Appendix I – Education Technology Plan Benchmark Review
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Appendix I – Education Technology Plan Benchmark Review

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Appendix I – Education Technology Plan Benchmark Review Appendix I – Education Technology Plan Benchmark Review Document Transcript

  • Weed Union Elementary School District Technology Use Plan July 1, 2005- June 30, 2010 575 White Avenue Weed, CA 96094 CDS CODE # 4770482 PHONE # (530) 938-2715 FAX # (530) 938-2973 i
  • Table of Contents Appendix I: Benchmark Review Form…………………………………………………..First Page Acknowledgments ............................................................................................................................3 District Summary and Plan Duration (Criteria Item 1)......................................................................................................4 Curriculum Driven Technology Goals (Criteria Item 3) ....................................................................................................................8 Professional Development and Implementation (Criteria Item 4).................................................................................................54 Infrastructure, Hardware, Technical Support, and Software (Criteria Item 5)......................................................................................................61 Funding and Budget (Criteria Item 6)............................................................................................................................76 Monitoring and Evaluation (Criteria Item 7).............................................................................................................................82 Adult Education (Criteria Item 8).............................................................................................................................84 Research (Criteria Item 9).............................................................................................................................85 Appendix A: Teacher Technology Standards and Benchmarks...............................................................................................88 Appendix B: Student Technology Standards and Benchmarks...................................................................................….….112 Appendix C: Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plan……………………………………...120 Appendix D: Program Timeline .............................................................................................…132 Appendix E: Additional Budget Forms .....................................................................................141 Appendix F: Acceptable Use Policy and CIPA Documentation .............................................146 Appendix G: E-Rate Supplement To Technology Plan ...........................................................150 Weed Union Elementary School Technology Plan
  • Appendix I – Education Technology Plan 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, ______ IDENTIFYING INFORMATION: CDS # ___47-70482___________________________________ Applicant Name: Weed Union Elementary School 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. 1. . Last year the Weed Elementary School district worked with the Weed Elementary Leadership Team to evaluate teacher knowledge on the Standards for the Teaching Profession, identify district essential standards and evaluate students CST scores. From this data outcome for our quality planning guide professional development offering for the coming year. Our goals are identified in the school plan on pages 21-25. 2. 2. We have been successful in identifying specific needs for students success and met our AYP and identified student goals. We met our goals for teacher staff development using the EETT (Title IID) funding goals using 25% of our funds for training. We used our technology standards to plan lessons by grade level to and worked especially with grade 3-8. Onsite training, Siskiyou County of Office training, Teachers With Technology Training (TWT), and CTAP Region II State Teachers’ Leader Training enabled us to identify needs and implement plans. Next year we will be implementing new district-wide student records management software program and will be training the office staff and administration in its applications Weed Union Elementary School Technology Plan
  • 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 Steve Mitrovich Date Added: ____________________ PRINTED NAME OF AUTHORIZED REPRESENTATIVE Selected For Random Review: __________________________ District Superintendent TITLE OF AUTHORIZED REPRESENTATIVE Comments: SIGNATURE DATE Weed Union Elementary School Technology Plan
  • Acknowledgments District and Community Support: Governing Board: Debbie Goltz, President John Gaustad Deborah Goltz Jaylene Forbes Scott Hinchcliff Administration Steve Mitrovich, Superintendent Local Representatives: Gene Arnold, Director, Information Technology Services, Siskiyou County Nancy Silva, Region II California Technology Assistance Project Weed Union Elementary School Site Council Weed Union Parents For School Success College of the Siskiyous, GEARUP Representatives Weed Union Elementary Technology Committee Membership Weed Union Elementary School Technology Plan 3
  • DISTRICT SUMMARY AND PLAN DURATION Description We are a rural K-8 school located at the base of To live, learn and work successfully majestic Mount Shasta in far northern California. in an increasingly complex and Weed is a small town of 3,000 population faced with information-rich society, students the challenges of geographic isolation, ethnic must be able to use technology diversity, economic hardship, mobility, and severe effectively. To do so, technology weather. leaders need to accomplish the WES DATA: 72% free/reduced lunch; 6.1% ELL following: students; CALWORKS 24%; Compensatory Education 99.8%. Demographics: 7.8% African- • Evaluate the needs of the students American, 12.9% Hispanic, 2.7% American Indian, and stakeholders and coordinate 0.2 Pacific Islander, 6.6% Asian, 56.4 % White, 1.0% that with the technology Filipino, 12% Multiple, White, 56.6%. available. http://www.sisnet.ssku.k12.ca.us/~weedelem/WES- SARC-0405.html. The school site is centrally located • Budget and allocate funds in town. Our school campus has four separate necessary to sustain up to date building units connected by corridors and within technology infrastructure. close proximity to two portable buildings. Students in grades • Provide on-going technology Kindergarten through fifth are taught in self- training that is of the highest contained classrooms while sixth, seventh, and eighth quality students are in a Middle School setting. The office, technology lab, and library/media center are housed • Create a research based together. A separate modern gymnasium is on technology program that makes a campus. definable difference in the students’ lives. Vision Statement The Weed Union Elementary School community is committed to the integration of technology as a tool for classroom learning, and to increase teacher and administrative productivity. It is our goal that the skill base of technology users Weed Union Elementary grows continuously. Technology is an essential component of student preparation in the completion of their respective educational experiences. Students will need an increasing variety of technological tools to match the growing complexity of job and career needs. 1. All members of our school community are lifelong learners of technology. 2. Technology supports the diverse learning styles of our students. Students can assimilate and continuously make greater use for the tools of technology from Kindergarten through Eighth grade. Mission Statement Weed Union Elementary School Technology Plan 4
  • • Weed Union Elementary School District is committed to the ongoing development of infrastructure, hardware, software, and quality professional development related to these resources in order to implement all of these efforts successfully within the learning environments of our children. • Weed Union Elementary District is committed to the pursuit of strong, informed, insightful leadership in the areas of educational technology and views this ongoing pursuit as the impetus to effective uses of technology in the schools and classrooms of Weed Elementary School District. • Weed Union Elementary School District is dedicated to the acquisition and support of effective educational technology that provides teachers and students: • Real-world contexts for learning • Connections to larger learning communities • Opportunities to individualize and apply learning CRITERIA Item 1 / PLAN DURATION 1. a. The plan guides the district’s use of education technology for the next 3-5 years. The Weed Union Elementary School district plan covers 5 years, from July1, 2005 to June 30, 2010. It will serve as the primary tool to guide the district’s acquisition, sustainability, and integration of technology. Our technology stakeholders committee to monitor all components will review this plan annually and objectives set forth in this plan. Any modifications required through such review will be communicated to both the District Superintendent and School Board. The District Technology Coordinator will then work with the Superintendent to implement any required revisions directly with District Administrators. The Program Timeline form identified as Appendix item D will outline in detail the schedule for all activities and program components identified in this District Education Technology Plan and for all subsequent monitoring processes and responsibilities throughout our plan duration. Weed Union Elementary School Technology Plan 5
  • CRITERIA Item 2 / STAKEHOLDERS 2. a. This section describes how a variety of stakeholders from within the school district and the community-at-large participated in the planning process. Stakeholders Involvement The Technology committee meets on a monthly basis ,and was involved in the development of the technology plan. and was involved in the development planning process of this technology plan.Teachers reported to their grade level meetings to discuss technology issues, provide surveys, and general feedback. A board member was in an advisory position, but had input especially on the budget. The Weed Union Elementary School Site Council meetings were a forum for us to share progress on our plan and iideas and general support for technology from parents. Generally, the business and non- profit groups in our area are not large enough to have the time for input. However, the technology team plans to explore Kiwanis and Rotary Clubs for input of time and funds. Stakeholders Chart Name of Partner Role in Development Role in Ongoing Type of and Contact of the Technology Support of the Stakeholder Information Plan Project Parents For Students Evaluation President, Martie Success (PFSS) Parents Hagarty, Leanne Local Representatives, Evaluation Starling School Site Council (530) 938-2715 Jill Poloni Assist in District jponloni@sisnet.ssku.k12.ca Success For All Implementation of Curriculum .us Coordinator plan Personnel (530) 938-2715 Mary L. Girard Committee Member Coordinate mgirard@sisnet.ssku.k12.ca purchases and District .us (530) 938-2715 Committee Member monitor system Technology Personnel Debbie Moser dmoser@sisnet.ssku.k12.ca. Implementation us Steve Mitrovich Superintendent Oversee Site (530) 938-2715 Committee Member implementation of Administration plan Weed Union Elementary School Technology Plan 6
  • Name of Partner Role in Development Role in Ongoing Type of and Contact of the Technology Support of the Stakeholder Information Plan Project Jerry Bailey Committee Member Staff Liaison jbailey@ Implementation sisnet.ssku.k12.ca.us Committee Member Staff Liaison Site Teachers Karen Mazzei Implementation kmazzei@sisnet.k12.ca.us Committee Member Staff Liaison Cyndi Blevins cblevins@sisnet.ssku.k12.c Implementation a.us Gene Arnold Advisor Technical Support garnold@sisnet.ssku.k12.ca. Educational Support Government us agencies, Technical Support Siskiyou County Office Educational Support including county of Education offices of CTAP Region II education and Nancy Silva, CTAP II CTAP Region Technology Plan Advisor Alicia West, Advisor Staff Liaison Coordinator Gaining Evaluation College of the Early Awareness and Siskiyous Readiness for Undergraduate Programs (GEARUP) Weed Union Elementary School Technology Plan 7
  • CURRICULUM DRIVEN TECHNOLOGY GOALS CRITERIA Item 3 / Curriculum Driven Technology Goals Weed Union Elementary School District subscribes to the following guidelines in establishing all goals, objectives, and benchmarks identified throught this technology plan. Curriculum California Adopted Content Standards Instruction California Standards for the Teaching Profession Student Technology Skills and Benchmarks District Technology Benchmarks based on examples from CTAP (See Appendix B) Teacher Technology Skills and Benchmarks Basic Technology Standards for Teacher (CTAP 100) (See Appendix A) The outcomes suggested here are designed to provide Weed Elementary with a variety of technology-based resources and establish direction for their use through integration in teaching and learning. These technology resources will improve the delivery of instruction and provide opportunities for students to create multi-media learning products. The District’s “Equitable Access” Policy regarding technology Technology Access for Special Needs Students Weed Union Elementary School District computer resources are available and accessible to all students regardless of learning style, grade level, special needs, or physical limitations. The district will address special technological needs as they arise. All buildings and facilities meet ADA requirements. Weed Union Elementary School District is committed to equitable access to all technology for all students. The actions that underpin this commitment are defined in such legislation as The Individuals with Disabilities Education Act, a federal law passed in 1975 and re-authorized in 1990, which mandates that all children receive a free, appropriate public education regardless of the level or severity of their disability. It provides funds to assist states in the education of students with disabilities and requires that states make sure that these students receive an individualized education program based on their unique needs in the least restrictive environment possible. P. L. 94-142 also provides guidelines for determining what related services are necessary and outlines a “due process” procedure to make sure these needs are adequately met. In order to address the needs of these identified students; SELPA will evaluate and suggest software and hardware to help meet each child’s unique needs. Weed Union Elementary School District Weed Union Elementary School Technology Plan 8
  • holds itself accountable to all statutes set forth in this legislation and has taken every step necessary to develop the goals, objectives, and benchmarks found within this technology plan in a manner congruent with the mandates set for in this legislation. At the state and district level, educators have identified essential learning requirements for students. The four California State Learning Goals are supported by detailed Essential Academic Learning Requirements in the areas of reading, writing, communications, mathematics, and several subject areas. Weed Union Elementary School District adopted curricula incorporate the California State Standards learning requirements. An effort is underway to include our technology learning goals in all adopted curriculum documents, as well as the California Standards for the Teaching Profession. (see Appendix A) Safe School/Learning Environment Policy regarding technology Siskiyou County Office of Education provides our internet access and filters all access. CIPA compliance was certified, 2001 by the governing board. The district's Appropriate Use Policy reflects CIPA compliance. A copy of this document is included in APPENDIX F. CRITERIA 3 / CURRICULUM COMPONENT GOALS 3. a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours. Classroom computers are available throughout the school day. The computer lab facilities, and library are available throughout the day. The lab has scheduled classes, and teachers have access within their own classrooms and can reserve the lab for other special projects. Teachers meet with the Technology Director to plan and implement the integration of technology with the lesson plans prior to students using the computer lab. Special permission may be granted for additional use pending available resources and personnel. Weed Union Elementary School Technology Plan 9
  • CRITERIA 3a. –Current Access To Technology Tools In grades K-8 students check out and use AlphaSmarts. In grades 1-2 students still use Mac SE 30's and ImageWriter printers for classroom use. (4 per classroom) We do not include them on the list because they do not meet standards. We have a 18:1 ratio for student to computers, all of which are newer than four years old. School Site: Weed Union Elementary School Students Access to General Population Students Special Education Students GATE Students E.L.L. Students Technology in: K-3 and 4-8 K-3 and 4-8 K-3 and 4-8 K-3 and 4-8 Classrooms 1 per classroom :PowerMac 1 per classroom: PowerMac 1 per classroom :PowerMac 1 per classroom :PowerMac 5200/120 Grade K-3 5200/120 Grade K-3 5200/120 Grade K-3 5200/120 K-4 Grades 4-8 1 Apple PowerMac G3 Grade 3 1 Apple PowerMac G3 Grade 3 2 PC Pentium 1's Grade 4-8 Grade 4-8 Grade 4-8 1 EMAC 2 PC Pentium 1's 2 PC Pentium 1's 2 PC Pentium 1's Library/media 2iMac CD 350Mhz 2iMac CD 350Mhz 2iMac CD 350Mhz 2iMac CD 350Mhz centers 2 iMac LAPTOP 400 MHz 2 iMac LAPTOP 400 MHz 2 iMac LAPTOP 400 MHz 2 iMac LAPTOP 400 MHz Network Printer Shared with Lab Network Printer Shared with Lab Network Printer Shared with Lab Network Printer Shared with Lab 1 MAC Tower Serve Computer labs 5 iMac 400 MHz, 5 iMac 400 MHz, In addition to General 5 iMac 400 MHz, 1 iMac Tower OS 10 1 iMac Tower OS 10 Population: 1 Canon ZR 10 1 iMac Tower OS 10 5 PowerMac 5400/180, 5 PowerMac 5400/180, Video Camera, 5 PowerMac 5400/180, 13 PowerMac 5200/220, 13 PowerMac 5200/220, Yashica Digital Zoom Camera 13 PowerMac 5200/220, 5 Apple LaserWriter IIF, 5 Apple LaserWriter IIF, 1 VHS Super 8 Camera 5 Apple LaserWriter IIF, 1 Network HP LaserJet 2100 1 Network HP LaserJet 2100 1 Network HP LaserJet 2100 1 Apple 3 Scanner 1 Apple 3 Scanner 1 Apple 3 Scanner 2 Apple Lab Carts of Laptops 2 Apple Lab Carts of Laptops 2 Apple Lab Carts of Laptops 5 iMac 400 MHz, 5 iMac 400 MHz, In addition to General 5 iMac 400 MHz, After School Hours 1 iMac Tower OS 10 1 iMac Tower OS 10 Population: 1 Canon ZR 10 1 iMac Tower OS 10 (Monday-Friday 5 PowerMac 5400/180, 5 PowerMac 5400/180, Video Camera, 5 PowerMac 5400/180, 8:00-8:30 & 13 PowerMac 5200/220, 13 PowerMac 5200/220, Yashica Digital Zoom Camera 13 PowerMac 5200/220, 3:00-3:30) 5 Apple LaserWriter IIF, 5 Apple LaserWriter IIF, 1 VHS Super 8 Camera 5 Apple LaserWriter IIF, 1 Network HP LaserJet 2100 1 Network HP LaserJet 2100 1 Network HP LaserJet 2100 1 Apple 3 Scanner 1 Apple 3 Scanner 1 Apple 3 Scanner 2 Apple Lab Carts of Laptops used2 Apple Lab Carts of Laptops used 2 Apple Lab Carts of Laptops used in classrooms by rotation classrooms by rotation classrooms by rotation Weed Union Elementary School Technology Plan 10
  • 3a. Weed Union Elementary School District's Teacher Access and 3. b. Description of the district’s current use of hardware and software to support teaching and learning. The typical frequency and type of use (technology skills/information literacy/integrated into the curriculum) generally by type of school and/or academic subject. Weed Union Elementary School District’s Hardware Use: Weed Union Teacher Access to Hardware (site-based servers, individual workstations, peripherals) Fulltime Teaching Staff Part-Time Teaching Staff Administrative Staff Instructional Aides Elementary School Technology in: K-4 of Use Type K-4 Frequency of Use K-8 K-4 District’s current K-4 4-8 4-8 4-8 hardware use by site: 4-8 3b Classrooms 1 per classroom :PowerMac 1 per classroom :PowerMac 1 PowerMac 5400/180, 1 per classroom :PowerMac 5200/120 Grade K-4 5200/120 Grade K-4 LaserWriter 1264 PS, 5200/120 Grade K-4 1 Dell Pentium II Grade 4-8 Grade 4-8 1 LaserJet Grade 4-8 1 per classroom :PowerMac 1 per classroom :PowerMac 1 PowerMac Tower 5200/120 Grade K-4 5200/120 Grade K-4 1 Epson Stylus Printer 1 per classroom :PowerMac 2 PC Pentium 1's 2 PC Pentium 1's 5200/120 Grade K-4 Grade 4-8 Grade 4-8 2 PC Pentium 1's Grade 4-8 Library/media 2iMac CD 350Mhz 2iMac CD 350Mhz 2iMac CD 350Mhz 4 iMac CD 350Mhz, centers 2 iMac LAPTOP 400 MHz 2 iMac LAPTOP 400 MHz 2 iMac LAPTOP 400 MHz 2 iMac DV 400 MHz Network Printer Shared with Lab Network Printer Shared with Lab Network Printer Shared with Lab HP DeskJet 895CXi 1 MAC Tower Server 1 MAC Tower Server 1 MAC Tower Server 1 imax server Computer labs 5 iMac 400 MHz, 5 iMac 400 MHz, 5 iMac 400 MHz, 5 iMac 400 MHz, 1 iMac Tower OS 10 1 iMac Tower OS 10 1 iMac Tower OS 10 1 iMac Tower OS 10 5 PowerMac 5400/180, 5 PowerMac 5400/180, 5 PowerMac 5400/180, 5 PowerMac 5400/180, 13 PowerMac 5200/220, 13 PowerMac 5200/220, 13 PowerMac 5200/220, 13 PowerMac 5200/220, 5 Apple LaserWriter IIF, 5 Apple LaserWriter IIF, 5 Apple LaserWriter IIF, 5 Apple LaserWriter IIF, HP LaserJet 2100, network HP LaserJet 2100, network HP LaserJet 2100, network HP LaserJet 2100, network 1 Canon ZR 10Video Camera 1 Canon ZR 10Video Camera 1 Canon ZR 10Video Camera 1 Canon ZR 10Video Camera 1 Yashica Digital Camera, 1 Yashica Digital Camera, 1 Yashica Digital Camera, 1 Yashica Digital Camera, 1 Epson Stylus 1 Epson Stylus 1 Epson Stylus 1 Epson Stylus 1 Apple 2 Scanner 1 Apple 2 Scanner 1 Apple 2 Scanner 1 Apple 2 Scanner Apple Presentation-Grades 4-8 Apple Presentation-Grades 4-8 Apple Presentation-Grades 4-8 Apple Presentation-Grades 4-8 After School Hours All of the above All of the above All of the above All of the above (Monday-Friday 8:00-8:30 & 3:00-3:30) Weed Union Elementary School Technology Plan 11
  • Site: Weed Union Technology Skills: Scheduled Daily Elementary Students receive instruction on the use of computer-based Instructional Component: technology as an integrated component of their classroom Individually, students rotate instruction beginning in grade 3. Teachers work to using computers in the incorporate skills at each grade level in a way that leads classroom on a daily basis students towards proficiency of the district 4th and 6th grade 45 minutes per day technology benchmarks. Scheduled Weekly Instructional Component: As a class, students use the school lab and portable lab on cart with at least 2:1 ratio for one hour on a bi-weekly basis. Information Literacy: Scheduled Annual In grades 4 and 6 all students receive direct instruction on Instructional Component: researching, analyzing, and documenting traditional and All 4th and 6th graders digital resources from the site library/media specialist to participate in a daylong support the development of a research report that uses institute on information traditional and digital resources, including the Internet. literacy strategies and processes utilizing lab facilities with at least 2:1 ratio. Non-scheduled Project Related Component: 4th – 6th grades, students identify the process used to validate all digital resources included in formal research projects and presentations. Curricular Integration: Scheduled Weekly All teachers provide student’s access to classroom Instructional Component: workstations and the Internet to research current event topics Students access information such as weather, local issues, community events, and and present to class to be used national news. as discussion starters, writing prompts, and extended problem solving opportunities. 60 minutes Weed Union Elementary School Technology Plan 12
  • Site: Weed Middle Technology Skills: Scheduled Daily School All grade 6th, 7th, and 8th grade students must participate in Instructional Component: and pass a trimester-long beginning computer course that Students engage in and learn covers basic technology and information literacy skills. basic computer skills during Course completion is primarily dependent upon passing a the trimester-long course computer proficiency exam aligned to the district 6th grade utilizing a tech. class with at technology benchmarks. least a 2:1 ratio. Information Literacy: Scheduled Daily All grade 7 students must participate in and pass a trimester- Instructional Component: long beginning computer course that covers grade Students engage in and learn appropriate, basic technology and information literacy skills. basic computer skills during Course completion is primarily dependent upon passing a the trimester-long course computer proficiency exam aligned to the district 6th grade utilizing a tech. class with at technology benchmarks. least a 2:1 ratio. Curricular Integration: Non-scheduled Project All grade 6, 7 and 8 teachers require students to call upon Related Component: and use grade appropriate technology skills as identified by All Middle School students district technology benchmarks within the regular context of integrate technology as a researching, creating, and presenting their learning. regular tool in which to research, create, and present their learning in the core areas. Weed Union Elementary School Technology Plan 13
  • 3. b Weed Union Elementary School District’s Software Use District’s current Software (site-based instructional and/or student-management systems) software use by site: Type of Use Frequency of Use Weed Union Elementary School Technology Plan 14
  • Site: Technology Skills: Scheduled Weekly Weed Union Students are provided access to all basic desktop software Instructional Component: Elementary School applications including but not limited to word processors, All 2nd through 6th grade spreadsheets, multimedia presentations (PowerPoint, Hyper students are engaged in the use Studio), web browsers, and image editing/publishing of one or more basic desktop programs (iMovie). These software applications are software applications either in integrated into various classroom-based assignments and the context of their class work projects as deemed appropriate and instructionally valid by or during structured computer the teacher. lab activities. Information Literacy: Scheduled Annual Students and teachers are introduced to the functionality of Instructional Component: the updated workstation based browsers that allow All 4th and 6th graders authentication of website authorship during their information participate in a daylong literacy workshops in 4th and 6th grades. Additionally, the institute on information Siskiyou County Server has employed CIPA compliant literacy strategies and RS2000 filtering software on the entire district area network. processes utilizing lab Internet Explorer, Netscape, Search tools such as facilities with at least 2:1 ratio. Yahooligans, Eyewitness Children’s Encyclopedia. Curricular Integration: Scheduled Bi-Weekly All teachers in grades K through 6 use Success For All as an Instructional Component: ongoing assessment of standards-based reading Students are generally comprehension skills in order to guide their students’ skill assessed on a Monthly basis. development and independent reading choices. Accelerated Math, Microsoft Word, Math and Spelling Blaster, Scholastic Encyclopedia, Kid Works, Kidspiration, Oregon Trail, Science Blaster, Jr., Student Management: Scheduled Daily Student Virtual Education (Edmin.com) is used as our student Management Component: management system with access provided minimally to the Student attendance office level of each site within the district. information is submitted daily Easy Grade Pro and cross-referenced with student performance data uploaded monthly. Weed Union Elementary School Technology Plan 15
  • Site: 2nd -5th Grade Technology Skills: Scheduled Weekly Weed Union Students are provided access to all basic desktop software Instructional Component: Elementary applications including but not limited to CD’s for teaching All 2nd through 6th grade keyboarding skills by grade level and ability. Type to Learn students are engaged in the use Apple Works, Microsoft Word, Microsoft Excel, Power of one or more basic desktop point, Hyper Studio, Claris Homepage, Apple Works, software applications either in iMovie, Internet Explorer, Search Engines: Sherlock 2, the context of their class work Google, Alta Vista. These software applications are or during structured computer integrated into various classroom-based assignments and lab activities. projects as deemed appropriate and instructionally valid by the teacher. WEED MIDDLE SCHOOL Scheduled Annual Information Literacy: Instructional Component: Students and teachers are introduced to the functionality of All Middle School students the updated workstation based browsers that allow participate in a day- long authentication of web site authorship during their institute on information information literacy workshops in 77h and 8th grades. literacy strategies and Additionally, the Siskiyou County Server has employed processes utilizing lab CIPA compliant RS2000 filtering software on the entire facilities with at least 2:1 ratio. district area network. Internet sties that provide samples of the MLA format; a variety of search tools such a Sherlock 2, and Google, activities to evaluate the validity of Internet sites. Curricular Integration: Scheduled Bi-Weekly All teachers in grades K through 6 use Success For All as an Instructional Component: ongoing assessment of standards-based reading Students are generally comprehension skills in order to guide their students’ skill assessed on a mid Trimester development. and Trimester basis. Student Management: Scheduled Daily Student Virtual Education (Edmin.com) currently is used as our Management Component: student management system with access provided minimally Student attendance to the office level of each site within the district. information is submitted daily Accelerated Math, Microsoft Word, Microsoft EXCEL, and cross-referenced with Math Blaster Pre-Algebra, Microsoft Power Point, and student performance data Hyper Studio. uploaded monthly. Weed Union Elementary School Technology Plan 16
  • 3. c. Summary of the District’s curricular goals and academic content standards as spelled out in various district and site comprehensive planning documents. The Weed Union Elementary School District provides all students with a rich and rigorous academic environment aligned to both the content and cognition level identified in the California Adopted Academic Content Standards. As such, Weed Union Elementary School District has established clear goals tied to the Academic Content Standards measured by various district-wide and site-based assessment systems and referenced in comprehensive planning documents and efforts. Curricular Goals Student District and/or Site- Comprehensive Planning Document(s) (reading/language arts, Populatio Based Assessment(s) Identifying Goal math, science, social n Focus Measuring Goal science) Increase Students’ All Students CA Standards Test Language SSR Plan at each K-8 site Reading/Language Arts Arts Scores and District Adopted Promotion/Retention Guidelines proficiency Curriculum Based Measurements California State Standards RESULTS for K-6 District Graduation Requirements Success For All Reading District Expected School-Wide Learning Results Scores District 8th Grade Graduation Requirements Increase Students’ All Students California Standards Test for SSR Plan at each K-8 site Writing Proficiency 4th and 7th grades District Adopted Promotion/Retention Guidelines Curriculum Based Measurements California State Standards District Graduation Requirements District Expected School-Wide Learning Results District 8th Grade Graduation Requirements Increase Math All Students CA Standards Test SSR Plan at each K-8 site Scores District Adopted Promotion/Retention Guidelines Curriculum Based California State Standards Measurements District Graduation Requirements District Expected School-Wide Learning Results District 8th Grade Graduation Requirements Weed Union Elementary School Technology Plan 17
  • 3. d. List 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 Weed Elementary School has identified writing a school-wide improvement goal. We have at least two school prompts a year evaluated by all staff. Students use technology in projects Standards aligned writing presentation rubrics. The writing schedule is also referenced in our Leadership Team school calendar targeting Language Arts. See the chart below and Appendix D for our list of implementation steps. Goal 1: Technology will be integrated to support increased achievement in the areas of Language Arts through Standards Based Curricular activities in grades 4-8. Objective 1 of 2: 90% of 4th – 8th grade Evaluation Frequency of Program Modification Process and Responsible Funding Source students at Weed Union School District, Instrument(s) & Data Collection Person(s) Elementary and Middle School sites will to be Collected produce at least two appropriate grade level formatted, word processed documents as the tool by which to exhibit standards aligned writing skills. Weed Union Elementary School Technology Plan 18
  • Benchmark End of Year 1: Eval. Instrument: Teacher General Budget 50% of 4th – 8th grade students at Weed District Student Trimester II & will collect and evaluate 2 student-produced Union School District, Elementary and Technology Trimester III documents during the course of the second and Middle School sites will produce at least Benchmarks third Trimester. two appropriate grade level formatted, District Level Teacher word processed documents as the tool by Writing Rubrics will assess all portfolios at end of year and report which to exhibit proficient standards Aligned to percentages of students that have produced at least aligned writing skills. California’s two appropriate grade level formatted, word- Benchmark End of Year 2: Adopted Language processed documents as the tool by which to 60 % of 4th – 8th grade students at Weed Arts Standards exhibit proficient standards aligned writing skills. Union School District, Elementary and CST’s Teacher will identify results and report back to Middle School sites will produce at least school site department chairs and administration two appropriate grade level formatted, Data: Proficiency for program modifications where objectives where word processed documents as the tool by level not met. which to exhibit standards aligned writing Two word processed TWT Mentors skills. pieces of student work Benchmark End of Year 3: 70% of 4th – 8th grade students at Weed Union School District, Elementary and Middle School sites will produce at least two appropriate grade level formatted, word processed documents as the tool by which to exhibit standards aligned writing skills. Weed Union Elementary School Technology Plan 19
  • Objective 1 of 2: 90% of 4th – 8th grade Evaluation Frequency of Program Modification Process and Responsible Funding Source students at Weed Union School District, Instrument(s) & Collection Person(s) Elementary and Middle School sites will Data to be Collected produce at least two appropriate grade level formatted, word processed documents as the tool by which to exhibit standards aligned writing skills. Benchmark End of Year 4: Eval. Instrument: Teacher General Budget 80% of 4th – 8th grade students at Weed District Student Trimester II & will collect and evaluate 2 student-produced Union School District, Elementary and Technology Trimester III documents during the course of the second and Middle School sites will produce at least Benchmarks third Trimester. two appropriate grade level formatted, District Level Teacher word processed documents as the tool by Writing Rubrics will assess all portfolios at end of year and report which to exhibit proficient standards Aligned to percentages of students that have produced at least aligned writing skills. California’s two appropriate grade level formatted, word- Benchmark End of Year 5: Adopted Language processed documents as the tool by which to 90 % of 4th – 8th grade students at Weed Arts Standards exhibit proficient standards aligned writing skills. Union School District, Elementary and Teacher will identify results and report back to Middle School sites will produce at least Data: school site department chairs and administration two appropriate grade level formatted, Two word processed for program modifications where objectives where word processed documents as the tool by pieces of student work not met. which to exhibit standards aligned writing TWT Mentors skills. Objective 2 of 2: 95% of all Weed Union Evaluation Frequency of Program Modification Process and Responsible Funding Source Elementary School 6th – 8th grade Instrument(s) & Collection Person(s) students will use computer related Data to be Collected presentation software and related research and communication skills to create at least one multimedia presentation in the area of Language Arts. Weed Union Elementary School Technology Plan 20
  • Benchmark End of Year 1: Eval. Instrument: Yearly Teachers General Fund 55% of all 6th – 8th grade students at Weed District Student collect and assess the student work samples and Union Elementary School District sites Technology add them to the site-based student work portfolio. will use computer related presentation Benchmarks The Technology Lead Teacher and Assistant software and related research and Technology Teacher will assist teachers. communication skills to create at least one Standards aligned multimedia presentation in the area of presentation rubric Language Arts and one other curriculum Grade Level Teachers area. will identify results from each site and report back Benchmark End of Year 2: Data: to school site’s department chairs and 65% of all 6th – 8th grade students at Weed Student work portfolio administration for program modifications where Union Elementary School District sites containing Language objectives were not met. will use computer related presentation Arts presentation software and related research and communication skills to create at least one multimedia presentation in the area of Language Arts and one other curriculum area. Benchmark End of Year 3: 75% of all 6th – 8th grade students at Weed Union Elementary School District sites will use computer related presentation software and related research and communication skills to create at least one multimedia presentation in the area of Language Arts and one other curriculum area. Weed Union Elementary School Technology Plan 21
  • Benchmark End of Year 4: Eval. Instrument: Yearly Teachers General Fund 85% of all 6th – 8th grade students at Weed District Student collect and assess the student work samples and Union Elementary School District sites Technology add them to the site-based student work portfolio. willuse computer related presentation Benchmarks The Technology Lead Teacher and Assistant software and related research and Technology Teacher will assist teachers. communication skills to create at least one Standards aligned multimedia presentation in the area of presentation rubric Language Arts and one other curriculum Grade Level Teachers area. will identify results from each site and report back Benchmark End of Year 5: Data: to school site’s department chairs and th th 95% of all 6 – 8 grade students at Weed Student work portfolio administration for program modifications where Union Elementary School District sites containing Language objectives were not met. will learn how to use computer related Arts presentation presentation software and related research and communication skills to create at least one multimedia presentation in the area of Language Arts and one other curriculum area. 3. e. List of clear goals and a specific implementation plan as to how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace. The Weed Union Elementary School District provides all students with a rich and rigorous academic environment aligned to both the content and cognition level identified in the California Adopted Academic Content Standards. As such, Weed Union Elementary School District has established clear goals for student use tied to the Academic Content Standards measured by various district-wide and site-based assssessments. See the Chart below and Appendix D for the implementation timeline chart. 3.e 3. Site: Weed Union Elementary School Goal 1: By the end of Grade 3, Weed Union Elementary students will show competency in word processing and Internet research. Weed Union Elementary School Technology Plan 22
  • Objective 1 of 2: 80% of students at Evaluation Frequency of Program Modification Process and Responsible Funding Source Weed Union Elementary School District Instrument(s) & Data Collection Person(s) will be competent enough to complete a to be Collected one-page word processing document by the end of 3rd grade. Benchmark End of Year 1: Grade Level Yearly Document collection and evaluation by Teacher. General Fund 45% of students will be competent enough Technology Standards to complete a one-page word processing Teacher will observe students' skills and assess the document by the end of the 3rd grade. One page of word document for proficiency. processing document. Benchmark End of Year 2: 55% of students will be competent California’s Adopted enough to complete a one-page word Language Arts processing document by the end of the 3rd Standards grade. _________________________________ Benchmark End of Year 3: 65% of students will be competent enough to complete a one-page word processing document by the end of the 3rd grade. __________________________________ Benchmark End of Year 4: 75% of students will be competent enough to complete a one-page word processing document by the end of the 3rd grade. Benchmark End of Year 5: 85% of students will be competent enough to complete a one-page word processing document by the end of the 3rd grade. Weed Union Elementary School Technology Plan 23
  • Objective of: Objective 2 of 2: 80% of Grade level Yearly Teacher will assess research to see if student is General Fund Weed Union Elementary School District Technology Standards proficient. Teacher will assess research to see if students will be familiar with accessing student is proficient based on State and Tech the Internet to get information for Research gathered Standards by using District Technology Standards research. from Internet sources Benchmark End of Year 1: 50% of students will access the Internet to get information for research. Benchmark End of Year 2: 60% of students will access the Internet to get information for research. Benchmark End of Year 3: 70% of students will access the Internet to get information for research. Benchmark End of Year 4: 80% of students will access the Internet to get information for research. Benchmark End of Year 5: 90% of students will access the Internet to get information for research. Site: Weed Union Elementary School Grades 4-8 Goal 2: Technology skills will be integrated into the curriculum to provide students with knowledge and skills needed for research that will support district and state adopted curriculum standards Objective 1 of 2: 90% of 4th to 8th grade Evaluation Frequency of Program Modification Process and Responsible Funding Source students at Weed Union Elementary will Instrument(s) & Data Collection Person(s) demonstrate use of web based to be Collected technology that will be integrated into the curriculum by producing two web- based research papers per year. Weed Union Elementary School Technology Plan 24
  • Benchmark End of Year 1: Evaluation Instrument: Each Teacher will collect and assess the student work General fund 65% of 4th to 8th grade students will Trimester and add them to the site-based student work demonstrate use of web-based technology State Subject Area folders. that will be integrated into the curriculum Standards by producing two web-based research papers per year. Data: Benchmark End of Year 2: Student work folders 70% of 4th to 8th grade students will containing two-grade demonstrate use of web-based technology level, curriculum that will be integrated into the curriculum based reports. by producing two web-based research papers per year. Benchmark End of Year 3: 75% of 4th to 8th grade students will demonstrate use of web-based technology that will be integrated into the curriculum by producing two web-based research papers per year. Benchmark End of Year 4: 80% of 4th to 8th grade Weed Union Elementary School students will demonstrate use of web-based technology that will be integrated into the curriculum by producing two web-based research papers per year. Benchmark End of Year 5: 90% of 4th to 8th grade Weed Union Elementary School students will demonstrate use of web-based technology that will be integrated into the curriculum by producing two web-based research papers per year. Weed Union Elementary School Technology Plan 25
  • Objective 2 of 2: 90% of 6th to 8th grade Evaluation Instrument: Each Teacher will observe and assess student work and General Fund students at Weed Union Elementary Trimester add comments to the student’s work folder. School will produce at least two District student appropriate, grade level formatted technology multimedia presentations. benchmarks State Subject Area Benchmark End of Year 1: 50% of the Standards 6th to 8th grades students at Weed Union Elementary School will produce at least Data: two appropriate, grade level formatted multimedia presentations. Student presentations Benchmark End of Year 2: 60% of the 6th to 8th grades students at Weed Union Elementary School will produce at least two appropriate, grade level formatted multimedia presentations. Benchmark End of Year 3: 70% of the 6th to 8th grades students at Weed Union Elementary School will produce at least two appropriate, grade level formatted multimedia presentations. Benchmark End of Year 4: 80% of the 6th to 8th grades students at Weed Union Elementary School will produce at least two appropriate, grade level formatted multimedia presentations. Benchmark End of Year 5: 90% of the 6th to 8th grades students at Weed Union Elementary School will produce at least two appropriate, grade level formatted multimedia presentations. Weed Union Elementary School Technology Plan 26
  • 3. f. Goals and implementation plan for to ensure appropriate access to technology for all students Weed Elementary provided special training for the Special Education teacher for completion of the new IEP forms, and special testing programs. GATE students have advanced training in computer skills in PowerPoint and iMovie, and advanced writing opportunities. Gate students present projects to our school community audience. Refer to the chart below and the timeline in Appendix D. Goal: 90% of all 4th – 8th grade students at Weed Elementary District sites will have access to technology and information literacy skills. Objective 1 of 2: 90% of 4th – 8th grade Evaluation Frequency of Program Modification Process and Responsible Funding Source students at Weed Union School District Instrument(s) & Collection Person(s) Elementary and Middle School sites will Data to be Collected have access to instruction on and produce an Internet based project. aligned to literacy skills. Weed Union Elementary School Technology Plan 27
  • Benchmark End of Year 1: 2nd Trimester Classroom Teacher, E-rate 50% of Instructors at Weed Union School 1 Item for Portfolio GATE Coordinator, General Funds District Elementary and Middle School California State ELD Coordinator, sites will teach with technology in their Technology Survey Technology Lead Teacher classroom. Benchmark End of Year 2: 60% of Instructors at Weed Union School District Elementary and Middle School sites will teach with technology in their classroom Benchmark End of Year 3: 70% of Instructors at Weed Union School District Elementary and Middle School sites will teach with technology in their classroom Benchmark End of Year 4: 80% of Instructors at Weed Union School District Elementary and Middle School sites will teach with technology in their classroom Benchmark End of Year 5: 90% of Instructors at Weed Union School District Elementary and Middle School sites will teach with technology in their classroom Weed Union Elementary School Technology Plan 28
  • Object 2 of 2 Attendance and 2nd Trimester Class Teacher, Technology Director, GATE Title 1 85% of 4th – 8th grade students at Weed Schedule Coordinator, ELD Coordinator, Technology General Funds Union School District Elementary and Committee, Middle School sites will have access to Superintendent computer instruction. Benchmark End of Year 1: 50% of 4th – 8th grade students at Weed Union School District Elementary and Middle School sites with access to the Computer Lab 40% of the time. Benchmark End of Year 2: 60% of 4th – 8th grade students at Weed Union School District Elementary and Middle School sites with access to the Computer Lab 40% of the time. Benchmark End of Year 3: 70% of 4th – 8th grade students at Weed Union School District Elementary and Middle School sites with access to the Computer Lab 40% of the time Benchmark End of Year 4: 80% of 4th – 8th grade students at Weed Union School District Elementary and Middle School sites with access to the Computer Lab 40% of the time Benchmark End of Year 5: 85% of 4th – 8th grade students at Weed Union School District Elementary and Middle School sites with access to the Computer Lab 40% of the time. Weed Union Elementary School Technology Plan 29
  • 3. g. 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. Weed Elementary School staff use data from our CST scores and California Academic Standards to set our academic goals. We train teachers to use data for academic planning from our Electronic data information. Refer to implementation timeline in Appendix D. This criteria is addressed in the chart below 3g.Goal: Teachers will be trained and uses the Virtual Ed. (Edmin.com) site for district record keeping and assessment. Objective 1 of 2: 90% of K – 8th grade Evaluation Frequency of Program Modification Process and Responsible Funding Source Teachers at Weed Union School District Instrument(s) & Collection Person(s) Elementary and Middle School sites will Data to be Collected have access to instruction on technology- assisted attendance. Weed Union Elementary School Technology Plan 30
  • Benchmark End of Year 1: Edmin.com Electronic Recorded Superintendent, General Funds 30% of K – 8th grade Teachers at Weed Data evidence of Technology Coordinator Union School District Elementary and input on Assistant Technology Coordinator Middle School sites will receive instruction Edmin.com Success For All Coordinator on how to record attendance. Monthly Benchmark End of Year 2: 60% of K – 8th grade Teachers at Weed Union School District Elementary and Middle School sites will receive instruction on how to record attendance. Benchmark End of Year 3: 70% of K – 8th grade Teachers at Weed Union School District Elementary and Middle School sites will receive instruction on how to record attendance. Benchmark End of Year 4: 80% of K – 8th grade Teachers at Weed Union School District Elementary and Middle School sites will receive instruction on how to record attendance. Benchmark End of Year 5: 90% of K – 8th grade Teachers at Weed Union School District Elementary and Middle School sites will receive instruction on how to record attendance. Weed Union Elementary School Technology Plan 31
  • Objective 2 of 2: 90 % of 4 th – 8th grade Easy Grade Pro Post grades Technology Coordinator Admin. Teachers at Weed Union School District On District Assistant Technology Coordinator TLT Elementary and Middle School sites will web site each receive instruction on using Electronic trimester. Grading system for more efficient assessment. Benchmark End of Year 1: 65% of 4th – 8th grade Instructors at Weed Union School District Elementary and Middle School sites will receive instruction on Easy Grade Pro, electronic grade program Benchmark End of Year 2: 70% of 4th – 8th grade Instructors at Weed Union School District Elementary and Middle School sites will receive instruction on Easy Grade Pro, electronic grade program Benchmark End of Year 3: 80% of 4th – 8th grade Instructors at Weed Union School District Elementary and Middle School sites will receive instruction on Easy Grade Pro, electronic grade program Benchmark End of Year 4: 85% of 4th – 8th grade Instructors at Weed Union School District Elementary and Middle School sites will receive instruction on Easy Grade Pro, electronic grade program Benchmark End of Year 5: 90% of 4th – 8th grade Instructors at Weed Union School District Elementary and Middle School sites will receive instruction on Easy Grade Pro, electronic grade program Weed Union Elementary School Technology Plan 32
  • 3. h. List of clear goals and a specific implementation plan to utilize technology to make teachers and administrators more accessible to parents. . Communication to parents is a top priority at Weed Elementary. Teachers write newsletters for parents. We have a webpage with a homework hotline, but many in our community cannot afford a computer and online access. According to parent surveys, the newsletters are very helpful. Please refer to the chart below and implementation timeline in Appendix D. This criteria is addressed in the chart 3.h 3h. Goal: Technology will provide better accessibility of teachers and administrator to parents. Objective 1 of 2: The Weed Evaluation Frequency Program Modification Process and Funding Source Union Elementary School District Instrument(s) & of Responsible Person(s) Teachers will use technology to Data to be Collection produce newsletters to inform Collected parents of class events. Weed Union Elementary School Technology Plan 33
  • Benchmark End of Year 1: Newsletter Bi-Weekly Teachers General Funds 65% of Instructors at Weed Union School District Superintendent District Elementary and Middle School CTAP2 Mentor sites will produce a newsletter to parents. District Technology Coordinator Benchmark End of Year 2: Assistant Technology Coordinator 70% of Instructors at Weed Union School District Elementary and Middle School sites will produce a newsletter to parents. Benchmark End of Year 3: 80% of Instructors at Weed Union School District Elementary and Middle School sites will produce a newsletter to parents. Benchmark End of Year 4: 85% of Instructors at Weed Union School District Elementary and Middle School sites will produce a newsletter to parents. Benchmark End of Year 5: 95% of Instructors at Weed Union School District Elementary and Middle School sites will produce a newsletter to parents. Weed Union Elementary School Technology Plan 34
  • Objective 2 of 2: Student Homework Upload daily District Superintendent General Funds The 4-8th grade teachers will provide a accessible by parents. to District web CTAP2 Onsite Mentor homework hotline on the District web site. Requested District Technology Coordinator site for students and parents to access. by parents Assistant Technology Coordinator survey. Benchmark End of Year 1: 65% of 4th – 8th grade Teachers at Weed Union School District Elementary and Middle School sites will provide a homework hotline on the District web site for students and parents to access. Benchmark End of Year 2: 75% of 4th – 8th grade Teachers at Weed Union School District Elementary and Middle School sites will provide a homework hotline on the District web site for students and parents to access. Benchmark End of Year 3: 80% of 4th – 8th grade Teachers at Weed Union School District Elementary and Middle School sites will provide a homework hotline on the District web site for students and parents to access. Benchmark End of Year 4 85% of 4th – 8th grade Teachers at Weed Union School District Elementary and Middle School sites will provide a homework hotline on the District web site for students and parents to access. Benchmark End of Year 5: 95% of 4th – 8th grade Teachers at Weed Union School District Elementary and Middle School sites will provide a homework hotline on the District web site for students and parents to access. Weed Union Elementary School Technology Plan 35
  • 3. i. List of benchmarks and a timeline for implementing planned strategies and activities. . Timelines and responsibilities for all benchmarks correlated to Curriculum Component objectives and activities are introduced within the Curriculum Component tables 3. d. – 3. h. of this section under the identified column heading, “Frequency of Collection” and then specified in detail in the Comprehensive Program Timeline (Appendix Item D) 3. j. 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. . The monitoring process for all benchmarks correlated to Curriculum Component objectives and activities are introduced within the Curriculum Component tables 3. d. – 3. h. of this section under the identified column heading, “Program Modification Process and Responsible Person(s)” and then specified in detail in the Comprehensive Program Timeline (Appendix Item D) Weed Union Elementary School Technology Plan 36
  • SECTION 3i and 3 j. Needs Assessment: Weed Union Elementary School District conducts a yearly needs assessment in order to help focus better on school-wide curriculum issues and link goals with scienitific data. Once completed this assessment tool helps examine the curriculum goals and objectives in order to identify instructional opportunities to infuse technology into the teaching and learning process. The assessment is divided into open ended questions as well as a series of yes/no questions regarding what is used in the instructional classroom and what is not. This assessment is also used to focus the direction of our staff development projects. (See Appendix F for the entire Needs Assessment tool) From the outcome of our needs assessment the planning committee has set goals for students at Weed Elementary School. Curriculum Integration Benchmarks The planning committee established two sources to assist instructors with integration issues. First there is a grade level guide (See Appendix B) covering all of the applications. Additionally, the following benchmarks have been established for teachers to use to guide them in their curricular development. Teachers at the K-1 level begin with at least one project a year aligned to the California State Standards, using the various applications. This objective then moves to two per year for years two and three; and three projects for years four and five. Teachers in grade 2-4 will be responsible for one application driven project the first year, two the second and third years, three the fourth year and five for the last year of the plan. Grade 5-6 begin with two projects in year one, three for year two.Years three and four have four projects and year five has five projects. At the upper end of the spectrum, 7th and 8th graders begin with two projects the first year, three for year two, four for year three, and five for the last two years of the plan. Minimum Yearly Benchmarks for Number of Project Implementations Grade 2006 2007 2008 2009 2010 Level Applicat Intern Applicat Internet- Applicat Internet Applicat Inter Applicat Inter ion- et- ion- based ion- -based ion- net- ion- net- based based based based based based based based K-1 1 1 2 1 2 1 3 2 3 2 2-4 1 1 2 2 2 2 3 3 5 3 5-6 2 2 3 2 4 3 4 3 5 3 7-8 2 3 3 3 4 3 5 4 5 4 Weed Union Elementary School Technology Plan 37
  • Project length varies from project to project. Some may be as short as one period in one day while more complex projects may take up to several months. Teachers must consider project length in order to meet the minimum number of projects required. It is possible that one project can integrate both general applications as well as be Internet-based. It can be assumed that projects integrating multiple technologies and multiple resources will require more time to complete. All Teaching With Technology (TWT) teachers already have started the implemention. Student Project Implementation Timeline 2006 #1 #2 #3 #4 #5 #6 #7 #8 #9 K-1 (2 Oct- Jan- projects) Dec April 2-4 (2) Oct- Jan- Dec April 5-6 (4) Sept- Dec Jan- April- Nov March May 7-8 (5) Sept- Dec Jan Feb- April- Nov March May 2007 K-1 (3) Oct- Dec Feb- Nov March 2-4 (4) Sept- Dec Jan- April- Nov March May 5-6 (5) Sept- Dec Jan Feb- April- Nov March May 7-8 (6) Sept- Nov Dec Jan Feb- April- Oct. March May 2008 K-1 (3) Oct- Dec April Nov 2-4 (4) Sept- Dec Jan- April- Nov March May 5-6 (7) Sept. Oct. Nov Dec Jan Feb- April- March May 7-8 (7) Sept. Oct. Nov Dec Jan Feb- April- March May 2009 K-1 (5) Sept- Dec Jan Feb- April- Nov March May 2-4 (6) Sept- Nov Dec Jan Feb- April- Oct. March May 5-6 (7) Sept. Oct. Nov Dec Jan Feb- April- March May Weed Union Elementary School Technology Plan 38
  • 7-8 (9) Sept. Oct. Nov Dec Jan Feb March April- May 2010 K-1 (5) Sept- Dec Jan Feb- April- Nov March May 2-4 (8) Sept.- Nov Dec Jan Feb March April- Oct. May 5-6 (8) Sept.- Nov Dec Jan Feb March April- Oct. May 7-8 (9) Sept. Oct. Nov Dec Jan Feb March April- May Potential Application-based Projects Associated with Content Area, Technology Skills, and Grade Level (teachers select appropriate number based upon grade level) Content Grad Skill/Concept Activity/Project Evaluatio Responsibility Area e n Level s General K-8 Technology Tests Written Classroom Computer Literacy and test and Teacher/Technol Knowledge Keyboarding timed ogy Coordinator keyboard ing test administe re yearly each Fall Language Arts K Keyboarding Students type words that Classroom , Word match a given sound, or Teacher Processing phoneme. They will use color to enhance the phoneme. K-1 Keyboarding Students use the Kid Pix Classroom , Word program to stamp Teacher Processing pictures, type the Paint, Draw, beginning letter of each and Graphics of the pictures using a capital letter and then type the matching lower case letter, using the Weed Union Elementary School Technology Plan 39
  • keyboard. 1-2 Keyboarding Students use a word Classroom , Word processing program Teacher Processing (Word, Claris Works...) to create an acrostic poem. Words provided by the teacher. 1-2 Keyboarding Students use AppleWorks Classroom , Word to edit a paragraph for Teacher Processing correct punctuation, capitalization and correct spelling of high frequency words. 2 Keyboarding Students will design Classroom , Word pictures of themselves Teacher Processing and type their names on Paint, Draw, the pictures using the and Graphics "Moopies" portion of the Kid Pix Deluxe program. 3 Keyboarding Students will research a Classroom , Word desert animal and create a Teacher Processing , 5 card HyperStudio stack DeskTop including description, Publishing, habitat, diet and an Paint, Draw, interesting facts. and Graphics, Math skill builder Multimedia, Spreadsheets, Databases, Internet/Tele communicati ons, Library use 4 Keyboarding, Use one computer in the Classroom Word front of the classroom to Teacher Processing brainstorm a story or paper together. Model how to gather facts and information. Write the sentences and paragraphs together, and then print the story or paper for students to look at when writing their own. If students are very reluctant to write, write a story as a class, then have Weed Union Elementary School Technology Plan 40
  • them write in a group or in pairs. After they have had this success, then have them write their own story. 4 Keyboarding Use a computer in the Classroom , Word front of the classroom to Teacher Processing model the critiquing and editing process on student or teacher writing. 8 Spreadsheets, Students create a Classroom Databases, publishing business. Teacher Word Students keep careful Processing, records of employees in a Desk Top spreadsheet or database Publishing, program, create pay scales, pay the taxes, keep track of benefits, and expenses. Students publish posters and signs for the school, create newsletters and create business cards. 7-8 Word Create a school or class Classroom Processing, newspaper or literary Teacher Desk Top publication. Publishing, 5 Multimedia Have students create Classroom Presentation stories or reports using Teacher multimedia in a program like HyperStudio. 5 Word Students create a card or Classroom Processing, two explaining why Teacher Multimedia another student should read a book or books by a particular author (multimedia book reports). 6 Multimedia Students create a video Classroom presenting persuasive Teacher information 7 Multimedia Use video and TV Classroom commercials to analyze Teacher persuasion and the difference between fact Weed Union Elementary School Technology Plan 41
  • and opinion. Students create their own commercial with video. 8 Word Students create Classroom Processing, multimedia presentations Teacher Multimedia on points of view of historical period by different people, or of a different subject area from the historical period 8 Multimedia Students create and Classroom present a video and/or Teacher multimedia presentation on a current events or issue. Mathematics K Students use the Kid Pix Classroom program to design Teacher patterns using the "stamp" tool and partners will continue the patterns. 1 Students use the Classroom Appleworks/Drawing Teacher Program to draw the basic shapes (circle, rectangle, and triangle) and the library (Foods1 and Foods2) feature to find foods that represent those shapes. 2 Students will use Classroom technology to draw Teacher shapes or select pictures to represent an addition or subtraction equation.They will also write the equation, and a story that matches the equation 3 Students use Kid Pix Classroom program to illustrate parts Teacher of a whole 3 Students will draw Classroom pictures of fractions and Teacher label them with the correct fractional amount. 1 Students will collect Classroom Weed Union Elementary School Technology Plan 42
  • classroom data (such as Teacher mode of transportation used to get to school) and prepare a pictograph to interpret the information. 4 Use a spreadsheet to Classroom create a graph of various Teacher information such as heart rates, surveys, etc. 4 Use graphing tools as a Classroom bridge between the Teacher concrete and abstract. Students compare information, such as bedtimes, pets, favorite books, TV shows, weather data they've collected. 5 Use a desktop publishing Classroom program to create a Teacher banner or poster about a math concept or advertising something using a math concept. 5 Students use a Classroom multimedia program such Teacher as HyperStudio to explain a math concept and provide a little quiz/review at the end. 6 Students research the Classroom application of a specific Teacher math skill in real life (or a mathematician and what they do) and create a multimedia presentation about their topic. All the stacks could be combined to make a class report. 6 Use a desktop publishing Classroom program to create a Teacher banner or poster about a math concept or advertising something using a math concept. Weed Union Elementary School Technology Plan 43
  • 8 Use spreadsheets to show Classroom math relationships, set up Teacher banks, or a telephone company, a refreshment business, or keep track of finances. In algebra, have students figure out how much money they could make at a car wash by manipulating the variables History/Social Studies K-3 Paint and Students use computer Classroom Graphics draw or stamp programs Teacher to elaborate the topic being studied 4-8 Word •Students write stories or Classroom Processing essays from the Teacher and Desktop perspective being studied. Publishing •Students write at least 5 arguments for an issue being studied. Have some students prepare at least 5 arguments for the other side. Then using the printed argument lists, stage a debate. •Students research a major battle and create a short skit using a word- processing program to perform for the class. •Students research a famous person and write a news article in a word processing program about how this person's choices or actions affected the war. Then compile the news articles to make a newspaper. •Students research and write a report, using a word processing program, about a major accomplishment or invention, its impact, the Weed Union Elementary School Technology Plan 44
  • results of its having taken place and other interesting information., •Students and use a draw program to attach a visual account of the event. •Students write fictional autobiographies from the different perspectives of an historical event. •Students create a poster related to the topic you're studying. •Students create a "wanted" poster of a fictitious or real-life outlaw. •Students create posters advertising jobs for women to work in factories. Discuss the history of women taking over men's jobs in the factories. •Students design a poster supporting or opposing an event in history. Have students debate the issues. •Students create a newspaper from the time period you are studying. •Students draw a map of an area or place. Be sure students include a map key. Another classmate can follow the directions and mark the spot. •Have students create a business card for themselves from a certain time period. •Students make invitations encouraging people to join in a protest or historical event. Then stage a play of the event. Have the student write the scripts as well. •Have students create Weed Union Elementary School Technology Plan 45
  • ration coupons for classroom supplies, paper product (TP and paper towels), water supplies (drinking fountain and bathroom). Then use them sparingly to help students understand the idea of rations. •Students write articles and feature stories to make a newspaper from a historical event or place. Students use what they know about tall tales to create a legend about a historical landmark to explain how it got its name. Spreadsheet •Create a spreadsheet or and Database database comparing Software information such as literacy rate, mortality rate, per capita income, etc. Use print, online databases, CD-ROM encyclopedias to find the information. Enter the population growth rate and predict future growth rates. Create and answer questions about the information gathered. •Students chronologically order events from the historical period you are studying. •Students use a database program to chronologically order the states as the entered the Union.Then have students generate trivia questions based on the information. •Students compare the land area or other numerical data of countries or states. Have Weed Union Elementary School Technology Plan 46
  • them create a bar graph of the data, and then write a summary report of their findings. •Using a spreadsheet program, have students compare the land areas of various US states. Have them create a bar graph of the data, and then write a summary report of their findings. Multimedia •Students create a collection of literature (their own or from the time period) that represents the topic being studied. For example, have students select literature (stories, poems, etc.) that best depicts conditions during a certain historical period and their defend choice in a multimedia presentation. •Create presentations on points of view of historical period by different people, or of a different subject area from the historical period (need to give students ample resources to do this). •Create a multimedia and/ or video presentation on current events and issues. Make a travel guide for an area of the world, country or state. Include things like supplies needed, perils, benefits, an advertisement for certain areas, etc. •Students research and report on one of the many ways people traveled during a historical period. Weed Union Elementary School Technology Plan 47
  • (i.e. wagons, canal boats, stagecoaches, trains, etc.). Gather these together to make one stack as a class report. •Students research the importance of naval, air, and ground weaponry in any previous war countries have been in. Have students present their research in a multimedia program such as HyperStudio. •Students create multimedia presentations on points of view of the historical period by different people, or of a different subject area from the historical period. •Students research one of the original thirteen Colonies and report their information in a multimedia program such as HyperStudio. Art Health and Science K-3 Multimedia •Students create a report, Presentation using three resources to create a Power Point Presentation on a desert animal that contains 4 sentences which a) describe the animal (b) tell about it's enemies (c) food and (d) it's type of protection. •The students will respond to Cloudy with a Chance of Meatballs by Judi Barrett by illustrating a slide for a class slide show and writing a sentence to go with the illustration. Weather Weed Union Elementary School Technology Plan 48
  • terminology will be used in the sentences. 4-8 Word •Students create science Processing vocabulary word games (such as a word scramble) and then have them exchange with a friend and practice the vocabulary. •Have students create an ocean vocabulary word scramble and then have them exchange with a friend and practice vocabulary. •Have students keep a daily log of their nutrition, exercise, daily weather, or other data. 6-8 Database and •Create a line graph of the Spreadsheet ocean floor depths or other scientific data and then import the graph into a word processing program to write a report about that data. •Use a spreadsheet or database to solve problems, collect and examine data, and report on findings. •Students time their heart rates and plot them on a graph in a spreadsheet program. 4-8 Desktop •Use a desktop publishing Publishing or word processing program to write an essay, story, or newspaper report about a scientific discovery. •Use a desktop publishing or word processing program to write a story about the sea. •Use a desktop publishing program to create a Weed Union Elementary School Technology Plan 49
  • banner or poster about pollution, or other health or science issues. •Students use a paint, draw, or graphics program to draw and label germs, parts of animals, plants, or other scientific objects. 6-8 Multimedia •Students use a multimedia program such as HyperStudio to report on an animal and play a frame animation of the animal in its environment. • Class teams research specific topics about the general topic you're studying. Each team creates a stack about their topic and then all the stacks are combined to make a class report. •Students create a multimedia portfolio of their research, including video clips of the experiment, photographs of insect collections, inventions, or other science projects. Music K-3 After reading a story about musical instruments, students will listen to musical selections on a computer CD- ROM and identify the instruments. 4-8 Word •Have students write Processing reports about musicians and Desktop and their work. Publishing •Using a desktop publishing program, have students create a poster advertising a music event or music concept or Weed Union Elementary School Technology Plan 50
  • person. •Use paint, draw, or graphics programs to draw the different musical symbols. 6-8 Spreadsheet •Make a database of the or Database artists or composers students have studied. Database fields could include decade(s) of creativity or popularity, country or state born/lived in, what makes them unique, a picture (if multimedia is accepted). •Students use a spreadsheet or graphing program to create a graph surveying the musical tastes of students in the school. 6-8 Multimedia •Students create Presentation multimedia presentations on information they have found such as the life and history of a musician or comparing two musicians. •Students create multimedia presentations with music they have written. They should choose graphics, pictures, even poetry or literature that fits the them of their music. •Use song writing software to allow students to write their own songs and learn about music. Phyisical Education 4-8 Word •Students write stories, Processing or essays, or reports about Desktop famous sports people or Publishing other physical education topics. •Using a desktop Weed Union Elementary School Technology Plan 51
  • publishing program, students create a poster advertising a game or fitness principle. •Students use a paint, draw, or graphics program to draw strategy plans for games such as football or basketball and then try them on the field or court. 6-8 Spreadsheet Using a spreadshet program, have students graph their own heart rates, running times, and other personal data to compare week by week and improve their health and performance. 6-8 Multimedia •Students use HyperStudio Presentation (or other multimedia program) to create a fitness plan to advertise and/or implement. •Students create a short video showing steps in a skill or teaching a skill. •Students create multimedia presentations on information they have found such as information on the Olympic competitors for this year and previous years. Or the Olympic competitors from California. •Students create multimedia presentations on how to play a game and the rules involved. Weed Union Elementary School Technology Plan 52
  • Potential Internet-based Projects (teachers choose 1-5 depending on grade level and Implementation year) Content Area Grad Skill Activity Evaluatio Responsibility e n Level 1-8 Navigation Browser Basics Yearly- Classroom Teacher test K-2 Topic Searches by Alphabet Classroom Teacher Letters Research Treasure Hunts Classroom Teacher Search Tools and Refined Classroom Teacher Searching Techniques 4-8 Web-based Stock Market Projects Yearly Classroom Teacher Lessons Participati on Success in tracking and trading stocks Web Quests Classroom Teacher 3-8 E-mail E- Pals Classroom Teacher Ask an Expert Classroom Teacher 3-8 Collaborative Buddy Project Classroom Teacher Projects 5-8 Web Page Classroom Page Classroom Teacher Creation Student Page Report or Topic Pages Student Record Keeping, Assessment, Communication Weed Elementary teachers realize the importance of being competent users of information and technology tools common to information-age professionals. Weed Elementary uses technology in the following manner: •Use technology to enhance instruction through the use of presentation software and access to Internet and network based resources. •Use the computer(s) as a station or learning center. Students rotate through the room doing many activities related to an interdisciplinary unit using the computer(s) as just one part of it. •Use common grade book program to record grades and student information. Weed teachers use Weed program to keep student records and print progress reports which are sent home bimonthly. The same software produces a quarterly report card which measures student growth. •WES uses a K-6 reading assessment called Success For All Inventory that is computerized allowing staff to establish a base for student competencies as well as a quarterly assessment. •Electronic portfolios are maintained in the school server under the student names and samples of student work are displayed and recorded the entire time students are enrolled in the school. Weed Union Elementary School Technology Plan 53
  • •Create tests, quizzes, letters to parents, seating charts, activity sheets and other student related documents •Create and maintain district, school and classroom web pages to enhance communication • Calendar of school/building/classroom events • School activities • Faculty/staff pages • Student writing such as poems, drawings, and projects (science etc.) •Published student art for others to see. Scanned pictures they've created. •Students published work •Pictures and descriptions of student work •Scan student work and save samples of projects on the school server to be used in a electronic portfolio which follows the student through the grades. •District administration will also investigate district-wide implementation of a student information system and instructional management system that supports the California School Information System. Use of such systems allows for district, school, and student information to be passed to the California Department of Education in an efficient and effective manner. Student and Instructional management systems also allow teachers and administrators to access and manipulate district and school data in order to make instructional decisions that will improve teaching and learning. Timeline Task Responsibility When Use technology to enhance All teachers 2005-2010 teaching Implement Common All teachers 2005-2010 Gradebook Program Create and maintain district Administrator and 2005-2010 and school web site Technology Coordinator Implement individual Teachers Technology 2006-2010 classroom web pages Coordinator Establish E-mail accounts Admistration/Technology 2005-2010 for all teachers Coordinator Create electronic portfolios Teachers and technology 2005-2010 coordinator Investigate Student and Administraion Technology 2005-2006 Instructional Management Coordinator Systems (SIS and IMS) Administration Implement SIS and IMS Administration 2005-2006 Migrate teachers from Adminstraion and Teachers 2005-2006 Gradebook program to SIS Update system and training Administration/Technology 2005 –2006 Coordinator Annually Weed Union Elementary School Technology Plan 54
  • Non-Curricular Use of Technology Administration At Weed Elementary the administrator realizes the importance of being competent users of information and technology tools common to information-age professionals. WES uses Administrative technology in the following manner: 1. Leadership and Vision – Educational leaders inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision. 2. Learning and Teaching – Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching. 3. Productivity and Professional Practice – Educational leaders apply technology to enhance their professional practice and to increase their own productivity and that of others. In this vane WES administrators: •model the effective use of technology. •employ technology for communication and collaboration among colleagues, staff, parents, students, and the larger community. The technology coordinator maintains the school web site which goes a long way in creating and maintaining open communication between the above parties (Due to be completed in 2003/2004 school year). • •Web site will be maintained by system administrator • •Will include pictures and information about the school o •Class specific information maintained by each teacher o •Eligible eighth grade students will update specific class information •stimulate, nurture, and support faculty and staff in using technology for improved productivity. •engage in sustained, job-related professional learning using technology resources. •maintain awareness of emerging technologies and their potential uses in education. •use technology to advance organizational improvement. •use a common database to record student enrollment information, vital health information, and tracking students behavior patterns over time Weed Union Elementary School Technology Plan 55
  • Professional Development and Implementation - A Project-Based Approach CRITERIA Item 4 / PROFESSIONAL DEVELOPMENT COMPONENT 4. a. Summary of the teachers’ and administrators’ current technology skills and needs for professional development. Results of the CTAP2 survey show that sixty-two percent of our teachers have an intermediate level proficiency in wordprocessing and internet use. Training is needed in comptency using presentation software for classroom integration. The chart is below: We, at Weed Union Elementary School, believe a successful program for training school staff members to use technology must provide development programs that serve teachers with a variety of different skills, needs, and interests. A fully-rounded training program should include introductory classes for those who need to learn basic literacy, as well as more advanced classes. At present, four-fifths of the staff are CTAP 1 trained. The Weed Union Elementary School Technology Plan 56
  • administrator has been trained in basic word processing and internet use. The results of the CTAP I-assessment survey to teachers and administrator show a need for introductory skill building for many teachers in the areas of Publishing, Databases, Spreadsheets, Presentation Software, and Instructional Technology. Administration results show needs for introductory skill building in areas of Publishing, Databases, and Presentation Software. Teachers and administrators participating in CTAP classes can gain these skills. Using a project-based approach requires the technology coordinator/s to meet quarterly with the principal in what is called a "project-based meeting." In addition to this staff, any general staff member can participate in the group at any time. The group plans for the following school year a project that uses technology to heighten the teaching and learning process. The first day of school (without students) the next year is primarily targeted for technology in-service training or staff development. At this time the administrator will require a written proposal from each teacher outlining how this project will be used as well as any other projects that they will be responsible for. Technology training will be required for each grade level teacher at one of our in-service days during the trimester. Students are released after lunch and the staff convenes to review and troubleshoot how to incorporate the new project technology in their respective classrooms. These sessions will be a consistent follow-up to the initial project oriented training. This session provide opportunity for peer review and interaction to maximize success in individual classrooms. The second in-service day will assess teachers on how their particular project went. All teachers are required to have completed their project with their class. If problems arise for individual teachers then peers and administrator make suggestions The school administrator will identify the nature of each project for individual teachers and be responsible to review teacher development at the follow-up in-service training sessions. Teachers will demonstrate the skills learned in from the previous training session. They will be required to explain how this has helped them in the classroom. CTAP Region II provides technology training that supports both Preliminary and Professional Proficiencies through face-to-face and online environments. The Siskiyou County Office of Education also supports technology training for teachers and Administration within the county. CTAP Region II provides free access to all teachers within Weed Union Elementary District, and offers certificates of completion for all courses. The following charts detail our professional development goals for the next 5 years and address citeria 4b, 4c, and 4d. Weed Union Elementary School Technology Plan 57
  • Goal 1: (4.b.) Weed Elementary School District staff (twenty-nine teachers and 1 administrator) will participate in preliminary proficiency technology coursework focused on the use of basic computer applications including e-mail, word processing, electronic publishing, spreadsheets, databases, Internet use, and presentation applications. Objectives 1 of 2: (4.b.) Evaluation Frequency Program Monitoring and Modification Process Funding Curricular 95% of site-based staff within the district Instrument(s) & of and Responsible Person(s) Source Component will have completed or challenged CTAP Data to be Collection (4.d.) (4.d.) Alignment 100 or equivalent course that covers e- Collected (4.c.) (4.b.) mail, word processing, electronic (4.d.) publishing, spreadsheet, databases, Internet use, and presentation applications. Weed Union Elementary School Technology Plan 58
  • Benchmark End of Year 1 (4.c.) CTAP 100 Bi-Annually Site Administrator 3.d. 55% of site-based staff within the district Portfolio (Jan/June) will evaluate and record successful completion of EETT 3.h. will have completed or challenged CTAP CTAP 100 portfolio and report percentages of 100 or equivalent course that covers e-mail, Title II staff meeting this requirement to District word processing, electronic publishing, Technology Director spreadsheet, databases, Internet use, and District Technology Director presentation applications. will communicate results to District Technology Benchmark End of Year 2 (4.c.) Committee 65% of site-based staff within the district will have completed or challenged CTAP District Technology Committee 100 or equivalent course that covers e-mail, will formulate any required program revisions word processing, electronic publishing, and forward general program information and spreadsheet, databases, Internet use, and subsequent recommendations to District presentation applications. Superintendent Benchmark End of Year 3 (4.c.) District Superintendent 75% of site-based staff within the district will report information to School District Board will have completed or challenged CTAP and formalize any needed program revisions 100 or equivalent course that covers e-mail, based on District Technology Committee word processing, electronic publishing, recommendations, then communicate modified spreadsheet, databases, Internet use, and program planning back to site-based presentation applications. administrators and District Technology Director Benchmark End of Year 4 (4.c) District Technology Director will document plan revisions and forward revised 85% of site-based staff within the district technology plan to appropriate offices at State will have completed or challenged CTAP Department of Education and report information 100 or equivalent course that covers e-mail, word processing, electronic publishing, out to parents and stakeholder groups via spreadsheet, databases, Internet use, and District web site, ensuing District parent presentation applications. newsletter, and parent email. Benchmark End of Year 5 (4.c) 95% of site-based staff within the district District Technology Director and Site will have completed or challenged CTAP Administrators 100 or equivalent course that covers e-mail, will implement program revisions with word processing, electronic publishing, spreadsheet, databases, Internet use, and District Instructional Staff presentation applications. Weed Union Elementary School Technology Plan 59
  • Goal 2: (4.b.) Weed Elementary School District staff (twenty-nine teachers and 1 administrator) will participate in professional proficiency technology coursework focused on the integration of educational technology strategies into classroom instruction and student management. Objectives 1 of 2: 75% of site-based Evaluation Frequenc Program Monitoring and Modification Funding Curricular instructional staff within the district will Instrument(s) y of Process and Responsible Person(s) Source Component have completed or challenged CTAP 210 or equivalent course that covers methods and & Data to be Collection Alignment strategies in which educators design Collected standards-based instructional components that integrate various educational technologies. Weed Union Elementary School Technology Plan 60
  • Benchmark End of Year 1 (4.c.) Evaluation Bi- Site-Based Administrator EETT 3.d. 40% of site-based instructional staff within Instrument: Annually will evaluate and record successful completion of Title II 3.h. the district will have completed or CTAP 210 portfolio and report percentages of CTAP 210 (Jan/June) staff meeting this requirement to District 3.f. challenged CTAP 210 or equivalent course Portfolio 3.j. that covers methods and strategies in which Technology Director educators design standards-based instructional components that integrate Data Collected: District Technology Director various educational technologies. % of will evaluate percentages of instructional staff completing requirements to inform District Benchmark End of Year 2 (4.c) Instructional Technology Committee 50% of site-based instructional staff within Staff District Technology Committee the district will have completed or completing Will formulate any necessary program challenged CTAP 210 or equivalent course portfolio modifications and make recommendations to that covers methods and strategies in which Superintendent and School District Board. educators design standards-based instructional components that integrate District Superintendent various educational technologies. will finalize and approve all program Benchmark End of Year 3 (4.c) modifications with School District Board input 55% of site-based instructional staff within and communicate modified program planning the district will have completed or back to site-based administrators and District challenged CTAP 210 or equivalent course Technology Director that covers methods and strategies in which educators design standards-based District Technology Director instructional components that integrate will document plan revisions and forward revised various educational technologies. technology plan to appropriate offices at State Benchmark End of Year 4 (4.c) Department of Education and publicize plan revisions to parents and stakeholder groups on 60% of site-based instructional staff within District Web Site as well as in the ensuing the district will have completed or District Parent Newsletter and Parent email. challenged CTAP 210 or equivalent course that covers methods and strategies in which educators design standards-based instructional components that integrate various educational technologies. Benchmark End of Year 5 (4.c) 75% of site-based instructional staff within the district will have completed or challenged CTAP 210 or equivalent course Weed Union Elementary School Technology Plan 61
  • Objectives 2 of 2: (4.b.) Evaluation Frequenc Program Monitoring and Modification Funding Curricular 95% of site-based administrative Instrument(s) y of Process and Responsible Person(s) Source Component staff within the district will have & Data to be Collection Alignment participated in training on District Collected Student Management software. Benchmark End of Year 1 Evaluation Bi-Annually District Technology Director & Principal EETT 3.g. 65% of site-based administrative staff within Instrument: Will organize and schedule Student Management Title II D. 3.h. the district will have participated in training Training System training dates for site-based 3.j. on District Student Management. Certification administrators and record percentage of administrative staff receiving certification. Benchmark End of Year 2 Data Collected: 70% of site-based administrative staff within % of District Technology Committee the district will have participated in training Administrative will analyze percentage of administrative staff on District Student Management software. Staff receiving receiving certification and formulate any Training necessary program modifications and make Benchmark End of Year 3 Certification recommendations to Superintendent and School 80% of site-based administrative staff within District Board. the district will have participated in training on District Student Management software. Superintendent will finalize and approve all program Benchmark End of Year 4 modifications with School District Board input 85% of site-based administrative staff within and communicate modified program planning the district will have participated in training back to site-based administrators and District on District Student Management software. Technology Director Benchmark End of Year 5 District Technology Director 95% of site-based administrative staff within will document plan revisions and forward revised the district will have participated in training technology plan to appropriate offices at State on District Student Management software. Department of Education and publicize plan revisions on District Web Site as well as in the ensuing District Parent Newsletter and Parent email. Weed Union Elementary School Technology Plan 62
  • 4. b. Goals and the specific implementation plan for providing Professional Development opportunities is based on the needs assessment and the Curriculum Components goals and benchmarks found in Section 3. They are introduced within the following tables of this section under the identified column headings, and then specified in the comprehensive Program Timeline (Appendix Item C) The method used for Monitor Program Monitoring and Modification Process and Responsible Person(s) is the same throughout as we are a small school. The District Technology Director will evaluate percentages of instructional staff completing requirements to inform District Technology Committee. The District Technology Committee will formulate any necessary program modification and make recommendations to the Superintendent and School District Board. The District Superintendent will finalize and approve all program modifications with the School District Board input and communicate modified program planning to the District Technology Director. The District Technology Director will document any plan revisions and forward revised technology plan to appropriate offices at State Department of Education and publicize plan revision to parents and stakeholder groups on the district Web Site as will as in the District Parent newsletter. Infrastructure, Hardware, Technical Support, and Software CRITERIA Item 5 / INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT 5 a. List of each site’s technology hardware, electronic learning resources, networking and telecommunication infrastructure, physical plant modifications, and technical support needed by teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan. 2005-2010 PRIORITIES The Weed Union School District Educational Technology Plan for the school years 2002-2006 recommended the following priorities: These priorities for technology will enable the Weed Union School District to implement technology successfully into the educational program. 1. Software needed 2. Hardware needed 3. Maintenance, repairs, and support 4. Extensive and on-going staff development Weed Union Elementary School Technology Plan 63
  • Priority 1 SOFTWARE Grade Skill/Concept Activity/Project NEEDED Levels Adobe K-8 Technology MULTIMEDIA/ Photoshop Literacy PORTFOLIOS Micdrosoft To support the educational Liscenses program and to achieve these levels of technological skills, the Inspiration following is a list of District Accelerated recommended software by Math category and level. Whenever Accelerated possible, the latest version of the software will be used. We will Reading for use Siskiyou County Office of grades 4-8 Education resource recommendations. For example, using Esource and CMAS as purchasing sources. Prioity 2 Grade Skill/Concept Activity/Project HARDWARE Levels 24 LAB 4-8 Staff Purchase COMPUTERS developments, 3 NETWORK PRINTERS and Keyboarding , Word Processing Paint, Draw, and Graphics Prioity 3 Grade Skill/Concept Activity/Project MAINTENAN Levels CE CONTINUE K-8 Technology Continue support WITH Literacy / sufficient full-time TECHNOLOG Technology Lead teacher Y and Assistant Technology DIRECTOR teacher dedicated to AND repairing and maintaining ASSISTANT equipment in a timely TECHNOLOG manner. Y DIRECTOR •Provide a help desk form to staff so support team may diagnose problems and do simple repairs at least weekly or Weed Union Elementary School Technology Plan 64
  • as needed. •Continue to purchase hardware with a minimum of three-year warranties. •Continue to implement minimum configurations and to set standards for all purchases to simplify repair and support. Priority 4 Grade Skill/Concept Activity/Project CONTINUE Levels STAFF DEVEOPME NT Staff support K-8 Integration of • District continues Lessons in the providing training to selected staff. Classroom Work with CTAP Region 2 Representative to incorporate planning. Siskiyou County Office of Technology Training Region 2 CTAP Classes •Offer incentives for teachers in this position, e.g., attendance at technology conferences. •Provide on-site selection/reassigned duties for a specified time each week. • Encourage technology support teachers and knowledgeable staff to "adopt" other staff members to assist with questions, problems, and lesson plans. Budget Grade Skill/Concept Activity/Project Concerns Levels K-8 Budget Strategies: Staff Priorities •Centralize District fund raising efforts to provide more support •Provide a place in the SAC Code for technology so the district can track more efficiently what money is spent on equipment, training and maintenance. •Use categorical funds where appropriate. Weed Union Elementary School Technology Plan 65
  • •Monitor and review all funding sources. •Continue to establish community/business partnerships. * The Superintendent, Technology Committee or the School Site Council in consultation with the School Board will approve Software applications. In addition, all school sites use the Follett Library software, Norton or McAfee Antivirus software. 5. b. List of each site’s 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. The infrastructure necessary for online classroom connection via a T1 line was completed in the fall of 2001. Each classroom has 8 drops. Two onsite CTAP2 teachers are available for training support for CTAP classes. Two TWT (Training With Technology) mentors are available for peer training of teachers' onsite. There is one full-time Technology Lead Teacher and one Technology Assistant teacher who work with staff and students on classroom curriculum and troubleshooting. Virtual Ed (Edmin.com) is an online technology service for staff to use to identify specific grade level needs from the state standard scores available in reading and math. Teachers will continue to have training on Edmin or the newly adopted Student Information system as needed. Teachers use this information for standards planning, English learner, and parent conferences to identify specific needs of students for planning technology projects. The following inventory charts identify required components for both sections 5. a. and 5 b. of this section: Weed Union Elementary School Technology Plan 66
  • L=Laptop In Classrooms In Computer Labs In Shared or In D = Desktop Common Space Administrative TC=Thin Client (e.g., library) Offices With Internet In Classroom L D TC L In Computer Lab D TC L D In TC L In D TC Connections Shared Administration Multimedia 35 27 4 Space Offices 4 Computers (e.g., All Other 3 library) Desktop Computers Person or Title Responsible for Desktop Workstation Acquisition/Installation: Computers Administration Without Internet District TechnologyTC L D Director, Technology Committee. D L D TC L TC L D TC Connections 05-06 06-07 07-08 08-09 09-10 05-06 06-07 07-08 08-09 09-10 05-09 010 05-08 08-09 08-09 Year 09-1 Multimedia 0 Use as is Computers With131 131 121 24 24 24 24 24 24 24 4 2 4 4 4 4 4 Internet Capabilities 3 Upgrade 2 0 2 5 5 0 1 1 0 1 0 0 0 0 0 0 Multimedia 75 To be 49 5 8 0 0 0 0 0 0 0 0 0 0 0 0 4 0 Computers retired Without Internet when new Capabilities or All Other 32 upgraded Computers equipment is available Number 49 7 8 0 20 0 0 20 10 0 0 2 0 0 0 4 0 needed Of the existing inventory, the number of computers to be used as is, to be upgraded, or to be retired when new/upgraded equipment is available. Thin-Client Person or Title Responsible for Laptop Workstation Acquisition/Installation: Units District Technology Director & Technology Assistant, Administration Year 2005 2006 2007 2008 2009 2010 2005 2006 2007 2008 2009 2010 Use as is 0 0 0 0 0 0 0 0 0 0 0 0 Upgrade 0 0 0 0 0 0 0 0 0 0 0 0 To be retired 0 0 0 0 0 0 0 0 0 0 0 0 when new or upgraded equipment is available Weed Union Elementary School Technology Plan 67
  • Number needed 0 0 0 0 0 0 0 0 0 0 0 0 PERIPHERALS Peripherals Number on Number Proposed Person or Title Hand Needed Purchase Date Responsible 4 2 2007 Technology Committee, Technology Lead Digital cameras Teacher 1 3 2007 Technology Committee, Technology Lead Scanners/digitizers Teacher 2 0 Technology Committee, Technology Lead Assistive/adaptive devices Teacher 30 4 2008 Technology Committee, Technology Lead Printer Teacher 14 0 VCR unit 3 1 2006 Technology Committee, Technology Lead Video camera Teacher 20 6 2006 Technology Committee, Technology Lead TV monitor Teacher 15 0 Graphing calculator 2 4 2007 Computer screen projector (e.g., LCD) Video conferencing unit 0 0 0 1 2006 Technology Committee, Technology Lead Interactive white board Teacher 0 20 2008 Technology Committee, Technology Lead Personal digital assistant Teacher SITE NETWORKS AND CONNECTIVITY Is the school site connected to the Internet by a permanent (non-dial-up) connection? Yes If so, how is your school connected to the Internet? Full T-1 Do you know the speed of your connection? 1.5M bps What is the total number of classrooms that are connected to the Internet by a permanent (non-dial-up) connection? _28_ Weed Union Elementary School Technology Plan 68
  • Number of Average Number of Number of Classrooms Drops/Classroom Administrative Offices 28 8 8 Currently Connected to the Internet Need to be Connected to the Internet 0 0 0 Currently Connected to a LAN 0 0 0 Need to Be Connected to a LAN 0 0 0 Who is the school’s Internet service provider? Siskiyou County Office of Education SITE TELEPHONE SYSTEMS NUMBER OF LINES: 7 LINES, 57 EXTENSIONS_ SITE LIBRARIES DAYS AND HOURS THAT THE SITE LIBRARY IS OPEN: 8:00-3:30 Workstation Macintosh Windows Requirements: Operating System OS X capable Windows XP capable Processor Speed 1 GHz G4 Intel Pentium IV 2.0 GHz Memory 256 MB RAM 256 MB RAM Necessary Software Netscape 4.0 (+), Internet Netscape 4.0 (+), Internet Explorer 4.0 (+) Explorer 4.0 (+) Energy Star Features Energy Star Compliant Energy Star Compliant Internet Connection 10/100BASE-T Ethernet 10/100BASE-T Ethernet USB ports and Firewire USB ports and Firewire Audio and Video Integrated audio with Integrated audio with speakers speakers Optical CD or CDR or DVD CD or CDR or DVD Monitor 15" Color Display 15" (1024x768) Keyboard & Mouse Keyboard & pt. device resolution Keyboard & pt. device Baseline Workstation Requirements For Future District Planning Future workstation purchases at Weed Elementary School District will follow the minimum specifications outlined for both Windows and Macintosh platforms. The School District used ERATE funds that were approved to add to buildings A & D. The Weed Union Elementary School Technology Plan 69
  • SLD and the Weed Elementary School District have approved the funding for hubs. The implementation took place by June 2003. The school has a gigabyte backbone in all classrooms and room for future growth. Also added was a wireless network to use for the laptops throughout the school. Remodeling completion is in process to complete the air conditioning in the Lab, Library, and router room. The air conditioning project should be complete by fall 2006. Our goal is reaching a 5-1 student to computer ratio of computers four years old or newer. Due to budget fluctuations we will assess annually. Weed Union Elementary School Technology Plan 70
  • 5. c. List of clear benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other components of the plan. Plan Implementation Timeline The following chart is a guide for starting and completing tasks for gathering surveys, ordering hardware/software and meeting with committees. This timeline is made by the technology committee to monitor inventory and purchasing goals. 5. c. Benchmarks and Timeline Chart Goals and implementation plan to for obtaining hardware, and learning resources. Goal: Technology Acquisition to meet curriculum goals. Objective of: Objective 1 of 5: Evaluation Program Modification Process and Responsible Funding Source The District use purchase at least Instrument(s) & Person(s) one LCD projectors for each of Data to be K-3, 4th-8th Grades Classrooms. Collected Weed Union Elementary School Technology Plan 71
  • Benchmark End of Year 1: Inventory District Superintendent General Funds 1 LCD purchased for classrooms Required to take Title II K-3. California District Technology Coordinator Teaching With Benchmark End of Year 2: Technology Assistant Technology Coordinator Technology Grant 1 LCD purchased for classrooms Survey. Other Grants 4-6. Benchmark End of Year 3: 1 LCD purchased for classrooms 7-8. Benchmark End of Year 4: 1 LCD purchased for computer Lab. Benchmark End of Year 5: 1 LCD purchased for Library. Weed Union Elementary School Technology Plan 72
  • Objective 2 of 5: Inventory District Superintendent General Funds Computer lab updated with 3new Title II computers by end of year 3. District Technology Coordinator Teaching With Assistant Technology Coordinator Technology Grant Objective 2 of 5: Other Grants Benchmark End of Year 1: Purchase 10 iMacs to upgrade lab and classrooms Objective 2 of 5: Benchmark End of Year 2: Purchase 7 iMacs to upgrade lab and classrooms. Objective 2 of 5: Benchmark End of Year 3: Purchase 5 iMacs to upgrade lab and classrooms. Objective 2 of 5: Benchmark End of Year 4: Purchase 5 iMac to upgrade lab and classrooms. Objective 2 of 5: Benchmark End of Year 5: Purchase 1 Server to upgrade lab and classrooms. Weed Union Elementary School Technology Plan 73
  • Objective 3 of 5: The District use Evaluation Program Modification Process and Responsible Funding Source purchase at least 1 Laptop for Instrument(s) & Person(s) K-3, 4th-5, 6-8th Grade Data to be Instructors Collected Benchmark End of Year 1: Inventory District Superintendent General Funds Objective 3 of 5: Title II The District purchase at least 1 District Technology Coordinator TWT Laptop Computer Station for K-3, Assistant Technology Coordinator Grants 4th-5, 6-8th Grade Instructors Benchmark End of Year 2: Inventory District Superintendent General Funds Objective 3 of 5: Title II The District purchase at least 1 District Technology Coordinator TWT Laptop Computer Station for K-3, Assistant Technology Coordinator Grants 4th-5, 6-8th Grade Instructors Benchmark End of Year 3: Inventory District Superintendent General Funds Objective 3 of 5: Title II The District purchase at least 1 District Technology Coordinator TWT Laptop Computer Station for K-3, Assistant Technology Coordinator Grants 4th-5, 6-8th Grade Instructors Objective 4 of 5: The District use Evaluation Program Modification Process and Responsible Funding Source purchase at least 1 network Instrument(s) & Person(s) printer for K-3, 4th-8th Grade Data to be Instructors Collected Benchmark End of Year 1: Inventory District Superintendent General Funds Objective 4 of 5: Title II The District purchase at least 1 District Technology Coordinator TWT network printer for K-3, 4th-8th Assistant Technology Coordinator Grants Grade Classrooms Weed Union Elementary School Technology Plan 74
  • Benchmark End of Year 2: Inventory District Superintendent General Funds Objective 4 of 5: Title II The District purchase at least 1 District Technology Coordinator TWT network printer for K-3, 4th-8th Assistant Technology Coordinator Grants Grade Classrooms Benchmark End of Year 3: Inventory District Superintendent General Funds Objective 4 of 5: Title II The District purchase at least 1 District Technology Coordinator TWT network printer for K-3, 4th-8th Assistant Technology Coordinator Grants Grade Classrooms Objective 5 of 5: The District use Evaluation Program Modification Process and Responsible Funding Source purchase Peripherals Instrument(s) & Person(s) Data to be Collected Benchmark End of Year 1: Inventory District Superintendent General Funds Objective 5 of 5: Principal Title II The District purchase at 1 digital District Technology Coordinator TWT camera, 6 TV Monitors, Assistant Technology Coordinator Grants 1Interactive Whiteboard Tech Committee Benchmark End of Year 2: Inventory District Superintendent General Funds Objective 5 of 5: Principal Title II Purchase 2 LCD Projectors District Technology Coordinator TWT Assistant Technology Coordinator Grants Tech Committee Benchmark End of Year 3: Inventory District Superintendent General Funds Objective 5 of 5: Principal Title II Purchase 2 networked Laser District Technology Coordinator TWT Printers, 20+ PDA’s Assistant Technology Coordinator Grants Tech Committee Weed Union Elementary School Technology Plan 75
  • Reference chart for Technology Lead Teacher, Technology Committee, and Superintendent Start Completion Activity or Target Person Project Date Date Benchmark Audience Responsible Narrative (M/Y) (M/Y) Section # 3/ 25/ Projected Act Online Site Tech. Lead # 4 Pro. 2005 April 20, ual Inventory Inventory Teacher & Develop. 2005 Completed Assistant 3/15/ 3/20/2005 List Site Inv. Tech. Lead #5 Infrast. 2005 obsolete Budget Teacher & & Inventory Assistant Hardware 3/16/ April Proposed Superinten Technology. #6 Funding 2005 Board Budget dent Lead Teacher, and Budget Meeting Items School Technology Board Comm. 12/1/ 12/30/ Survey of Parents TLT, #7 2005 2005 Parents Assistant Monitoring Tech.Committ Evaluation ee School Site Council 3/1/200 6/1/20 Staff Survey Staff TLT, #4 Prof. Assistant, Developme CTAP nt Mentors 6/1/2006 6/30/2006 Order Grades Tech.Lead #6 Funding Hardware 4-8 Teacher, Budget Superintenden t, School Board Start Completion Activity or Target Person Project Date Date Benchmark Audience Responsible Narrative (M/Y) (M/Y) Section # 6/1/ 8/20/ Order Staff, TLT, #5 2005 2005 Microsoft students Assistant, Infrastructu Office Administr Present to re, Support. Software ation Superintenden License t, School Board 6/1/ 8/20/ Order Staff, TLT, #5 2005 2005 PhotoShop Students, Assistant, Infrastructu Office Administr Present to re, Support. Software ation Superintendent, License School Board Weed Union Elementary School Technology Plan 76
  • 8/19/ 8/20/ Technology Staff TLT, #5 2005 2005 Site Assistant, Infrastructu Inventory Teachers. re, Support. and setup. 8/19/ 8/20/ Set up new Staff TLT, Internet 2005 2005 email Assistant Filtering accounts Teachers 9/10/ 9/20/ Internet Students, TLT, #5 2005 2005 Safety Parents Assistant, Infrastructu Policy Teachers, Part re, Support. Handout, of office Collection handouts to parents. 10/1/ 5/10/ Begin Staff TLT, #4 Pro. 2005 2006 CTAP Assistant, Developme Training CTAP nt Classes Mentors 9/10/ 9/20/ Internet Students, TLT, #3 2005 2006 Safety Parents Assistant, Curriculum Policy Teachers, Part Driven Handout of office Tech. and handouts to Goals collection parents. 10/1/ 5/10/ CTAP Staff TLT, #4 Pro. 2005 2006 Training Assistant, Developme Classes CTAP nt Mentors The district shall provide an on-site Technology Lead Teacher and use the Siskiyou County Office of Education to give assistance as needed. The Technology Lead Teacher (TLT) would extend technical assistance to parents and community when needed. The TLT will access an on-line email service for asking questions regarding widespread applications accessible at the Siskiyou County Office of Education Homepage. Technology support person will use the TLT Site Tech group for discussing specific curriculum and problem issues. The TLT will contact CTAP regional representative for guidance. Training and assistance will be provided to staff. There is no charge for CTAP training in Region 2.We will access the Siskiyou County Superintendent of Schools Technology Office to give assistance as needed to provide demonstration lessons. We will consider contracting with a District Computer Technician to repair and maintain equipment, and assist staff in using technological tools as needed. 5. d. Description of the process that will be used to monitor whether the goals and benchmarks are being reached within the specified time frame. The district technology director will keep on record a copy of all site technology inventory forms included above. All responsible persons and titles identified in said inventory forms will report progress towards sustaining all existing infrastructure, hardware, technical support, and software components along with acquisition and installation of needed components on an annual basis. The results on this progress will be Weed Union Elementary School Technology Plan 77
  • recorded and reported to the District Technology Committee who will in turn, guide the District Technology Director in any necessary revisions to this section and the Comprehensive Program Timeline. The leadership structure for implementing the Technology Plan is: Individual(s) Responsibilities (samples, Data Responsible (Person(s) edit as needed) Collection or Job Title(s)) Technology Lead Teacher, Overall management and Post Tech Plan on web site. Technology Committee coordination Technology Lead teacher, Managing and coordinating Annual Inventory Assistant Technology hardware Committee, acquisition and installation Technology Lead Teacher, Coordination of ongoing Keep contacts open to the Technology Committee, partner involvement main business in our Board Members, community. Superintendent Technology Lead Teacher, Collecting data regarding Technology survey Assistant, Technology student computer Committee skills Technology Lead Teacher, Collecting data regarding Edmin.com CAT Scores. Assistant, Superintendent student academic http://weed.edmin.com achievement Technology Lead Teacher, Collecting data regarding staff http://ctap.iassessment.org CTAP2 onsite Mentors, development on Superintendent Staff Technology Proficiencies Technology Lead Teacher, Collecting data regarding staff Teacher Surveys and Technology Committee development focused on student computer knowledge and skills Technology Lead Teacher, Collecting data regarding staff Student Survey, student Technology Committee development presentations, online search focused on integration of records. Post student work on website. technology into the curriculum to improve academic achievement Technology Lead Teacher, Using collected data to Edmin.com, CTAP classes, Assistant, Technology monitor and evaluate consultation with Siskiyou Committee, Superintendent progress towards benchmarks County Office of Education Technology Department and timeline, as well as using this evaluation information for ongoing planning and modification Weed Union Elementary School Technology Plan 78
  • FUNDING AND BUDGET CRITERIA Item 6 / FUNDING AND BUDGET COMPONENT 6. a. List of established and potential funding sources and cost savings, present and future. Funding sources are from in kind funds, School Site Funds, E-rate, and grants. E-rate funding from the federal government has helped schools with high free and reduced rates to cable their classrooms. While state and federal funds cannot be the sole source for preparing our students and other avenues of funding must be sought; the District must provide a minimum level of commitment. The District and school sites will provide sufficient funds in their yearly budgets to support the maintenance, the site, and District support personnel, and the upgrades and improvements in technology needed to support the educational goals and objectives. (See Priority Three under 2005-2010 Priorities.) The Technology Committee will continue to seek funds through grants. A typical technology itemized budget providing a minimum configuration for classrooms is provided in Appendix E. School Year__2005-2006_ Current District Technology Funding Sources Contributing to Budget Amount: $ ($52,800) Funding Source Type of Source Nature of Source % of Total Person or Title (funding, in-kind Technology Responsible for services, On- One Budget Procurement of Source donations, etc) going Time District In-kind X 80 Principal District School Board School Site Donations X 5 Weed School Site Council Council ERATE Federal X 15 Technology Lead Teacher Funding A Categorical Budget listing of the monetary Funding Sources identified in the above table can be found as Appendix Item E. (1). Weed Union Elementary School Technology Plan 79
  • 6. b. Estimate implementation costs for the term of the plan (5 years) The cost is ownership is based on infrastructure support and ERATE quarterly reports. Teacher salaries based upon the budget reports. The amount to spend is based upon the quarterly and annual budget reports by the School Board and School Site Council. The total cost of ownership is based upon the last four years of use in our school. We based it upon amount from in-kind funds, School Site Funds, and grants funds attempted and received. School Year__2006-2007________________ Projected District Technology Funding based on Implementation of Plan and Total Cost of Ownership Estimates Sources Contributing to Projected Budget Amount: $ ($52,300) Funding Source Type of Source Nature of Source % of Total Person or Title (funding, in-kind Technology Responsible for services, On- One Budget Procurement of Source donations, etc) going Time District In-kind X 80 Principal District School Board School Site Donations X 5 Weed School Site Council Council ERATE Federal X 15 Technology Lead Teacher Funding A projected Categorical Budget listing of the monetary Funding Sources identified in the above table can be found as Appendix Item E. (2). School Year__2007-2008________________ Projected District Technology Funding based on Implementation of Plan and Total Cost of Ownership Estimates Sources Contributing to Projected Budget Amount: $ ($55,820) Funding Source Type of Source Nature of Source % of Total Person or Title (funding, in-kind Technology Responsible for services, On- One Budget Procurement of Source donations, etc) going Time District In-kind X 80 Principal District School Board School Site Donations X 5 Weed School Site Council Council ERATE Federal X 15 Technology Lead Teacher Funding A projected Categorical Budget listing of the monetary Funding Sources identified in the above table can be found as Appendix Item E. (3). Weed Union Elementary School Technology Plan 80
  • School Year__2008-2009_ Projected District Technology Funding based on Implementation of Plan and Total Cost of Ownership Estimates Sources Contributing to Projected Budget Amount: $ ($55,300) Funding Source Type of Source Nature of Source % of Total Person or Title (funding, in-kind Technology Responsible for services, On- One Budget Procurement of Source donations, etc) going Time District In-kind X 80 Principal District School Board School Site Donations X 5 Weed School Site Council Council ERATE Federal X 15 Technology Lead Teacher Funding A projected Categorical Budget listing of the monetary Funding Sources identified in the above table can be found as Appendix Item E (4). School Year___2009-20010_______________ Projected District Technology Funding based on Implementation of Plan and Total Cost of Ownership Estimates Sources Contributing to Projected Budget Amount: $ ($55,800) Funding Source Type of Source Nature of Source % of Total Person or Title (funding, in-kind Technology Responsible for services, On- One Budget Procurement of Source donations, etc) going Time District In-kind X 80 Principal District School Board School Site Donations X 5 Weed School Site Council Council ERATE Federal X 15 Technology Lead Teacher Funding A projected Categorical Budget listing of the monetary Funding Sources identified in the above table can be found as Appendix Item E (5). 6. c. Description of the level of ongoing technical support the district will provide. Weed Union Elementary School Technology Plan 81
  • There are 131 computers and a full time Technology Lead Teacher and an Assistant Technology Teacher, and a GEARUP technology aide to assist staff in technical support. The ratio is 43:1, but of the 131 computers, many of those are limited in use due to age. The support is focused on the computers in classroom and the mobile Apple lab, Library, and Office. The Technology Lead Teacher and Assistant Technology Teacher troubleshoot problems with computers and wiring. The Siskiyou County Technology Office team assists us on very technical problems. Sustainability Chart Define the school district’s role in sustaining the technology over the next five years per site. Our enrollment is declining so we do not anticipate a staff increases. Site: Weed Union Elementary School Type of Support District Person(s) Site Person(s) Combined Weekly Anticipated Need by Provided or Job Title(s) or Job Title(s) Hours or End of Year 3 (Examples) Responsible Responsible Annual FTE’s Dedicated to Site Technology Lead Technology 0.1 0.1 Ongoing equipment Teacher Lead Teacher maintenance, repair, and replacement Technology Technology 0.9 0.9 Technical support Assistant Assistant provided during Teacher Teacher school hours Outsource .01 .01 Technical support outside school hours Weed Union Elementary School Technology Plan 82
  • CTAP 2 Mentor 3 .03 .03 (2) Professional development 6. d. Description of the district’s replacement policy for obsolete equipment. The Weed Union Elementary School District shall strive to retire obsolete equipment no later than four years. A list will be given to the School Board at the Quarterly Budget Review meetings to declare obsolete. The District shall try to purchase hardware with a three-year warranty to facilitate repair and replacement. The District shall maintain upgrade to the District software. The District shall continue provide staff time for peer review and development of courses. The recommendations for obsolete equipment will be made by the Technology committee and presented to the Superintendent and the Governing Board. Weed Union Elementary School Technology Plan 83
  • 6. e. Description of the feedback loop used to monitor progress and update funding and budget decisions. The technology budget will receive a SAC Code so the District may keep track of the funds and expenditures. Quarterly budget reports to the School Board will inform them of these expenditures. The ERATE Quarterly and Annual reports are given to the School Board as part of the annual budget. The technology coordinator and Superintendent make reports to the school board. The technology committee meets once a month with the principal to notify needs or changes. Any changes in budget would be presented to the School Board for final review and revision. Management Chart The leadership structure for the project: Individual(s) Responsibilities) Time Estimate Responsible (Person(s) (Hours per month or or Job Title(s)) no. of full-time staff) Teacher Technology Provide overall management and coordination 20 Coordinator CTAP 2 Mentor Manage and coordinate staff development 4 2 TWT Teachers Principal Manage and coordinate hardware acquisition and 1 Technology Committee installation School Site Council Principal Coordinate ongoing partner involvement 4 Technology Committee Principal Collect data regarding students’ computer skills 4 Technology Committee Principal Collect data regarding students’ academic 1 achievement Principal Collect staff development data on technology 1 proficiencies Technology Lead Collect data regarding staff development focused on 4 Teacher, Technology student computer knowledge and skills Committee Weed Union Elementary School Technology Plan 84
  • CTAP Region II On- Collect data regarding staff development focused on 1 site Mentor Teacher and integration of technology into the curriculum to Principal improve academic achievement District Technology Use collected data to monitor and evaluate progress 4 Director , Technology toward benchmarks and the timeline and to plan and Committee, Principal make modifications. MONITORING AND EVALUATION CRITERIA Item 7 / MONITORING AND EVALUATION COMPONENT 7. a. 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. Student portfolio products, presentations, and teacher observations will evaluate student learning. Teachers and the administration will identify an increase or decrease of skills will monitor student scores. The test score results are available to staff on Edmin.com by class and individual student scores. A pre and post technology identification sheet will be administered to students in the fall and spring to identify progress. The Technology Committee will assess their progress and include information in the Bi-Annual and Annual reports to the School Site Council and the School Board. See the Management Chart on pg. 81 for a detailed description of who has responsibility for evaluation and academic success. 7. b. Schedule for evaluating the effect of plan implementation. A survey will be provided to staff, students and parents in the winter to evaluate existing programs and services. We will evaluate CTAP 1 and 2 and 3 level certifications of staff by the sign up sheets, professional development attendance, and number of teachers certified. Teachers will take the i-Assessment Survey annually. Test scores from State Standards tests in areas of reading and mathematics are the criteria used to measure success. This criterion is part of our comprehensive improvement plan. This process will be on an annual basis. Staff, parents, and student surveys are the tool that we have to test these waters. For the staff the i-assessment online survey at (http://ctap.iassessment.org) will be used. The School Site Council sends home parent and student evaluations for school use in the spring. All of these evaluations will be aggregated and reported to the board of for our Annual Review. Weed Union Elementary School Technology Plan 85
  • 7. c. Description of how the information obtained through the monitoring and evaluation will be used. The Technology Committee and Superintendent attend the Quarterly meetings in August, November, January and March. A Bi-Annual report is made to the School Site Council and the School Board at the first February meetings. An Annual report to the School Site Council and the School Board is made at the first June meetings. The Reports allow for information and feedback on the progress of teacher training, student improvement and budget. The teachers will use the student progress information for planning the integration of technology into their curriculum. Stakeholder by Level Advisory Implementation Revision Policy Making of Program Relationship Relationship Making Relationship Participation Relationship Students X X Parents X X Community / Business X Liaisons Site-Based Technical X X X X Staff Site-Based Instructional X X X Staff Site-Based X X X Administrative Staff District Level Technical X X X X Staff District Level X Administrative Staff District Technology X X X X Committee District Technology X X X X Director (Comm. Chair) District Superintendent X X (Comm. Exec. Director) District School Board X X Weed Union Elementary School Technology Plan 86
  • 8. Effective collaborative strategies with adult literacy providers to maximize the use of technology. a. Description of how the program will be developed in collaboration with identified adult literacy providers. The Weed Elementary School District does not provide adult education courses at this time. However, we have identified the following adult education providers in our area: College of the Siskiyou located in the town of Weed. The college provides ongoing classes to meet the needs of TED, ESL, and citizenship. We will use our survey data to learn how we may collaborate to better provide services to our students, our parents and the general community. Possible assistance may include providing facilities so that classes may be offered locally. The meeting will provide ideas and assistance so technology may be integrated into our curriculum by collaboratively pursuing adult literacy funding sources; offering technology professional development courses to adult literacy staff, and assisting them in locating online adult literacy providers such as ESL and GED classes. In our immediate area, Siskiyou County Office of Education in Yreka, College of the Siskiyous in Weed, Shasta College and Simpson College in Redding and Southern Oregon University in Ashland, and Oregon Institute of Technology of Klamath Falls offer adult technology classes. These colleges are all within commuting distance from Weed. Another way adults have access is through a close partnership with the Siskiyou County Regional Occupational Program (ROP). The Siskiyou ROP offers a variety of computer training opportunities such as Introduction to Computer Applications, Web Design and Desktop Publishing. These free classes are open to all residents of Siskiyou County, who are at least 16 years old. Classes are offered mornings, afternoons and evenings, at the district offices and at high school campuses. This flexible training program provides citizens within the community with career guidance, hands-on training, and job placement assistance to help ensure success Weed Union Elementary School Technology Plan 87
  • Research CRITERIA 9 / Research 9. a. Description of how education technology strategies utilize research and proven methods As the Weed Elementary School District planned the strategies and methods as outline in this plan, a wide variety of research was accessed. The California Learning Resources Network (CLRN)'s Summary of the Three Statewide Education Technology Services "recommends and supports reviewing electronic learning resources for alignment with California content standards and the effective use of technology." Data from CTAP Region 2's iAssessment was used in the Professional Development component. Other on- line resources used include The Technology in Education (TIE) Program at WestEd, Apple Learning Interchange and Knowledge Loom, and The California Learning Research. Data planning was used based upon results of our School Plan. Additionally, teaching staff and administration have been and will receive continuing training in accessing and utilizing online resources like California Technology Assistance Project Region II (CTAP) (for research, creating/sharing standards based lessons, and online technology training). EdMin.com, an internet based software suite that assists in the assessment of students by effectively managing data and instructional practices to achieve continuous improvement towards our school's API and Growth rate. This training has helped provide the foundation for the alignment of curriculum with student achievement and state standards and improved our use of technology in student achievement. 9a & b. Research to Support Curriculum driven Technology goals as outlined in Criteria 3 1. TOPIC: Student Learning Technology at Weed Union Elementary District is integrated into the curriculum. (see 3d, p.18) Accelerated Math is a program that teaches computer skills as well as helps with math proficiency. Word processing skills are used in math, science, language arts and social studies. Multimedia presentations are used for specified curricular areas. Web based research is used for science and social studies projects. Presentation tools help the language arts program for benchmarks in speaking and listening. Technology is a tool that strengthens curriculum based on California State Standards. The following information is being used to aid in this goal. “Technology improves student performance when the application directly supports the curriculum objectives being assessed. Technology is most influential when integrated with curriculum and assessment. In a review of studies, the (CEO Forum, 2001) concluded that "technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives." Weed Union Elementary School Technology Plan 88
  • *CEO Forum on Education and Technology. (2001, June). The CEO Forum school technology and readiness report: Key building blocks for student achievement in the 21st century. Retrieved February 21, 2002, from http://www.ceoforum.org/downloads/report4.pdf. 2. TOPIC: Curriculum and instruction Staff at Weed Union Elementary School District view technology as an important component of the curriculum. It is not seen as separate from the goals addressed in the California State Standards. Software and applications do need to have a specific function to align content with the curriculum. Applications such as Apple Works, PowerPoint, Hyper Studio, i-Movie etc. (see 3b, p. 14) are used for achieving specific outcomes related to assessment of curriculum. This idea is outlined in the following article. “Technology is most effectively integrated into instruction when educators and education decision makers review and analyze the content of technology applications to determine if the introduced skills and knowledge align with curriculum content standards. In a quantitative study that found a positive effect of supplemental digital video on student achievement, the researchers first identified particular state standards being addressed by all schools in the study, then selected video content and created assessment items specifically aligned with those standards.” * Boster, F. J., Meyer, G. S., Roberto, A. J., & Inge, C. C. (2002). A report on the effect of the united streaming (TM) application on educational performance. Farmville, VA: Longwood University. 3. TOPIC: Professional Development Our staff and administration sees the need for the staff development ideas addressed in the below article. With this is mind, the administration is working to incorporate technology training into our regular monthly meetings. This would allow the teachers to collaborate and practice skills and plan curriculum related to technology. Weed Union Elementary plans to offer technology classes to the staff, using available trained staff. (See 4c) The District is committed to finding resources to help our staff become California Technology Assistance Program, Region II proficient. (4c, p. 51) “Allocation of time for teachers to collaboratively learn and practice using technology can increase teacher confidence and interest. Teachers consistently report that they have inadequate time to learn to use new technologies. In a review of studies on technology insertion, (Cradler & Cradler, 1995) (Type 2, Level A) found that staff development, training, and follow-up assistance are prerequisites for effective and sustained applications of technology and telecommunications. The authors report that effective technology integration requires that: Technical assistance is available when needed. There is time for teachers to plan, learn about, and implement technology applications. Long-term staff development, rather than one-time workshops, is needed to support integration of technology into instruction. Teachers must have ready access to technology while planning. Weed Union Elementary School Technology Plan 89
  • School administrators need to make time available to teachers to experiment with the new technologies. In case studies of a national sample, (Honey & McMillan, 1996) (Type 2, Level B) found that educators stressed the value of their working relationships with colleagues. Through flexible scheduling for team teaching, interdisciplinary work and shared planning time, administrators can provide the context for teachers to learn to use telecommunications in the classroom. In interviews with 18 educators, (nine classroom teachers, four district technology supervisors/coordinators, three technology specialists at the classroom or school level and two librarians/media specialists) Honey and McMillan found that: Regardless of their level of experience, the teachers who were more positive about the usefulness and excitement of using the Internet in their teaching were teachers who were working with groups-who were engaged in an ongoing process that involved both extensive training from experts and consistent support from colleagues.” Honey, M., & McMillan, K. (1996). Case studies of K-12 educators' use of the Internet: Exploring the relationship between metaphor and practice. Center for Children & Technology CCT Reports Issue No. 5 from http://www2.edc.org/CCT/index.asp 4. TOPIC: Assessment and Evaluation Accelerated Math is used in the Middle School. The students have immediate feedback and can assess their learning on a daily basis. SFA (Success for All) reading assessment is used to gauge reading progress grade K-6. (3d, p. 18) “Technology can facilitate assessment of students’ higher-order thinking skills and depth of content area knowledge with its capacity to automate scoring and provide timely performance feedback.” Fletcher, J. D. (2002). Is it worth it? Some comments on research and technology in assessment and instruction. Technology and Assessment: Thinking Aloud-Proceedings from a Workshop, 26-39. Washington, DC: National Academy Press. Retrieved May 28,2002, from http://books.nap.edu/books/0309083206/html/26.html. 9c. Use of Innovative Strategies The Weed Elementary School District already utilizes technology to provide access to resources outside our rural area. Examples include web-based tutorials for students (WebTutor@Macshasta.com), web quests, homework support (hotmath.com), online foreign language sites, and teacher accessing of resource materials. The Internet is our support for our curriculum and a main link to the outside world. Appendix A Weed Union Elementary School Technology Plan 90
  • Teacher Technology Standards ISTE Teachers Standards I made no changes to Appendices – a couple of comments: Moved the Rubric to Appendix C Appendix C will probably need to have pg #’s checked and some revisions made as a result of editing, when you do it wuld be helpful to the reader if the page 3’s included start and stop pages, for example Criteria 4 sec. 4 pages 53 – 55 I don’t think it will effect your scoring, your call, but it would have been helpful to me as a reader. In the budget pages, in section 6 you had one yar where funding was more than doubled, but that diffeence isn’t reflected in the Appendix – typo? Excellent job, thanks for making my job easy don’t hesitate to contact me if you have questions: Bbaldwin@bcoe.org or bruceharly@aol.com 345-1889. Weed Union Elementary School Technology Plan 91
  • General Preparation Performance Profile and Standards For Teachers Using Technology International Society for Technology in Education Upon completion of the general preparation component of their program, prospective teachers: Numbers in 1. demonstrate a sound understanding of the nature an operation of parentheses technology systems. (I)* following each performance 2. demonstrate proficiency in the use of common input and output indicator refer to devices; solve routine hardware and software problems; and make the standards informed choices about technology systems, resources, and category to which services. (I)* the performance is 3. use technology tools and information resources to increase linked. productivity, promote creativity, and facilitate academic learning. The categories are: (I, III, IV, V) I. Technology 4. use content-specific tools (e.g., software, simulation, operations environmental robes, graphing calculators, exploratory and environments, Web tools) to support learning and research. (I, III, concepts V)* II. Planning 5. use technology resources to facilitate higher order and complex and thinking skills, including problem solving, critical thinking, Designing informed decision making, knowledge construction, and creativity. Learning (I, III, V)* Environme 6. collaborate in constructing technology-enhanced models, nts and preparing publications, and producing other creative works using Experience productivity tools. (I, V)* s 7. use technology to locate, evaluate, and collect information from a III. Teaching, variety of sources. (I, IV, V)* Learning, and the 8. use technology tools to process data and report results. (I, III, IV, curriculum V)* IV. Assessment 9. use technology in the development of strategies for solving and problems in the real world. (I, III, V)* Evaluation 10. observe and experience the use of technology in their major field V. Productivit of study. (III, V) y and Professiona 11. use technology tools and resources for managing and l Practice communicating information (e.g., finances, schedules, addresses, Weed Union Elementary School Technology Plan 92
  • VI. Social, purchases, correspondence). (I, V) Ethical, Legal, and 12. evaluate and select new information resources and technological Human innovations based on their appropriateness to specific tasks. (I, III, Issues IV, V)* 13. use a variety of media and formats, including telecommunications, to collaborate, publish, and interact with peers, experts, and other audiences. (I, V)* 14. demonstrate an understanding of the legal, ethical, cultural, and societal issues related to technology. (VI)* 15. exhibit positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. (V, VI)* 16. discuss diversity issues related to electronic media. (I, VI) 17. discuss the health and safety issues related to technology use. (VI) Weed Union Elementary School Technology Plan 93
  • Professional Preparation Performance Profile and Standards For Teachers Using Technology International Society for Technology in Education Prior to the culminating student teaching or internship experience, prospective teachers: Numbers in 1. identify the benefits of technology to maximize student learning and parentheses facilitate higher order thinking skills. (I, III) following each performance 2. differentiate between appropriate and inappropriate uses of indicator refer to technology for teaching and learning while using electronic resources the standards to design and implement learning activities. (II, III, V, VI) category to which the performance is 3. identify technology resources available in schools and analyze how linked. The accessibility to those resources affects planning for instruction. (I, II) categories are: 4. identify, select, and use hardware and software technology resources I. Technolog specially designed for use by PK-12 students to meet specific y teaching and learning objectives. (I, II) operations 5. plan for the management of electronic instructional resources within a and lesson design by identifying potential problems and planning for concepts solutions. (II) II. Planning 6. identify specific technology applications and resources that maximize and student learning, address learner needs, and affirm diversity. (III, VI) Designing Learning 7. design and teach technology-enriched learning activities that connect Environme content standards with student technology standards and meet the nts and diverse needs of students. (II, III, IV, VI) Experience s 8. design and peer teach a lesson that meets content area standards and reflects the current best practices in teaching and learning with III. Teaching, technology. (II, III) Learning, and the 9. plan and teach student-centered learning activities and lessons in curriculum which students apply technology tools and resources. (II, III) IV. Assessmen 10. research and evaluate the accuracy, relevance, appropriateness, t and comprehensiveness, and bias of electronic information resources to be Evaluation used by students. (II, IV, V, VI) V. Productivit 11. discuss technology-based assessment and evaluation strategies. (IV) y and Professiona 12. examine multiple strategies for evaluating technology-based student l Practice products and the processes used to create those products. (IV) Weed Union Elementary School Technology Plan 94
  • VI. Social, 13. examine technology tools used to collect, analyze, interpret, Ethical, represent, and communicate student performance data.(I, IV) Legal, and Human 14. integrate technology-based assessment strategies and tools into plans Issues for evaluating specific learning activities. (IV) 15. develop a portfolio of technology-based products from coursework, including the related assessment tools. (IV, V) 16. identify and engage in technology-based opportunities for professional education and lifelong learning, including the use of distance education. (V) 17. apply online and other technology resources to support problem solving and related decision making for maximizing student learning. (III, V) 18. participate in online professional collaborations with peers and experts. (III, V) 19. use technology productivity tools to complete required professional tasks. (V) 20. identify technology-related legal and ethical issues, including copyright, privacy, and security of technology systems, data, and information. (VI) 21. examine acceptable use policies for the use of technology in schools, including strategies for addressing threats to security of technology systems, data, and information. (VI) 22. identify issues related to equitable access to technology in school, community, and home environments. (VI) 23. identify safety and health issues related to technology use in schools. (VI) 24. identify and use assistive technologies to meet the special physical needs of students. (VI) Weed Union Elementary School Technology Plan 95
  • Levels of Proficiency in Technology Skills (Required for Preliminary Teaching Credentials) Levels of General Computer Skills Introductory Intermediate Proficient General  Identifies  Uses icons, windows, • Incorporates general knowledge of hardware and menus knowledge of basic basic hardware components,  Uses basic hardware and and peripherals, and peripherals (e.g., CD- software into lesson software their purpose ROM, storage media, design as appropriate terminology  Identifies icons, etc.) (e.g., vocabulary, G1 windows, and naming and saving menus conventions, printing, etc.) Knowledge of • Starts up and shuts • Organizes the • Allocates memory the down computer and desktop needed by operation and peripherals • Initializes, formats, applications care of • Uses a mouse and names diskettes • Accesses and hardware • Inserts and ejects • Copies documents changes control G2 diskettes, CD-ROM, between computer panels etc. and diskettes • Sets software • Uses software from • Chooses printer preferences a disk, hard drive, or location • Makes more system CD-ROM memory available • Creates, • Performs regular names/renames maintenance folders and files • Organizes files and • Starts an programs application and • Uses print preview creates a document and options • Names, saves, • Opens and works saves as, retrieves with more than one and revises a application at a time document • Shares files and • Prints documents printers on a network • Installs software • Selects and uses appropriate anti-virus software Knowledge of • Restarts a frozen • Troubleshoots basic • Troubleshoots basic computer hardware, software, common hardware, troubleshooting • Identifies directly and printing problems software, and printing techniques connected or before accessing the and network problems G3 networked printer appropriate level of before accessing the problems support appropriate level of • Checks cables for support Weed Union Elementary School Technology Plan 96
  • proper attachment • Solves simple printer problems with directly connected printer Integration, • Explains various • Selects and uses student models for classroom effective classroom learning, and management of management classroom technology techniques using management • Cites examples of technology in a G5 appropriate limited number of applications of educational settings technology as an • Selects and educational tool implements appropriate technology tools to support teaching and learning processes Weed Union Elementary School Technology Plan 97
  • Levels of User Expertise on the Internet Intermediate Proficient Introductory General • Launches a browser and • Explains the • Selects helper knowledge uses the toolbar anatomy of a URL files/applications and • Specifies a URL and can • Configures used to open appropriate point and click to preferences for downloaded files use navigate on existing links software • Maintains and of hardware • Changes window sizes • Sets a homepage organizes favorite and • Views history • Refreshes or bookmarks software (e.g., • Accesses help file reloads a page • Troubleshoots Web • Explains basic Internet • Hides, displays, address errors (i.e., browsers and terminology or configures the 404 errors) connections) • Accesses the Internet toolbar • Uses and manages G1, G5 through a modem or • Locates and multiple windows network opens a local file within the browser • Copies, pastes, and saves from web pages • Downloads files • Configures page setup to print citation resources Communicati • Explains use of e-mail as a • Uses e-mail to • Uses chat rooms, on means of communicate with newsgroups, or collaboration communication members threaded S3, S4 of a group discussions to communicate with members of a group Research • Conducts basic searches • Explains the • Uses advanced tools differences search features S7 between search • Conducts multiple indexes, search search strategies to engines, and locate metasearch tools and validate • Understands information Boolean logic • Uses Internet • Conducts natural search engines as a language searches resource for lesson development Ethics and • Explains issues • Implements policies surrounding procedures and Weed Union Elementary School Technology Plan 98
  • G4, S13, S14 Internet use in management the classroom techniques (e.g., copyright, concerning Internet management, use in the Student safety, classroom for AUP, etc.) instruction Information • Evaluates information for • Organizes • Uses a wide literacy accuracy information variety of sources S5, S8 • Identifies whether a source • Analyzes and • Filters is credible interprets information for information relevancy • Incorporates information literacy strategies into lesson design Integration, • Locates resources • Selects and uses student appropriate for Internet resources learning, and integrating appropriately in classroom technology into lesson design management lesson design • Selects and uses S6, S9–S12 effective classroom management techniques Weed Union Elementary School Technology Plan 99
  • Levels of User Expertise with E-mail Intermediate Proficient Introductory General • Explains • Configures e-mail • Manages an knowledge telecommunications terms preferences address book and • Explains the three main • Attaches, • Locates, opens, appropriate components of an e-mail receives, and opens and manages use address attachments attached files of hardware, • Creates and uses software an address book G1, G5 • Recognizes and uses embedded Web links Communicati • Starts up program, • Uses reply to • Employs e-mail on and retrieves, and reads e-mail sender, reply to all, to communicate collaboration • Saves, prints, and deletes e- and forwarding with and provide S3, S4 mail functions information to • Composes, edits, and sends appropriately students, parents, new e-mail • Uses cc and bcc and community to communicate members with one person or a few people Integration, • Explains procedures and • Describes use of • Designs student processes for use of e-mail in e-mail in the curricular lessons learning, and the classroom classroom for that utilize e-mail classroom connecting with as a part of the management others, such as activity S6, S9-S12 keypals, global • Selects and uses classrooms, parallel effective problem-solving, classroom mentoring, etc. management techniques using e-mail in a limited number of educational settings • Selects and uses appropriate e-mail tools to support teaching and learning Legal and • Explains “netiquette” • Practices • Incorporates ethical • Explains issues surrounding appropriate “netiquette” in issues student safety and security “netiquette” related classroom G4, S13, S14 to e-mail instruction Weed Union Elementary School Technology Plan 100
  • • Follows up on • Follows student issues related to safety and personal safety and security security procedures in instruction Levels of Word Processing Skills Introductory Intermediate Proficient General • Identifies word- • Navigates in a large • Finds and replaces knowledge processing terms (e.g., document text and word processing, cursor, • Accesses and uses • Saves word- appropriate styles, etc.) help processing use • Opens, saves, prints, • Previews document documents in other of hardware and deletes a document to identify layout file formats and problems • Retrieves software • Uses basic proofing documents with the G1, G5 tools to detect errors find file command (e.g., spell check, grammar check) Communicat • Types, selects, • Copies and pastes • Uses word e corrects, and deletes text within and processors to create through text between documents lesson plans, printed • Adjusts tabs and • Uses styles to change articles, reports, etc. media margins the appearance of • Enhances S2 • Applies and changes paragraphs and documents by font, characters, and outlines inserting graphics paragraph formats • Uses templates • Incorporates • Changes on-screen • Applies borders drawing tools view mode and • Creates numbered • Resizes and magnification and bulleted lists relocates graphics • Adds and deletes within a document page breaks and • Creates templates creates headers and • Formats text in footers columns with • Creates tables using different fonts and built-in software colors assistance Integration, • Transcribes • Creates enhanced student handwritten documents word-processed learning, and into word-processed documents for classroom documents classroom use management • Creates a simple • Designs lessons S6, S9-12 word-processed that utilize word- document processing as part of the activity Weed Union Elementary School Technology Plan 101
  • Levels of User Expertise in Desktop Publishing Introductory Intermediate Proficient General • Defines publishing terms • Navigates in a large • Finds and knowledge (e.g., page layout, stories, document replaces text and fields, etc.) • Accesses and uses • Saves text appropriate • Opens, saves, prints, and help documents in other use deletes a document • Previews document file formats of hardware to identify layout and problems software • Uses basic proofing G1, G5 tools to detect errors (e.g., spell check, grammar check) Communicate • Creates a new document • Imports/ places and • Understands s • Changes document setup resizes graphics, elements of basic through • Copies, cuts, and pastes (e.g., clip art, charts, design (e.g., white printed text and graphics auto-shapes, etc.) space, page layout, media • Changes on-screen view both as objects and as etc.) S2 mode and type • Saves documents magnification • Uses suitable size, in appropriate • Incorporates clip art style, and number of formats • Changes typefaces, font fonts • Integrates various size, and other text • Creates a simple and appropriate attributes shape graphic software for • Changes text • Controls text flow desktop publishing alignment/justification around graphics (e.g., graphics, • Identifies types of • Moves, arranges, layout, etc.) publishing software (e.g., and layers objects • Incorporates word processing, page • Creates numbered digital images from layout, image/graphic, and bulleted lists external sources etc.) • Uses guides and (e.g. cameras, • Undo unwanted changes rulers scanners, Internet) • Creates multiple columns with text • Controls page numbering • Changes page tabs, margins, and indents • Edits line and shape style and fill properties • Creates and modifies headers and footers Integration, • Describes various types • Selects media to • Develops student student of publishing media and support instructional assignments that Weed Union Elementary School Technology Plan 102
  • learning, and possible classroom objectives embed elements of classroom applications effective design management • Plans for effective S6, S9-S12 classroom management of available resources Levels of User Expertise in Databases Introductory Intermediate Proficient General • Defines database • Formats fields to • Finds and replaces knowledge terms (e.g., records, reflect appropriate data data and fields, etc.) (e.g., date, name, • Sorts, matches, and appropriate • Creates, opens, and currency, etc.) goes to specific use saves a database • Explains differences records of hardware, • Selects, moves, between report and • Exports data from software copies, deletes, clears, query/search/find database G1, G4, G5 and inserts fields and • Uses print preview to • Adds header and records identify print problems footer Manage • Enters text and data • Uses find command to • Merges database records into appropriate fields locate a specific record information with (e.g., grade • Creates or modifies word processing book, report layout document to Attendance, produce form letters etc.) S1 Communicat • Sorts data to produce • Creates a variety of • Imports data from e reports (e.g., report layouts other applications through alphabetical listings, • Sorts or defines data to • Creates new printed etc.) print only required layouts or edits media • Formats text and records (e.g., students existing layouts for S2 numbers in record reading at grade level) specific productivity (e.g., boldface, or curricular goals currency, etc.) Integration, • Describes the • Identifies lessons that • Designs curricular student educational uses of require the manipulation lessons using learning, and databases of data databases to enhance classroom • Creates new databases learning outcomes management related to content area • Develops student S6, S9-12 (e.g., world populations, assignments that animal data, etc.) require management and manipulation of a variety of data Weed Union Elementary School Technology Plan 103
  • Levels of User Expertise in Spreadsheets Introductory Intermediate Proficient General • Defines spreadsheet • Sorts cells • Saves in a variety of knowledge terms (e.g., cells, • Changes text cell formats and alignment, formula, alignment and • Imports/exports appropriate etc.) justification charts and data use • Creates, opens, and • Replicates a formula (e.g., spreadsheet to of hardware, saves spreadsheets or range of cells (e.g., word processing, etc.) software • Navigates using the fill down, fill right) • Aligns and rotates G1, G5 mouse and tabs • Creates simple bar text and numbers • Undo unwanted graphs or pie charts • Creates a variety of changes • Adds shading and charts • Locates cells based borders • Labels graphs on column/row • Selects charts for appropriately addresses appropriate data • Selects, moves, representation copies, deletes, clears, and inserts cells • Selects entire column or row • Resizes cells and rows • Changes typeface, font size, and other cell attributes Manage • Enters text and data • Creates formula cells • Utilizes grade book records into specific cells (e.g., sum, average, templates (e.g., grade etc.) • Maintains student book, • Formats cells for records Attendance, appropriate content etc.) such as text, decimal S1 alignment, currency Communicat • Adjusts layout and • Prints a specific • Imports/exports e margins range of cells, pages, charts into word- through • Uses print preview and sheets processing printed and print document • Searches for and application media with title replaces text S2 • Creates and edits • Changes size, headers, footers, and placement, and title of page numbers charts • Sets up print options • Changes margins for grid lines, zoom, etc. Integration, • Describes the • Creates new • Designs curricular Weed Union Elementary School Technology Plan 104
  • student educational uses of spreadsheets related to lessons requiring use learning, and spreadsheets content area of spreadsheet classroom • Creates appropriate management charts for a content S6, S9-12 lesson Levels of User Expertise in Presentation Software Introductory Intermediate Proficient General • Defines presentation • Inserts or changes • Creates and edits knowledge and multimedia slide or card design navigational buttons and Terms (e.g., • Navigates using to move through appropriate slides/cards, slide show, scrollbar, slide sorter, presentation use hyper navigation, etc.) menu, key commands, • Navigation of hardware, • Creates, opens, etc. through software modifies, and saves • Switches between presentation is clear G1, G5 presentations different page views and easy to • Defines available tools • Rearranges the order understand. (e.g., drawing, text, etc.) of slides or cards • Applies transitions • Uses templates or • Applies backgrounds and effects, if wizards to create a new and objects appropriate, to presentation appropriately slides or cards • Adds new slides or • Uses available tools • Incorporates cards (e.g., drawing, text, hypertext links • Inserts text, formats etc.) • Incorporates text, or adds text box • Incorporates sound animations from • Uses toolbar or menus • Defines different library to apply formatting image types (i.e., • Incorporates changes TIFF, GIF, PCX) movies from library • Inserts clip art or • Connects, configures, • Records sound digitized pictures and troubleshoots and inserts in peripheral devices for presentation presentation • Incorporates clip art from other sources (e.g., Internet, scanner, etc.) • Organizes presentation resources in a folder on the desktop or server • Edits clip art (if appropriate) Communicates • Prints slides • Demonstrates • Prints handouts through print understanding of basic that enhance media design elements (i.e., instructional Weed Union Elementary School Technology Plan 105
  • S2 color, design, space, objectives (e.g., and composition) outlines, notes, etc.) • Prints using advanced printing options Integration, • Describes the • Organizes • Designs curricular student educational uses of information in a clear, lessons having learning, and presentation software consistent way for the multimedia to classroom viewer enhance learning management • Creates cards or outcomes S6, S9-12 slides using effective • Follows fair use design to enhance and copyright laws communication for text, graphics, • Uses appropriate and sound background and text colors to ensure clarity and readability Levels of User Expertise in Instructional Technology Introductory Intermediate Proficient Analyzes best • Locates learning, • Is able to locate • Analyzes best practices and teaching, and and adapt lessons practices and research communication resources based upon best research findings on findings related to implementation practices and the use of G5, S12 in the classroom research findings technology and designs lessons accordingly Considers • Identifies established • Practices • Evaluates content to criteria used to evaluate evaluating educational digital be taught and digital media educational digital media using selects • Receives examples of media using established criteria the best tech lesson plans that established criteria • Includes resources to integrate technology • Practices including appropriate support, • Identifies process used appropriate technological manage, and to match technology technological resources in enhance with content resources in classroom lesson learning classroom lesson plans S5, S10 plans Identifies • Is aware of learning • Selects and uses • Integrates student style inventories for activities to identify appropriate learning styles students student learning technology and • Examines a variety of styles resources and determines technology resources • Uses a variety of adapts lessons and appropriate for their applicability to technology classroom practice resources learning styles resources in lesson according to S6, S9 plans suited to learning style Weed Union Elementary School Technology Plan 106
  • student learning inventory results styles Demonstrates • Describes various • Uses teacher • Effectively uses ability models of technology use productivity tools for technology for to create and that enhances learning classroom whole-class, small maintain and increases efficiency management (e.g., group, and effective and productivity home-school individual learning communication, instruction environments student records and • Designs using grades) classroom activities computer- • Lesson plans that allow all based reflect a students to build technology management system upon their S11 for computer-based technology skills activities and increase learning • Implements management procedures that support assessment of student involvement and achievement Demonstrates • Explains the need for • Implements • Implements knowledge of and use of copyright established policies established policies privacy, policy, protection of for safe, private, and for safe, private, security, and student privacy, security, secure practices in and secure practices safety issues and safety personal work in classroom G4, S13, S14 • Personally • Implements implements policies about established policies copyright and about copyright and plagiarism in plagiarism classroom Weed Union Elementary School Technology Plan 107
  • Appendix E. Matrix of Professional Teachers’ Proficiency in Computer-Based Technology Communication and Collaboration Factors to Consider Professional Profile Performance Indicators Communicates • Identifies, selects, and uses • Evidence of the use of a through a variety of digital communication tools variety of communication electronic media appropriately. tools based on resources P2 • Uses digital tools to available (e.g., telephone, e- communicate with students, mail, fax, listserv or Web parents, and page) community members to enhance • Evidence of the management and learning management of information using technology to increase communication, (e.g., Web pages, voice mail, homework hotlines) Interacts and • Supports student learning • Evidence of sustained collaborates with through collaboration with communication with others using parents, parents, students, and/or computer-based subject matter experts, educators, colleagues through mailing collaborative tools and others using digital tools lists, video conferencing, P3 • Participates in professional online staff development, growth activities by using digital shared network folders, etc. communication tools • Student projects utilize digital tools to interact with subject matter experts. • Lesson/activity plans are designed collaboratively using appropriate communication tools as a medium (e.g., e-mail, listserv, shared network folders, mailing lists, video conferences, etc.). Collaborates with • Uses digital communication • Student work that other teachers, tools to work with educators and exemplifies evidence of mentors, librarians, subject matter experts to design active collaboration with resource classroom activities to support outside experts specialists, and other student learning • Interdisciplinary lessons experts to • Seeks out and draws upon the and cross grade-level support technology- expertise of others to support the projects (see also Planning, enhanced learning process and technology- Designing, and Weed Union Elementary School Technology Plan 108
  • curriculum enhanced curriculum Implementing Learning P11 Experiences, P5) Contributes to site- • Provides leadership by • Participation in grade-level based planning or participating in school wide or department activities to local decision making decision-making and learning develop a school site regarding the activities that support learning technology plan use of technology and through the use of technology • Pursues continuing acquisition of • Actively contributes to the education (e.g., educational technological development or updating of site technology, conference resources or attendance, curriculum P12 district-based technology plans integration, online courses • Explores new technologies and workshops) recommends innovative • Evidence of active educational applications participation in the site or appropriate to the curricular needs district decision-making of the process regarding the use students and site and acquisition of technology (e.g., grade-level technology committee, technology planning) Planning, Designing, and Implementing Learning Experiences Factors to Consider Professional Profile Performance Indicators Demonstrates • Evaluates authenticity, • Research on curricular competence in accuracy, reliability, and bias of resources incorporates multiple evaluating the resources to be used in the references from a variety of authenticity, planning and designing of credible electronic and reliability, and bias instructional activities traditional sources. of data • Identifies the process used to • Evidence of self-reflection gathered; evaluate data and determines the and evaluation on the outcome determines success or effectiveness of that and success of the process used outcomes process through anecdotal records, self and evaluates the • Applies information literacy reflections, journals, and success or competencies in professional lesson plan revisions effectiveness of the practice process used P4 Optimizes lessons • Applies best practices and • Classroom activities reflect based upon research findings on the use of the availability of technology technological technology in managing tools and resources at site, resources available resources for specific student community, and home. in a variety of populations • Lesson activities use learning locations • Analyzes the needs of students appropriate technology P5 and organizes appropriate and resources based upon specific available technological resources student needs (e.g., drill and Weed Union Elementary School Technology Plan 109
  • for curricular applications practice, simulation, video • Establishes technology based instruction). procedures and routines that • Lesson activities reflect engage all students in a variety access to a variety of learning of learning environments locations (e.g., one computer room, computer lab, multiple workstations in a room, and portable technologies). Designs, adapts, and • Implements lessons that engage • Student research projects uses lessons students in evaluating incorporate multiple references that develop student information, problem solving, from a variety of credible information and critical thinking to make electronic and traditional literacy and subject matter meaningful sources. problem-solving • Facilitates activities that • Student methods of utilizing skills as tools for engage students to become self- valid information are analyzed lifelong directed learners through for success (e.g., rubrics, learning effective use of technology student reflection, and/or P6 aligned with curriculum bibliographic cross standards referencing). • Incorporates lessons using • Evidence that improvements appropriate technological and to future student activities are traditional tools for student planned (See also Assessment research, data gathering, and Evaluation, P10) analysis, and presentation • Lesson plans indicate activities to maximize student learning by matching the most appropriate technology resources to instructional and learner needs. Creates or makes • Selects appropriate technology • Sample technology-integrated use of learning that supports state academic lessons are clearly aligned with environments inside content standards state academic content the classroom, • Implements effective standards as well as in library classroom management • Evidence of lessons that media techniques using technology in a provide for equal access to center or computer variety of educational settings technological resources for all labs, that • Employs a variety of students in a variety of promote the technology-based instructional locations effective use of strategies to enhance learning • Sample technology-integrated technology aligned (e.g., direct, cooperative, lessons use technology with individual, etc.) appropriately. curriculum • Supports varying learning P7 styles and modalities by integrating a variety of technological resources in lesson design for all students Weed Union Elementary School Technology Plan 110
  • Planning, Designing, and Implementing Learning Experiences Factors to Consider Professional Profile Performance Indicators Uses technology in • Engages students in the • Evidence of lessons that lessons to process of planning, locating, provide engaging activities for increase each and students to evaluate student’s ability to evaluating information obtained information, solve problems, plan, locate, by using technology and draw conclusions evaluate, select, • Designs technology-infused • Student projects demonstrate and use information lessons to increase student’s student’s increased ability to to solve critical-thinking skills plan in order to select and use problems and draw • Facilitates technology-infused information. conclusions experiences that promote • Models the use of technology P8 autonomy, interaction, and to plan activities for solving choice problems and drawing • Incorporates instructional conclusions strategies to develop student skills for assessing validity and reliability of information Demonstrates • Translates the school’s • Models, teaches, and knowledge and acceptable-use policy (AUP) reinforces intellectual property understanding of the into rights and acceptable-use legal and understandable rules and policies ethical issues procedures for students • Evidence that students are concerned with • Demonstrates and advocates following the acceptable-use the use of computer- legal and ethical behaviors for policy based students and colleagues • Evidence of lessons that technology regarding the use of technology include copyright and policy G4, S13, S14 and citations information • Student reports include appropriate bibliographic information. Weed Union Elementary School Technology Plan 111
  • Assessment and Evaluation Factors to Consider Professional Profile Performance Indicators Uses computer • Collects, organizes, and • Evidence of the use of a grade applications to analyzes data using technology book spreadsheet or database manipulate and for the purpose of managing program to record and report analyze data resources, learning environments, student progress P1 and • Instruction is modified based project design on the analysis of student • Uses technology to collect and mastery of data by using analyze data for school district-adopted student instructional planning information system. • Evidence of the use of assessment tools and strategies to evaluate student activities • Customized documents for school planning use technology tools. Uses technology • Devises project assessments • Evidence of the use of to assess that allow students and parents to electronic means to collect student learning monitor progress and adapt student data (e.g., gradebooks, and provide educational activities web-based testing, computer- feedback to appropriately aided instruction, etc.) students and • Produces individualized • Presentations are produced for parents learning reports of students a variety of audiences to P9 • Shares learning reports with illustrate student performance. students and parents to provide • Evidence of the use of feedback to improve purposeful technology to create individual student engagement in learning learning reports for parents and • Collects, interprets, and reports students student performance data using technology Frequently • Analyzes the effects of • Plans identify, manage, and monitors and technology integration on student organize resources available for reflects learning and modifies lessons to appropriate student use. upon the results of better meet curricular goals • Portfolio of progressive lesson using • Uses technology tools to collect plans indicates more effective technology in and analyze student data to use of technology in alignment instruction and effectively manage instruction of best practices and research adapts lessons and classroom management findings. accordingly • Analyzes best practices and • Evidence of reflection on the P10 research findings on the use of process of monitoring, technology and designs lessons analyzing, and modifying the accordingly effective use of technology in lessons Weed Union Elementary School Technology Plan 112
  • Rubric Category - General Computer Knowledge and Skills Sub-Category: General Knowledge of Basic Hardware and Software Terminology - Identifies hardware components, peripherals and their purpose Introductory - Identifies icons, windows and menus - Uses icons, windows and menus Intermediate - Uses basic peripherals (e.g. CD-ROM, storage media, etc.) - Incorporates general knowledge of basic hardware and software into lesson design as Proficient appropriate (e.g. vocabulary, naming and saving conventions, printing, etc.) Sub-Category: Operation and Care of Hardware - Starts up and shuts down computer and peripherals - Uses a mouse - Inserts and ejects diskettes, CD-ROM, etc. - Uses software from a disk, hard drive, or CD-ROM Introductory - Creates, names/renames folders and files - Starts an application and creates a document - Names, saves, saves as, retrieves and revises a document - Prints documents - Organizes the desktop - Initializes, formats, names diskettes Intermediate - Copies documents between computer and diskettes - Chooses printer location - Allocates memory needed by applications - Accesses and changes control panels - Sets software preferences - Makes more system memory available - Performs regular maintenance Proficient - Organizes files and programs - Uses print preview and options - Opens and works with more than one application at a time - Shares files and printers on a network - Installs software - Selects and uses appropriate anti virus software Sub-Category: Basic Troubleshooting - Restarts a frozen computer Introductory - Identifies directly connected or networked printer problems - Troubleshoots basic hardware, software and printing problems before accessing the appropriate level of support Intermediate - Checks cables for proper attachment - Solves simple printer problems with directly connected printer - Troubleshoots common hardware, software, printing and network problems before Proficient accessing the appropriate level of support Sub-Category: Integration, Student Learning, and Classroom Management - Explains various models for classroom management of technology Intermediate - Cites examples of appropriate applications of technology as an educational tool - Selects and uses effective classroom management techniques using technology in a limited number of educational settings Proficient - Selects and implements appropriate technology tools to support teaching and learning processes Rubric Category - Internet Sub-Category: General Knowledge and Skills Weed Union Elementary School Technology Plan 113
  • - Launches a browser and uses the tool bar - Specifies a URL and can point and click to navigate on existing links - Changes window sizes Introductory - Views history - Accesses help file - Explains basic internet terminology - Accesses Internet through a modem or network - Explains the anatomy of a URL - Configures preferences for software - Sets a home page - Refreshes or reloads a page Intermediate - Hides, displays or configures the tool bar - Locates and opens a local file within the browser - Copies, pastes and saves from web pages - Downloads files - Configures page setup to print citation resources - Selects helper files/applications used to open downloaded files - Maintains and organizes bookmarks/favorites Proficient - Troubleshoots address errors (i.e. 404 errors) - Uses and manages multiple windows Sub-Category: Communication and Collaboration Introductory - Explains use of email as a means of communication Intermediate - Uses email to communicate with members of a group - Explains the use of chat, newsgroups, or threaded discussions to communicate with Proficient members of a group Sub-Category: Research Tools Introductory - Conducts basic searches - Explains the differences between search indexes, search engines and metasearch tools Intermediate - Understands Boolean logic - Conducts natural language searches - Uses advanced search features Proficient - Conducts multiple search strategies to locate and validate information - Uses internet search as a resource for lesson development Sub-Category: Ethics and Policies - Explains issues surrounding Internet use in the classroom (e.g. copyright, Intermediate management, student safety, AUP, etc.) - Implements procedures and management techniques concerning Internet use in the Proficient classroom for instruction Sub-Category: Information Literacy - Evaluates information for accuracy Introductory - Identifies whether a source is credible - Organizes information Intermediate - Analyzes and interprets information - Uses a wide variety of sources Proficient - Filters information for relevancy - Incorporates information literacy strategies into lesson design Sub-Category: Integration, Student Learning, and Classroom Management Intermediate - Locates resources appropriate for integrating technology into lesson design - Selects and implements internet resources appropriately in lesson design Proficient - Selects and uses effective classroom management techniques Weed Union Elementary School Technology Plan 114
  • Appendix B Student Technology Standards Benchmarks Benchmarks: 1 Student can use a computer and disk 2 Student can use a painting and drawing tools 3 Student can use developmentally appropriate keyboard skills 4 Student can use basic world processing skills 5 Student can design and create multimedia projects using a variety of sources 6 Student can plan and create video projects 7 Student can use computer file management functions 8 Student can use advance word processing functions and will take the High School Test. INTRODUCTION OF SKILLS - KINDERGARTEN 1.0 Student will experience using a computer and disks can start, restart, and shut down a computer can treat disks and computer with respect demonstrates acceptable behavior at the computer and in the lab can insert a floppy into the computer 2.0 Student will experience using painting and drawing tools can select and use drawing and painting tools can use shape tools INTRODUCTION OF SKILLS - FIRST GRADE 1.1 Student will experience using a computer and disks can choose a command from the menu bar using a mouse 2.1 Student will experience using painting and drawing tools can draw a picture using basic tools can create a graphic to illustrate an idea in a story 3.1 Student will experience keyboard skills appropriate to grade level can identify relative position of the keys on a keyboard can identify and use letter and number keys Weed Union Elementary School Technology Plan 115
  • 4.1 Student will experience basic word processing skills can launch and use a word processing program can control insertion point, cursor, and word wrap can save and retrieve word processing files INTRODUCTION OF SKILLS - GRADE TWO 2.2 Student will experience using painting and drawing tools can change the size or shape of a graphic using the edge handles 3.2 Student will experience keyboard skills appropriate to grade level can apply keyboarding skills (using both hands and both sides of keyboard, thumb on spacebar) can use shift, arrow keys, special keys, and spacebar 4.2 Student will experience basic word processing skills understands the concepts of insertion point, cursor, and word wrap can enter, delete, cut, copy and paste text can save and retrieve word processing files 5.2 Student will experience designing and creating multimedia projects using a variety of sources can create single and multiple screen projects plan and create a linear sequence, which tells a story using text and/or graphics CONTINUATION OF SKILLS Benchmark 1: Student can use computer and disks INTRODUCTION OF SKILLS - GRADE THREE 2.3 Student will experience using painting and drawing tools can highlight a graphic using the lasso or frame/marquee tool can move a graphic to another location on the screen can apply special effects such as rotate, stretch, shrink, etc. can change a graphics pattern can move and duplicate an object 3.3 Student will experience keyboard skills appropriate to grade level Weed Union Elementary School Technology Plan 116
  • can identify and use the punctuation and special symbol keys 4.3 Student will experience basic word processing skills can format a document using different fonts, text size, styles, etc. 5.3 Student will experience designing and creating multimedia projects using a variety of sources can add a button or menu to view all or selective screens CONTINUATION OF SKILLS Benchmark 1: Student can use computer and disks INTRODUCTION OF SKILLS - GRADE FOUR 2.4 Student will experience using painting and drawing tools can move and copy objects between paint and draw layers can export graphic to another program 3.4 Student will experience keyboard skills appropriate to grade level can use formal keyboarding skills with home keys and correct posture can touch type at speed equal to handwriting rate (5 -15 words per minute) 5.4 Student will experience designing and creating multimedia projects using a variety of sources can include digitized movies, which can be played from a particular screen 6.4 Student will experience planning and creating video projects can operate a video camera can make a smooth camera pan with video camera 7.4 Student will experience using computer file management functions can create, organize, and delete files and folders can write protect a disk and lock a folder demonstrates understanding and respects copyright laws related to computer software 8.4 Student will experience advanced word processing functions can use the spell check function within a word processor can use keyboard shortcuts for formatting and file management change the margins, columns, spacing and page breaks can import a graphic into a document 9.4 Student will experience electronic encyclopedias can use atlas, timeline, and gallery functions of encyclopedia 10.4 Student will experience network access and resources can identify components of network and telecommunications system can explain terminology related to network access and use demonstrates understand of the concepts of network citizenship and etiquette can log on and off the network can print documents to network printers Weed Union Elementary School Technology Plan 117
  • CONTINUATION OF SKILLS Benchmark 1: Student can use computer and disks Benchmark 4: Student can use basic word processing skills INTRODUCTION OF SKILLS - GRADE FIVE 3.5 Student will experience keyboard skills appropriate to grade level can touch type at rate faster than handwriting rate (10 to 20 words per minute) 5.5 Student will experience designing and creating multimedia projects using a variety of sources can create an animation sequence from a series of screens and convert to a digitized movie 6.5 Student will experience planning and creating video projects can record with smooth camera tilt and zoom in and out 8.5 Student will experience advanced word processing functions can create and use indents and tabs in word processing document can use the find and replace functions can move and copy text and graphics between two word processing documents 9.5 Student will experience electronic encyclopedias can use keyword searches 10.5 Student will experience network access and resources can upload a file to a network can access CD-ROMs on a network 11.5 Student will experience electronic mail system can send and receive mail within the school campus 12.5 Student will experience desktop publishing fundamentals can use the attributes of size and type classification for emphasis 13.5 Student will experience simple spreadsheet functions can describe the parts of a spreadsheet can move to and select specific cells in a spreadsheet can add new text or numbers to a spreadsheet can save an updated spreadsheet to disk CONTINUATION OF SKILLS Benchmark 1: Student can use a computer and disks Benchmark 2: Student can use painting and drawing tools Benchmark 4: Student can use basic word processing skills Benchmark 7: Student can use computer file management functions INTRODUCTION OF SKILLS - GRADE SIX 3.6 Student will experience keyboard skills appropriate to grade level can touch type at sustained rate of 15 to 20 words per minute Weed Union Elementary School Technology Plan 118
  • 5.6 Student will experience designing and creating multimedia projects using a variety of sources can add music or sound effect CD audio to multimedia project 6.6 Student will experience planning and creating video projects can use zoom and focus controls for video interview 8.6 Student will experience advanced word processing functions can insert footers and headers use the thesaurus function 10.6 Student will experience network access and resources can differentiate between various types of on-line services 11.6 Student will experience electronic mail system can upload and download files attached to messages 12.6 Student will experience desktop publishing fundamentals can explain design goal for gaining and keeping attention, and making a lasting impression can use proportions, contrast, and balance for impact 13.6 Student will experience simple spreadsheet functions can build a formula into a cell can format cells can copy and paste values and formulas into cells can sort a selection of rows in the spreadsheet can insert or delete rows, columns, or blocks of cells 14.6 Student will experience electronic resources can use appropriate information resources in the media center can select the resource that best matches the need CONTINUATION OF SKILLS Benchmark 1: Student can use a computer and disks Benchmark 2: Student can use painting and drawing tools Benchmark 4: Student can use basic word processing skills Benchmark 7: Student can use computer file management functions Benchmark 9: Student can use electronic encyclopedias INTRODUCTION OF SKILLS - GRADE SEVEN 5.7 Student will experience designing and creating multimedia projects using a variety of sources can use various elements in multiscreen branching multimedia project 6.7 Student will experience planning and creating video projects can record a series of shots using in camera editing can compose shots with appropriate headroom and exposure 8.7 Student will experience advanced word processing functions can enter and modify page numbers can use the hyphenation function 10.7 Student will experience network access and resources Weed Union Elementary School Technology Plan 119
  • can use a variety of Internet data retrieval tools can capture a screen and capture a file 11.7 Student will experience electronic mail system can use various client tools to send and receive mail 12.7 Student will experience desktop publishing fundamentals can use contrast, lines, white space, and apparent motion effectively 13.7 Student will experience simple spreadsheet functions can realign and modify the contents and appearance of numbers in cells can protect cells from changes can set page breaks for printing spreadsheets 14.7 Student will experience electronic resources can use an existing database to retrieve specific records can capture information from a reference CD-ROM and transfer to a word processing document can conduct research by focusing on specific questions to be answered can use resources to access words, terms, methods, facts, concepts, and specific information 15.7 Student will experience design and creation of database file can retrieve record based on "and" and "or" match techniques can retrieve record based on "greater than" and "less than" criteria can sort and print specific records in a data file 16.7 Student will experience simple electronic presentations can explain terminology of templates, masters, backgrounds, and color schemes can move between elements (slide, sorter, outline) of electronic presentation can use the tools to create master elements can develop and modify color schemes CONTINUATION OF SKILLS Benchmark 1: Student can use a computer and disks Benchmark 2: Student can use painting and drawing tools Benchmark 3: Student can use developmentally appropriate keyboard skills Benchmark 4: Student can use basic word processing skills Benchmark 7: Student can use computer file management functions Benchmark 9: Student can use electronic encyclopedias INTRODUCTION OF SKILLS - GRADE EIGHT 5.8 Student will experience designing and creating multimedia projects using a variety of sources can capture video from video camera or VCR and save in digitized form can create a series of screens that depict dynamic relationship (changes over time) 6.8 Student will experience planning and creating video projects can plan a video presentation using a storyboard technique 8.8 Student will experience advanced word processing functions can create and import spreadsheets and database files into word processing documents Weed Union Elementary School Technology Plan 120
  • 10.8 Student will experience network access and resources can download text and binary files from Internet to local hard drive can use FTP to transfer files from a remote computer to a local hard drive 12.8 Student will experience desktop publishing fundamentals can demonstrate value of the unity of graphical elements can incorporate a variety of graphical techniques and principles 13.8 Student will experience simple spreadsheet functions can create charts from spreadsheet data can modify types, titles, scales and legends for charts 14.8 Student will experience electronic resources can conduct a single field word search and a Boolean search using a CD-ROM can incorporate key words and phrases into descriptions of electronic searching 15.8 Student will experience design and creation of database file can determine data items to be used in a new database can determine the type of information needed for a new database can determine the order and layout for a new database based on how the database will be searched can name, save, test, and edit the new database can use a database to suggest trends in data 16.8 Student will experience simple electronic presentations can add text, clip art, graphs and video clips to a slide CONTINUATION OF SKILLS Benchmark 1: Student can use a computer and disks Benchmark 2: Student can use painting and drawing tools Benchmark 3: Student can use developmentally appropriate keyboard skills Benchmark 4: Student can use basic word processing skills Benchmark 7: Student can use computer file management functions Benchmark 9: Student can use electronic encyclopedias Benchmark 11: Student can use electronic mail system Grades K-3: Students will become aware of word processing for the communication of ideas. Students will have knowledge of a computer and apply that knowledge in the proper care for technology tools. Students will become familiar with the keyboard and the specific functions of keys; use input and output devices such as a mouse, a printer, a keyboard, CD-ROM; be familiar with the technology available in the classroom and library; and be introduced to the use of a drawing program. Weed Union Elementary School Technology Plan 121
  • Grades 4-6: Students will experience guided access to the Internet; as a class, send and receive E-mail; create, modify, save and print documents; combine graphics with text; create a simple multimedia presentation; learn and apply keyboarding; access specific information using Follett Automated Library Systems and CD-ROMS. Grades 7-8: Students will touch type without visual confirmation; use advanced editing features in word processing such as cut and past, format, spell checker, and the thesaurus; use the Internet for independent research; create and use databases; create spreadsheets using simple formulas; and create interactive multimedia projects involving sound, graphics, and text. Weed Union Elementary School Technology Plan 122
  • Appendix C: Enhancing Education Through Technology Formula Grant Program Criteria for EETT-Funded Education Technology Plans 1. PLAN DURATION Page in Adequately Addressed Not Adequately Addressed District Plan a. The plan should guide the district’s Page 5 The benchmarks and timelines in the plan outline The benchmarks are not associated use of education technology for the activities and strategies for the next 3-5 years. with any particular timeline or the next 3-5 years. timeline is less than 3 years or more than 5 years in length. 2. STAKEHOLDERS Page in Adequately Addressed Not Adequately Addressed Corresponding EETT Requirement(s): 7, 11, District Plan a. Description of how a variety of Page 6 The planning team consisted of representatives Little evidence is included that shows stakeholders from within the school who will implement the plan, including district that the district actively sought district and the community-at-large curriculum and information technology staff, site participation from a variety of participated in the planning process. administrators, teachers, students, parents, stakeholders. community non-profits and businesses. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included. Weed Union Elementary School Technology Plan 123
  • Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plans 3. CURRICULUM Page in Adequately Addressed Not Adequately Addressed COMPONENT District Corresponding EETT Requirement(s): 1, 2, 3, 8, Plan 10, & 12. a. Description of teachers’ and Page 9 The plan describes the technology access The plan explains technology access in students’ current access to available in the classrooms, library/media terms of a student-to-computer ratio, technology tools both during the centers, or labs for all students, including special but does not explain if computers are in school day and outside of school education, GATE, English Language Learners, the classrooms, library/media centers, hours. etc., both during and after school hours. or labs, who has access, and when various students and teachers can use the technology. b. Description of the district’s current Page 9 The plan describes the typical frequency and type The plan recites district policy use of hardware and software to of use (technology skills/information regarding use of technology, but support teaching and learning. literacy/integrated into the curriculum) generally provides no information about its by type of school and/or academic subject. actual use. c. Summary of the district’s curricular Page 17 The plan references other district documents that The plan does not reference district goals and academic content standards in guide the curriculum and/or establish goals and curriculum goals. various district and site comprehensive standards. planning documents. d. List of clear goals and a specific Page 22 The plan clearly identifies grade levels, subjects, or The plan suggests how technology will be implementation plan for using student populations that will be the focus for the term used, but is not specific enough to know technology to improve teaching and of the plan. The plan delineates clear, specific and what action needs to be taken to learning by supporting the district realistic goals for using technology to support the accomplish the goals. curricular goals and academic content district’s curriculum goals and academic content standards. standards to improve learning. The implementation plan clearly supports accomplishing the goals. e. List of clear goals and a specific Page 22 For the focus areas, the plan delineates clear, specific The plan suggests how technology will be implementation plan as to how and and realistic goals for using technology to help used, but is not specific enough to when students will acquire technology students acquire technology and information literacy determine what action needs to be taken to and information literacy skills needed to skills. The implementation plan clearly supports accomplish the goals. succeed in the classroom and the accomplishing the goals. workplace. Weed Union Elementary School Technology Plan 124
  • Enhancing Education Through Technology Formula Grant Program Criteria for EETT District Education Technology Plans 3. CURRICULUM COMPONENT, Page in Adequately Addressed Not Adequately Addressed Continued District Plan f. List of clear goals and a specific Page 27 For the focus areas, the plan delineates clear, The plan suggests how technology will implementation plan for programs specific and realistic goals for using technology be used, but is not specific enough to and methods of utilizing technology to support the progress of all students, including know what action needs to be taken to that ensure appropriate access to all special education, GATE, English Language accomplish the goals. students. Learners, etc. The implementation plan clearly supports accomplishing the goals. g. List of clear goals and a specific Page 29 The plan delineates clear, specific and realistic The plan suggests how technology will implementation plan to utilize goals for using technology to support the be used, but is not specific enough to technology to make student record district’s student record-keeping and assessment know what action needs to be taken to keeping and assessment more efforts. The implementation plan clearly supports accomplish the goals. efficient and supportive of teachers’ accomplishing the goals. efforts to meet individual student academic needs. h. List of clear goals and a specific Page 31 The plan delineates clear, specific and realistic The plan suggests how technology will implementation plan to utilize goals for using technology to facilitate improved be used, but is not specific enough to technology to make teachers and two-way communication between home and know what action needs to be taken to administrators more accessible to school. The implementation plan clearly supports accomplish the goals. parents. accomplishing the goals. i. List of benchmarks and a timeline Page 34 The benchmarks and timeline are specific and The benchmarks and timeline are for implementing planned strategies realistic. Teachers, administrators and students either absent or so vague that it would and activities. implementing the plan can easily discern what be difficult to determine what should steps will be taken, by whom, and when. occur at any particular time. j. Description of the process that will Page 34 The monitoring process is described in sufficient The monitoring process is either be used to monitor whether the detail so that who is responsible, and what is absent, or lacks detail regarding who is strategies and methodologies expected is clear. responsible and what is expected. utilizing technology are being implemented according to the benchmarks and timeline. Weed Union Elementary School Technology Plan 125
  • Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plans 4. PROFESSIONAL Page in Adequately Addressed Not Adequately Addressed DEVELOPMENT District COMPONENT Plan Corresponding EETT Requirement(s): 5 & 12. a. Summary of the teachers’ and Page 54 The plan provides a clear summary of the Description of current level of staff administrators’ current technology teachers’ and administrators’ current expertise is too general or relates only skills and needs for professional technology skills and needs for professional to a limited segment of the district’s development. development. The findings are summarized in teachers and administrators in the the plan by discrete skills in order to facilitate focus areas or does not relate to the providing professional development that meets focus areas, i.e. only the fourth grade the identified needs and plan goals. teachers when grades 4-8 are the focus grade levels. b. List of clear goals and a specific Page 56 The plan delineates clear, specific and realistic The plan speaks only generally of implementation plan for providing goals for providing teachers and administrators professional development and is not professional development with sustained, ongoing professional specific enough to ensure that teachers opportunities based on the needs development necessary to implement the and administrators will have the assessment and the Curriculum Curriculum Component of the plan. The necessary training to implement the Component goals, benchmarks, and implementation plan will clearly supports Curriculum Component. timeline. accomplishing the goals. c. List of benchmarks and a timeline for Page 56 The benchmarks and timeline are specific and The benchmarks and timeline are implementing planned strategies and realistic. Teachers and administrators either absent or so vague that it would activities. implementing the plan can easily discern what be difficult to determine what steps steps will be taken, by whom, and when. will be taken, by whom, and when. d. Description of the process that will be Page 56 The monitoring process is described in The monitoring process is either used to monitor whether the sufficient detail so that who is responsible and absent, or lacks detail regarding who is professional development goals are what is expected is clear. responsible and what is expected. being met and whether the planned professional development activities are being implemented in accordance with the benchmarks and timeline. Weed Union Elementary School Technology Plan 126
  • Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plans 5. INFRASTRUCTURE, Page in Adequately Addressed Not Adequately Addressed HARDWARE, TECHNICAL District SUPPORT, AND SOFTWARE Plan COMPONENT Corresponding EETT Requirement(s): 6, & 12. a. Describe the technology hardware, Page 61 The plan clearly summarizes the technology The plan includes a description or list of electronic learning resources, hardware, electronic learning resources, networking hardware, infrastructure and other networking and telecommunication and telecommunication infrastructure, physical technology necessary to implement the infrastructure, physical plant plant modifications, and technical support proposed plan, but there doesn’t seem to be any modifications, and technical support to support the implementation of the district’s real relationship between the activities in needed by the district’s teachers, Curriculum and Professional Development the Curriculum and Professional students, and administrators to Components. The plan also includes the list of Development Components and the listed support the activities in the items to be acquired, which may be included as an equipment. Future technical support Curriculum and Professional appendix. needs have not been addressed or do not Development Components of the plan. relate to the needs of the Curriculum and Professional Development Components. b. Describe the existing hardware, Page 64 The plan clearly summarizes the existing The inventory of equipment is not by site Internet access, electronic learning technology hardware, electronic learning resources, or is so general that it is difficult to resources, and technical support networking and telecommunication infrastructure, determine what must be acquired to already in the district that could be and technical support to support the implementation implement the Curriculum and used to support the Curriculum and of the Curriculum and Professional Development Professional Development Components. Professional Development Components. The current level of technical support The summary of current technical support Components of the plan. is clearly explained. is missing or lacks sufficient detail. c. List of clear benchmarks and a timeline Page 69 The benchmarks and timeline are specific and The benchmarks and timeline are either for obtaining the hardware, realistic. Teachers and administrators absent or so vague that it would be infrastructure, learning resources and implementing the plan can easily discern what difficult to determine what needs to be technical support required to support needs to be acquired or repurposed, by whom, and acquired or repurposed, by whom, and the other plan components. when. when. d. Description of the process that will be Page 74 The monitoring process is described in sufficient The monitoring process is either absent, used to monitor whether the goals and detail so that who is responsible and what is or lacks detail regarding who is benchmarks are being reached within expected is clear. responsible and what is expected. the specified time frame. Weed Union Elementary School Technology Plan 127
  • Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plans 6. FUNDING AND BUDGET Page in Adequately Addressed Not Adequately Addressed COMPONENT District Corresponding EETT Requirement(s): 7, & 13. Plan a. List of established and potential Page 76 The plan clearly describes resources* that are Resources to implement the plan are funding sources and cost savings, available or could be obtained to implement the not identified or are so general as to be present and future. plan. The process for identifying future funding useless. sources is described. b. Estimate implementation costs for Page 77 Cost estimates are reasonable and address the Cost estimates are unrealistic, lacking, the term of the plan (3-5 years). total cost of ownership. or are not sufficiently detailed to determine if the total cost of ownership is addressed. c. Description of the level of ongoing Page 79 The plan describes the level of technical support The description of the ongoing level of technical support the district will that will be provided for implementation given technical support is either vague or not provide. current resources and describes goals for included; is so inadequate that additional technical support should new successful implementation of the plan resources become available. The level of is unlikely, or is so unrealistic as to technical support is based on some logical unit of raise questions of the viability of measure, such as number of computers. sustaining that level of support. d. Description of the district’s Page 80 Plan recognizes that equipment will need to be Replacement policy is either missing replacement policy for obsolete replaced and outlines a realistic replacement plan or vague. It is not clear that the equipment. that will support the Curriculum and Professional replacement policy could be Development Components implemented. e. Description of the feedback loop Page 81 The monitoring process is described in sufficient The monitoring process is either used to monitor progress and update detail so that who is responsible, and what is absent, or lacks detail regarding who is funding and budget decisions. expected is clear. responsible and what is expected. * In this document, the term “resources” means funding, in-kind services, donations, or other items of value. Weed Union Elementary School Technology Plan 128
  • Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plans 7. MONITORING AND Page in Adequately Addressed Not Adequately Addressed EVALUATION District COMPONENT Plan Corresponding EETT Requirement(s): 11 a. Description of how technology’s Page 82 The plan describes the process for evaluation No provision for an evaluation is impact on student learning and utilizing the goals and benchmarks of each included in the plan. How success is attainment of the district’s component as the indicators of success. determined is not defined. curricular goals, as well as classroom and school management, will be The evaluation is defined, but the evaluated. process to conduct the evaluation is missing. b. Schedule for evaluating the effect of Page 82 Evaluation timeline is realistic. The evaluation timeline is not included plan implementation. or indicates an expectation of unrealistic results that does not support the continued implementation of the plan. c. Description of how the information Page 83 The plan describes a process to report the The plan does not provide a process for obtained through the monitoring monitoring and evaluation results to persons using the monitoring and evaluation and evaluation will be used. responsible for implementing and modifying the results to improve the plan and/or plan, as well as the plan stakeholders. disseminate the findings. Weed Union Elementary School Technology Plan 129
  • Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plans 8. EFFECTIVE Page in Adequately Addressed Not Adequately Addressed COLLABORATIVE District STRATEGIES WITH ADULT Plan LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY Corresponding EETT Requirement(s): 11 1. If the district has identified adult Page 84 The plan explains how the program will be There is no evidence that the plan has literacy providers, there is a developed in collaboration with adult literacy been, or will be developed in description of how the program providers. Planning included or will include collaboration with adult literacy will be developed in consideration of collaborative strategies and service providers, to maximize the use collaboration with those other funding resources to maximize the use of of technology. providers. technology. Weed Union Elementary School Technology Plan 130
  • Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plans 9. EFFECTIVE Page in Adequately Addressed Not Adequately Addressed COLLABORATIVE District STRATEGIES WITH ADULT Plan LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY Corresponding EETT Requirement(s): 11 2. If the district has identified adult Page 85 The plan explains how the program will be There is no evidence that the plan has literacy providers, there is a developed in collaboration with adult literacy been, or will be developed in description of how the program providers. Planning included or will include collaboration with adult literacy will be developed in consideration of collaborative strategies and service providers, to maximize the use collaboration with those other funding resources to maximize the use of of technology. providers. technology. Weed Union Elementary School Technology Plan 131
  • Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plans 9. EFFECTIVE, RESEARCHED- Page in Adequately Addressed Not Adequately Addressed BASED METHODS AND District STRATEGIES: Plan Corresponding EETT Requirement(s): 4 & 9 a. Description of how education Page 85 The plan describes the relevant research behind The description of the research behind technology strategies and proven the plan’s design for strategies and/or methods the plan’s design for strategies and/or methods for student learning, selected. methods selected is unclear, unreliable, teaching, and technology or missing. management are based on relevant research and effective practices. b. Description of thorough and Page 85 The plan describes references to research No research is cited. thoughtful examination of externally literature that supports why or how the model or locally developed education improves student achievement. technology models and strategies. c. Description of development and The plan describes the process for development There is no plan to utilize technology utilization of innovative strategies and utilization of strategies to use technology to to extend or supplement the district’s for using technology to deliver deliver specialized or rigorous academic courses curriculum offerings rigorous academic courses and Page 87 and curricula, including distance learning. 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). Weed Union Elementary School Technology Plan 132
  • Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plans 10. EFFECTIVE, RESEARCHED- Page in Adequately Addressed Not Adequately Addressed BASED METHODS AND District STRATEGIES: Plan Corresponding EETT Requirement(s): 4 & 9 d. Description of how education Page 89 The plan describes the relevant research behind The description of the research behind technology strategies and proven the plan’s design for strategies and/or methods the plan’s design for strategies and/or methods for student learning, selected. methods selected is unclear, unreliable, teaching, and technology or missing. management are based on relevant research and effective practices. e. Description of thorough and Page 90 The plan describes references to research No research is cited. thoughtful examination of externally literature that supports why or how the model or locally developed education improves student achievement. technology models and strategies. f. Description of development and The plan describes the process for development There is no plan to utilize technology utilization of innovative strategies and utilization of strategies to use technology to to extend or supplement the district’s for using technology to deliver deliver specialized or rigorous academic courses curriculum offerings rigorous academic courses and Page 91 and curricula, including distance learning. 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). Weed Union Elementary School Technology Plan 133
  • Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plans 11. EFFECTIVE, RESEARCHED- Page in Adequately Addressed Not Adequately Addressed BASED METHODS AND District STRATEGIES: Plan Corresponding EETT Requirement(s): 4 & 9 g. Description of how education Page 92 The plan describes the relevant research behind The description of the research behind technology strategies and proven the plan’s design for strategies and/or methods the plan’s design for strategies and/or methods for student learning, selected. methods selected is unclear, unreliable, teaching, and technology or missing. management are based on relevant research and effective practices. h. Description of thorough and Page 93 The plan describes references to research No research is cited. thoughtful examination of externally literature that supports why or how the model or locally developed education improves student achievement. technology models and strategies. i. Description of development and The plan describes the process for development There is no plan to utilize technology utilization of innovative strategies and utilization of strategies to use technology to to extend or supplement the district’s for using technology to deliver deliver specialized or rigorous academic courses curriculum offerings rigorous academic courses and Page 93 and curricula, including distance learning. 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). Weed Union Elementary School Technology Plan 134
  • Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plans 12. EFFECTIVE, RESEARCHED- Page in Adequately Addressed Not Adequately Addressed BASED METHODS AND District STRATEGIES: Plan Corresponding EETT Requirement(s): 4 & 9 j. Description of how education Page 90 The plan describes the relevant research behind The description of the research behind technology strategies and proven the plan’s design for strategies and/or methods the plan’s design for strategies and/or methods for student learning, selected. methods selected is unclear, unreliable, teaching, and technology or missing. management are based on relevant research and effective practices. k. Description of thorough and Page 90 The plan describes references to research No research is cited. thoughtful examination of externally literature that supports why or how the model or locally developed education improves student achievement. technology models and strategies. l. Description of development and The plan describes the process for development There is no plan to utilize technology utilization of innovative strategies and utilization of strategies to use technology to to extend or supplement the district’s for using technology to deliver deliver specialized or rigorous academic courses curriculum offerings rigorous academic courses and Page 92 and curricula, including distance learning. 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). Weed Union Elementary School Technology Plan 135
  • APPENDIX D Comprehensive Program Timeline Comprehensive Program Timeline Start Completion Date Person or Activity or Benchmark Target Date (M/Y) Title (and page # from plan) Audience (M/Y) Projected Actual Responsible 9/05 6/06 50 % of 4-8th students will produce two word- Comp. #1 4th-8th grades Teacher 3d- 18-22 processed documents aligned to writing skills. Pg. # 18 9/06 6/07 60 % of 4-8th students will produce two word- Comp. #1 4th-8th grades Teacher 3d processed documents aligned to writing skills. Pg. # 18 9/07 6/08 70 % of 4-8th students will produce two word- Comp. #1 4th-8th grades Teacher 3d processed documents aligned to writing skills. Pg. # 19 9/08 6/09 80 % of 4-8th students will produce two word- Comp. #1 4th-8th grades Teacher 3d processed documents aligned to writing skills. Pg. # 19 9/09 6/10 90% of 4-8th students will produce two word- Comp. #1 4th-8th grades Teacher 3d processed documents aligned to writing skills. Pg. # 20 9/05 6/06 55% of 6th-8th students will learn presentation Comp. #2 4th-8th grades Teacher 3d software Pg. # 21 9/06 6/07 65% of 6th-8th students will learn presentation Comp. #2 4th-8th grades Teacher software 3d Pg. # 21 9/07 6/08 75% of 6th-8th students will learn presentation Comp. #3 4th-8th grades Teacher 3d software Pg. # 21 9/08 6/09 85% of 6th-8th students will learn presentation Comp. #2 4th-8th grades Teacher 3d software Pg. # 21 9/09 6/10 95% of 6th-8th students will learn presentation Comp. #2 4th-8th grades Teacher 3d software Pg. # 22 9/05 6/06 45% of K-3 students will complete one-page word Comp. #2 4th-8th grades Teacher 3d processing document. Pg. # 22 9/06 6/07 55% of K-3 students will complete one-page word Comp. #1 4th-8th grades Teacher 3d processing document. Pg. # 23 Weed Union Elementary School Technology Plan136
  • 9/07 6/08 65% of K-3 students will complete one-page word Comp. #1 K-3rd grades Teacher 3e processing document. Pg. # 23 9/08 6/09 75% of K-3 students will complete one-page word Comp. #1 K-3rd grades Teacher 3e processing document Pg. # 23 9/09 6/10 85% of K-3 students will complete one-page word Comp. #2 4th-8th grades Teacher 3e processing document Pg. # 23 9/05 6/06 50% of students will be familiar with assessing the Comp. #2 4th-8th grades Teacher 3e 23-25 Internet to get information for research. Pg. 23 9/06 6/07 60% of students will be familiar with assessing the Comp. #2 4th-8th grades Teacher 3e Internet to get information for research. Pg. # 23 9/07 6/08 70% of students will be familiar with assessing the Comp. #1 4th-8th grades Teacher ____3e_____ Internet to get information for research. Pg. 23 9/08 6/09 85% of students will be familiar with assessing the Comp. #1 4th-8th grades Teacher 3e Internet to get information for research. Pg. # 23 9/09 6/10 90% of students will be familiar with assessing the Comp. #1 4th-8th grades Teacher 3e Internet to get information for research. Pg. # 24 9/05 6/06 65”%” of 4th-8th students will produce two web-based Comp. #2 4th-8th grades Teacher 3e research papers. Pg. # 25 9/06 6/07 70”%” of 4th-8th students will produce two web-based Comp.#2 4th-8th grades Teacher 3e research papers. Pg. # 25 9/07 6/08 75”%” of 4th-8th students will produce two web-based Comp.#2 4th-8th grades Teacher 3e research papers. Pg. # 25 9/08 6/09 80”%” of 4th-8th students will produce two web-based Comp.#2 4 th-8th grades Teacher 3e research papers. Pg. # 25 9/09 6/10 90% of 4th-8th students will produce two web-based Comp.#2 4 th-8th grades Teacher 3e research papers Pg. # 25 Weed Union Elementary School Technology Plan137
  • 9/05 6/06 60% of 6th-8th students will produce two grade level Comp. #2 Person or 3e formatted multimedia presentations. Target _______ Title Pg. # Audience 26 Responsible 9/06 6/07 70% of 6th-8th students will produce two grade level Comp. #2 64h-8th grades Teacher 3e formatted multimedia presentations. Pg. # 26 9/07 6/08 80% of 6th-8th students will produce two grade level Comp. #2 64h-8th grades Teacher 3e formatted multimedia presentations. 9/09 9/10 Comp. #2 64h-8th grades Teacher th th 3e 90% of 6 -8 students will produce two grade level Pg. # formatted multimedia presentations. 26 9/05 6/06 Comp. #1 3f 50% of Instructors will teach with technology in Pg. # their classroom. 28 4th- 8th grades Teacher Comp. #1 3f 27-29 9/06 9/07 4th- 8th grades Teacher Pg. # 60% of Instructors will teach with technology in 28 their classroom. Comp. #1 3f 9/07 6/08 4th- 8th grades Teacher 70% of Instructors will teach with technology in Pg. # their classroom. 28 9/07 9/08 89 % of Instructors will teach with technology in 3f pg 28 4th- 8th grades Teacher 9/09 9/10 their classroom. Comp. #2 90% of Instructors will teach with technology in their 3f th- th classroom. __________ 4 8 grades Teacher Pg. # 28 Comp. #2 3f 9/05 6/06 50% of 4th – 8th grade students with access to the 4th- 8th grades Teacher, Pg. # Computer Lab 40% of the time. 28 Technology Director Comp. #2 th th 3f 9/06 6/07 60% of 4 – 8 grade students with access to the 4th- 8th grades Teacher, Computer Lab 40% of the time. Pg. # Technology 28 Director Comp. #2 3f 9/07 6/08 Teacher, Pg. # 70% of 4th – 8th grade students with access to the 28 4th- 8th grades Technology Computer Lab 40% of the time. Director Weed Union Elementary School Technology Plan 138
  • Comp. #2 3f 9/08 6/09 80% of 4th – 8th grade students with access to the Pg. # 4th- 8th grades Teacher, Computer Lab 40% of the time. 28 Technology Director Comp. #2 th th 3f 85% of 4 – 8 grade students with access to the 4th- 8th grades Teacher, --------- Computer Lab 40% of the time. Pg # Technology 9/09 6/10 29 Director Comp. #1 3g 29-30 K – 8th grades Technology th 30% of K – 8 grade Teachers will have access to Coordinator 9/05 6/06 instruction on how to record attendance. Pg. #29 Assistant Start Completion Date Person or Activity or Benchmark Target Date (M/Y) Title (and page # from plan) Audience (M/Y) Projected Actual Responsible 9/06 6/07 30% of K – 8th grade Teachers will have access to Comp. #1 K – 8th grades Technology 3g instruction on how to record attendance. Coordinator Pg. # 29 Assistant Technology Coordinator 9/07 6/08 60% of K – 8th grade Teachers will have access to Comp. #1 K – 8th grades Technology 3g instruction on how to record attendance. Coordinator __________ Pg. # Assistant 30 Technology Coordinator 9/08 6/09 70% of K – 8th grade Teachers will have access to Comp. #1 K – 8th grades Technology 3g instruction on how to record attendance. Coordinator _________ Pg. # Assistant 30 Technology Coordinator 9/08 6/09 80% of K – 8th grade Teachers will have access to Comp. #1 K – 8th grades Technology 3g instruction on how to record attendance. Coordinator Pg. # 90% of K – 8th grade Teachers will have access to 30 Assistant 6/09 6/10 instruction on how to record attendance. Technology Coordinator 9/05 6/06 65% of 4th – 8th grade Instructors at Weed Union Comp. #2 K-8th Instructors Administration 3g School District Elementary and Middle School sites Pg. # will be receive instruction on Easy Grade Pro, 30 electronic grade program 9/06 6/07 70% of 4th – 8th grade Instructors will be receive Comp. #2 K-8th Instructors Administration 3g instruction on Easy Grade Pro, electronic grade Pg. # program 31 9/07 6/08 80% of 4th – 8th grade Instructors will be receive Comp. #2 K-8th Instructor Administration 3g instruction on Easy Grade Pro, electronic grade Pg. # program 31 9/08 6/09 85% of 4th – 8th grade Instructors will be receive Comp. # Teachers Administration 3g instruction on Easy Grade Pro, electronic grade Administration Tech committee Pg. # program 31 Weed Union Elementary School Technology Plan 139
  • Start Completion Date Person or Activity or Benchmark Target Date (M/Y) Title (and page # from plan) Audience (M/Y) Projected Actual Responsible 9/06 6/07 30% of K – 8th grade Teachers will have access to Comp. #1 K – 8th grades Technology 3g instruction on how to record attendance. Coordinator Pg. # 29 Assistant Technology Coordinator 9/09 6/10 90% of 4th – 8th grade Instructors will be receive Comp. #1 Parents Teachers 3h instruction on Easy Grade Pro, electronic grade Administration Pg. # program 31 9/05 6/06 Pg. # 32 65% of Instructors will produce a newsletter to Parents Teachers Comp. #1 parents.95% of Instructors will produce a newsletter 3h Administration to parents. Pg. # 32 9/07 6/08 80% of 4th– 8th grade teachers will provide a Students Teachers Comp. #2 homework hotline on the District web site for 3h Parents Administration students and parents to access. Community Pg. #1 32 9/08 6/09 85% of 4th – 8th grade teachers will provide a Students Teachers Comp. #2 homework hotline on the District web site for 3h Parents Administration students and parents to access. Community 9/09 6/10 95% of 4th– 8th grade teachers will provide a Comp. #2 Staff Teachers homework hotline on the District web site for 3h Administration students and parents to access. 33 Pg. # 56 9/05 6/06 55% of site-based staff within the district will have Staff Teachers Comp. #1 completed or challenged CTAP 100 or equivalent 4b Administration course. Pg. # 56 9/06 6/07 65% of site-based staff within the district will have Staff Teachers Comp. #1 completed or challenged CTAP 100 or equivalent 4b Administration course Pg. # 56 9/07 6/08 75% of site-based staff within the district will have Staff Administration Comp. #1 completed or challenged CTAP 100 or equivalent 4b course. Pg. # 57 9/08 6/09 85% of site-based staff within the district will have Staff Administration Comp. #1 completed or challenged CTAP 100 or equivalent 4b course Pg. # 57 9/09 6/10 95% of site-based staff within the district will have Comp. #1 Staff Administration completed or challenged CTAP 100 or equivalent 4b course. Pg. # 58 50% of site-based instructional staff within the Staff Administration Comp. #2 district will have completed or challenged CTAP 210 4b 9/05 6/06 or equivalent course Weed Union Elementary School Technology Plan 140
  • Start Completion Date Person or Activity or Benchmark Target Date (M/Y) Title (and page # from plan) Audience (M/Y) Projected Actual Responsible 9/06 6/07 30% of K – 8th grade Teachers will have access to Comp. #1 K – 8th grades Technology 3g instruction on how to record attendance. Coordinator Pg. # 29 Assistant Technology Coordinator Pg. # 58 55% of site-based instructional staff within the Staff Administration Comp. #2 district will have completed or challenged CTAP 210 4b 9/06 6/07 or equivalent course Pg. # 59 9/07 6/08 60% of site-based instructional staff within the Staff Administration Comp. #2 district will have completed or challenged CTAP 210 4b or equivalent course Pg. # 59 9/08 9/09 70% of site-based instructional staff within the Staff Administration Comp. #2 district will have completed or challenged CTAP 210 4b Tech Committee or equivalent course Pg. # 59 9/09 9/10 75% of site-based instructional staff within the Staff Administration Comp. #2 district will have completed or challenged CTAP 210 4b Tech Committee or equivalent course Pg. # 60 9/05 9/06 60% of site-based administrative staff within the Staff Administration Comp. #3 district will have participated in training on District 4b Tech Committee Student Management 9/06 9/07 65% of site-based administrative staff within the Comp. #3 K-3rd Grade Administration district will have participated in training on District 4b Teachers, Pg # Students Student Management 60 Pg. # 60 9/07 9/08 70% of site-based administrative staff within the Staff Administration Comp. #3 district will have participated in training on District 4b Tech Committee Student Management Pg. # 61 9/08 9/09 80% of site-based administrative staff within the K-3rd Grade Administration Comp. #3 district will have participated in training on District 4b Teachers, Student Management Students Pg. # 61 9/09 9/10 95% of site-based administrative staff within the K-3rd Grade Administration Comp. #3 district will have participated in training on District 4b Teachers, Student Management Comp. #4 Students 4b Comp. #4 5b 9/05 9/06 Pg. # 74 Benchmark End of Year 1: Pg. # Grades 7 & 8 Administration 1 LCD purchased for classrooms K-3. 69 Teachers, Tech. Comm. Students Weed Union Elementary School Technology Plan 141
  • Start Completion Date Person or Activity or Benchmark Target Date (M/Y) Title (and page # from plan) Audience (M/Y) Projected Actual Responsible 9/06 6/07 30% of K – 8th grade Teachers will have access to Comp. #1 K – 8th grades Technology 3g instruction on how to record attendance. Coordinator Pg. # 29 Assistant Technology Coordinator Comp. #4 5b Pg. # 9/06 Benchmark End of Year 2: 4th -6th Grade Administration 9/07 1 LCD purchased for classrooms4-6 69 Teachers, Tech Committee Students Comp. #1 5c Pg. Purchase 1 LCD purchased for classrooms 7-8 7h -8th Grade Administration 9/07 9/08 70 Teachers, Tech Committee Students Comp. #1 5c Pg. # 9/08 6/09 Purchase 1 LCD purchased for classrooms lab 70 Lab & Administration Classrooms Tech. Comm. Comp. #1 5c Pg. # 9/09 6/10 Purchase 1 LCD purchased for library Lab & Administration 70 Classrooms Tech. Comm. Comp. #1 5c Pg. # 9/05 6/06 Purchase 10 iMacs to upgrade lab and classrooms 70 Lab & Administration Classrooms Tech. Comm. Comp. #2 5c Pg. # 9/06 9/07 Purchase 7 iMacs to upgrade lab and classrooms 70 Lab & Administration Classrooms Tech. Comm. Comp. #2 5c Pg. # 9/07 9/08 Purchase 5 iMacs to upgrade lab and classrooms K-8 Instructors Administration 70 Tech. Comm Comp. #2 5c Pg. # 9/08 9/09 Purchase 5 iMacs to upgrade lab and classrooms K-8 Instructors Administration 75 Tech. Comm Comp. #2 5c 9/09 9/10 Purchase 1 Server to upgrade lab and classrooms Pg. # Administrative Administration 70 Offices Tech. Comm. Comp. #3 5c 9/05 6/06 The District purchase at least 1 Laptop Computer Pg. # Teachers, Administration Station for K-3, 4th-5, 6-8th Grade 761 Students Instructors Weed Union Elementary School Technology Plan 142
  • Start Completion Date Person or Activity or Benchmark Target Date (M/Y) Title (and page # from plan) Audience (M/Y) Projected Actual Responsible 9/06 6/07 30% of K – 8th grade Teachers will have access to Comp. #1 K – 8th grades Technology 3g instruction on how to record attendance. Coordinator Pg. # 29 Assistant Technology Coordinator Comp. #3 5c 9/06 6/07 The District purchase at least 1 Laptop Computer Pg. # Teachers, Administration Station for K-3, 4th-5, 6-8th Grade 71 Students Instructors Comp. #3 9/07 9/08 The District purchase at least 1 Laptop Computer 5c Teachers, Administration Station for K-3, 4th-5, 6-8th Grade Pg. # Students Technology Instructors 71 Committee Comp. #4 9/05 6/06 The District purchase at 1 digital camera, 6 TV 5c Teachers, Administration Monitors, 1Interactive Whiteboard Pg. # Students Tech Committee 74 Weed Union Elementary School Technology Plan 143
  • 9/06 6/07 The District purchase at least 1 network printer for Comp. #4 Teachers, Administration K-3, 4th-8th Grade Classrooms 5c Students Tech Committee P. # 74 Weed Union Elementary School Technology Plan 144
  • Appendix E D (1) Budget Forms: Object of Expenditure Current School Year 2005-2006 Total Funds by School District Major Object of Partner Object of ERATE grants) (b) General Fund Expenditure Contributions (a) Expenditure (a)+(b) (c) +(c) 1000-1999 Certificated $.00 $.00 Personnel Salaries 2000-2999 Classified $.00 $.00 Personnel Salaries 3000-3999 Employee $.00 $.00 Benefits 4000-4999 Books and $800 $1,000 $1,800 Supplies 5000-5999 Services and $28,000 $2,000 $30,000 Other Operating Expenditures Indirect Costs at an Established Rate (excluding the 6000-6999 category) 6000-6999 $20,000 $1,000 $21,000 Capital Outlay Total Funds $20,800 $28,000 $4,000 $52,800 Weed Union Elementary School Technology Plan 145
  • D (2) Budget Forms: Object of Expenditure Current School Year 2006-2007 Total Funds by School District Major Object of Partner Object of ERATE grants) (b) General Fund Expenditure Contributions (a) Expenditure (a)+(b) (c) +(c) 1000-1999 Certificated $.00 $.00 Personnel Salaries 2000-2999 Classified $.00 $.00 Personnel Salaries 3000-3999 Employee $.00 $.00 Benefits 4000-4999 Books and Supplies $800 1,000.00 $1,800 5000-5999 Services and Other $2,000 $27,000 $2,000 $31,000 Operating Expenditures Indirect Costs at an Established Rate (excluding the 6000-6999 category) 6000-6999 Capital $20,000 $20,000 Outlay Total Funds $22,800 $27,000 $2,500 $52,300 Weed Union Elementary School Technology Plan 146
  • D (3) Budget Forms: Object of Expenditure Current School Year 2007-2008 Total Funds by School District Major Object of Partner Object of ERATE grants) (b) General Fund Expenditure Contributions (a) Expenditure (a)+(b) (c) +(c) 1000-1999 Certificated $.00 $.00 Personnel Salaries 2000-2999 Classified $.00 $.00 Personnel Salaries 3000-3999 Employee $.00 $.00 Benefits 4000-4999 Books $800 $800 and Supplies 5000-5999 Services and Other $2,020 $27,000 $4,000 $33, 020 Operating Expenditures Indirect Costs at an Established Rate (excluding the 6000-6999 category) 6000-6999 Capital $20,000 $1,000 $1,000 $22,000 Outlay Total Funds $22,020 $28,000 $5,800 $55,820 D (4) Weed Union Elementary School Technology Plan 147
  • Budget Forms: Object of Expenditure Current School Year 2008-2009 Total Funds by School District Major Object of Partner Object of ERATE grants) (b) General Fund Expenditure Contributions (a) Expenditure (a)+(b) (c) +(c) 1000-1999 Certificated $.00 $.00 Personnel Salaries 2000-2999 Classified $.00 $.00 Personnel Salaries 3000-3999 Employee $.00 $.00 Benefits 4000-4999 Books $800 $1,000 $1.800 and Supplies 5000-5999 Services and Other $2,000 $28,000 $2,000 $32,020 Operating Expenditures Indirect Costs at an Established Rate (excluding the 6000-6999 category) 6000-6999 Capital $20,000 $2,000 $1,000 $9059 Outlay Total Funds $22,800 $29,000 $4,000 $55,800 D (5) Weed Union Elementary School Technology Plan 148
  • Budget Forms: Object of Expenditure Current School Year 2009-2010 Total Funds by School District Major Object of Partner Object of ERATE grants) (b) General Fund Expenditure Contributions (a) Expenditure (a)+(b) (c) +(c) 1000-1999 Certificated $.00 $.00 Personnel Salaries 2000-2999 Classified $.00 $.00 Personnel Salaries 3000-3999 Employee $.00 $.00 Benefits 4000-4999 Books $1,800 $800 and Supplies 5000-5999 Services and Other $2,000 $28,000 $2,000 $32,000 Operating Expenditures Indirect Costs at an Established Rate (excluding the 6000-6999 category) 6000-6999 Capital $21,000 $1,000 $1,000 $8,059 Outlay Total Funds $23,000 $29,000 $4,800 $56,800 Appendix F Weed Union Elementary School Technology Plan 149
  • Acceptable Use Policy/Internet Safety Policy Weed Union Elementary School Appropriate Use Policy Electronic Information Resource Contract We are pleased to announce that the Internet/SiSnet electronic information services are now available to District teachers and students who qualify as a result of participation in an orientation or training course. The Weed Union Elementary School District strongly believes in the education value of such electronic services and recognizes the potential of such to support our curriculum and student learning in our District. Our goal in providing this service is to promote educational excellence by facilitating resource sharing, innovation, and communication. Weed Union Elementary School District will make every effort to protect students and teachers from any misuses or abuses as a result of their experiences with an information service. All users must be continuously on guard to avoid inappropriate and illegal interaction with the information service. Child Information Protective Act (CIPA) The Weed Union Elementary School in compliance with the Child Information Protective Act will actively filter Internet access on all machines at our school site. Objectionable by definition according to CIPA means any pornography that shows videos or pictures. Please read this document carefully. When signed by you and, if appropriate, your guardian/parent, it becomes a legally binding contract. We must have your initials where indicated and your signature (and that of your guardian/parent if you are under 18) before we can provide you with an access account. Listed below are the provisions of our computer and Internet Safety Policy. If any user violates these provisions, access to the information service/and or school computers may be denied and you may be subject to disciplinary action. Listed below are the provisions of our computer and Internet Safety Policy. If any user violates these provisions, access to the Internet and/or school computers will be denied as outlined in the Consequences portion of this contract and the violator may be subject to prosecution under local, state and federal law. This policy is detailed in Board Policy BP5145.9 and E4119.21 Student Use of Technology, available in the District Office. Terms and Conditions of This Contract 1. Personal Responsibility. As a representative of this school, I will accept personal responsibility for reporting any misuse of the network to the system administrator. Misuse can come in many forms, but it is commonly viewed as any message(s) sent or received that indicate or suggest pornography, unethical or illegal solicitation, racism, sexism, inappropriate language, and other issues described below. All rules of conduct described in District Policy and E4119.21 apply when you are on the network. Weed Union Elementary School Technology Plan 150
  • 2. Acceptable Use. The use of my assigned account must be in support of education and research and with the educational goals and objectives of the Weed Union Elementary School District (these may be found in district policies mentioned above.) I am personally responsible for this provision at all times when using the electronic information service. a. Use of other organizations’ networks or computing resources must comply with rules appropriate to that network. • Transmission of any material in violation of any United States or other state organizations is prohibited. This includes, but is not limited to: copyrighted material, threatening or obscene material, or protected by trade secret. c. Use of commercial activities by institutions for profit is generally not acceptable. d. Use of product advertisement or political lobbying is also prohibited. I am aware that the inappropriate use of electronic information resources can be a violation of local, state and federal laws and that I can be prosecuted for violating those laws. 3. Privileges. The use of the information system is a privilege, not a right, and inappropriate use will result in a cancellation of those privileges. Each person who receives an account will participate in an orientation or training course with a Weed Union Elementary School District faculty member as to proper behavior and use of the network. The Weed Union Elementary School District system administrator (operating under the aegis of the school board and the district office) will decide what is appropriate use of their decision is final. The system administrator may close an account at any time deemed necessary. The administration, staff or faculty of the Weed Union Elementary School District may request that the system administrator deny, revoke or suspend specific user accounts. 4. Network Etiquette and Privacy. You are expected to abide by the generally accepted rules of network etiquette. These rules include (but are not limited to) the following: a. BE POLITE. Never send, or encourage others to send, abusive messages. b. USE APPROPRIATE LANGUAGE. Remember that you are a representative of our school and District on a non-private system. You may be alone with your computer, but what you say and do can be viewed globally. Never swear, use vulgarities, or any other inappropriate language. Illegal activities of any kind are strictly forbidden. Weed Union Elementary School Technology Plan 151
  • 5. GUIDELINES FOR CONDUCT a. SCHOOL RULES APPLY. Students are responsible for appropriate behavior and language on school networks, just as they are in a classroom. Students are not allowed to send or seek inappropriate messages, pictures, or language. b. PRIVACY. Communication on the network should be considered public in nature. Students are not allowed to reveal any personal information including address, phone number, or personal information about family or friends. c. ACCESS. Access is a privilege, not a right and may be revoked for inappropriate conduct. d. SECURITY. Network storage areas may be treated like school lockers. School authorities may review student files and communications. e. VANDALISM. Vandalism is defined as any malicious attempt to damage the data of another user, equipment, or computer networks. This includes, but is not limited to the uploading or creation of computer viruses, trespassing in another's folder, unauthorized modification of computer settings and/or preferences, and using passwords belonging to others. f. COPYRIGHT LAWS. All use of school resources must respect copyright laws. Students must obtain the author's permission and reference source material before using written or graphic material. g. MISUSE. The user will accept personal responsibility for reporting any misuse of the network or equipment to a school authority. Weed Union Elementary School Internet Safety Policy Electronic Information Resource Contract “I understand and will abide by the above Terms and Conditions for an account on the Weed Union Elementary School district system connecting to the Internet via SISnet. I further understand that any violation of regulations above is unethical and may constitute a criminal offense. Should I commit any violation, may access privileges may be revoked, school disciplinary action may be taken and/or appropriate legal action.” Weed Union Elementary School Technology Plan 152
  • USER(S) SIGNATURE________________________DATE__________________ PARENT OR GUARDIAN NETWORK RESPONSIBILITY CONTRACT As the parent or guardian of this student, I have read the Terms and conditions of use of the Weed Union Elementary School District system to access the Internet via SISnet. I understand that this access is designed or educational purposes and WUESD has taken available precautions to eliminate controversial materials. However, I also recognize it is impossible for WUESD to restrict access to all controversial materials and I will not hold them responsible for materials acquired on the network. I give my permission for my child's written work, art work, picture, and first name to appear on the classroom or District web page. Parent or Guardian Signature______________________________________ _________________________________ _____________ _________ PRINTED MINOR USER NAME SIGNATURE DATE Weed Union Elementary School Technology Plan 153
  • APPENDIX G E-Rate Supplement To Technology Plan (To be completed and retained locally) BLOCK 1. July 1, 2005 - June 30, 03/15 E-Rate Year: 2006, Year 8 Date:/2005 Name of School or District: Weed Union Elementary CDS Number 4770482 Technology Plan Coordinator: Mary L. Girard Signature: District Authorization: Steve Mitrovich, Superintendent Signature: BLOCK 2. Service Requested From E-rate. BLOCK 3. EETT district technology plan goal(s) which are addressed by the service (either reference to a location within the plan or a brief narrative description): Eighty-Five percent of Teachers received training onsite and attended Siskiyou County Office of Education Regional Training Center in Yreka. Five teachers attended the State Teachers’ Leadership Conference held at Chico State University in July 2004 sponsored by CTAP Region 2. Classes were based upon classroom application and meeting State Standards in Technology. All training was funded by EETT. BLOCK 4 Analysis of Non E-rate Funded Resources The technology plan documentation must be supported with documents that describe how the applicant will secure access to the non-eligible resources needed to effectively use the requested E-rate services. This includes infrastructure, hardware, software, professional development, retro-fitting, and maintenance, and any other resources needed to use the E- rate services and equipment. This analysis must be kept with the E-rate documentation at the applicant’s site. BLOCK 4 a Current level: New required: Budgeted Source of Infrastructure: $: funds: 1.5 bps None newly remodeled. 0 0 Inside Wiring Gigabyte backbone Weed Union Elementary School Technology Plan 154
  • BLOCK 4 b Current level: New required: Budgeted Source of Hardware $: funds: required: Not adequate 1 network printer 1000 General Funds 2005/2006 BLOCK 4 c Current level: New required: Budgeted Source of Software $: funds: required: Update of Update of liscenses 400 General N/A 2005/2006 licenses funds BLOCK 4 d Current level: New required: Budgeted Source of Professional $: funds: development required: 25% of EETT 25% of EETT Funds 2200.00 EETT Professional Dev. Funds Funded by Title ID BLOCK 4 e Budgeted Source of Retrofitting required $: funds: 0 ERATE Weed Union Elementary just complete extensive remodeling and rewiring in 2002/2003 BLOCK 4 f Current level: Location of serviced Budgeted Source of Maintenance items: $: funds: required: $1300 All technology 1300 ERATE equipment budget Maintenance: SBC source line changed from Weed Union Elementary School Technology Plan 155
  • Yreka to Mt. Shasta to reduce mileage Weed Union Elementary School Technology Plan 156
  • Weed Union Elementary School Technology Plan 157