency



Persons Responsible

Teacher self-assessment; classroom observation; alternative assessment evaluation documents

Staff will complete the CTAP2 online assessment prior to October 1 of each school year.

Completion of online assessment and analysis of data; observation.

Office of Instructional Services; Site Administrators; educators

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Professional Development Goal 4b4: The District Superintendent and Office of Instructional Services will create a system of accountability in order to monitor implementation of the District Technology Plan. Objective: District stakeholders will create a system of accountability, which includes a set of measurable goals for staff and clearly articulated performance expectations.

4c Annual Benchmarks: End of Year 2: Measurable goals for staff will be created. End of Year 3: Measurable goals will be communicated to staff and piloted End of Year 4: 50% implementation of accountability system. End of Year 5: 100% implementation of accountability system.



Persons Responsible

To be created by district stakeholders based on ISTE and state standards

Beginning of year 4

Evaluation by District Superintendent and Office of Instructional Services and staff

Office of Instructional Services; Site Administrators; staff member

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Professional Development Goal 4b5: The District Superintendent and Office of Instructional Services will monitor a system of incentives in order to encourage implementation of the District Technology Plan. Objective: District stakeholders will fund a system of incentives, which encourages and rewards staff members for participation in staff development opportunities.

4c Annual Benchmarks: End of year 2: A system of incentives will be developed End of year 3: A system of incentives will be communicated to staff and implemented.



Persons Responsible

To be created by district stakeholders

Beginning of year 4

Evaluation by District Superintendent, Office of Instructional Services, and staff

Office of Instructional Services; Site Administrators; staff members

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5. Infrastructure, Hardware, Technical Support, and Software a. BUSD’s technology infrastructure, hardware, software, and technical support will be designed, implemented, and upgraded to facilitate the District’s technology curriculum, staff development, communications, and administrative goals. Strategy Number 2 from the District’s Strategic Plan supports and guides the goals and objectives for this area. The existing technology infrastructure must be maintained and supported in a way that is sufficient to meet current requirements and insures a reliable and secure computing environment. It also must be flexible and sufficiently expandable to enable implementation of emerging technologies and methods as well as sufficient to meet current requirements. Current and future needs of BUSD are found in the Infrastructure Goals section, where a more complete description can be found. b. Existing Technology Infrastructure: The technology infrastructure includes the District Wide Area Network (WAN), school site Local Area Networks (LAN’s), computer software systems, telecommunications, and the electrical infrastructure supporting these items. Together, the WAN and LAN’s support the technology curriculum, staff development, and administration through e-mail, Internet access, SASIxp school administration, Solano Online financial and personnel functions, and other computing and communication systems. District WAN Currently, the District WAN consists of routed T1 connections to a central location at the District Office. The WAN links are detailed in the table below. The District Office is connected to the Internet Service Provider (ISP) with a 45Mb ATM circuit. The current WAN infrastructure is expected to meet the needs of the District for the duration of this plan, but can be incrementally improved if the need arises. In particular, the bandwidth to the Internet is now limited to 3 Mb/second. This is a limitation imposed by the District’s ISP (Solano COE) which causes a bottleneck and limits technologies such as video streaming and distance learning. Bandwidth should be increased to at least 10 Mb/second in the near future (Infrastructure Goal 1).

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Location Existing WAN LinkSchool Site Routing

EquipmentPlanned

ImprovementsBenicia High School 2 Load Balanced T1 lines Cisco 2601 NoneLiberty High School 1 T1 Line Cisco 2514 NoneBenicia Middle School 2 Load Balanced T1 lines Cisco 2601 NoneJoe Henderson Elementary School 1 T1 Line Cisco 1605 NoneMary Farmar Elementary School 1 T1 Line Cisco 1605 NoneMatthew Turner Elementary School 1 T1 Line Cisco 1605 NoneMills Elementary School 1 T1 Line Cisco 1605 NoneRobert Semple Elementary School 1 T1 Line Cisco 1605 None

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The figure below illustrates the District’s WAN.

DMZ

\

POINT to POINT T1 (1.544 MB) Ethernet traffic separatedby Ethernet port for Admin and Student networks.

Cisco 2612 Routerwith 2 T1 bonded

Cisco 2514 Router

Cisco 7206VXR Router

SOLANO OE forINTERNET

access via ATMcloud

Benicia Unified School DistrictNetwork Diagram 11/11/01

SEMPLE ELEM

MILLS ELEM

HENDERSON ELEM

FARMER ELEM

BENICIA MIDDLE SCH

BENICIA HIGH SCHOOL

BEN USD DS3

TURNER ELEM

LIBERTY HIGH SCHOOL

Cisco 2612 Routerwith 2 T1 bonded

Cisco 2900 Switch

Cisco 515PIX Firewall

Cisco 2900 Switch

InterGateProxy, Web, DNS, DHCP Server

A B C D E F G HSE L ECTE D

O N-L I N E

iPrismInternet URL Filtering

Sniffer Serv ermon itori ng /ana ly sis

UNIX M ail Server

Channelised DS3 to ADC Kentrox MUX

Cisco 1605 Router

Cisco 1605 Router

Cisco 1605 Router

Cisco 1605 Router

Cisco 1605 Router

Private VLAN Public VLAN

Cisco 7120 Router

BEN USD DS3 TO ATM

District Office

BUSD Dom ain Controllersand SASI Server

Private Traffic on this fiber

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External security for the District’s WAN and LAN’s are provided by a PIX firewall. A contract for firewall configuration is in place with SBC. This contract will be maintained as long as deemed necessary. School Site LAN’s Each school site has a LAN consisting of a fiber backbone (where appropriate) and 10Mb or 100Mb copper CAT5 or better UTP cabling. It is the District’s goal to have four network access points in every classroom. This will be achieved through a combination of fiber, copper and wireless LAN solutions. In addition, each school site has a computer lab and library facilities with network connections. The tables below detail the existing LAN’s and planned improvements to each school site’s LAN (Infrastructure Goal 2).

Location Existing PlannedBenicia High School 4 drops 100Mb CAT5 to 100% of Classrooms Install 4 drops CAT5 to any new classroomsLiberty High School 4 drops 100Mb CAT5 to 100% of Classrooms Install 4 drops CAT5 to any new classroomsBenicia Middle School 4 drops 100Mb CAT5 to 72% of Classrooms Install CAT5 or wireless to remaining classroomsJoe Henderson Elementary School 4 drops 100Mb CAT5 to 79% of Classrooms Install CAT5 or wireless to remaining classroomsMary Farmar Elementary School 4 drops 100Mb CAT5 to 80% of Classrooms Install CAT5 or wireless to remaining classroomsMatthew Turner Elementary School 4 drops 100Mb CAT5 to 100% of Classrooms Install 4 drops CAT5 to any new classroomsMills Elementary School 4 drops 100Mb CAT5 to 100% of Classrooms Install 4 drops CAT5 to any new classroomsRobert Semple Elementary School 4 drops 100Mb CAT5 to 100% of Classrooms Install 4 drops CAT5 to any new classrooms Security Security for the District’s private (10.x.x.x) network is established by a Cisco PIX firewall. The firewall’s Demilitarized Zone (DMZ) contains the District’s proxy server, e-mail server, and URL filtering device. Compliance with the Children’s Internet Protection Act (CIPA) is supported by routing all Internet page requests through the URL filter. Requests are compared to a database and denied if appropriate. A committee consisting of administrators, staff, teachers, parents, and students will be created to determine what categories of sites will be permissible and to review any sites or categories, which may be controversial (Infrastructure Goal 3). Access lists in the District routers establish a separation between student/teacher networks and administration networks. Specifically, administration networks have IP addresses on the 10.x.1.y networks and the student/teacher networks have IP addresses on the 10.x.2.y networks. This provides a basic level of security, but severely limits the ability of network administrators to remotely configure and troubleshoot computers on the student/teacher networks. Teacher access to the student information system (SASIxp) is also restricted by this separation. It is also flawed in that students often have physical access to computers on the administration side of the network. A near-term objective of the District’s Technology Department is to establish better operating system and physical security so that these router access lists can be removed (Infrastructure Goal 4). Physical security of networking equipment and data servers is provided in several ways:

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�� Student information system servers are located in areas which are either locked or to which students do not have regular access.

�� Networking equipment in classrooms and student areas are contained in locked cabinets or in areas to which students do not have regular access.

�� Core networking equipment is located in secure areas that are not normally accessible to students.

b. Hardware A minimum specification for computer hardware is maintained for each the Elementary, Middle and High School levels. Specifications ensure that the computer equipment purchased or accepted as a donation is capable of running software required at each grade range. These specifications are updated annually to identify and implement new technologies as they become available and economically feasible (Infrastructure Goal 5). Technology Hardware Inventory An inventory of all technology related equipment will be developed and maintained by the District (Infrastructure Goal 6). This inventory will include, but not be limited to:

�� Computers (system internal components, monitor, keyboard, mouse) �� Printers �� Peripherals (scanners, external disk drives, etc.) �� Networking equipment (routers, switches, hubs, transceivers, etc.) �� Video equipment (televisions, VCR’s, projectors, etc.)

Hardware Reassignment/Obsolescence Unless additional funding becomes available to reduce the reassignment/retirement cycle, computer hardware will be reassigned or replaced on the following schedule:

�� Computers will be reassigned to less demanding functions within three to five years from manufacture.

�� Computers will be retired within five to seven years or if components fail after reassignment.

Software Currently, there are no written software standards for the District. Software standards will be developed and implemented to support the technology curriculum and staff development. Updates to the software standards will be performed on an annual basis and take into consideration:

�� Existing software in use �� New software offerings �� Subject specific software

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The District’s goal (Infrastructure Goal 7) is to have a comprehensive set of software standards. As a basic principal, only one product in each category (e.g., office suite, e-mail client, etc.) will be selected. This will eliminate the unnecessary burden placed on technical support staff when several different software programs are used to accomplish the same task. District technology staff will support only software packages that conform to the District’s software standards. The District’s student information system is based on NCS’s SASIxp computer program. Each School Site has access to a server with that school’s databases. The system is district integrated, thus enabling the transfer of student information from one school to another. SASIxp can be configured to be compatible with California’s CSIS program. Compatibility with CSIS will be implemented as required by the State of California. Total Cost of Ownership The total cost of ownership of hardware/software will be considered when purchasing equipment. Accessibility Technology will be accessible at all school sites in the classroom, libraries, and in computer laboratories (Infrastructure Goal 8). Currently, each school site has at least one computer laboratory that accommodates 20 to 30 students. In addition, a large percentage of classrooms currently have at least one networked computer for teacher and student use. At the end of the five-year period, the goal is to have at least one networked computer for teacher/student use in every classroom in the District and to ensure that all students have regular access to computers. The following student to computer ratios are targets.

�� Elementary - 4 students per computer �� Secondary - 3 students per computer

Only computers capable of running software deemed required by the curriculum section of this plan will be counted in the above ratios. All computers, regardless of vintage will be counted when determining adequate support staff numbers. Each school site is in the process of assessing the number of computers of all vintages and the corresponding student to computer and support staff to computer ratios. This information will be included in an update to this plan (expected completion date, June 2002). Currently, computer labs and libraries are only available during school hours. Each school site develops a schedule to ensure that all students have regular access to technology resources in either a computer lab or classroom. If funding for after hours staffing becomes available, extending library and computer lab hours will be considered.

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Support Currently, the following staff provides technology support:

�� One District Network/Technology Manager, �� One District Computer Technician, �� One Computer Resource Technician at each school site, �� One Benicia High Computer Technician, �� Numerous teachers, students and staff with varying degrees of knowledge.

Only the two Computer Technicians have desktop support as their primary responsibility. The school site Computer Resource Technicians spend a significant portion of their time planning and implementing technology based lessons and assisting students in the computer laboratories. Teachers and students, due to class loads and experience levels, do not always have sufficient training or time to provide effective support. The current computer to full-time support staff ratio is approximately 700-800 computers to desktop support The District’s Strategic Plan suggests the following:

�� Provide qualified and competent technology support staff to obtain and maintain a ratio of between 300 to 400 computers to desktop support staff.

�� Provide trained personnel for labs, mini-labs, and computer-based classrooms. All computers currently in use by District staff and students, regardless of vintage or functionality, will be counted when determining support staff requirements and ratios. One goal of the District’s Strategic Plan and this Technology Master Plan is to provide competently trained staff in sufficient numbers to assist students and staff and to ensure that desktop workstations, servers, the school site LAN’s, the District’s WAN and student information system, and software function properly or are repaired in a timely manner (Infrastructure Goal 9). In accordance with this goal, this plan to aims to have trained technology staff in sufficient numbers to provide all support, thus relieving the burden of support from students and teachers. Acceptable Use Policy Currently, all students must sign an Acceptable Use Policy that outlines student rights and responsibilities when using computer equipment and the Internet. The acceptable use policy for students will be updated to better reflect the changing aspects of student computer usage and access. In addition, an acceptable use policy will be developed and implemented for staff (Infrastructure Goal 10).

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Telecommunications The Benicia Unified School District has a centralized telecommunications system with extensions in all classrooms and administrative areas. Each extension has one or more voice mail boxes that can be accessed from the extension or from outside the District. Parents can dial directly to teacher extensions or use the District’s telephone directory functions to access teachers by name through the central telephone number. No upgrades to the telecommunications infrastructure are planned as it is expected that the current system will be adequate for the term of this plan.

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Infrastructure Goal 5.c.1: Increase District’s ISP link to 10Mb/second. Objectives: Annual Benchmarks

�� In order to facilitate more efficient Internet access and technologies such as video streaming and distance learning, increase bandwidth of link to ISP from current 3Mb/second to 10Mb/second.

�� N/A


Timeline 5.d.2 Program Analysis and Modification

Persons Responsible

�� Coordination with ISP (Solano COE) regarding plans to upgrade ISP’s incoming and outgoing links.

�� Evaluate potential for increasing bandwidth for ISP link annually.

�� Assessment of progress to be made by District Network/Technology Manager.

�� District Network/Technology Manager

�� Assistant Superintendent of Curriculum

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Infrastructure Goal 5.c. 2: All school site LAN’s will have a minimum of four network drops in each classroom and the necessary supporting electrical infrastructure. Objectives: Annual Benchmarks

�� All classrooms in the District will have a minimum of four network connections giving access to the Internet, e-mail, student and teacher servers, and other network accessible resources.

�� Sufficient electrical capacity will be available to accommodate the specified student to computer ratios at the site.

�� By the end of the third year, Benicia Middle School, Mary Farmar Elementary School, and Joe Henderson Elementary School will provide a minimum of four network access points to all classrooms currently without access via copper or wireless connections. Electrical capacity will be expanded to accommodate the appropriate number of computers.

�� All new classrooms added to any school site will be wired with a minimum of four drops and enough electrical capacity to accommodate sufficient computers to install the desired student to computer ratios.

�� By the end of the fifth year, all sites will have electrical and network capacity to support specified student to computer ratios.



Persons Responsible

�� Number of network access points in all classrooms at all school sites.

�� Electrical capacity in all classrooms at all school sites.

�� Evaluate all new construction as it is planned

�� Evaluate installation of network connections in classrooms without access on a yearly basis.

�� Evaluate all classrooms for network connections and electrical capacity annually to ensure progress toward building capacity capable of supporting student to computer ratios.

�� Confirmation of installation of network connections and electrical capacity levels as specified to be made by Site Administrators and District Network/Technology Manager.

�� Site Administrators and staff

�� District Technology staff

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Infrastructure Goal 5.c.3: Establish a committee to evaluate URL filtering implementation. Objectives: Annual Benchmarks

�� Establish a committee consisting of administrators, staff, teachers, parents and students to evaluate URL filtering implementation.

�� Schedule regular meetings to consider controversial sites or categories.

�� By March, 2002, establish committee. �� By June, 2002, establish guidelines by which committee will be

governed. �� Annually select new members for committee. �� Annually review effectiveness of committee and effect of new

government mandated requirements (CIPA, etc.). Evaluation instruments and Data to be collected


Persons Responsible

�� Formation and performance of committee.

�� Evaluate effectiveness of committee annually.

�� Re-evaluate compliance with government mandated requirements annually.

�� Conformance of committee’s recommendations with government mandated requirements to be evaluated by Superintendent and Assistant Superintendent of Instructional Services.

�� Superintendent �� Assistant Superintendent

of Instructional Services �� District

Network/Technology Manager

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Infrastructure Goal 5.c.4: Establish operating system and physical security to enable removal of router access lists. Objectives: Annual Benchmarks

�� Implement a secure operating system on administrative, teacher and student desktops which enabling removal of router access lists.

�� Secure physical hardware (networking and desktop) enabling removal of router access lists.

�� End of first year, identify operating system and physical security requirements.

�� End of first year, develop implementation and training plan. �� End of second year, complete implementation of security at

Benicia High School, Liberty High School, Benicia Middle School, District Office.

�� End of fourth year, complete implementation of security at elementary schools.



Persons Responsible

�� Progress toward annual benchmarks.

�� Staff training feedback.

�� Evaluate progress toward annual benchmarks at mid-point of following year.

�� District Network/Technology Manager to evaluate progress toward installation of operating system and physical security.

�� Assistant Superintendent of Instructional Services to evaluate staff feedback of implementation.

�� Superintendent �� Assistant Superintendent



29

Infrastructure Goal 5.c.5: Develop and maintain specifications for minimum hardware. Objectives: Annual Benchmarks

�� Establish a specification for purchasing of new hardware based on curriculum based software requirements.

�� Establish requirements for accepting donations. �� Establish specifications for hardware to be retired.

�� By March, 2002, establish specifications. �� Annually review specifications considering new and emerging

technologies as well as hardware that has become unusable or obsolete.



Persons Responsible

�� Development and implementation of specifications.

�� Evaluate compliance with and effectiveness of specifications annually.

�� School site staff to evaluate compliance with specifications when accepting donations and making purchases.

�� District staff to update specifications annually.

�� Assistant Superintendent of Instructional Services


�� School site Computer Resource Technicians

�� School site Administrators

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Infrastructure Goal 5.c.6: Develop and maintain an inventory of all technology related equipment. Objectives: Annual Benchmarks

�� Determine list of equipment types to be included in inventory. �� Develop database forms, structure of database, and implementation

process. �� Perform inventory at sites. �� Maintain inventory.

�� End of first year, develop list of equipment, database, and process for inventory.

�� End of second year, complete inventory at all sites. �� Update database as new equipment is obtained or obsolete

equipment removed. �� Verify database annually.



Persons Responsible

�� Inventory database and implementation plan.

�� Equipment inventory.

�� Evaluate benchmarks as scheduled

�� District Network/Technology Manager and site Administrators to assess accuracy of inventory through spot checks and other methods.

�� Assistant Superintendent of Business Services


�� School site Administrators


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Infrastructure Goal 5.c.7: Develop and implement a comprehensive set of software standards. Objectives: Annual Benchmarks

�� Identify software types to be included in standards based on curriculum or operational requirements.

�� Identify specific software packages that fulfill curriculum and operational requirements.

�� End of first year, assemble necessary committees to identify types of software required to support curriculum.

�� End of second year, identify software types and specific software packages that will fulfill requirements.

�� Annually update software standards to accommodate new software package offerings, technologies, etc.



Persons Responsible

�� Curriculum software requirements.

�� Software standards

�� Evaluate standards relative to curriculum annually.

�� Assistant Superintendent of Instructional Services will lead committee to identify types of software packages required by curriculum.

�� Committee and District Network/Technology Manager will identify specific software packages to be added to standards.



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Infrastructure Goal 5.c.8: Ensure access to technology at all schools. Objectives: Annual Benchmarks

�� Assure access to technology resources by obtaining the following ratios: �� 3 students per computer at the secondary level �� 4 students per computer at the elementary level

�� Provide more access through expanded computer lab and library hours if economically feasible.

�� By the end of the third year, the student to computer ratio of 3 to 1 will be obtained at the secondary level.

�� By the end of the fourth year, the student to computer ratio of 4 to 1 will be obtained at the elementary level.

�� Checks will be made annually to assure that computers included in the above ratios will consist only of networked computers capable of running software packages that support the curriculum.



Persons Responsible

�� Specifications of minimum computer hardware required for support of technology curriculum.

�� Enrollment numbers. �� Computer inventories.

�� Evaluation will be performed as noted in benchmarks.

�� School site Computer Resource Technicians and Administrators will confirm that hardware included in ratios conforms to minimum required specifications.

�� District Network/Technology Manager will confirm that required network connections, electrical capacity and equipment are supplied to maintain access.

�� School site Computer Resource Technicians


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Infrastructure Goal 5.c.9: Provide competently trained staff in sufficient numbers to provide timely technical support. Objectives: Annual Benchmarks

�� Provide timely technical support through the following: �� Provide qualified and competent technology support staff to

obtain a ratio of between 300 to 400 computers per desktop support staff.

�� Assure that the ratio of computers to desktop support staff is maintained after the purchase of new equipment.

�� Provided qualified and competent support for network infrastructure and SASIxp.

�� By end of year two, the computer to desktop support staff ratio will be 400 at the secondary level.

�� By end of year three, the computer to desktop support staff ratio will be 400 at the primary level.

�� By end of year 5, the District-wide computer to desktop support staff ratio will be 300 at all levels.



Persons Responsible

�� Inventory of computers of all vintages within the District.

�� Work orders and statistics on time required to complete work orders.

�� Develop statistics on number of outstanding work orders, average time to complete work orders, time required to fulfill work orders, etc. on a monthly basis.

�� Evaluate computer to desktop support staff ratios quarterly.

�� Work order statistics will be review monthly.

�� Staffing requirements will be reviewed annually.

��

�� Superintendent �� Assistant Superintendents

of Personnel and Instructional Services


34

Infrastructure Goal 5.c.10: Develop, implement and enforce an Acceptable Use Policy for students and staff. Objectives: Annual Benchmarks

�� Develop, implement and enforce an Acceptable Use Policy for technology for students.

�� Develop, implement and enforce an Acceptable Use Policy for technology for staff.

�� End of first year, revise existing student Acceptable Use Policy. �� End of second year, develop staff Acceptable Use Policy. �� Review Policies annually.



Persons Responsible

�� Acceptable Use Policies from other school districts.

�� Samples of Acceptable Use Policies from private industry.

�� Assess progress toward benchmarks.

�� Assess annually.

�� District Network/Technology Manager and Assistant Superintendent of Instructional Services will examine existing student policy and address inadequacies.

�� Annually assess Policies for areas not previously anticipated.

�� Superintendent �� School Board �� Assistant Superintendent



35

6. Funding and Budget

a. Benicia Unified School District has made substantial investment in technology. The district’s baseline level of technology are the network infrastructure upgrade as outlined in Section C, wiring of majority of its schools for Internet connectivity and the continued purchases of computers and peripheral equipment. Because of Digital Grant, support by East Bay Foundation and AB2882, Benicia High School meets the connectivity and equipment ratio recommended by CTAP. Our elementary schools and middle school need continued infusion of capital to attain the equipment standards and district connectivity goals. BUSD has used the following multiple sources over the last three years to fund connectivity, hardware and software: � Digital Grant � AB2882 Governor’s Technology Grant � Bond Funds � East Bay Foundation � Site Block Grants � SIP Funds � Categorical Funds (state/federal) � General Funds The major expenditure in implementing the technology plan will be staff development, maintenance of technology infrastructure, adequate technical support to sites and replacement of obsolete equipment. Potential sources of funds to implement the district’s Technology Plan are: � Peer Assistance and Review (PAR) can be used to fund a majority of the staff development offerings for certificated personnel. � AB 65 can be used to fund training of administrators. � Parcel tax, if successfully passed, would be another source of funding to maintain and support the technology infrastructure, replace obsolete computers and other

equipment, maintain connectivity and provide continued technical support to sites.

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Line Item Category Budget Narrative Description

1000-1999 Certificated Personnel Salaries

This would include cost of substitute teachers, stipends for mentors and presenters, extra duty/hourly

2000-2999 Classified Personnel Salaries

This would include salaries/wages of Technology Manager, technicians, support staff

4000-4999 Books and Supplies

This would include software, software licensing, networking equipment, peripheral equipment and supplies, professional resource books, instructional materials and supplies for students and teachers, duplicating

5000-5999 Services and Other Operating Expenditures

This would include consulting services, service contracts, extended warranties, ISP contracts, telecommunication costs

6000-6999 Capital Outlay

This would include hardware, wiring and cabling costs

6 b.

Year 1 Budget

Cost to Implement

Goals

Curriculum

Professional Development

Infrastructure, Hardware,

Tech Support, Software

Total

Goal 1 $ 8,000 $3,500 $9,000 $20,500Goal 2 $5,000 $3,500 $52,000 $60,500Goal 3 $50,000 $80,000 $0 $130,000Goal 4 $15,000 $3,500 $0 $18,500Goal 5 $8,000 $5,000 $0 $13,000Goal 6 $12,000 $12,000Goal 7 $1,000 $1,000Goal 8 $100,000 $100,000Goal 9 $60,000 $60,000Goal 10 $ 500 $ 500TOTAL $86,000 $95,500 $234,500 $416,000

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Year 2 Budget

Cost to Implement

Goal

Curriculum




Total

Goal 1 $ 8,000 $3,500 $8,000 $19,500Goal 2 $5,000 $30,000 $30,000 $65,000Goal 3 $40,000 $40,000 $1,500 $81,500Goal 4 $11,000 $6,000 $10,000 $27,000Goal 5 $8,000 $15,000 $0 $23,000Goal 6 $8,000 $8,000Goal 7 $1,000 $1,000Goal 8 $100,000 $100,000Goal 9 $60,000 $60,000Goal 10 $ 500 $ 500TOTAL $72,000 $94,500 $219,000 $385,500

Year 3 Budget

Cost to Implement

Goal

Curriculum




Total

Goal 1 $ 8,000 $3,500 $8,000 $19,500Goal 2 $5,000 $30,000 $19,500 $54,500Goal 3 $40,000 $40,000 $1,500 $81,500Goal 4 $9,000 $6,000 $10,000 $16,000Goal 5 $5,000 $15,000 $0 $15,000Goal 6 $5,000 $5,000Goal 7 $1,000 $1,000Goal 8 $100,00 $100,000Goal 9 $60,000 $60,000Goal 10 $ 500 $ 500TOTAL $67,000 $94,500 $205,500 $367,000

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6c. Support Currently, the following staff provides technology support:

�� One District Network/Technology Manager, �� One District Computer Technician, �� One Computer Resource Technician at each school site, �� One Benicia High Computer Technician, �� Numerous teachers, students and staff with varying degrees of knowledge.

Only the two Computer Technicians have desktop support as their primary responsibility. The school site Computer Resource Technicians spend a significant portion of their time planning and implementing technology based lessons and assisting students in the computer laboratories. Teachers and students, due to class loads and experience levels, do not always have sufficient training or time to provide effective support. The current computer to full-time support staff ratio is approximately 700-800 computers to desktop support The District’s Strategic Plan suggests the following:

�� Provide qualified and competent technology support staff to obtain and maintain a ratio of between 300 to 400 computers to desktop support staff.

�� Provide trained personnel for labs, mini-labs, and computer-based classrooms. All computers currently in use by District staff and students, regardless of vintage or functionality, will be counted when determining support staff requirements and ratios. One goal of the District’s Strategic Plan and this Technology Master Plan is to provide competently trained staff in sufficient numbers to assist students and staff and to ensure that desktop workstations, servers, the school site LAN’s, the District’s WAN and student information system, and software function properly or are repaired in a timely manner (Infrastructure Goal 9). In accordance with this goal, this plan to aims to have trained technology staff in sufficient numbers to provide all support, thus relieving the burden of support from students and teachers. 6d. Hardware Reassignment/Obsolescence Unless additional funding becomes available to reduce the reassignment/retirement cycle, computer hardware will be reassigned or replaced on the following schedule:

�� Computers will be reassigned to less demanding functions within three to five years from manufacture.

�� Computers will be retired within five to seven years or if components fail after reassignment.

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6e. Feedback and Monitoring The feedback loop that will be used to monitor progress, including the persons responsible, are explained in each of the section of the plan. In general, the monitoring will include establishing a baseline data, development and piloting of the assessment and evaluation instruments and benchmarks. Funding and budget decisions are made based on the updates and monitoring. The district is committed to funding the technology plan, since it has heavily invested in the infrastructure and integration of curriculum. The Assistant Superintendent of Instructional Services, together with the site administrators and the Technology Manager,will continue to monitor plan implementation, funding and budget decisions.

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7. Monitoring and Evaluation The Benicia Unified School District is committed to preparing all students for a successful future in a safe learning environment with diverse opportunities, enriched curriculum and high expectations. The goal of the five-year Educational Technology Plan is to enhance teaching and learning through the effective use of technology. This will be achieved by providing students and staff with information literacy and technology skills that will make them skillful and effective users of technology to enhance learning and teaching. Effective monitoring and evaluation are critical to the successful implementation of this plan. It will serve as a continuous accountability guide for the educators in the district; provide feedback and results in data that support the project in continuous improvement; provide pre-established, required data from the district to the state; and document the extent to which the goals and objectives of the project are actually achieved, in terms of the work accomplished, the quality of the work, and the impact of the work on teaching and learning. a. Technology’s Impact on Teaching and Learning In order to evaluate the impact of technology on teaching and learning, it is important to answer these three questions:

�� How has the educational technology plan been used to increase student and teacher information literacy skills, increase accessibility of technology?

�� What professional development strategies have been used to integrate curriculum and instruction?

�� What is the impact of technology on parent-school communication, on student and teacher attitudes toward technology use, on student and teacher use of technology inside and outside the classroom, on student achievement in identified content areas?

Using the BUSD Technology Standards for Students and the Matrix of Professional Teachers’ Proficiency in Computer-Based Technology as benchmarks, student progress will be monitored and evaluated using student self-evaluations, assessment of student work and student academic achievement using formative and summative assessments. Increase of technology-enhanced instruction will be monitored and evaluated through classroom observation of technology-integrated, standards-based lessons, and district and site monitoring of plan implementation (see Curriculum and Professional Development sections). Results of the CTAP2 and BUSD Technology Standards for Students will be analyzed and a multiple year site-based technology implementation action plan will be developed and included in the school’s improvement plan. Impact of technology on increased parent involvement in student learning will be evaluated using a parent-community survey and measurement of communication effectiveness. Indicators on success would be based on parent-community volunteerism and increased partnerships.

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b. An Analysis of Process (Jim Cox) will be conducted to determine program effectiveness and modifications. Each year, each section of the Educational Technology Plan will be reviewed and modified, following the timelines set (found in each section of the plan) to ensure full implementation. (Professional Development Goal 4 will create an accountability system to monitor implementation of the plan.) c. Information obtained through the monitoring and evaluation process will be used to modify the Educational Technology Plan. Annually, update reports to the principals, Superintendent and School Board will be done. This information will also be available on the district website.

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8. Adult Literacy Benicia’s demographic profile shows that 22% of the parents of students served by our district have a high school education, 25% have some college education and 12% have not completed high school. Adult literacy needs are served through a variety of agencies. BUSD Adult Education provides a basic literacy and ESL class. Solano County ROP/Tech Prep offers classes in a variety of job and life skills in the area of computer and information science, electronics/computer service technology, drafting technician, office technology, business and accounting. The Benicia library offers adult literacy and ESL classes. Many facilities and labs are used by K-12 students during the school day, and essentially are untapped resources for the district’s Adult Education program and community agencies to use towards adult information literacy development. The Digital High Grant and the Governor’s Educational Technology Grant (AB 2882) enabled Benicia High to Have four computer labs with Internet access. These resources will enable the district to leverage our investment in technology and expand our ability to serve the adults in our community. As a component of our ongoing evaluation and modification procedures, public and private adult literacy providers will be consulted and involved in the planning, program development and implementation of the program.

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Adult Literacy Goal a: The district will collaborate with adult literacy service providers to enable us to leverage resources and expand service to the adults in our community. Objective: District will identify and collaborate with adult literacy providers to offer professional development opportunities to adults in the community.

Annual Benchmarks: End of year 2: identify adult literacy providers and conduct needs assessment of adult literacy learners in the community, establish baseline data, negotiate resources allocation. End of year 3: Technology courses identified, training program developed and piloted. End of year 4: Technology courses implemented and evaluated for alignment with district technology standards. End of year 5: Continue technology courses, modify curriculum based on changing needs of adult learners.


Timeline Program Analysis and Modification Process

Persons Responsible

Needs assessment survey; Develop/pilot courses and identify instructors based on adult learners’ needs; program effectiveness evaluation; feasibility study of applying for technology funding in conjunction with other adult literacy providers

Fall, 2003 Spring, 2004 Spring, 2004 Fall, 2004

Joint monitoring and evaluation by Asst. Superintendent, Office of Instructional Services, and collaborating agencies

Asst. Superintendent Instructional Services and administrators of collaborating agencies

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9. Research-Based Methods and Strategies a. Description of Research-Based Methods and Strategies

The district’s Strategic Plan identified technology integration as a powerful method for enhancing teaching and learning. BUSD’s Educational Technology Plan was developed based on a set of research-based beliefs on how technology can impact student learning and how teachers can learn to effectively use technology. These beliefs include:

1. Technology improves student performance when the application directly supports the curriculum objectives being assessed. We believe technology is a tool that can enhance learning and engage students. The decision to use any technology should be based on what’s needed in the curriculum rather than using technology for technologies sake.

2. Technology improves motivation, attitude, and interest when students use

technology applications to produce, demonstrate, and share their work with peers, teachers, and parents. With technology, students can be involved in longer-term projects that engage higher-order thinking skills. Students engaged in these types of assignments utilize the Internet or software to research information, interact with a group to synthesize and summarize the information, and use presentation software to summarize their findings and present it to the whole class. Educators can make evaluations of student skills by asking the student to perform tasks that demonstrate mastery of these skills. These projects also give teachers new ways to assess student progress. Teachers can not only assess discreet skills related to California Content Standards but can also assess elements such as: depth of understanding, clarity of presentation, ability to summarize divergent data, ability to contribute and interact in a group setting.

3. School leaders can support on-site, just-in-time learning by tailoring

programs to meet teacher needs. Key to the professional development is the site-based technology integration mentor. It is our belief that this site-based approach is an effective approach to staff development. Teachers learn best from other teachers. We strive to create a community of learners at each site.

4. Teachers need a variety of ongoing professional development. In addition to the site-based approach, teachers also need other avenues for growth. The original technology plan called for teachers to create “model classrooms” that integrate technology. This was partially based on the Apple Classroom of Tomorrow (ACOT) research that indicated that teachers need 3- 5 years to be able to fully integrate technology in their classroom. Now, many of the teachers in the model classrooms are now our Technology Integration Mentors with a number of years of experience trying out technology-based instructional strategies.

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b. Description of Education Technology Models and Strategies

1. Technology improves student performance when the application directly supports the curriculum objectives being assessed. Alignment of project or lesson content with state content standards is an important first step to infusing technology with curricula. A survey of 465 teachers in California resulted in 92% affirming 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 aligns with state-adopted curriculum standards. A number of the respondents indicated that an online resource that profiles electronic learning resources with the specific skills in knowledge areas that align with content standards would help them select programs that will facilitate curriculum integration with technology (Cradler & Beuthel, 2001).

In an analysis of nine case studies of schools where technology was used to conduct inquiry-based learning, (Means & Olson, 1997) described the role of teachers as "curriculum developers." Technology integration involved teachers in rethinking and reshaping their curriculum.

2. Technology improves motivation, attitude, and interest when students use technology applications to produce, demonstrate, and share their work with peers, teachers, and parents. In The Emerging Contribution of Online Resources and Tools to Classroom Learning and Teaching (1998) Bracewell et al. states that one of the most consistent outcomes of placing information technologies in classrooms and ensuring that students have access to them has been that student interest in their education increase (see US Congress, Office of Technology Assessment, 1995, pp. 65-66). The same outcome is seen in the online classroom, where a more positive reaction to school has been found across diverse groups of learners. For example, in Schofield et al. (1997) almost all of the 28 elementary and secondary teachers participating in the Common Knowledge Internet project reported greater student interest and participation in classroom activities. Similar findings are being reported for at risk learners who are cut-off or alienated from school activities because of physical or learning disabilities, or social differences and problems. Bracewell, et al also found that in relation to traditional individualistic learning approaches, the use of computer technology to facilitate cooperative learning environments resulted in "(a) higher quantity of daily achievement, (b) higher quality of daily achievement, (c) greater mastery of factual information, (d) greater ability to apply one's factual knowledge in test questions requiring application of facts, (e) greater ability to use factual information to answer problem-solving questions, and (f) greater success in problem-solving." 3. School leaders can support on-site, just-in-time learning by tailoring programs to meet teacher needs. In a review of research on staff development for technology insertion, (Cradler & Cradler, 1995) found significant factors in effective staff development to be:

�� Development of school and classroom level technology plans by and for teachers.

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�� Understanding of ways to integrate technology into education reform. �� Teacher-awareness of effective technology applications. �� A social network of other technology-using teachers. �� Availability of teacher-mentors or other peer support. �� Involvement of principals and other administrators in the planning and training. �� Development of the knowledge to critique and select technology applications. �� Adequate time and increased opportunity for staff development and technical

assistance. �� Awareness of and access to educationally relevant technology-based programs. �� Opportunities for educators to communicate with peers in other schools and at

conferences.

In case studies of a national sample, (Honey & McMillan, 1996) found that educators stressed the value of their working relationships with colleagues. Through flexible scheduling for team teaching, interdisciplinary work and shared planning time, administrators can provide the context for teachers to learn to use telecommunications in the classroom. In interviews with 18 educators, (nine classroom teachers, four district technology supervisors/coordinators, three technology specialists at the classroom or school level and two librarians/media specialists) Honey and McMillan found that:

Regardless of their level of experience, the teachers who were more positive about the usefulness and excitement of using the Internet in their teaching were teachers who were working with groups-who were engaged in an ongoing process that involved both extensive training from experts and consistent support from colleagues.

4. Teachers need a variety of ongoing professional development The Apple Classroom of Tomorrow (ACOT) was a research and development collaborative among Apple Computer, Inc., the National Science Foundation, and many universities and research institutions. The intervention provided two computers to each teacher and student and substantial staff development. The project purpose was to investigate how routine use of computers and technology influence teaching and learning. Findings from the first 10 years of the project include: �� As teachers became more comfortable and competent with the technology, they began

working in teams and across disciplines. �� Classrooms became a mix of traditional and constructivist instruction. �� Students became more collaborative. �� Teachers altered their classrooms and daily schedules to permit students more time to

work on projects. �� Teachers began to develop new forms of assessment that were performance- and

portfolio based. �� Technology encouraged student-centered, cooperative learning. �� Technology often inspires teachers to use more complex tasks and materials in their

instruction.

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�� The influence of technology on teaching and learning occurs over an extended period of time.

Extensive research conducted by the Office of Technology Assessment reports that "districts may be well advised to use multiple training and support strategies tailored to the educational goals of the local site" (OTA, 1995, p.130). Data also indicate that no one strategy is best, rather the strategies are often combined at any given site. Among the strategies used by districts are:

�� Technology-rich model schools. �� Trainer of trainer model where a cadre of teachers receive professional

development so they can provide the same and help other teachers. �� Expert resource people. �� Providing every teacher with a computer. �� Training administrators and teachers, together. �� Creating teacher resource centers.

An excellent resource that contains the elements of a successful professional development design model and practical suggestions for implementation can also be found in How Teachers Learn Technology Best (McKenzie, 1999)

c. Description of Innovative Strategies

BUSD is always interested in examining ways to increase its strategies to deliver curriculum and professional development using new innovative, technology-based tools. Strategies include:

�� Examination of online courses for high school students who are in need of remediation, enrichment, or independent study

�� Participation in video streaming pilots that deliver instructional videos through the Internet

�� Videoconferencing capabilities in the district elementary and middle schools �� Online professional development for teachers using Flash, Shockwave, and

streaming video technologies �� Online intervention programs before and after school and available at home

On an annual basis, the Technology Committee will review and examine studies and research provided from a variety of sources, including the What Works Clearinghouse. The What Works Clearinghouse, funded by the US Department of Education, will provide the following easily accessible and searchable online databases:

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

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

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

�� A test instruments registry that contains scientifically rigorous reviews of test

instruments used for assessing educational effectiveness.

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

The resources of the What Works Clearinghouse, along with research from other educational sources, will be utilized and incorporated into the Educational Technology Master Plan as appropriate to ensure that chosen methods and strategies are consistent with current scientifically based research regarding technology.

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Appendix 1

Technology Standards

for Students

BENICIA UNIFIED SCHOOL DISTRICT Technology Standards for Students Appendix 1

Technology Foundation Standards for

Students 00 01 02 03 04 05 06 07 08 09 10 11 12

1. Basic Operations and concepts A. Students are proficient in the use of technology. �� Use input devices (e.g., mouse, keyboard, remote

control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies

� � � � � � ��

�� Communicate about technology using developmentally appropriate and accurate terminology

� � � � � �

�� Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning

� � � � �

�� Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use

� ��

2. Social, ethical and human issues A. Students practice responsible use of technology systems, information and software. B. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuit and productivity.

�� Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom

� � � � � � ��

�� Demonstrate positive social and ethical behaviors when using technology

� � � � � � ��

�� Practice responsible use of technology systems and software

� � � � � � ��

�� Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society

� � � ��

�� Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse

� � � ��

�� Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole

� � � �

3. Technology productivity tools A. Students use technology tools to enhance learning, increase productivity, and promote creativity. B. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

�� Use a variety of media and technology resources for directed and independent learning activities

� � � � � � ��

�� Create developmentally appropriate multimedia products with support from teachers, family members and student friends

� � � � ��

�� Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum

� ��

Technology Foundation Standards for Students

00 01 02 03 04 05 06 07 08 09 10 11 12

4. Technology communication tools A. Students use telecommunications to collaborate, publish, and interact with peers, experts and other audiences. B. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

�� Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication and illustration of thoughts, ideas and stories.

� ��

�� Gather information and communicate with others using telecommunications, with support from teachers, family members or student partners.

� ��

�� Collaborate with peers, experts and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models and other creative works

��

�� Design, develop, publish and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom

��

�� Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence)

� ��

5. Technology research tools A. Students use technology to locate, evaluate, and collect information from a variety of sources. B. Students use technology tools to process data and report results. C. Students evaluate and select new information sources and technological innovations based on the appropriateness for specific tasks.

�� Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues and information, and develop solutions or products for audiences inside and outside the classrooms

��

�� Evaluate technology-based options, including distance and distributed education for lifelong learning

� ��

�� Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications and productivity

� ��

Technology Foundation Standards for

Students 00 01 02 03 04 05 06 07 08 09 10 11 12

6. Technology problem-solving and decision-making tools

A. Students use technology resources for solving problems and making informed decisions. B. Students employ technology in the development of strategies for solving problems in the real world.

�� Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems

��

�� Demonstrate an understanding of concepts underlying hardware, software and connectivity, and of practical applications to learning and problem solving

� ��

�� Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems

� ��

�� Investigate and apply expert systems, intelligent agents, and simulations in real-world situations

� � � �

Adopted from: Technology Foundation Standards for Students, National Educational Technology Standards for Students

Appendix 2

a. Levels of Proficiency in

Technology Skills b. Matrix of Professional Teachers’

Proficiency in Computer Based Technology

c. Technology Standards for School Administrators

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. Levels of Proficiency in T

echnology Skills

Appendix D. Levels of Proficiency in Technology Skills(Required for Preliminary Teaching Credentials)

General knowledge ofbasic hardware andsoftware terminologyG1

A. Identifies hardware components, peripherals,and their purpose

B. Identifies icons, windows, and menus

C. Uses icons, windows, and menus

D. Uses basic peripherals (e.g., CD-ROM,storage media, etc.)

• Incorporates general knowledge of basichardware and software into lesson design asappropriate (e.g., vocabulary, naming andsaving conventions, printing, etc.)

Levels of General Computer Skills

Knowledge of theoperation and care ofhardwareG2

• Starts up and shuts down computer andperipherals

• Uses a mouse• Inserts and ejects diskettes, CD-ROM, etc.

• Uses software from a disk, hard drive, orCD-ROM

• Creates, names/renames folders and files• Starts an application and creates a document

• Names, saves, saves as, retrieves and revises adocument

• Prints documents

• Organizes the desktop

• Initializes, formats, and names diskettes• Copies documents between computer and

diskettes

• Chooses printer location

• Allocates memory needed by applications

• Accesses and changes control panels• Sets software preferences

• Makes more system memory available

• Performs regular maintenance• Organizes files and programs

• Uses print preview and options

• Opens and works with more than one applica-tion at a time

• Shares files and printers on a network

• Installs software

• Selects and uses appropriate anti-virussoftware

Knowledge of basictroubleshootingtechniquesG3

Integration, studentlearning, andclassroommanagementG5

• Restarts a frozen computer• Identifies directly connected or networked

printer problems

• Troubleshoots basic hardware, software, andprinting problems before accessing theappropriate level of support

• Checks cables for proper attachment

• Solves simple printer problems with directlyconnected printer

• Troubleshoots common hardware, software,and printing and network problems beforeaccessing the appropriate level of support

• Explains various models for classroommanagement of technology

• Cites examples of appropriate applicationsof technology as an educational tool

• Selects and uses effective classroom manage-ment techniques using technology in a limitednumber of educational settings

• Selects and implements appropriate technologytools to support teaching and learningprocesses

ProficientIntermediateIntroductory

Rubrics developed by the California Technology Assistance Project (CTAP) in January 2000.

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echnology Skills

General knowledgeand appropriate useof hardware andsoftware (e.g., Webbrowsers andconnections)G1, G5

• Explains the anatomy of a URL

• Configures preferences for software

• Sets a homepage• Refreshes or reloads a page

• Hides, displays, or configures the toolbar

• Locates and opens a local file within thebrowser

• Copies, pastes, and saves from web pages

• Downloads files

• Configures page setup to print citationresources

Integration, studentlearning, andclassroommanagementS6, S9–S12

Information literacyS5, S8

Ethics and policiesG4, S13, S14

Research toolsS7

CommunicationcollaborationS3, S4

• Evaluates information for accuracy

• Identifies whether a source is credible

• Launches a browser and uses the toolbar

• Specifies a URL and can point and click tonavigate on existing links

• Changes window sizes• Views history

• Accesses help file

• Explains basic Internet terminology• Accesses the Internet through a modem or

network

• Explains use of e-mail as a means ofcommunication

• Conducts basic searches

• Locates resources appropriate for integratingtechnology into lesson design

• Organizes information

• Analyzes and interprets information

• Explains issues surrounding Internet use inthe classroom (e.g., copyright, management,student safety, AUP, etc.)

• Explains the differences between searchindexes, search engines, and metasearch tools

• Understands Boolean logic• Conducts natural language searches

• Uses e-mail to communicate with membersof a group

• Selects helper files/applications used to opendownloaded files

• Maintains and organizes favorite bookmarks

• Troubleshoots address errors (i.e., 404 errors)• Uses and manages multiple windows

• Selects and uses Internet resourcesappropriately in lesson design

• Selects and uses effective classroommanagement techniques

• Uses a wide variety of sources

• Filters information for relevancy• Incorporates information literacy strategies

into lesson design

• Implements procedures and managementtechniques concerning Internet use in theclassroom for instruction

• Uses advanced search features

• Conducts multiple search strategies to locateand validate information

• Uses Internet search engines as a resource forlesson development

• Uses chat rooms, newsgroups, orthreaded discussions to communicate withmembers of a group


Levels of User Expertise on the Internet

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echnology Skills

• Configures e-mail preferences

• Attaches, receives, and opens attachments• Creates and uses an address book

• Recognizes and uses embedded Web links

• Manages an address book

• Locates, opens, and manages attached files

Legal and ethicalissuesG4, S13, S14

Integration, studentlearning, andclassroommanagementS6, S9-S12

Communication andcollaborationS3, S4

General knowledgeand appropriate useof hardware, softwareG1, G5

• Explains telecommunications terms

• Explains the three main components of ane-mail address

• Starts up program, retrieves, and reads e-mail• Saves, prints, and deletes e-mail

• Composes, edits, and sends new e-mail

• Explains procedures and processes for useof e-mail in the classroom

• Explains “netiquette”

• Explains issues surrounding student safetyand security

• Practices appropriate “netiquette” related toe-mail

• Follows up on issues related to personalsafety and security

• Describes use of e-mail in the classroom forconnecting with others, such as keypals,global classrooms, parallel problem-solving,mentoring, etc.

• Uses reply to sender, reply to all, andforwarding functions appropriately

• Uses cc and bcc to communicate with oneperson or a few people

• Incorporates “netiquette” in classroominstruction

• Follows student safety and securityprocedures in instruction

• Designs curricular lessons that utilize e-mailas a part of the activity

• Selects and uses effective classroommanagement techniques using e-mail in alimited number of educational settings

• Selects and uses appropriate e-mail tools tosupport teaching and learning

• Employs e-mail to communicate with andprovide information to students, parents, andcommunity members


Levels of User Expertise with E-mail

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echnology Skills

General knowledgeand appropriate useof hardware andsoftwareG1, G5

Integration, studentlearning, andclassroommanagementS6, S9-12

Communicatethrough printedmediaS2

• Identifies word-processing terms (e.g.,word processing, cursor, styles, etc.)

• Opens, saves, prints, and deletes a document

• Navigates in a large document• Accesses and uses help

• Previews document to identify layoutproblems

• Uses basic proofing tools to detect errors(e.g., spellcheck, grammar check)

• Transcribes handwritten documents intoword-processed documents

• Creates a simple word-processed document

• Copies and pastes text within and betweendocuments

• Uses styles to change the appearance ofparagraphs and outlines

• Uses templates• Applies borders

• Creates numbered and bulleted lists

• Adds and deletes page breaks and createsheaders and footers

• Creates tables using built-in softwareassistance

• Types, selects, corrects, and deletes text

• Adjusts tabs and margins

• Applies and changes font, characters, andparagraph formats

• Changes on-screen view mode andmagnification

• Finds and replaces text• Saves word-processing documents in other file

formats

• Retrieves documents with the find filecommand

• Creates enhanced word-processed documentsfor classroom use

• Designs lessons that utilize word-processingas part of the activity

• Uses word processors to create lesson plans,articles, reports, etc.

• Enhances documents by inserting graphics

• Incorporates drawing tools• Resizes and relocates graphics within a

document

• Creates templates

• Formats text in columns with different fontsand colors


Levels of Word Processing Skills

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echnology Skills

General knowledgeand appropriate useof hardware andsoftwareG1, G5

Integration, studentlearning, andclassroommanagementS6, S9-S12

Communicatesthrough printedmediaS2

• Creates a new document

• Changes document setup• Copies, cuts, and pastes text and graphics

• Changes on-screen view mode andmagnification

• Incorporates clip art• Changes typefaces, font size, and other text

attributes

• Changes text alignment/justification• Identifies types of publishing software (e.g.,

word processing, page layout, image/graphic,etc.)

• Undo unwanted changes

• Imports/ places and resizes graphics, (e.g., clipart, charts, auto-shapes, etc.) both as objectsand as type

• Uses suitable size, style, and number of fonts• Creates a simple shape graphic

• Controls text flow around graphics• Moves, arranges, and layers objects

• Creates numbered and bulleted lists

• Uses guides and rulers• Creates multiple columns with text

• Controls page numbering

• Changes page tabs, margins, and indents• Edits line and shape style and fill properties

• Creates and modifies headers and footers

• Develops student assignments that embedelements of effective design

• Plans for effective classroom management ofavailable resources


Levels of User Expertise in Desktop Publishing

• Defines publishing terms (e.g., page layout,stories, fields, etc.)

• Opens, saves, prints, and deletes a document

• Navigates in a large document

• Accesses and uses help

• Previews document to identify layoutproblems

• Uses basic proofing tools to detect errors(e.g., spell check, grammar check)

• Finds and replaces text

• Saves text documents in other file formats

• Understands elements of basic design(e.g., white space, page layout, etc.)

• Saves documents in appropriate formats• Integrates various and appropriate software

for desktop publishing (e.g., graphics, layout,etc.)

• Incorporates digital images from externalsources (e.g. cameras, scanners, Internet)

• Selects media to support instructionalobjectives

• Describes various types of publishing mediaand possible classroom applications

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echnology Skills

General knowledgeand appropriate useof hardware, softwareG1, G4, G5

• Defines database terms (e.g., records, fields,etc.)

• Creates, opens, and saves a database

• Selects, moves, copies, deletes, clears, andinserts fields and records

• Formats fields to reflect appropriate data(e.g., date, name, currency, etc.)

• Explains differences between report andquery/search/find

• Uses print preview to identify print problems

• Finds and replaces data

• Sorts, matches, and goes to specific records

• Exports data from database• Adds header and footer

• Designs curricular lessons using databases toenhance learning outcomes

• Develops student assignments that requiremanagement and manipulation of a variety ofdata

• Imports data from other applications

• Creates new layouts or edits existing layoutsfor specific productivity or curricular goals

• Merges database information with wordprocessing document to produce form letters

• Identifies lessons that require the manipulationof data

• Creates new databases related to content area(e.g., world populations, animal data, etc.)

• Creates a variety of report layouts

• Sorts or defines data to print only requiredrecords (e.g., students reading at grade level)

• Uses find command to locate a specific record

• Creates or modifies report layout

• Describes the educational uses of databases

• Sorts data to produce reports (e.g., alphabeti-cal listings, etc.)

• Formats text and numbers in record(e.g., boldface, currency, etc.)

• Enters text and data into appropriate fields



Manage records(e.g., grade book,attendance, etc.)S1


Levels of User Expertise in Databases

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echnology Skills

General knowledgeand appropriate useof hardware,softwareG1, G5

• Defines spreadsheet terms (e.g., cells,alignment, formula, etc.)

• Creates, opens, and saves spreadsheets

• Navigates using the mouse and tabs• Undo unwanted changes

• Locates cells based on column/row addresses

• Selects, moves, copies, deletes, clears, andinserts cells

• Selects entire column or row

• Resizes cells and rows

• Changes typeface, font size, and other cellattributes

• Sorts cells

• Changes text cell alignment and justification

• Replicates a formula or range of cells(e.g., fill down, fill right)

• Creates simple bar graphs or pie charts

• Adds shading and borders

• Selects charts for appropriate data representa-tion

• Saves in a variety of formats

• Imports/exports charts and data(e.g., spreadsheet to word processing, etc.)

• Aligns and rotates text and numbers• Creates a variety of charts

• Labels graphs appropriately

• Designs curricular lessons requiring use ofspreadsheet

• Creates appropriate charts for a contentlesson

• Imports/exports charts into word-processingapplication

• Utilizes grade book templates

• Maintains student records

• Creates new spreadsheets related tocontent area

• Prints a specific range of cells, pages, andsheets

• Searches for and replaces text• Changes size, placement, and title of charts

• Changes margins

• Creates formula cells (e.g., sum, average, etc.)

• Formats cells for appropriate content such astext, decimal alignment, currency

• Describes the educational uses of spread-sheets

• Adjusts layout and margins

• Uses print preview and print document withtitle

• Creates and edits headers, footers, and pagenumbers

• Sets up print options for grid lines, zoom, etc.

• Enters text and data into specific cells

Integration, studentlearning, andclassroom manage-mentS6, S9-12


Manage records(e.g., grade book,attendance, etc.)S1


Levels of User Expertise in Spreadsheets

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Appendix D


echnology Skills


Levels of User Expertise in Presentation Software

General knowledgeand appropriate useof hardware, softwareG1, G5


Communicatesthrough print mediaS2

• Describes the educational uses of presentationsoftware

• Organizes information in a clear, consistentway for the viewer

• Creates cards or slides using effective designto enhance communication

• Uses appropriate background and text colorsto ensure clarity and readability

• Designs curricular lessons having multimediato enhance learning outcomes

• Follows fair use and copyright laws for text,graphics, and sound

• Defines presentation and multimediaterms (e.g., slides/cards, slide show, hyper-navigation, etc.)

• Creates, opens, modifies, and savespresentations

• Defines available tools (e.g., drawing, text,etc.)

• Uses templates or wizards to create a newpresentation

• Adds new slides or cards

• Inserts text, formats text, or adds text box• Uses toolbar or menus to apply formatting

changes

• Inserts clip art or digitized pictures

• Prints slides

• Inserts or changes slide or card design

• Navigates using scrollbar, slide sorter, menu,key commands, etc.

• Switches between different page views• Rearranges the order of slides or cards

• Applies backgrounds and objects appropri-ately

• Uses available tools (e.g., drawing, text, etc.)• Incorporates sound

• Defines different image types (i.e., TIFF, GIF,PCX)

• Connects, configures, and troubleshootsperipheral devices for presentation

• Creates and edits navigational buttons tomove through presentation

• Navigation through presentation is clear andeasy to understand.

• Applies transitions and effects, if appropriate,to slides or cards

• Incorporates hypertext links

• Incorporates animations from library

• Incorporates movies from library• Records sound and inserts in presentation

• Incorporates clip art from other sources(e.g., Internet, scanner, etc.)

• Organizes presentation resources in a folderon the desktop or server

• Edits clip art (if appropriate)

• Demonstrates understanding of basic designelements (i.e., color, design, space, andcomposition)

• Prints using advanced printing options

• Prints handouts that enhance instructionalobjectives (e.g., outlines, notes, etc.)

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echnology Skills

Analyzes bestpractices and researchfindingsG5, S12

• Locates learning, teaching, and communica-tion resources related to implementation inthe classroom

Demonstratesknowledge ofprivacy, security, andsafety issuesG4, S13, S14

Demonstrates abilityto create and maintaineffective learningenvironments usingcomputer-basedtechnologyS11

Identifies studentlearning styles anddeterminesappropriateresourcesS6, S9

Considers content tobe taught and selectsthe best techresources to support,manage, and enhancelearningS5, S10

• Is able to locate and adapt lessons basedupon best practices and research findings

• Explains the need for and use of copyrightpolicy, protection of student privacy,security, and safety

• Describes various models of technologyuse that enhances learning and increasesefficiency and productivity

• Is aware of learning style inventories forstudents

• Examines a variety of technology resourcesfor their applicability to learning styles

• Identifies established criteria used to evaluatedigital media

• Receives examples of lesson plans thatintegrate technology

• Identifies process used to match technologywith content

• Implements established policies for safe,private, and secure practices in personal work

• Personally implements established policiesabout copyright and plagiarism

• Uses teacher productivity tools for classroommanagement (e.g., home-school communica-tion, student records and grades)

• Lesson plans reflect a management system forcomputer-based activities

• Selects and uses activities to identify studentlearning styles

• Uses a variety of technology resources inlesson plans suited to student learning styles

• Practices evaluating educational digital mediausing established criteria

• Practices including appropriate technologicalresources in classroom lesson plans

• Implements established policies for safe,private, and secure practices in classroom

• Implements policies about copyright andplagiarism in classroom

• Analyzes best practices and research findingson the use of technology and designs lessonsaccordingly

• Evaluates educational digital media usingestablished criteria

• Includes appropriate technological resourcesin classroom lesson plans

• Integrates appropriate technology resourcesand adapts lessons and classroom practiceaccording to learning style inventory results

• Effectively uses technology for whole-class,small group, and individual instruction

• Designs classroom activities that allow allstudents to build upon their technology skillsand increase learning

• Implements management procedures thatsupport assessment of student involvementand achievement


Levels of User Expertise in Instructional Technology

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Appendix D


echnology Skills

Communication and Collaboration

Appendix E. Matrix of Professional Teachers’ Proficiency in Computer-Based Technology

Performance Indicators

Communicates through a variety ofelectronic mediaP2

• Identifies, selects, and uses digital communication toolsappropriately.

• Uses digital tools to communicate with students, parents, andcommunity members to enhance management and learning

• Evidence of the use of a variety of communication tools basedon resources available (e.g., telephone, e-mail, fax, listserv orWeb page)

• Evidence of the management of information using technologyto increase communication, (e.g., Web pages, voice mail,homework hotlines)

Contributes to site-based planning orlocal decision making regarding theuse of technology and acquisition oftechnological resourcesP12

Collaborates with other teachers,mentors, librarians, resourcespecialists, and other experts tosupport technology-enhancedcurriculumP11

Interacts and collaborates withothers using computer-basedcollaborative toolsP3

• Provides leadership by participating in schoolwide decision-making and learning activities that support learning through theuse of technology

• Actively contributes to the development or updating of site ordistrict-based technology plans

• Explores new technologies and recommends innovative educa-tional applications appropriate to the curricular needs of thestudents and site

• Uses digital communication tools to work with educators andsubject matter experts to design classroom activities to supportstudent learning

• Seeks out and draws upon the expertise of others to support thelearning process and technology-enhanced curriculum

• Supports student learning through collaboration with parents,subject matter experts, educators, and others using digital tools

• Participates in professional growth activities by using digitalcommunication tools

• Participation in grade-level or department activities to develop aschool site technology plan

• Pursues continuing education (e.g., educational technology,conference attendance, curriculum integration, online coursesworkshops)

• Evidence of active participation in the site or district decision-making process regarding the use and acquisition of technology(e.g., grade-level technology committee, technology planning)

• Student work that exemplifies evidence of active collaborationwith outside experts

• Interdisciplinary lessons and cross grade-level projects (see alsoPlanning, Designing, and Implementing Learning Experiences,P5)

• Evidence of sustained communication with parents, students,and/or colleagues through mailing lists, video conferencing,online staff development, shared network folders, etc.

• Student projects utilize digital tools to interact with subjectmatter experts.

• Lesson/activity plans are designed collaboratively usingappropriate communication tools as a medium (e.g., e-mail,listserv, shared network folders, mailing lists, video conferences,etc.).

Factors to Consider Professional Profile

Appendix E

. Matrix of P

rofessional Teachers’ P

roficiency in Com

puter-Based T

echnology

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Planning, Designing, and Implementing Learning ExperiencesPerformance IndicatorsFactors to Consider Professional Profile

Demonstrates competence inevaluating the authenticity,reliability, and bias of datagathered; determines outcomesand evaluates the success oreffectiveness of the process usedP4

• Evaluates authenticity, accuracy, reliability, and bias of resourcesto be used in the planning and designing of instructional activities

• Identifies the process used to evaluate data and determines thesuccess or effectiveness of that process

• Applies information literacy competencies in professional practice

• Research on curricular resources incorporates multiple referencesfrom a variety of credible electronic and traditional sources.

• Evidence of self-reflection and evaluation on the outcome andsuccess of the process used through anecdotal records, self-reflections, journals, and lesson plan revisions

• Sample technology-integrated lessons are clearly aligned with stateacademic content standards

• Evidence of lessons that provide for equal access to technologicalresources for all students in a variety of locations

• Sample technology-integrated lessons use technology appropri-ately.

• Student research projects incorporate multiple references from avariety of credible electronic and traditional sources.

• Student methods of utilizing valid information are analyzed forsuccess (e.g., rubrics, student reflection, and/or bibliographic crossreferencing).

• Evidence that improvements to future student activities areplanned (See also Assessment and Evaluation, P10)

• Lesson plans indicate activities to maximize student learning bymatching the most appropriate technology resources to instruc-tional and learner needs.

• Classroom activities reflect the availability of technology tools andresources at site, community, and home.

• Lesson activities use appropriate technology resources based uponspecific student needs (e.g., drill and practice, simulation, video-based instruction).

• Lesson activities reflect access to a variety of learning locations(e.g., one computer room, computer lab, multiple workstations in aroom, and portable technologies).

• Selects appropriate technology that supports state academiccontent standards

• Implements effective classroom management techniques usingtechnology in a variety of educational settings

• Employs a variety of technology-based instructional strategies toenhance learning (e.g., direct, cooperative, individual, etc.)

• Supports varying learning styles and modalities by integrating avariety of technological resources in lesson design for all students

• Implements lessons that engage students in evaluating information,problem solving, and critical thinking to make subject mattermeaningful

• Facilitates activities that engage students to become self-directedlearners through effective use of technology aligned with curricu-lum standards

• Incorporates lessons using appropriate technological and tradi-tional tools for student research, data gathering, analysis, andpresentation

• Applies best practices and research findings on the use oftechnology in managing resources for specific student populations

• Analyzes the needs of students and organizes appropriate andavailable technological resources for curricular applications

• Establishes technology procedures and routines that engage allstudents in a variety of learning environments

Creates or makes use of learningenvironments inside the class-room, as well as in library mediacenter or computer labs, thatpromote the effective use oftechnology aligned withcurriculumP7

Designs, adapts, and uses lessonsthat develop student informationliteracy and problem-solvingskills as tools for lifelonglearningP6

Optimizes lessons based upontechnological resources availablein a variety of learning locationsP5

Appendix E

. Matrix of P


roficiency in Com

puter-Based T

echnology

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echnology Skills

Planning, Designing, and Implementing Learning ExperiencesPerformance IndicatorsFactors to Consider Professional Profile

Uses technology in lessons toincrease each student’s ability toplan, locate, evaluate, select,and use information to solveproblems and draw conclusionsP8

• Engages students in the process of planning, locating, andevaluating information obtained by using technology

• Designs technology-infused lessons to increase student’s critical-thinking skills

• Facilitates technology-infused experiences that promoteautonomy, interaction, and choice

• Incorporates instructional strategies to develop student skills forassessing validity and reliability of information

• Evidence of lessons that provide engaging activities for studentsto evaluate information, solve problems, and draw conclusions

• Student projects demonstrate student’s increased ability to plan inorder to select and use information.

• Models the use of technology to plan activities for solvingproblems and drawing conclusions

• Models, teaches, and reinforces intellectual property rights andacceptable-use policies

• Evidence that students are following the acceptable-use policy

• Evidence of lessons that include copyright and policy citations

• Student reports include appropriate bibliographic information.

• Translates the school’s acceptable-use policy (AUP) intounderstandable rules and procedures for students

• Demonstrates and advocates legal and ethical behaviors forstudents and colleagues regarding the use of technology andinformation

Demonstrates knowledge andunderstanding of the legal andethical issues concerned withthe use of computer-basedtechnologyG4, S13, S14

Appendix E

. Matrix of P


roficiency in Com

puter-Based T

echnology

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Assessment and EvaluationPerformance IndicatorsFactors to Consider Professional Profile

Uses computer applications tomanipulate and analyze dataP1

• Analyzes the effects of technology integration on student learningand modifies lessons to better meet curricular goals

• Uses technology tools to collect and analyze student data toeffectively manage instruction and classroom management

• Analyzes best practices and research findings on the use oftechnology and designs lessons accordingly

• Plans identify, manage, and organize resources available forappropriate student use.

• Portfolio of progressive lesson plans indicates more effective useof technology in alignment of best practices and research findings.

• Evidence of reflection on the process of monitoring, analyzing,and modifying the effective use of technology in lessons

• Collects, organizes, and analyzes data using technology for thepurpose of managing resources, learning environments, andproject design

• Uses technology to collect and analyze data for school instruc-tional planning

• Evidence of the use of a gradebook spreadsheet or databaseprogram to record and report student progress

• Instruction is modified based on the analysis of student mastery ofdata by using district-adopted student information system.

• Evidence of the use of assessment tools and strategies to evaluatestudent activities

• Customized documents for school planning use technology tools.

• Devises project assessments that allow students and parents tomonitor progress and adapt educational activities appropriately

• Produces individualized learning reports of students

• Shares learning reports with students and parents to providefeedback to improve purposeful student engagement in learning

• Collects, interprets, and reports student performance data usingtechnology

• Evidence of the use of electronic means to collect student data(e.g., gradebooks, web-based testing, computer-aided instruction,etc.)

• Presentations are produced for a variety of audiences to illustratestudent performance.

• Evidence of the use of technology to create individual learningreports for parents and students

Frequently monitors and reflectsupon the results of usingtechnology in instruction andadapts lessons accordinglyP10

Uses technology to assessstudent learning and providefeedback to students and parentsP9

Appendix E

. Matrix of P


roficiency in Com

puter-Based T

echnology

Technology Standards for School Administrators I. Leadership and Vision: Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision. Educational leaders: A. facilitate the shared development by all stakeholders of a vision for technology use and widely communicate that vision. B. maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-range, and systemic technology plan to achieve the vision. C. foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous innovation with technology. D. use data in making leadership decisions. E. advocate for research-based effective practices in use of technology. F. advocate, on the state and national levels, for policies, programs, and funding opportunities that support implementation of the district technology plan. II. Learning and Teaching: Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching. Educational leaders: A. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and standards-based curriculum leading to high levels of student achievement. B. facilitate and support collaborative technology-enriched learning environments conducive to innovation for improved learning. C. provide for learner-centered environments that use technology to meet the individual and diverse needs of learners. D. facilitate the use of technologies to support and enhance instructional methods that develop higher-level thinking, decision-making, and problem-solving skills. E. provide for and ensure that faculty and staff take advantage of quality professional learning opportunities for improved learning and teaching with technology. III. Productivity and Professional Practice: Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others. Educational leaders: A. model the routine, intentional, and effective use of technology. B. employ technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. C. create and participate in learning communities that stimulate, nurture, and support faculty and staff in using technology for improved productivity. D. engage in sustained, job-related professional learning using technology resources. E. maintain awareness of emerging technologies and their potential uses in education. F. use technology to advance organizational improvement.

Technology Standards

for School Administrators 6 IV. Support, Management, and Operations: Educational leaders ensure the integration of technology to support productive systems for learning and administration. Educational leaders: A. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies. B. implement and use integrated technology-based management and operations systems. C. allocate financial and human resources to ensure complete and sustained implementation of the technology plan. D. integrate strategic plans, technology plans, and other improvement plans and policies to align efforts and leverage resources. E. implement procedures to drive continuous improvements of technology systems and to support technology replacement cycles. V. Assessment and Evaluation: Educational leaders use technology to plan and implement comprehensive systems of effective assessment and evaluation. Educational leaders: A. use multiple methods to assess and evaluate appropriate uses of technology resources for learning, communication, and productivity. B. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning. C. assess staff knowledge, skills, and performance in using technology and use results to facilitate quality professional development and to inform personnel decisions. D. use technology to assess, evaluate, and manage administrative and operational systems. VI. Social, Legal, and Ethical Issues: Educational leaders understand the social, legal, and ethical issues related to technology and model responsible decision-making related to these issues. Educational leaders: A. ensure equity of access to technology resources that enable and empower all learners and educators. B. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible use of technology. C. promote and enforce privacy, security, and online safety related to the use of technology. D. promote and enforce environmentally safe and healthy practices in the use of technology. E. participate in the development of policies that clearly enforce copyright law and assign ownership of intellectual property developed with district resources. These standards are the property of the TSSA Collaborative and may not be altered without written permission. The following notice must accompany reproduction of these standards: “This material was originally produced as a project of the Technology Standards for School Administrators Collaborative.”

Appendix 3

DHS GOBs

Form 27.1 Section 1. a. (3) (a) Students: Goals for Student Computer Knowledge and Skills Return to narrative

(b) Students: Goals Related to Improved Academic Achievement

Goal: Students will develop a wide variety of technical skills and learn a broad range of software applications that will increase their potential for learning and success in high school, college, and the job market. Objective Annual BenchmarksBy end of year three, 80-percent of Benicia High and Liberty High students will demonstrate proficiency in the following technical skills: network and Internet navigation and research, information literacy, copyright and fair use, personal file management, use of presentation software and hardware, advanced word-processing, desktop publishing, class-specific courseware, email, and spreadsheet design.

� End of year 1: 50-percent will demonstrate proficiency through projects, exams, and campus-wide surveys



Evaluation Instruments and Data to be collected

Schedule for Evaluation Program Analysis and Modification Process

Persons Responsible

Freshmen orientation week requires a final project and objective exam; freshman Intro to Computers semester-long class will give project grades and course grades to measure overall proficiencies; Project log will gather data from all teachers assigning technology-based projects. Campus-wide surveys will measure skills, access beyond school, and attitude. Annual 70-question survey will help evaluate overall technical integration..

September orientation and objective evaluation of BHS freshmen; fall orientation and objective evaluation of LHS students. January survey evaluation during spring Faculty Technology Support committee (FTS) and Parent Technology Support committee (PTS) meetings; May data collection of departmental technology project grade results.

September orientation exam results will guide us in modifying orientation week's activities; January's Intro to Computer final grades will help to modify the course; January surveys will give us the big picture of people's overall technical experience and temperament. May project results will help determine which departments/teachers need additional support; results of all data will be analyzed in monthly FTS/PTS meetings.

Steve Gibbs -- BHS DHS Coordinator, Terry Abreu -- LHS DHS Coordinator, department chairs, administrators, parent/teacher technology support members

Goal: Students will improve their understanding of course content by accessing the multitude of resources made available through technology, and will thus score higher in standardized tests. Objective Annual Benchmarks#1 of 2: By end of year three, BHS's API score of 759 will rise six points to 765, which is roughly 15-percent of the gap toward the state goal for all schools of 800; BHS AP scores will rise 10-percent; SAT scores will rise 6-percent; and the number of students taking the Golden State Exams will go up 10-percent. LHS STAR scores will rise by 10-percent

� End of year 1: API will rise to 761; AP scores will rise 3-percent; SAT will rise 2-percent; and the number of students taking the GSE will rise by 3-percent; LHS STAR will rise by 3-percent.

� End of year 2: API will rise to 763; AP scores will rise 3-percent; SAT will rise 2-percent; and the number of students taking the GSE will rise by 3-percent; LHS STAR will rise by 3-percent.

� End of year 3: API will rise to 765; AP scores will rise 4-percent; SAT will rise 2-percent; and the number of students taking the GSE will rise by 3-percent; LHS STAR will rise by 4-percent


Schedule for Evaluation

Program Analysis and Modification Process

Person(s) Responsible

Standardized test results will be matched against original 2000 baseline and each previous year's results

As test results are provided by the state or testing agency, they will be reviewed during monthly FTS/PTS meetings.

Based on benchmark successes concerted efforts will be focused where needed; modifications will be shared with the entire faculty. Results will be presented by our district curriculum coordinator at the monthly FTS/PTS meetings.

District curriculum coordinator; counseling department, site administrators; DHS Coordinators at BHS and LHS

Objective Annual Benchmarks#2 of 2: By end of year three, 75-percent of BHS seniors will have completed a minimum of five extended technology-based projects in at least three different classes (English, business, math, science, history, art and so on). The projects

� End of year 1: 40-percent of BHS seniors will have completed at least two technology-based projects, each in a different class; 50-percent of LHS students will have completed at least one technology-based project

� End of year 2: 60-percent of BHS seniors will have completed at least three technology-based projects, s[read over at least two different classes using at

Page 1 of 4Goals Objectives Benchmarks

1/22/03http://www.mrgibbs.com/bhs/dhs/gob.html

Section 1. b. (2) (a) Staff: Goals for Staff Development Related to Staff Technology Proficiencies

must include the use of at least five software applications; 75-percent of LHS students will have completed a minimum of three technology-based projects in at least two different classes. In subsequent years, all BHS seniors will be required to complete a Senior Digital Portfolio -- five best high school projects, a career search and digital resume compiled.

least three different software applications; 60-percent of LHS students will have completed at least two technology-based projects, each in a different class

� End of year 3: 75-percent of BHS seniors will have completed a minimum of five technology-based projects in at least three different classes using at least five different software applications; 75-percent of LHS students will have completed a minimum of three technology-based projects in at least two different classes using at least three different software applications




Persons Responsible

Project Log data will provide details to measure our benchmarks by documenting the teachers, grade level, nature of the assigned projects, number of students involved, applications used, the time spent, open-ended observations, and an over class grade performance; January teacher and student surveys will provide additional data on project quantity and quality.

Project Log will be updated regularly from September through June, and posted online for teachers to review and use for collaborative efforts; January teacher and student surveys will be administered; results will be reviewed during monthly FTS/PTS meetings.

Project Log data, as well as being available online, will be shared with faculty at each of the four annual training sessions, and monthly at the Parent Technology Support (PTS) and Faculty Technology Support (FTS) meetings. Suggestions and modifications will be made at these times. In May we will share with faculty Project Log, benchmarks, success, weaknesses

BHS Lab technician Annette Fewins and LHS DHS Coordinator Terry Abreu will maintain the Project Log. DHS Coordinators and FTS members will oversee the administering of surveys, and the collection of data.

Goal: Teachers will learn to use their classroom and home computers for regular daily functions, both personal and professional, which will enhance their productivity and classroom success, and simplify their lives.

Objective Annual BenchmarksBy end of year three, 70-percent of BHS/LHS faculty will demonstrate proficiency in the following technical skills: network and Internet navigation and information gathering with adherence to copyright and fair use policies, personal file management, online testing and grading, peer email and Web collaboration, Web design; tech-based lesson planning, use of presentation software and hardware for lecture support, advanced word-processing, desktop publishing, class-specific courseware, and spreadsheet design.

� End of year 1: 40-percent will demonstrate proficiency






Persons Responsible

The four annual teacher training sessions –August, November, March, May -- will culminate with objective exams; the annual January surveys and objective questionnaires will provide proficiency data; individual mentoring by the DHS Coordinator and FTS members will reveal specific needs.

At the end of each teacher training session; during the March review of the January survey results; during monthly FTS/PTS meetings.

Analysis and modification process will be the core purpose of our monthly FTS/PTS meetings. Modifications will be shared and implemented during the four annual teacher training sessions. Specific concerns will be directed to department chairs after each monthly meeting.

DHS Coordinators, FTS and PTS members, department chairpersons, campus administrators



(b) Staff: Goals for Staff Development Related to Student Computer Knowledge and Skills Goals

(c) Staff: Goals for Staff Development Related to Improved Student Academic Achievement Goals

Goal: Teachers will incorporate technology into more of their lesson plans, putting the keyboards into the hands of more students. Technology-based lessons will instruct students in the use of multiple software applications, as well as guiding them toward better understanding of the content through technology.Objective Annual Benchmarks #1 of 2: By the end of year three, 70-percent of BHS/LHS teachers will have incorporated into their curriculum at least one annual extended technology project that is practiced in at least three of their classes. The project must include: a) class trips to the general purpose lab, b) Internet research, evaluation of validity, and data retrieval, c) manipulation of data using at least one of the following applications: PowerPoint, desktop publishing, advanced word processing, spreadsheet and web page design, d) sharing of the presentation with classmates, e) saving of the presentation to include in the student's Senior Portfolio Project, f) class project scores must give a grade for content and a grade for technical proficiency that proves students have learned the required skills, and g) project must align itself with three or more ESLRs and at least one goal from the state frameworks

� End of year 1: 40-percent of teachers will have an annual technology project written into their curriculum that is used in three or more classes




Schedule for Evaluation Program Analysis and Modification Process


Lab logs; Project Log; student survey results; individual mentoring by DHS Coordinator; review of departmental curriculum revisions to include technology; student project accomplishments

Lab logs and Project Log will be monitored regularly; mentoring will run from September through June; departmental curriculum changes will be examined each spring semester before May training..

Lab logs and Project Log will identify teachers not using technology; departmental curriculum changes will identify departments in need; student achievements and projects will identify weak areas for additional focus.

DHS Coordinators, FTS and PTS members, department chairpersons

Objective Annual Benchmarks# 2 of 2: By the end of year three, 70-percent of BHS/LHS teachers will have used their classroom's integrated equipment (computer/TV/Internet connection) to support a lecture and allowed students to use the equipment to share presentations with their classmates.

� End of year one: 40-percent will have used their classroom's integrated equipment.

� End of year two: 50-percent will have used their classroom's integrated equipment.

� End of year three: 70-percent will have used their classroom's integrated equipment.





Annual teacher survey; annual student survey; DHS Coordinator monitoring. Data will include how the equipment was used and how smoothly the lesson went.

January Teacher and Student Survey; ongoing monitoring from August through June.

Based on teacher and student survey results and testimonials, additional mentoring and team-teaching will be scheduled; review will take place monthly during FTS/PTS meetings.

DHS Coordinators, FTS members, department chairpersons.

Goal: Teachers will develop departmental curriculum that integrates technology into lessons and projects required of all students; using technology in the classroom will become frequent and comfortable and provide a vast increase in content resources

Objective Annual BenchmarksBy the end of year three, 90-percent of BHS/LHS departments will have written into their curriculum at least one technology-based, content-specific goal and annual project; goals and projects must meet the following requirements: a) focus on content that will help students perform better on standardized exams, b) meet three of seven ESLRs, c) match one or more of the goals described in the state frameworks, and d) require a minimum of one week of hands-on

� End of year one: 40-percent of departments will have modified their curriculum to include one or more technology-based, content-specific goal that meets objective requirements

� End of year two: 60-percent of departments will have modified their curriculum to include one or more technology-based, content specific goal that meets objective requirements

� End of year three: 90-percent of departments will have modified their curriculum to include one or more technology-based, content specific goal that meets objective requirements



technology use Evaluation Instruments and Data to be collected




Revised departmental curriculum will be reviewed prior to May training. Data will include the type of projects and the types of applications, hardware, and research techniques used. This information will come from Project Log.

May of 2001, 2002, 2003

Analysis and modification will come from a panel discussion and review involving FTS and departmental faculty members during May training.

DHS Coordinators, members of FTS, department chairpersons, campus administrators



Appendix 4

BUSD Strategic

Action Plan

STRATEGY N SPECIFIC RE ER: 1 DATE:

Action Plan

STRATEGY # 1: We will implement an integrated approach to learning by aligning curriculum, instruction, m d assessment. SPECIFIC RESULT # 1: Develop a coordinated plan for the articulation and integration of a standards-based at all grade levels. #

ACTION STEP (Number each one)

Impact on Student Learning

Evaluation

Cost

Funding Source

Assign

To: �

1 � 2 � 3

Survey teachers about their needs in the area of articulation and integration of a standards-based curriculum. Evaluate what exists, and what would be beneficial. Ensure that the survey asks for information that is specific to each grade level and site. Establish an interdisciplinary committee to evaluate the results of the survey. Each site will identify a representative to serve on the committee with equal representation of levels (elementary, middle school and high school) The committee will develop a process to provide necessary support in integrating and articulating a standards-based curriculum, e.g. units of study, release time, team teaching or teacher leaders.

Eliminate gaps and overlaps in curriculum Maximize student learning Students receive a coordinated and sequential curriculum (K-12)

Pre-tests that reflect grade level standards Student work Student Motivation Integration and articulation process created and implemented

Sub time $3,000

PAR Curric Grants Staff Dev. Grants Curriculum Textbook As/S Bills

Asst. SuInst.Serv& princiK-12 Co Asst. SuInst.Serv& princi Asst. SuInst.Serv& princi

Responsible: Tess Melendez, Ed.D. (Shaded areas for administrat

UMBER: 1

SULT NUMB

aterials an

curriculum

ed

Starting

Date:

Due

Date:

Completed Ongoing

pt. ices pals mm

pt. ices pals

pt. ices pals

Spring ‘01 Spring ‘01 Spring ‘01

Fall ‘01 June ‘01 Fall ‘01

Completed

Completed

Completed

ive use in implementation phase)

Action Plan STRATEGY NUMBER: 1

SPECIFIC RESULT NUMBER DATE:

STRATEGY # 1: We will implement an integrated approach to learning by aligning curriculum, instru SPECIFIC RESULT # 2: Ensure content and performance standards are being implemented consistentlclassrooms. (Consistency refers to the content and performance standards by grade level, in specific areas, thby teachers, students, parents, administrators and board members, with an expectation about what students arassessed and evaluated. It also includes providing opportunities for professional development necessary for sspecify “how” one teaches.) #



Evaluation

Cost

Funding Source

�

1 �

2

3 4

All staff shall know and implement district standards, curriculum and assessments. Administrators shall know all district curriculum appropriate to their sites and shall ensure consistent implementation of district content and performance standards, curriculum and assessment at their sites. The degree of consistency of subject learning by grade level both within schools and between sites (elementary) will be assessed. Teachers, administrators, parents, community, board members and district support staff will be provided training on district standards, curriculum and assessment.

Increased student learning by giving all students (K-12) consistently high standards, curriculum and assessments Standards, curriculum and assessments used regularly will improve student learning

Standards, benchmarks, other assessments in use consistently district-wide Student Performance Assessments

$4,000

PAR BTSA PAR Buy Back Categori-cal Prog.

Responsible: Tess Melendez, Ed.D

: 2

ction, materials and assessment.

y (K-12) at all sites, in all grades and at are clearly understood and agreed upon e to learn, and how that learning will be tudents to meet the standards. It does not

As ed sign

To:

S g tartin

Date:

Due

Date:

Completed

/ Ong ing o

Principals Asst. Supt. Inst.Services Asst. Supt. Inst.Services & principals Superintendent & Asst. Sups.

Spring ‘01 Spring ‘01 Spring ‘02 Fall ‘02

Spring ‘02 Ongoing June ‘02 Spring ‘02

Completed

Completed for 2002; will add

2003

Co ed mplet2002

Happen Again 2003

.

(Shaded areas for admi n implementation phase)

STRATEGY # 1: We will implement an integrated approach to learning by aligning curriculum, instru

ESULT # 2: Ensure content and performance standards are being implemented consistentllas rooms.


Im nt Learning

Evaluation Cost

Source A

Action Plan


SPECIFIC Rc s #

pact on Stude

Funding

�

5

8

chers and

tandards, curriculum and assessments.

tudents accountable for their attainment.

ructional staff will be expected to attend.

ncy of

y, and report to the Governing Board.

�

6

7

On-going professional development to ensure newly assigned or hired teaadministrators are current in their knowledge and understanding of district s Principals will set high and unyieldinglearning goals and hold all staff and s Compensation will be provided for participation in professional development. All inst

District and site will evaluate consistestandards, curriculum and assessment annuall

High academic achievement Consistently high quality of teaching and learni

Measurable goals for staff and students Curriculum

BTSA PAR Prin. Grant

BTSA PAR Buy Back Categori-

AsIns Pri AsIns

As

ng of standards

audit/ alignment

$40,000

AB75

cal Prog.

HR

Ins

Responsible:

Tess Melendez, Ed.D

nistrative use i

UMBER: 1

SULT NUMB

ction, materials and assessment.

y (K-12) at all sites, in all grades and

s ed To:

g Date: Date:

/ Ong ing

si ng

Startin

Due

Completed

o

st. Supt. t.Services

ncipals

st. Supt. t

st. Supt.

Fall ‘01 Fall’01 Fall’01

Spring ‘02

ompleted – hap

fall

p e

Service

tService Spring ‘02

Nov. ‘01

Ongoing

June ‘02

C will pen again next

Com leted

Happ ning

Completed

.


Action Plan

STRATEGY # 1: We will implement an integrated approach to learning by aligning curriculum, instruction, m d assessment. SPECIFIC RESULT # 3: Implement a comprehensive professional development program for admtandards, curriculum, benchmarks, “best practices” in instructional and leadership strategies, an

inistrators, te staff which integrates d assessmen

Imp dent Learning

on

FS

AssigTo

s #


act on Stu

Evaluati

Cost

unding ource

ne:

�

1 �

4

staff

onal will be

reviewed at each site.

2 3

Determine professional development needs in integrating curriculum, instruction, materials and assessment by surveying staff n each school. The survey should include i

both a needs assessment, as well as suggestions for the structuring of its professional development time, resources and programs to meet site needs. (See Result 1, Action Step 1) Develop a yearly budget that supports the professional development program. Provide opportunities for principals and to collaborate on a regular basis, to share experiences, practice new learnings, coach nd mentor one another and to discuss a

challenges and successes. Plan and coordinate appropriate professi

evelopment. Plans for in-serviced

Alignment of staff development to standards-based curriculum, instruction and assessment

Completed site-based professional development plan

PAR Buy Back Categori-cal Prog.

sst. Supst.Servi

ssu

i

Increased quality of teaching and learning

Evidence of learning community; Analysis of student performance data

$3,000 A

In

A st. SupIn t.ServB siness

Pr ncipal Asst. SupInst.ServiPrincipal

Resp

(Shaded areas for administrative

onsible:

Tess Melendez, Ed.D.

UMBER: 1

SULT NUMB

aterials an

achers andt.

StaD

DDa

COngoing

d

rting ate:

ue te:

ompleted

t. ces

ring ‘01

r

r

Fall ‘01

une

n

e

e

g

Co

t. ices

s

t. ces s

Sp Sp ing ‘01 Sp ing ‘01 Spring‘01

J ‘01 O going Fall ‘01

Compl ted Compl ted Ongoin

mpleted

use in implementation phase)


Action Plan

STRATEGY # 1: We will implement an integrated approach to learning by aligning curriculum, instruction, m d assessment. SPECIFIC RESULT # 4: Review, augment and implement a comprehensive system of assessment. #


Impact on Student

Eval ion

Funding

AssigLearning

uat

Cost Source To �

1 2

Review and list all existing assessment tools ts,

sed

eliability of formative and summative ssessment and evaluation tools and methods

reaching argeted benchmarks, student achievement

lternative programs will e offered (Refer to Strategy #3).

Develop district guidelines for assessment strategies and tools that are aligned with district standards and benchmarks.

3

currently used, e.g. standardized tescriterion-referenced tests, performance-baassessments, rubrics, student work, etc. Determine effectiveness, validity and rain achieving increased student mastery of standards. If percentage of students are not*

tdata will be analyzed, base program and intervention programs re-evaluated for ffectiveness, and ae

b

to curriculum & instruction Assessment & evaluation tools used to inform teaching and l

of recommended assessment tools based on effectiveness, validity and reliability

. SInst.SeSite DeMtgs.

Inst.Se

Assessment aligned

earning

List

$4,000

Curriculum

Asst

Asst. S

Asst. SInst.Se

Responsible:

( nistrat

Tess Melendez,Ed.D.

Shaded areas for admi

UMBER: 1

SULT NUMB

aterials an

ned

Sta ting

D e

Com leted

: r

Date: u

Date:p

Ongoing

urvices pt.

rvices

Spring. 01 (ongoing)

une 01 June 03

Completed

pt.

upt.

upt. rvices

Spring’02

Spring’02

J

June 03

In process

Started



Action Plan

STRATEGY # 1: We will implement an integrated approach to learning by aligning curriculum, instruction, m d assessment. SPECIFIC RESULT # 4: Review, augment and implement a comprehensive system of assessment. #


Impact on StudentLearning

t

g

e

Evaluation CosFundinSourc

AssigTo

4

ls.

d

5 6

Offer professional development on assessment for administrators and staff to update their knowledge and skill in using various assessment strategies and too Provide staff with necessary materials and resources to implement assessments in accordance with district guidelines. Educate parents concerning assessment anevaluation issues.

Teachers & administrators work together to use assessment tools and strategies to help students meet standards

Student data analysis basis of instruction and intervention programs

$8,000

Categorical Prog. PAR Buy Back Curri

Asst. SInst.Ser

Princip

Princip

Parents involved in helping students meet standards

Parent education agenda and minutes of meetings

culum

Responsible:

(Shaded areas for administrat


UMBER: 1

SULT NUMB

aterials an

S

DD

Cned

: tarting Date:

ue ate:

ompleted Ongoing

upt. vices

als

als

all ‘02

Fall ‘02

une ‘03

F Fall ‘02

J June ‘03 June ‘03


STRATEGY N SPECIFIC RE ER: 5 DATE: STRATEGY # 1: We will implement an integrated approach to learning by aligning curriculum, instruction, m d assessment. SPECIFIC RESULT # 5: Create opportunities to collaborate district wide across subject areas and grade levels #



Evaluation

Cost

Funding Source

Assign

To: �

1 � 2 3 �

4

Schedule regular school and district wide K-8 grade level or subject area articulation meetings. Disseminate highlights of meetings to their respective staff. High school teachers (by department/ program) to meet regularly with middle school counter-part for articulation. Disseminate highlights of meetings to their respective staff. Offer workshops on curriculum alignment/integration (K-12) particularly for new teachers, department chairs and members of district wide curriculum committees (e.g. Language Arts, Math, etc.) Teachers will receive opportunities to work together to develop rubrics and acquire common understanding of what constitutes high quality work in each subject area. Consider offering summer institutes.

Students receive a coherent and sequential curriculum and instruction as they move from grade to grade

Minutes of articulation meetings; Documents of K-12 curriculum maps

$1,000 $ 750 (Sub time) $5,000 $ 750

Curriculum PAR Categorical Grants Curriculum PAR Categorical Grants Curriculum PAR Buy Back Categorical Grants Curriculum PAR Categorical Grants

Asst. SupInst. Serv BHS PrinBMS Prin Asst. SupInst. Serv& princip Asst. SupInst. Serv& princip

Responsible: (Shaded areas for administrat

Action Plan


UMBER: 1

SULT NUMB

aterials an

.

ed

Starting

Date:

Due

Date:

Completed Ongoing

t. ices

cipal cipal

t. ices als

t. ices als

Fall’01 Fall ‘01 Fall ‘01 Fall ‘01

June’02 June ‘02 June ‘02 June ‘02

Completed

Quarter Meetings

Completed

Completed Summer

Work Also


STRATE R: 2 SPECIF UMBER: 1 DATE: 2000

Action Plan

STRATEGY # 2: WE WILL UTILIZE COMPREHENSIVE TECHNOLOGY THAT SUPPORTS STUDENT

LEARNING, CLASSROOM INSTRUCTION, DISTRICT OPERATIONS AND COMMUNICATION SPECIFIC RESULT #1: INCREASE STUDENT COMPETENCY IN TECHNOLOGY. #

SUGGESTED ACTION STEP (Number each one)

Impact on Student

Learning

Evaluation

Cost

Funding Source

Assigned

To:

�1 �2 3.

Revise and update current District Technology Guide and Resources. Students will achieve expected competencies as outlined in the District Technology Curriculum Guide and Resources. Using the District Technology Guide and Resources, design and implement a tool for monitoring student learning and reporting student progress in learning the technology.

Students receive and teachers deliver a clearly defined, well articulated K-12 technology curriculum Clearly defined technology outcomes for each grade level

Student work assessed, monitored and reported to parents

$2000

Curriculum

Asst. Supt. Inst. Service Tech Comm DHS Site Principlas Tech Comm DHS Site Principals

Responsible: Tess Melendez, Ed.D., and Dan (Shaded areas for administrative

GY NUMBE IC RESULT N December 12,

S.

Starting

Date:

Due

Date:

Completed /Ongoing

Spring ‘01 Fall ‘01 Fall ‘02

Fall ‘01 Spring ‘02 Spring ‘03

Completed

Completed

Carlson



Action Plan

STRATEGY #2: WE WILL UTILIZE COMPREHENSIVE TECHNOLOGY THAT SUPPORTS STUDENT

LEARNING, CLASSROOM INSTRUCTION, DISTRICT OPERATIONS AND COMMUNICATION SPECIFIC RESULT #2: INCREASE STUDENT ACCESS TO TECHNOLOGY. #


Impact on Student

Learning

Evaluation

Cost

Funding Source

Assigned

To:

1. 2. �3

Create an infrastructure (computers, networks, peripherals, etc.) to provide a student to computer ratio of 4:1 at the elementary level. Create an infrastructure (computers*, networks, peripherals, etc.) to provide a student to computer ratio of 3:1 at the secondary level. Each school site will develop a plan that ensures all students access to computers on a regular basis.

Provide all students with equal and ready access to computers and technology in their classrooms Maximize student access to internet resources

Site inventory (Elementary totals at 5.3 to 1 at Spring ’01 – 2000 CBEDS) Site inventory (BHS at 4.7 to 1 by Spring ’01) (BMS at 7.2 to 1 at Spring ’01 – 2000 CBEDS) Site usage plans-keeping in mind classroom and lab space at each facility

$180,000

to $210,000

$250,000 to

$280,000

$320,000 to

350,000

Block Grants, Technology Grants, Donations � � �

Asst. Supt. Inst.Services Site Principals



S.

Starting

Date:

Due

Date:

Completed

/ Ongoing

Fall ‘02 Fall‘02 Fall ‘01

Spring ‘03 Spring ‘03 Spring ‘02

Completed

Carlson



Action Plan


LEARNING, CLASSROOM INSTRUCTION, DISTRICT OPERATIONS AND COMMUNICATION SPECIFIC RESULT #3: INCREASE STAFF COMPETENCY IN TECHNOLOGY. #


Impact on Student

Learning

Evaluation

Cost

Funding Source

Assigned

To:

�1 �2 3. 4.

Define a minimum level of staff technology competency for each position or group of positions (teacher, administrator, office staff, maintenance staff, etc.) [DHS & Intel Standards] Develop and implement on-going technology in-service training. Establish an assessment system based on staff technology competency standards. Implement accountability and incentives from the District Technology Plan.

Consistently high quality of teaching using available and future technology

Completed (revised) job descriptions In-service audit Measurable goals for staff

$4000 to $6000 annually

PAR/

Grants �

Intel Grant DHS

AB 75 (Prin.)

Asst. Supt.‘s Inst. Services And Employee Services

Fa Fa W

Responsible:

Tess Melendez, Ed.D., and Dan

(Shaded areas for administrative us


S.

Starting

Date:

Due

Date:

Completed/

Ongoing

ll ‘01

ll ‘01

inter ‘02

Fall ‘02 Ongoing Fall ‘03

Completed

Ongoing DHS Survey 02 Completed

Carlson

e in implementation phase)


Action Plan


LEARNING, CLASSROOM INSTRUCTION, DISTRICT OPERATIONS AND COMMUNICATION SPECIFIC RESULT #4: PROVIDE PROMPT AND EFFECTIVE TECHNOLOGY SUPPORT AND MAINTENANCE. #


Impact on Student

Learning

Evaluation

Cost

Funding Source

Assigned

To:

1. �2 3. 4.

Provide qualified and competent technology support staff to obtain and maintain a ratio of between 300-400 computers:support staff. Provide trained personnel for labs, mini-labs and computer-based classrooms. Develop and implement an ongoing system to establish updates, repairs and replacement of technology. Develop and implement a system for cataloging and tracking the inventory of technology-related fixed assets (computer hardware, peripherals, software, AV equipment, etc.).

Classroom computer hardware and software user ready Increased quality of teaching and learning

Annual Technology Department analysis of employee support to individual sites Employment records /inservice training opportunities Continue to monitor staff to computer ratio Analysis of district-wide computerized “technology inventory program”

$35,000 to $45,000 (approx.) -- 1500 computers =5 support staff -- Utilize, as possible, current staff and students $35,000 to $45,000 (approx) $10,000

Grants � Busi- nesses County Office CTAP

Asst. Supt. Inst. Services



S.

Starting

Date:

Due

Date:

Completed

/ Ongoing

Fall ‘02 Fall 01 Fall 02 �

Winter ‘05 Ongoing Winter 05 �

Ongoing Intel DHS

In Process

Carlson


STRATE R: 2 SPECIF UMBER: 5 DATE: 2000 STRATEGY #2: WE WILL UTILIZE COMPREHENSIVE TECHNOLOGY THAT SUPPORTS STUDENT

LEARNING, CLASSROOM INSTRUCTION, DISTRICT OPERATIONS AND COMMUNICATION SPECIFIC RESULT #5: UTILIZE EXISTING TECHNOLOGICAL RESOURCES TO OPTIMIZE SITE AND DISTRICT OP #


Impact on Student

Learning

Evaluation

Cost

Funding Source

Assigned

To:

�1 �2 3. 4.

Provide student services software program (ex. SASI XP) accessibility in the areas of attendance, grade reporting and multiple measurements to all District classrooms. Provide every District employee an e-mail account, access point (desktop workstation or work area workstation) and training necessary to access that e-mail account. Provide a confidential and secure process using e-mail and/or web access for parents/guardians to directly access their student’s multiple measurement data, attendance and current academic progress. Develop and implement an audio-visual networking system at each school site where every learning station can access or transmit video images and sound.

Improve student learning Teachers ability to readily access student data will assist to focus and individualize learning Parent access to their student’s data – improved communication between student/parent and teacher

Inventory of site staff Parent survey

$10,000 to $20,000 400-500 access points – cost TBD $10,000 + at each site

Digital HS Grant/QSP Program /Technology Grants � Business Donations Block Grants /Technology Grants

TechnologyDepartmen

Action Plan
GY NUMBE
IC RESULT N December 12,

S.

ERATIONS.

Starting

Date:

Due

Date:

Completed/

Ongoing

t

Fall’01 Fall 03 �

Fall ‘02 Fall 05 �

Completed

¾ Completed

5. 6. 7. 8.

Develop and implement District-wide a “paperless” web based computerized program with associated databases to expedite the procurement and purchasing process for all staff. Develop and implement District-wide a “paperless” web-based computerized job posting and application process with associated databases for certificated and classified job openings. Develop and implement District-wide “paperless” web-based computerized application and tracking process with associated databases for work orders. Provide ongoing training and technical support for staff responsible (e.g., maintenance, warehouseman, etc.) for maintaining systems described in Action Steps 5, 6 and 7.

Business Department implementation report Employee Services implementation report Maintenance Department implementation report Records of staff inservice training programs

$20,000 to $30,000 $20,000 to $30,000 $10,000 to $20,000 $4,000 to $6,000 (ongoing)

Develop. Fees /Grants �

Asst. Supt. Bus. Services Asst. Supt. Employee Services Director of Maintenance

Fall ‘02

Fall ‘03

Completed

In Process

Ongoing

Responsible: (Shaded areas for administrative use in implementation phase)

Tess Melendez, Ed.D., and Dan Carlson

Appendix C: Enhancing Education Through Technology Formula Grant Program

Criteria for EETT-Funded Education Technology Plans

In order to be approved, an EETT-funded plan needs to have “Adequately Addressed” each of the following. For corresponding EETT Requirements, see Appendix F

1. PLAN DURATION Page in District

Plan

Adequately Addressed Not Adequately Addressed

a. The plan should guide the district’s use of education technology for the next 3-5 years.

2

The benchmarks and timelines in the plan outline activities and strategies for the next 3-5 years.

The benchmarks are not associated with any particular timeline or the timeline is less than 3 years or more than 5 years in length.

2. STAKEHOLDERS Corresponding EETT Requirement(s): 7, 11,

Page in District

Plan


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

4

The planning team consisted of representatives who will implement the plan, including district curriculum and information technology staff, site administrators, teachers, students, parents, community non-profits and businesses. 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.

Enhancing Education Through Technology Grant Application

Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plans

3. CURRICULUM COMPONENT Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, & 12.

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.

5

The plan describes the technology access available in the classrooms, library/media centers, or labs for all students, including special education, GATE, English Language Learners, etc., both during and after school hours.

The plan explains technology access in terms of a student-to-computer ratio, but does not explain if computers are in the classrooms, library/media centers, or labs, 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.

5

The plan describes the typical frequency and type of use (technology skills/information literacy/integrated into the curriculum) generally by type of school and/or academic subject.

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

c. Summary of the district’s curricular goals and academic content standards in various district and site comprehensive planning documents.

5

The plan references other district documents that guide the curriculum and/or establish goals and standards.

The plan does not reference district curriculum goals.

d. List of clear goals and a specific implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards.

7

The plan clearly identifies grade levels, subjects, or student populations that will be the focus for the term of the plan. The plan delineates clear, specific and realistic goals for using technology to support the district’s curriculum goals and academic content standards to improve learning. The implementation plan clearly supports accomplishing the goals.

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 and a specific implementation plan as to how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace.

8

For the focus areas, the plan delineates clear, specific and realistic goals for using technology to help students acquire technology and information literacy skills. The implementation plan clearly supports accomplishing the goals.

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


Enhancing Education Through Technology Formula Grant Program Criteria for EETT District Education Technology Plans

3. CURRICULUM COMPONENT,

Continued Page in District

Plan


f. List of clear goals and a specific implementation plan for programs and methods of utilizing technology that ensure appropriate access to all students.

9

For the focus areas, the plan delineates clear, specific and realistic goals for using technology to support the progress of all students, including special education, GATE, English Language Learners, etc. The implementation plan clearly supports accomplishing the goals.


g. List of clear goals and a specific implementation plan to utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.

10

The plan delineates clear, specific and realistic goals for using technology to support the district’s student record-keeping and assessment efforts. The implementation plan clearly supports accomplishing the goals.


h. List of clear goals and a specific implementation plan to utilize technology to make teachers and administrators more accessible to parents.

11

The plan delineates clear, specific and realistic goals for using technology to facilitate improved two-way communication between home and school. The implementation plan clearly supports accomplishing the goals.


i. List of benchmarks and a timeline for implementing planned strategies and activities.

7-11

The benchmarks and timeline are specific and realistic. Teachers, administrators and students implementing the plan can easily discern what steps will be taken, by whom, and when.

The benchmarks and timeline are either absent or so vague that it would be difficult to determine what should occur at any particular time.

j. Description of the process that will be used to monitor whether the strategies and methodologies utilizing technology are being implemented according to the benchmarks and timeline.

7-11

The monitoring process is described in sufficient detail so that who is responsible, and what is expected is clear.

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



4. PROFESSIONAL

DEVELOPMENT COMPONENT Corresponding EETT Requirement(s): 5 & 12.

Page in District

Plan


a. Summary of the teachers’ and administrators’ current technology skills and needs for professional development.

12

The plan provides a clear summary of the teachers’ and administrators’ current technology skills and needs for professional development. The findings are summarized in the plan by discrete skills in order to facilitate providing professional development that meets the identified needs and plan goals.

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 4-8 are the focus grade levels.

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

13-17

The plan delineates clear, specific and realistic goals for providing teachers and administrators with sustained, ongoing professional development necessary to implement the Curriculum Component of the plan. The implementation plan will clearly supports accomplishing the goals.

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. List of benchmarks and a timeline for implementing planned strategies and activities.

13-17

The benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what steps will be taken, by whom, and when.

The benchmarks and timeline are either absent or so vague that it would be difficult to determine what steps will be taken, by whom, and when.

d. Description of the process that will be used to monitor whether the professional development goals are being met and whether the planned professional development activities are being implemented in accordance with the benchmarks and timeline.

13-17

The monitoring process is described in sufficient detail so that who is responsible and what is expected is clear.




5. INFRASTRUCTURE, HARDWARE,

TECHNICAL SUPPORT, AND SOFTWARE COMPONENT

Corresponding EETT Requirement(s): 6, & 12.

Page in District

Plan


a. Describe the technology hardware, electronic learning resources, networking and telecommunication 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.

18

The plan clearly summarizes the technology hardware, electronic learning resources, networking and telecommunication infrastructure, physical plant modifications, and technical support proposed to support the implementation of the district’s Curriculum and Professional Development Components. The plan also includes the list of items to be acquired, which may be included as an appendix.

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.

b. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that could be used to support the Curriculum and Professional Development Components of the plan.

18

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 current level of technical support is clearly explained.

The inventory of equipment is not by site or 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.

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

26-35

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

26-35

The monitoring process is described in sufficient detail so that who is responsible and what is expected is clear.




6. FUNDING AND BUDGET

COMPONENT Corresponding EETT Requirement(s): 7, & 13.

Page in District

Plan


a. List of established and potential funding sources and cost savings, present and future.

36

The plan clearly describes resources* that are available or could be obtained to implement the plan. The process for identifying future funding sources is described.

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

b. Estimate implementation costs for the term of the plan (3-5 years).

37

Cost estimates are reasonable and address the total cost of ownership.

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

c. Description of the level of ongoing technical support the district will provide.

39

The plan describes the level of technical support that will be provided for implementation given current resources and describes goals for additional technical support should new resources become available. The level of technical support is based on some logical unit of measure, such as number of computers.

The description of the ongoing level of technical support is either vague or not included; is so inadequate that successful implementation of the plan is unlikely, or is so unrealistic as to raise questions of the viability of sustaining that level of support.

d. Description of the district’s replacement policy for obsolete equipment.

39

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.

e. Description of the feedback loop used to monitor progress and update funding and budget decisions.

40

The monitoring process is described in sufficient detail so that who is responsible, and what is expected is clear.


* In this document, the term “resources” means funding, in-kind services, donations, or other items of value.



7. MONITORING AND

EVALUATION COMPONENT Corresponding EETT Requirement(s): 11

Page in District

Plan


a. Description of how technology’s impact on student learning and attainment of the district’s curricular goals, as well as classroom and school management, will be evaluated.

41

The plan describes the process for evaluation utilizing 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.

42

Evaluation timeline is 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. Description of how the information obtained through the monitoring and evaluation will be used.

42

The plan describes a process to report the monitoring and evaluation results to persons responsible for implementing and modifying the plan, as well as the 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

Corresponding EETT Requirement(s): 11

Page in District

Plan


a. If the district has identified adult literacy providers, there is a description of how the program will be developed in collaboration with those providers.

43-44

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.

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 AND STRATEGIES:

Corresponding EETT Requirement(s): 4 & 9

Page in District

Plan


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

47

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, unreliable, or missing.

b. Description of thorough and thoughtful examination of externally or locally developed education technology models and strategies.

48

The plan describes references to research literature that supports why or how the model improves student achievement.

No research is cited.

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

50

The plan describes the process for development and utilization of strategies to use technology to deliver specialized or rigorous academic courses and curricula, including distance learning.

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


busd 5 year_plan_2002-2006

Education

use of technology

ongoing technology

impact of technology

software standards spring

skillful users of technology

student proficiency

implementation plan

plan duration