Fullerton Joint Union High School District Technology Plan 2013-2016.doc

Fullerton Joint Union High School District District Technology Plan July 1, 2013 – June 30, 2016 TABLE OF CONTENTS INTRODUCTION SECTION 1- PLAN DURATION Section 1.a - Duration SECTION – STAKEHOLDERS Section 2.a – Description of how a variety of stakeholders from within the District and the community-at-large participated in the planning process Section 2.b – Stakeholders SECTION – CURRCULUM COMPONENT CRITERIA Section 3.a – Description of teachers’ and students’ current access to technology tools during the school day and outside of school hours Section 3.b – Description of the District’s current use of hardware and software to support teaching and learning Section 3.c – Summary of the District’s curricular goals that are supported by this tech plan Section 3.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 Section 3.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 workplace Section 3.f – List of goals and an implementation plan that describes how the District will address the appropriate and ethical use of information 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 copyright and fair use; distinguishing lawful and unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism Section 3.g - List of goals and an implementation plan that describes how the District will address Internet safety, including how students and teachers will be trained to protect online privacy and avoid online predators Section 3.h - Description of goals about the District policy or practices that ensure equitable technology access for all students Section 3.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 Section 3.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 Section 3.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 SECTION – PROFESSIONAL DEVELOPMENT 10 13 14 17 18 20 21 23 Section 4.a - Summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development 24 Section 4.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 26 Section 4.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 32 SECTION - INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE Section 5.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 & 4) of the plan Section 5.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 Section 5.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 Section 5.d - Describe the process that will be used to monitor Section 5b and the annual benchmark and timeline of the activities including roles and responsibilities 33 35 37 40 SECTION - FUNDING AND BUDGET COMPONENT CRITERIA Section 6.a - List established and potential funding sources Section 6.b – Estimated Annual Implementation Costs for the Term of the Plan Section 6.c – Describe the District’s Replacement Policy for Obsolete Equipment Section 6.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 41 43 45 45 SECTION - MONITORING AND EVALUATION COMPONENT CRITERIA Section 7.a - Describe the process for evaluating the plan’s overall progress and impact on teaching and learning Section 7.b – Schedule for evaluating the effect of plan implementation Section 7.c - Describe the process and frequency of communicating evaluation results to tech plan stakeholders 46 SECTION – EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION 48 SECTION - EFFECTIVE RESEARCH-BASED METHODS, STRATEGIES, AND 47 47 CRITERIA Section 9.a - Summarize the relevant research and describe how it supports the District Technology Plan’s (DTP) curricular and professional development goals Section 9.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 Section 9.c - Describe the District’s plans to allow teacher and student use of Bring Your Own Device (BYOD) to supplement the District’s technology hardware devices 50 57 59 REFERENCES 64 APPENDIX C 69 INTRODUCTION The Fullerton Joint Union High School District, hereinafter referred to as "District," serves over 15,132 students in grades 9-12 The District includes six comprehensive high schools (Buena Park (BPHS), Fullerton Union (FUHS), La Habra (LHHS), Sonora (SOHS), Sunny Hills (SHHS), and Troy (TRHS), High Schools, La Vista Continuation High School (LVHS), and La Sierra High School (LSHS), the District’s alternative education high school The District student enrollment is drawn primarily from three north Orange County cities: Buena Park, Fullerton, and La Habra District schools also serve students residing in parts of Los Angeles County and small portions of neighboring Orange County cities The demographics of the District’s student population reflect the diversity of southern California: American Indian – percent; Asian – 18 percent; Native Hawaiian or Pacific Islander Filipino – 3.2 percent; Hispanic – 52.8 percent; African American – 2.1 percent; White – 21.3 percent Eighteen percent of District students are English language learners who speak 41 primary languages Students entering the District’s high schools come from four feeder elementary school districts with seven junior high or middle schools The District’s six comprehensive high schools and continuation and alternative high schools are working to meet the goals and objectives that have been adopted by the Board of Trustees These goals and objectives were established with input from students, teachers, parents, community members, and administrative staff They reflect the District’s commitment to every student attending school in the District These goals form the basis of this District Technology Plan (DTP) In condensed form, they appear below: • Provide high quality programs of sufficient breadth and depth so that students will have achieved or surpassed District achievement standards and will have a satisfactory level of knowledge and skills to continue formal education and/or enter a productive occupation upon graduation • Provide the environment and programs so that students will meet or exceed District standards in attendance and personal behavior • Provide adequate, secure, well-maintained physical facilities, grounds, and equipment • Provide sound management of District resources • Provide effective internal and external communications • Provide proper recognition of students, staff members, parents, and other community members for outstanding accomplishments and contributions to the District • Provide programs and implement decisions so that parents, staff members, and students are satisfied with the support, quality, and characteristics of the schools/District SECTION - PLAN DURATION Section 1.a - Duration The District uses technology within the instructional program and in the administration of the District The purpose of technology in the schools is to support the learning process and academic achievement of students This three-year plan covers July 1, 2013, through June 30, 2016, and outlines the needs, current resources, and goals of the following areas of technology use and support:  Curriculum  Professional Development  Infrastructure, Hardware, Technical Support, and Software  Funding and Budget  Monitoring and Evaluation SECTION - STAKEHOLDERS Section 2.a) Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process The process used to update the District Technology Plan (DTP) has been comprehensive and inclusive of all stakeholder groups Multiple constituencies have participated and contributed to the design of DTP and the goals for the 2013-2016 DTP The individuals and representatives of groups listed below participated or were provided opportunities to participate in the development of the DTP This participation included, but was not limited to, reviewing the plan, offering input and advice, and assisting with the actual writing of the DTP Section 2.b) Stakeholders Students Andrew Fraga, Student Board Member Ceylon Dugas, SAC Vice Chair Jessica Lim, BPHS ASB President Grace Marshall, FUHS ASB President Hanna Sanchez, LHHS ASB President Colleen Jacobsen, SOHS ASB President Patrick Kyung, SHHS ASB President Ryan Daliwal, TRHS ASB President Angelina Olabarria, LVHS ASB President Lucia Carrillo, LVHS ASB President Teachers BPHS Melanie Schlanger Damien Hernandez FUHS Christine Irwin Christine Markstrom Sara Wilhelmi Kristen Cruz LHHS Stephen Imlay Mark Cholette Bethany Miller Diana Giles Melissa Stinson Lezlie Matsuyama Keith Gallagher Ray Lopez Misty Burt LV/LSHS LV/LSHS (continued) Al Rabanera Lisa Valdes Gavin Beglin Kristina Dean Brie Johnson Leslie Caldera SOHS Steve Hardy Joe D’Amelia Christian Nguyen Debi Allinson SHHS Myra Diester David Wilde Scott Rosenkranz Kasey Grant Keith Nighswonger TRHS Aaron Eide TRHS (continued) Dave Bainter Jesse Knowles John Mara Jason Bradbury Jennifer Heuerman Greg Platt Ana Link Sam Kim David Sutton Rich Liem NOCROP Administrators Julie Dentler Terri Giamarino Gail Kairis Technicians Ozzie Aguirre, BPHS Art Gamboa, FUHS Nitian Singh, LHHS John Gaudot, LSHS/LVHS Jose Garciaperez, SOHS Weston Baughn, SHHS John Mara, TRHS Community at-large Leaders/Parents Anne Sinek, Fullerton PTA Council President Christina Chavez, La Habra PTA Council President Diana Zamudio, BPHS PTA President Jennifer Gala, FUHS PTA President Connie Cronin, LHHS PTA President Maria Rojo, SOHS PTA President Tricia Lively, SHHS PTA President Luz Howchin, TRHS PTA Co-President Melinda Rathmell, TRHS PTA Co-President Management Jim Coombs, BPHS Principal Cathy Gach, FUHS Principal Karl Zener, LHHS Principal Sandi Layana LSHS/LVHS Principal John Oldenburg, SOHS Principal Judy Fancher, SHHS Principal Maggie Buchan, TRHS Principal Sharon Fera, BPHS APIO Andrea Brumbaugh, FUHS APIO Allen Whitten, LHHS APIO Gary Day, LVHS APIO Vanessa Landesfiend, SOHS APIO Steve Zamora, SHHS APIO Scott MacIntyre, TRHS APIO Marwan Nabi, TRHS APPS Business Leaders Jack Mele, Data Impressions Higher Education Leaders/CTAP Officials/Local District Leaders Ranjit Mayadas, CTAP Coordinator, Region 9, Orange County Office of Education Primary Authors of the Plan Jennifer Williams, Director of Administrative Services, FJUHSD Carl Samantello, Director of Technology, FJUHSD Assisted by: Sylvia Kaufman, Assistant Superintendent, Education/Assessment Services, FJUHSD Carmen Routledge, Director of Special Programs, FJUHSD SECTION – CURRICULUM COMPONENT CRITERIA Section 3.a) Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours Currently, the student-to-computer ratio within the District and at each of the District schools is 4.75 to 1; meaning that for approximately every five students there is one computer available for use The location of these computers on each campus varies depending on each school site’s Single School Plan for Student Achievement; but each classroom has at least one computer that is connected to a ceiling mounted projector and the Internet It is the goal of the District to provide teachers with the appropriate equipment, software, training, and technical support necessary to allow educational professionals to incorporate best practices and experiment with technology to enhance their current teaching efforts and effective communication with students and parent/guardians Teachers and students in the District have access to technology tools during school and afterschool hours including zero periods in early morning and after regular school hours Teachers and students use technology as a tool to promote learning Students have access to technology in various settings, including classrooms, libraries, media centers, specialized computer labs, and Career Centers Libraries, computer labs, math labs, and media centers are equipped with banks of computers which provide students with before-school and after-school access, as well as lunch time access, to utilize computers, to write reports, to complete science lab assignments, or to explore resources on the Internet Some specific examples of technology access in the District include, but are not limited to, BPHS students in the AAA program are assigned laptops for use at school and at home; TRHS English language learner students have access to laptop computers before, during, and after school; students at FUHS gain access before and after school to computers in the Career Center, plus five open computer labs; students at LSHS and LVHS have access to the use of laptops housed in the school’s library for use with homework and research; students at LHHS have access in the Library and a wireless MAC lab; students at SOHS also use the Library, a computer lab, and individual computers made available in teacher classrooms; students at SHHS have access in the Lyceum, computers located in the school office for student and parent use, and in various classrooms; and students with special needs at all campuses have access to assistive technology devices Schools with Regional Occupational Programs (ROP) provide ROP computer-based classes during the school day, in the evenings, and on weekends Many students have access to technology in their homes, in community libraries, and/or at community centers The Boys and Girls Clubs of Fullerton and La Habra provide after- school computer learning programs for local students of all ages The La Habra community-based organization, Rosie’s Garage, supports after-school programs for student remedial learning programs and tutoring activities, including computer-based learning To expand access beyond the school day, the District has implemented a Secure Sock Layer Virtual Private Network (SSL VPN) This technology creates a secure and encrypted network connection from any Internet-connected computer to District resources Teachers, students, and staff members gain 24-hour access to District resources such as student and teacher file shares, the District’s Aeries student information system, Illuminate, My Big Campus, teacher Web pages, SEIS, APEX online curriculum, and District-provided email accounts Section 3.b) Description of the District’s current use of hardware and software to support teaching and learning The District offers powerful learning opportunities through Specialized Academic Programs (SAP) These programs include academies in culinary arts, business and marketing, medical careers, the arts, Heritage of the Americas, ELD and Gateways reading intervention, the Engineering Pathway Innovative Change (EPIC), Digital Arts, Digital Media, and technology Technology resources are integrated into all of these specialized programs and are often funded by SAP special funds The current District network infrastructure accommodates all of the District Internet, educational, and business traffic, including application-specific traffic like United Streaming, Accelerated Math, Read 180, APEX, and ABI/Aeries.net, the District’s student information system Alexandria Library System is used throughout the District to organize and maintain the multiple types of resources available at site libraries Such resources include periodicals, reference books, and ProQuest electronic research material This system can be accessed from any computer in the District as well as from outside the District, which enhances students’ ability to research and retrieve electronic resources and materials Each classroom within the District has at least one multimedia, Internet-connected computer available for teacher and student use Each of these computers arrives in the classroom with the latest revision of the Microsoft Office productivity suite and a network card that allows Internet access and access to network-based educational software like Read 180 As needed, District school sites provide assistive hardware and software to special education students including textto-speech (Cicero), voice recognition (Dragon), visual magnification (ZoomText XTRA), and Braille translators (Braille Beginner) Schools utilize technology and software in a wide variety of ways, dependent upon the grade level and content area Throughout grades 9-12, technology tools are used as a basis for student learning English and social science classes focus on the development of research, reading, and writing skills Students in Economics classes check stock information bi-weekly through Internet resources English classes use Turnitin.com Student communication and presentation skills are enhanced through the creation of PowerPoint presentations These presentations are displayed through the teachers’ computer- to-ceiling mounted projectors installed in each classroom Material from United Streaming, YouTube, My Big Campus, and Ted Talk are used to supplement and enhance course curriculum In mathematics and science classes, students use computers, specialized software, Probeware, Google Earth, and graphing calculators to improve their comprehension of mathematical and scientific theories and concepts The EPIC program uses technology to calculate various component dimensions and stress test the robots used for the various robotics competitions Elective courses, such as art, use computer animation software; ELD courses use the RosettaStone language learning software; and agricultural courses make use of advanced spreadsheets to calculate and predict growth rates of new-born animals Specialized curricular software is used in a wide variety of ways dependent upon site-based needs of the • • • • • • • • • Parents may not be happy with the idea of paying for mobile devices for use in school Communicating to parents the benefits of using the District Wireless Network which is monitored, protected by the firewall, and free, may help offset their objections Students may be more easily distracted while working on their own mobile devices Teacher support in holding students accountable for appropriate use is essential Students might forget to charge their devices Students bringing in their own devices to school may increase the possibility of theft What if a student brings a virus from home onto the school wireless network? The District has software to monitor and protect the District system There actually is more risk with the use of student thumb drive devices infecting computers when they bring work from home and connect to District computers Students forget to bring their mobile devices Applications may not be universal across all platforms Just like some of the parents, some of the students may not want to mix in school work on their personal mobile devices Some teachers may resist teaching with technology Many of these cons can be avoided or fixed with certain policies, apps, the correct network infrastructure, and mobile device management BYOD can expose pitfalls, which highlight the importance of a careful and thorough review of districts’ acceptable use policies, one of the critical steps districts must take if they are to open their school doors to mobile devices Jim Bosco and Keith Krueger of the Consortium for School Networking (CoSN) recommend schools devise a “responsible use policy” that treats the student as a person responsible for ethical and healthy use of online content The District adopted BP/AR 6164, Acceptable Use of Technology: Mobil Technology on April 3, 2012 District BP/AR 6164, contains a response to most of the possible concerns regarding BYOD However, a thorough review of AR 6164, Acceptable Use of Technology: Mobil Technology in relation to BYOD and “responsible use” will be completed by the Administrative Council before students and parents are allowed to BYOD With the proper policies and ground rules in place BYOD can work for educators and students As banning mobile devices increasingly becomes an outdated option, the District must ensure that schools and teachers have the tools and resources to create safe and constructive learning environments The Administrative Council recommendation is to have principals select two to three interested teachers on each campus to pilot BYOD in their classrooms for one month to test student access to the wireless system with student owned devices along with District-provided technology If problems arise, the problems can be dealt with more easily than if a larger number of students begin using the system If there are no problems, additional interested teachers will be allowed to participate in the pilot Several school sites (La Habra, Sonora, and Troy High Schools) have already purchased through grants and donated funds classroom sets of iPads and tablet computers to incorporate mobile technology into classroom instruction The schools purchased temporary solutions for wireless access to these devices and are very pleased that Districtwide wireless access is coming as a more permanent and secure solution 65 66 References 2013 Bernhardt, V L (2004a) Continuous improvement: it takes more than test scores ACSA Leadership, 34(n2), 16-19 Bennett, B E (2013) “Flipped classrooms”: You keep using that word…, Ideas That Work Smartblogs, April 5, 2013 Bernhardt, V L (2004b) Data analysis for continuous school Improvement, 2nd ed Larchmont, N.Y.: Eye on Education Boudett, K P., City, E A., and Murnane, R J (2008) Data wise: A step-by-step guide to using assessment results to improve teaching and Learning MA: Harvard Education Publishing Group California Department of Education Website, http://www.cde.ca.gov/eo/in/ Creighton, T B (2001) Data analysis and the principalship Principal Leadership, 1(9), 52-57 Darling-Hammond, L., & Friedlaender, D (2008) Creating excellent and equitable schools Educational Leadership, 65(8), 14-21 DuFour, R (2007) Professional learning communities: A bandwagon, an idea worth considering, or our best hope for high levels of Learning? Middle School Journal 39(1), pp 4-8 Dunn, K & Mulvenon, S (2009) Let’s talk formative assessment…and evaluation? National Office of Research on Measurement and Evaluation Systems Retrieved from: http://normesaps.uark.edu/newsite/ Earl, L M & Katz, S (2006) Leading schools in a data-rich World Thousand Oaks, CA: Corwin Press Elmore, R F (2008) School reform from the inside out: Policy, practice, and Performance (5th printing) Cambridge, MA: Harvard Education Press Englebert, K., Fries, D., Goodwin, B., Martin-Glen, M & Michael, S (2004) Understanding how principals use data in a new environment of accountability Regional Educational Library Ed-01-0006 Haller, D (2013) A climate of change: voices in STEM leadership, Ideas That Work, Public Policy Smartblogs, March 18, 2013 Halverson, R., Grigg, J., Prichett, R., & Thomas, C (2007) The new instructional leadership: Creating data-driven instructional systems in school Journal of School Leadership, 17(2), 159-194 Harris, L (2007) Employing formative assessment in the classroom Improving Schools 10(3), pp 249-260 Harrison, C., & Bryan, C (2008) Data dialogue: Focused conversations put evidence to work in the classroom Journal of Staff Development, 29(4), 15-19 Henning, J E & Trent, V (2007) Asking the really hard questions: cultivating a culture for analyzing student achievement data Catalyst for Change, 35(1), 26-29 Hoover, J P (2004) Don’t let good data go to waste: data warehousing allows principals to mine for useful information from a variety of sources NAESP Principal Web Exclusive, 84(1) Retrieved from: http://www.naesp.org/resources/2/Principal/2004/S- OpWEB1.pdf Lachat, M & Smith, S (2005) Practices that support data use in urban high schools Journal of education for students place at Risk 10(3), pp 333-349 Love, N., Stiles, K E., Mundry, S., & DiRanna, K (2008) Passion and principle: Ground effective data use Journal of Staff Development, 29(4), 10-14 Mageau, T (2012) Change happens: You don’t have to look that far back in American education to see how far we’ve come The Transforming Education Through Technology Journal, December 2012, Vol 330 (10) McCroskey, S (2008) The leadership challenge for educational administrators Academic Leadership, 6(3) Retrieved from: http://www.academicleadership.org/emprical_research/468.shtml Marshall, J (2005) Formative assessment: Mapping the road to achievement A White Paper for Princeton Review Retrieved from: http://www.dcsclients.com/~tprk12/Research_Formative%20Assessment_ White_Paper.pdf Mathews, J., Trimble, S & Gay, A (2007) But what you with the data? The Education Digest, 73(3), 53-56 Mintrop, H., & Trujillo, T (2007) The practical relevance of accountability systems for school improvement: A descriptive analysis of California schools Educational Evaluation and Policy Analysis, 29(4), 319-352 Popham, W (2008a) Formative assessment: Seven stepping stones to success Principal Leadership, 9(1), 17-20 Popham, W (2008b) Transformative assessment Alexandria, VA: Association for Supervision and Curriculum Development Reeves, D B (2004) Accountability at crossroads ACSA Leadership, 34 (n2), 12-15 & 36-37 Reeves, P L., & Burt, W L (2006) Challenges in data-based decision-making: Voices from principals Educational Horizons, 85(1), 65-71 Sanchez Terrell, S (2013) BYOT: The hidden messages Ideas That Work Smartblog, April 3, 2013 Schmoker, M (2004) Tipping point: From feckless reform to substantive instructional improvement Phi Delta Kappan, 85(6) Smith, C L., & Freeman, R L (2002) Using continuous system level assessment to build school capacity American Journal of Evaluation,23(3), 307-19 Taras, M (2008) Summative and formative assessment: Perceptions and Realities Active learning in higher education v 9, 172-192 Waddell, G., & Lee, G (2008) Crunching numbers, changing practices: A close look at student data turns the tide in efforts to close the achievement gap Journal of Staff Development, 29(3), 18-21 Waxman, H C & et al (2008) Principals’ strategies for closing the achievement gaps in their schools Academic Leadership, 6(3) Retrieved from: http://www.academicleadership.org/emprical_research/483.shtml Appendix C – Criteria for EETT Technology Plans (Completed Appendix C is REQUIRED in a technology plan) A technology plan needs to “Adequately Address” each of the following criteria: • Appendix C must be attached to the technology plan with “Page in District Plan” properly cross-referenced and completed PLAN DURATION CRITERION 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) Page in District Plan Page 2 STAKEHOLDERS Page CRITERION 3-4 Description of how a Page variety of stakeholders 3-4 from within the school district and the communityat-large participated in the planning process CURRICULUM COMPONENT CRITERIA a Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours Example of Adequately Addressed The technology plan describes the LEA 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) The plan must include a specific start and end date (7/1/13 to 6/30/16) Example of Not Adequately Addressed The plan is less than three years or more than five years in length 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 the district actively sought participation from a variety of stakeholders 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-tocomputer ratio, but does not explain where access is available, who has access, when various students and teachers can use the technology Page - 23 Page b Description of the district’s current use of hardware and software to support teaching and learning Page 6-8 c Summary of the district’s curricular goals that are supported by this tech plan 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 Page 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 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 Page 13 Page 10 - 12 Page 16 The plan describes the typical frequency and type of use (technology skills/information and literacy integrated into the curriculum) The plan summarizes the district’s curricular goals that are supported by the plan and referenced in district document(s) 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 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 cites district policy regarding use of technology, but provides no information about its actual use The plan does not summarize district curricular goals 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 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 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 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 copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peerto-peer file sharing; and avoiding plagiarism 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 h Description of or goals about the district policy or practices that ensure equitable technology access for all students 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 downloading Page 17 The plan describes or delineates clear goals outlining how students and teachers will be educated about Internet safety Page 18 - 19 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 Page 20 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 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 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 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 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 Page 21 - 22 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 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 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 Page 23 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 PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Page 24 a Summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development Page 22 - 23 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 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 Page 26-31 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 Page 32 The monitoring process, roles, and responsibilities are described in sufficient detail The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to support the The inventory of equipment is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Page 33-40 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 Page 34-34 Professional Development Components (Sections & 4) of the plan 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 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 d Describe the process that will be used to monitor Section 5b & the annual benchmarks and timeline of activities including roles and responsibilities FUNDING AND BUDGET Page 35 - 36 Page 37 – 39 Page 40 Page 41 - 45 implementation of the Curriculum and Professional Development Components 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 Components The summary of current technical support is missing or lacks sufficient detail 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 The monitoring process, roles, and responsibilities are described in sufficient detail The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected 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 not relate to the needs of the Curriculum and Professional Development Components COMPONENT CRITERIA a List established and potential funding sources Page 41 - 42 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 Page 43 - 44 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 Page 45 d Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities; to adjust budgets as necessary MONITORING AND EVALUATION COMPONENT CRITERIA Page 45 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 Plan recognizes that equipment will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components The monitoring process, roles, and responsibilities are described in sufficient detail a Describe the process for evaluating the Page 46 The plan describes the process for evaluation No provision for an evaluation is included Replacement policy is either missing or vague It is not clear that the replacement policy could be implemented The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected Page 46-47 plan’s overall progress and impact on teaching and learning using the goals and benchmarks of each component as the indicators of success b Schedule for evaluating the effect of plan implementation Page 47 Evaluation timeline is specific and realistic c Describe the process and frequency of communicating evaluation results to tech plan stakeholders Page 47 The plan describes the process and frequency of communicating evaluation results to tech plan stakeholders EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Page 48 - 49 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.) Page 48 - 49 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 in the plan How success is determined is not defined The evaluation is defined, but the process to conduct the evaluation is missing The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan The plan does not provide a process for using the monitoring and evaluation results to improve the plan and/or disseminate the findings 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 providers are indicated, the plan describes the process used to identify adult literacy providers or potential future outreach efforts EFFECTIVE, RESEARCHEDBASED METHODS, STRATEGIES, AND CRITERIA a Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals 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 c Describe District’s BYOD plans for technology Page 50-63 Page 50-56 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 Page 57-58 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 Page 59-63 ... INTRODUCTION The Fullerton Joint Union High School District, hereinafter referred to as "District, " serves over 15,132 students in grades 9-12 The District includes six comprehensive high schools (Buena... (BPHS), Fullerton Union (FUHS), La Habra (LHHS), Sonora (SOHS), Sunny Hills (SHHS), and Troy (TRHS), High Schools, La Vista Continuation High School (LVHS), and La Sierra High School (LSHS), the District? ??s... supports the District Technology Plan? ??s (DTP) curricular and professional development goals Section 9.b - Describe the District? ??s plans to use technology to extend or supplement the District? ??s