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Title Page
PSUSD Educational Technology Plan | 2007-2010 | DRAFT Version 0.95
Palm Springs Unified School District
Educational Technology Plan
July 1, 2007 – June 30, 2010
District Information (Contact Information)
District Name:
Palm Springs Unified School District
CDS Code:
33 67173 0000000
District Phone Number:
(760) 416-6000
Contact Name:
Frank Tinney
Contact Title:
Senior Director, Educational Services
Contact Phone Number:
760-416-6079
Contact Email:
Table of Contents (Short)
9Table of Figures
Acknowledgements10
Appendix I: Benchmark Review12
District Profile15
Overview17
1. Plan Duration21
2. Stakeholders22
3. Curriculum26
4. Professional Development68
5. Infrastructure, Hardware, Software, and Support90
6. Funding and Budget116
7. Monitoring and Evaluation136
8. Adult Education141
9. Research-Based Methods, Strategies, and Criteria144
Appendix A: Teacher and Student Access to Technology148
Appendix B: Raw Data for Charts in Sections 3, 4, and 5149
Appendix D: 21st Century Skills150
Appendix E: Student Technology Skills Scope and Sequence151
Appendix F: Sample Survey Questions152
Appendix G: Technology Coach Qualifications and Outline of Commitment153
Appendix H: Cabling Specifications154
Appendix J: Acceptable Use Policies155
Appendix K: Technical Support Data156
Appendix L: California School Technology Survey Data157
Appendix M: Annual IT Audit Process158
Appendix N: Minimum Specifications159
Appendix O: Raw Data for Section 6160
Appendix P: Adult Education Tech Plan161
Appendix Q: Answers to Guiding Questions162
Appendix R: Additional Stakeholder Feedback163
Appendix C: Criteria for EETT-Funded Education Technology Plans167
Table of Contents (Expanded)
9Table of Figures
Acknowledgements10
Appendix I: Benchmark Review12
District Profile15
Overview17
Scope of Plan17
Needs Assessment17
Mission Statement17
Technology Definition18
Definition of Terms19
1. Plan Duration21
1a. The plan should guide the district’s use of education technology for the next three to five years.21
2. Stakeholders22
2a. Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.22
The Planning Process22
Stakeholders Involved in The Process23
3. Curriculum26
3a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours.27
3b. Description of the district’s current use of hardware and software to support teaching and learning.32
Administrators Technology Use32
Teacher Technology Use: Curriculum Planning and Delivery34
Teacher Technology Use: Data Management37
Teacher Technology Use: Communications39
Student Technology Use41
3c. Summary of the district’s curricular goals and academic content standards in various district and site comprehensive planning documents.47
District Strategic Goals (District Strategic Plan 2007)47
Performance Goals (LEA Plan 2003-2008)47
3d. List of clear goals and a specific implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards.49
3d.1. Goal - All students will use technology to support their mastery of district and state academic standards.49
3d.2. Goal - All students will use technology to support their development of 21st Century Learning Skills, as identified in enGauge: 21st Century Skills for 21st Century Learners.51
3e. List of clear goals and a specific implementation plan detailing how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace.53
3e.1. Goal - All students will master the technology skills identified in the District Student Technology Skills Scope and Sequence.53
3e.2. Goal - All students will master Information Literacy skills, as identified in enGauge: 21st Century Skills for 21st Century Learners.54
3f. List of clear goals and a specific implementation plan for programs and methods of utilizing technology that ensure appropriate access to all students.56
3f.1. Goal - All students will have appropriate access to technology.56
3f.2. Goal – One-to-One Initiative: The District will implement one-to-one pilot programs in order to better understand an environment in which each student will have access to a computer whenever necessary to meet the goals in sections 3d and 3e.60
3g. List of clear goals and a specific implementation plan to utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.61
3g.1. Goal - The District will use technology to improve student achievement through data collection, analysis, reporting, and data driven decision-making.61
3h. List of clear goals and a specific implementation plan to utilize technology to make teachers and administrators more accessible to parents.63
3h.1. Goal - The District will utilize technology to make teachers and administrators more accessible to parents.63
3i. List of benchmarks and a timeline for implementing planned strategies and activities.65
3j. Description of the process that will be used to monitor whether the strategies and methodologies utilizing technology are being implemented according to the benchmarks and timeline.66
Site Level: Technology Coaches66
District Level: Advisory Committee67
Articulation and Reporting to Leadership67
4. Professional Development68
4a. Summary of the teachers’ and administrators’ current technology skills and needs for professional development.69
Administrators' Current Technology Skills69
Teachers' Current Technology Skills71
Teacher Professional Development Needs75
4b. List of clear goals and a specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks, and timeline.76
4b.2. Goal - Instructional staff will guide students in the use of technology to support development of 21st Century Learning Skills.78
4b.3. Goal - Instructional staff will guide students in the mastery of technology skills identified in the District Student Technology Skills Scope and Sequence.79
4b.4. Goal - Instructional staff will guide students in the mastery of Information Literacy skills, as identified in enGauge: 21st Century Skills for 21st Century Learners.80
4b.5. Goal - The District will implement one-to-one pilot programs in order to better understand an environment in which each student will have access to a computer whenever necessary to meet the goals in sections 3d and 3e.81
4b.6. Goal - The District will use technology to improve student achievement through data collection, analysis, reporting, and data driven decision-making.82
4b.7. Goal - The District will utilize technology to make teachers and administrators more accessible to parents.84
4b.8. Goal - Certificated staff will master the technology skills necessary to support instruction and administration, as identified in the CTAP Level 1 and Level 2 Teacher Technology Proficiencies.85
4b.9. Goal - Classified staff will master the technology skills necessary to support the instructional and business operations of the District.86
4c. List of benchmarks and a timeline for implementing planned strategies and activities.88
4d. Description of the process that will be used to monitor whether the professional development goals are being met and whether the planned professional development activities are being implemented in accordance with the benchmarks and timeline.89
5. Infrastructure, Hardware, Software, and Support90
5a. 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.91
Hardware91
Electronic Learning Resources95
Networking and Telecommunications Infrastructure96
Physical Plant Modifications96
Technical Support97
Safe and Secure Computing Environment100
Policies and Procedures100
5b. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that could be used to support the Curriculum and Professional Development Components of the plan.101
Hardware101
Internet Access101
Electronic Learning Resources103
Technical Support104
Safe and Secure Computing Environment105
5c. List of clear benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components.106
5c.1. Software Goal - The District will provide the software and Electronic Learning Resources (ELRs) necessary to support curriculum goals 3d.1 through 3h.1 and professional development goals 4b.1 through 4b.9.106
5c.2. Hardware Goal - The District will provide the hardware (computers and peripherals) necessary to support curriculum goals 3d.1 through 3h.1 and professional development goals 4b.1 through 4b.9.107
5c.3. Infrastructure Goal - The District will provide the networking and telecommunications infrastructure necessary to support curriculum goals 3d.1 through 3h.1 and professional development goals 4b.1 through 4b.9.109
5c.4. Physical Plant Goal - The District will provide the physical plant modifications necessary to support curriculum goals 3d.1 through 3h.1 and professional development goals 4b.1 through 4b.9.111
5c.5. Technical Support Goal - The District will provide the technical support necessary to support curriculum goals 3d.1 through 3h.1 and professional development goals 4b.1 through 4b.9.111
5c.6. Safety and Security Goal - The District will provide a safe and secure computing environment for students and staff.112
5c.7. Policies and Procedures Goal - The District will establish policies and procedures for student and staff use of the Internet, including email, Instant Messaging, video conferencing, and two-way web technologies such as blogs, wikis, and podcasts.113
5d. Description of the process that will be used to monitor whether the goals and benchmarks are being reached within the specified time frame.115
6. Funding and Budget116
6a. List of established and potential funding sources and cost savings, present and future.117
Funding Sources117
Savings Sources119
6b. Estimate implementation costs for the term of the plan (three to five years).120
Professional Development120
Technical Support123
Software124
Hardware126
Infrastructure129
Overall Costs131
6c. Description of the level of ongoing technical support the district will provide.133
6d. Description of the district’s replacement policy for obsolete equipment.134
6e. Description of the feedback loop used to monitor progress and update funding and budget decisions.135
7. Monitoring and Evaluation136
7a. Description of how technology’s impact on student learning and attainment of the district’s curricular goals, as well as classroom and school management, will be evaluated.137
7b. Schedule for evaluating the effect of plan implementation.139
7c. Description of how the information obtained through the monitoring and evaluation will be used.140
8. Adult Education141
8a. If the district has identified adult literacy providers, there is a description of how the program will be developed in collaboration with those providers.141
Adult Education Goals143
9. Research-Based Methods, Strategies, and Criteria144
9a. Description of how education technology strategies and proven methods for student learning, teaching, and technology management are based on relevant research and effective practices.145
9b. Description of thorough and thoughtful examination of externally or locally developed education technology models and strategies.146
9c. Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distance-learning technologies (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).147
Appendix A: Teacher and Student Access to Technology148
Appendix B: Raw Data for Charts in Sections 3, 4, and 5149
Appendix D: 21st Century Skills150
Appendix E: Student Technology Skills Scope and Sequence151
Appendix F: Sample Survey Questions152
Appendix G: Technology Coach Qualifications and Outline of Commitment153
Appendix H: Cabling Specifications154
Appendix J: Acceptable Use Policies155
Appendix K: Technical Support Data156
Appendix L: California School Technology Survey Data157
Appendix M: Annual IT Audit Process158
Appendix N: Minimum Specifications159
Appendix O: Raw Data for Section 6160
Appendix P: Adult Education Tech Plan161
Appendix Q: Answers to Guiding Questions162
Appendix R: Additional Stakeholder Feedback163
Appendix C: Criteria for EETT-Funded Education Technology Plans167
Table of Figures
16Figure 1. Palm Springs USD 2005-06 School Data
Figure 2. Palm Springs USD 2005-06 Student Ethnicity16
Figure 3. Palm Springs USD 2005-06 Student & Teacher Data16
Figure 4. Numbers of Computers Per Type of Location28
Figure 5. Numbers of Computers Per Age Category.29
Figure 6. Site-Based Technical Support (In Average FTE Per Site)30
Figure 7. Site-Based Curriculum Support (By Average FTE Per Site)31
Figure 8. Administrator Technology Use32
Figure 9. eMail Access33
Figure 10. Frequency of Technology Use in Core Subjects34
Figure 11. Frequency of Technology Use By Teachers For Preparation34
Figure 12. Frequency of Technology Use By Teachers For Instruction35
Figure 13. Frequency of Technology Use By Teachers For Instruction (By Application)35
Figure 14. Frequency of Technology Use By Teachers (By Application and School Type)36
Figure 15. Frequency of Technology Use By Teachers to Manage and Apply Data37
Figure 16. Frequency of Data Management By School Type.38
Figure 17. Frequency of Technology Use By Teachers to Communicate39
Figure 18. Frequency of Communications By School Classification.40
Figure 19. Frequency of Technology Use By Students For Instruction41
Figure 20. Frequency of Student Use of Technologies for Learning: Comparisons.42
Figure 21. Student Technology Use43
Figure 22. Student Technology Use: Elementary School44
Figure 23. Student Technology Use: Middle School45
Figure 24. Student Technology Use: High School45
Figure 25. Administrator Technology Proficiency70
Figure 26. Teacher Technology Proficiency72
Figure 27. Teacher Proficiency on Standard 973
Figure 28. Teacher Proficiency on Standard 1674
Figure 29. Student-to-Computer Ratio Needs 2007-201092
Figure 30. Student-to-Computer Ratio Costs 2007-201093
Figure 31. One-to-One Needs 2007-201094
Figure 32. One-to-One Costs 2007-201095
Figure 33. Technician Needs 2007-201098
Figure 34. Technician Costs 2007-201099
Figure 35. Existing WAN Infrastructure 2007102
Figure 36. Professional Development Costs 2007-2010122
Figure 37. Technical Support Costs 2007-2010123
Figure 38. Software Costs 2007-2010125
Figure 39. Student-to-Computer Ratio Costs 2007-2010126
Figure 40. One-to-One Costs 2007-2010127
Figure 41. Hardware Costs 2007-2010128
Figure 42. Infrastructure Costs 2007-2010130
Figure 43. Overall Cost 2007-2010131
Acknowledgements
The District would like to acknowledge and thank the following individuals for their contributions to this educational technology plan.
School Board of Trustees
Meredy Shoenberger, Board President
Shari Stewart, Board Clerk
Gary Jeandron, Board Member
Justin Blake, Board Member
Donald T. Aikens, Board Member
Cabinet Administrators
Lorri S. McCune Ed. D., Superintendent of Schools
Mauricio Arellano, Assistant Superintendent; Human Resources
Craig Borba Ed. D., Assistant Superintendent; Pupil Personnel Services
James Novak, Assistant Superintendent; Business Services
Lorraine Becker Ed. D., Assistant Superintendent; Innovation, Resource and Educational Program Development
Educational Technology Planning Committee
Frank Tinney, Senior Director; Educational Services
Lee Grafton, Educational Technology Specialist & Curriculum Subcommittee Lead
Mark Wagner, Consultant; Educational Technology and Life Corporation
Jenny Thomas, CTAP Region 10 Representative
Curriculum Subcommittee:
Susan Brister
Karen Cornett
Sandi Enochs
Pete A’Hearn
Susan Hurst
Erik Mickelson
Janis Reutz
Mike Swize
Professional Development Subcommittee:
Don Slusser, Subcommittee Lead
Barbara Anglin
Matt Hamilton
Nettie Roberts
Wendy Sherwood
Infrastructure Subcommittee:
Will Carr, Subcommittee Lead
Fernando Cabeje
Rick Corl
Janeth McDaniel
Funding Subcommittee:
Evelyn Hernandez, Subcommittee Lead
Brian Murray
Monitoring Subcommittee:
Steve Mahoney, Subcommittee Lead
Joan Boiko
Kim McNulty
Diana Verney, Career and Technical Education
Anne Kalisek, Ed.D., Alternative Education
Tracy Piper, Alternative Education
Virginia D. Eberhard, Ph.D., Adult Education
Ranjit Mayadas, CTAP Region 9 Representative
All of the District staff who attended the Staff Forum on January 16, 2007
All of the community members who attended the Community Forum on January 29, 2007
Everyone who contributed to the planning wiki at http://pstechplan.wikispaces.com
Everyone who contributed to the planning process via email
Appendix I: Benchmark Review
California Department of Education
EETT-F02BR Enhancing Education Through Technology (EETT)
Education Technology Plan Benchmark Review
EETT-F02BR (rev. 09/04)
Education Technology Plan Benchmark Review
For the grant period ending June 30, 2007
IDENTIFYING INFORMATION:
CDS # 33 67173 0000000
Applicant Name: Palm Springs Unified School District
The No Child Left Behind Act requires each Enhancing Education Through Technology (EETT) grant recipient to measure the performance of their educational technology implementation plan. To adhere to these requirements, describe the progress towards the goals and benchmarks in your education technology plan as specified below. The information provided will enable the technology plan reviewer better to evaluate the revised technology plan and will serve as a basis should the district be selected for a random EETT review. Include this signed document with your revised education technology plan submitted to your regional California Technology Assistance Project (CTAP) office.
Describe your district’s progress in meeting the goals and specific implementation plan for using technology to improve teaching and learning as described in Section 3.d., Curriculum Component Criteria, of the EETT technology plan criteria described in Appendix C. (1-3 paragraphs)
At all schools, there is now a teacher workstation in each classroom, there is Internet connectivity in instructional areas, and there are networked printers available to students and teachers. A wide variety of grade and subject appropriate diagnostic, remedial, reinforcement, and enrichment software is in use, though the purchase and use of this software is not systematically coordinated. These technologies include technologies not mentioned in the 2002-2007 plan, including InterWrite Tablets, Qwizdom, and United Streaming. The district-wide student to computer ratio is 7.01:1 as of 2006 School Technology Survey. However, at that time, 47.15% (nearly half) of all computers were identified as more than four years old. The District network is strictly controlled in order to provide a safe online environment for students. Technical support has improved considerably; currently the Technology and Information Services response time varies from the severity of the issue, usually ranging from an immediate response to 48 hours. Remote support software is used that allows 70% of all call tickets to be resolved immediately.
At the elementary level, most (but not all) sites have acquired a mobile lab of 40 portable word processors for the development of keyboarding and word-processing skills. Many new LCD projectors have been purchased, though these purchases have not been systematically tracked and it is estimated that the goal of 1 LCD projector to every 10 classrooms is unlikely to have been met. At the middle school level, each school has at least 2 labs (stationary and/or mobile) with at least 1 used as an "open lab." Due to the EETT grant, it is estimated that middle schools have met the goal of 1 projector per 10 classrooms. At the high school level, each school has at least 3 labs (stationary and/or mobile) with at least 1 used as an "open lab." Many new LCD projectors have been purchased as well, though it is unlikely the goal of 1 LCD projector to every 5 classrooms has been met.
Several needs became clear during this review. Appropriate student access to technology for academic support is still needed; student time on computers (primarily in labs and mobile labs) is limited and not immediate available on-demand or just-in-time. While several technology elective courses exist at the middle and high school levels, a comprehensive Information Technology Career path program is not available. In addition, providing on-going professional development in the use of technology to support instruction has been a challenge for the District. One notable exception is the EETT grant, which does provide a good model for professional development, including teachers serving as technology coaches and working in collaborative teams. Also, the District would benefit from a system for coordinating technology purchases and use district-wide. Finally, it is clear that significant funding will be necessary to replace aging equipment over the next three years.
Describe your district’s progress in meeting the goals and specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks and timeline as described in Section 4.b., Professional Development Component Criteria, of the EETT technology plan criteria described in Appendix C. (1-3 paragraphs)
All educators and staff were trained (or offered training) in the use of the new Exchange email system and shared network drives. Training in the Zangle student information system (which has replaced PowerSchool) was delivered to all educators and staff, and offered to parents at the secondary level. Training in the Data Director system has been offered to all educators and staff via a train-the-trainers model. All administrators completed AB 75 module 3. All BTSA teachers receive instruction in teaching standards 9 and 16. All applicable teachers completed AB 466 training for adopted textbooks and supplemental technology resources.
Educators participating in the EETT grant at the middle schools have received frequent and on-going training in the use technology to support student achievement in mathematics. This includes formal professional development opportunities, coaching, peer coaching, a coaching academy (for teacher technology coaches), time for collaborative planning, shared network resources, and on-demand online professional development (via AtomicLearning.com). Similar support is available for other sites on an as-requested basis, but this is not often requested.
To a degree, the district has been able to provide educators and staff with flexible training options (such as before/after school, Saturdays, summer academies, intersession, prep time, in-class modeling, sub release, on-line, etc.). However, the systematic effort, funding, and support necessary to provide additional options remains a need for the district. In addition, a greater effort can be made to offer such opportunities at a greater variety of locations, including school sites (in classrooms, labs or libraries), the District offices, and on-line. Similarly, there is still a need to more frequently and consistently provide stipends, compensation, or incentives (such as sub-rate, hourly stipend, lump sum, salary credit, certificate of completion, opportunities for Continuing Education Units, professional growth hours, bought prep periods for grades 6-12, conferences, software, etc.) for participants. Also, the needs for leveled classes (beginner, intermediate and advanced users), follow-up training (including peer coaching and classroom modeling), and conduct post-training assessments remain. Technology Lead Teachers are not currently identified at all sites, so there is still a need for site based technology coaches.
The applicant certifies that the information described above is accurate as of the date of this document. Should the applicant be selected for a random EETT review, the information stated above will be supported by adequate supporting documentation.
As the duly authorized representative of the applicant, I hereby certify that the applicant will comply with the above certifications.
For CDE Use Only
Date Added: ____________________
Selected For Random Review: __________________________
Comments:
Frank Tinney
Senior Director of Educational Services
SIGNATURE DATE
District Profile
The Palm Springs Unified School District (PSUSD) is located in the Coachella Valley, which is approximately 110 miles east of Los Angeles and 120 miles northeast of San Diego, in Riverside County, the fastest growing county in California. A team of more than 1,800 outstanding employees is providing a quality education to the students and families of Cathedral City, Desert Hot Springs, Palm Springs, Rancho Mirage, Palm Desert and Thousand Palms. Currently PSUSD has fifteen elementary schools, four middle schools, three comprehensive high schools, one continuation high school, one independent study program, eight headstart/state preschools, three full-day headstart programs, four childcare programs, and an extensive adult education program. In striving to meet the needs of a diverse student body, the District provides a wide array of programs, including Special Education, instruction for English Language Learners (ELL), Gifted and Talented Education (GATE), Advanced Placement (AP), Career Technical Education (CTE), school-to work transition, athletics, and many other services.
The following data from the Ed Data and Dataquest web sites offers a snapshot of the District during the 2005-06 school year.
Figure 1 below depicts the number of schools, enrollment, full-time equivalent teachers, and pupil-teacher ratio district-wide for the elementary, middle, high school, and continuation levels. Figure 2 indicates the ethnicity of PSUSD students. Figure 3 provides additional information about PSUSD students and teachers.
Palm Springs Unified School District, 2005-06 School Data
Number of Schools
Enrollment
Full-Time Equivalent Teachers
Pupil-Teacher Ratio
Elementary
15
11,101
555.0
20.0
Middle
4
5,642
228.3
24.7
High School
4
6,662
261.6
25.5
Continuation
1
284
13.8
20.6
Total
24
23,689
1,058.7
22.4
Figure 1. Palm Springs USD 2005-06 School Data
Palm Springs Unified School District, 2005-06 Students by Ethnicity
Enrollment
Percent of Total
American Indian
178
0.8%
Asian
235
1.0%
Pacific Islander
61
0.3%
Filipino
551
2.3%
Hispanic
16,180
68.3%
African American
1,260
5.3%
White
5,224
22.1%
Multiple/No Response
0
0.0%
Total
23,689
100%
Figure 2. Palm Springs USD 2005-06 Student Ethnicity
Palm Springs Unified District, Student & Teacher Data 2005-06
English Learners
8,076
Fluent-English-Proficient Students
5,152
Students Redesignated FEP
964
Graduates (prior year)
1,049
UC/CSU Elig Grads (prior year)
265
Dropouts (prior year, grade 9-12)
440
1 Yr Drop Rate (prior year, grade 9-12)
6.5%
4 Yr Drop Rate (prior year, grade 9-12)
24.9%
% Fully Credentialed Teachers
93.1%
Pupil Teacher Ratio
22.7
Avg. Class Size
30.3
Free or Reduced Price Meals
17,209
Figure 3. Palm Springs USD 2005-06 Student & Teacher Data
Overview
This section of the plan provides an overview of the document and the process used to create it. In addition definitions of terms appear in this section, including a working definition of technology.
Scope of Plan
This updated three-year plan outlines needs, current resources, and goals for the following areas of technology use and support:
1. Plan Duration
2. Stakeholders
3. Curriculum
4. Professional Development
5. Infrastructure, Hardware, Technical Support and Software
6. Funding and Budget
7. Monitoring and Evaluation
8. Effective Collaboration with Adult Literacy Providers to Maximize the Use of Technology
9. Effective Research-Based Methods, Strategies and Criteria
These areas of the plan are based on the document, Criteria for EETT-Funded Education
Technology Plans (California Department of Education, 2004).
Needs Assessment
In March 2006, all the schools completed the State Technology Survey. These surveys plus information from site technology coordinators at our regular meetings and information from the California Basic Educational Data System (CBEDS) provided us with the basis for a general needs assessment for the use of technology in the Palm Springs Unified School District.
Mission Statement
The highly trained and effective staff of Palm Springs Unified School District, in partnership with our students, their families, and the community, will provide each student with the most appropriate educational opportunities in a safe, secure environment, so that all students can achieve their full potential as contributing members of the community.
Technology Vision Statement
The vision for the role of technology within the Palm Springs Unified School District embraces the following statements:
· The appropriate use of technology is a powerful tool for improving instruction and student learning.
· The acquisition of technology and information literacy skills is embedded within the normal course of instruction of the content standards.
· All students have equal access to technology.
· Technology is an integral part of student records, assessment and data analysis.
· Technology promotes improved communication among teachers, parents, students, administrators and the community.
Students, teachers and administrators use technology to access current and relevant information. Students use technology to assist them in meeting state and district curriculum standards. Teachers use technology in the delivery of curriculum, assessing student progress made toward meeting standards, record keeping, for communications with the community and for meeting the needs of diverse learners. Administrators use technology for school management (including record keeping), for communications with the community, and for the analysis of student data to assure that there is student progress towards meeting state and district standards. Teachers and administrators also use technology as tools for furthering their knowledge and abilities.
The District Educational Technology Advisory Committee (ETAC) strongly recommends the formation of a Technology Leadership Team at each school site. Teams would include teachers, the administrator, library personnel, and parents. The purpose of this team is to plan and monitor the use of technology to support curriculum and instruction at the school site. They will also assist in the site implementation of the District Technology Plan.
Technology Definition
The Palm Springs Unified School District uses technology in its instructional program and in the administration of the District. Technology is defined as the tools and machines used to perform tasks efficiently. In education, the focus is on using the most appropriate technology and applications to support quality teaching and learning. Such equipment includes but is not limited to:
· Computers
· Digital cameras (still, video, microscopic)
· Inter and intra district network routers and servers
· Interactive white boards or tablets
· Handheld computers (including gaming devices and mobile phones)
· Electronic keyboard devices
· Portable audio devices
· Video technologies such as video conferencing, video streaming, broadcast video
· Computer-based probeware
· Internet access and email servers
· Equipment to access telephone and voice services
Definition of Terms
Adult Learner: Persons eighteen years of age and older are eligible to enroll in adult education programs. Also eligible are (1) minors, regardless of age, who are pregnant or are actively engaged in the parenting of his or her child or children; (2) high school students who are eligible for enrollment in adult education programs; and (3) students who are exempt from compulsory continuation education as prescribed by law.
AMO: Annual Measurable Objective. Created as a part of No Child Left Behind (NCLB), the AMO are the incremental targets set that start in 2001-02 and end in 2013-14. In that year, every child will have achieved proficiency or advance proficiency on the California Standards Test (CST). This would be for English/language arts and math for all grades, history for high school and science for 5th and 10th grade.
API: Academic Performance Index. The API measures the academic performance and
progress of schools. Annual growth targets for future academic improvement are determined for
schools based on how far each school is from the statewide target. It is a numeric index or scale
that ranges from a low of 200 to a high of 1000. The state has set 800 as the API score that
schools should strive to meet.
AYP: Adequate Yearly Progress. The NCLB Act of 2001 requires that California determine
whether or not each public school and local educational agency (LEA) is making Adequate
Yearly Progress (AYP). The AYP criteria encompass four areas: participation rate, percent
proficient (AMO), academic performance index (API) and graduation rate.
Big6: The Big6 is a process model of how people solve an information problem. It was
developed by Mike Eisenberg and Bob Berkowitz. The Big6 integrates information search and
use skills along with technology tools in a systematic process to find, use, apply and evaluate
information for specific needs and tasks.
Blogging: A weblog (usually shortened to blog, but occasionally spelled web log) is a web-based
publication consisting primarily of periodic articles (normally in reverse chronological order).
Although most early weblogs were manually updated, tools to automate the maintenance of such
sites made them accessible to a much larger population, and the use of some sort of browser-
based software is now a typical aspect of "blogging".
BTSA: Beginning Teacher Support and Assessment System, “In accordance with Education
Code section 44259(c), induction programs may be offered by school districts, county offices of
education, and/or institutions of higher education. Section 44279.2(c) of the Education Code
allows local education agencies to apply for and receive state funding to support induction
programs through the BTSA System, a program that is administered jointly by the California
Department of Education (CDE) and the California Commission on Teacher Credentialing (CCTC).” (http://www.btsa.ca.gov/)
CTAP9 Online: Online courses designed for educators by educators. Instruction includes
everything from basic computer skills and Internet use to developing standards-based lessons.
Level I Technology Proficiency: Level I Technology Proficiency ensures that users can
successfully demonstrate basic skills in word processing, databases, spreadsheets, multi-media
presentations, email and the Internet. During professional development for Level I certification, administrators and teachers will also begin to use specific productivity tools to make data-driven
decisions and improve two-way communication between home and school.
Level II Technology Proficiency: Level II Technology Proficiency is specific to the application
of educational technology skills in an educational setting. This includes customizing the
curriculum to enhance its relevance and value, improving student access to relevant technologies,
teaching and using information literacy skills, making data-driven decisions and improving two-
way communication between home and school.
Level III Technology Proficiency: Level III Technology Proficiency is a mentor/leadership
proficiency. Level III certification is for administrators and teachers that will be providing
professional development to educators seeking Level I and Level II Technology Proficiency.
Level III certified administrators and teachers will also certify those that complete Level I and
Level II Technology Proficiency.
Multiple Measures: The many different types of assessments for each content area and at each
grade span administered to each student.
Podcasting: a term used to describe a collection of technologies for automatically distributing
audio and video programs over the Internet using a publisher/subscriber model. It differs from
earlier online collections of audio or video material because it automatically transfers materials
to the user's computer for later consumption; it is one example of push technology.
Student Technology Skills Scope and Sequence: This document (see Appendix E) lays out the technology skills students will work to master. The skills are arranged by general grouping such as word processing or spreadsheets and also by grade level.
TOSA: Teacher on Special Assignment. This is a title given to classroom teachers that are
pulled out of the classroom to head up or lead specific areas of focus. For this plan, TOSAs are
those classroom teachers whose full time focus is on technology. This can be either at the school
site or district level.
1. Plan Duration
This section of the plan describes the duration of the plan.
1a. The plan should guide the district’s use of education technology for the next three to five years.
This technology plan will provide the District with a road map for the use of technology to support improved student learning. This support will encompass increased student access to (and use of) technology, improved home-school communication, effective analysis of data, powerful professional development for teachers and administrators, timely technical support, improved infrastructure, expanded funding efforts, and continuous monitoring. A District Educational Technology Advisory Committee has been established to provide continuous monitoring of the plan so that adjustments can be made to allow for meeting the plan’s goals. An annual report to the board will be given, keeping the District’s leadership apprised of the plan’s status.
The Palm Springs Unified School District Educational Technology Plan will be in effect from July 1, 2007 through June 30, 2010, a total of three years.
2. Stakeholders
This section of the plan describes the planning process and the stakeholders that took part in the process. This section also explains the design and implementation roles of various stakeholders.
2a. Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.
Our District Educational Technology Planning Team was comprised of district, site and community representatives. This team will evolve into the District Educational Technology Advisory Committee (ETAC) to monitor and guide the implementation of the plan, and revise as needed. The ETAC will consist of district curriculum, business service, and technology staff, site administrators, site media specialists, site coaches, teachers, parents, students and the community (i.e. partners in higher education, community non-profit groups, government agencies, and local businesses).
The Planning Process
A planning team was convened to revise the 2002-2007 District Technology Plan. An outside consultant was hired to facilitate the process. The planning team members consisted of district, site and community representatives (see below for details). A wiki was used to draft the plan. The wiki allowed all stakeholders to have immediate access to the plan draft as it developed, as well as access to provide ongoing input and updates.
The planning team members met together during the late fall of 2006 to develop a vision for the plan and to answer guiding questions from the California Department of Education Technology Planning Guide which facilitated the plan’s development. The team members then met in planning subgroups with the outside consultant and the District Educational Technology Specialist to develop the plan’s goals and objectives. During the writing of the draft two community forums were held to present the draft of the plan and solicit additional input from stakeholders that were not on the planning team. All stakeholders were invited to give input through the wiki at anytime during the planning process. A drafted plan was then presented again to the whole planning team for input. A revised draft was written, presented to the team again for approval and submitted to Cabinet and the Governing Board for approval.
Stakeholders involved in the process:
· Developed the plan’s vision to support student learning in a 21st century contxt
· Constructed the goals and objectives required to support student learning and achievement in a 21st century context.
· Evaluated the draft technology plan and made adjustments as needed.
· Gathered and evaluated district technology data with regard to hardware, wiring, resources, professional development and projects.
· Collected and analyzed survey, technology, and student achievement data.
· Identified and referenced common technology needs and issues.
Stakeholders Involved in The Process
District Technology Planning Team (to be known as ETAC)
The District Technology Planning Team’s roles and responsibilities will evolve to include the oversight and implementation of the plan. The plan implementation progress will be monitored, reviewed and revised by a newly formed District Educational Technology Advisory Committee (ETAC). The design and implementation roles of members is outlined below.
District Curriculum Personnel
· Superintendent
· Senior Directors of Curriculum
· Director of Standards, Assessment and Accountability
· Director of State and Federal Programs
· Director of English Language Learners
· Coordinator of English Language Learners
· Coordinator of Career and Technical Education
· Coordinator of Professional Development
· Coordinator of Special Education
· Special Education Assistant Technology Specialist
· K-5 and 6-12 Math Specialists
· K-12 Science Specialist
· Gifted and Talented Education Program Specialist
· Educational Technology Specialist
Design & Implementation Roles: Provide the overall coordination and oversight of the technology planning process. Coordination will include the implementation of the goals and objectives set forth in this plan to the integrate technology to meet core curriculum goals, including the identification of funding resources. Oversight of the plan will include monitoring of implementation acitivites to enable adjustments to be made as needed to provide the learning environment to enable students to achieve 21st century skills.
District Technology Personnel
· Director of Information Technology
· Data Systems Manager
· Network Manager (Tech IV)
· Tech II
Design & Implementation Roles: Provide information and oversight to guide the infrastructure implementation plan and issues.
District Financial Personnel
· Director Fiscal Services and staff
Design & Implementation Roles: Provide coordination and oversight of technology funds and budget issues.
Site Administration
· Site Principals and Assistant Principals
Design & Implementation Roles: Provide site-based updates on tech plan implementation and needs; monitor teacher performance and student learning in technology-rich environments; make adjustments based on teacher and student performance to support the effective application of technology to meet the goals of the technology plan; ensure the effective use of digital resources, research-based best practices and instructional programs; provide input on how technology can better support the teaching of standards-aligned academic objectives.
Site Coaches/ Teachers/ Library Media Specialists
Design & Implementation Roles: Provide site-based updates on tech plan implementation and needs; provide site based training support; provide input on efforts, outcomes, and needs to support the implementation of the plan to meet district curricular goals.
Parents / Students
Design & Implementation Roles: Provide input on the district and schools’ efforts to integrate technology and 21st century skills in the standards-aligned curriculum.
Government Agencies
· Representative from the California Technology Assistance Project (CTAP) Region 10
Design & Implementation Roles: Offer technical assistance with the data analyses and revision of our goals and objectives; professional development planning and implementation; funding opportunities and guidelines; compliance issues; hardware, software, and infrastructure planning.
Community Groups
· City/ County Librarians/ Representatives from the Coachella Valley Economic Partnership
Design & Implementation Roles: Offer assistance with the implementation of the tech plan objectives focused on improving technology equity, access, after school opportunities, and 21st skills.
Consultant, Educational Technology and Life Corporation
Design & Implementation Roles: Facilitate planning process and authoring of the plan; provide “fresh” expanded, perspectives to consider for implementation.
The Palm Springs Unified School District continues to seek out input, advice and assistance from all stakeholders to help meet the goals and objectives of this three year plan. The District will post the completed plan on its website once approved by the California Department of Education.
3. Curriculum
This section is the heart of the District technology plan. It begins by providing a description of teachers’ and students’ current access to technology tools, both during the school day and outside of school hours. This is followed by a Description of the district’s current use of hardware and software to support teaching and learning. In light of this needs assessment, the remainder of the section lays out the curriculum-driven technology goals that will guide planning and implementation for the duration of this plan.
The goals presented in this section align with the district’s curricular goals, academic content standards, and comprehensive planning documents. Specific goals include those for using technology to improve teaching and learning, and those for describing how and when students will acquire technological and information literacy skills needed to succeed in the classroom and workplace. In addition, District goals for ensuring appropriate access to technology for all students are established, including a commitment to pilot programs in which students can take advantage of a 1-to-1 student-to-computer ratio. Goals are also included that will drive the use of technology for data-driven decision making and for making teachers and administrators more accessible to parents.
This section concludes with a plan to establish an Educational Technology Advisory Committee (ETAC) for the purpose of monitoring and evaluating this plan. As an extension of the ETAC, technology coaches are also established at each school site, based on the successful coaching model piloted in the EETT competitive grant programs at the District’s middle schools.
The goals presented in this section are the driving force behind the professional development, infrastructure, and funding sections that follow.
3a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours.
The following describes the technology access available for all students (including special education, GATE, and English Language Learners) in classrooms, library/media centers, or computer labs - both during and after school hours. Access to appropriate site-based technology resources has been evaluated through district inventory records and the annual California School Tech Survey data. The 2005-06 data has been summarized below.
According to the most current California Technology Survey and district records, the District student to computer ratio for computers four years old or newer is 7.01:1. All teachers at all 24 K-12 schools in the District have access to a minimum of one multi-media computer with Internet access in their classrooms as well as in their Library/Media Centers, and/ or Computer Labs, before, during, and after school hours. All schools can schedule before and/ or after school access to computer programs and the Internet as needed for students to complete classroom activities.
100% of District school sites are connected to the Internet, with 99% of all classrooms connected to the Internet. Figure 4 below indicates the locations of District computers. As Figure 5 illustrates, most computers in the District are more than four years old and must be replaced to simply maintain the current student-to-computer ratio. In addition to the technical support that the District provides, as detailed in the Infrastructure Section, school sites have used outside vendors, students, volunteers and county offices to a marginal degree, as depicted in Figure 6. As the Figure 7 describes, in-house, site-based curriculum support can come from a number of sources, but it is virtually non-existent and is far from universal in all schools. The raw data used to generate the figures in this section are included in Appendix B.
2362
975
199
465
28
0
500
1000
1500
2000
2500
Computers inclassrooms
Computer labs Library/media center Laptops or carts Other ()
Computer Locations
Figure 4. Numbers of Computers Per Type of Location
553477
407
643
1726
0
200
400
600
800
1000
1200
1400
1600
1800
less than 1 year old between 1 year oldand less than 2
years old
between 2 years oldand less than 3
years old
between 3 years oldand less than 4
years old
more than 4 yearsold
Computer Age
Figure 5. Numbers of Computers Per Age Category.
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Contracted vendorservices
Students County Office ofEducation services
Others, includingvolunteers
Site-Based Technical Support(In Average FTE per Site)
Figure 6. Site-Based Technical Support (In Average FTE Per Site)
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Certificated StaffDevelopment
Classified StaffDevelopment
CertificatedResource
ClassifiedResource
CertificatedOther
Classified Other
Site-Based Curriculum Support(By Average FTE per Site)
Figure 7. Site-Based Curriculum Support (By Average FTE Per Site)
3b. Description of the district’s current use of hardware and software to support teaching and learning.
A summary of data collected from the 2006 California Technology Survey, the 2006 EdTech Profile Technology Proficiency Assessment Survey and District reports follows. This data describes how administrators, teachers and students use technology for a range of tasks to support teaching and learning.
Administrators Technology Use
The data below indicates that the majority of the District administrators actively use technology daily for a range of tasks. The use of technology to support data driven decision-making has increased over the past five years due to the use of student assessment tools, including Edusoft, Data Director, and Zangle - the District student information system. Administrators also use Galaxy, the District's financial, purchasing and personnel management system, to manage budgets and track purchases. A few administrators are learning to be proficient users of Microsoft Excel to enable them to manipulate and analyze data more efficiently.
Figure 8. Administrator Technology Use
All District staff have eMail access to support communications with colleagues, parents and students. Microsoft Outlook Exchange provides the e-mail features, complete with calendars for scheduling purposes, plus access to a District address book. All District employees have web access to their eMail to enable them to use the system from any location with Internet access at any time. Administrator and teacher access is recorded in the chart below. It should be noted that all District full-time teachers have access to eMail, but teachers employed by the county - such as ROP, do not......(Note to Lee - double check this with Will or Wayne)
95.42
100
93.00
94.00
95.00
96.00
97.00
98.00
99.00
100.00
What percent of teachers at all the site have anemail account?
What percent of administrators at the site havean email account?
eMail Access
Figure 9. eMail Access
Please see section for 4a for additional discussion and figures related to administrator technology use.
Teacher Technology Use: Curriculum Planning and Delivery
Districtwide, technology applications are most often used in reading/language arts and mathematics, but generally not daily or weekly. In all subject areas, 19% (reading/ language arts) to 30% (science) of teachers report using technology less than monthly or never.
Figure 10. Frequency of Technology Use in Core Subjects
Most teachers across the District use technology to create materials and gather information for lessons, as the following figures illustrates.
Figure 11. Frequency of Technology Use By Teachers For Preparation
The frequency of technology use to deliver the curriculum varies widely. Thirty-seven percent of the teachers reported frequent use of at least 2-4 times per week, but 20% reported never using technology to deliver curriculum.
Figure 12. Frequency of Technology Use By Teachers For Instruction
Technology applications that are most frequently used by teachers for classroom instruction are computers and peripherals, Internet, and eMail. A growing number of teachers also use video-based presentation devices. This is largely due to the acquistions of LCD projectors, document cameras, wireless electronic schoolpads, and video-streaming programs, such as unitedstreaming and BrainPop. A complete listing of District software and hardware resources can be found in the Infrastructure section.
Implications for training, which will be addressed in the Professional Development Section, are also evident by the data reported below.
Figure 13. Frequency of Technology Use By Teachers For Instruction (By Application)
A breakdown of the 2006 EdTechProfile Technology Proficiency Survey data by elementary, middle, and high schools gives a more complete picture of the frequency of technology use by teachers to deliver the curriculum. The data in the following tables show that the frequency of technology use is higher in the secondary schools. The high use of technology in the middle schools may be largely attributable to the influence of the Enhancing Education Through Technology (EETT) Competitive Grant which funded technology applications in the mathematics classrooms, grades 6-8. Two of the middle schools were funded in the 2005-2006 school year and their technology use would be reflected in the data below. The other two middle schools were funded in 2006-2007, so an increase in frequency of technology use is expected to be reflected in the 2007 data for the middle schools. The momentum that was generated from the EETT Competitive program has affected an increase of technology use in other subject areas in the middle schools as evidenced by District records, such as purchase orders.
Frequency of Teacher Use of Technology Applications to Support Classroom Instruction: Comparisons Between School Classifications
Planning and Curriculum Delivery
Create instructional materials
Daily
2-4 days a week
Between once a week and monthly
Less than monthly
Never
Elementary
19%
36%
26%
11%
9%
Middle School
40%
32%
17%
7%
3%
High School
42%
31%
17%
6%
4%
Gather information for planning lessons
Daily
2-4 days a week
Between once a week and monthly
Less than monthly
Never
Elementary
12%
30%
33%
13%
12%
Middle School
33%
33%
22%
7%
4%
High School
33%
31%
21%
10%
6%
Access model lesson plans and best practices
Daily
2-4 days a week
Between once a week and monthly
Less than monthly
Never
Elementary
8%
21%
32%
21%
18%
Middle School
22%
27%
27%
17%
7%
High School
22%
24%
31%
13%
10%
Deliver classroom instruction
Daily
2-4 days a week
Between once a week and monthly
Less than monthly
Never
Elementary
5%
17%
27%
22%
29%
Middle School
35%
22%
16%
15%
12%
High School
23%
26%
29%
13%
9%
Figure 14. Frequency of Technology Use By Teachers (By Application and School Type)
Teacher Technology Use: Data Management
Most teachers across the District use technology to manage student attendance and grades. This is because of the implementation of the Zangle, student information systems which enables all teachers to keep grades online - a District expectation for all teachers. The system also enables all secondary teachers to use an electronic gradebook to record and post student grades. Most secondary teachers post their final grades using the system. Some secondary teachers use the electronic gradebook to record grades as well.
Edusoft has been used as the online student assessment system until this year when Data Director was purchased. When surveyed, 46% teachers responded that they do not use an online student assessment system to make decisions in lesson design - a statistic that has implications for training.
Figure 15. Frequency of Technology Use By Teachers to Manage and Apply Data
All teachers use the Zangle Student Information System to keep attendance. However, only secondary schools use the Zangle gradebook feature to post and record grades. A standards-based report card that can be posted electronically is planned for the elementary schools.
Frequency of Data Management By School Type
Manage student grades and attendance
Daily
2-4 days a week
Between once a week and monthly
Less than monthly
Never
Elementary
54%
12%
14%
6%
14%
Middle School
76%
14%
5%
3%
2%
High School
79%
9%
4%
4%
4%
Electronic grading system
Daily
2-4 days a week
Between once a week and monthly
Less than monthly
Never
Elementary
7%
9%
14%
10%
60%
Middle School
53%
14%
18%
7%
9%
High School
58%
12%
9%
8%
14%
Online student assessments
Daily
2-4 days a week
Between once a week and monthly
Less than monthly
Never
Elementary
4%
9%
28%
18%
42%
Middle School
12%
8%
19%
17%
44%
High School
10%
5%
16%
14%
56%
Figure 16. Frequency of Data Management By School Type.
Teacher Technology Use: Communications
Teachers very frequently communicate with their colleagues online. Seventy-two percent of teachers communicate with their colleagues at least every two to four days and 50% communicate daily. In addition to communicating within the District, teachers also communicate with parents and students. Sixty percent of teachers communicate with parents and students online at least monthly. Forty-five percent of teachers post to a school web site with class related information. Some teachers have created and maintain their own web sites for home to school communications. Most teachers that post to a website use the District's Zangle ParentConnection feature, which is linked to the student information system with its attendance records and gradebook.
Figure 17. Frequency of Technology Use By Teachers to Communicate
When looking at the frequency of communications by school classification, it is clear that the secondary school teachers communicate much more frequently both with colleagues and with parent and students. As the data shows, the middle schools communicate the most which may be due to the influence of the EETT Competitive Grant program. Since home-to-school communication is a major component of the EETT Competitive program, the middle schools received the first wave of training and support to implement Zangle's ParentConnection in 2006. In addition, because of the grant's guidelines, home-to-school communication strategies have been part of the professional development offered to the 6-8 mathematics teachers. Another explanation is that one of the middle schools has had a five year history of using online tools and web postings to communicate which was set as an expectation by the school administration.
Frequency of Communications By School Classification
Communicate with colleagues
Daily
2-4 days a week
Between once a week and monthly
Less than monthly
Never
Elementary
30%
25%
18%
12%
15%
Middle School
76%
17%
4%
1%
1%
High School
65%
17%
12%
3%
3%
Communicate with parents or students
Daily
2-4 days a week
Between once a week and monthly
Less than monthly
Never
Elementary
5%
13%
28%
16%
37%
Middle School
31%
22%
26%
10%
11%
High School
24%
22%
29%
13%
12%
School web site with class related information
Daily
2-4 days a week
Between once a week and monthly
Less than monthly
Never
Elementary
8%
9%
13%
6%
63%
Middle School
38%
14%
15%
10%
23%
High School
25%
14%
16%
12%
33%
Figure 18. Frequency of Communications By School Classification.
Please see section for 4a for additional discussion and figures related to teacher technology use.
Student Technology Use
Twenty-seven percent of District teachers assign students work that uses computers at least 2-4 days per week and 20% of the students use the Internet at least 2-4 days a week. By contrast, 30% of District teachers do not assign student work that uses computers and 37% of District teachers do not assign students work that uses the Internet. When comparing computer use between elementary, middle and high schools, 65% of elementary teachers, 68% of middle school teachers, and 80% of high school teachers assign students work that requires the use of computers to some degree. When comparing Internet use, 51% of elementary teachers, 69% of middle school teachers, and 80% of high school teachers assign student work that requires the use of the Internet to some degree.
Figure 19. Frequency of Technology Use By Students For Instruction
When comparing computer use between elementary, middle and high schools, 65% of elementary teachers, 68% of middle school teachers, and 80% of high school teachers assign students work that requires the use of computers to some degree. When comparing Internet use, 51% of elementary teachers, 69% of middle school teachers, and 80% of high school teachers assign student work that requires the use of the Internet to some degree.
Frequency of Student Use of Technologies for Learning: Comparisons By School Classifications
Computers and peripherals
Daily
2-4 days a week
Between once a week and monthly
Less than monthly
Available, but I never use it
No Access
Elementary
13%
16%
22%
14%
23%
12%
Middle School
13%
6%
18%
31%
17%
15%
High School
16%
14%
28%
22%
13%
7%
Video based presentation device
Elementary
1%
3%
15%
19%
32%
30%
Middle School
10%
10%
19%
20%
21%
19%
High School
6%
12%
23%
25%
20%
14%
Video based creation tools
Elementary
1%
3%
8%
15%
35%
38%
Middle School
4%
3%
6%
13%
34%
39%
High School
5%
4%
14%
23%
25%
30%
Internet
Elementary
7%
10%
19%
15%
35%
14%
Middle School
11%
7%
25%
26%
19%
13%
High School
15%
13%
30%
22%
13%
7%
Elementary
5%
3%
7%
9%
43%
33%
Middle School
11%
4%
9%
11%
30%
35%
High School
11%
19%
23%
31%
3%
11%
Hand-held electronic devices
Elementary
1%
3%
4%
4%
18%
70%
Middle School
4%
5%
6%
7%
17%
60%
High School
4%
2%
5%
7%
15%
66%
Figure 20. Frequency of Student Use of Technologies for Learning: Comparisons.
Data collected from the 2006 California Technology School Survey described the frequency of student use of technology to gather, organize, display information at the site level. Each site reported the level that students use technology at their site to apply learning. For example, 8 schools indicated that 75% - 100% of the students at their site used technology for word processing. Another 8 schools indicated that 50% to 75% of their students use word processing and finally another 8 schools reported that 25%-50% of their students used word processing. There were 24 schools reporting altogether. So, at all sites word processing was an activity that at least 25% of the students engaged in. The learning activities that were most likely to be used in all schools to some degree were word processing, accessing content-specific resources, research using the Internet or CD ROMS, and creating or writing reports.
Figure 21. Student Technology Use
The following charts depict the frequency of student use reported on the 2006 California Technology Survey by school site levels: elementary, middle, and high. This data analysis with the previously described reports has been used and will continue to be used and updated to inform technology planning decisions.
Figure 22. Student Technology Use: Elementary School
Figure 23. Student Technology Use: Middle School
Figure 24. Student Technology Use: High School
Technology Career Pathways
During 2002-2007 there were several technology courses offered at high schools throughout the District which included Keyboarding, Computer Literacy, Cisco Networking, Computer Programing, Computer Applications, and PC Tech Repair; however, due to insufficient student enrollment over the past two years, some of these classes are no longer offered at the high schools.
During the 2006-07 school year, Keyboarding, Computer Literacy, Key-Write-Byte, PC Tech Repair and ROP Computer Applications are still offered at the high schools. Perkins funds were spent during the 2006-07 school year to up date the PC Tech Program with 35 new computers. The ROP Computer Applicatons course is offered through the Riverside County Office of Education and students are able to test in Microsoft Certification Exams at the culmination of the class.
Future technology courses in the district depends upon student interest and enrollment and the deveopment of career pathways that ensure a coherent sequence of classes that leads to certification and/or post-secondary education.
The District has hired a Coordinator of Career Technical Education who works directly with the Coachella Valley Economic Parnership (CVEP) which is a supporting network of business and industry leaders in the Coachella Valley. The implementation of technology will be included in most of the Career Pathways which currently include a Money, Marketing, and Management Partnership Academy, a Health Careers Pathway, a Digital Arts Technology Academy (DATA), a Multi-Media Academy, a Fine Arts Pathway, an Architecture Construction Education (ACE) Pathway, a Hospitality Careers Pathway (Cafe' Ramon) and others that are in the planning stages for 2007-2010.
The District will continue to explore which classes, if any, in the above career pathways will meet the District's Computer Literacy requirement.
3c. Summary of the district’s curricular goals and academic content standards in various district and site comprehensive planning documents.District Strategic Goals (District Strategic Plan 2007)
The following strategic goals have been established for the District during the process of creating a new District strategic plan.
· Strategic Goal 1 - Core Academic Subjects: All students in the Palm Spring Unified School District will meet grade level proficiency in standards in the core academic subjects, English language arts, math, social studies and science as measued by the annual California Standards Test (CST).
· Strategic Goal 2 - ELL: All English Language Learners in the Palm Springs Unified School District will advance one level per year in English language proficiency as measured by the annual California English Language Development Test (CELDT).
· Strategic Goal 3 - Attendance: The ultimate attendance goal in the Palm Springs Unified School District is for all students to attend school every day. There is a definite link between attendance and academic achievement. In addition, the District is significantly fiscally impacted as attendance increases or decreases. Beginning the 2008-2009 school year, all elementary schools will have at least 96.0% attendance rates, all middle and hgh schools will have at least 95.0% attendance rates.
These current District strategic goals are aligned with the performance goals established in the Local Education Agency (LEA) plan for 2003-2008. Each performance goal and any technology related planned improvements are listed below.
Performance Goals (LEA Plan 2003-2008)
The following performance goals were established for the most recent District LEA plan.
· Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014.
· Planned Improvemen #4 (in Language Arts and in Math): Increased Access to Technology.
· Performance Goal 2: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.
· Planned Improvement #9: Improve the instruction of LEP children by providing for the acquisition or development of educational technology or instructional materials.
· Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers.
· Planned Improvement #6: Multi-stakeholder groups and the Technology Information Services Team will ensure that professional development activities address technology-related professional development activities that are coordinated to address staff needs in assisting all students to meet or exceed State academic achievement standards in alignment with the district Technology Plan.
· Planned Improvement #7: (a.) All teachers and administrators will receive training in using the district’s new student information system and the new standards-based data analysis system. (b.) Access to online professional development will be available to teachers to support standards-based and curriculum based instruction. (c.) The district Technology Information Services Team will continue to provide professional development in the use of data analysis and systems software for teachers, paraprofessionals and administrators.
· Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.
· Performance Goal 5: All students will graduate from high school.
This technology plan also fulfills the Title II, Part D assurance included in the LEA Plan; the LEA has an updated, local, long-range, strategic, educational technology plan in place.
3d. List of clear goals and a specific implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards.
The following goals and objectives have been developed by the Educational Technology Planning Committee to guide the implementation of technology to improve teaching and learning by supporting the district curricular goals and academic content standards. The Educational Technology Advisory Committee will monitor progress toward these goals, evaluate their effectiveness, and modify them as necessary (see section 3j).
3d.1. Goal - All students will use technology to support their mastery of district and state academic standards.
3d.1.1. Objective 1 - ELA: All students will use technology to support their mastery of standards in English Language Arts, as measured by the California Standards Test (CST).
· Baseline 2005-2006: 31% proficient or above.
· Benchmark 2007-2008: 34.0%
· Benchmark 2008-2009: 45.0%
· Benchmark 2009-2010: 56.0%
3d.1.2. Objective 2 - Math: All students will use technology to support their mastery of standards in Mathematics, as measured by the California Standards Test (CST).
· Baseline 2005-2006: 29% proficient or above.
· Benchmark 2007-2008: 34.6%
· Benchmark 2008-2009: 45.5%
· Benchmark 2009-2010: 56.4%
3d.1.3. Objective 3 - ELL: All English Language Learners will use technology to support their advancement of one level per year in English language proficiency as measured by the annual California English Language Development Test (CELDT).
· Baseline 2005-2006: 45% of ELL students advanced one or more levels.
· Benchmark 2007-2008: 54.1%
· Benchmark 2008-2009: 55.8%
· Benchmark 2009-2010: 57.4%
3d.1.4. Objective 4 - Attendance: All students will be engaged in learning through the use of technology and thus be more motivated to attend school, as measured by attendance rates.
Elementary Attendance:
· Baseline 2005-2006: 94.5%
· Benchmark 2007-2008: 95%
· Benchmark 2008-2009: 95.5%
· Benchmark 2009-2010: 96%
Middle School Attendance:
· Baseline 2005-2006: 94%
· Benchmark 2007-2008: 94.5%
· Benchmark 2008-2009: 95%
· Benchmark 2009-2010: 95.5%
High School Attendance:
· Baseline 2005-2006: 93.5%
· Benchmark 2007-2008: 94%
· Benchmark 2008-2009: 94.5%
· Benchmark 2009-2010: 95%
Implementation Plan:
1. Each year, purchase as needed and verify teacher use of the appropriate state-adopted instructional materials, standards-aligned textbooks and supplemental curriculum-based technology resources.
2. Each year, provide professional development for standards-aligned adopted curriculum and educational technology resources.
3. Each year, provide administrators and teachers professional development to align the content standards, Level I and Level II Technology Proficiency and the District’s Student Technology Skills Scope and Sequence.
4. Each year, provide Level I and Level II Technology Proficiency professional development as needed to ensure that technology is effectively integrated into E/LA curriculum.
5. Each year, monitor instructional time for appropriate state-adopted instructional materials, standards-aligned textbooks and supplemental curriculum-based technology resources.
6. Each year, provide shared network storage and online space (such as wikis) for teachers to develop and share technology resources and instructional strategies that both align with academic standards.
7. Each year, provide shared network storage and online space (such as wikis) for teachers to develop and share engaging and motivating technology resources and instructional strategies (in order to encourage better attendance among students),
8. Each year, use technology, particularly Zangle, to monitor attendance and to make attendance records accessible to parents
9. Each year, In addition to the focus on classroom instruction, the District will continue to expand its existing online course offerings to alternative education and regular education high school students.
3d.2. Goal - All students will use technology to support their development of 21st Century Learning Skills, as identified in enGauge: 21st Century Skills for 21st Century Learners.
3d.2.1 Objective 1 - All students will use technology to support their development of 21st Century Skills, as measured by the District 21st Century Skills Survey distributed to a representative and statistically significant sample of students.
· Baseline 2005-2006: No baseline.
· Benchmark 2007-2008: Develop strategies for integrating 21st Century Skills into the curriculum for all grade levels. Develop 21st Century Skills Survey to measure implementation of the strategies.
· Benchmark 2008-2009: Implement 21st Century Skills strategies at all grade levels. Implement 21st Century Skills Survey. Establish baseline data and establish benchmarks for 2009-2010.
· Benchmark 2009-2010: Continue implementing and improving 21st Century Skills strategies for all grade levels. Continue implementing 21st Century Skills Survey. Meet Digital Age Literacy benchmarks established in 2008-2009.
Implementation Plan:
1. In 2007-2008, the Educational Technology Advisory Committee (ETAC) establishes grade level and subject area curriculum committees to develop strategies.
2. In 2007-2008, grade level and subject area curriculum committees develop and pilot strategies.
3. In 2007-2008, in The ETAC review and approve strategies developed by curriculum committees, and then present the strategies to the Instructional Council for review and approval.
4. In 2007-2008, cabinet review and approve strategies approved by ETAC and Instructional Council.
5. In 2007-2008, the Educational Technology Specialist, in collaboration with other members of the ETAC, develops the District 21st Century Skills Survey to measure implementation of the strategies.
6. In 2008-2009, technology coaches receive professional development in the implementation of the strategies.
7. In 2008-2009, the technology coaches implement the strategies in their classrooms and provide professional development for other teachers at their site.
8. In 2008-2009, teachers implement the strategies in their classrooms.
9. In 2008-2009, the ETAC, with the help of technology coaches, administers the District 21st Century Skills Survey to a representative and statistically significant sample of students.
10. In 2009-2010, technology coaches will receive professional development in the implementation of the strategies, including any changes as necessary.
11. In 2009-2010, the technology coaches implement the strategies in their classrooms and provide professional development for other teachers at their site.
12. In 2009-2010, teachers implement the strategies in their classrooms.
13. In 2009-2010, the ETAC, with the help of technology coaches. administers the District 21st Century Skills Survey to a representative and statistically significant sample of students.
3e. List of clear goals and a specific implementation plan detailing how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace.
The following goals and objectives have been developed by the Educational Technology Planning Committee to guide the implementation of instruction to help students acquire technology and information literacy skills needed to succeed in the classroom and the workplace. The Educational Technology Advisory Committee will monitor progress toward these goals, evaluate their effectiveness, and modify them as necessary (see section 3j).
3e.1. Goal - All students will master the technology skills identified in the District Student Technology Skills Scope and Sequence.
3e.1.1. Objective 1 - All students will master the technology skills identified in the District Student Technology Skills Scope and Sequence, as measured by the passing rate of computer literacy classes and the District computer literacy exam.
· Baseline 2006: All high school graduates have passed a computer literacy class or passed the District computer literacy exam. 31.4% of ninth graders have passed a computer literacy class or passed the District computer literacy exam.
· Benchmark 2007-2008: All high school graduates will have passed a computer literacy class or passed the District computer literacy exam.
· Benchmark 2008-2009: All high school graduates will have passed a computer literacy class or passed the District computer literacy exam. 50% of ninth graders will have passed a computer literacy class or passed the District computer literacy exam.
· Benchmark 2009-2010: All high school graduates will have passed a computer literacy class or passed the District computer literacy exam 60% of ninth graders will have passed a computer literacy class or passed the District computer literacy exam.
Implementation Plan:
1. Each year, teachers receive professional development on strategies for incorporating skills from the scope and sequence into students' learning experiences.
2. Each year, teachers also work together in collaborative groups (such as professional learning communities) to develop and share additional strategies for incorporating skills from the scope and sequence into students' learning experiences.
3. Each year, technology coaches support teachers as they implement the above strategies.
4. Each year, all ninth graders either take a computer literacy class or take the District computer literacy exam
5. Each year, all tenth, eleventh, and twelfth grade students who have not passed the class or the test also take either a computer literacy class or take the District computer literacy exam.
3e.2. Goal - All students will master Information Literacy skills, as identified in enGauge: 21st Century Skills for 21st Century Learners.
3e.2.1 Objective 1 - All students will master Information Literacy skills, as identified in enGauge: 21st Century Skills for 21st Century Learners.
· Baseline 2005-2006: Approximately 80% of ninth graders completed an information literacy orientation.
· Benchmark 2007-2008: Develop strategies for integrating Information Literacy into the curriculum for all grade levels. Develop 21st Century Skills Survey to measure implementation of the curriculum. 87.5% of ninth graders complete an information literacy orientation.
· Benchmark 2008-2009: Implement Information Literacy curriculum for all grade levels. Implement 21st Century Skills Survey. Establish baseline data and establish benchmarks for 2009-2010. 95% of ninth graders complete an information literacy orientation.
· Benchmark 2009-2010: Continue implementing and improving Information Literacy curriculum for all grade levels. Continue implementing 21st Century Skills Survey. Meet Information Literacy benchmarks established in 2008-2009. 100% of ninth graders complete an information literacy orientation.
Implementation Plan:
1. In 2007-2008, the Educational Technology Advisory Committee (ETAC) establishes grade level and subject area curriculum committees to develop strategies.
2. In 2007-2008, grade level and subject area curriculum committees develop and pilot strategies.
3. In 2007-2008, in The ETAC review and approve strategies developed by curriculum committees, and then present the strategies to the Instructional Council for review and approval.
4. In 2007-2008, cabinet review and approve strategies approved by ETAC and Instructional Council.
5. In 2007-2008, the Educational Technology Specialist, in collaboration with other members of the ETAC, develops the District 21st Century Skills Survey to measure implementation of the strategies.
6. In 2008-2009, technology coaches receive professional deve
