golden plains unified-cdscode-10752340000000--fn- · pdf filetwo way home-school communication...

Technology Plan

Golden Plains Unified

July 1, 2010 - June 30, 2013

05/16/2010 (revised 06/17/2010)

This plan is for EETT.

Golden Plains Unified July 1, 2010 - June 30, 2013 Page i

Table of Contents

Background and Demographic Profile - Optional ........................................................................................ 1

1. Plan Duration ............................................................................................................................................ 3

2. Stakeholders .............................................................................................................................................. 4

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

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

3b. Current use of technology to support teaching and learning ............................................................... 7

3c. District curricular goals to support plan .............................................................................................. 8

3d. Teaching and learning goals (Measurable Objectives, Benchmarks) ................................................. 9

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

................................................................................................................................................................ 11

3f. Ethical use.......................................................................................................................................... 13

3g. Internet safety .................................................................................................................................... 14

3h. Description of access for all students ................................................................................................ 15

3i. Student record keeping ...................................................................................................................... 16

3j. Two way home-school communication ............................................................................................. 17

3k. Curriculum Monitoring Process ........................................................................................................ 20

4. Professional Development ...................................................................................................................... 22

4a. Summary of Teacher and Administrator Skills and Needs ............................................................... 22

4b. Providing PD Opportunities (Measurable Objectives, Benchmarks)................................................ 23

4c. Professional Development Monitoring ............................................................................................. 25

5. Infrastructure, Hardware, Technical Support, and Software ................................................................... 26

5a. Existing Resources ............................................................................................................................ 26

5b. Needed Resources ............................................................................................................................. 27

5c. Annual Benchmarks and Timeline for obtaining resources .............................................................. 29

5d. Process to Monitor 5b ....................................................................................................................... 30

Golden Plains Unified July 1, 2010 - June 30, 2013 Page ii

6. Funding and Budget ................................................................................................................................ 31

6a. Established and Potential Funding Sources ...................................................................................... 31

6b. Annual implementation costs ............................................................................................................ 32

6c. District replacement policy ............................................................................................................... 32

6d. Budget monitoring ............................................................................................................................ 33

7. Monitoring and Evaluation ..................................................................................................................... 34

7a. Overall progress and impact evaluation ............................................................................................ 34

7b. Evaluation schedule .......................................................................................................................... 34

7c. Communicating evaluation results .................................................................................................... 36

8. Collaborative Strategies with Adult Literacy Providers ......................................................................... 37

9. Effective, Researched-Based Methods and Strategies ............................................................................ 38

9a. Research Summary, District Application .......................................................................................... 38

9b. Technology to Deliver Rigorous Curriculum ................................................................................... 40

Appendix C - Criteria for EETT Technology Plans.................................................................................... 41

Appendix J - Technology Plan Contact Information .................................................................................. 50

Golden Plains Unified July 1, 2010 - June 30, 2013 Page 1

Background and Demographic Profile

DISTRICTSUMMARY

Golden Plains Unified School District encompasses four communities in southwest Fresno County --Cantua Creek, Helm, San Joaquin , and Tranquillity. There are six schools-- Tranquillity High School in Tranquillity, Rio de Rey Continuation High School in San Joaquin , and a K - 8 school in each of the four communities. The area is entirely

rural. More than 75% of the students ride the bus to school. There is limited access to technology outside the schools. The Fresno County Library in San Joaquin provides several \computers for Internet access. There is local dial-up service available from a variety of providers in the community of Helm, and dialup service available from Tranquillity and San Joaquin through KerTel Communications. All other providers require a toll call for access. Approximately 95% of our students speak English as a second language. Almost 90% of the homes speak a language other than English for a majority of the time. Approximately 65% of our students have at least one member of the family working in a farm-related job and 20% of our students live more than a mile from their nearest neighbor. The district is a very agriculturally based, rural environment.

DEVELOPMENTOFTHEPLAN

The creation of the Golden Plains Unified School District Technology Plan required the collaboration between district stakeholders and community stakeholders. The stakeholder team that was assembled consisted of district employees, parents, and members of the business community. There was a representative from the district’s alternative Education program and input from West Hills Community College . Fresno County Office of Education and CTAP VII also participated in the development of the plan, and continue to offer assistance in ongoing development and evaluation of progress toward the goals and objectives. The original plan was written over a six-month period when the group met eight times. Revisions to the plan have taken place at the annual meetings. This edition of the plan represents the efforts of the Planning Team over 3 months and three meetings as well as a great many “virtual meetings” with online communications.

MISSIONSTATEMENT

The Golden Plains Unified School District (GPUSD) recognizes the increased use of technology in the world. The district will provide students with the opportunity to develop lifelong learning skills by accessing information, and by understanding and communicating through the use of technology. By using technology as a tool, teachers, administrators, and support staff will become more efficient and effective in facilitating


and managing the learning environment. The benefits will be improved acquisition of information to meet California State Standards, improved test scores, and students who are better prepared to become productive citizens.

TECHNOLOGYVISION

Golden Plains Unified School District will incorporate technology as an integral part of education through an integrated, comprehensive framework to govern acquisition, application, and evaluation of technological resources to ensure that all students will have the opportunity to develop lifelong learning skills necessary to be productive citizens in an information-driven, global society. By using technology as a tool, the students will: 1. develop their critical-thinking, problem-solving, and decision-making skills, 2. access, analyze, evaluate, and communicate information in expedient and efficient formats, and 3. improve reading and comprehension skills By using and facilitating the student use of technology as a tool, teachers will: 1. improve instructional strategies to meet California State Standards and to increase student achievement, 2. continuously improve professional skills through staff development in technology and the sharing of skills and resources with colleagues, and 3. integrate technology into procedures and guides. By using and facilitating the use of technology as a tool, the teachers, administrators, and support staff will: 1. take attendance and print out attendance reports, 2. enter test data into Measures, 3. access student assessment information on Measures, and 4. Demonstrate leadership and a vision for the use of the technology to increase student achievement and staff productivity.

The overarching goals for Golden Plains are to provide students with every academic and

social advantage possible to allow them to be successful, and to prepare each student for

the world after high school by giving each the life skills needed for success.


1. Plan Duration

July 1, 2010 - June 30, 2013


2. Stakeholders

Stakeholders

Name Position CDS

Jeremy Nichols Site Administrator Fresno Golden Plains Unified Tranquillity High

Debbie Gleason Site Administrator Fresno Golden Plains Unified Tranquillity Elementary

Barbara Gotto Classroom Teacher Fresno Golden Plains Unified San Joaquin Elementary

Ricky Moua Technology Support Staff Fresno Golden Plains Unified

Richard Yearout Classroom Teacher Fresno Golden Plains Unified Tranquillity High

Stephanie Herrera Student Fresno Golden Plains Unified Tranquillity High

Alicia Garcia student Fresno Golden Plains Unified Tranquillity High

Jim Courtney Classroom Teacher Fresno Golden Plains Unified Tranquillity Elementary

Matt McLaughlin Classroom Teacher Fresno Golden Plains Unified Helm Elementary

Michelle Ezernack Parent

PARTNERSHIPINVOLVEMENT

The Technology Planning Committee consists of members of site councils, the District

Technology Specialist, and administrators, teachers, and students representing the school

sites. Students may participate through technology surveys (such as Netday Speakup).

The Fresno County Office of Education and CTAP VII also participated in the

development of the plan, and continue to offer assistance in ongoing development and

evaluation of progress toward the district's goals and objectives. Adults currently have access to technology through several existing programs. The Regional Occupational Program (ROP) offers a variety of computer and adult literacy training opportunities such as desktop publishing, information technology, and office management. These free classes are open to all adult residents of Golden Plains Unified School District . Classes are offered during the day at Tranquillity High School . This flexible training program provides citizens within the community with career guidance, hands-on training, and job placement assistance to help ensure success. Successful programs currently provided by Golden Plains Unified School District Alternative Education Department include Adult Literacy, Computer Literacy,


Citizenship classes, GED courses, and Independent Study. These programs are available to all adults and are provided in the communities of Cantua, Tranquillity, San Joaquin . Adults are, of course welcome to use the computers and other resources in the school libraries during the day, whenever space permits, usually by special arrangements with the librarian. It is the goal of Golden Plains Unified School District to have a library open in at least one school site each evening of the week to increase access by students, parents and community members. The local public library, located in San Joaquin , has also provided adults with many opportunities to expand their literacy skills as well as offering the availability of computers. For many adults this is the only location available to them for Internet access. Again, this plan addresses the future availability of Internet access provided through the District ISP and through partnerships with low-cost private providers. West Hills Community College , Fresno Community College , and Kings River Community College offer Adult Computer Literacy Courses open to adults in our community at the respective campuses (20 – 30 miles away). Many of the courses are available on line as well. Some college level courses are offered in our classrooms and computer labs during after school hours for adult and community classes. The Golden Plains Unified School District will continue to explore the possibilities of creating new opportunities to allow computer access and training on basic computer literacy skills to adults. Specific proposals addressed in this plan include providing extra staffing to allow the Library Media Centers to remain open longer during the day and into the evening, to create more access time for parents and residents. Supported by research of Mark, Cornesbise, & Wahl (1997), “it is believed that Community Technology Centers will have a positive impact on participants’ job skills, access to employment opportunities, education and outlook on learning, technological literacy, academic skills and knowledge, personal efficacy, use of time and resources, civic participation, and social and community connections.” During the Spring of each year, Golden Plains Unified School District Technology Committee will meet with adult literacy providers. Providers and committee will share information about the technology plan, find out how the adult literacy providers are currently incorporating technology into their curriculum, and collaborate in order to provide better services to our students, to their parents and to the community as a whole. Possible assistance could be provided in the areas of sharing facilities, sharing ideas of curriculum integration, pursuing funding sources together, offering professional development in the area of technology, and/or providing online access.


3. Curriculum

3a. Description of teachers' and students' current access to technology tools both during the school day and outside of school hours.

3. Curriculum

3a. Description of teachers' and students' current access to technology tools

Describe current computer access: Who, when, where, how often - organization wide, but

especially student access

100% of teachers, students, and staff, currently have access to technology throughout the Golden Plains Unified School District. There is a computer availible for use by staff and students in each classroom districtwide.There is a computer laboratory at each site and each site has at least one mobile laboratory. All teachers have a computer in their classroom for use to do student attendance, grades, curriculum planning, research and record keeping. Students have access to computers in the classrooms, labratories or mobile laboratories from 7:45 A.M.-6:00 P.M. Each onsite computer has access to the GPUSD LAN and the Internet. :

Describe computer usage, how is technology used by students? Lab time, direct instruction, projects, licensed software?

Each GPUSD student has equal access to computers in classrooms and computer laboratories throughout GPUSD during normal operating hours. Students' access to technology takes place in the classroom and during weekly assigned computer lab time. Access to technology allows students to develop greater skills in reading, writing, mathematics, and reading comprehension. Students acquire skills and knowledge in keyboarding, web research, presentation skills, publishing, spredsheets, internet safety, internet communication, the district's Acceptable Use Policy, and copywrite laws. Students may access computers within the classrooms before schools' start of day and computer labs are open for afterschool students use. All computers are networked together and have Internet access. Teachers and upper grade students also have the opportunity to use many other types of equipment such as scanners, cameras, and video editing equipment. The technology available on our sites is also extended for use to the community. Adults within community have access to the district's technology during regularly scheduled hours and by request..

Discuss all technology hardware use including: projectors, interactive whiteboards, wireless tablets, document cameras

Hardware used within the GPUSD includes: desktop computers, laptop computers, document cameras and LCD projectors, digital cameras, scanners, printers, copiers, interactive whiteboards, wireless tablets, DVD players, VRCs, sound systems, and televisions. The district has a wide variety of licensed software including, but not limited to, PowerSchool, Athena and


its web-based sister Infocenter, Measures, Lexia, Lexia Weblink, EducationCity, Kid pix, Mavis Beacon Teaches Typing, Kidspiration, Software produced by adopted textbook publishers, and the Renassiance Learning Suite, which includes: Accelerated Math, Accelerated Reading, STAR Math, STAR Reading, Early Literacy, Math Facts in a Flash.

3b. Description of the district's current use of hardware and software to support teaching and learning.

Although Golden Plains Unified School District has made great strides in technology in the last few years, we believe that we still have a long way to go, especially since technology is always advancing. We plan to continue to advance in our use of technology and expand our curricular goals in supporting our students’ growth through technology.

Golden Plains Unified School District is fully networked. The district continually upgrades the hardware that accesses the infrastructure, enabling schools to take full advantage of the networking capabilities. All schools have a computer lab either in a fixed location or as mobile labs, and all classes have internet access. PowerSchool® is used throughout the District for record keeping, including attendance and student data, and teachers are encouraged to use PowerSchool® for their online gradebook/grade reporting system. Measures® is used as part of multiple measures of student assessment and reporting. The Renaissance Learning Suite of software is also used for assessment in reading and mathematics in grades K-8. We have recently decided to go with a new student information system, Aeries by Eagle software and a new data warehousing system called data-director. Training and implementation plans are under way and we will beginusing these new software products in the Fall of 2010. Tranquillity High School has also begun useing the ALEKS program for Science and Algebra 1 as well as Performance Series for base line assessment data and student remediation. Classes are scheduled for lab use for 30 minutes once a week. English Learners are instructed through Lexia on computers for 30 minutes daily four days each week. Software used in the labs and in classrooms includes but is not limited to Lexia, Mavis Beacon Teaches Typing, Type to Learn, Math Blaster, River Deep Software, Knowledge Advantage Software, and other learning software. Students in grades 4-8 also learn to use the Internet for research as well as Microsoft Word, Excel, PowerPoint, Windows Movie Maker, and Photostory3 as production tools and as an outlet for creativity. Photoshop Elements is taught in conjunction with the production of our school yearbooks. Tranquillity High School also uses Test Tools to prepare students for the California High School Exit Exam (CAHSEE) and Cyberhigh, a distance learning program for credit remediation. Teaching staff uses technology to record attendance, write and research lesson plans, record grades, present lessons, communicate through email, give video presentations, access student


data, assess learning. Each teacher has his own website to communicate news and notices to the community.

School Computes Printers Projectors Doc. Cameras/Smart Boards

Helm 28 7 5 2

Tranquillity Elementary

75 30 12 5

Cantua Creek 70 28 13 2

San Joaquin 256 61 22 6

Rio Del Reye 22 3 2 1

Tranquillity High School

162 49 7 10

3c. Summary of the district's curricular goals that are supported by this tech plan.

3C Current District Curriculum Goals

The district goals in curriculum: WASC review, Board Educational Goals, School Improvement Plan

For all our students, our mission is to provide a student-centered instructional program in which all students can learn to the best of their abilities. Students are expected to work to their highest potential and become contributing members of society.

The School Accountability Report Card at each school site lists our district and school site goals.

Planned Improvements in Student Performance:

The school site council has analyzed the academic performance of all student groups and has considered the effectiveness of key elements of the instructional program for students failing to meet API and AYP growth targets. As a result, it has adopted the following school goals, related


actions, and expenditures to raise the academic performance of student groups not meeting state standards:

GOAL # 1

(Based on conclusions from Analysis of Program Components and Student Data pages)

Performance Goal #1: All students will reach high standards, at a minimum attaining proficiency or better in reading and math by 2012-2013.

GOAL #2


English Learners (EL) students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics by 2012-2013.

GOAL #3


All EL students will reach high standards, at a minimum attaining the AMAO goals in area #1 and #2. English Learners will meet or exceed the AMAO #1 goal of 51.6% and the AMAO #2 goal of 30.6% as measured by the CELDT given in October.

GOAL #4


All students will be educated in learning environments that are safe, drug free, and conducive to learning. The goal is to increase the percentage of students that report high levels of opportunities for meaningful participation in Golden Plains Unified School District.

SCHOOL GOAL #5


All parents will be encouraged to become more actively involved in their child’s education. The goal for this is to continue the present parent involvement programs and workshops designed to teach parents how to help their children achieve academically and include additional opportunities that will encourage parents and community members to be involved.

3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals.

3d


The use of technology will be integrated across the curriculum to enrich and expand the study of core curriculum. Technology will foster and support the curriculum. The use of technology will promote higher level thinking skills, support real-life learning, promote communication skills and help students become lifelong learners. The core curriculum is aligned with the California State standards and includes the areas of English language arts, mathematics, history, social science, and science. The creation of technology infused lessons in each content area will support technology integration. The District Technology Plan will reflect and support the latest ISTE/NETS standards. ISTE provides leadership and service to promote the effective use of technology in education. Utilizing the practices set forth in ISTE will help to support the use of technology in improving teaching and learning. The following charts outline the objectives and implementation plan to achieve this goal.

Objective 1 Teachers will utilize lesson plans that integrat technology to support District curricular goals and California Standards.

Year Annual Benchmarks

2010-2011 Lessons that integrate technology will be presented and shared

2011-2012 20% of teachers implement at least 3 lessons per quarter

2012-2013 40% of teachers implement at least 3 lessons per quarter

Objective 2 The use of technology will support student improvement

in proficiency in content standards measured by District Assessment

Year Annual Benchmarks

2010-2011 Students will increase their proficiency in Language Arts by 1%



Implementation Plan

ACTIVITY RESPONSIBILITY TIMELINE

2010-2011 2011-2012 2012-2013

Teachers will be given all assessment data for the students in their classroom at the beginning of each year.

Site Administrators x x x


Teachers will develop and implement technology integration lessons on an ongoing basis.

Site Administrator Teachers

x x x

Lesons will be reviewed and shared with other teachers.

Site Administrators x x x

Teachers will review district assessments three times a year to inform future teaching.

Site Administrators Teachers

x x x

STAR results will be analyzed to ensure that students meet the goals in Language Arts and Mathematics each year.


x x x

3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace.

It is a district curricular goal that all students will acquire technology and information literacy skills needed to succeed in the classroom and in the workplace and beyond. Students will acquire these skills through their integration with the core curriculum and content standards. Technology and information literacy enhance students’ ability to learn the content standards and provides additional opportunities for less successful students. Lessons, best practices, and strategies will be developed across curriculums, and implemented by content teachers, computer/technology teachers, and library media teachers. Students in Golden Plains Unified School District are introduced to computer use beginning in kindergarten and this use continues throughout their years within the District. Students have access to various CD and server based learning programs that are aligned with current ISTE and NETS standards. Students are instructed in the use of the Internet and how to determine bias and/or the validity of web pages. Communication and business skills are practiced through the process of email, letter, memo, and resume writing. Students also engage in collaborative and cooperative learning through the completion of various technological projects.

Golden Plains Unified School District recognizes that information literacy is not a subject unto itself. It crosses all disciplines, learning environments, and levels of education. Information


literacy skills are embedded in Content Standards adopted by the State Board of Education. Those skills will be integrated into all subject areas.

Implementation Plan

Activity Responsibility Time Line

2010-2011 2011- 2012 2012-2013

1. Review and update District Technology Standards to align with current ISTE NETS

District Technology Committee

X X

2. Present and distribute updated Technology Standards to Site Administrators and teaching staff

District Technology Committee

X X

3. Teachers will use the District Technology Standards to guide instruction and will integrate technology skills and information literacy skills into their lesson plans and student objectives


X X

4. Students in grades K through 12 will complete assignments and activities that use grade level technology and information literacy skills integrated with core curriculum standards


X X

5. Review the possibility of adding a technology grade to the student report card at all grade levels

District Technology Committee, Site Administrators, and District Curriculum Committee

X

6. Create District Technology Performance Assessment

X

7. Assess student proficiency in information literacy skills

Teachers X X X


Goal 3e.1: Students will demonstrate mastery of grade level technology competencies as

well as information literacy.

3f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use

Teachers teach about plagiarism of the written word starting in elementary school, especially in the context of library research and continuing in all content classes in the middle school. The District parent/student handbook will explicitly define policies regarding the consequences of plagiarism. Students will be instructed on the meaning and the unethical nature of using the works of others without permission.

With regard to electronic images and information, most teachers are aware of fair use and copyright, and those teachers involved with projects using downloaded music, image, video, and text files admonish the students of the need to cite sources. What is needed in the District, however, is a cyberethics scope and sequence that spirals from the lower grades through the middle school, and a systematic approach to teaching the concepts of copyright and fair use, lawful downloading and file sharing, and plagiarism (both electronic and traditional). Such a curriculum, with age-appropriate sources, needs to be created and made available to all teachers. A plan for instruction in this curriculum needs to be developed, in order for all students to be aware of the expectations regarding responsible and legal use of electronic files before embarking on digital projects. Such a plan is also necessary to meet the expectations of California Education Code 51871.5 (formerly AB 307, the California legislative bill regarding cyberethics).

IMPLEMENTATION PLAN

ACTIVITY RESPONSIBLE Time Line

2010-2011 2011-2012 2012-2013

Develop a representative digital citizenship committee of GPUSD staff, parents and students

Technology Director Site Principals

X


Research existing digital citizenship programs and related issues such as plagiarism, cyberbullying, netiquette, and copyright law using materials published by ISTE and others.

Teachers Librarians Site Principals

X

Devolop specific board policies on cyberbullying, threats, etc. beyond the Acceptable Use Policy (AUP)

Technology Director X

Create a forum for parent education on digital citizenship

Safe School Committee, Site Principals

X X X

Adopt and refine a K-12 digital citizenship curriculum that encourages positive social action

Teachers X X X

Implement plan in classrooms delivering training to students on cyber-ethics.

Teachers X X

Monitoring and Evaluation: District curricula, data, and technology administrators and school site administrators track the development and implementation of all activities and accomplishments and report progress at regular district administration meetings. Modifications to our district activities will be made as needed to meet measurable objectives.

Evaluation Instruments and Data: Teacher training materials, lesson and class meeting plans, parent/student handbook, samples of student activities and products, board policies, promotional flyers, parent education materials, parent communication and discipline logs.

Implementation Plan

Activity Timeline Person(s)

Responsible

Monitoring &

Evaluation

Evaluation

Instrument

3g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307)

All school sites will ensure:


The continued use of a technology protection measure that will protect against access to visual depictions that are obscene or materials that are harmful to minors, as defined by the Children's Internet Protection Act.

Student users of the district Internet system will receive instruction regarding the safe, ethical, legal, and responsible use of the Internet and of the district's Internet system and their rights and responsiblities.

Student use and activities will be structured in a manner that is appropriate to the age and skills of students, recognizing the importance of providing more secure environments for younger students and supporting safe, responsible, independent use by older students.

Student use of the district's Internet system will be supervised by staff in a manner that is appropriate to the age of students and circumstances of use.

Implementation plan

GPUSD will continue to monitor the Internet filtering systems that are currently in place and upgrade as needed.

Students use of the Internet system will be supervised by staff in a manner that is appropriate to the age of the student and the circumstances of use.

Technology course curricula will be revised to include, but not be limited to, instruction regarding : copywrites, fair use, appropriate and ethical use of information, Internet safety, avoiding plagarism, and lawful/unlawful online downloading.

Technology staff development program will be developed or acquired that includes components on technology integration in the classroom, appropriate supervision, and ethical and safe use of the Internet.

Implementation Plan

Activity Timeline Person(s)

Responsible

Monitoring &

Evaluation

Evaluation

Instrument

3h. Description of the district policy or practices that ensure equitable technology access for all students.

Description of the district policy or practices that ensure equitable technology access for all

students.

All Golden Plains Unified students have equal access to technology in the computer labs, libraries, and classrooms. To ensure that technology is accessible to special needs students, the district provides enhancing devices and programs that include, but are not limited to: software for special needs (Edmark, Speak and Learn--voice recognition), hardware (visually-impaired


monitors), keyboards with enlarged letters, and adaptive mouses. GATE projects are dependent upon flexibility of GATE funding. The district will continue to provide equipment for the special needs population to ensure that all students have equal access to technology.

Goal: Students, regardless of their academic standing, socioeconomic level, proficiency in English, or disabilities and special needs will have appropriate access to technology to support their learning by upgrading and increasing technology at each school site.

Objective: By the year 2013, the computer to student ratio will decrease from the current 1:10 district level.

Objective: Computers will be replaced or upgraded after 4-5 years.

Student Group Implementation

English Learners (EL) Lexia Learning and all other programs are available to EL students in the computer lab and the classroom. Greater than 50% of the district's student population is EL.

Special Education Students with special needs are supported on an individual basis with equipment and/or software made available as noted in the student's Individual Learning Plan (IEP).

Gifted and Talented Education (GATE) GATE students have access to available technology, and may modify and/or extend programs to meet their needs.

3i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.

3i. Student Record Keeping

Goal 1: Teachers and administrative staff will continue to use record keeping programs to maintain grades and other student assessment records in order to eliminate unnecessary and redundant paperwork.

Objective 1: The district will be fully compliant with the California Longitudinal Pupil Achievement Data System Project (CALPADS). The district will have a fully functional parent portal for student and parent access by the Fall of 2010. The teaachers will also fully implement the ABI gradebook at every site for student record keeping and attendance procedures. This will be done to 100% fidelity.

Year 1: Submit official enrollment, exits, dropout, graduate, course enrollment, and teacher assigment data to CALPADS. Keep current on updates.


Year 2: Continue submitting official enrollment, exits, dropout, graduate, course enrollment, and teacher assignment data to CALPADS.

Year 3: Continue submitting official enrollment, exits, dropout, graduate, course enrollment, and teacher assignment data to CALPADS.

Evaluation Instrument(s) and Data to be Collected: State compliance with all components of CALPADS; data to be collected will be official enrollment, exits, dropout, graduate, course enrollment, and teacher assignments.

Schedule for Evaluation: Regular, periodic updates to data

Objective Analysis and Modification Process : The district's data base technician will coordinate and oversee the collection and posting of the data with supervision by district administrators. The analysis will be compliant with state requirements.

Objective 2: 100% of teachers and administrative staff will use PowerSchool® and Datawise Measures® to maintain current attendance and grade records as well as assessment records.

Year 1: 80% of teachers and administrative staff will use PowerSchool® and Datawise Measures® to maintain current attendance and grade records as well as assessment records.



Evaluation Instrument(s) and Data to be Collected: Report cards, attendance records, and other student reports.

Schedule for Evaluation: Daily attendance, periodic assessment records, daily assignments and grades, progress reports, and report cards.

Objective Analysis and Modification Process: Classroom teachers implement the program, evaluation will take place at grade level meetings, progress will be reported to site administrators, feedback will be given to teachers.

3j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school.

Please complete the table below.

Golden Plains Unified is entirely rural. More than 75% of the students ride the bus to school. There is limited access to technology outside the schools due, in part, to the fact that most publicly available Internet access requires a toll fee. Additionally, approximately 95% of our students speak English as a second language. Almost 90% of the homes speak a language other than English for a majority of the time. Coordinating electronic communication for these families is dependent on a number of factors, not all of which are within the control of the schools or the District.Technology is currently being used to improve home-to-school communication. Many


classrooms have telephones that may be used by teachers to communicate with parents. The use of PowerSchool The District updates its web pages regularly making a wide range of information available to parents. The information posted includes important dates, contact information, school calendars, curriculum standards, and the School Accountability Report Card (SARC). Certificated staff members have their own District email accounts and web pages that are easily updated. District and school sites need to develop an automated phone system for public notification.

Most families in the District have access to telephone service, so an automated phone system for public notification, in English and Spanish languages, would be a practical means of communicating with parents and families. Future planning should include: • Providing an automated phone system for public notification • Investigation into the possibilities for providing wireless access within the local area to District servers. • Training and time for teachers to keep their websites updated. • Using an online gradebook with private access to parents for their children’s grades and data. • Computer and email training for families of our students. Goal 1 : Improve Communication among home, school, and community. District administrations and teachers will use technology to imporve communication among home, school, and community. Target Group: administrators, teachers, key clerical staff, Parents, and the Community. Goal 1 Objectives: By June 2015 100% of the teachers will have pertinent, timely, up-to-date information posted on the school and districts website. Annual Benchmarks for Goal 1: Year 1 a minimum of 50% by June 2011, year 2 a minimum of 75% by June 2012, 100% by June of 2013 will meet this goal. Goal 1 Objectives 2: By June 2015 100% of teachers will offer parents passwords protected on-line access to up-to-date student attendance, assignment, and grades on the districts student information system. Annual Bench marks for objective 2: Year 1: minimum of 50% by June 2011 Year 2: Minimum of 75% by June 2012 Year 3: Minimum of 85: by June 2013 Year 4: Minimum of 95% by June 2014 Year 5: Minimum of 100% by June 2015 Evaluation Insturments and data: Insturment: on going "how to Access" district SIS communications and/r trainings, parent password request, and parent usage records.


Data: 100% of parents trained; 50% of parents requesting passwords, 50% of parents using components of ABI Insturment: Ed-tech survey Data: 100% of teachers who self report an increase in the use of email to improve 2-way communication. Instrument: District, school, and teacher websites and communication artifacts. Data: Evidence of efforts to improve 2-way communication Data Reviewers: County office technology consultants, etag, site administators and staff will analyze end of school year results annaully between June and September and report to stakeholders annually in October. Implmentation and Timelines 1. By the Fall of 2010, the district will design and distribute a standardized district students-at-risk notification template form letter and policy and form letter for use to all teachers. 2. By the Fall 2011 the school will have the hardware, infrastucture, and training needed to implement the parent component of the districts parent portal for student information. 3. By the Fall 2011 the district will be providing all district parents with access and training on using the parent component of the districts parents portal for student information. 4. By the Fall of 2011 the district will purchase and implement an automated phone calling system. 5. Annaully the district and schools will solcite community, business, and or university partnerships. 6. Annually the district will communicate to all stakeholders via a variety of media. 7. Annually the district will provide various trainings on different technological tools. Digital Resources to be used; Google Doc's Web Publishing Software Word, desktop publishing, and outlook email District IT work order management system and equipment inventory database


IMPLEMENTATION PLAN

ACTIVITY RESPONSIBLE Time Line

2010-2011 2011-2012 2012-2013

Install phones in every classroom

X

Investigate the costs and logistics of installing automated phone systems for public notification

X

Investigate possibilities for providing wireless Internet access within the local area

X

Provide a regular time for teachers to update their class websites.

X X

Teachers use online gradebook (PowerSchool) and report card

X X

Provide computer and email training for families

X X X

Monitoring and Evaluation:

Evaluation Instruments and Data:

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

3k The district technology specialist, district's technology committee, and site administrators will monitor the timeline and progress toward the benchmarks annually. They will monitor for the following:

• Use of technology to improve teaching and learning • Teaching of technology and information literacy skills • Equitable access to technology for all students • Use of technology to improve student record keeping


• Use of technology to make teachers and administrators more accessible to parents • Cyber citizenship and cyber safety curriculum

The evaluation findings will be included in the Annual Summary Report to be submitted to all stakeholders via the district website by August and no later than September of each year.


4. Professional Development

4a. Summary of teachers' and administrators' current technology skills and needs for professional development.

The District Summary of the Golden Plains Unified School District teachers’ technology proficiency is incomplete. However, viewed in conjunction with actual performance, there is a great need for training. Two goals are set. The first is, “Teachers will use Technology as a tool to improve teaching and learning.” Teachers will be encouraged to improve the level of their professional technology efficiency by attending classes within the district, attending workshops, and participating in online webex training provided by agencies under contract with the district. The district also needs to maximize the use of resources within the Fresno County Office of Education (FCOE) as well as vendor provided training. There are also qualified trainers within the district who can provide technology training. This will enable teachers to integrate technology skills into their standards-based curriculum. The targeted skills are listed by grade in the Technology Skills Matrix. The district will continue to use California Technology Assistance Program in Region 7 (CTAP) trainers and CTAP workshops to provide training that is based on the areas of need indicated in the site summaries for the California Technology Assessment Profile. Ninety percent of GPUSD teachers will have completed the California Technology Assessment Profile by February 28th of each year. Student record keeping and assessment tools are in place and accessible to every teacher. We currently use Power School for attendance, demographics, and disciplinary information. Measures by Datawise is used for collection, assessment, and desagregation of student data. We are in the process of transitioning from Power School to Aeries by Eagle for our Student Information System. Measures by Datawise is the district data analysis and reporting system and includes an online standards based report card), is also available to all teachers and administrators. In an effort to mainstream operations the district is considering moving away from Measures and into Data-Director. The third piece is Renaissance Suite, including assessments (STAR Math, STAR Reading, Accelerated Reading) and instruction for math intervention with Accelerated Math. These pieces are in place, and some teachers are already trained and using these tools. There will be more direction from the district office to be consistent on all programs available at all sites. There will be additional, ongoing staff development to improve the use of these tools for assessment and improvement of instruction. The second goal is, “Teachers will use technology as a tool to improve communication and management.” Training will be provided for all teachers on Data-Director, Eagle, on the district web site, on use of email, Google Documents, bulletin boards, and use of chat rooms for teacher collaboration purposes throughout the school year. Opportunities will be available during the California Staff Development buy-back time, release time, and in workshops or online training


during off-duty time. EETT funding is used to pay stipends for teachers to participate in staff development offered within the district on off-duty time.

Project ACCESS: Activating Connections and Collaboration to Enhance Student Success, through its partnership with Instructional Technology Services (ITS) at Fresno County Office of Education (FCOE), will provide access for all 4th-8th grade students and teachers, via electronic resources, to its vast library of instuctional materials. Additionally, ITS provides access to grade specific digital media services, Web 2.0 tools, and videoconferencing. ITS provides professional development and technical support for all teachers participating in the program including training on the use of Interwrite Pads, and SRS with a focus on enhansing student enngagement and promoting high levels of content knowledge for English Learners.

See page 12 of the EETT Competitive Grant Application to complete this portion

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

The goals listed below describe how the Golden Plains Unified School District expects its

teachers to effectively integrate technology into the curriculum.

Goal: By June 2010, staff will demonstrate increased use of technology resources to access student learning in California Content Standards. Specific Measureable Objectives by June 30, 2010.

Objective : Certificated staff will be trained in the use of technology to support standards-based instruction.

Annual Benchmarks:

Year 1: 50% of teachers will complete CTAP level 1 trainng and 25% will complete CTAP level 2 training.

Year 2: 75% of teachers will complete CTAP level 1 training and 50% will complete CTAP level 2 training.

Year 3: 90% of teachers will complete CTAP level 1 training, 75% will complete CTAP level 2 training, and 25% will complete CTAP level 3 training.


Objective: 70% of all administrators will be trained in the use of of the TICAL website. (Technology Information Center For Adminstrative Leadership)

Year 1: 50% of all administrators will be trained in the use of the TICAL website.

Year 2: 60% of all administrators will be trained in the use of the TICAL website.

Year 3: 70% of all administrators will be trained in the use of the TICAL website

Evaluation Instruments and Data

Insturment: EdTech Profile, evaluation and reflection from TICAL workshops, Surveys principals about use of website.

Data: CTAP2 data

Timeline: Semi-annually

Monitoring:

The Director of Assessment, site administrators, site technology staff, District Technology Specialist and the Director of Technology will track the development and implementation of all activities and accomplishments monthly and will report progress at technology meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measureable objective.

Persons Responsible:

Teachers on special assignment will review evaluations and make recommendations and training modifications as appropriate. Report to the Director of Assessment and the Director of Technolgy.

Goal: By June 2010, staff will demonstrate increased use of technology resources to assess student learning in California Content Standards. Target group is all district K-12 school.

Specific Measureable Objectives by June 30, 2010

Objective: Certificated staff will receive ongoing training in the use of data to inform standards-based instruction.

Annual Benchmarks

Year 1: 50% of teachers will be proficient with the district's data management system.



Objective: 100% of all administrators will receive ongoing training in the District's data management system.

Annual Benchmarks


Year 1 : 85% of all administrators will be trained in the district's data management system.

Year 2: 90% of all administrators will be trained in the district's data management system.

Year 3: 100% of all administrators will be trained in the district's data management system.

Evaluation Instruments & Data

Instrument: Direct observations and presentations by administrators

Data: Recorded presentations

Timeline: Quarterly

Monitoring: The Director of Assessments and the Director of Technology will track the development and implementation of all activities and accomplishments monthly and report progress at quarterly district/site admin meetings. Modifications to our district activities will be made as needed in order to insure that we meet or exceed this measureable objective.

Person Responsible: The Technology Committee will review and make recommendations and training modifications as appropriate. Report to the Superintendent and the Board of Trustees.

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

The benchmarks for each of the goals are stated in each of the goal forms above and the timelines for implementing the strategies and activities is contained in our overall timeline for the plan in Appendix C.

The Technology Committee will work closely with the Director of Assessment and the Director of Technology to identify appropriate training venues and establish professional technology portfolios for individual teachers. The Committee will confer with the administrator to schedule training. After each training venue, the particpants will evaluate the session with a critique form and the Committee will coach the teachers as needed on an individual basis to develop the skills in context and integrate the technology. The Committee will meet once a trimester to review portfolios, evaluate progress, and report to the administrator. The administrator will advise the Committee. The Committee will ensure that each certificated staff member takes the EdTech Profile self-assessment to document professional growth in insturctional technology skills.


5. Infrastructure, Hardware, Technical Support, and Software

5a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components of the plan.

Existing Hardware: All workstations and servers are connected to a 100Mg connection or higher. We also have secured wireless hotspots at certain locations throughout the district. All sites including the district office are utilizing networked printers. Each site is equipped with a FAX machine. All workstations have Microsoft Office Suite (Word, PowerPoint, Excel, and Access). Almost all PC workstations are running Windows XP. MACs workstations that are currently being used are all running OS X.

School Site Printers Mobile Lab LCD Projectors

Overhead Projectors

Document Projectors

Digital Cameras

Cantua Elementary

15 0 8 0 8 1

Helm Elementary

18 4 2 0 1 0

San Joaquin Elementary

67 1 30 13 33 5


14 1 14 4 13 25

Tranquillity High

26 1 12 18 8 2

Rio Del Rey Continuation High

4 0 1 1 0 2

District 144 7 67 36 63 35

Existing Internet Access: Currently, site LAN connection speed is 100mbps or higher. Tranquillity Elementary and Tranquillity High School has a 40Mg DS3 connection speed to the district office. Helm Elementary has a 6Mg speed connection to the district office. San Joaquin Elementary is connected to district office via fiber. Cantua Elementary is connected to the district office via 10Mg wireless. The district office serves as a central hub for the entire district. The district office has a 10Mg DS3 connection speed to FCOE.


Existing Electronic Learning Resources: Helm Elementary and San Joaquin Elementary are using the web-based version of Renaissance - Renaissance Place, which consists of Accelerated Math, Accelerated Reader, English in a Flash, MathFacts in a Flash, STAR Early Literacy, STAR Math, and STAR Reading. Tranquillity Elementary, Tranquillity High, and Cantua Elementary are using the desktop version of Renaissance. We have Lexia which is a program designed for English Learners. Currently, all Elementary schools are using Lexia. SASIxp is still being used for printing transcripts. PowerSchool is being used for attendance and state report purposes. Our current assessment tool is Measures by Datawise.

Existing Technical Support: Each school site has one or two designated teachers who provide basic computer needs such as repair on computers and printers, installing software to workstations. The district has a Director of Technology who handles the Administration side of technology as well as managing the district’s Student Information System (SIS). The other district support staff is a District Technology Specialist who manages the network infrastructures and well as servers, and other programs used throughout the district.

5b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district's teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan.

Hardware Needed:

Our goal is to have multimedia computers less than three years. The district office computers would need to be up-to-date to work efficiently. Also much of our focus would be to train teachers to effectively use technology in the classrooms or to integrate technology as part of their curriculum.

School Site Number of Computers 3 yrs or less

Current Student to Computer ratio

Computers Connected To Internet

Computers Needed by 2013


Cantua Elementary

20 5:1 40 30

Helm Elementary 30 3:1 47 0

San Joaquin Elementary

125 9:1 93


50 4:1 68 60

Tranquillity High 9 3:1 170 25

Rio Del Rey Continuation High

0 10:1 3 15

District 234 5:1 421 130

Electronic Learning Resources Needed: Our current Electronic Learning Resources would suffice in meeting our goals. The Technology Committee is constantly searching for new Electronic Learning Resources that would better prepare the distrtict to meet its goals.

Networking and Telecommunications Infrastructure Needed: Through the use of E-RATE and district funds, we would increase connection speed from Helm to the district office as well as the connection from Cantua to the district office. Cantua’s wireless connection would be replaced by a DS3 connection. With increasing Internet usage, our bandwidth to the FCOE would need to be increased as well as connection between district office and school sites.

Infrastructure progress and classroom computers as well as office computers will need to be up-to-date to keep up with the changing technology.

Physical Plant Modifications Needed: Through the use of E-RATE and district funds, additional electrical outlets will be needed to accommodate the additional computers in the server rooms as well as classrooms.


Technical Support Needed: In the distant future, additional staff needs to be hired and certain function such as E-RATE needs to be outsourced.

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

Hardware/Software When Person Responsible Number Needed

File Servers Summer 2011 District Technology Specialist 12

Replace site computers 2011 - 2013 Site Principal 6 sites

DO-FCOE bandwidth increased

Summer 2011 District Technology Specialist 1

T1 to DS3 Summer 2012 Site Principal 1

Wireless to DS3 Summer 2013 District Technology Specialist 1

May - June: Items purchased

June - August: Implementation

September - May: Training opportunities

Year 1 Benchmark:

Recommended Actions/Activities Timeline Person(s) Responsible

Replace or upgrade computers that are 4 years or older at each school site.

Summer 2011 Site Principal

Replace or upgrade servers that are 4 years or older at each school site.

Summer 2011 District Technology Specialist

Internet bandwidth to FCOE increased for District Office location.


Year 2 Benchmark:





Connection speed from Helm to District Office increase


Year 3 Benchmark:




wireless connection from Cantua to District Office replace with DS3.


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

Monitoring Activity Person Responsible Schedule

computers <=3 years Site Principal Annual

Proper electrical outlet to accommodate classroom computers

Dir. of Technology/Dir. of Maintenance&Operations/CBO

Ongoing, 2009-2012

Network & telecommunications upgrades

District Technology Specialist Ongoing, 2009-2012

Outsourced ERATE Dir. of Technology/CBO Ongoing,2009-2012

Additional technical support Dir. of Technology/Technology Specialist/CBO

Ongoing,2009-2012

Update on progress and changes

technology committee, Dir.Tech/CBO

Ongoing,2009-2012


6. Funding and Budget

6a. List of established and potential funding sources.

Established Funding Sources: The largest portion of the districts plan will be funded with E-rate, Microsoft Voucher, and ARRA dollars. We will use Microsoft Voucher funds for the replacement of Administrative computers. We will use title 1, special education, After School Education, and Economic Impact Aid money to replace student computers. The districts portions of E-rate funded projects will be paid for with general fund money. Staff development is funded primarily with title 2 funds, but other special funds such as Title 1 and EIA will be used as well.

The goals, objectives and activities identified in this plan will be funded from a variety of sources, including the ongoing pursuit of grant funding. The Director of Technology, the District Technology Specialist, and the Chief Business Officer with the assistance of the District Technology Committee will work together to oversee the costs of implementation. The district will budget for the necessary funding as costs allow.

Fund sources include the following:

• General Fund • Microsoft Settlement • Title 1 • Title 11 • Title 111 • EIA • ELAP • EETT C Round 8 • E-rate • Professional Development Funds • Migrant • Lottery • GATE • Special Education

Potential Funding Sources: Potential Funding Sources include, but are not limited to EETT ARRA (applied October 15, 2009), other categorical funding and future grant funding.


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

Item Description Year 1 Year 2 Year 3 Funding Source

Including E-Rate

5000-5999 Other Services and Operating Expenses

Staff Development $100,000 $100,000 $100,000 General Fund, Microsoft settelment, ARRA, Title 1, EIA, Title 2

6000-6999 Equipment

Storage Area and Netwrok Upgrade

$100,000 $100,000 $100,000 Genral fund, Microsoft, Voucher, and ARRA

Email Archiving $10,000 $10,000 $10,000 General fund, ARRA, Microsoft Voucher

Digital Cameras, Microphones $5,000 $5,000 $0 General Fund, Microsoft settelment, ARRA

WAN Upgrade $100,000 $100,000 $100,000 E-rate, General Fund, Microsoft settelment, ARRA

Internet Access Upgrade $25,000 $25,000 $25,000 E-rate, General Fund, Microsoft settelment, ARRA

Computer Replacement $100,000 $100,000 $0 Microsoft settelment, ARRA

Student Computers $0 $100,000 $100,000 Title 1, EIA Special Ed.

Software Subcriptions $150,000 $150,000 $150,000 Title 1, EIA, Special Ed.

Totals: $590,000 $690,000 $585,000

6c. Describe the district's replacement policy for obsolete equipment.

The district makes every effort to replace or upgrade computers that are over four to five years old. The technology staff assists in determining if there are appropriate uses for the equipment. Computers older than five years are not placed on the network because older computers may slow the speed of the network in general. However, these computers can be used to run self-contained software in different locations. If there is no appropriate use for the equipment or if maintenance isn't cost effective, the equipment is surplused with board approval and sold at auction or e-wasted through Fresno County Office of Education. Site principals are responsible for keeping track of computers that need to be replaced. The district will fund replacements through the resources listed in section 6a.


6d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary.

The District Technology Committee with guidance from the Director of Technology and the District Technology Specialist will evaluate all components of this technology plan and provide an annual summary report on progress toward the plan's goals and objectives. For more details see section 7.

Site principals are responsible for monitoring their respective technology funding and implementation costs. They will only appprove items that are allowed through this plan and meet budget guidelines or they will follow procedures to amend the plan. The Director of Technology and the business office will monitor purchase orders to ensure that items are within budget and reflect the technology plan. Budgets will be adjusted as needed through a collaborative process which includes the technology committee, site administrators, Director of Technology, District Technology Specialist, CBO, business office and district superintendent.


7. Monitoring and Evaluation

7a. Describe the process for evaluating the plan's overall progress and impact on teaching and learning.

The GPUSD technology committee will be responsible for monitoring and evaluating the entire technology plan. The GPUSD Director of Technology will oversee that process and ensure that all timelines are met. The committe will utilize the timeline matrix in section 7.

The GPUSD technology committee will meet every second Tuesday of each month to discuss current technology issues, along with monitoring and maintaining the technology plan. The committee will include: the District Technology Specialist, the District Technology Director, various administrators and representatives from each site.

A variety of data collection methods will be utilized. These will include surveys (from teachers, administrators, students, some classified staff and stakeholders), results of EETT grant goals & objectives, information from technology commitee meetings, and interviews with various staff members such as site technology personnel and department chairs. Surveys will be completed by students in August (along with updating acceptable use policy forms) and by other stakeholders in February. Data will be collected annually and analyzed to determine growth and effectiveness of the technology plan. In May of each year, the technology committee will make annual comparisons to determine growth and usage in respect to the technology plan. Refer to timeline matrix in section 7. If it is determined that the district is on pace to meet the plan's goals and objectives, no adjustments will be made. If it is determined that the district is not on pace, recommendations will be made to ensure progress towards implementation of the plan. Results of the data findings will be shared with all stakeholders via the district website.

For the goals dealing with appropriate access, equity, reord keeping and home to school connection, the technology committee will work closely with the District Technology Director, the District Technology Specialist and individual sites to implement and monitor the program.

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

6

6 Monitor/Evaluation

July Aug Sep Oct Nov Dec Jan Feb Mar Apr May June


Collect student survey results (CTAP/Ed Tech Profile data)

X X

Collect teacher survey results (CTAP/Ed Tech Profile data)

X X

Collect other survey results (CTAP)

X

Collect EETT data (technology curriculum data – grades 4-8)

X X

Infrastructure/hardware update

X X

Update School Web Sites

X X X X X X X X X X

Update Teacher Web Pages

X X X X X X X X X X

Update District Web Site

X X X X X X X X X X


Professional development update

X X

Plan Technology Purchases

X X

District Tech committee meetings

X X X X X X X X X X

7c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders.

The evaluation status of the technology plan will be reported to all stakeholders annually via the GPUSD website. The results will be reported in August, no later than September, allowing the evaluation team (GPUSD technology committee members) time to review all data and documents.

After completing the evaluation, the team will analyze and consider necessary changes to insure ongoing adherence to the technology plan. The team understands that the technology plan is a document that can be adjusted as the district's needs and situations change. It is not a plan that will remain unchanged, but rather evolve with the district during the next three years as it faces uncertain economic challenges.

Any and all stakeholders may attend monthly technology meetings. Technology committee meeting minutes are also available on the website. The district's technology plan is also available on the website and copies can be provided when requested by parents, community members and others.


8. Collaborative Strategies with Adult Literacy Providers

Adult Literacy:

Golden Plains Unified School District provides an adult education program in the district in San Joaquin. Courses offered include learning English (EL classes), GED preparation, and assistance in obtaining an adult diploma. The primary focus of these classes is to provide students with work-related skills. Technology programs for adult education include Rosetta Stone for EL classes, and Mavis Beacon to improve typing skills. At Tranquillity High School, adults receive literacy skills instruction weekly through the Read Fresno program.

West Hills Community College partners with Tranquillity High School, offering distance learning through the Westside Institute of Technology (WIT) program for adults in the community.

The Regional Occupational Program (ROP) offers a variety of computer and adult literacy training opportunities such as desktop publishing, information technology, and office management. These free classes are open to all adult residents of Golden Plains

Unified School District .


9. Effective, Researched-Based Methods and Strategies

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

EFFECTIVE, RESEARCHED-BASED METHODS AND STRATEGIES FOR EDUCATION

GoldenPlains Unified School Districtuses a research-based method of technology-enhanced education, based on the following four elements (CEO Forum, June, 2001, http:www.ceoforum.org/downloads/report4.pdf):

• alignment to curricular standards and objectives, • assessment that accurately and completely reflects the full range of academic achievement and

performance, • holding schools and the district accountable for continuous evaluation and improvement of strategies, • an equity of access across geographic, cultural, and socio-economic boundaries.

In the study, "The Computer-Integrated Instructional Program (Project Child) found that elementary students in project classrooms from kindergarten through fifth grade consistently had higher test scores and better discipline than their counterparts: (Butzin, S.M. (2000, June) Project Child: A decade of success for young children [Feature]. Technology Horizons in Education Journal, 27(11). Retrieved fromhttp://www.thejournal.com/magazine/vault/A2882.cfm ).

The use of computers and related technologies has often been linked with increased student achievement (Gimbert & Cristol, 2004, NCREL, 2004); studies have shown that students with routine access to technology learn the fundamental skills of reading, writing, and math faster and better when they have a chance to practice them using technology. Research also demonstrates that technology programs in elementary and middle schools not only build skills needed to learn other subjects, but motivate students to learn--particularly those at risk of failure (Sandholtz, 1997).

Technology and Student Achievement -- The Indelible Link (ISTE, 2008) presents strong evidence that technology integration in teaching and learning is having a strong positive effect on student achievement and is helping to advance equity and access in historically high needs schools and communities; technology is having a positive impact on increasing student achievement through test scores and the acquisition of 21st Century skills. These studies found more positive effects on achievement in all major subject areas and more positive attitudes toward learning among students using technology.

Research highlights many benefits of using instructional technology with English Learners (ELs). Competent use of computers prevents ELs from “academic and social marginalization” (Murray & Kouritzin, 1997). Through technology, ELs can learn and interact in a rich linguistic and multicultural environment, and extend their language skills (Lee, 2000).

District specific analysis of how the research will be used: Consistent with this research, Golden Plains Unified will carefully analyze learning resources and lessons both for alignment with California content standards and for the ability to measure growth/achievement on those standards. Through ongoing data collection and analysis, our district will continuously monitor its attainment of the goals and objectives of the Educational Technology Plan, reporting the results to the superintendent, the school board, and the public. Throughout the plan, attention is paid to providing appropriate and equitable access to all students in our community, including students in special needs populations. Our English Learners (ELs) will utilize additional programs, such as Lexia Learning, to develop reading and language development skills.


Becker, J.H., and Riel, M.M. (2000). Teacher professional engagement and constructivist-compatible computer use, Center for Research on Information Technology and Organizations. http://www.crito.uci.edu/tlc/findings/report_7startpage.html

This report describes a number of aspects of the professional engagement of American teachers. It also examines relationships between professional engagement and teaching practice, including instruction involving computer use. We defined professional engagement as a teacher taking effort to affect the teaching that occurs in classrooms other than his/her own. Professional engagement is measured by:

• frequency that teachers had informal substantive communications with other teachers at their school, • frequency and breadth of professional interactions with teachers at other schools, and • the breadth of involvement in specific peer leadership activities-mentoring, workshop and conference

presentations, and teaching courses and writing in publications for educators.

District specific analysis of how the research will be used: The Education Technology Plan is consistent with the research in the following ways: 1.) teachers collaborate with various staff to produce and practice technology-integrated activities, 2.) teachers are provided with the opportunity to attend workshops and conferences that cover basis-to-advanced use of technology, as funds are available, and 3.) technology-proficient teachers are involved in leadership activities such as coaching, facilitating, and modeling the effective use of instructional technology.

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

District specific analysis of how the research will be used: A variety of instructional strategies and technologies will be used to assist students in acquiring literacy skills in all content areas. As described in the research, the use of nonlinguistic representations such as graphic organizers are effective tools for supporting new concepts and vocabulary. Simulation software allows students to generate and test hypotheses quickly and efficiently. Using presentation software to organize information, coupled with handouts to assist students in note-taking and identifying main ideas and summarizing critical information.


9b. Describe the district's plans to use technology to extend or supplement the district's curriculum with rigorous academic courses and curricula, including distance-learning technologies.

Describe the district's plans to use technology to extend or supplement the district's

curriculum with rigorous academic courses and curricula, including distance-learning

technologies.

Kulik (2003) and other researchers have found that technology, when used in a collaborative environment, increases student achievement more than individual use.

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

District specific analysis of how the research will be used: The goal for Golden Plains Unified is to integrate technology into the curriculum. Our curriculum and staff development goals in the plan reflect this commitment. The district has licenses for a number of online educational service that are mentioned earlier in this plan. These resources can be accessed in the library, in the computer labs, and in the classrooms. Tranquillity High School students have access to Cyberhigh, a distant learning program for credit remediation.

Golden Plains Unified plans to continue, and expand, the use of technology across all grades and across the curriculum.


Appendix C - Criteria for EETT Technology Plans

(Completed Appendix C is REQUIRED in a technology plan) In order to be approved, a technology plan needs to "Adequately Addressed" each of the

following criteria:

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

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

1. PLAN DURATION

CRITERION

Page in

District

Plan

Example of Adequately

Addressed

Example of Not

Adequately Addressed

The plan should guide the

district's use of education

technology for the next

three to five years. (For a

new plan, can include

technology plan

development in the first

year)

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

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

2. STAKEHOLDERS

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

Page in

District

Plan


Addressed

Example of Not


Description of how a

variety of stakeholders

from within the school

district and the

community-at-large

participated in the

planning process.

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

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


3. CURRICULUM

COMPONENT

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

Page in

District

Plan


Addressed

Example of Not


a. Description of teachers'

and students' current

access to technology tools

both during the school

day and outside of school

hours.

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

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

b. Description of the

district's current use of

hardware and software to

support teaching and

learning.

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

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

c. Summary of the

district's curricular goals

that are supported by this

tech plan.

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

The plan does not summarize district curricular goals.

d. List of clear goals,

measurable objectives,

annual benchmarks, and

an implementation plan

for using technology to

improve teaching and

learning by supporting

the district curricular

goals.

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

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


e. List of clear goals,




detailing how and when

students will acquire the

technology skills and

information literacy skills

needed to succeed in the

classroom and the

workplace.

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

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

f. List of goals and an

implementation plan that

describe how the district

will address the

appropriate and ethical

use of information

technology in the

classroom so that students

and teachers can

distinguish lawful from

unlawful uses of

copyrighted works,

including the following

topics: the concept and

purpose of both copyright

and fair use;

distinguishing lawful

from unlawful

downloading and

peer-to-peer file sharing;

and avoiding plagiarism

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

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

g. List of goals and an

implementation plan that

describe how the district

will address Internet

safety, including how

students and teachers will

be trained to protect

online privacy and avoid

online predators.

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

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


h. Description of or goals

about the district policy

or practices that ensure

equitable technology

access for all students.

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

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

i. List of clear goals,




to use technology to make

student record keeping

and assessment more

efficient and supportive of

teachers' efforts to meet

individual student

academic needs.

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


j. List of clear goals,




to use technology to

improve two-way

communication between

home and school.

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


k. Describe the process

that will be used to

monitor the Curricular

Component (Section

3d-3j) goals, objectives,

benchmarks, and planned

implementation activities

including roles and

responsibilities.

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

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

4. PROFESSIONAL

DEVELOPMENT

COMPONENT

CRITERIA Corresponding EETT Requirement(s): 5 and 12 (Appendix D).

Page in

District

Plan


Addressed

Example of Not



a. Summary of the

teachers' and

administrators' current

technology proficiency

and integration skills and

needs for professional

development.

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

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

b. List of clear goals,




for providing professional

development

opportunities based on

your district needs

assessment data (4a) and

the Curriculum

Component objectives

(Sections 3d - 3j) of the

plan.

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

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

c. Describe the process


monitor the Professional

Development (Section 4b)

goals, objectives,

benchmarks, and planned

implementation activities

including roles and

responsibilities.


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

5. INFRASTRUCTURE,

HARDWARE,

TECHNICAL SUPPORT,

AND SOFTWARE

COMPONENT


Page in

District

Plan


Addressed

Example of Not



a. Describe the existing

hardware, Internet

access, electronic learning

resources, and technical

support already in the

district that will be used

to support the

Curriculum and

Professional Development

Components (Sections 3

& 4) of the plan.

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

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

b. Describe the technology

hardware, electronic

learning resources,

networking and

telecommunications

infrastructure, physical

plant modifications, and

technical support needed

by the district's teachers,

students, and

administrators to support

the activities in the

Curriculum and

Professional Development

components of the plan.

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

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

c. List of clear annual

benchmarks and a

timeline for obtaining the

hardware, infrastructure,

learning resources and

technical support

required to support the

other plan components

identified in Section 5b.

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

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

d. Describe the process


monitor Section 5b & the

annual benchmarks and

timeline of activities

including roles and

responsibilities.




6. FUNDING AND

BUDGET COMPONENT

CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix D)

Page in

District

Plan


Addressed

Example of Not


a. List established and

potential funding sources. The plan clearly describes

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

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

b. Estimate annual

implementation costs for

the term of the plan.

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

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

c. Describe the district's

replacement policy for

obsolete equipment.

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

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

d. Describe the process


monitor Ed Tech funding,

implementation costs and

new funding

opportunities and to

adjust budgets as

necessary.



7. MONITORING AND

EVALUATION

COMPONENT

CRITERIA Corresponding EETT Requirement(s): 11 (Appendix D).

Page in

District

Plan


Addressed

Example of Not



a. Describe the process for

evaluating the plan's

overall progress and

impact on teaching and

learning.

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

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

b. Schedule for evaluating

the effect of plan

implementation.

Evaluation timeline is specific and realistic.

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

c. Describe the process

and frequency of

communicating

evaluation results to tech

plan stakeholders.

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

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

8. EFFECTIVE

COLLABORATIVE

STRATEGIES WITH

ADULT LITERACY

PROVIDERS TO

MAXIMIZE THE USE

OF TECHNOLOGY

CRITERION Corresponding EETT Requirement(s): 11 (Appendix D).

Page in

District

Plan


Addressed

Example of Not


If the district has

identified adult literacy

providers, describe how

the program will be

developed in

collaboration with them.

(If no adult literacy

providers are indicated,

describe the process used

to identify adult literacy

providers or potential

future outreach efforts.)

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

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


9. EFFECTIVE,

RESEARCHED-BASED

METHODS,

STRATEGIES, AND


Page in

District

Plan


Addressed

Example of Not


a. Summarize the relevant

research and describe

how it supports the plan's

curricular and

professional development

goals.

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

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

b. Describe the district's

plans to use technology to

extend or supplement the

district's curriculum with

rigorous academic

courses and curricula,

including

distance-learning

technologies.

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

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


Appendix J - Technology Plan Contact Information

(Required)

Education Technology Plan Review System (ETPRS) Contact Information

County & District Code: 10 - 75234

School Code (Direct-funded charters only):

LEA Name: Golden Plains Unified

*Salutation: Mr.

*First Name: Jeremy

*Last Name: Nichols

*Job Title: Principal

*Address: PO Box 457

*City: Tranquillity

*Zip Code: 93668

*Telephone: 559-698-7205

Fax: 559- 698-7632

*E-mail: [email protected]

Please provide backup contact information.

1st Backup Name: Ricky Moua

E-mail: [email protected]

2nd Backup Name:

E-mail:

* Required information in the ETPRS