Busd 5 year_plan_2002-2006

Benicia Unified School District
Educational Technology Plan
2002 – 2006
Preparing Benicia’s Students For
Their Future

Technology Plan Data Organizer
District Information
District Name: Benicia Unified School District
CDS Code: 48 70254
District Phone Number: (707) 747-8300
Contact Name: Tess A. Melendez
Contact Title: Asst. Superintendent, Instructional Services
Contact Phone Number: (707) 747-8300 Ext. 1231
Contact Email: Melendez@benicia. K12.ca.us
Members of the Technology Steering/Writing Committee
Name Title Affiliation
Joanne Haukland, Ph.D. Superintendent BUSD
Tess Melendez Ed.D. Asst. Superintendent BUSD
Becky Ross Teacher Henderson Elementary
Karen Hatzigeourgeou Teacher Benicia Middle School
Steve Gibbs Teacher, DHS Coordinator Benicia High School
Mike Becker Parent Technology Consultant
Steve Ridgley Parent Turner Elementary
Dan Carlson Technology Manager BUSD
Rhea Zaks School Board Member BUSD
Patricia Mitchell Parent Benicia High School

Mission Statement
The mission of the Benicia Unified School District’s educational technology program is
to improve student academic achievement through the use of technology, ensure that
students and staff are effective users of information and ideas, and promote the effective
integration of technology into ongoing professional development and advance research-
based instruction through technology integrated curriculum development.
This will be achieved by implementing the district’s educational technology plan that is
centered on continuous student mastery of the district’s and state’s academic standards.
Technology is a powerful tool for delivering integrated curriculum, technology-enhanced
instruction, meaningful assessment and relevant and effective professional development.
Technology will be utilized to support students and teachers to produce their best work
and be skillful users of technology. The district will maintain and support a wide area
network (WAN) and local area networks (LANs) that are reliable, invisible, ubiquitous,
and expandable to implement current and future technologies.
1

1. Plan Duration
a. BUSD’s Educational Technology Plan is grounded on the theory that integrating
technology into curriculum, instruction and assessment, creates powerful teaching and
enhanced learning. This plan, therefore, addresses three major components that are
necessary to realize the impact of technology: (1) curriculum integration, (2) professional
development, (3) infrastructure and technical support. The following abbreviated
benchmarks and timelines outline activities and strategies for the next five-seven years:
Plan Component/Goals Benchmarks Timelines
Curriculum:
· Students will develop
grade informational
literacy skills
· Each school site will
develop and implement an
implementation plan
· Teacher and administrators
will use technology for
record keeping and
assessment data analysis
· Teacher and administrators
will be accessible to
parents through the use of
technology
Determine student proficiency by
benchmark grades (gr. 2, 5, 8)
Development of site
implementation plans
30% implementation
60% implementation
80% % implementation
100 % implementation
20% of teachers/administrators will
be proficient in SASI and a data
analysis software
40% proficiency
60% proficiency
80% proficiency
100% proficiency
Develop and administer parent-
community needs assessment
survey; prioritize needs
50% of schools will have an
updated website addressing needs
75% of schools
100% of schools
Annually, beginning in
Year 2002
Spring, 2002
Winter, 2003
Spring, 2004
Spring, 2005
Spring, 2006
Spring, 2003
Spring, 2004
Spring, 2005
Spring, 2005
Spring, 2006
Spring, 2003
Spring, 2004
Spring, 2005
Spring, 2006
Professional Development:
· Teachers and
administrators will
complete online CTAP2
survey annually
40% of teachers and administrators
will complete CTAP2
survey
80% will complete CTAP2
survey
100% will complete CTAP2
survey
Winter, 2003
Winter, 2004
Winter, 2005 through
Spring, 2,006
2

Plan Component/Goals Benchmarks Timelines
Professional Development:
· Develop and implement
on-going technology in-
service training
· Staff and administrators
will make use of district
professional development
opportunities to increase
their level of proficiency
Infrastructure, Hardware,
Software, Tech Support
· Increase BUSD’s
bandwidth of link to ISP
· Increase all schools’
connectivity and electrical
capacity
· Develop and implement
hardware and software
standards
Determine staff technology needs
Technology leaders will develop
training program and learning
opportunities
Implement training program
Modify program annually based on
changing needs
20% gain in proficiency
Completion of infrastructure
upgrade
Completed wiring projects, based
on available funds
Identify hardware and software
standards
Spring, 2003
Winter, 2003
Fall, 2003
Spring, 2005
Spring, 2003
Spring, 2004
Spring, 2005
Spring, 2005
Spring, 2006
Spring, 2007
Fall, 2002
Spring, 2003 through
Spring, 2006
Spring, 2003
Each section of the plan contains goals, benchmarks, timelines, and monitoring and
evaluation elements.
3

2. Stakeholders
a. The development of the Educational Technology Master Plan was a process that
began in March, 2000 and Board approved in December, 2001. The District Technology
Committee, made up of representative staff and parents from each site, and a school
board member, under the leadership of the Assistant Superintendent of Instructional
Services, began soliciting input from their constituents and the community at large. Two-
way information flowed from the committee to site faculties, to school site councils and
other interested parents and community service groups, e.g. Rotary, Chamber of
Commerce, and the Strategic Planning Committee. Technology Committee drafts
included input and feedback. Principals kept the community informed through updates
on the plan development in their newsletters, and presented drafts and finally the
approved plan to their respective school site councils. Copies were made available at the
district and sites for the public. The plan was also made available on the district website.
4

3. Curriculum
In June, 1997 BUSD developed the Technology Curriculum Guide and Resources, which
established proficiency benchmarks by grade level, and serves as the roadmap for schools
in creating classroom learning environments that will improve student achievement. In
school year 2000, Benicia High School received a three-year Digital Grant. In the same
year, two teachers became master teachers in the Intel, Teach to the Future and have
trained forty-four teachers (4-12) on technology integration. Increase in the number of
computers at every site, and growth in the size and complexity of the district’s local and
wide areas networks have resulted in a critical need for their reconfiguration. In 2001, the
district upgraded its network infrastructure to improve security, reliability and connectivity.
The district has established minimum specifications for computer hardware and software
applications.
a. Access is the availability of resources necessary to utilize technology for teaching and
learning. Currently, our student per computer ratio is: 15:1 at the elementary, 14:1 at the
middle school and 4:1 at the high school. Every school has at least one computer lab that
has Internet access and can accommodate 20 to 30 students, with the exception of Benicia
High School, where they have four computer labs. Our goal is to establish in each
elementary school a ratio of 4:1 and 3:1 at the secondary level. The library/media center at
every school has online access and student workstations. This has allowed students and
teachers to have access to technology before, during and after school. Sites use the
library/media center to provide supplemental services for their at-risk students, including
Title I, GATE, English learners and special education students.
b. At Benicia High School, all 9th
graders are taught a variety of software applications that
will develop technical skills, i.e., network and Internet navigation and research,
information literacy, copyright and fair use. Personal file management, use of presentation
software and hardware, advanced word processing, desktop publishing, class-specific
courseware, e-mail and spreadsheet design. Senior digital portfolio, which includes at least
five software applications, is currently being implemented. (See Appendix 3) All
elementary students receive a minimum of 30 minutes a week in the computer lab. At the
elementary and middle school, technology-enhanced learning is dependent on teacher
proficiency. There is a need to develop a curriculum (K-8) that teachers can use as a
resource to facilitate integration of technology in their everyday lessons.
c. The curriculum goals of the Educational Technology Plan focuses on the need to
develop and systematically teach the BUSD Technology Skills for Grades K-12, which is
an information literacy matrix developed by the National Educational Technology
Standards for Students. This will support the current system of high academic standards,
assessment and accountability. Integrated curriculum and instruction as an integral part of
the teaching and learning process is addressed in the district’s Five Year Strategic Plan
(Appendix 4). Student access to technology is key to students developing basic and
advanced technology skills and enhancing learning through technology-integrated
instruction, as outlined in the BUSD Technology Standards for Students (See Appendix 1).
Likewise, in order for teachers to be effective in integrating technology in their daily
instruction and assessment, a minimum level of technology competence must be attained
(See Levels of Proficiency in Technology Skills and Matrix of Professional Teachers’
5

Proficiency in Computer-Based Technology, and Technology Standards for Administrators
Appendix 2).
Teachers who have received professional development, such as Intel Teach to the Future,
have increased their use of technology-enhanced teaching or technology-integrated
instruction. Our goal is to compile a standards-based technology enhanced curriculum (K-
12) that teachers can use to enrich their instruction.
6

Goals and Implementation Plan
Curriculum Goal 3 d: Teachers will use technology to create lessons or units of instruction that demonstrate technology integration
in the different subject areas to provide students with powerful learning experiences.
Objective: Teachers will utilize email, internet resources, word
processing, desktop publishing, spreadsheet and presentation
software to create instructional materials that integrate technology
in the core curriculum or subject area, to provide powerful
instruction and enhanced student learning.
Annual Benchmarks
End of year 1: 20% of teachers will create and/or use a
minimum of 2 technology integrated lessons or units of
instruction within a specific content area.
End of year 5:We will achieve our goal of 100% of teachers
integrating technology in their instruction on a regular basis.
Evaluation instruments and
Data to be collected
Timeline Program Analysis and
Modification
Persons Responsible
Teacher created lessons and
materials will be collected and
compiled as a resource for sites
and/or departments, notes of
teacher collaboration in
developing and critiquing
lessons and materials,
classroom observation and
evaluation of student work. .
Completion of teacher self-
evaluation rubrics using the
Levels of Proficiency in
Technology Skills
Years 1-5: Spring data
collection of teacher self-
evaluation; on-going classroom
observation of technology
integrated teaching and
learning. Teacher developed
lessons and materials will be
collected upon completion.
Use Analysis of Process (Jim
Cox) to determine program
effectiveness and
modifications. Results of
teacher self-assessments will be
analyzed by staff and determine
which teachers or departments
need additional support.
School Leadership Teams,
department chairs, site
administrators, Technology
Curriculum Committee
7

Curriculum Goal 3e : Students will develop information literacy by learning a wide variety of technical skills and a broad range of software
applications that will support and increase their potential learning as outlined in the BUSD Technology Standards for Students. (Appendix A)
Objective: Annual Benchmarks
Students will achieve expected competencies and grade level
benchmarks in the following information literacy and technical
skills: 1) basic operations and concept; 2) social, ethical and human
issues; 3) technology productivity tools, 4) technology
communication tools, 5) technology research tools, 6) technology
problem-solving and decision-making tools.
· By the end of grade 2 students, either, individually, or in small groups,
utilize technology to communicate their understanding of a topic, or
create an expressive work using basic word processing, graphics and
recorded sound.
· By the end of grade 5 students, either individually, or in small groups,
utilize at least two authoring tools plus two other technologies to create
a cross-curricular project.
· By the end of grade 8 students will individually utilize at least three
authoring tools plus three other technologies to create a cross-curricular
project.
· By the end of grade 12, students will demonstrate, through various
projects collected in their Digital Portfolios, that they have mastered
appropriate skills.
· All students will demonstrate responsible and appropriate behavior
while using technology.
Evaluation instruments and Data
to be collected
Timeline Program Analysis and Modification Persons Responsible
Student progress will be
monitored and evaluated in
several ways: student self-
evaluations, teacher observation
and assessment of student work.
· Teacher observation will be
on-going assessment.
· End of year 1: Yearly Self-
Evaluation Rubrics will be
developed for grades K-12.
· End of year 2: Pilot testing
of all students will be
completed, evaluated and
revised.
· End of year 3: Yearly Self-
Evaluation Rubrics will be
fully implemented and
utilized for all students.
Analysis of results of student self-
assessments and classroom
observations will determine supports
students need. Use Analysis of
Process (Jim Cox) to determine
program effectiveness and
modifications.
· Classroom teachers and
principals
· Technology Curriculum
Committee
· Office of Instructional Services
8

Curriculum Goal 3f: Students, particularly those with special needs, will have access to technology that will support and enhance their
learning.
Objective: Each school site will develop and implement an
educational technology action plan that ensures that all students
have access to technology and technology-enhanced learning on
a regular basis.
Annual Benchmarks
· By the end of Year 1: each site will conduct a needs assessment by
completing an inventory of hardware and software, connectivity of
facility, assessment of level of student and staff proficiency in
information literacy, and an action plan to provide student and staff
access.
· By the end of Year 2: depending on available resources, 30%
implementation of site action plan.
Modification
Persons Responsible
Student access to technology
will be evaluated by a review
of each site’s implementation
of their action plan, using an
analysis of process. Student
attainment of information
literacy will be evaluated by
achievement of grade level
benchmarks and student self-
evaluation.
End of Years 2-5: Review of
action plan will be conducted at
the end of each year.
End of Years 1-5: Student
attainment of grade level
benchmarks will be conducted
annually.
End of Years 1-5: Student self-
evaluation will be conducted
annually.
effectiveness and modifications
to action plan.
Evaluation by School
Leadership Teams at each site.
· School Leadership Teams and site
administrators
9

Curriculum Goal 3 g: Teachers and administrators will use technology to make student record keeping and assessment data
analysis more efficient and supportive of their’ efforts to meet individual student needs.
Objective: Teachers and administrators will learn to use
effectively the district’s student database (SASI) and student
assessment data analysis software to identify specific student
strengths and areas of need, and opportunities for enhanced
student learning.
Annual Benchmarks
End of year 1: 20% of teachers and administrators will
demonstrate proficiency in the use of SASI and assessment
analysis software.
analysis software.
analysis software.
analysis software.
End of year 5:We will achieve our goal of 100% of teachers and
administrators proficiency and increasing their effectiveness.
Modification
Persons Responsible
Teachers and administrators
reports of student disaggregated
data analysis; modifications in
instructional delivery as a result
of data analysis; targeted and
timely intervention or
accelerated instruction; student
test results
Years 1-5: Spring data
collection of reports and test
results;
Analysis of student
achievement; Analysis of
Process (Jim Cox) to determine
program effectiveness and
modifications. Results of
teacher and administrator self-
assessments will be analyzed
by staff and determine next
steps.
School Leadership Teams,
department chairs, site
administrators, Technology
Curriculum Committee
10

Curriculum Goal 3 h: Teachers and administrators will make themselves accessible to parents through the use technology.
Objective: Teachers and administrators will utilize a variety of
technologies such as email, voice mail, school websites, online
student performance information, etc., to keep parents informed
of students’ academic performance and to facilitate two-way
communication between the home and the school.
Annual Benchmarks
End of year 1: Develop and implement a parent-community
needs assessment survey at each site. Prioritize implementation
based on resources and needs.
End of year 2: 50% of schools will have an updated website
addressing results of parent survey.
End of year 5: Develop and implement a parent-community
needs assessment survey for continuous improvement.
Modification
Persons Responsible
Analyze parent-community
survey results and prioritize
based on need and resources.
Years 1: Spring data collection
of parent-community survey.
Years 2-5: Annual mid-year
evaluation of implementation
progress
effectiveness and
implementation. Technical
support and assistance will be
provided to sites, as needed.
Site administrators,
Technology Manager
Asst. Superintendent of
Instructional Services
11

4. Professional Development
a. In order to help our students become information literate members of the community,
staff members must be able to support students in their learning. The Benicia Unified
School District Strategic Action Plan states that “We will utilize comprehensive
technology that supports student learning, classroom instruction, district operations and
communications,” with a major strategy being to “increase staff competency in
technology.” Teachers and administrators need to be proficient in the use of technology
and how to utilize technology in a standards-based curriculum. They need to be
supported in their learning in order master the skills that they will be expected to teach
their students. In order to accomplish this, teachers and administrators need to be asked
their professional development needs, and develop a long-range professional
development program that provides for the different developmental levels of
technological proficiency, different motivations, diverse learning styles of adult learners
and a variety of opportunities and choices.
Teachers and administrators need to develop proficiency in the use of student database and
assessment data analysis to modify curriculum and instruction and meet the needs of all students.
Year 1 of the Technology Plan will focus on establishing baseline data to determine the level of
teacher and principal proficiency on the literacy information curriculum, and developing a five-
year action plan for implementing a comprehensive professional development to increase staff
technology skills. For the past two years, BHS staff has taken the Teacher Technology Surveys
to assess the level of teacher proficiency and level of technology integration. Teachers were
asked to self-evaluate their proficiencies into four categories: Never Used, Beginner, Semi-
Proficient (can use software applications but unfamiliar with advanced features) and Proficient.
Overall, 28% of BHS teachers rated themselves as semi-proficient. A modified survey was
conducted in the five elementary schools and middle school. The result shows that overall, 20%
of the teachers rated themselves as semi-proficient. Based on administrative observation, the
overall level of proficiency of administrators would be at the beginning and semi-proficient
level.
If curriculum integration using technology is to be achieved, the percentage of teachers and
administrators at the semi- and proficient levels need to be significantly higher. To
systematically establish a reliable baseline data, teachers and administrators will complete
CTAP2
. Once this survey has been completed, summary of the teachers’ and administrators’
current technology skills and needs for professional development will be used to develop a
comprehensive professional development program.
12

Goals and Implementation Plans
Professional Development Goal 4b1: Assess teachers and administrators’ technology competency in order to determine level of
proficiency and to provide professional development.
Objective: 4c Annual Benchmarks:
Teachers and administrators will complete an
annual online CTAP survey to evaluate their
technology skills and needs for professional
development.
End of Year 1: 40% of staff members and administrators will complete online
technology skills assessment survey - CTAP2
.
End of Years 2: 80% of staff members and administrators will complete
online technology skills assessment survey and draft of professional
development plan will be completed.
End of Years 3-5: 100% of staff members and administrators will complete
online technology skills assessment survey and begin implementation of
professional development program.
Evaluation Instruments and
Data To Be Collected
Timeline 4d Program Analysis
and Modification
Process
Persons Responsible
CTAP2
Draft of BUSD
Professional Development
Plan
Staff will complete
the CTAP2
online
assessment prior to
November 1 of
each school year.
Following completion
of online assessment by
staff members, district
data will be compiled,
analyzed and used to
structure timely staff
development
opportunities.
Office of Instructional Services and Site
Administrators
13

Professional Development Goal 4b2: Develop and implement on-going technology in-service training within the district to
include technology integration and SASI training.
A Develop and implement a comprehensive
professional development program that addresses
teachers’, staff and administrators’ technology
needs.
End of Year 1: Staff needs will be assessed.
End of Years 2 -3: Technology leaders in the district will develop learning
opportunities for professional development.
End of Year 3 -5: Technology leaders in the district will continue to develop
learning opportunities for professional development based on changing needs.
Evaluation Instruments
and Data To Be
Collected
and Modification
Process
Persons Responsible
CTAP2
online
assessment; staff survey
of needs; staff
evaluations of
professional development
trainings
On-going throughout
the year
Completion of online
assessment and
analysis of data;
observation
Office of Instructional Services
Site Administrators
PAR Joint Panel
14

Professional Development Goal 4b3: Staff and administrators will reach a minimum level of staff technology competency as
outlined in The Matrix of Professional Teachers’ Proficiency in Computer-Based Technology as provided by CTAP.
Staff will make use of district professional
development opportunities in order to increase
their level of proficiency in the area of
technology.
End of year 1: We will make up 20% of the difference between our goal of
100% proficiency and our current level of proficiency
End of year 5:We will make up 80% of the difference between our goal of
Evaluation Instruments and
Data To Be Collected
and Modification
Process
Persons Responsible
Teacher self-assessment;
classroom observation;
alternative assessment
evaluation documents
Staff will complete
the CTAP2
online
assessment prior to
October 1 of each
school year.
Completion of online
assessment and
analysis of data;
observation.
Office of Instructional Services; Site
Administrators; educators
15

Professional Development Goal 4b4: The District Superintendent and Office of Instructional Services will create a system
of accountability in order to monitor implementation of the District Technology Plan.
Objective: District stakeholders will create a
system of accountability, which includes a set
of measurable goals for staff and clearly
articulated performance expectations.
4c Annual Benchmarks:
End of Year 2: Measurable goals for staff will be created.
End of Year 3: Measurable goals will be communicated to staff and
piloted
End of Year 4: 50% implementation of accountability system.
End of Year 5: 100% implementation of accountability system.
and Data To Be
Collected
and Modification
Process
Persons Responsible
To be created by district
stakeholders based on
ISTE and state standards
Beginning of year 4 Evaluation by District
Superintendent and
Office of Instructional
Services and staff
Administrators; staff member
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Professional Development Goal 4b5: The District Superintendent and Office of Instructional Services will monitor a
system of incentives in order to encourage implementation of the District Technology Plan.
Objective: District stakeholders will fund a
system of incentives, which encourages and
rewards staff members for participation in staff
development opportunities.
4c Annual Benchmarks:
End of year 2: A system of incentives will be developed
End of year 3: A system of incentives will be communicated to staff and
implemented.
and Data To Be
Collected
and Modification
Process
Persons Responsible
To be created by district
stakeholders
Beginning of year 4 Evaluation by District
Superintendent, Office
of Instructional
Services, and staff
Administrators; staff members
17

5. Infrastructure, Hardware, Technical Support, and Software
a. BUSD’s technology infrastructure, hardware, software, and technical support will be
designed, implemented, and upgraded to facilitate the District’s technology curriculum,
staff development, communications, and administrative goals. Strategy Number 2 from
the District’s Strategic Plan supports and guides the goals and objectives for this area.
The existing technology infrastructure must be maintained and supported in a way that is
sufficient to meet current requirements and insures a reliable and secure computing
environment. It also must be flexible and sufficiently expandable to enable
implementation of emerging technologies and methods as well as sufficient to meet
current requirements.
Current and future needs of BUSD are found in the Infrastructure Goals section, where a
more complete description can be found.
b. Existing Technology Infrastructure:
The technology infrastructure includes the District Wide Area Network (WAN), school
site Local Area Networks (LAN’s), computer software systems, telecommunications, and
the electrical infrastructure supporting these items. Together, the WAN and LAN’s
support the technology curriculum, staff development, and administration through e-mail,
Internet access, SASIxp school administration, Solano Online financial and personnel
functions, and other computing and communication systems.
District WAN
Currently, the District WAN consists of routed T1 connections to a central location at the
District Office. The WAN links are detailed in the table below. The District Office is
connected to the Internet Service Provider (ISP) with a 45Mb ATM circuit. The current
WAN infrastructure is expected to meet the needs of the District for the duration of this
plan, but can be incrementally improved if the need arises. In particular, the bandwidth to
the Internet is now limited to 3 Mb/second. This is a limitation imposed by the District’s
ISP (Solano COE) which causes a bottleneck and limits technologies such as video
streaming and distance learning. Bandwidth should be increased to at least 10 Mb/second
in the near future (Infrastructure Goal 1).
18

Location Existing WAN Link
School Site Routing
Equipment
Planned
Improvements
Benicia High School 2 Load Balanced T1 lines Cisco 2601 None
Liberty High School 1 T1 Line Cisco 2514 None
Benicia Middle School 2 Load Balanced T1 lines Cisco 2601 None
Joe Henderson Elementary School 1 T1 Line Cisco 1605 None
Mary Farmar Elementary School 1 T1 Line Cisco 1605 None
Matthew Turner Elementary School 1 T1 Line Cisco 1605 None
Mills Elementary School 1 T1 Line Cisco 1605 None
Robert Semple Elementary School 1 T1 Line Cisco 1605 None
19

The figure below illustrates the District’s WAN.
DMZ

POINT to POINT T1 (1.544 MB) Ethernet traffic separated
by Ethernet port for Admin and Student networks.
Cisco 2612 Router
with 2 T1 bonded
Cisco 2514 Router
Cisco 7206VXR Router
SOLANO OE for
INTERNET
access via ATM
cloud
Benicia Unified School District
Network Diagram 11/11/01
SEMPLE ELEM
MILLS ELEM
HENDERSON ELEM
FARMER ELEM
BENICIA MIDDLE SCH
BENICIA HIGH SCHOOL
BEN USD DS3
TURNER ELEM
LIBERTY HIGH SCHOOL
Cisco 2612 Router
with 2 T1 bonded
Cisco 2900 Switch
Cisco 515
PIX Firewall
Cisco 2900 Switch
InterGate
Proxy, Web, DNS, DHCP Server
A B C D E F G H
SE L ECTE D
O N-L I N E
iPrism
Internet URL Filtering
Sniffer Serv er
mon itori ng /ana ly sis
UNIX M ail Server
Channelised DS3 to ADC Kentrox MUX
Cisco 1605 Router
Cisco 1605 Router
Cisco 1605 Router
Cisco 1605 Router
Cisco 1605 Router
Private VLAN Public VLAN
Cisco 7120 Router
BEN USD DS3 TO ATM
District Office
BUSD Dom ain Controllers
and SASI Server
Private Traffic on this fiber
20

External security for the District’s WAN and LAN’s are provided by a PIX firewall. A
contract for firewall configuration is in place with SBC. This contract will be maintained
as long as deemed necessary.
School Site LAN’s
Each school site has a LAN consisting of a fiber backbone (where appropriate) and 10Mb
or 100Mb copper CAT5 or better UTP cabling. It is the District’s goal to have four
network access points in every classroom. This will be achieved through a combination of
fiber, copper and wireless LAN solutions. In addition, each school site has a computer lab
and library facilities with network connections. The tables below detail the existing
LAN’s and planned improvements to each school site’s LAN (Infrastructure Goal 2).
Location Existing Planned
Benicia High School 4 drops 100Mb CAT5 to 100% of Classrooms Install 4 drops CAT5 to any new classrooms
Liberty High School 4 drops 100Mb CAT5 to 100% of Classrooms Install 4 drops CAT5 to any new classrooms
Benicia Middle School 4 drops 100Mb CAT5 to 72% of Classrooms Install CAT5 or wireless to remaining classrooms
Joe Henderson Elementary School 4 drops 100Mb CAT5 to 79% of Classrooms Install CAT5 or wireless to remaining classrooms
Mary Farmar Elementary School 4 drops 100Mb CAT5 to 80% of Classrooms Install CAT5 or wireless to remaining classrooms
Matthew Turner Elementary School 4 drops 100Mb CAT5 to 100% of Classrooms Install 4 drops CAT5 to any new classrooms
Mills Elementary School 4 drops 100Mb CAT5 to 100% of Classrooms Install 4 drops CAT5 to any new classrooms
Robert Semple Elementary School 4 drops 100Mb CAT5 to 100% of Classrooms Install 4 drops CAT5 to any new classrooms
Security
Security for the District’s private (10.x.x.x) network is established by a Cisco PIX
firewall. The firewall’s Demilitarized Zone (DMZ) contains the District’s proxy server, e-
mail server, and URL filtering device. Compliance with the Children’s Internet Protection
Act (CIPA) is supported by routing all Internet page requests through the URL filter.
Requests are compared to a database and denied if appropriate. A committee consisting of
administrators, staff, teachers, parents, and students will be created to determine what
categories of sites will be permissible and to review any sites or categories, which may be
controversial (Infrastructure Goal 3).
Access lists in the District routers establish a separation between student/teacher
networks and administration networks. Specifically, administration networks have IP
addresses on the 10.x.1.y networks and the student/teacher networks have IP addresses on
the 10.x.2.y networks. This provides a basic level of security, but severely limits the
ability of network administrators to remotely configure and troubleshoot computers on
the student/teacher networks. Teacher access to the student information system (SASIxp)
is also restricted by this separation. It is also flawed in that students often have physical
access to computers on the administration side of the network. A near-term objective of
the District’s Technology Department is to establish better operating system and physical
security so that these router access lists can be removed (Infrastructure Goal 4).
Physical security of networking equipment and data servers is provided in several ways:
21

· Student information system servers are located in areas which are either locked or
to which students do not have regular access.
· Networking equipment in classrooms and student areas are contained in locked
cabinets or in areas to which students do not have regular access.
· Core networking equipment is located in secure areas that are not normally
accessible to students.
b. Hardware
A minimum specification for computer hardware is maintained for each the Elementary,
Middle and High School levels. Specifications ensure that the computer equipment
purchased or accepted as a donation is capable of running software required at each grade
range. These specifications are updated annually to identify and implement new
technologies as they become available and economically feasible (Infrastructure Goal 5).
Technology Hardware Inventory
An inventory of all technology related equipment will be developed and maintained by
the District (Infrastructure Goal 6). This inventory will include, but not be limited to:
· Computers (system internal components, monitor, keyboard, mouse)
· Printers
· Peripherals (scanners, external disk drives, etc.)
· Networking equipment (routers, switches, hubs, transceivers, etc.)
· Video equipment (televisions, VCR’s, projectors, etc.)
Hardware Reassignment/Obsolescence
Unless additional funding becomes available to reduce the reassignment/retirement cycle,
computer hardware will be reassigned or replaced on the following schedule:
· Computers will be reassigned to less demanding functions within three to five
years from manufacture.
· Computers will be retired within five to seven years or if components fail after
reassignment.
Software
Currently, there are no written software standards for the District. Software standards will
be developed and implemented to support the technology curriculum and staff
development. Updates to the software standards will be performed on an annual basis and
take into consideration:
· Existing software in use
· New software offerings
· Subject specific software
22

The District’s goal (Infrastructure Goal 7) is to have a comprehensive set of software
standards. As a basic principal, only one product in each category (e.g., office suite, e-
mail client, etc.) will be selected. This will eliminate the unnecessary burden placed on
technical support staff when several different software programs are used to accomplish
the same task. District technology staff will support only software packages that conform
to the District’s software standards.
The District’s student information system is based on NCS’s SASIxp computer program.
Each School Site has access to a server with that school’s databases. The system is
district integrated, thus enabling the transfer of student information from one school to
another. SASIxp can be configured to be compatible with California’s CSIS program.
Compatibility with CSIS will be implemented as required by the State of California.
Total Cost of Ownership
The total cost of ownership of hardware/software will be considered when purchasing
equipment.
Accessibility
Technology will be accessible at all school sites in the classroom, libraries, and in
computer laboratories (Infrastructure Goal 8). Currently, each school site has at least one
computer laboratory that accommodates 20 to 30 students. In addition, a large percentage
of classrooms currently have at least one networked computer for teacher and student use.
At the end of the five-year period, the goal is to have at least one networked computer for
teacher/student use in every classroom in the District and to ensure that all students have
regular access to computers. The following student to computer ratios are targets.
· Elementary - 4 students per computer
· Secondary - 3 students per computer
Only computers capable of running software deemed required by the curriculum section
of this plan will be counted in the above ratios. All computers, regardless of vintage will
be counted when determining adequate support staff numbers.
Each school site is in the process of assessing the number of computers of all vintages
and the corresponding student to computer and support staff to computer ratios. This
information will be included in an update to this plan (expected completion date, June
2002).
Currently, computer labs and libraries are only available during school hours. Each school
site develops a schedule to ensure that all students have regular access to technology
resources in either a computer lab or classroom. If funding for after hours staffing
becomes available, extending library and computer lab hours will be considered.
23

Support
Currently, the following staff provides technology support:
· One District Network/Technology Manager,
· One District Computer Technician,
· One Computer Resource Technician at each school site,
· One Benicia High Computer Technician,
· Numerous teachers, students and staff with varying degrees of knowledge.
Only the two Computer Technicians have desktop support as their primary responsibility.
The school site Computer Resource Technicians spend a significant portion of their time
planning and implementing technology based lessons and assisting students in the
computer laboratories. Teachers and students, due to class loads and experience levels, do
not always have sufficient training or time to provide effective support.
The current computer to full-time support staff ratio is approximately 700-800 computers
to desktop support The District’s Strategic Plan suggests the following:
· Provide qualified and competent technology support staff to obtain and maintain a
ratio of between 300 to 400 computers to desktop support staff.
· Provide trained personnel for labs, mini-labs, and computer-based classrooms.
All computers currently in use by District staff and students, regardless of vintage or
functionality, will be counted when determining support staff requirements and ratios.
One goal of the District’s Strategic Plan and this Technology Master Plan is to provide
competently trained staff in sufficient numbers to assist students and staff and to ensure
that desktop workstations, servers, the school site LAN’s, the District’s WAN and student
information system, and software function properly or are repaired in a timely manner
(Infrastructure Goal 9). In accordance with this goal, this plan to aims to have trained
technology staff in sufficient numbers to provide all support, thus relieving the burden of
support from students and teachers.
Acceptable Use Policy
Currently, all students must sign an Acceptable Use Policy that outlines student rights and
responsibilities when using computer equipment and the Internet. The acceptable use
policy for students will be updated to better reflect the changing aspects of student
computer usage and access. In addition, an acceptable use policy will be developed and
implemented for staff (Infrastructure Goal 10).
24

Telecommunications
The Benicia Unified School District has a centralized telecommunications system with
extensions in all classrooms and administrative areas. Each extension has one or more
voice mail boxes that can be accessed from the extension or from outside the District.
Parents can dial directly to teacher extensions or use the District’s telephone directory
functions to access teachers by name through the central telephone number. No upgrades
to the telecommunications infrastructure are planned as it is expected that the current
system will be adequate for the term of this plan.
25

Infrastructure Goal 5.c.1: Increase District’s ISP link to 10Mb/second.
Objectives: Annual Benchmarks
· In order to facilitate more efficient Internet access and technologies
such as video streaming and distance learning, increase bandwidth of
link to ISP from current 3Mb/second to 10Mb/second.
· N/A
Evaluation instruments and Data to be
collected
Timeline 5.d.2 Program Analysis and
Modification
Persons Responsible
· Coordination with ISP
(Solano COE) regarding
plans to upgrade ISP’s
incoming and outgoing links.
· Evaluate potential for increasing
bandwidth for ISP link annually.
· Assessment of progress to be
made by District
Network/Technology Manager.
· District
Network/Technology
Manager
· Assistant Superintendent
of Curriculum
26

Infrastructure Goal 5.c. 2: All school site LAN’s will have a minimum of four network drops in each classroom and the necessary supporting electrical
infrastructure.
· All classrooms in the District will have a minimum of four network
connections giving access to the Internet, e-mail, student and teacher
servers, and other network accessible resources.
· Sufficient electrical capacity will be available to accommodate the
specified student to computer ratios at the site.
· By the end of the third year, Benicia Middle School, Mary Farmar
Elementary School, and Joe Henderson Elementary School will
provide a minimum of four network access points to all classrooms
currently without access via copper or wireless connections.
Electrical capacity will be expanded to accommodate the
appropriate number of computers.
· All new classrooms added to any school site will be wired with a
minimum of four drops and enough electrical capacity to
accommodate sufficient computers to install the desired student to
computer ratios.
· By the end of the fifth year, all sites will have electrical and
network capacity to support specified student to computer ratios.
collected
Modification
Persons Responsible
· Number of network access
points in all classrooms at all
school sites.
· Electrical capacity in all
classrooms at all school sites.
· Evaluate all new construction as
it is planned
· Evaluate installation of network
connections in classrooms
without access on a yearly basis.
· Evaluate all classrooms for
network connections and
electrical capacity annually to
ensure progress toward building
capacity capable of supporting
student to computer ratios.
· Confirmation of installation
of network connections and
electrical capacity levels as
specified to be made by Site
Administrators and District
Network/Technology
Manager.
· Site Administrators and
staff
· District Technology staff
27

Infrastructure Goal 5.c.3: Establish a committee to evaluate URL filtering implementation.
· Establish a committee consisting of administrators, staff, teachers,
parents and students to evaluate URL filtering implementation.
· Schedule regular meetings to consider controversial sites or
categories.
· By March, 2002, establish committee.
· By June, 2002, establish guidelines by which committee will be
governed.
· Annually select new members for committee.
· Annually review effectiveness of committee and effect of new
government mandated requirements (CIPA, etc.).
collected
Modification
Persons Responsible
· Formation and performance
of committee.
· Evaluate effectiveness of
committee annually.
· Re-evaluate compliance with
government mandated
requirements annually.
· Conformance of committee’s
recommendations with
government mandated
requirements to be evaluated
by Superintendent and
Assistant Superintendent of
Instructional Services.
· Superintendent
of Instructional Services
· District
Network/Technology
Manager
28

Infrastructure Goal 5.c.4: Establish operating system and physical security to enable removal of router access lists.
· Implement a secure operating system on administrative, teacher and
student desktops which enabling removal of router access lists.
· Secure physical hardware (networking and desktop) enabling removal
of router access lists.
· End of first year, identify operating system and physical security
requirements.
· End of first year, develop implementation and training plan.
· End of second year, complete implementation of security at
Benicia High School, Liberty High School, Benicia Middle
School, District Office.
· End of fourth year, complete implementation of security at
elementary schools.
collected
Modification
Persons Responsible
· Progress toward annual
benchmarks.
· Staff training feedback.
· Evaluate progress toward annual
benchmarks at mid-point of
following year.
· District Network/Technology
Manager to evaluate progress
toward installation of
operating system and
physical security.
· Assistant Superintendent of
Instructional Services to
evaluate staff feedback of
implementation.
· Superintendent
· District
Network/Technology
Manager
29

Infrastructure Goal 5.c.5: Develop and maintain specifications for minimum hardware.
· Establish a specification for purchasing of new hardware based on
curriculum based software requirements.
· Establish requirements for accepting donations.
· Establish specifications for hardware to be retired.
· By March, 2002, establish specifications.
· Annually review specifications considering new and emerging
technologies as well as hardware that has become unusable or
obsolete.
collected
Modification
Persons Responsible
· Development and
implementation of
specifications.
· Evaluate compliance with and
effectiveness of specifications
annually.
· School site staff to evaluate
compliance with
specifications when
accepting donations and
making purchases.
· District staff to update
specifications annually.
· District
Network/Technology
Manager
· School site Computer
Resource Technicians
· School site
Administrators
30

Infrastructure Goal 5.c.6: Develop and maintain an inventory of all technology related equipment.
· Determine list of equipment types to be included in inventory.
· Develop database forms, structure of database, and implementation
process.
· Perform inventory at sites.
· Maintain inventory.
· End of first year, develop list of equipment, database, and process
for inventory.
· End of second year, complete inventory at all sites.
· Update database as new equipment is obtained or obsolete
equipment removed.
· Verify database annually.
collected
Modification
Persons Responsible
· Inventory database and
implementation plan.
· Equipment inventory.
· Evaluate benchmarks as
scheduled
Manager and site
Administrators to assess
accuracy of inventory
through spot checks and
other methods.
of Business Services
· School site
Administrators
· District
Network/Technology
Manager
31

Infrastructure Goal 5.c.7: Develop and implement a comprehensive set of software standards.
· Identify software types to be included in standards based on
curriculum or operational requirements.
· Identify specific software packages that fulfill curriculum and
operational requirements.
· End of first year, assemble necessary committees to identify types
of software required to support curriculum.
· End of second year, identify software types and specific software
packages that will fulfill requirements.
· Annually update software standards to accommodate new software
package offerings, technologies, etc.
collected
Modification
Persons Responsible
· Curriculum software
requirements.
· Software standards
· Evaluate standards relative to
curriculum annually.
· Assistant Superintendent of
Instructional Services will
lead committee to identify
types of software packages
required by curriculum.
· Committee and District
Network/Technology
Manager will identify
specific software packages to
be added to standards.
· District
Network/Technology
Manager
32

Infrastructure Goal 5.c.8: Ensure access to technology at all schools.
· Assure access to technology resources by obtaining the following
ratios:
- 3 students per computer at the secondary level
- 4 students per computer at the elementary level
· Provide more access through expanded computer lab and library hours
if economically feasible.
· By the end of the third year, the student to computer ratio of 3 to 1
will be obtained at the secondary level.
· By the end of the fourth year, the student to computer ratio of 4 to
1 will be obtained at the elementary level.
· Checks will be made annually to assure that computers included in
the above ratios will consist only of networked computers capable
of running software packages that support the curriculum.
collected
Modification
Persons Responsible
· Specifications of minimum
computer hardware required
for support of technology
curriculum.
· Enrollment numbers.
· Computer inventories.
· Evaluation will be performed as
noted in benchmarks.
Resource Technicians and
Administrators will confirm
that hardware included in
ratios conforms to minimum
required specifications.
Manager will confirm that
required network
connections, electrical
capacity and equipment are
supplied to maintain access.
Resource Technicians
· District
Network/Technology
Manager
33

Infrastructure Goal 5.c.9: Provide competently trained staff in sufficient numbers to provide timely technical support.
· Provide timely technical support through the following:
- Provide qualified and competent technology support staff to
obtain a ratio of between 300 to 400 computers per desktop
support staff.
- Assure that the ratio of computers to desktop support staff is
maintained after the purchase of new equipment.
- Provided qualified and competent support for network
infrastructure and SASIxp.
· By end of year two, the computer to desktop support staff ratio
will be 400 at the secondary level.
· By end of year three, the computer to desktop support staff ratio
will be 400 at the primary level.
· By end of year 5, the District-wide computer to desktop support
staff ratio will be 300 at all levels.
collected
Modification
Persons Responsible
· Inventory of computers of all
vintages within the District.
· Work orders and statistics on
time required to complete
work orders.
· Develop statistics on number of
outstanding work orders, average
time to complete work orders,
time required to fulfill work
orders, etc. on a monthly basis.
· Evaluate computer to desktop
support staff ratios quarterly.
· Work order statistics will be
review monthly.
· Staffing requirements will be
reviewed annually.
·
· Superintendent
· Assistant Superintendents
of Personnel and
Instructional Services
· District
Network/Technology
Manager
34

Infrastructure Goal 5.c.10: Develop, implement and enforce an Acceptable Use Policy for students and staff.
· Develop, implement and enforce an Acceptable Use Policy for
technology for students.
· Develop, implement and enforce an Acceptable Use Policy for
technology for staff.
· End of first year, revise existing student Acceptable Use Policy.
· End of second year, develop staff Acceptable Use Policy.
· Review Policies annually.
collected
Modification
Persons Responsible
· Acceptable Use Policies
from other school districts.
· Samples of Acceptable Use
Policies from private
industry.
· Assess progress toward
benchmarks.
· Assess annually.
Manager and Assistant
Superintendent of
Instructional Services will
examine existing student
policy and address
inadequacies.
· Annually assess Policies for
areas not previously
anticipated.
· Superintendent
· School Board
· District
Network/Technology
Manager
35

6. Funding and Budget
a. Benicia Unified School District has made substantial investment in technology. The
district’s baseline level of technology are the network infrastructure upgrade as outlined
in Section C, wiring of majority of its schools for Internet connectivity and the continued
purchases of computers and peripheral equipment. Because of Digital Grant, support by
East Bay Foundation and AB2882, Benicia High School meets the connectivity and
equipment ratio recommended by CTAP. Our elementary schools and middle school
need continued infusion of capital to attain the equipment standards and district
connectivity goals. BUSD has used the following multiple sources over the last three
years to fund connectivity, hardware and software:
¨ Digital Grant
¨ AB2882 Governor’s Technology Grant
¨ Bond Funds
¨ East Bay Foundation
¨ Site Block Grants
¨ SIP Funds
¨ Categorical Funds (state/federal)
¨ General Funds
The major expenditure in implementing the technology plan will be staff development,
maintenance of technology infrastructure, adequate technical support to sites and
replacement of obsolete equipment. Potential sources of funds to implement the district’s
Technology Plan are:
¨ Peer Assistance and Review (PAR) can be used to fund a majority of the staff
development offerings for certificated personnel.
¨ AB 65 can be used to fund training of administrators.
¨ Parcel tax, if successfully passed, would be another source of funding to maintain and
support the technology infrastructure, replace obsolete computers and other
equipment, maintain connectivity and provide continued technical support to sites.
36

Line Item Category Budget Narrative Description
1000-1999
Certificated Personnel
Salaries
This would include cost of substitute teachers, stipends for mentors
and presenters, extra duty/hourly
2000-2999
Classified Personnel
Salaries
This would include salaries/wages of Technology Manager,
technicians, support staff
4000-4999
Books and Supplies
This would include software, software licensing, networking
equipment, peripheral equipment and supplies, professional
resource books, instructional materials and supplies for students and
teachers, duplicating
5000-5999
Services and Other
Operating
Expenditures
This would include consulting services, service contracts, extended
warranties, ISP contracts, telecommunication costs
6000-6999
Capital Outlay
This would include hardware, wiring and cabling costs
6 b.
Year 1 Budget
Cost to
Implement
Goals Curriculum
Professional
Development
Infrastructure,
Hardware,
Tech Support,
Software
Total
Goal 1 $ 8,000 $3,500 $9,000 $20,500
Goal 2 $5,000 $3,500 $52,000 $60,500
Goal 3 $50,000 $80,000 $0 $130,000
Goal 4 $15,000 $3,500 $0 $18,500
Goal 5 $8,000 $5,000 $0 $13,000
Goal 6 $12,000 $12,000
Goal 7 $1,000 $1,000
Goal 8 $100,000 $100,000
Goal 9 $60,000 $60,000
Goal 10 $ 500 $ 500
TOTAL $86,000 $95,500 $234,500 $416,000
37

Year 2 Budget
Cost to
Implement
Goal Curriculum
Professional
Development
Infrastructure,
Hardware,
Tech Support,
Software
Total
Goal 1 $ 8,000 $3,500 $8,000 $19,500
Goal 2 $5,000 $30,000 $30,000 $65,000
Goal 3 $40,000 $40,000 $1,500 $81,500
Goal 4 $11,000 $6,000 $10,000 $27,000
Goal 5 $8,000 $15,000 $0 $23,000
Goal 6 $8,000 $8,000
Goal 7 $1,000 $1,000
Goal 8 $100,000 $100,000
Goal 9 $60,000 $60,000
Goal 10 $ 500 $ 500
TOTAL $72,000 $94,500 $219,000 $385,500
Year 3 Budget
Cost to
Implement
Goal Curriculum
Professional
Development
Infrastructure,
Hardware,
Tech Support,
Software
Total
Goal 1 $ 8,000 $3,500 $8,000 $19,500
Goal 2 $5,000 $30,000 $19,500 $54,500
Goal 3 $40,000 $40,000 $1,500 $81,500
Goal 4 $9,000 $6,000 $10,000 $16,000
Goal 5 $5,000 $15,000 $0 $15,000
Goal 6 $5,000 $5,000
Goal 7 $1,000 $1,000
Goal 8 $100,00 $100,000
Goal 9 $60,000 $60,000
Goal 10 $ 500 $ 500
TOTAL $67,000 $94,500 $205,500 $367,000
38

6c. Support
Currently, the following staff provides technology support:
· One District Network/Technology Manager,
· One District Computer Technician,
· One Computer Resource Technician at each school site,
· One Benicia High Computer Technician,
· Numerous teachers, students and staff with varying degrees of knowledge.
Only the two Computer Technicians have desktop support as their primary responsibility.
The school site Computer Resource Technicians spend a significant portion of their time
planning and implementing technology based lessons and assisting students in the
computer laboratories. Teachers and students, due to class loads and experience levels, do
not always have sufficient training or time to provide effective support.
The current computer to full-time support staff ratio is approximately 700-800 computers
to desktop support The District’s Strategic Plan suggests the following:
· Provide qualified and competent technology support staff to obtain and maintain a
ratio of between 300 to 400 computers to desktop support staff.
· Provide trained personnel for labs, mini-labs, and computer-based classrooms.
All computers currently in use by District staff and students, regardless of vintage or
functionality, will be counted when determining support staff requirements and ratios.
One goal of the District’s Strategic Plan and this Technology Master Plan is to provide
competently trained staff in sufficient numbers to assist students and staff and to ensure
that desktop workstations, servers, the school site LAN’s, the District’s WAN and student
information system, and software function properly or are repaired in a timely manner
(Infrastructure Goal 9). In accordance with this goal, this plan to aims to have trained
technology staff in sufficient numbers to provide all support, thus relieving the burden of
support from students and teachers.
6d. Hardware Reassignment/Obsolescence
Unless additional funding becomes available to reduce the reassignment/retirement cycle,
computer hardware will be reassigned or replaced on the following schedule:
· Computers will be reassigned to less demanding functions within three to five
years from manufacture.
· Computers will be retired within five to seven years or if components fail after
reassignment.
39

6e. Feedback and Monitoring
The feedback loop that will be used to monitor progress, including the persons
responsible, are explained in each of the section of the plan. In general, the monitoring
will include establishing a baseline data, development and piloting of the assessment and
evaluation instruments and benchmarks. Funding and budget decisions are made based
on the updates and monitoring. The district is committed to funding the technology plan,
since it has heavily invested in the infrastructure and integration of curriculum. The
Assistant Superintendent of Instructional Services, together with the site administrators
and the Technology Manager,will continue to monitor plan implementation, funding and
budget decisions.
40

7. Monitoring and Evaluation
The Benicia Unified School District is committed to preparing all students for a
successful future in a safe learning environment with diverse opportunities, enriched
curriculum and high expectations. The goal of the five-year Educational Technology
Plan is to enhance teaching and learning through the effective use of technology. This
will be achieved by providing students and staff with information literacy and technology
skills that will make them skillful and effective users of technology to enhance learning
and teaching.
Effective monitoring and evaluation are critical to the successful implementation of this
plan. It will serve as a continuous accountability guide for the educators in the district;
provide feedback and results in data that support the project in continuous improvement;
provide pre-established, required data from the district to the state; and document the
extent to which the goals and objectives of the project are actually achieved, in terms of
the work accomplished, the quality of the work, and the impact of the work on teaching
and learning.
a. Technology’s Impact on Teaching and Learning
In order to evaluate the impact of technology on teaching and learning, it is important to
answer these three questions:
· How has the educational technology plan been used to increase student and
teacher information literacy skills, increase accessibility of technology?
· What professional development strategies have been used to integrate curriculum
and instruction?
· What is the impact of technology on parent-school communication, on student
and teacher attitudes toward technology use, on student and teacher use of
technology inside and outside the classroom, on student achievement in identified
content areas?
Using the BUSD Technology Standards for Students and the Matrix of Professional
Teachers’ Proficiency in Computer-Based Technology as benchmarks, student progress
will be monitored and evaluated using student self-evaluations, assessment of student
work and student academic achievement using formative and summative assessments.
Increase of technology-enhanced instruction will be monitored and evaluated through
classroom observation of technology-integrated, standards-based lessons, and district and
site monitoring of plan implementation (see Curriculum and Professional Development
sections). Results of the CTAP2
and BUSD Technology Standards for Students will be
analyzed and a multiple year site-based technology implementation action plan will be
developed and included in the school’s improvement plan. Impact of technology on
increased parent involvement in student learning will be evaluated using a parent-
community survey and measurement of communication effectiveness. Indicators on
success would be based on parent-community volunteerism and increased partnerships.
41

b. An Analysis of Process (Jim Cox) will be conducted to determine program
effectiveness and modifications. Each year, each section of the Educational Technology
Plan will be reviewed and modified, following the timelines set (found in each section of
the plan) to ensure full implementation. (Professional Development Goal 4 will create an
accountability system to monitor implementation of the plan.)
c. Information obtained through the monitoring and evaluation process will be used to
modify the Educational Technology Plan. Annually, update reports to the principals,
Superintendent and School Board will be done. This information will also be available
on the district website.
42

8. Adult Literacy
Benicia’s demographic profile shows that 22% of the parents of students served by our
district have a high school education, 25% have some college education and 12% have
not completed high school.
Adult literacy needs are served through a variety of agencies. BUSD Adult Education
provides a basic literacy and ESL class. Solano County ROP/Tech Prep offers classes in
a variety of job and life skills in the area of computer and information science,
electronics/computer service technology, drafting technician, office technology, business
and accounting. The Benicia library offers adult literacy and ESL classes.
Many facilities and labs are used by K-12 students during the school day, and essentially
are untapped resources for the district’s Adult Education program and community
agencies to use towards adult information literacy development. The Digital High Grant
and the Governor’s Educational Technology Grant (AB 2882) enabled Benicia High to
Have four computer labs with Internet access. These resources will enable the district to
leverage our investment in technology and expand our ability to serve the adults in our
community.
As a component of our ongoing evaluation and modification procedures, public and
private adult literacy providers will be consulted and involved in the planning, program
development and implementation of the program.
43

Adult Literacy Goal a: The district will collaborate with adult literacy service providers to enable us to leverage resources
and expand service to the adults in our community.
Objective: District will identify and collaborate
with adult literacy providers to offer
professional development opportunities to
adults in the community.
Annual Benchmarks:
End of year 2: identify adult literacy providers and conduct needs
assessment of adult literacy learners in the community, establish baseline
data, negotiate resources allocation.
End of year 3: Technology courses identified, training program developed
and piloted.
End of year 4: Technology courses implemented and evaluated for
alignment with district technology standards.
End of year 5: Continue technology courses, modify curriculum based on
changing needs of adult learners.
and Data To Be
Collected
Modification Process
Persons Responsible
Needs assessment
survey;
Develop/pilot courses
and identify instructors
based on adult learners’
needs; program
effectiveness evaluation;
feasibility study of
applying for technology
funding in conjunction
with other adult literacy
providers
Fall, 2003
Spring, 2004
Spring, 2004
Fall, 2004
Joint monitoring and
evaluation by Asst.
Superintendent, Office
of Instructional
Services, and
collaborating agencies
Asst. Superintendent Instructional Services and
administrators of collaborating agencies
44

9. Research-Based Methods and Strategies
a. Description of Research-Based Methods and Strategies
The district’s Strategic Plan identified technology integration as a powerful method for
enhancing teaching and learning. BUSD’s Educational Technology Plan was developed
based on a set of research-based beliefs on how technology can impact student learning
and how teachers can learn to effectively use technology. These beliefs include:
1. Technology improves student performance when the application directly
supports the curriculum objectives being assessed. We believe technology is a
tool that can enhance learning and engage students. The decision to use any
technology should be based on what’s needed in the curriculum rather than using
technology for technologies sake.
2. Technology improves motivation, attitude, and interest when students use
technology applications to produce, demonstrate, and share their work with
peers, teachers, and parents. With technology, students can be involved in
longer-term projects that engage higher-order thinking skills. Students engaged in
these types of assignments utilize the Internet or software to research information,
interact with a group to synthesize and summarize the information, and use
presentation software to summarize their findings and present it to the whole
class. Educators can make evaluations of student skills by asking the student to
perform tasks that demonstrate mastery of these skills. These projects also give
teachers new ways to assess student progress. Teachers can not only assess
discreet skills related to California Content Standards but can also assess elements
such as: depth of understanding, clarity of presentation, ability to summarize
divergent data, ability to contribute and interact in a group setting.
3. School leaders can support on-site, just-in-time learning by tailoring
programs to meet teacher needs. Key to the professional development is the
site-based technology integration mentor. It is our belief that this site-based
approach is an effective approach to staff development. Teachers learn best from
other teachers. We strive to create a community of learners at each site.
4. Teachers need a variety of ongoing professional development. In addition to
the site-based approach, teachers also need other avenues for growth. The original
technology plan called for teachers to create “model classrooms” that integrate
technology. This was partially based on the Apple Classroom of Tomorrow
(ACOT) research that indicated that teachers need 3- 5 years to be able to fully
integrate technology in their classroom. Now, many of the teachers in the model
classrooms are now our Technology Integration Mentors with a number of years
of experience trying out technology-based instructional strategies.
47

b. Description of Education Technology Models and Strategies
1. Technology improves student performance when the application directly
supports the curriculum objectives being assessed.
Alignment of project or lesson content with state content standards is an important
first step to infusing technology with curricula. A survey of 465 teachers in California
resulted in 92% affirming that the first step in infusing technology into the curriculum
is having information about the specific content of a program or use of an application
that aligns with state-adopted curriculum standards. A number of the respondents
indicated that an online resource that profiles electronic learning resources with the
specific skills in knowledge areas that align with content standards would help them
select programs that will facilitate curriculum integration with technology (Cradler &
Beuthel, 2001).
In an analysis of nine case studies of schools where technology was used to conduct
inquiry-based learning, (Means & Olson, 1997) described the role of teachers as
"curriculum developers." Technology integration involved teachers in rethinking and
reshaping their curriculum.
2. Technology improves motivation, attitude, and interest when students use
technology applications to produce, demonstrate, and share their work with peers,
teachers, and parents.
In The Emerging Contribution of Online Resources and Tools to Classroom Learning
and Teaching (1998) Bracewell et al. states that one of the most consistent outcomes of
placing information technologies in classrooms and ensuring that students have access to
them has been that student interest in their education increase (see US Congress, Office
of Technology Assessment, 1995, pp. 65-66). The same outcome is seen in the online
classroom, where a more positive reaction to school has been found across diverse groups
of learners. For example, in Schofield et al. (1997) almost all of the 28 elementary and
secondary teachers participating in the Common Knowledge Internet project reported
greater student interest and participation in classroom activities. Similar findings are
being reported for at risk learners who are cut-off or alienated from school activities
because of physical or learning disabilities, or social differences and problems.
Bracewell, et al also found that in relation to traditional individualistic learning
approaches, the use of computer technology to facilitate cooperative learning
environments resulted in "(a) higher quantity of daily achievement, (b) higher quality of
daily achievement, (c) greater mastery of factual information, (d) greater ability to apply
one's factual knowledge in test questions requiring application of facts, (e) greater ability
to use factual information to answer problem-solving questions, and (f) greater success in
problem-solving."
3. School leaders can support on-site, just-in-time learning by tailoring programs to
meet teacher needs.
In a review of research on staff development for technology insertion, (Cradler &
Cradler, 1995) found significant factors in effective staff development to be:
· Development of school and classroom level technology plans by and for teachers.
48

· Understanding of ways to integrate technology into education reform.
· Teacher-awareness of effective technology applications.
· A social network of other technology-using teachers.
· Availability of teacher-mentors or other peer support.
· Involvement of principals and other administrators in the planning and training.
· Development of the knowledge to critique and select technology applications.
· Adequate time and increased opportunity for staff development and technical
assistance.
· Awareness of and access to educationally relevant technology-based programs.
· Opportunities for educators to communicate with peers in other schools and at
conferences.
In case studies of a national sample, (Honey & McMillan, 1996) 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.
4. Teachers need a variety of ongoing professional development
The Apple Classroom of Tomorrow (ACOT) was a research and development
collaborative among Apple Computer, Inc., the National Science Foundation, and many
universities and research institutions. The intervention provided two computers to each
teacher and student and substantial staff development. The project purpose was to
investigate how routine use of computers and technology influence teaching and learning.
Findings from the first 10 years of the project include:
· As teachers became more comfortable and competent with the technology, they began
working in teams and across disciplines.
· Classrooms became a mix of traditional and constructivist instruction.
· Students became more collaborative.
· Teachers altered their classrooms and daily schedules to permit students more time to
work on projects.
· Teachers began to develop new forms of assessment that were performance- and
portfolio based.
· Technology encouraged student-centered, cooperative learning.
· Technology often inspires teachers to use more complex tasks and materials in their
instruction.
49

· The influence of technology on teaching and learning occurs over an extended period
of time.
Extensive research conducted by the Office of Technology Assessment reports that
"districts may be well advised to use multiple training and support strategies tailored to
the educational goals of the local site" (OTA, 1995, p.130). Data also indicate that no one
strategy is best, rather the strategies are often combined at any given site. Among the
strategies used by districts are:
· Technology-rich model schools.
· Trainer of trainer model where a cadre of teachers receive professional
development so they can provide the same and help other teachers.
· Expert resource people.
· Providing every teacher with a computer.
· Training administrators and teachers, together.
· Creating teacher resource centers.
An excellent resource that contains the elements of a successful professional
development design model and practical suggestions for implementation can also be
found in How Teachers Learn Technology Best (McKenzie, 1999)
c. Description of Innovative Strategies
BUSD is always interested in examining ways to increase its strategies to deliver
curriculum and professional development using new innovative, technology-based tools.
Strategies include:
· Examination of online courses for high school students who are in need of
remediation, enrichment, or independent study
· Participation in video streaming pilots that deliver instructional videos through the
Internet
· Videoconferencing capabilities in the district elementary and middle schools
· Online professional development for teachers using Flash, Shockwave, and
streaming video technologies
· Online intervention programs before and after school and available at home
On an annual basis, the Technology Committee will review and examine studies and research
provided from a variety of sources, including the What Works Clearinghouse. The What
Works Clearinghouse, funded by the US Department of Education, will provide the
following easily accessible and searchable online databases:
· An educational interventions registry that identifies potentially replicable
programs, products, and practices that are claimed to enhance important student
outcomes, and synthesizes the scientific evidence related to their effectiveness.
50

· An evaluation studies registry, which is linked electronically to the educational
interventions registry, and contains information about studies constituting the
evidence of the effectiveness of the program, produces, and practices reported.
· An approaches and policies registry that contains evidence-based research
reviews of broader educational approaches and policies.
· A test instruments registry that contains scientifically rigorous reviews of test
instruments used for assessing educational effectiveness.
· An evaluator registry that identifies evaluators and evaluation entities that have
indicated their willingness and ability to conduct quality evaluations of education
interventions.
The resources of the What Works Clearinghouse, along with research from other
educational sources, will be utilized and incorporated into the Educational Technology
Master Plan as appropriate to ensure that chosen methods and strategies are consistent
with current scientifically based research regarding technology.
51

Appendix 1
Technology Standards
for Students

BENICIA UNIFIED SCHOOL DISTRICT
Technology Standards for Students Appendix 1
Technology Foundation Standards for
Students
00 01 02 03 04 05 06 07 08 09 10 11 12
1. Basic Operations and concepts
A. Students are proficient in the use of technology.
· Use input devices (e.g., mouse, keyboard, remote
control) and output devices (e.g., monitor, printer) to
successfully operate computers, VCRs, audiotapes,
and other technologies
· · · · · · · · ·
· Communicate about technology using
developmentally appropriate and accurate terminology
· · · · · ·
· Use developmentally appropriate multimedia
resources (e.g., interactive books, educational
software, elementary multimedia encyclopedias) to
support learning
· · · · ·
· Apply strategies for identifying and solving routine
hardware and software problems that occur during
everyday use
· · · · · · · ·
2. Social, ethical and human issues
A. Students practice responsible use of technology
systems, information and software.
B. Students develop positive attitudes toward technology
uses that support lifelong learning, collaboration, personal
pursuit and productivity.
· Work cooperatively and collaboratively with peers,
family members, and others when using technology in
the classroom
· · · · · · · · · · · · ·
· Demonstrate positive social and ethical behaviors
when using technology
· · · · · · · · · · · · ·
· Practice responsible use of technology systems and
software
· · · · · · · · · · · · ·
· Demonstrate knowledge of current changes in
information technologies and the effect those changes
have on the workplace and society
· · · · · · · · · ·
· Exhibit legal and ethical behaviors when using
information and technology, and discuss consequences
of misuse
· · · · · · · · · ·
· Analyze advantages and disadvantages of widespread
use and reliance on technology in the workplace and in
society as a whole
· · · ·
3. Technology productivity tools
A. Students use technology tools to enhance learning,
increase productivity, and promote creativity.
B. Students use productivity tools to collaborate in
constructing technology-enhanced models, prepare
publications, and produce other creative works.
· Use a variety of media and technology resources for
directed and independent learning activities
· · · · · · · · · · · · ·
· Create developmentally appropriate multimedia
products with support from teachers, family members
and student friends
· · · · · · · · · · ·
· Apply productivity/multimedia tools and peripherals
to support personal productivity, group collaboration,
and learning throughout the curriculum
· · · · · · · ·

Students
00 01 02 03 04 05 06 07 08 09 10 11 12
4. Technology communication tools
A. Students use telecommunications to collaborate,
publish, and interact with peers, experts and other
audiences.
B. Students use a variety of media and formats to
communicate information and ideas effectively to
multiple audiences.
· Use technology resources (e.g., puzzles, logical
thinking programs, writing tools, digital cameras,
drawing tools) for problem solving,
communication and illustration of thoughts, ideas
and stories.
· · · · · · · · · · ·
· Gather information and communicate with others
using telecommunications, with support from
teachers, family members or student partners.
· · · · · · · · · · ·
· Collaborate with peers, experts and others to
contribute to a content-related knowledge base by
using technology to compile, synthesize, produce,
and disseminate information, models and other
creative works
· · · · · · ·
· Design, develop, publish and present products
(e.g., Web pages, videotapes) using technology
resources that demonstrate and communicate
curriculum concepts to audiences inside and
outside the classroom
· · · · · · ·
· Use technology tools and resources for managing
and communicating personal/professional
information (e.g., finances, schedules, addresses,
purchases, correspondence)
· · · ·
5. Technology research tools
A. Students use technology to locate, evaluate, and
collect information from a variety of sources.
B. Students use technology tools to process data and
report results.
C. Students evaluate and select new information
sources and technological innovations based on the
appropriateness for specific tasks.
· Collaborate with peers, experts, and others using
telecommunications and collaborative tools to
investigate curriculum-related problems, issues
and information, and develop solutions or
products for audiences inside and outside the
classrooms
· · · · · · ·
· Evaluate technology-based options, including
distance and distributed education for lifelong
learning
· · · ·
· Routinely and efficiently use online information
resources to meet needs for collaboration,
research, publications, communications and
productivity
· · · ·

Students
00 01 02 03 04 05 06 07 08 09 10 11 12
6. Technology problem-solving and decision-
making tools
A. Students use technology resources for solving
problems and making informed decisions.
B. Students employ technology in the development of
strategies for solving problems in the real world.
· Select and use appropriate tools and technology
resources to accomplish a variety of tasks and
solve problems
· · · · · ·
· Demonstrate an understanding of concepts
underlying hardware, software and connectivity,
and of practical applications to learning and
problem solving
· · · · · · ·
· Research and evaluate the accuracy, relevance,
appropriateness, comprehensiveness, and bias of
electronic information sources concerning real-
world problems
· · · · · · ·
· Investigate and apply expert systems, intelligent
agents, and simulations in real-world situations
· · · ·
Adopted from: Technology Foundation Standards for Students, National Educational Technology Standards
for Students

Appendix 2
a. Levels of Proficiency in
Technology Skills
b. Matrix of Professional Teachers’
Proficiency in Computer Based
Technology
c. Technology Standards for School
Administrators

EducationTechnologyPlanning:AGuideforSchoolDistricts
76
AppendixD.LevelsofProficiencyinTechnologySkills
Appendix D. Levels of Proficiency in Technology Skills
(Required for Preliminary Teaching Credentials)
General knowledge of
basic hardware and
software terminology
G1
A. Identifies hardware components, peripherals,
and their purpose
B. Identifies icons, windows, and menus
C. Uses icons, windows, and menus
D. Uses basic peripherals (e.g., CD-ROM,
storage media, etc.)
• Incorporates general knowledge of basic
hardware and software into lesson design as
appropriate (e.g., vocabulary, naming and
saving conventions, printing, etc.)
Levels of General Computer Skills
Knowledge of the
operation and care of
hardware
G2
• 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
• 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, and names diskettes
• 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
• Organizes files and programs
• Uses print preview and options
• Opens and works with more than one applica-
tion at a time
• Shares files and printers on a network
• Installs software
• Selects and uses appropriate anti-virus
software
Knowledge of basic
troubleshooting
techniques
G3
Integration, student
learning, and
classroom
management
G5
• Restarts a frozen computer
• Identifies directly connected or networked
printer problems
• Troubleshoots basic hardware, software, and
printing problems before accessing the
appropriate level of support
• Checks cables for proper attachment
• Solves simple printer problems with directly
connected printer
• Troubleshoots common hardware, software,
and printing and network problems before
accessing the appropriate level of support
• Explains various models for classroom
management of technology
• Cites examples of appropriate applications
of technology as an educational tool
• Selects and uses effective classroom manage-
ment techniques using technology in a limited
number of educational settings
• Selects and implements appropriate technology
tools to support teaching and learning
processes
ProficientIntermediateIntroductory
Rubrics developed by the California Technology Assistance Project (CTAP) in January 2000.

77
General knowledge
and appropriate use
of hardware and
software (e.g., Web
browsers and
connections)
G1, G5
• Explains the anatomy of a URL
• Configures preferences for software
• Sets a homepage
• Refreshes or reloads a page
• Hides, displays, or configures the toolbar
• 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
learning, and
classroom
management
S6, S9–S12
Information literacy
S5, S8
Ethics and policies
G4, S13, S14
Research tools
S7
Communication
collaboration
S3, S4
• Evaluates information for accuracy
• Identifies whether a source is credible
• Launches a browser and uses the toolbar
• Specifies a URL and can point and click to
navigate on existing links
• Changes window sizes
• Views history
• Accesses help file
• Explains basic Internet terminology
• Accesses the Internet through a modem or
network
• Explains use of e-mail as a means of
communication
• Conducts basic searches
• Locates resources appropriate for integrating
technology into lesson design
• Organizes information
• Analyzes and interprets information
• Explains issues surrounding Internet use in
the classroom (e.g., copyright, management,
student safety, AUP, etc.)
• Explains the differences between search
indexes, search engines, and metasearch tools
• Understands Boolean logic
• Conducts natural language searches
• Uses e-mail to communicate with members
of a group
• Selects helper files/applications used to open
downloaded files
• Maintains and organizes favorite bookmarks
• Troubleshoots address errors (i.e., 404 errors)
• Uses and manages multiple windows
• Selects and uses Internet resources
appropriately in lesson design
• Selects and uses effective classroom
management techniques
• Uses a wide variety of sources
• Filters information for relevancy
• Incorporates information literacy strategies
into lesson design
• Implements procedures and management
techniques concerning Internet use in the
classroom for instruction
• Uses advanced search features
• Conducts multiple search strategies to locate
and validate information
• Uses Internet search engines as a resource for
lesson development
• Uses chat rooms, newsgroups, or
threaded discussions to communicate with
members of a group
Levels of User Expertise on the Internet

78
• Configures e-mail preferences
• Attaches, receives, and opens attachments
• Creates and uses an address book
• Recognizes and uses embedded Web links
• Manages an address book
• Locates, opens, and manages attached files
Legal and ethical
issues
G4, S13, S14
learning, and
classroom
management
S6, S9-S12
Communication and
collaboration
S3, S4
General knowledge
and appropriate use
of hardware, software
G1, G5
• Explains telecommunications terms
• Explains the three main components of an
e-mail address
• Starts up program, retrieves, and reads e-mail
• Saves, prints, and deletes e-mail
• Composes, edits, and sends new e-mail
• Explains procedures and processes for use
of e-mail in the classroom
• Explains “netiquette”
• Explains issues surrounding student safety
and security
• Practices appropriate “netiquette” related to
e-mail
• Follows up on issues related to personal
safety and security
• Describes use of e-mail in the classroom for
connecting with others, such as keypals,
global classrooms, parallel problem-solving,
mentoring, etc.
• Uses reply to sender, reply to all, and
forwarding functions appropriately
• Uses cc and bcc to communicate with one
person or a few people
• Incorporates “netiquette” in classroom
instruction
• Follows student safety and security
procedures in instruction
• Designs curricular lessons that utilize e-mail
as a part of the activity
• Selects and uses effective classroom
management techniques using e-mail in a
limited number of educational settings
• Selects and uses appropriate e-mail tools to
support teaching and learning
• Employs e-mail to communicate with and
provide information to students, parents, and
community members
Levels of User Expertise with E-mail

79
General knowledge
and appropriate use
of hardware and
software
G1, G5
learning, and
classroom
management
S6, S9-12
Communicate
through printed
media
S2
• Identifies word-processing terms (e.g.,
word processing, cursor, styles, etc.)
• Opens, saves, prints, and deletes a document
• Navigates in a large document
• Accesses and uses help
• Previews document to identify layout
problems
• Uses basic proofing tools to detect errors
(e.g., spellcheck, grammar check)
• Transcribes handwritten documents into
word-processed documents
• Creates a simple word-processed document
• Copies and pastes text within and between
documents
• Uses styles to change the appearance of
paragraphs and outlines
• Uses templates
• Applies borders
• Creates numbered and bulleted lists
• Adds and deletes page breaks and creates
headers and footers
• Creates tables using built-in software
assistance
• Types, selects, corrects, and deletes text
• Adjusts tabs and margins
• Applies and changes font, characters, and
paragraph formats
• Changes on-screen view mode and
magnification
• Finds and replaces text
• Saves word-processing documents in other file
formats
• Retrieves documents with the find file
command
• Creates enhanced word-processed documents
for classroom use
• Designs lessons that utilize word-processing
as part of the activity
• Uses word processors to create lesson plans,
articles, reports, etc.
• Enhances documents by inserting graphics
• Incorporates drawing tools
• Resizes and relocates graphics within a
document
• Creates templates
• Formats text in columns with different fonts
and colors
Levels of Word Processing Skills

80
General knowledge
and appropriate use
of hardware and
software
G1, G5
learning, and
classroom
management
S6, S9-S12
Communicates
through printed
media
S2
• Creates a new document
• Changes document setup
• Copies, cuts, and pastes text and graphics
• Changes on-screen view mode and
magnification
• Incorporates clip art
• Changes typefaces, font size, and other text
attributes
• Changes text alignment/justification
• Identifies types of publishing software (e.g.,
word processing, page layout, image/graphic,
etc.)
• Undo unwanted changes
• Imports/ places and resizes graphics, (e.g., clip
art, charts, auto-shapes, etc.) both as objects
and as type
• Uses suitable size, style, and number of fonts
• Creates a simple shape graphic
• Controls text flow around graphics
• Moves, arranges, and layers objects
• Creates numbered and bulleted lists
• Uses guides and rulers
• 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
• Develops student assignments that embed
elements of effective design
• Plans for effective classroom management of
available resources
Levels of User Expertise in Desktop Publishing
• Defines publishing terms (e.g., page layout,
stories, fields, etc.)
• Opens, saves, prints, and deletes a document
• Navigates in a large document
• Accesses and uses help
• Previews document to identify layout
problems
• Uses basic proofing tools to detect errors
(e.g., spell check, grammar check)
• Finds and replaces text
• Saves text documents in other file formats
• Understands elements of basic design
(e.g., white space, page layout, etc.)
• Saves documents in appropriate formats
• Integrates various and appropriate software
for desktop publishing (e.g., graphics, layout,
etc.)
• Incorporates digital images from external
sources (e.g. cameras, scanners, Internet)
• Selects media to support instructional
objectives
• Describes various types of publishing media
and possible classroom applications

Busd 5 year_plan_2002-2006

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