Technology Plan Mendota Unified School District July 1 ......Mendota Unified July 1, 2014 - June 30,...

Mendota Unified July 1, 2014 - June 30, 2017

1

Technology Plan

Mendota Unified School District

July 1, 2014 - June 30, 2017


i

Table of Contents

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

1. Plan Duration .............................................................................................................................. 2

2. Stakeholders ................................................................................................................................ 3

3. Curriculum .................................................................................................................................. 5

3a. Current access to technology ................................................................................................ 5

3b. Current use to support teaching and learning ....................................................................... 6

3c. Curricular goals ..................................................................................................................... 7

3d. Improve teaching and learning.............................................................................................. 8

3e. Acquisition of technology and information literacy skills .................................................. 11

3f. Ethical use of information technology ................................................................................. 14

3g. Internet safety...................................................................................................................... 16

3h. Description for access for all students ................................................................................ 18

3i. Student record keeping ........................................................................................................ 19

3j. Improve two-way communication ....................................................................................... 20

3k. Curriculum Monitoring Process .......................................................................................... 21

4. Professional Development ........................................................................................................ 23

4a. Summary of Teacher ........................................................................................................... 23

4b. Providing PD Opportunities (Measurable Objectives, Benchmarks) ................................. 29

4c. Professional Development Monitoring ............................................................................... 30

5. Infrastructure, Hardware, Technical Support, and Software .................................................... 31

5a. Existing Resources .............................................................................................................. 31

5b. Needed Resources ............................................................................................................... 33

5c. Annual Benchmarks and Timeline for obtaining resources ................................................ 34

5d. Resource in 5b Monitoring Process .................................................................................... 35

6. Funding and Budget .................................................................................................................. 35

6a. Established and potential funding sources .......................................................................... 35

6b. Annual implementation costs .............................................................................................. 35

6c. District replacement policy ................................................................................................. 36

6d. Budget monitoring .............................................................................................................. 36

7. Monitoring and Evaluation ....................................................................................................... 41

7a. Overall progress and impact evaluation .............................................................................. 41

7b. Evaluation schedule ............................................................................................................ 41

7c. Communicating evaluation results ...................................................................................... 42

9. Effective, Researched-Based Methods and Strategies .............................................................. 43

9a. Research Summary, District Application ............................................................................ 43

9b. Technology to Deliver Rigorous Curriculum ..................................................................... 48

Appendix A. .................................................................................................................................. 49

Appendix A. Role of Data Director in an Assessment Cycle ................................................... 49

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


1

Background and Demographic Profile

Mendota Unified School District is a small rural district in the heart of the Central Valley, 30

miles west of Fresno, California. With a total population of 2,900 students, there are 2

elementary schools, 1 middle school, 1 high school and 1 alternative / independent study facility.

The district API for 2012 is 731. Mendota is a Title I district, with a 9% migrant population and

95% qualified for Free/Reduced price lunches.

Mendota USD recognizes the importance of emerging information and other technologies in

daily life. Students and district staff should have basic knowledge of these technologies, be able

to use them independently as a fully functioning member of society, and accept the

responsibilities associated with their ethical use.

Our goal is to weave technology seamlessly throughout our rigorous, standards based

curriculum. Technology will be used to support and enhance learning for all students including

English Learners, Special Education and GATE. It will be used to strengthen the problem

solving, critical thinking, and creative expression of our clientele. It will be used to facilitate

assessment and identify standards to be re-taught.


2

1. Plan Duration

This plan is written for three years and is effective July 1st, 2014 to June 30

th, 2017; it will be

revised as needed after periodic evaluation. The plan is intended to meet all state and federal

requirements for technology use plans and all current and future educational standards related to

technology during its lifecycle.


3

2. Stakeholders

Partnerships Chart

Type of Partner Name of Partner and

Contact Information

Role in Development of

the Technology Plan

Role in Supporting

the Project

Parents

Leonor Ramirez

Beverly Hamasaki

Collaboration

Provided guidance /

feedback

Assist with review

and refinement

Businesses

Denise Daniels,

Data Director

Renaissance Learning

Sheridan Doerr,

Intel-Assess

Provide ongoing

technical support

Provide assistance

with

implementation

Post-Secondary

Institutions

West Hills College

Westside Institute

of Technology

Adult school

classes

Government

agencies,

including county

offices of

education

Corey Greenlaw,

Fresno COE

Brian Curwick, FCOE

Brigeen Radoicich

Provided workshops

Provided access to

online plan module

Provided guidance at

technology meetings /

clarifying

expectations etc.

Assist with

professional

development

Provide ongoing

support for

implementation

issues

Students

Robert Jasso,

6th Grade

Participate in

implementation

Assist with review,

and evaluation

Teachers

Kevin Sauers

Diane Williams

Lupe Mendoza

Kerri Ketner

Grace Reeve

Beth Nicoletto

Collaboration

Provided guidance /

feedback

Authored sections

Participate in

implementation

Assist with review,

and evaluation

Site

Administration

Silvia Delgado

Randy Jarrett

Betty Cole

Becky Gamez

Carlos Arredondo

Manuel Bautista

Collaboration

Provided guidance /

feedback

Authored sections

Participate in

implementation

Assist with review

and evaluation


4

District

Administrators

Mike Crass

Paul Lopez

Joe Ochoa

Glen Wall

Jose Alcaide

Participate in

implementation

and feedback for

monitoring


5

3. Curriculum

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

school day and outside of school hours.

Currently, all 2900 MUSD students have access to technology in their classrooms, libraries, and /or school computer labs. Technology is available to students before school in the library. In addition, the after school program and/or the school libraries and County Library provide technology access after school. Access to technology is also provided in the Computer Labs and/or classrooms). Regardless of their level, all student groups are expected to utilize the tools of technology to further their learning. Our Special Education department works to insure that students with disabilities have access to appropriate assistive technologies. In Mendota USD, the student to computer ratio is 1:2; the equipment in large part was purchased with categorical monies. Windows has become the standard platform. All teachers have access to a dedicated machine for instruction, Internet access, productivity tools, etc. Each classroom comes equipped with an LCD projector, interactive white board, document camera, ceiling mounted speakers, microphone, airliner, and smart response clickers or response software.

Online resources to supplement and enhance learning have been purchased by both the site and district. They include Discovery Education Streaming, California Streaming, Notebook software, Renaissance Learning and Data Director, Mind Research (JIJI), Imagine Learning, SWIS (PBIS System), Power School, & Brain Pop.

Site administrators have made it a goal to create technology rich classrooms and have included technology goals in their site plans.

The After School Program at each site uses available computers or the computer lab daily; every student rotates through the lab a minimum of once a week. The elementary school libraries all have student computers but the numbers vary according to the size of the library.

Washington Elementary: This school site has a student to computer ratio of 1:2. All computers have internet access. The students in Mendota have access to computers in their classrooms.

McCabe Elementary :This school site has a student to computer ratio of 1:1. All computers have internet access. The students in Mendota have access to computers in their classrooms and a computer lab.


6

Mendota Jr.High: This school site has a student to computer ratio of 1:3. All computers have internet access. The students in Mendota have access to computers in their classrooms.

Mendota High School: This school site has a student to computer ratio of 1:2.25. All computers have internet access. The students in Mendota have access to computers in their classrooms.

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

learning.

Over the past five years, Mendota unified has developed into a Model District of Technology with respect to hardware. Technology use by classroom teachers is aligned with the use of their Smart Classroom tools for each school, grade level, and subject. The district’s curriculum is aligned to California State Standards and is making progress towards the implementation of the California Common Core State Standards. As indicated in the Mendota Unified Technology Profile survey, technology is becoming a standard mode of instruction by teachers throughout the district. For example, in preparation and execution of standards-based lessons, teachers access internet resources, primary source materials, and supplementary online textbook resources. They download video clips from California Streaming, Discovery Streaming, Brain Pop, Teacher Tube, or YouTube for use in their Smart Notebook lessons or to illustrate a concept; they project realia with their document camera and projector.

The district purchased the Data Director program, Power School, and SWIS to better track and monitor students’ performance with respect to educational standards. Teachers are becoming more proficient in their use of Data Director. They create formative classroom assessments by selecting the most appropriate questions from the Data Director database, using the various reporting features in Data Director to evaluate student progress towards mastery of grade level standards.

All teachers in the District use PowerSchool software to manage student attendance on a daily basis and the majority use an electronic grade-book to track student progress.

We employ TeleParent phone services to notify parents of unexcused student absences, upcoming school events, bus delay, emergencies, and any other mass communication needs we have.

Students use a variety of programs to support their educational pursuits including, but not limited to, the Microsoft Office Suite, Internet browsers, Renaissance Learning Programs, and age appropriate learning programs. Technology appears to be student-centered. Technology also serves as a powerful outlet for creativity at all grade


7

levels. By integrating technology into the curriculum, we can build academic success through all learning modalities.

The internet is integrated in all grade levels. All students/parents sign Appropriate Use Agreements every year. Our recently updated student and staff Appropriate Use Agreements are posted on the district web page. Technology is also used to create documents and interactive white board lessons, power point presentations, email, Benchmark testing Online at McCabe Elementary, and Internet research.

Although Mendota Unified has made technological strides in the past few years, we understand that technology is always advancing; therefore, our advancement is necessary to keep up with the changing technological environment. We plan to maintain and expand high technology usage while upgrading our curricular goals to expand technological education.

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

Mendota Unified School District maintains curricular goals in several comprehensive planning

documents including the District’s LEA plan, each schools’ Single Plan for Student

Achievement, English Learners’ Plan and Migrant Education Plan. Proficiency in English

Language Arts and Mathematics as measured by the California State Standards hold the highest

priority in the plans. The plans are informed by our Academic Performance Index report, Annual

Yearly Progress report, California English Language Development Test reports and a variety of

other assessments.

Mendota Unified School District curricular goals are aligned with the California State Standards

in all subject areas and at all grade levels K-12 in order to improve student achievement in

English-Language Arts, Mathematics, History, Science, and the Arts. The District’s goals are

aligned with “No Child Left Behind”, adopted by the Governing Board, and incorporated into the

local site level plans.

As stated in the LEA plan, Mendota Unified School District Goals for Improving Student

Achievement are:

Goal 1 All students will reach high standards, at a minimum attaining

proficiency or better in reading and mathematics by 2016-17.

Goal 2 All Limited English proficient (LEP) students will become proficient in

English and will reach high academic standards at a minimum

proficiency or better in reading and mathematics.

Goal 3 All students will be educated in learning environments that are safe,

drug-free, and conducive to learning.

Goal 4 All students will graduate from high school


8

It is relevant to integrate technology applications into the instructional programs for students. All

new adoptions of core curriculum include extensive digital content that engages students and

enhances learning through alternative ways to introduce and practice the content. The goals of

technology integration in the district include:

Providing additional opportunities for students to learn the skills they have not yet mastered

Providing additional engaging opportunities to accelerate and provide enrichment for students

on or above grade level.

Being proactive in staying ahead of increasing state and federal requirements for K-12 student

achievement

Technology is not seen as an end in and of itself, but as a means to an end. Technology is being

utilized to bring relevancy to the academic content standards as well as providing a learning

mechanism that is more conducive to today's digital native students.

3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for

using technology to improve teaching and learning by supporting the district curricular goals.

Goal 1: K-2 students will demonstrate proficiency in reading and comprehension skills using

district approved, web-based software for practice.

Objective: By June of 2017, 90% of students in K-2 will become grade level proficient in reading

and comprehension skills using district approved, web-based software for practice as measured by

Quarterly Benchmark results and CST scores.

Benchmark 1: by June 2015 75% of students will become grade level proficient in reading and

comprehension skills using district approved, web-based software for practice as measured by

Benchmark results and CST scores.



Benchmark results and CST scores.



Benchmark results and CST/SBAC scores.

Year One Activities and Implementation

Year Two Activities and Implementation

Year Three Activities and Implementation

All K-2 students will:

Use the Waterford

Early Learning

software an average of

60 minutes per week.

Imagine Learning will

be used in New Comers

Class, and intervention

classes in 1st and 2

nd

Grade on an average of


Use the Waterford

Early Learning







nd



Use the Waterford

Early Learning







nd



9

50 minutes per week. 75 minutes per week.


Evaluation Instrument(s) and Data to be Collected: A variety of evaluation tools will be used including growth on Benchmark tests given every

quarter, as well as yearly STAR test results for 2nd

grade.

Waterford Early Reading and Imagine Learning usage will be monitored through bi-weekly usage

reports and bi-weekly assessment reports per classroom and grade level.

Schedule for Evaluation:

Software usage statistics will be monitored monthly by district and/or site

administration. Evaluation of benchmark progress and feedback will occur twice annually through

the District Technology Committee.

Objective Analysis and Modification Process: Modification to this objective will be based on feedback gathered from site administration and/or

teaching staff a minimum of once per year. This feedback will be reviewed by the District

Technology Committee who will determine whether modifications need to be made.

Goal 2: 3 to 6 grade students will become proficient in reading and comprehension skills

using district approved, web-based software for practice.

Objective: By June of 2017, 90% of students in grades 3-6 will become grade level proficient in

reading and comprehension skills using district approved, web-based software for practice as

measured by Benchmark and CST scores.



Benchmark and CST scores.



Benchmark and CST scores.



Benchmark and CST/SBAC scores.




All 3-6 grade students will:

Use the state adopted ELA

student technology

resources an average of 200

minutes per month.

Use the Renaissance

Learning Program, Imagine

Learning, ST Math (JIJI),

and Typing Web, software

to complete an average of

40 sessions per year.



student technology


minutes per month.

Use the Renaissance








student technology


minutes per month.

Use the Renaissance







10

All students will take

Accelerated Reader Star

Reading assessment at the

start of each quarter for

ZPD placement in

Accelerated Reader.

Accelerated reader/GIRP

(3rd & 4th grade) usage will

be scheduled on a daily

basis.

Accelerated reader/GIRP

(3rd & 4th grade) usage will

be scheduled on a daily

basis.

Evaluation Instrument(s) and Data to be Collected: A variety of evaluation tools will be used including Benchmark tests given every quarter, yearly

STAR/CST test results.

Renaissance Learning, ST Math (JIJI) and Imaging Learning usage will be monitored through

monthly usage reports and calculating an average number of minutes per classroom.

Schedule for Evaluation: Software usage statistics will be monitored monthly by district and/or

site administration. Evaluation of benchmark progress and feedback will occur twice annually

through the District Technology Committee.

Objective Analysis and Modification Process: Modification to this objective will be based on

feedback gathered from site administration and/or teaching staff a minimum of once per

year. This feedback will be reviewed by the District Technology Committee which will determine

whether modifications need to be made.

Goal 2: 7-12 students identified for strategic intervention will become proficient in reading

and comprehension skills using district approved, web-based software for practice

Objective: By June of 2017, 90% of students 7-12 will become grade level proficient in reading

and comprehension skills using district approved, web-based software for practice as measured by

the CST.



CST.



CST.



CST/SBAC.




7-12 students in intervention

classes will

Use Success Maker software to

complete an average of 40

sessions per year.


classes will



sessions per year.


classes will



sessions per year.


11

Evaluation Instrument(s) and Data to be Collected: A variety of evaluation tools will be used including Benchmark tests given every quarterly, yearly

STAR/CST/SBAC test results.

System44 or Read 180 and usage will be monitored through monthly usage reports and calculating

an average number of minutes per classroom.

Schedule for Evaluation: Software usage statistics will be monitored monthly by district and/or

site administration. Evaluation of benchmark progress and feedback will occur twice annually

through the District Technology Committee.

Objective Analysis and Modification Process: Modification to this objective will be based on

feedback gathered from site administration and/or teaching staff a minimum of once per

year. This feedback will be reviewed by the District Technology Committee which will determine

whether modifications need to be made.

3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan

detailing how and when students will acquire the technology skills and information literacy

skills needed to succeed in the classroom and the workplace.

Goal 1: K-12 will become proficient in age appropriate and standards based technology and

information literacy skills [21st century skills] through the implementation of the state

approved continuum of library media and internet/ technology content standards.

Objective: By June of 2017, 100% of students will become proficient in age appropriate and

standards based technology and information literacy skills through the implementation of the state

approved continuum of library media and internet/ technology content standards as measured by

district rubrics.

Benchmark 1: By June 2015, 80% of students will become proficient in age appropriate and



district rubrics.




district rubrics.




district rubrics.




40% of Kindergarten students

will participate in the

investigation of an

informational topic Using the

Super3 strategy. As part of a

whole class discussion, the



investigation of an

informational topic using the





investigation of an

informational topic using the




12

student will:

Use district provided

resources such as Education

City, Waterford Early

Learning, Imagine

Learning, and BrainPOP to

find information.

Take Cornell notes at an

age appropriate level.

student will:

Participate in the activities

outlined in Year One.

student will:

Participate in the activities

outlined in Year One.

100% of 1-2 students will

participate in the investigation

of an informational topic using

the Super3 strategy. As part of

a whole class discussion, the

student will:

Formulate questions.

Use BrainPOP, a paid

resources provided by the

district to find information.

Take notes at an age

appropriate level.

Write a report based on

criteria developed by the

grade level PLC.


build upon the skills from Year

One. The student will:

Learn and practice

bibliographic format.

Use digital cameras and

incorporate visuals within

the finished project.

Or use audio files to record

their findings.


build upon the skills from

Years One and Two. The

student will:

Create a digital project

using PowerPoint or Photo

Story.

Express the content via an

oral presentation.


complete a research project

using Microsoft Office Power

Point.

The student will:

Formulate questions (whole

class or independently).

Use the paid resources

provided by the district to find

at least two electronic sources

of information from Discovery

Streaming, ED Helper, and/or

BrainPOP.

Learn and practice note taking

using Cornell Notes Taking

Strategies

Learn and practice

bibliographic format using a

form designed for grades 3-6.

Write a report based on criteria

established by the Mendota

100% of 3-6 students and 60%

of students in grade 7 will



Independently formulate

and refine questions that

cover the necessary scope

and direction of the

investigation.

Create a visual

representation of their topic:

o Create a print document

-- a poster, brochure etc

o Create a computer

document using

Microsoft Office.


oral presentation.

100% of 3-6 students and 60%

of students in grades 7-8 will



student will:


which includes a variety of

media including video clips,

pictures, graphs etc.


oral presentation.


13

USD.



using the Big6 strategy. The

student will:

Formulate questions

(independently or whole

class).


provided by the district to

find at least two electronic

Learn and practice note

taking using note cards.

Learn and practice correct

MLA bibliographic format.


criteria established by the

Mendota USD adopted

Write Tools program.

60% of 7-8 students will build

upon the skills from Year One.

The student will:

Formulate and refine

questions that cover the

necessary scope and

direction of the

investigation.


oral presentation.

80% of 7-8 students will build

upon the skills from Years One

and Two. The student will:






oral presentation.



using the Big6 strategy. The

student will:

Formulate questions

(independently).


provided by the district to

find more than two

electronic sources.

Learn and practice note

taking using note cards.

Learn and practice correct

MLA bibliographic format.


criteria established by grade

level PLCs Write Tools

program.




Formulate and refine

questions that cover the

necessary scope and

direction of the

investigation.


oral presentation.




student will:






oral presentation.

Evaluation Instrument(s) and Data to be Collected: The process will be monitored by teacher checkpoints. Teacher created rubrics will be used to

evaluate the reports and the digital projects.


Site/District Curriculum teams will monitor the progress each semester.

Objective Analysis and Modification Process: Modification to this objective will be based on feedback gathered from teaching staff a minimum


14

of one per year. This feedback will be reviewed by the Site/District Curriculum Teams which will

determine modifications to be made.

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 1: Students will be proficient in Digital Citizenship at age appropriate levels. Mendota

USD will use the Central Valley Digital Citizenship matrix, information from the CTAP Region 7

website, CyberSafety information, and Isafe curriculum.

Objective: By June 2017, 100% of students will be proficient in Digital Citizenship at age

appropriate levels as measured by state/district assessment tools.

Benchmark 1: By June 2015, 75% of students will be proficient in Digital Citizenship at age

appropriate levels as measured by district created Data Director assessments.








100% of K-3 students will

understand the role of an

author and the concept of

ownership. The student will:

Participate in discussions in

the classroom and the

library about the role of an

author.


the classroom using

information from the

Central Valley matrix.

Create an age appropriate

bibliography for their

favorite AR (Accelerated

Reader) book.


will understand the role of an






author.


the classroom using






Reader) book.


will understand the role of an






author.


the classroom using






Reader) book.


build upon the concepts from

Year One. The student will:

Watch the NetSmartz video

“Clicky’s Stolen Song” and

participate in discussion.


build upon the concepts from


student will:

Create a product such as a

poster to demonstrate their


15

understanding of

ownership.


understand the concepts of

ownership, and unlawful

downloading. The student will:




author.




Reader) book.

Create age appropriate

bibliographies for their

reports.

Watch the NetSmartz video

“Don’t Steal That Song”

and participate in

discussion.




Participate in activities on

the Soundzabound website.

http://www.soundzabound.c

om

Participate in scenarios such

as those created by South

Brunswick SD, NJ.

http://blogs.sbschools.org/

Create a poster to illustrate

their understanding of

ownership and/or unlawful

downloading.




student will:

Watch the BrainPOP video

“Plagiarism” and take the

assessment.

Create a digital project to

teach younger students

about one of these topics.



ownership, unlawful

downloading / song-lifting,

and plagiarism. The student

will:

Create age appropriate

bibliographies.

Participate in activities

dealing with song-lifting on



om


“Plagiarism” and take the

assessment.

Demonstrate ethical

behavior through their

work.



Year One.


“Copyright” and participate

in the discussion,

assessment and/or activities.

Demonstrate ethical

behavior through

participation and work

submitted.




student will:

Participate in Creative

Content activities from

Microsoft. These activities

address intellectual property

and fair use.

Demonstrate ethical

behavior through


submitted.



ownership, unlawful

downloading, and copyright

/ fair use. The student will:

Cite sources and use end





“Copyright” and participate

in the discussion,




student will:

Demonstrate ethical

behavior through

http://www.musicrules.com/


http://blogs.sbschools.org/




16

notes correctly.


“Plagiarism” and participate

in the discussion,


Participate in activities

dealing with song-lifting on



om

Demonstrate ethical

behavior through


submitted.


Create an ad or other visual

to demonstrate

understanding.

Demonstrate ethical

behavior through


submitted.


submitted.

Evaluation Instrument(s) and Data to be Collected: Teacher created assessments stored in Data Director; assessments that accompany the videos and

the Creative Content curriculum; observation; survey results on Schoolwires website; teacher

evaluation of works cited; students in grades 4-6 will provide short answers to the scenarios given;

teacher observation.


Site/District Curriculum Team will monitor the results of the state/district assessment tools.

Objective Analysis and Modification Process:

Modification to this objective will be based on feedback gathered from site administration and/or


Technology Committee and Site/District Curriculum Team which will determine whether

modifications need to be made.

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 1: Students will become proficient in concepts of Digital Citizenship: cybersafety,

cyberbullying, online privacy, and online predators, pursuant to Board Policy _______.

Objective: By June 2017, 100% of students will be proficient in Digital Citizenship at age

appropriate levels as measured by state/district assessment tools and by monthly website analytic

reports.









17





100% of students in grades K-

2 will:

Participate in a NetSmartz

Digital Citizenship lesson.

Participate in a discussion /

lesson about 'not talking to

strangers' both in the real

world and online.

Be able to discuss privacy

issues.


will:




will:



100% of students in grades 1-2

will build upon the skills from


Participate in discussions /

lessons on bullying /

cyberbullying.

Create a visual

demonstrating how to deal

with bullies




student will:

Be able to conduct a safe

search.

Participate in monthly

lessons / activities.

o A variety of topics will

be covered.

100% of students grades 3-6

will:

Participate in a discussion of

bullying and

cyberParticipate in monthly

lessons / activities posted on

the school library website.

bulling

Be able to conduct a safe

search using WebPath

Express




Participate in monthly

lessons / activities posted on

the school library website.

A variety of topics will be

covered using lessons from

iSafe and CyberSmart




student will:

Students in grades 3-6 will

write a persuasive

composition about the use of

cell phones at school.

Demonstrate ethical behavior

through their use of

technology.


will:


Digital Citizenship assembly

with an emphasis on

cyberbullying and posting

online.

Demonstrate safe searching

using WebPath Express and




Participate in discussions,

watch videos about the

repercussions of sexting.

Write a persuasive

composition about social

networking sites.




student will:

Create a Public Service

Announcement outlining the

dangers of online predators,

dangerous posting or

sexting.


18

and other district funded

digital resources.

Demonstrate ethical

behavior through their use of

technology.

100% of students grades 9 -12

will:


Digital Citizenship

presentation with an

emphasis on cyberbullying

and posting online.

Demonstrate safe searching

using WebPath Express and

other district funded digital

resources.



Year One:

Demonstrate ethical


technology.



Years One and Two:

Demonstrate ethical


technology.

Evaluation Instrument(s) and Data to be Collected:

Teachers will submit lesson plans; students in grades 4-6 will provide short answers to the

scenarios given.


Students will be expected to participate in one of these activities per quarterly / semester.

Objective Analysis and Modification Process:

Modification to this objective will be based on feedback gathered from site administration and/or


Technology Committee and Site/District Curriculum Team which will determine whether

modifications need to be made.

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

students.

Mendota recognizes that in order to compete in a global economy all students need access to the

technology. The district follows the directives of the Ed Code 51006 and 51007 that stipulate that

“all students enrolled in the state's public elementary and secondary schools, regardless of race,

creed, color, national origin, gender, physical disability, geographic location, or socioeconomic

background, shall have equitable access to educational programs designed to strengthen

technological skills, including, but not limited to, computer education programs.”


19

3i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan

to use technology to make student record keeping and assessment more efficient and

supportive of teachers’ efforts to meet individual student academic needs.

Goal: K-12 teachers will implement the Aztec Assessment for Accountability Cycle and

resources in each step of the cycle. (Appendix A)

Objective: By June 2017, 100% of K-12 teachers will implement the Aztec Assessment for

Accountability Cycle and utilize a minimum of one of the provided/suggested resources in each

step of the cycle as measured via the Data Director usage reports.

Benchmark 1: By June 2015, 85% of K-12 teachers will implement the Aztec Assessment for

Accountability Cycle (see appendix), and utilize a minimum of one of the provided/suggested

resources in each step of the cycle as measured by Data Director usage reports.










100% of K-12 content area

teachers will:

Participate in district

benchmark assessments.

Participate in a grade level

data analysis meeting.

Discuss and design an

action plan to focus

standards based instruction


teachers will administer

district benchmark

assessments. All teachers will:

Complete an appropriate

data analysis to identify

standards for focus

instruction

Use and/or upload resources

in the Data Director to

support instruction.

Discuss and design an

action plan to focus

standards based instruction

which incorporates

appropriate grade level

activities.


teachers will create

reassessment items using the

Data Director Item Bank. All

teachers will:

Create a standards based

assessment using Data

Director Item bank to

evaluate student progress

towards mastery of

standard.

Evaluation Instrument(s) and Data to be collected

Site administrators will collect data analysis sheets from teachers.

The Data Director administrator will monitor the district item bank usage and Shared

Assessments in Data Director Teacher Tools.

In addition the Data Director Administrator will monitor Data Director use via the usage

reports.

Schedule for Evaluation

Quarterly


20

Objective Analysis and Modification Process

The objective will be monitored yearly as data is collected by Data Director Administrator and

via the Ed Tech Profile Survey completed annually by all K-12 teachers. Modifications and

teacher support will be provided as necessary.

The District Technology Committee will evaluate progress towards these goals throughout the

year at quarterly meetings

3j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan

to use technology to improve two -way communications between home and school.

Goal 1: School sites will increase two-way communication between home and school

using the district website.

Objective 1: By June of 2017, 100% of all Mendota USD teachers will create a basic

classroom website using the district School Wires web page as measured by District

Technology Coordinator website analytics report. Also, McCabe Elementary will have a

Facebook page—to serve as a pilot—that will communicate between parents and school

usage will also be measure by analytics reports.

Objective 2: By June of 2017 Schools will have Facebook pages that will serve to

communicate between parents, students, and staff. School usage will also be measured by

analytics reports.

Benchmark 1: By June 2015, 70% of all Mendota USD teachers will create a basic

classroom website using the district School Wires web page as measured by district

technology coordinator website analytics report.










70% of all Mendota USD

teachers will create a basic

classroom website using

the district School Wires

web page.

Elementary school staff

will receive training and

support in developing site

format for classroom web

pages.

All sites will post the





web page.

Middle school staff will

receive training and

support in developing site

format for classroom web

pages.

Parents will be introduced





web page.

Identified teachers will

receive additional training

to complete their web

pages.

Classroom websites will be

introduced at Back To


21

monthly newsletter on the

school website.

Parents will be able to

access their child’s

attendance & grade

information via the web.

Administrators will

provide information about

events through the site

website.

to Mendota HS classroom

websites at back to school

night, and through the site

newsletter.

School Night.

The district will use surveys

to determine the needs of

the community.

Parents will participate in

an online and / or paper

survey to identify web-

links for a district

‘Parents Information

Page’ (suggestions to

include Digital

Citizenship, community

resources, etc.)

A District ‘Parents

Information Page’ will be

created based on

feedback.

The District ‘Parents


updated based on feedback

via surveys and newsletters.

The District ‘Parents


updated and maintained for

currency based on feedback

via surveys and newsletters.

Evaluation Instrument(s) and Data to be collected

Feedback from parents, observation of district website, usage of site based web pages, and

website report for library and teacher pages.

Schedule for Evaluation

Quarterly

Objective Analysis and Modification Process

The District Technology Committee will evaluate progress towards these goals throughout

the year at quarterly meetings

3k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j)

goals, objectives, benchmarks and planned implementation activities including roles and

responsibilities.

The Site/District Curriculum Team, under the supervision of the Director of State and Federal

Programs, consists of coaches, the BTSA coordinator, Learning Directors, Resource Teachers,

Principals, and the Director of Special Education. This group meets quarterly to review the

implementation of district curriculum goals, the creation and analysis of benchmark tests, etc.

Together this cadre of support staff will identify sites in need of assistance with implementation


22

based on feedback from site administration, and make recommendations regarding the revision

of the tech plan. Monitoring and evaluation of all goals, objectives, benchmarks and planned

implementation activities including roles and responsibilities are built into the tables with in each

section 3d-3j.


23

4. Professional Development

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

professional development.

In the Fall of 2012, Mendota Unified teachers completed the online Mendota Unified

Technology Skills Self-Assessment (survey). The reports from that survey indicate most

teachers have personal computer skills. Over 80% consider themselves average to advance in

word processing, internet, and email; however, their level of proficiency with spreadsheet and

data software diminishes slightly—spreadsheet software (69%) and database software skills

(63%). The results of the survey regarding using technology to support student learning is the

area which has the greatest impact on our goal to integrate technology into the curriculum. As

evidenced by the scores below, the majority feel comfortable using the technology as they teach. As evidenced by the scores below, the majority feel comfortable using the technology as they teach.

Mendota Unified Technology Skills Self-Assessment

This assessment will help guide the district in determining professional development. Please rate

yourself on these skills to the best of your ability. We will take the assessment again at the end of

the year to measure district growth.

Foundational Skills

Demonstrate proficiency in the use of computers & applications, as well as an understanding of

the concepts underlying hardware, software, and connectivity.

Basic Operations *The ability to: connect devices like printers and external hard drives,

determine storage space, select printers, save files, compress files, expand and compress file

sizes, and identify platform, version and properties to manage digital media.

1 2 3 4 5

Beginning 13% 13% 27% 32% 16%

Advanced

(teach

others)


24

Basic Troubleshooting *The ability to: enable and disable wireless devices, increase decrease

brightness and volume, connect digital projector and monitor mirroring (Function F5), and

properly using the touchpad in place of a mouse.

Word Processing and Desktop Publishing *The ability to: write, edit, print and save documents,

format document properties and use appropriate proofing tools.

Database *The ability to: recognize and explain the use for storing and organizing data, define

terms related to databases (e.g., fields, record, search, filter) create databases for personal or

professional use.

1 2 3 4 5

Beginning 13% 14% 33% 27% 14%

Advanced

(teach

others)

1 2 3 4 5

Beginning 3% 1% 15% 41% 39%

Advanced

(teach

others)

1 2 3 4 5

Beginning 17% 19% 34% 22% 7%

Advanced

(teach

others)


25

Spreadsheets (Tables, Charts and Graphs) *The ability to: identify terms and concepts (e.g., cell,

column, width, row, values, labels charts and graphs) enter and edit data, create and perform

calculations, define and use functions, create pivot tables, work and create multiple sheets,

identify the use of spreadsheet skills in various careers.

Internet, Networking and Online Communication *The ability to: conduct searches, filter search

options, identify web authors within a site, validate sources found.

Multimedia & Presentation Tools *The ability to: create, edit and format text and actions on a

slide, organize slides, use drawing and graphing applications and resources within presentation,

include various media to deliver a message and transfer a document from one computer to the

next making sure that all components and media transfers with it.

1 2 3 4 5

Beginning 15% 17% 30% 30% 9%

Advanced

(teach

others)

1 2 3 4 5

Beginning 5% 9% 30% 43% 14%

Advanced

(teach

others)

1 2 3 4 5

Beginning 15% 9% 23% 37% 16%

Advanced

(teach

others)


26

Digital Citizenship Demonstrate the responsible use of technology and an understanding of ethics and safety issues

in using electronic media at home, in school, and in society.

Ethics *The ability to: explain the importance of giving credit to appropriate sources, understand

district compliance issues under the Acceptable Use Policy, know the guidelines for the use of

copyright material (e.g., text, images, music, video) in teaching materials, understand appropriate

and responsible use of communication tools (e.g., chats, instant messaging, blogs, text messages,

and wikis).

Classroom and Society *The ability to: explain how people use many types of technologies in

their daily lives, identify ways in which technology is used in the workplace and in society,

understand how media messages are used to inform persuade and entertain, identify certain

hardware and software to enable people with disabilities to learn, and evaluate authenticity,

accuracy, appropriateness and bias of electronic resources, including websites.

1 2 3 4 5

Beginning 4% 10% 24% 45% 17%

Advanced

(teach

others)

1 2 3 4 5

Beginning 4% 12% 31% 37% 16%

Advanced

(teach

others)


27

Health and Safety *The ability to: demonstrate ergonomics of keyboarding, explain potential

risks associated with the use of networked digital information, give examples of safe and unsafe

practices for sharing personal information via e-mail and the Internet, Identify cyber-bullying

and describe strategies to deal with such a situation.

Learning and Innovation Skills - 4Cs

Demonstrate the ability to use technology for research, critical thinking, problem solving,

decision making, communication, collaboration, creativity and innovation.

Research (Gathering and Using Information) *The ability to: use various technologies to locate,

collect, and organize information, review and validate Internet resources for their appropriate

use, locate and download content from digital media collections for specific purposes citing

sources, use online tools (e.g., email, discussion forums, blogs and social media) to gather and

share information collaboratively with others.

1 2 3 4 5

Beginning 10% 10% 31% 34% 16%

Advanced

(teach

others)

1 2 3 4 5

Beginning 9% 9% 24% 46% 13%

Advanced

(teach

others)


28

Problem Solving *The ability to: develop and use guidelines to evaluate the content,

organization, design, use of citations, and presentation of technologically enhanced projects, use

and modify databases and spreadsheets to analyze data and propose solutions (e.g., using your

student information systems and benchmarks to collect, analyze and propose solutions).

Communication and Collaboration *The ability to: use a variety of technologies (e.g., video,

google docs and presentation software) to communicate and exchange ideas, demonstrate how

the use of various techniques and effects (e.g., editing, music, color, rhetorical devices) can be

used to convey meaning in media, plan or implement a collaborative project with peers or for

students using telecommunication tools (e.g., email, discussion threads, interactive web sites,

google docs, video conferencing).

Personal Growth and Professional Development

Are you comfortable using the tools and resources that the school or district has provided you?

*Examples might include document cameras, digital projectors, interactive whiteboards

(Promethean or Smart) iPads.

1 2 3 4 5

Beginning 9% 14% 32% 38% 7%

Advanced

(teach

others)

1 2 3 4 5

Beginning 12% 13% 32% 33% 11%

Advanced

(teach

others)

Yes 82 87%

No 12 13%


29

4b.

List of clear goals, measurable objectives, annual benchmarks, and an implementation plan

for providing professional development opportunities based on your district needs

assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of

the plan.

Goal for Staff Development: Certified staff will integrate personal computers, district-

approved software, and peripherals to enhance a standards-based program of

instruction.

Objective 1: By June of 2017, 100% of all Mendota USD teachers will integrate personal

computers, district-approved software, and peripherals to enhance a standards-based program

of instruction as measured by district approved formal and informal observation tools.

Benchmark 1: By June 2015, 70% of all Mendota USD teachers will integrate personal









Year One

Activities and Benchmarks

Year Two


Year Three


End of Year 1: 80% of

certificated staff will

integrate personal

computers, district-approved

software, and peripherals to

enhance standards-based

program of instruction

By the end of year 1:

80% of identified


receive training in

Imagine Learning.

80% of identified


receive training in

assigning Renaissance

Learning activities for re-

teaching key standards.

80% of certificated staff

will receive training in



integrate personal

computers, district-approved

software, and peripherals to

enhance standards-based

program of instruction.


90% of identified


receive training in

Imagine Learning.

90% of identified


receive training in







certificated staff will integrate

personal computers, district-

approved software, and

peripherals to enhance

standards-based program of

instruction


100% of identified


receive training in

Imagine Learning.

100% of identified


receive training in







30

creating a classroom

website.


will receive training on

Smart Notebook, Smart

Response Clickers,

airliners, microphones,

Smart Boards, document

cameras etc., when

applicable.


website.




Response Clickers,



cameras etc., when

applicable.


website.




Response Clickers,



cameras etc., when

applicable.

Evaluation Instrument(s) and Data to be Collected: Attendance records of training; Teachers plan lessons with integrated technology; District

Assessment of Student Progress; Evaluation of Program


After each venue; Lessons - Weekly; district assessment of student progress -- Quarterly;

evaluation of program -- Annual.

Objective Analysis and Modification Process: Administrator and District Technology Coordinator plan training

Teachers attend training and implement integration of program as needed.

Teachers evaluate reports to measure student progress.

Administration and teachers evaluates effectiveness for continuation of program.

4c. Describe the process that will be used to monitor the Professional Development (Section

4b) goals, objectives, benchmarks, and planned activities including roles and

responsibilities.

The benchmarks for each of the goals are stated in each of the goal forms above and the timeline

for implementing the strategies and activities is contained in our overall timeline for the plan in

Appendix D.

The District Technology Committee will identify appropriate training venues and establish

professional technology pathways for individual teachers. The District Technology Committee

will confer with the Director of State and federal Programs to schedule training. After each

training venue, the participants will evaluate the session with a preset form. The District

Technology Committee will meet a minimum of once a year to review evidence, evaluate

progress and report to District administration. District administration will advise the Committee.

The Site Administration will ensure that each certificated staff member takes the Ed-Tech self-

assessment to document professional growth in instructional technology skills.


31

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:

Each site is configured with at least one local server to support basic services, e.g.: DHCP,

DNS, WINS, and directory services.

Hosts are connected via 10/100/1000Mbps LAN.

LAN switches are connected to the MDF via multi-mode fiber.

Traditional servers provide for these areas: Windows update services, file and print services,

Internet content filtering, Food services, Library services, domain controllers,

Existing Internet Access:

Internet access is provided by Fresno County Office of Education through the CENIC

program.

Bandwidth is delivered via a 100 Mbps leased fiber connection through Comcast ..

From the District Office this connectivity is shared over a 1000Mbsp WAN to each school

site.

Existing Electronic Learning Resources:

Mendota USD and the school sites have made a strong commitment to provide district wide web

based software to reinforce and enhance reading and math skills, and/or provide authoritative

information.

BrainPOP provides video content district-wide.

Destiny library software provides a union catalog for the library resources at Mendota Jr.

High School. Follet is the library software that provides inventory for library resources at the

k-6 level.

Discovery Learning and California Steaming provide the high school teachers and students

with video clips for both teaching and learning.

Data Director is the district approved data management software. It houses all academic data

for K-12 students including state assessments (CSTs, CELT, CAPA), local district

benchmark data and classroom level assessment data. It also houses Item Bank content

software which allows us to create assessments. It also features a curriculum resources locker

where staff can store and access collaborative lessons linked to standards. It allows for

Online Testing that is being used at McCabe Elementary 3rd -6th grade.

Enchanted Learning is a district approved K-6 web based program with activities for

students and lesson plans and crafts for teachers.


32

Renaissance Learning is a standards-based district adopted web based program for grades K-

6. Students access activities in math and Language Arts which reinforce specific skills.

School Wires provides the website access for the district.

World Book Encyclopedia is a district approved resource provided to all students.

The libraries at every site provide access to digital resources; these resources vary depending

upon the grade level.

o K-6 students have access to Elements, Exploring Ancient Civilizations, Exploring

Earth and Space Science, and Exploring Life Science.

o 7-8 students have access to Exploring American History and Inventors and

Inventions.

o 9-12 students have access to Animal and Plant Anatomy, Drugs and Society,

Earth and Physical Science, The Facts about Drugs, Family Health, Gods

Goddesses and Mythology, Life Science, Open for Debate

Through the library high school students have access to paid subscription databases: EBSCO

Magazine and Newspaper database, Opposing View Points, and Teen Health and Wellness

as well as the digital resources mentioned above.

Ed-Helper is a resource for teachers as supplemental materials to their lessons.

ST Math (JIJI) 3rd-5th grade is an Standards Based math program to enhance students

learning in math.

Teacher Tube is a resource for teachers to help with lessons in the class.

Typing Web is a resource used at McCabe Elementary to assist students in mastering their

computer skills.

Imagine Learning is a standard based program to assist students with their reading skills.

Existing Technical Support:

The District employs a technical support staff consisting of one full time computer technician.

One part time desktop support person is brought in three times a week from FCOE. This staff

maintains all instructional computers as well as administration computer systems such as student

information systems, finance, payroll, and intra-District e-mail systems. The current technician

to computer ratio on the instructional side alone is 1:∞.

Support for software subscriptions are maintained through annual contracts, e.g.: Trend Micro,

Lightspeed, ST Math, Pearson, Destiny, Renaissance Learning, IVS etc.

Hardware support is provided by annual maintenance contacts with vendors, e.g.: Sebastian,

Advanced Micro Systems, and Packet Fusion.


33

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:

MUSD needs to develop a comprehensive plan to incrementally replace all teacher and

administrative desktop computers and servers on a five year basis. This plan will include an

inventory list of all of the computers in the district, along with various forms of information of

the computer including purchase and suggested replacement dates. Currently, plans to purchase

computers vary per individual site. The MUSD Technology Committee will be working on

putting a plan in place that would centralize that process, so that all technological purchases are

coordinated.

By the last year of this three-year technology plan, we will have student computers that will be

five years old or more. The District will need to continue to make annual investments in the

replacement of these machines before they become unusable. Also, the District will be

addressing wireless connectivity concerns. For instance, during the 2012-2013 school year

MUSD will be applying for erate funding to install new switches and wireless access points

throughout the district in order to handle the new 802.11N band and additional traffic. We are

also increasing the bandwidth between IDF/MDF’s and the School to DO speeds to 10Gb.

MUSD will also start construction of a new elementary school in June of 2013 and the projected

is expected to be completed by the 2014-2015 school year. A variety of technological

infrastructure projects will need to take place in order for the new school to be fully functional.

Electronic Learning Resources Needed:

Mendota has developed a rigorous standards based curriculum. The electronic resources we have

purchased support the curriculum and provide students and staff with professional, authoritative

information. Our goal is to maintain these resources as long as they remain useful for the

curriculum and to research other electronic resources that support our curriculum in meeting the

academic demands of our students.

Networking and Telecommunications Infrastructure Needed:

Wide Area network upgrade: Student and teacher use of computers in the classroom and library

is increasing at the same time that the technology available is requiring more and more

bandwidth. The District’s current infrastructure operates at 1000Mbps. We have signed a

contract with outside vendors to install the hardware and cable plant necessary to upgrade this

speed to 10,000Mbps minimum.

Internet access upgrade: Much more of the District’s curriculum content is delivered from the

Internet to the classroom via the District’s web filter and Wide Area Network. As with our

WAN, increased use and the sheer volume of content are combining to slow down what was

recently a highly robust network. The District is planning on upgrading its Internet access from

100Mbps to 1,000Mbps.


34

Physical Plant Modifications Needed:

As we continue to expand the number of computers throughout the District, the amount of

hardware in the District’s central equipment room will grow. Currently, MUSD has no plan to

expand the physical size of the room in order to accommodate the new equipment; however, if

the need arises, MUSD will need to create a plan to do so. Plans to install other necessary

equipment including air conditioning units to keep room temperature low will also be addressed

when the need arises.

Technical Support Needed:

Through our increase in technology purchases including SMART Board Systems for every

classroom, attempts to establish a 1:1 program of mini netbooks in k-6, and various other devices

in 7th

-12th

grade, additional technological support is needed. Currently, MUSD is contracting

with FCOE to provide the additional support that is needed. However, the District has

determined that a need to hire an additional district computer technician and a technology

coordinator. The training for our existing teachers and hiring of more tech-savvy new staff has

helped to reduce some of the technology requests in a troubleshooting basic computer problems,

however, the increase in overall technology equipment has multiplied the overall technology

repair and maintenance requests.

5c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure,

learning resources and technical support required to support the other plan components as

identified in Section 5b.

Year 1 Benchmark:

Recommended Actions/Activities Timeline Person(s) Responsible

WAN upgrade July 2014 District Computer

Technician & FCOE

Technology Support

Internet access upgrade July 2014 Erate contracted agencies &

MUSD personnel

Phase I of desktop/computer replacement April 2014 MUSD Personnel

Year 2 Benchmark:


Phase II of desktop/computer replacement April 2015 MUSD Personnel


35

Renew annual software subscriptions 7/31/15 Director of Curriculum &

Site Principals

Year 3 Benchmark:


Renew annual software subscription 7/31/13 Director of Curriculum &

Site Principals

5d. Describe the process that will be used to monitor Section 5b and the annual benchmarks

and timeline of activities including roles and responsibilities.

Currently, the District Computer Technician with assistance from FCOE Tech Support has been

monitoring the implementation and maintenance of the infrastructure, hardware, and support.

The District has plans to hire additional support to fulfill the technology needs of the district.

MUSD’s Technology Committee will meet a minimum of 4 times a year or quarterly to align and

coordinated major technological initiatives and to address technology concerns. The plan is to

have the District’s Computer Technician and the additional technology personnel to play an

active role in the planning of the technology committee meetings and with assistance from

district and site leadership enforce many of the meetings’ outcomes.

6. Funding and Budget

6a. List of established and potential funding sources.

The largest portion of the District’s plan will be funded with E-rate dollars. We will use

Microsoft Voucher funds for the replacement of administrative computers. We will use Title I,

Special Education, After School Education & Safety, and Economic Impact Aid money to

replace student computers. The District’s portion of E-rate funded projects will be paid for with

general fund money. Staff development is funded primarily with Title II funds, but other special

funds such as Title I and EIA will be used as well.

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

The following Budget Form outlines our annual budgets to support this plan. Funding will focus

on four areas: equipment purchase, software purchase, technical support, and staff development.

This three-year plan outlines annual spending of over $500,000 in new equipment, over

$300,000 in software and technical support, and over $100,000 in staff development.


36

Item Description Year 1 Year 2 Year 3 Funding Source

Including E-Rate

Email hosting $4,000 $4,000 $4,000 General fund

Desktop computer

replacement $100,000 $100,000 $0 Microsoft Vouchers

Student computer

replacement $0 $100,000 $100,000 Title I, Special Ed

Software subscriptions $300,000 $300,000 $300,000 Title I, Special Ed

Staff development $100,000 $100,000 $100,000 Title II, Title I

Totals: $1,486,000 $736,000 $524,000

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

The District has set the lifespan of a computer at 5 years. After five years, the machine may

remain in circulation if it is useful. Computers that are broken beyond cost-effective repair or are

functionally unwanted will be discarded via District policy, sent to the District warehouse and

discarded. We expect that the life of desktop units will be doubled or tripled with the transition to

thin client because the units have fewer parts to wear out.

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.

Our district is committed to a dependable and sustainable technology plan that ensures funding

for reliable infrastructure, hardware, technical support, professional development, and software

for all district school sites.

The district superintendent/principal and school board have the primary responsibility for

funding goals and objectives specified in this plan. The Superintendent/principal takes budget

recommendations and revision requests to the School Board as needed. The Chief Business

Officer (CBO) will monitor ed tech implementation costs as part of the district’s regular budget

and purchase order processing. The Superintendent/principal and parent organizations routinely

research new funding opportunities for district education technology.

Currently, the District Computer Technician with assistance from FCOE Tech Support has been

monitoring the implementation and maintenance of the infrastructure, hardware, and support.

The District has plans to hire additional support to fulfill the technology needs of the district.

Currently, each site administrator works directly with the CBO and the Director of State and

Federal Programs to analyze and monitor expenditures all expenditures including those tied

directly to technology. Once a technology lead, such as a technology coordinator or director of


37

technology is hired by the District that person will play a lead role in monitoring technology

funding and implementation costs, as well as looking for other funding opportunities.


38

Budget Form: Object of Expenditure 2013-14

Major Object of

Expenditure E-rate

Other

Federal State

School

District

General Fund

Total Funds by

Object of

Expenditure

1000-1999

Certificated

Salaries

$60,000 $60,000

3000-3999

Employee

Benefits

$20,000 $20,000

4000-4999

Books & Supplies $105,000 $200,000 $100,000 $405,000

5000-5999

Services & Other

Operating

Expenditures

$21,600 $20,000 $2,400 $44,000

6000-6999

Capital Outlay $675,000 $275,000 $950,000

Total Funds $696,600 $205,000 $200,000 $377,400 $1,479,000


39


Major Object of

Expenditure E-rate

Other

Federal State

School

District

General Fund

Total Funds by

Object of

Expenditure

1000-1999

Certificated

Salaries

$60,000 $60,000

3000-3999

Employee

Benefits

$20,000 $20,000

4000-4999

Books & Supplies $200,000 $200,000 $100,000 $500,000

5000-5999

Services & Other

Operating

Expenditures

$21,600 $20,000 $2,400 $44,000

6000-6999

Capital Outlay $200,000 $200,000

Total Funds $21,600 $300,000 $200,000 $302,400 $824,000


40


Major Object of

Expenditure E-rate

Other

Federal State

School

District

General Fund

Total Funds by

Object of

Expenditure

1000-1999

Certificated

Salaries

$60,000 $60,000

3000-3999

Employee

Benefits

$20,000 $20,000

4000-4999

Books & Supplies $200,000 $200,000 $400,000

5000-5999

Services & Other

Operating

Expenditures

$21,600 $20,000 $2,400 $44,000

6000-6999

Capital Outlay $0

Total Funds $21,600 $300,000 $200,000 $2,400 $524,000


41

7. Monitoring and Evaluation

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

learning.

In order to maintain the accuracy and relevance of our education technology plan, it is essential

to monitor and if necessary revise each component of this plan on an ongoing basis. Ongoing

collection of data and the use of that data to inform decision-making and continuous

improvement is embedded in our tech plan components under the monitoring and evaluation

components in sections 3, 4, and 5. These sections of the tech plan include specific evaluation

instruments and data that will be collected on an ongoing basis and analyzed annually to assess

the tech plan’s impact on teaching and learning.

Each identified objective in our Technology Plan will be reviewed and evaluated quarterly by the

MUSD Technology Committee and the district Superintendent/designee, who has the

overarching responsibility for ensuring that our goals and objectives are monitored, adjusted as

necessary, and ultimately achieved. In addition, the Technology Committee will track the

development and implementation of all activities and accomplishments during quarterly

meetings as well as review the latest data and any needed revisions to the plan. This process will

change once a lead technology coordinator or director is hired by the District.

7b.

7c.

Schedule for evaluating the effect of plan implementation.

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

stakeholders.

7b. & 7c.: Annual Monitoring, Evaluation and Communication of Tech Plan

The following chart specifies the monitoring and evaluation annual timeline as well as the

process and frequency of communicating results to tech plan stakeholders.

Annual Monitoring, Evaluation and Communication of Tech Plan Implementation and Impact

Person(s) Responsible Process Monitoring Evaluation

Superintendent/designee & Tech.

Committee

Provide overall Tech Plan management and

coordination

Ongoing Ongoing

Superintendent/designee, Director

of State and Federal Programs,

Tech. Committee, and

Site/District Curriculum Team

Manage, coordinate, implement, monitor, and

evaluate curriculum-based technology integration

staff development.

Ongoing Annually in

June

Superintendent/designee, Director

of State and Federal Programs,

Tech. Committee, and

Site/District Curriculum Team

Manage, coordinate, implement, monitor, and

evaluate staff development focused on teaching

students NETS skills.

Ongoing Annually in

June

Superintendent/designee & Chief

Business Officer, District

Technology Coordinator (once

Coordinate, manage, and evaluate technology

budget, acquisitions, installation, and maintenance.

Ongoing Annually in

August


42

hired), and Tech. Committee

Superintendent/designee & Chief

Business Officer, Technology

Coordinator (once hired)

Standardize, develop, manage, monitor, and revise

as necessary network, hardware, infrastructure,

software, and technical support specifications,

policies, and procedures.

Ongoing Annually in

August

Superintendent/designee & Tech.

Committee, Director of State and

Federal Programs

Collect and analyze staff development data on

technology proficiencies through the annual

completion of the MUSD Tech Profile survey.

Annually April /

May

Annually in

June

Superintendent/designee and

District Technology Coordinator

(once hired)

Coordinate ongoing tech committee and

stakeholder involvement.

Ongoing Annually in

August

Superintendent/designee, District


hired) and Tech. Committee

Collect and analyze data regarding students’

information literacy and NETS skills, and students’

academic achievement

Ongoing Annually in

August

Superintendent/designee,

Technology Coordinator, and site

administrators

Communicating tech plan implementation update

to stakeholders including the district school board

of trustees.

Annually in

February N/A

Superintendent/designee, District


hired), and site administrators

Communicating annual tech plan evaluation results

to stakeholders including the district school board

of trustees. Parents and the community will receive

annual reports via the district web site, newsletters,

and press releases.

N /A

Annually in

October after all

tech plan data

for the year is

in.

8. Collaborative Strategies with Adult Literacy Providers

During the creation of the Mendota Unified School District Technology Plan, the plan required

the collaboration between district stakeholders and community stakeholders. The stakeholder

team that was assembled consisted of district employees, students, parents, and members of the

business community. The guiding questions of the technology plan that mentioned the

stakeholders did not emphasize the importance of contacting and collaborating with community

adult literacy providers, as it would relate to new grants and federal monies. We have recognized

this as an area for improvement. After reviewing the criteria for many of the new grants, we have

identified the need to strengthen our collaborative model with adult literacy providers. In the

future Mendota Unified School District will contact community service providers and include

these service providers in the needs assessment, development process, and the implementation

process.

Adults currently have access to technology through several existing programs. MUSD offers

Computer Literacy for MUSD Parents. This program focuses on teaching parents the basics of

computers including the naming of hardware, types of software, and Internet use. English as a

Second Language and a variety or reading and writing courses to build adult literacy is also

offered to MUSD parents. These free classes are open to all adult residents of Mendota. Classes

are offered in the afternoons and evenings in the Parent Center and at the McCabe Elementary

Library.

The local public library provides adults with many opportunities to expand their literacy skills as

well as offering the availability of computers. For many adults this is the only location available

to them for internet access. As mentioned above, the district offers adult education program that

includes classes on English as a Second Language. Mendota Unified School District will

continue to explore the possibilities of creating new opportunities, which will allow parents


43

computer access and training on basic computer literacy skills. Some ideas MUSD will explore

include providing extra staffing to allow the Library Media Centers to remain open longer during

the day and during the summer, in order to create more access time for parents and residents.

The district will work on working closely with West Hills Community College, the school

libraries, the public libraries, and the schools to assess and to determine the needs of the adults in

the community.

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.

9a. Summary of Relevant Research

Our technology plan lists clear goals and strategies for integrating technology into the curriculum

to improve student learning in the specific areas of English/Language Arts and Math. The

learning objectives are based on the California State Academic Content Standards. The

following relevant research was examined and integrated into our plan. The research we selected

emphasizes best practices for technology integration in the curriculum, Total Cost of Ownership,

and important factors that contribute to successful staff development. As we begin implementing

our technology plan, we will integrate additional research-based strategies as needs and district

academic priorities dictate.

Our revised education technology plan 2014-2017 includes all the research-based best practices

integrated in:

The EETT Technology Plan research-based requirements for formula and competitive

grant applications for Title II, Part D in No Child Left Behind.

http://www.ed.gov/policy/elsec/leg/esea02/pg35.html#sec2414

CoSN, Total Cost of Ownership (TCO)Tool The TCO Tool offers schools a

formalized process for assessing the costs of technology investments.

https://k12tco.gartner.com/home/default.aspx

Curriculum Component Research Our plans to integrate technology in the curriculum align with the recommendations from

the Partnership for 21st Century Skills white papers that follow as well as research from

WestEd:

"21st Century Skills Assessment." (2007). Partnership for 21st Century Skills. 4 Sep 2008

<http://www.21stcenturyskills.org/documents/21st_century_skills_assessment.pdf>. (21st

Century Skills Assessment, 2007).



https://k12tco.gartner.com/home/default.aspx


44

This white paper (e-paper) explains the elements that are the critical systems necessary to

ensure student mastery of 21st century skills, with a focus on assessment. 21st century

standards, assessments, curriculum, instruction, professional development and learning

environments must be aligned to produce a support system that produces 21st century

outcomes for today’s student.

"21st Century Curriculum and Instruction." (2007). Partnership for 21st Century Skills. 4 Sep

2008.

<http://www.21stcenturyskills.org/documents/21st_century_skills_curriculum_and_instr

uction.pdf>. (21st Century Skills Assessment, 2007).


ensure student mastery of 21st century skills, with a focus on curriculum and instruction.

"21st Century Skills Standards." (2007). Partnership for 21st Century Skills. 4 Sep 2008

<http://www.21stcenturyskills.org/documents/21st_century_skills_skills.pdf>. (21st

Century Skills Assessment, 2007).


ensure student mastery of 21st century skills, with a focus on standards.

"21st Century Skills Development." (2007). Partnership for 21st Century Skills. 4 Sep 2008

<http://www.21stcenturyskills.org/documents/21st_century_skills_development.pdf>.

(21st Century Skills Assessment, 2007).


ensure student mastery of 21st century skills, with a focus on skills.

Milestones for Improving Learning and Education (MILE) Guide for 21st Century Skills.

WestEd (2003). The learning return on our educational technology investment. San Francisco:

WestEd.

Co-authors Loretta Kelley and Cathy Ringstaff report that "As schools invest heavily

computer-based technology, they can benefit from the experiences and research of others

focusing on the impact of this technology on student learning.”

This paper, produced by WestEd's Regional Technology in Education Consortium,

summarizes major research findings related to technology use and, based on these

findings, attempts to draw out implications for educators, policymakers, and the public.

It provides guidance, intended primarily for people developing school or district

technology plans, on the conditions that need to be in place for computer-based

technology to have the most impact on student learning.


45

Professional Learning Component Research

We will use the following research-based resources as the basis of our Professional

Development implementation plan:

McKenzie, J. (1999). How teachers learn technology best. Bellingham, WA: FNO Press.

Jamie McKenzie looks at how educators learn technology effectively, outlining the myths

and realities of professional learning and clearly spelling out the necessary steps to

engage teachers with technology. He discusses issues of adult learning (“androgogy”)

and explains that adult learning should involve the learners in activities that match their

individual interests, needs, and developmental readiness. For readers wanting more depth

in particular aspects, McKenzie includes many website addresses.

Sandholtz, J., Ringstaff, C., & Dwyer, D. (1997). Teaching with technology: Creating student-

centered classrooms. New York, N.Y., Teachers College Press.

The authors have analyzed a 10-year research study of the Apple Classroom of

Tomorrow (ACOT) school sites. The centerpiece of the study is the five-phase model of

instructional evolution in technology-rich classrooms: entry, adoption, adaptation,

appropriation, and invention. The model describes a shift in instructional style, from

traditional to constructivist, that the authors believe takes place as teachers become expert

technology users, leading to new levels of confidence and willingness to experiment with

instruction.

"21st Century Professional Development." (2007). Partnership for 21st Century Skills. 4 Sep

2008

<http://www.21stcenturyskills.org/documents/21st_century_skills_professional_develop

ment.pdf>. (21st Century Skills Assessment, 2007).


ensure student mastery of 21st century skills, with a focus on professional development.

We will use the following research-based resources as the basis of our Copyright, Fair Use,

and Safe & Responsibility Use of the Internet curriculum and professional development:

"Copyright." Copyright and Fair Use. (2008). US Copyright Office. 4 Sep 2008

<http://www.copyright.gov/>.

Site introduces copyright basics, copyright laws, fact sheets and FAQs, along with a link

to Taking the Mystery out of Copyright – a tour for students and teachers. Site also

provides guidelines for Fair Use.

"Copyright & Fair Use." Stanford Copyright & Fair Use Center. (2008). Stanford Copyright &

Fair Use Center. 4 Sep 2008 <http://fairuse.stanford.edu/>.

Site provides primary materials, guide books, articles, and even videos on copyright laws

and fair use issues.

http://www.21stcenturyskills.org/documents/21st_century_skills_professional_development.pdf

http://www.21stcenturyskills.org/documents/21st_century_skills_professional_development.pdf

http://www.copyright.gov/

http://www.cyberbully.org/documents/


46

Willard, Nancy. "Recent Reports and Articles." Center for Responsible Internet Use. 4 Sep 2008

<http://www.cyberbully.org/documents/>.

Director Nancy Willard provides research and outreach services to address issues of the

safe and responsible use of the Internet. Articles are pertinent to parents, educators,

librarians, policy-makers, and others regarding effective strategies to assist young people

in gaining the knowledge, skills, motivation, and self-control to use the Internet and other

information technologies in a safe and responsible manner.

Infrastructure, Hardware, Technical Support, and Software Component

Research

The following is an example of the research-based resources we will use as the basis of our

funding priorities in regards to purchasing Infrastructure, Hardware, Technical Support,

and Software Component Research.

McKenzie, J., (2000). Beyond technology: Questioning, research and the information literate

school. Bellingham, WA: FNO Press.

Jamie McKenzie voices his concerns that once they install networks, many schools

discover they've paid too little attention to learning goals and a purpose that might

mobilize teachers to embrace the new technologies with enthusiasm. McKenzie

describes how questioning, research and information literacy can become driving forces

so that even skeptics and late adopters acknowledge the value of the venture.

Sandholtz, J., Ringstaff, C., & Dwyer, D. (1997). Teaching with technology: Creating student-

centered classrooms. New York, N.Y., Teachers College Press.

The authors have analyzed a 10-year research study of the Apple Classroom of

Tomorrow (ACOT) school sites. The centerpiece of the study is the five-phase model of

instructional evolution in technology-rich classrooms: entry, adoption, adaptation,

appropriation, and invention. The model describes a shift in instructional style, from

traditional to constructivist, that the authors believe takes place as teachers become expert

technology users leading to new levels of confidence and willingness to experiment with

instruction.

Tomei, L. (2002). The technology façade. Boston: Allyn and Bacon.

The author looks at human factors, financial investment, commitment of resources, and

instructional strategy as essential components to effective technology planning. He

emphases importance of technology tools connecting to classroom curriculum.

Additional research that informs this technology plan is summarized in the chart below.

Tech Plan Research Source Research based strategies that

http://www.cyberbully.org/documents/


47

Section We plan to integrate. Curriculum, Reading

& Writing

Technology Skills

Marzano, What Works in

Schools, 2003.

“The defining characteristics of schools producing

unprecedented gains in student achievement is that they

rely on data to identify probable successful

interventions.”

Information Literacy

Skills History/Social

Studies

Critical Issue: Using

technology to improve

student’s achievement, 1999

NCREL web site.

“Using technology within the curriculum framework can

enhance important skills that will be valued in the

workplace, such as locating and accessing information,

organizing and displaying data, and creating persuasive

arguments.

Core Content,

including Math and

Science

Sivin-Kachala and Bialo, 2000

research report on the

effectiveness of technology in

schools, 2000.

“Computer-assisted instruction and drill-and-practice

software can significantly improve students’ scores on

standardized achievement tests in all major subject

areas.”

Reading Results! California Professional

Development Institute.

Research includes:

Moats, Educational

Leadership, March 2001;

Reading/Language Arts

Framework for California

Public Schools

Kindergarten Through

Grade Twelve, Chapter 4;

Fielding and Person,

Educational Leadership,

February 1994.

“Researched-based reading strategies can build a

foundation for reading success in students of all ages.

These include:

Phonological awareness and decoding; reading fluency

and word recognition; vocabulary and phrase

meanings; teaching comprehension; and including

writing response to reading.

Administer measures of assessment and assign students

materials and programs that will enable them to read

with 90-95 percent accuracy.

Teach individually or in small groups as much as

possible.

Schedule at least two hours a day for reading instruction

for struggling readers.

Monitor progress and adjust instruction and time

allocations accordingly.”

Learning as a Process Glasgow & Hicks, What

Successful Teachers Do, 2003.

“Strategy 68: Balance the rigors of new technology with

content goals. When helping students acquire computer

and technology skills, teach them to set goals that focus

on the process of learning instead of on the outcome of

learning.” “Strategy 69: Use the Internet as a

classroom….significant gains in content knowledge and

a high level of motivation with the project.”

Integration Strategies

to Improve Teaching

and Learning

DuFour & DuFour, Whatever It

Takes, 2004.

“Eight Step Improvement Process…..Step 1-

Disaggregate Data, Including Test Results….”

Staff Development:

Adult Learning

Models

Schacter, The impact of

education technology on

student achievement: What the

most current research has to

say. Milken Family

Foundation web site, 1999

“The most important staff-development features include

opportunities to explore, reflect, collaborate with peers,

work on authentic learning tasks, and engage in hands-on

active learning.”

Internet Safety www.netsmartz.org “Video resources, lessons and activities to keep children

safe from cyberbullying, cyber-predators and other

dangers.” Schools can download professional

presentations for all grade levels plus parents;

presentations in English or Spanish.

Internet Safety www.wiredsafety.org –

“Helping to Make You Cyber

Safe and Information Literate”,

2006; www.techlearning.com

“Video resources, lessons and activities to keep children

safe from cyberbullying, cyber-predators and other

dangers.”

http://www.netsmartz.org/

http://www.wiredsafety.org/


48

“Cyberbullying –

Responsibilities & Solutions”,

2008.

“What differentiates cyber bullying from physical and

verbal bullying is that perpetrators can exploit the

secrecy of the Internet to conceal their identity while

abusing their victims.”

Ethical Issues/

Copyright

www.techlearning.com -

“Educators Guide to Copyright

and Fair Use”, 2003. “Net

Wise Teens: Safety, Ethics and

Innovation”, by Poftak,

2002.

“Write an AUP from a "positive versus negative"

perspective. For example, in addition to telling kids not

to copy another's work, words, or images without

permission, Bloomfield's AUP states: "Always correctly

quote your sources for reports, projects, or Web pages.

Use free clip art sites or create your own graphics for

projects."

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.

Mendota High has been using CyberHigh and GradPoint classes to offer students online classes and

credit recovery opportunities. The intervention SuccessMaker program at Mendota Jr. High School helps

support students in English and math. These courses are set up as intervention classes to meet the needs of

struggling students.

District wide, as new textbook programs are adopted, teachers and students are provided with

supplementary online resources which make content accessible. MUSD will also take advantage of

information technology to bring state and country-wide educational resources to the district. For example,

MUSD will draw upon the resources of SCORE (Schools of California Resources for Education) for

additional lessons linked to State content standards and CLRN (California Learning Resource Network)

for supplemental electronic learning resources.

Site principals and/or Learning Directors work with teachers throughout the district to design and develop

standards based assessments. The data provided allows teachers to reteach more difficult concepts.

http://www.techlearning.com/

49 Mendota Unified July 1, 2014 - June 30, 2017

Appendix A.

Plan & Collaborate

(Curriculum/ Pacing Guides)

Implement

( Adopt Curriculum & Best Practices)

Assess

(District Benchmark Tests)

Analyze & Review

(Data Director)

Collaborate & Reteach

(Custom/Intervention Groups)

Monitor Progress

(Create & Share assessments)


50

Appendix J - Technology Plan Contact Information

(Required)

Education Technology Plan Review System (ETPRS)

Contact Information

County & District Code: 10 - 75127

School Code (Direct-funded charters only):

LEA Name: Mendota Unified School District

*Salutation: Mr.

*First Name: Paul

*Last Name: Lopez

*Job Title: Director of Curriculum & Instruction

*Address: 115 McCabe Ave.

*City: Mendota

*Zip Code: 93640

*Telephone: 559-655-2503

Fax: (559) 655-3226

*E-mail: [email protected]

Please provide backup contact information.

1st Backup Name: Ren Watkins

E-mail: [email protected]

2nd Backup Name: Randy Jarrett

E-mail: [email protected]

* Required information in the ETPRS


51

Appendix C – Criteria for EETT Funded Technology Plans

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

For corresponding EETT Requirements, see the EETT Technology Plan

Requirement (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)

Page 2 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 2013-16.

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

Page in District

Plan


Not Adequately Addressed

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

Page 3 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.


52

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.

Page 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.

Page 6 The plan describes the typical frequency and type of use (technology skills/information 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.

Page 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.

Page 9 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.

Page 12 The plan delineates clear goal(s), measurable objective(s), 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.


53

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 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 (AB 307, optional in 2007-08 tech plan, required in all tech plans 2008-09 and after)

Page 15 The plan describes or delineates clear goals outlining how students 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 (as stated in AB 307).

The plan suggests that students 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 to protect online privacy and avoid online predators. (AB 307, optional in 2007-08 tech plan, required in all tech plans 2008-09 and after)

Page 17 The plan describes or delineates clear goals outlining how students will be educated about Internet safety (as stated in AB 307).

The plan suggests Internet safety education but is not specific enough to determine what actions will be taken to accomplish the goals.

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

Page 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.

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

Page 20 The plan delineates clear goal(s), measurable objective(s), annual

The plan suggests how technology will be used, but is not specific enough


54

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.

benchmarks, and an implementation plan for using technology to support the district’s student record-keeping and assessment efforts.

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 The plan delineates clear goal(s), measurable objective(s), 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 22 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.

Page 24 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 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

Page 30 The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an

The plan speaks only generally of professional development and is not specific enough to ensure


55

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.

implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d through 3j) of the plan.

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.

Page 32 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

Page 34 The plan provides a clear summary and list of the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical

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


56

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.

plant modifications, and technical support the district will need to support the implementation of the district’s Curriculum and Professional Development Components.

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 as identified in Section 5b.

Page 30 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.

Page 36 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 36 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

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


57

resource needs identified in the plan.

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

Page 37 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.

Page 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.

Page 42 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.

Page 42 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.


58

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.)

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


Not Adequately Addressed

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

Page 44 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,

Page 49 The plan describes the process the district will use to extend or supplement the district’s curriculum with rigorous academic courses and curricula,

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


59

including distance-learning technologies.

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).

Technology Plan Mendota Unified School District July 1 ......Mendota Unified July 1, 2014 - June 30,...

Documents

Transcript of Technology Plan Mendota Unified School District July 1 ......Mendota Unified July 1, 2014 - June 30,...