tech use plan · web view2018-10-09 · 6d. budget monitoring40. 7. monitoring and evaluation42....

Technology Plan

Salida Union Elementary

July 1, 2011 - June 30, 2014

This plan is for EETT and E-Rate.

Table of Contents Background and Demographic Profile - Optional......................................................................11. Plan Duration.................................................................................................................................................... 32. Stakeholders..................................................................................................................................................... 43. Curriculum.......................................................................................................................................................... 5

3a. Current access by teachers and students.........................................................................53b. Current use of technology to support teaching and learning...........................63c. District curricular goals to support plan..............................................................................83d. Teaching and learning goals (Measurable Objectives, Benchmarks).............83e. Acquiring technology skills AND information literacy skills (Measurable Objectives, Benchmarks).......................................................................................................................123f. Ethical use................................................................................................................................................. 143g. Internet safety...................................................................................................................................... 153h. Description of access for all students................................................................................163i. Student record keeping...................................................................................................................173j. Two way home-school communication...............................................................................193k. Curriculum Monitoring Process................................................................................................21

4. Professional Development...................................................................................................................224a. Summary of Teacher and Administrator Skills and Needs................................224b. Providing PD Opportunities (Measurable Objectives, Benchmarks)..........234c. Professional Development Monitoring...............................................................................29

5. Infrastructure, Hardware, Technical Support, and Software...................................315a. Existing Resources............................................................................................................................ 315b. Needed Resources.............................................................................................................................335c. Annual Benchmarks and Timeline for obtaining resources..............................355d. Process to Monitor 5b..................................................................................................................... 36

6. Funding and Budget.................................................................................................................................386a. Established and Potential Funding Sources..................................................................386b. Annual implementation costs...................................................................................................396c. District replacement policy.........................................................................................................406d. Budget monitoring.............................................................................................................................40

7. Monitoring and Evaluation..................................................................................................................427a. Overall progress and impact evaluation..........................................................................427b. Evaluation schedule......................................................................................................................... 437c. Communicating evaluation results.......................................................................................43

8. Collaborative Strategies with Adult Literacy Providers................................................449. Effective, Researched-Based Methods and Strategies.................................................46

9a. Research Summary, District Application.........................................................................469b. Technology to Deliver Rigorous Curriculum.................................................................47

Appendix C - Criteria for EETT Technology Plans...................................................................48Appendix J - Technology Plan Contact Information...............................................................57

Salida Union Elementary July 1, 2011 - June 30, 2014 Page

Background and Demographic ProfileDistrict ProfileSalida Union School District serves kindergarten through eighth grade students. As of June 30, 2010 enrollment was 2,838 students. The District is comprised of three elementary schools (grades K - 5), one middle school (grades 6 - 8), and one charter school.Elementary Schools (K-5) Middle School (6-8) Charter School

Dena Boer Elementary Salida Middle School Independence CharterSalida Elementary

SchoolSisk Elementary School

The pupil population is culturally and socio-economically diverse. According to the 2008-2009 CBEDS, .4% are American Indian, 5.3% are African American, 3.6% are Asian, 2.1% are Filipino, 52.3% are Hispanic, 1.3% are Pacific Islander and 34.7%% are White. 26.6% of students are English language learners, and 53.2% percent receive free or reduced price lunches. All sites, with the exception of Salida Middle School and Independence Charter, are Title I schools.

2009 Base API 2009 Statewide Rank

2009 Similar Schools Rank

Salida Union Elementary

768 N/A N/A

Dena Boer Elementary

779 5 4

Salida Elementary School

789 5 8

Sisk Elementary School

816 7 7

Salida Middle School

750 5 4

The district has met two of three AMAO targets for English learner programs. The area that was not met was in AMAO 3 where English learners did not meet the AYP goal in mathematics. The district is in year 3 program improvement in the areas of English language arts and mathematics. Dena Boer is in year 2 program improvement. Sisk Elementary and Salida Elementary School are in year 1 program improvement. Currently the district is experiencing a steady decline in student enrollment. Since 2002-2003 the district has seen enrollment drop from 3,473 students to 2,961 students in 2008-2009 with no anticipated plateau. Coupled with


volatile education funding over the past two years, Salida has experienced unprecedented cuts in all programs. District Technology VisionOur goal for the future is to make nearly all curriculum resources available online. We want to continue to increase the technology used by teachers during instruction to effectively support core academic learning. We believe it is important to move software and data from desktop computers to network servers and make this information available via to web-based applications. While we have moved many applications to server-based operations we are continuing to move forward with web-based applications. We see the need to develop administrative software that will automate time intensive tasks. We also see the need for secure websites that will allow parents access to information they need to become full partners in their children’s education. When surveyed, parents see the need for a web-based attendance, grade, and conduct reporting system, which is accessible to students and parents. This addition will increase stronger school to home communication and increase parent involvement.


1. Plan Duration

July 1, 2011 - June 30, 2014

This technology plan will be used for E-rate purposes. It will be reviewed and revised as needed through the District Technology Committee (DTC) at its regular monthly meetings.


2. Stakeholders

Stakeholders

Name Position CDSJohn Hall District Administrator Stanislaus Salida Union Elementary

Rex Tschetter Site Administrator Stanislaus Salida Union Elementary Dena Boer

Melanie Evans Classroom Teacher Stanislaus Salida Union Elementary Salida Elementary

Leo Villanueba Technology Support Staff Stanislaus Salida Union Elementary

Burt Lo County CTAP Representative Stanislaus

Linda Smith County CTAP Representative Stanislaus

Chris Nilles Corporate/Non-Profit GovConnection

The District Technology Committee (DTC) serves as the technology-planning group that broadly represents both school site and district office staff. The committee meets eight times each year and is composed of 12 regular members including teachers, principals, parents, technology specialists, and district office administrators. Beginning in the 2010-2011 school year, parents, community members, and students will be invited to participate in the meetings. This committee is given the task of reviewing each of the seven plan components, develop goal statements, and determine program focus statements and plan implementation activities and timelines. This is further reviewed and refined in collaboration with CTAP 6. The work of all stakeholders is represented in the body of this document.


3. Curriculum

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

Elementary School Students : All elementary school students have immediate access to technology resources in their regular classrooms, libraries, and computer labs and via roving wireless workstations. Each classroom has an Internet connection supporting between 3 and 10 student computers. All elementary schools have a complete computer lab designed for whole class instruction of technology-based skills and technology aided instruction in core subjects. Standard software applications licensed and provided at all elementary sites include Microsoft Office, STAR Reading, Auto Skills Reading and Math, Rosetta Stone, Accelerated Reading, Read Naturally, and Education City. Each elementary school site has between 2 and 6 computers in the library used for electronic card catalog systems and Internet access. Additionally, 100% of the elementary schools have an after-school academic intervention center with computers setup to deliver supplemental reading and math instruction to struggling students and English learner students. Middle School Students : The one middle school has full access to technology-based resources for students. Some classrooms have 3-6 computers connected to the Internet and server applications via a Thin Client connection. Students also have access to whole class instruction in a dedicated computer lab housing 35 workstations. In addition, the school has a learning center with 17 computers, which deliver reading and math supplemental instruction to struggling students and English learner students. Finally, students have access to technology resources before, during and after school via 18 workstations in the library dedicated to student research projects. Standard software applications licensed and provided at the middle school include Microsoft Office, STAR Reading, Auto Skills Reading and Math, Rosetta Stone, Education City. Independence Charter: Independence Charter has full access to technology-based resources for students. Fourteen computers exist for students to work with on a weekly basis. Global Student Network is provided for each student in Social Studies and Science. In English Language Arts and Mathematics, students in grade 6-8 use Holt Online.Teachers : All teachers have a computer for administrative functions, lesson preparation, assessment monitoring and instruction. Some teachers have desktop computers and others have laptop computers. Each teacher has an individual email account. All workstations are loaded with Microsoft Office,


Adobe Acrobat Reader, Flash and Anti-virus software. In addition, an LCD monitor, SMART board, or Elmo system is available in some classrooms for interactive instruction. All teachers who specialize in educating our students with disabilities have current software and hardware to support to the county selected SEIS system, which maintains IEP goals, benchmark assessments, annual and triennial meeting notes.


Access to Technology ToolsCurrently, all students and teachers have access to technology in their classrooms. All multimedia computers are connected to the Internet and all teachers have email accounts.Students have scheduled access to computer labs on a regular basis during the school day. Computer lab time is spent teaching specific technology skills and completing teacher directed assignments.Students also have access to technology before and after school in classrooms, libraries and computer labs. These facilities are formally staffed by paid certificated teachers, teaching assistants and library media aides. Students take advantage of this extended learning time to complete Accelerated Reader tests, research reports and other academic work.The ratio of computer to students in the district is 1:4 There is a 1:3 computer to student ratio for GATE students. Special education students have the same access to computers as regular education students.

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

The Salida Union School District maintains state of the art hardware and software products as a means of providing 21st century learning opportunities for all students.Students: Computers are available to students in their classrooms, in school libraries and within computer lab settings at all school sites. The internet and district network are accessible through the use of all student computers. Each student computer has the district's standard software applications installed and ready for student use. Technology is used on a daily basis to increase student mastery of grade level standards and to increase student academic productivity. Students in all grades use computers in four specific ways. First, they have access to computers in their classrooms to complete technology-assisted instruction, take web-based assessments, research academic topics and complete regular classroom assignments. Students complete one to three multi-media related projects each trimester. Targeted grades use software such as: Read, Write and Type, Math Facts-in-a-Flash, Accelerated Reader, and Starfall Reading on a daily basis. Second, students visit site-based computer labs once each week to complete district assigned curriculum designed to develop computer skills. English learners who are identified as Beginning to Early Intermediate on CELDT access labs daily to complete additional English language development activities using Rosetta Stone software. Third, students have access to computers in school libraries to


research academic subjects on the Internet, complete classroom assignments and check the electronic card catalog for local library resources. The library computers are available before and after regular school hours. Additionally, the middle school offers computer/technology classes to students as elective courses. Fourth, struggling students and English learners are selected to participate in extended day programs for reading, math and English language intervention classes at dedicated supplemental instruction centers. Students receive intensive, systematic instruction designed specifically for their individual needs. Students participate in the intervention program five days a week for a 12-week term. Teachers: Teachers in the Salida Union School District use technology as a tool to assist in their day-to-day instruction and as a means of managing their student enrollment. Multimedia production software and presentation equipment enable teachers to present interactive and engaging instructional lessons that keep pace with 21st century learning goals. Teachers use the district's AERIES student management system to track student attendance, record grades and communicate with students and their families. District parents are able access and monitored their child's academic progress via the Parent Portal created within the AERIES system. The district divides technology use for teaching and learning into three categories: core curriculum instruction, technology skill instruction and academic intervention for reading, math and English language development.Core Curriculum Instruction: Technology is easily accessible to students and teachers for core curriculum instruction. Teachers select effective ways of using technology to enhance standards-based instruction from teacher guides, staff development offerings and district adopted lessons specifically designed to aid teachers with the integration of technology in standards-based lessons. These lessons are supported by staff development sessions that help teachers get started using technology in core curriculum instruction. With our recently adopted history/social science and science curriculum online learning, e-books and student resources provide pre-teaching and re-teaching of essential standards. Core instruction for students with disabilities includes interactive technology learning tools and software specialized to target their IEP goals.Technology Skill Instruction: The district adopted technology skills curriculum matrix outlines standards for each grade level K-8. Dedicated technology and instructional time is established to systematically and sequentially introduce students to increasingly difficult technology skills. System-wide standardization of software and skills, and alignment with high school requirements, ensure that students leave 8th grade with a consistent set of skills.Academic Intervention: The district supports and maintains technology-learning labs dedicated to providing academic support in reading, math and


English language development for struggling students, English learners and students with disabilities. Software programs proven effective through reputable research studies have been selected for use in these settings. Leading publishers of academic intervention software have selected the district as a demonstration site for effective use of technology in supplemental instruction.


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

The district has 3 curricular goals that will be presented in the district's LEA plan pending a Spring 2011 rewrite:

• All students and statistically significant subgroups will meet their AYP goals or safe harbor goals in English language arts annually as measured by the CST/CMA in English language arts.

• All students and statistically significant subgroups will meet their AYP goals or safe harbor goals in mathematics annually as measured by the CST/CMA in mathematics.

• All English learner students will make growth towards English proficiency by one level annually as measured by the CELDT.

The technology plan will be a key element in achieving these goals by providing the foundation to:

• Monitor student academic progress towards proficiency • Assist in delivering intervention lessons • Assist with English language development for English learners • Foster collaboration among staff and global sources • Access learning resources beyond the classroom

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


Goal 3d.1: Salida Union School District students will make steady progress in English Language Arts.

Objective 3d.1.1: By June of 2014, 90% of the students in the Salida Union School District will be proficient or greater in English Language Arts as measured by the California Standards Test (CST).

Benchmarks:• Year 1: By June of 2012, 68% of the students in the Salida Union School

District will be proficient or greater in English Language Arts as measured by the California Standards Test (CST).

• Year 2: By June of 2013, 79% of the students in the Salida Union School District will be proficient or greater in English Language Arts as measured by the California Standards Test (CST).

• Year 3: By June of 2014, 90% of the students in the Salida Union School District will be proficient or greater in English Language Arts as measured by the California Standards Test (CST).

Implementation Plan

Activity Timeline

Person(s) Responsible

Monitoring & Evaluation

Evaluation Instrument

Students will utilize a variety of applications such as Read, Write and Type, Read Naturally, Accelerated Reader, Academy or Reading, and Education City to develop vocabulary and reading skills. Reading skills will include decoding, fluency and comprehension development.

Weekly beginning in September 2011 - May 2014

Classroom teachers, media clerk, and principal

The assessments embedded in the software applications will be utilized to monitor and evaluate student mastery.

District ELA benchmark assessments. California Standards Test (CST)


Students will complete writing assignments utilizing various word processing applications such as Read, Write and Type, Kid Pix Microsoft Word, PowerPoint, and Mavis Beacon. Writing assignments will vary in length and complexity as it relates to grade level expectations. For examples of grade level specific technology based learning projects refer to Appendix A.


Classroom teachers and principal

Draft writing assignments will enable teachers to monitor and provide feedback. Final drafts will be collected and evaluated for content and format.

Grade level writing prompts. CST writing assessments for 4th and 7th grades.

Students performing below grade level in ELA will participate in computer based intervention programs. Students will complete remedial skills activities utilizing computer applications such as Read Naturally, Academy of Reading, Rosetta Stone and Education City.

Daily intervention will be provided beginning in September 2011 and continue through May 2014

Classroom teachers, intervention instructors and principal

The assessments embedded in the software applications will be utilized to monitor and evaluate student mastery.

District ELA benchmark assessments. California Standards Test (CST)

Goal 3d.2: Salida Union School District students will make steady progress in Mathematics.

Objective 3d.2.1: By June of 2014, 90% of the students in the Salida Union School District will be proficient or greater in Mathematics as measured by the California Standards Test (CST).

Benchmarks:


• Year 1: By June of 2012, 69% of the students in the Salida Union School District will be proficient or greater in Mathematics as measured by the California Standards Test (CST).




Implementation Plan

Activity Timeline




Students will utilize technology components embedded in their grade level curriculum. These components develop computation and problem solving math skills. The content and complexity of these skill-building activities will be age and grade level appropriate. For examples of grade level specific technology based learning projects refer to Appendix A.


Classroom teachers and principal

Embedded assessment tools will be utilized to monitor and evaluate student progress.

District Benchmark Assessment for Math and the California Standards Test (CST)

Students who are performing below grade level expectations will participate in computer based intervention programs. Students will build their grade math skills through the use of computer applications such as Academy of Math, Math Facts in a Flash and Education City.

Daily beginning in September 2011 and continuing through May 2014.

Classroom teachers, intervention teachers, and principal

Assessment tools embedded in the application will be utilized to monitor and evaluate student progress.

District Benchmark Assessments for Math and California Standards Test (CST)

Goal 3d.3: English Language Learners in the Salida Union School District will make steady progress towards language proficiency.

Objective 3d.3.1: By June of 2014, 58% of English Language Learners will make progress towards language proficiency and 38% will achieve proficiency as measured by the California English Language Development Test (CELDT).


Benchmarks:• Year 1: By June of 2012, 55% of English Language Learners will make

progress towards language proficiency and 34% will achieve proficiency as measured by the California English Language Development Test (CELDT).

• Year 2: By June of 2013, 56% of English Language Learners will make progress towards language proficiency and 36% will achieve proficiency as measured by the California English Language Development Test (CELDT).

• Year 3: By June of 2014, 58% of English Language Learners will make progress towards language proficiency and 38% will achieve proficiency as measured by the California English Language Development Test (CELDT).

Implementation Plan

Activity Timeline




Identify computer application/program for EL students to utilize.

By October 2011

District Testing CoordinatorCoordinator of Professional Development

Responsible person(s) will provide overview of choices to DTC for recommendation.

DTC Meeting notes

Purchase application for use with EL students

By November 2011

District Testing Coordinator

Purchase Orders submitted

Purchase Orders completed

Install application on computers to be used with EL students.

By January 2012

District Technology Lead

Meet to schedule installation

Schedule of installation

Present identified Learning Projects (Appendix A) to each site for use with EL students.

By October 2011

District Testing CoordinatorCoordinator of Professional Development

Schedule of site visits for Professional development

Sign in sheets

Professional development on new/continuing computer application/program

By February 2011

District Testing CoordinatorCoordinator of Professional Development District Technology Lead

Schedule of Professional Development

Evaluation of trainings

Monitor English proficiency progress annually

by the first month of each school year.


Report to DTC, report to school board, and report to District Curriculum Committee (DCC)

Meeting notes, reports


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 the goal of the Salida Union School District to prepare students to be successful high school students. As a 21st Century learner it is imperative that students have the technology skills that will enable them to access electronic information, communicate electronically and complete academic assignments utilize technology tools. Based on these student needs the district has established technology skill goals for its students.


Goal 3e.1: All Salida Union School District students will acquire basic computing skills, network skills and electronic communication skills through the course of their enrollment.

Objective 3e.1.1: By June of 2014, all students completing eighth grade will possess computing and information literacy skills.

Benchmarks:• Year 1: By June of 2012, 50% of students completing eighth grade will

possess computing and information literacy skills. • Year 2: By June of 2013, 75% of students completing eighth grade will

possess computing and information literacy skills. • Year 3: By June of 2014, 100% of students completing eighth grade will

possess computing and information literacy skills.

Implementation Plan

Activity Timeline




Students will learn basic computing skills through the instruction they receive from the site media clerk during their weekly computer class. See Appendix A for specific computing skills being taught during computer instruction.

Weekly beginning in September 2011.

Media Clerk Classroom Teacher

Student's computing skills will be monitored and evaluated as they complete technology based learning projects.

Grade level projects

Students will learn the importance of information literacy through the course of instruction in their weekly computer classes. See Appendix A for specific information literacy skills.

Weekly beginning in September 2011

Media Clerk Classroom Teachers

Student's computing skills will be monitored and evaluated as they complete technology based learning projects.

Grade level projects


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

Goal 3f.1: By June 2014, all students completing eighth grade will be trained in the ethical use of computer technology and electronic media.

Implementation Plan

Activity Timeline




Train teachers on ethical use of computer technology and electronic media. Teachers will receive training on information technology.

By September of each year

Principal Media Clerk

Survey results will be used to determine proficiency

Ed Tech Survey results

At the beginning of the year, all students will take a pre-assessment on the appropriate and ethical use of information technology. Teachers will score the assessment. The scored assessment along with the correct answers will be sent home for parents to review with their child. A signed copy will be kept on file.

Yearly beginning in August 2011


Pre-assessments will be utilized for instructional planning purposes and decision making

Pre and Post-Assessments


During weekly computer instruction students will be introduced to copyright policies and computer etiquette, including opening own files, respecting others’ privacy, not copying previously printed work as own.



Acquisition of computer using skills will be monitored and evaluated as students complete their grade level technology based learning activities.

Grade level assignments

Students will learn to perform searches in online databases, encyclopedias, and Internet reference materials and cite references in a word-processed document.

Weekly beginning September 2011


Acquisition of computer using skills will be monitored and evaluated as students complete their grade level technology based learning activities.

Grade level assignments

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

Goal 3g.1: It is the goal of the Salida Union School District to educate its students on the safe and productive use of the internet.

Implementation Plan

Activity Timeline




Train teachers on Internet safety, including how to protect online privacy and avoid online predators.


Media Clerks Principals

Results from Ed Tech Survey will analyzed yearly

Ed Tech Survey


All students will be taught rules of Internet safety, including how to protect online privacy, avoid online predators and cyberbullying using NetSmartz videos, activities cards, and online activities.


Media Clerk Site Administrator

Pre and post-assessments will be utilized to evaluate student knowledge of safe use.

Pre and post-assessments

At the beginning of the year, all students will take a pre-assessment on Internet safety, including how to protect online privacy, avoid online predators and cyberbullying. Teachers will score the assessment. The scored assessment along with the correct answers will be sent home for parents to review with their child. A signed Internet use agreement will be kept on file for each pupil.


Media Clerk Classroom Teachers Parents

Students’ background knowledge will be evaluated using the cyber safety pre-assessment. Results of the pre-assessment will guide instructional planning and continued growth will be monitored as the plan is implemented.

Pre-assessment, Internet Use Agreement

The district will partner with local law enforcement to provide evening workshops for parents. The topic of these workshops will be cyber safety and how parents can protect their children from cyber threats.

Yearly beginning in September 2011

Media Clerk Site Principal Law Enforcement

School sites will track parent participation rates for cyber safety workshops.

Parent sign-in sheets

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


Each instructional classroom in the Salida Union School District will be equipped with one networked computer for teacher use and a minimum of two student computers. All classroom computers will be networked with accessibility to on-line learning opportunities. Each school site in the district will maintain a 4 to 1 student to computer ratio. All students will have access to networked computers daily when attending school and students attending the district Charter Program will have weekly access.All students will have access to computers and technology before and after school. School libraries, media centers, and after school programs will maintain fully networked computers for students participating in these programs. Technology instruction will be extended beyond the regular school day through computer courses being offered through site after school programs.


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.

The district has begun the process of integrating technology in all aspects of student information and student assessment. The recent commitment to Online Assessment Reporting System (OARS) for student assessment and commitment to AERIES for student information has given a firm foundation for teachers, administrators, and parents to access information crucial to student success.In the last two years, the district has focused on using data to drive educational practice. Professional development has been focused on not only retrieving the data but also creating plans for student achievement based on the results of the data. The district found that while it was easy to retrieve student data, decisions based on that data were difficult to find.

Goal 3i.1: All teachers and administrators will take/monitor attendance electronically.

Objective 3i.1.1: By June 2014, all teachers and administrators will take and monitor student attendance electronically using AERIES.

Benchmarks:• Year 1: All Salida Middle School teachers and administrators will take

and monitor student attendance electronically using AERIES. • Year 2: All elementary school teachers and administrators will take and

monitor student attendance electronically using AERIES • Year 3: All teachers and administrators will continue to take and

monitor student attendance electronically using AERIES.

Implementation Plan

Activity Timeline




Develop plan of action for offering support to users encountering difficulties with AERIES attendance

By October 2011


Plan of action to be presented to technology committee for review and input

Implementation plan


User login and password information created and distributed to teachers, administrators, and staff

Annually as schools come online; as needed with new teachers, administrators, and staff

District Technology Lead District Testing Coordinator

Monitor the creation of user logins

User login and password lists with distribution dates

Professional development on how to use AERIES to take attendance

Annually as schools come online; as needed for new teachers, administrators, and staff.


Sign-in sheets Actual use of AERIES for student attendance

Goal 3i.2: All teachers will monitor student academic achievement to make data driven decisions.

Objective 3i.2.1: By June 2014, all teachers will use Online Assessment Reporting System (OARS) to monitor district benchmark data.

Benchmarks:• Year 1: 75% of teachers will use OARS to monitor district benchmark

data and make data driven decisions based on the results. • Year 2: 90% of teachers will use OARS to monitor district benchmark

data and make data driven decisions based on the results. • Year 3: 100% of teachers will use OARS to monitor district benchmark

data and make data driven decisions based on the results.

Implementation Plan

Activity Timeline




User login and password information distributed to teachers, administrator, and staff.

Annually; as need for new teachers, administrator, and staff.


Distribution lists, staff lists for each site

User login and password lists


Professional development for each site on how to find benchmark, STAR, and CELDT data within OARS

By September annually


Evaluation forms from training, schedule of trainings at each site

Sign-in sheets, usage reports

Professional development for each site on using data to develop action plans for student achievement

By October annually


Evaluation forms from training, schedule of trainings at each site

Sign-in sheets, usage reports, data analysis/action forms

Benchmark Assessments through OARS INSPECT tool

Approximately every 45 days during a two week window


Teachers will administer exams in English language arts and mathematics in grades 2-8 and return answer documents to District testing coordinator

Answer documents returned and online testing completed

Benchmark Assessment Analysis through site and district grade level meetings

Following every benchmark assessments every 45 days within a two week window


Grade level meeting agendas, completed benchmark analysis tool, plan of action tool, and dedicated collaboration time

Benchmark analysis tool, Plan of action tool, dedicated collaboration time

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.

The Salida Union School District will use several technology-based tools to maintain a high level of communication between school and home. The district's web site is the primary tool used to maintain electronic communication between our schools and the community. The district office and each individual school site maintain and frequently update the information for their individual sites. Parents are encouraged to access these web sites for important information and announcements. All departments and employees are accessible through the district's web site and e-mail system.Parents of all district students will access to their child's school records through the Parent Portal within in the district's student information management system (AERIES). By using their unique log-in, parents will be able to access their child's academic and attendance records. This


interactive on-line system will enable our parents to monitor current and historical information regarding their children as well as maintain consistent communication with the district's staff.

Goal 3j.1: All parents will have access to the AERIES parent portal to monitor their child's attendance, academics, and personal information.

Objective 3j.1.1: By June of 2014, all parents will have access to the AERIES parent portal to monitor their child's attendance, academics, and personal information.

Benchmarks:• Year 1: All parents will have access to the AERIES parent portal to

monitor their child's attendance and personal information. • Year 2: All parents will have access to the AERIES parent portal to

monitor their child's academic information • Year 3: All parents will continue to have access to the AERIES parent

portal to monitor their child's attendance, academics, and personal information.


Implementation Plan

Activity Timeline




Technology Hardware to handle traffic

By October 2011


Determine the potential technology hardware to meet the needs of all parents having access to AERIES parent portal

minimum/recommended specifications for AERIES parent portal

Develop support capacity and structure to assist parents that encounter technical difficulties

By March 2012


Support protocols and structure to assist parents encountering technical difficulties

Support protocols for site technology leads to assist parents

Distribute parent access codes for AERIES parent portal

By August 2012

District Technology Lead Site Principals

Parent letter detailing access instructions and access codes for AERIES parent portal

Usage reports of parents, password distribution letters

Goal 3j.2: All schools will provide access to an online communication tool (such as a wiki or blog) for parents to access and communicate through

Objective 3j.2.1: By June of 2014, 100% of schools will provide access to an online communication tool for parents to access and communicate with the school

Benchmarks:• Year 1: A plan of implementation will be developed to provide access

to an online communication tool for parents to access and communicate with the school

• Year 2: 100% of schools will receive training in the online communication tool for parents to access and communicate with the school

• Year 3: 100% of schools will provide access to an online communication tool for parents to access and communicate with the school

Implementation Plan

Activity Timeline





Investigate online communication tools for plan development

By December 2011

District Technology Lead District Testing Coordinator District Technology Committee

Selection of online communication tool

Agendas and minutes from technology meetings, consultation with outside agencies for input on viable tools

Develop professional development plan for implementation of online communication tool

By May 2012


Plan of action developed for training of staff in online communication tool

Schedule of professional development

Implement technology structure for online communication tool

By October 2012


Evaluate current server capacity to handle requests, evaluate possible offsite hosting of service

Technology infrastructure inventory, minimum/recommended specifications of tool

Professional development in online communication tool at each school site and district office

by May 2013

District Technology Lead District Testing Coordinator District Technology Committee

List of training dates and times for each site

Sign-in sheets, training dates and times, evaluation forms for training

Provide training for parents to access online communication tool

By September 2013

Site tech leads District Technology Lead District Testing Coordinator

List of dates and times for each site training

Training dates and times for each site, evaluation of trainings

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

Evaluation instruments and program analysis information is included in the charts above for each curriculum component goal. A comprehensive plan to monitor the progress of these goals is in place.To ensure clear communication of the plan goals, the Leadership Council including site administrators, district staff, and cabinet members will be informed annually of the goals and updated yearly through presentations. Each administrator will receive a copy of the presentation to present to his or her school staff. In addition, school site technology committees will review the technology goals, timelines and benchmarks with their administrator each trimester. All Single Plans for Student Achievement shall incorporate technology as a tool and align to the district technology plan.


The District Technology Committee (DTC) meets eight times each year. These meetings focus on monitoring, modifying and adjusting the implementation of the District Technology Plan. At each DTC meeting the five area goals are specifically reviewed including: improving teaching and learning, how students acquire technology skills, equitable access to technology, utilizing technology to make record keeping and assessment more efficient, and effective utilization of technology so that teachers and administrators are accessible to parents. The district committee members collaborate and inform school technology committees of progress. Solutions will be sought and adjustments made by the committee if obstacles arise during implementation.District office staff will meet every other month with staff in Education and Technology Services to ensure the technology plan is being fully implemented and supported as adopted.


4. Professional Development

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

Based on the most recent EdTEchSurvey Results, Salida Union School District teachers and administrators rate themselves to be intermediate to beginning users of technology. This was based on a 67% response rate.In the area of Computer Knowledge and Skills, 62% rated themselves intermediate and 32% as beginning. The areas of greatest proficiency were in:

• Word Processing skills • General computer knowledge and skills

while the lowest areas were in:• Database software skills • Presentation software skills • Spreadsheet software skills

In the area of Using Technology in the Classroom, 27% rated themselves intermediate and 68% rated themselves beginning. The areas of greatest proficiency were in:

• using computer applications to manage records and to communicate through printed media and interacting with others using email

• familiarity with a variety of computer based collaborative. The areas of lowest proficiency were numerous and include:

• The use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered

• Chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning.

• Examines a variety of current educational technologies and uses established selection criteria to evaluate materials, for example, multimedia, Internet resources, telecommunications, computer-assisted instruction, and productivity and presentation tools.

• Demonstrates knowledge of copyright issues and of privacy, security, safety issues and Acceptable Use Policies.

• Analyzes best practices and research findings on the use of technology and designs lessons accordingly.


• In the area of Using Technology to Support Student Learning, 19% rated themselves intermediate and 68% rated themselves beginning.

The areas of greatest proficiency were in:• using technological resources available inside the classroom or in

library media centers, computer labs, local and county facilities, and other locations to create technology enhanced lessons aligned with the adopted curriculum.

• uses computer applications to manipulate and analyze data as a tool for assessing student learning and for providing feedback to students and their parents.

while the area of lowest proficiency were in:• interacts and communicates with other professionals through a variety

of methods, including the use of computer-based collaborative tools to support technology enhanced curriculum.

• demonstrates competence in evaluating the authenticity, reliability and bias of the data gathered, determines outcomes, and evaluates the success or effectiveness of the process used. He/she frequently monitors and reflects upon the results of using technology in instruction and adapts lessons accordingly.

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.

It is the goal of the Salida Union School District to train its staff in the use of technology tools that increase productivity and learning. Computer management systems will be utilized by all staff members regardless of job assignment to organize and complete their assigned tasks in the most productive and efficient manner. Those staff members who are responsible for student instruction will be trained in techniques and strategies that utilize technology as a tool for learning.District staff members will have a variety of training opportunities offered to them. Technology and computer training will be offered in the computer lab setting at each district school site. Site media clerks and district technology staff will provide job specific and general computer and software training for district employees. District employees will have the opportunity to receive training through applicable webinars in a group setting as well as


individually. Individual employees will receive job specific training to enable them to productively utilize the hardware and software products necessary to complete their assigned duties.Technology conferences such as our local ETC (Educational Technology Conference) and CUE (Computer Using Educators) will be attended by district technology leaders. Information and training attained at conferences such as these will be brought back to the school district and shared with staff.

Goal 4b.1: All Salida Union School District staff members will be trained and using Microsoft Office 2010 as their technology productivity tool.

Objective 4b.1.1: 100% of Salida Union School District staff members will be trained in using Microsoft Office 2010.

Benchmarks:• Year 1: By June 2012, 75% of Salida Union School District staff

members will be trained in using Microsoft Office 2010. • Year 2: By June 2013, 100% of Salida Union School District staff

members will be trained in using Microsoft Office 2010 l. • Year 3: By June 2014, 100% of Salida Union School District staff

members will be offered continuing training as needed in using Microsoft Office 2010 as their productivity tool.

Implementation Plan

Activity Timeline




Develop training plan for Microsoft Office 2010

By July of each year


Schedule of trainings, training materials

Presentation of schedule and materials to DTC

Present trainings to staff


District Technology Lead Coordinator of Professional Development District Testing Coordinator

Training evaluations

Sign in sheets

Webinars and a series of mini staff trainings will be provided to staff members for continuing training

September 2011 - September 2013

District Professional Development Coordinator Information Technology Department Staff Site Principals Media Clerks

Attendance logs for training courses

EdTech Survey Profile


Goal 4b.2: All Salida Union School District staff members will utilize AERIES as a tool to manage student information.

Objective 4b.2.1: 100% of the Salida Union School District staff members will be trained to utilize AERIES as a tool to manage student information.

Benchmarks:• Year 1: By June 2012, 50% of the Salida Union School District staff

members will be trained to utilize AERIES as a tool to manage student information.

• Year 2: By June 2013, 75% of the Salida Union School District staff members will be trained to utilize AERIES as a tool to manage student information.

• Year 3: By June 2014, 100% of the Salida Union School District staff members will be trained to utilize AERIES as a tool to manage student information.

Implementation Plan

Activity Timeline




Webinars and a series of mini staff trainings will be provided to staff members


Professional Development Coordinator Information Technology Department Staff Site Administrators Media Clerks

Training attendance log-in forms

EdTech Survey Profile

Training staff to attend yearly AERIES conference

By December of each year


Purchase order for conference

Attendance at conference, training plan subsequent to conference

Train elementary school staff in use of online attendance

By September of 2013


sign in sheets training evaluation

Investigate use of AERIES as report card for Elementary (K-5) schools

By August of 2013

District Technology Lead District Testing Coordinator of Professional Development

Presentation to DTC

Survey of teachers on using AERIES for report cards

Goal 4b.3: All Salida Union School District staff members will be trained to utilize Online Assessment Reporting System (OARS) as a tool to manage student assessment data.


Objective 4b.3.1: By September of 2013, 100% of Salida Union School District staff will be trained to utilize Online Assessment Reporting System (OARS) as a tool to manage student assessment data.

Benchmarks:• Year 1: By September of 2011, 75% of Salida Union School District staff

members will be trained to utilize Online Assessment Reporting System (OARS) as a tool to manage student assessment data.

• Year 2: By September of 2012, 90% of Salida Union School District staff members will be trained to utilize Online Assessment Reporting System (OARS) as a tool to manage student assessment data.

• Year 3: By September of 2013, 100% of Salida Union School District staff members will be trained to utilize Online Assessment Reporting System (OARS) as a tool to manage student assessment data.

Implementation Plan

Activity Timeline




Training in OARS By September of each year

District Testing Coordinator of Professional Development

Sign-in Sheets Training evaluations, OARS usage logs

Distribute monthly OARS webinars

Monthly District Testing Coordinator

Email detailing monthly webinar schedule

Attendance summaries from OARS

Teachers will use data (through OARS) from district grade level benchmarks to inform instruction

After each benchmark period (currently about every 30-40 school days, 3 times a year)

Principals District Technology Coordinator

Monthly site grade level meetings, monthly district wide grade level meetings

Action plans as a result of data compiled in OARS

Goal 4b.4: All Salida Union School District staff members will be trained in the effective use of technology in the classroom.

Objective 4b.4.1: 100% of staff will be trained in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of data gathered.

Benchmarks:


• Year 1: By June 2012, 50% of the Salida Union School District staff members will be trained in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of data gathered.




Implementation Plan

Activity Timeline




Develop/investigate training options

By October 2011


Meetings to discuss training options

Presentation to DTC

Develop training schedule

By October of each year


DTC meeting notes Schedule of trainings, present to DTC

Initiate training schedule



Sign-in Sheets Training Evaluations

Objective 4b.4.2: 100% of staff will be trained in best practices and research findings on the use of technology and designing of appropriate lessons.

Benchmarks:• Year 1: By June 2012, 50% of the Salida Union School District staff will

be trained in best practices and research findings on the use of technology and designing of appropriate lessons.

• Year 2: By June 2013, 75% of the Salida Union School District staff will be trained in best practices and research findings on the use of technology and designing of appropriate lessons.

• Year 3: By June 2014, 100% of the Salida Union School District staff will be trained in best practices and research findings on the use of technology and designing of appropriate lessons.

Implementation Plan

Activity Timeline





By October 2011



Presentation to DTC










Objective 4b.4.3: 100% of staff will be trained to examine a variety of current educational technologies and uses established selection criteria to evaluate materials, such as, multimedia, Internet resources, telecommunications, computer-assisted instruction, and productivity and presentation tools.

Benchmarks:• Year 1: By June 2012, 50% of the Salida Union School District staff

members will be trained to examine a variety of current educational technologies and uses established selection criteria to evaluate materials, such as, multimedia, Internet resources, telecommunications, computer-assisted instruction, and productivity and presentation tools.

• Year 2: By June 2013, 75% of the Salida Union School District staff members will be trained to examine a variety of current educational technologies and uses established selection criteria to evaluate materials, such as, multimedia, Internet resources, telecommunications, computer-assisted instruction, and productivity and presentation tools.

• Year 3: By June 2014, 100% of the Salida Union School District staff members will be trained to examine a variety of current educational technologies and uses established selection criteria to evaluate materials, such as, multimedia, Internet resources, telecommunications, computer-assisted instruction, and productivity and presentation tools.

Implementation Plan

Activity Timeline





By October 2011



Presentation to DTC










Objective 4b.4.4: 100% of teachers will be trained on the ethical use of computer technology and electronic media.

Benchmarks:• Year 1: By June 2012, 50% of teachers will be trained on the ethical use

of computer technology and electronic media, information literacy and internet safety.

• Year 2: By June 2013, 75% of teachers will be trained on the ethical use of computer technology and electronic media, information literacy and internet safety.

• Year 3: By June 2014, 100% of teachers will be trained on the ethical use of computer technology and electronic media, information literacy and internet safety, information literacy and internet safety.

Implementation Plan

Activity Timeline





By October 2011



Presentation to DTC










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.

Evaluation instruments and program analysis information is included as part of the district's technology professional development goals. A comprehensive plan to monitor the progress of these goals is in place. Annually, the District Technology Committee (DTC) will review results of the EdTech Survey that is completed by district staff members by using comparison charts to see if growth is made in the three areas of focus: 1) teacher knowledge using presentation software 2) use of the Internet to support regular classroom instruction. 3) standards-based instruction with technology-rich, grade-appropriate projects. The staff development goals for technology are included in the district staff development plan. The district's DTC Chairperson, Professional Development Staff, and Chief Business Officer meet quarterly to review district-wide participation and provide follow up support when necessary to professional development offerings.


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 curricular and professional development goals can be supported with existing hardware in place. The district office houses most of the servers in use throughout the district. These servers function as application servers, file servers and resource servers. They are kept in a temperature-controlled room plugged into a UPS, which powers a rack and feeds filtered power thereby assuring constant normal operation. One server monitors all other servers and informs IT staff of any irregularities among them or downed WAN links via email. Back-ups of critical servers such as email and the student information systems (Aeries) are done daily whereas other servers not deemed critical are done bi-weekly or weekly. Server software patching is generally completed after the second Tuesday of the month and patches for application servers are based on patch availability. The student information system is patched monthly. Servers installed at the school sites are generally kept in an air-conditioned room but are backed up from the district office.Each school site has one Windows 2003 server that provides resources for client computers. In addition, each school also has a Windows server that is used to run student applications such as Kid Pix, Accelerated Reader, and Oregon Trail etc. These servers provide file storage for student work. All staff has access to computers for communication and information resources. All teachers have a teacher workstation, either a desktop or laptop computer. All teachers take attendance electronically using Aeries. Classrooms have up to ten computers per room depending on teacher preference, space and power availability. Computer labs at each site have a main lab consisting of a minimum of 33 computers and optionally a smaller lab which contains anywhere from 7 to 25 computers. Each school has at least one mobile wireless lab with approximately 20 laptops. Most computers in the district are greater than 4 years old and running Windows XP however all are able to access the existing curricular resources such as Rosetta Stone, OARS, Aeries, Read Naturally, Academy of Reading/Math, Accelerated Reader and Education City. The district has adopted standards for hardware. These standards reduce technology support costs and ensure compatibility between hardware and software. The current standards for desktop and laptop computers are the Dell Optiplex and Latitude models. Standards for printers include the HP


Laserjet models. The District has implemented a help desk system called Sysaid. This system includes an asset tracking and inventory module, which allows hardware and software to be inventoried and purchases recorded. Systems that no longer meet standards either thru hardware requirements or retirement dates can easily be tracked and scheduled for replacement.

Existing Internet Access: The schools in the district are connected using dark fiber leased from Charter Communications via e-rate. The speed of the connection is aggregate 1GBs for all 5 school sites and two administration sites. The sites are connected to the District Office, which in turn is connected to the Stanislaus County Office of Education. The speed of the connection from the District Office to the Stanislaus County Office of Education is 100 MBs. Three of the schools have a 1GBs LAN backbone while two others have a 100MBs LAN backbone. The district has standardized on the Cisco platform for switches and routers, thus there are no communication issues between sites. All classrooms in the school district have at least 1 RJ-45 Ethernet drop while most have 2-3. These drops support a communication speed of 100 MBs or 1GBs. All teachers and staff have district-hosted email but students do not. The Stanislaus County Office of Education hosts our internet filtering. All Salida network traffic from administration and students pass thru the M86 filter and a report is generated once a week showing which websites are accessed and by whom.The existing internet/network bandwidth can easily accommodate all curricular and professional development needs at this time.The phone systems in the district are a combination of direct access and 4-digit dialing. Two school phone systems use 4 digits dialing over the LAN and support direct access to voicemail. The other 3 schools are direct dial. All teachers have voicemail and it can be accessed either through direct four-digit dialing or through the district homework hotline.The district hires a consultant from Infinity Communications and Consulting to oversee the Erate process. Previously we have used Erate funds primarily to support fiber optics and telecommunications between all sites.

Existing Electronic Learning Resources: Most curricular and professional development goals can be supported with current software. Additional software can be added as needed. The software in use throughout the district includes:Accelerated Reader Online Assessment Reporting Systems (OARS)Academy of Reading/Math Read NaturallyAeries Read180 /System 44


Global Student Network Renzulli Learning Kids Pix Studio Rosetta StoneLeapTrack Star Reading Math Facts in a Flash United SteamingMicrosoft Office

Existing Technical Support: The district has two dedicated support technicians who maintain technology in the district. Their purpose is deal with larger technical support issues such as servers, infrastructure, and hardware. All sites have Library Media Clerks that deal with the day-to-day support.Network Technician:

• Maintains all hardware and software associated with the WAN and Internet.

• Approves technical specifications for all infrastructure, hardware and software purchases.

• Negotiates hardware and software purchases to ensure best possible price.

• Coordinates technical support services. • Provides staff development to end users of district network services.

Service Technician:• Services all computer workstations and peripherals • Maintains WAN/ and Internet services in absence of Network Technician • Oversees all telecommunications including cell phones and automated

phone systems • Sets up technology resources for meetings and staff development

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: Currently, all district curricular and Professional Development goals can be supported with existing hardware. However, as new technologies and software become available this may not always be the case. The typical life of a computer is anywhere from three to five years. Looking forward one can conclude that new educational applications will require hardware that the district does not possess.


With the current budget shortfalls, the cost to replace all of the out-of-date computers in the district will soon not be feasible. A different course of action must be undertaken to reduce upcoming costs and ensure all computers in the district will continue to support the existing and future curricular software demands. To address this issue, the planned solution is Virtualization. Virtualization allows the use of multiple applications and operating systems to run on the same computer at different times. This allows the user to boot a machine to Windows XP with Office 2003 and then reboot the same computer in Windows 7 with Office 2010.The advantage to this method is that a device (computer or thin client) is versatile for each and every student or teacher use. It also gives the flexibility to configure the machines based on individual needs. Once virtualization is complete, it will be paired to a software-based private cloud application allowing students/parents/staff to access all district resources from a school based or home-based web browser. With this solution in place existing hardware can be reused to support current educational needs. The introduction of new curricular software is not an issue. 40 new computers or thin clients will need to be added to achieve the two student computers needed for every classroomThe hardware needed to achieve this solution is as follows:

• 7 Windows 2008 R2 Servers • 1 Network Attached Storage (NAS) • 40 Thin clients

This equipment will host all virtual desktop and applications necessary to support the curriculum and professional development goals. Backups and disaster recovery will be handled between the servers and the NAS device. Updates and patches for applications and operating systems will be handled at the server level.

Electronic Learning Resources Needed: Nearly all Curricular and Professional development goals can be supported with existing electronic learning resources in place. The additional resources needed are:Microsoft Office 2010VMware View Premier (to virtualize desktops)VMware starter kit (to virtualize desktops)VMware Thinapp (to virtualize applications)VMware Sphere (to virtualize servers)Virtual backup softwareStoneware software (private cloud)


wiki or blog software

Networking and Telecommunications Infrastructure Needed: All curricular and professional development goals can be supported by the existing Networking and Telecommunications goals.

Physical Plant Modifications Needed: All Curricular and Professional Development goals can be supported by the existing Physical Plant infrastructure.

Technical Support Needed: current Technical Support can support nearly all Curricular and Professional Development goals. Technical Support will need to be trained in virtualization and cloud concepts, strategies, implementation and troubleshooting.Technical Support, administration, and staff will need to be trained in the Microsoft Office 2010 suite of applications.

0. 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.

Year 1 Benchmark: Begin Testing and Implementation of Virtualization: District will purchase 2 servers and 1 NAS. Microsoft Office will be

purchased. District will pilot a 60-day trial of virtualization using a school library or lab. District will purchase Virtualization software. IT dept will

virtualize 100 computers 5 years or older. IT dept will be trained in Virtualization and Microsoft Office. IT dept will provide training to staff in

Microsoft Office as needed. District Technology Committee will develop plan to provide online communication tool

Recommended Actions/Activities

Timeline Person(s) Responsible

Purchase 2 servers and 1 NAS By December year 1

IT Dept, Fiscal

Purchase Microsoft Office 2010 by January year 1

IT Dept Fiscal


Pilot 60 day trial of virtualization software

by March year 1

IT Dept

Purchase virtualization software by April year 1

IT Dept, Fiscal

IT Dept trained on virtualization by April year 1

IT Dept, Fiscal

Virtualize 100 computers by June Year 1

IT Dept

Train staff on Microsoft Office 2010 by June year 1

IT Dept

District Technology Committee will develop plan for online communication tool

by June year 1

District Technology Committee, IT Dept

Plan for purchase of electronic learning resources for year 1.

By October Year 1



Year 2 Benchmark: District will purchase 2 servers to continue virtualization. IT dept will demo stoneware (private cloud software) Implement plan for online communication tool. IT will virtualize 100

computers 5 years or older. Purchase 20 thin clientsRecommended Actions/Activities


Purchase 2 servers by December year 2

IT dept, Fiscal

Demo stoneware software by June year 2

IT dept

Implement plan for online communication tool

by June year 2

IT dept, Fiscal

Virtualize 100 computers by June year 2

IT Dept

Purchase 20 thin clients by June year 2

IT Dept, Fiscal

Plan for purchase of electronic learning resources for year 2

By October Year 2


Year 3 Benchmark: Purchase 3 servers, Stoneware software and implement private cloud. IT will virtualize 100 computers 5 years or older.

Purchase 20 thin clientsRecommended Actions/Activities


Purchase 3 servers, Stoneware software by June year 3

IT Dept, Fiscal

Implement private cloud by June year 3

IT Dept

Virtualize 100 computers by June year 3

IT Dept

Purchase 20 thin clients by June year 3

IT Dept, Fiscal

Plan for purchase of electronic learning resources for year 3

By October Year 3


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

The District Technology Committee (DTC) will monitor the progress and implementation of the Technology Plan. The District Technology Lead will report to the DTC the progress made at the beginning of the school year and at the end. The DTC may call for more frequent updates should the need arise. The DTC may make modifications to the plan should the District be


unable to implement it. The DTC will report to the school board at least once per year on the progress made during the year.The Technology Department will inventory technology resources at least once per year and will be responsible for keeping it up to date.


6. Funding and Budget

6a. List of established and potential funding sources.

Established Funding Sources: Salida Union School District (SUSD) has been hit particularly hard during California's recent budget crisis. While state funding continues to decline, SUSD faces the added challenge of declining enrollment. This "perfect storm" has created little budget flexibility. Creative and innovative uses of funding will continue to be the norm for the foreseeable future.Established Funding Sources

• General fund • Lottery • Title II, Part D EETT Grant

Potential Funding Sources: SUSD will examine the possibility of the following potential funding sources:

• One-time block grants • Deferred Maintenance (currently in flexibility) • Grants • Business Partnerships


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

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

1000-1999 Certificated SalariesTraining Certificated $20,000 $20,000 $20,000 General Fund, Lottery,

Title I, EIA, EETT2000-2999 Classified SalariesTechnology Support Staff $130,000 $130,000 $130,000 General Fund

Training Classified $2,000 $2,000 $2,000 General Fund, Lottery, Title I, EIA

3000-3999 Employee BenefitsTechnology Support Staff $26,000 $26,000 $26,000 General Fund

4000-4999 Materials and SuppliesTraining Supplies $5,000 $5,000 $5,000 General Fund, Lottery,

Title I, EIA, GATE5000-5999 Other Services and Operating ExpensesMicrosoft Office 2010 $25,000 $0 $0 Microsoft Settlement

VMware Starter kit $1,500 $0 $0 General fund, Lottery

VMware SPhere $5,120 $0 $0 General Fund, Lottery

VMware Premier $12,000 $13,000 $13,000 General Fund, Lottery

Stoneware software (private cloud)

$0 $0 $15,000 General Fund, Lottery

VRanger Pro (Backup software)

$600 $0 $0 General Fund, Lottery

OARS Online Software $16,000 $15,000 $14,000 Title I, EIA, General fund, Lottery

AERIES Software Support $10,000 $10,000 $10,000 General Fund, Lottery

Network, Computer, Printer, and Projector repair parts

$10,000 $10,000 $10,000 General Fund, Lottery

Web Filtering Software $6,000 $6,000 $6,000 General fund, Lottery

Anti Spam Filtering Software


Renzulli Learning, NetTrekker, United Streaming, AutoSkills

$20,000 $20,000 $20,000 General Fund, Lottery, Title I, GATE, EIA


Internet Services (Charter, StanCOE)


6000-6999 EquipmentServer $20,000 $20,000 $30,000 General Fund, Lottery

Network Attached Storage $10,000 $0 $0 General Fund, Lottery

Thin Clients $0 $10,000 $10,000 General Fund, Lottery

Computer Replacement $150,000 $150,000 $150,000 General Fund, Title I, EIA, Lottery

Wireless Access Points $2,000 $2,000 $2,000 General fund, Lottery

Totals: $566,220 $534,000 $558,000

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

The district recognizes that equipment will need to be replaced. For this reason, the district will replace/reallocate the oldest equipment first. Technology that is more than 5 years or older will be given first priority. This will ensure a consistent quality of equipment district wide. This will encourage sites to get the most utility out of equipment during the current budget crisis. The oldest equipment is evaluated by the district technology service department and is either moved to a setting that does not require the most modern equipment, converted to a terminal on one of our Thin Client networks, or auctioned as surplus equipment.

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 (DTC) meets eight times each year. These meetings focus on monitoring the implementation of the District Technology Plan. The DTC specifically reviews site technology goals and matching funds allocated in the Single Plans for Student Achievement, allocates district technology funds, plans technology staff development, shares ideas on the integration of technology in the regular classroom, collaborates and informs school technology committees and refines standards based activities for student technology related skills.The district Chief Business Officer and Technology Supervisor meet regularly to ensure the technology plan is being implemented and that adequate


financial resources are available. The current state budget crisis presents significant challenges in the full implementation of the technology plan.


7. Monitoring and Evaluation

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

The district’s progress on implementation of the technology plan is compared with the original timeline in order to manage, update and improve the plan. Mid-course corrections are made if implementation does not adhere to schedules.The evaluation process focuses on the curriculum and the use of technology to help all students master the state content standards. If intended results are not evident, the evaluation process assists in determining the next steps that need to be taken to achieve the desired results.The education technology plan is part of overall school improvement to increase academic achievement. The technology plan goals are included in the school’s Single Plan for Student Achievement (SPSA) . The SPSA for each school includes timelines, benchmarks, tasks and progress monitoring features. School leadership teams monitor plan goals each trimester by documenting the level of progress towards achievement for each plan goal. This progress is monitored and reviewed by Site Leadership Teams and School Site Council members at a minimum of two meetings during the school year. District administration monitors and reviews each site's progress toward goal completion throughout the year. The evaluation of the effect of technology on student achievement is conducted in collaboration with the overall evaluation of the school improvement effort.District program evaluation and decision-making are driven by analysis of data, especially student achievement data. The district has a full-time employee dedicated to the collection, analysis and reporting of data. Program administrators and advisory committees use these reports to guide important decisions. Examples of data collected are: STAR results, local assessment results, language development assessments, student and employee attendance, State Technology Survey, EdTechProfile, E Staff Proficiency Survey, student-teacher contact time and student-program contact time. Each year site level technology teams will complete a technology equipment and infrastructure inventory. Site inventories will record staff equipment, student equipment, and infrastructure equipment and will include the purchase and installation dates for all technology equipment. The District Technology Committee (DTC) reviews, equipment inventories, data reports, evaluation benchmarks described in each section of the technology plan and student work samples demonstrating completion of projects in the District Technology Skills Curriculum Matrix. Decisions and


committee recommendations regarding technology are based on a review of this information.


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

The monitoring and evaluation process will be a collaborative effort between district administrators, site technology leaders, and the school community. The DTC will lead the collaborative effort to review and evaluate the district's progress towards technology goal achievement.Evaluation Timeline:

• September: Site representatives from the DTC will collaborate with their site leadership teams to evaluate student and staff progress towards technology goal completion, collect student work samples, review staff development and training opportunities, and identify barriers to implementation and goal achievement.

• October: Site representatives will report at the monthly DTC meeting on the findings from their site reviews.

• November - March: Continued site level monitoring. Pressing issues will be communicated at monthly DTC meetings.

• April: Site representatives from the DTC will collaborate with their site leadership teams to evaluate student and staff progress towards technology goal completion, collect data on the percentage of students achieving technology goals, measure levels of staff competency in technology skill development, and gather student work samples.

• May: Site representatives will report to the DTC. The DTC will prepare a presentation for the district school board that communicates student and staff progress towards technology goal achievement. This presentation will be shared at the May Salida Union School District board meeting.

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

Each spring the DTC creates an evaluation findings report. This report is sent to school principals, school site councils, program managers and the administrative cabinet. Annually, the evaluation of the plan is reported in a public meeting to the board as set forth in the District Strategic Plan. DTC findings are used to modify program offerings and establish budget recommendations for the following year. This communication is critical due to the variety of funding resources utilized throughout the district.


8. Collaborative Strategies with Adult Literacy ProvidersThe district and local adult literacy programs have collaborative partnerships that share technology resources. These partnerships secure access to technology resources and educational networks for adult learning organizations.Adult learning organizations benefit from public school experience with technology planning. The district provides these organization with planning expertise, support and resources. The district helps adult learning organizations to critically engage the role of the Internet to facilitate communication and provide access to distance learning resources.The collaboration between the district and adults from the school community exist in two categories. The district collaborates with adults as parents to assist them in supporting technology education for their students. In addition, the district provides opportunities for parents to develop their personal skills through the use of technology instruction.The district assists parents with their desire to support student learning by providing experiential, training, and guidance opportunities in the area of educational technology. These opportunities include:

• School technology nights • District technology fair • Internet safety and cyber-bullying training • Electronic communications

The district provides services to adults both directly and in collaboration with adult learning organizations.District programs that serve adults are:

• Even Start Family Literacy • Community Based English Tutoring • Parent Institutes • Head Start and State Preschool • GED classes • Adult literacy classes

The adult literacy providers use district technology resources to enhance instruction with software solutions aimed at improving reading, math and general education skills and with Internet resources selected by the instructor. Adult education classes are benefiting from software such as Rosetta Stone and Academy of Reading and Math.District leaders met with adult literacy providers and shared information about the district technology plan, learned how adult literacy providers are currently incorporating technology in their classes, and discovered how the district may collaborate to better provide services to our students, our parents and the general community. As a result of meeting, a computer


literacy class for parents of English learners was added at Dena Boer Elementary one night a week in addition to the evening literacy classes parents attend. English learner parents expressed to staff a lack of technology in their homes and therefore little knowledge using computers. Or, if parents had technology in their home their children knew more than they did. Currently, more parents are interested in attending. Plans are in process to expand the adult computer literacy class to meet the need of additional parents in our community.Assistance to the adult literacy providers now includes provision of facilities for adult classes, sharing of ideas and assistance that helps integrate technology into curriculum, collaborative pursuit of adult literacy funding sources, and technology professional development courses for adult literacy staff. The Salida School District continues to actively pursue new partnerships with the school community in an effort to meet the adult literacy needs of Salida families. The district's goal is to utilize its existing technology resources as means of providing training and educationalAs a means of monitoring and continued collaboration, parents from the school community are encouraged to attend the District Technology Committee (DTC) meetings. The agendas for the DTC include that opportunity for community feedback as well as question and answer periods.


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.

Salida Union School District is currently updating all plans to be built upon the Essential Program Components (EPC). The nine EPCs represent research-based ideals that have been shown to be evident in successful education programs. The districts current focus is in the area of EPC 5 and EPC 7. The excerpts here are taken from Creating a Systemwide Literacy Plan for Student Success published by the California County Superintendents Educational Services Association.EPC 5 - Student Achievement Monitoring System“Frequent monitoring of student performance is positively related to school effectiveness.” Levine, D.U. & Lezotte, L.W. (1990). Unusually Effective Schools: A Review and Analysis of Research and Practice. Madison, WI: National Center for Effective Schools Research and Development. As data becomes more prevalent it is easy to overload on data that is not relevant to the decision at hand. Effective data usage involves focusing on developing a digital profile of the learner, which includes assessment data, curriculum content and individual characteristics. Dessoff, A. (2011). What's Your Data Integration Strategy?. District Administration. Districts that are leaders in encouraging data use, teachers report using data for school-wide planning, student placement and broad curricular planning more often than for tailoring instruction to individual student needs or to improve their own teaching, indicating that data-driven decision making is not making it down to the classroom level. Means, B., Padilla, C., & Gallagher, L. (2010). Use of Education Data at the Local Level: From Accountability to Instructional Improvement. EPC 7 - Teacher Collaboration “The study found that professional community strongly predicts the school’s level of teaching quality as measured by pedagogy, and this directly boosts student achievement.” Louis, K.S., & Marks, H.M. (1998). Does Professional Community Affect the Classroom? Teachers' Work and Student Experiences in Restructuring Schools. American Journal of Education 106(4) 532-575. Technoolgy integration in the area of teacher collaboration is supported by Grunwald (2009). Participation in online communities and social media is a growing trend. Teachers should be at the forefront of integration. Support is


need for those that are not yet comfortable in this area. Grunwald Associates LLC. (2009) Digitally Inclined. Professional development for staff On-the-job technology training for teachers focuses on equipment, although the greater need is for training on how to integrate technology into teaching and learning. Grunwald Associates. (2010) Educators, Technology and 21st Century Skills: Dispelling Five Myths.

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.

The District Technology Committee encourages the development and utilization of innovative strategies. Staff members may submit a proposal for the innovative use of technology. A proposal must include: a curriculum objective, a technology objective, a unit/lesson plan, a budget, and a plan to share the idea with other teachers. The proposals are reviewed by DTC and receive implementation funding if deemed worthy. Priority is given to strategies that use technology to deliver specialized or rigorous academic courses and curricula, including distance learning.The District Technology committee is constantly exploring and adding opportunities for distance learning in the classroom. School labs and classrooms use distance-learning sites for online dictionaries, encyclopedias and World Fact Books. Renzulli Learning is used with gifted and talented students in our district. Students work online and are surveyed about their personal interests in curriculum content and learning styles. An individualized learning path is created and through over 150,000 websites students explore, learn and create projects related to their individualized learning path. This web tool enables students to experience interest learning, which goes beyond current curriculum available in state-adopted materials. It is an ideal way for students to truly have an individualized learning plan tailored to their interests. In addition, students and their parents can access this anytime, anywhere. Parents, teacher and students can see where they have been exploring and what they have been learning using this web-based learning.


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)

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

The plan is less than three years or more than five years in length.

Plan duration is 2008-11.

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

Page in District

Plan




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

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

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

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

Page in District

Plan



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

5 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.

6 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.

8 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.

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

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

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

12 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

14 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.

15 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.

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

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

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

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


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

19 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.

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

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

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

Page in District

Plan



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

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

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


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

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

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

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


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

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

Page in District

Plan




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

31 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.

33 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.

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

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

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



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

Page in District

Plan



a. List established and potential funding sources.

38 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.

39 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.

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

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

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



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

Page in District

Plan




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

42 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.

43 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.

44 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




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.)

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

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

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

Page in District

Plan



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

46 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.

47 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: 50 - 71266 School Code (Direct-funded charters only): LEA Name: Salida Union Elementary *Salutation: Mr. *First Name: John *Last Name: Hall *Job Title: District Testing Coordinator *Address: 4801 Sisk Rd. *City: Salida *Zip Code: 95368-9226 *Telephone: 209-545-0339 Ext: 3134 Fax: (209) 545-2962 *E-mail: [email protected]


Please provide backup contact information.1st Backup Name: Rex Tschetter E-mail: [email protected] 2nd Backup Name: E-mail:

* Required information in the ETPRS


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