Brittan Elementary District Technology Plan

 

 

Brittan School District is located in a small agricultural community of approximately 2500 people at the foot of the picturesque Sutter Buttes (the smallest mountain range in the world).  The community of Sutter, California is eight miles west of Yuba City and 60 miles northwest of Sacramento in the heart of the Sacramento valley.  The school consists of one K-8 facility with a state-funded preschool.  The enrollment is about 624 students.  Our current certificated staff numbers 45 with a classified staff of 33.

We have come a long way since the introduction of student computer access at Brittan School.  We have evolved from the use of stand-alone Apple computers to fully network, Internet accessible, IBM compatible systems, in grades 4-8 and in our 30 station computer lab.  None of our student computers are fewer than 3 years old, so the ratio of newer (less than 3 years old) multi-media computers to students is 0:1.  We've experienced what it is like to have computer access available only in the classroom, and only in a computer lab.  Our experience affirmed the need for both. 

We are in constant transition with the upgrading of our infrastructure/hardware, the assessment of student needs, the focus on grade level skills development and the integration of technology into the classroom.  We have a District Board, certified/classified staff, and community that is supportive of our need for growth in technology. 

Over the last few years, we have discovered that there are no local schools available to use as a model to aid in exploring and implementing a successful technology program at the K-8 level.  We would like to demonstrate an exemplary use of technology tools and a successful integration of technology into the K-8 curriculum.  Insufficient funding slows our progress and development into the prototype we plan to become.

 

Demographic Data:  

 

Student population        (district):                                               618

 

            Student minorities         (district): Asian: 1.6%               Black: 0.6%

    Filipino: 0.2%                       Hisp./Latino: 13.8%

    Am. Ind./Alaskan: 2.3%       Multi/no response: .3%

                                                                Pacific Islander: 0.5%           White: 80.7%

 

            Percentage of student population eligible for school lunch program:  55%

English Learners: 2%

Fluent-English-Proficient: 10%

           

            Certificated:  38

            Pupil/Teacher ratio:  K-3^rd 18:1,

4^th –8^th 27:1

Classified Employees:  28

 

Because we are a one school district, we have a limited number of stakeholders who participated in the planning process.  We did gather input from a wide range of sources.  We used parent and teacher surveys. We used input from members of our technology team, which includes teachers from the primary, intermediate and upper grades, parents, board members, technology coordinator, computer lab assistant, and our superintendent/principal. 

 

Technology Planning Team: (List members)

 

Name	Position	Organization
Earnie Graham	Superintendent/Principal	Brittan School
Florrie Turner	Technology Specialist	Brittan School
Lynda Sandage	Computer Lab Assistant	Brittan School
Robin Murtha	7th/8th Grade Teacher Rep.	Brittan School
Kathy Myszka	5th/6th Grade Teacher Rep.	Brittan School
Michelle Schoffstall	4th Grade Teacher Rep.	Brittan School
Fran Kauffman	2nd /3rd Grade Teacher Rep.	Brittan School
Don Hagland	District Board Member/Parent	Brittan School
Michael Dobson	Network Administrator	Sutter Union High School
Bernie DiDario	Business Owner	Self Employed
Ginger Harris	Parent	Community Member
Michelle Ziegenmeyer	Parent/Brittan Activity Club Representative	Community Member New District Board Member December 2002

 

This group, or members of it, met during September, October, November and December 2002 to develop the plan. The staff, through surveys and focus groups, was involved in the plan’s development. The Plan was reviewed by the full Site Council, (representing the overall community), at its December 2002 and January 2003 meetings.  Parents and community members other than SSC members were invited to attend.  The entire staff has also reviewed the plan and provided input.  The Brittan Elementary School board will adopt the plan in May 2003.  Public input was provided per Brown Act specifications as part of the process.

 

 

District Vision for Technology Use:

 

This district plan is envisioned to guide the school/district for the next three years.  As a result we anticipate that by June of 2006:

• Every student has access to a computer with online connectivity in and beyond school;
• Students use technology tools to master California Content Standards in the core curriculum;
• School-based computers, software and connectivity that function well 100% of the time;
• Information literacy proficiencies allow students to discern truth and relevance from a flood of information

 

Expected student outcomes in 3 years as a result of technology use:

¨      After three years of participation in the Brittan School technology program our students will be both confident and comfortable using technology to enhance the classroom learning experience.

¨      Increased student access to technology learning resources will improve their mastery of California Content Standards as measured by STAR and local assessments;

¨      Students will be proficient in essential computer skills and applications;

¨      Students will triple their use of the Internet for research purposes.

¨      Proficient information literacy skills will allow students safe and relevant use of technological learning resources;

¨      Selected students will provide basic computer trouble-shooting and tech support for computers at school.

 

Expected staff outcomes in 3 years as a result of technology use:

Upon completion of a required and structured training program, to be carried out over a 3-year period, our certificated/classified staff will have acquired the confidence and skill to use technology for classroom management, instruction, and personal use.  

 

¨      Teachers will triple their use of technological learning resources to organize, teach and assess student learning in California Content Standards.

¨      School staff will electronically track each child’s school-based data and his/her progress in mastery of California Content Standards. 

¨      All teachers will meet Technology Proficiency Standards set by the California Commission on Teacher Credentialing.

 

Expected technology outcomes in 3 years; infrastructure, hardware, tech support and software:

Infrastructure:

¨      By June of 2006 we plan to put in a fiber optic backbone to all buildings in our local area network.

¨      We will purchase additional switches and hubs, and upgrade our servers.

Hardware:

¨      By June of 2006 we plan to have fully networked, Internet accessible, IBM compatible, multi-media systems in grades K-8, and in our 32-station computer lab.

¨      The classroom student to computer ratio for grades 3-8 will be at least 4:1 by June of 2006.

¨      All classrooms will have TV/VCR, DVD Player, and either a digital projector or an AverKey to display work from a computer to the entire classroom.  Scanners and Digital/Video Cameras will be supplied to grades K-8 (1 for each grade K-5, 6^th classes, 7/8 Core, Science, Music, Elective rooms.)

¨      Additional AlphaSmart carts will be purchased to provide access to grades 3-8 (1 cart each for 3^rd classes to share, 1 cart for 4^th grade classes to share, 1 cart shared by every 2 classrooms for 5^{th &} 6^th grade {3carts}, 1 cart 7^th, 1 cart 8^th ).

¨      Current cart placed in library for units to be checked out by students.

¨      Four laptop computers will be purchased and made available to staff members for all school use.

Tech Support:

¨      Technology Coordinator

¨      Technology Trainer/Lab Director

¨      Computer Lab Assistant

¨      Technology Mentors at each grade level.

¨      Student Technology Classroom/Lab Aides

Estimated 3 year cost.

	2003&2004	2005	2006	Total
Staff Development	10,500	21,000	21,000	52,500
Hardware	100,000	100,00	100,000	300,000
Software	10,000	10,000	10,000	30,000
Infrastructure	4,000	10,000	10,000	24,000
Tech support	73,000	73,000	73,000	219,000
Annual Total	197,500	214,000	214,000	625,500

 

Software:

¨      Basic keyboard drill and assessment software for use in the computer lab and in the classrooms.

¨      Microsoft Windows XP/Office XP Suite on all of school computers.

¨      Maintain current programs.

¨      Network and CD Rom lab packs of reading, language arts, and math and science software to support California State curriculum standards.

 

The plan must provide for a sufficient budget to acquire and maintain the hardware, software, infrastructure and technology support personnel.

Expected funding/budget outcomes in 3 years:

Identified sources

¨      A percentage of the general fund.

¨      Site Improvement Funds

¨      Brittan Activity Club (parents club)

¨      Lottery Fund

¨      Categorical funding, including Title I

¨      Proposed Sources

¨      School Renovation Technology Grant

¨      Enhancing Education Through Technology Grant

¨      Community fund raising

Expected monitoring and assessment outcomes in 3 years:

¨      Annual increases in teachers’ technology proficiencies per the CTAP2 Assessment.

¨      Annual increases in teachers’ use of technology to enhance curriculum.

¨      Students’ progress in mastering the California Content Standards in the core curriculum.

¨      Students’ progress in acquiring information literacy skills.

¨       Annual maintenance and infrastructure upgrade activities are reviewed and adjustments made as indicated.

 

Evaluation process to monitor progress:

	Hardware	Software	Infrastructure	Tech Support
Monitor and Evaluation	Annual review of numbers placement and usage/types of units.	Annual review of types, applicability to curriculum, alignment to standards and compatibility to hardware.	Annual review of bandwidth speeds, number of hubs and ports.	Annual review of workload and speed of service delivery, network & software maintenance and training/support for software.
Person Responsible	Technology Coordinator & Superintendent/ Principal.	Technology Committee Superintendent/Principal	Technology Coordinator & Superintendent/ Principal.	Superintendent/Principal.

 

 

Expense Type/ Funding Source – Key

Code	Description
C	Categorical District Ed Tech Funds (SIP, Title II Part D)
F	(Name of District) General Fund/Schools
G	Grants and other Outside Funds

 

3.  CURRICULUM COMPONENT

 

Data from the District Technology Survey:

 

3.a. Staff and student access to technology

 

All students including Special Education & English Language Learners have access to computers throughout the day, and after-school as arranged with staff. The student to computer ratio is:

 

K-3rd Grade	One teacher computer per classroom Used for testing if necessary, Student use in lab.
4th Grade	8:1
5th/6th Grade	5:1
7th/8th Grade Core classrooms, Science classroom, Electives classroom	6:1
7th/8th  Math & Music rooms	15:1

 

               

Students with special needs are assessed upon registration and the school works with the local SELPA to provide adaptive equipment as needed.  Since all of our students including our ELL/ELD students are fully integrated, there is no specific time set aside for computer use.  Students access the computers in the lab, library and classrooms throughout the day.

Our classroom and library computers are all older then 4 years and many are slow and not dependable.  All of the schools computers are networked locally and have Internet access.  Our 32-station computer lab is equipped with 8 new multimedia computers and 24 old computers (without CD Rom drives).  The new systems have different operating and office suite systems than the rest of the lab.  This affects the learning process. Additional work is created when working with a large class with students using different word processing systems.  Our new systems will not run some of our old network software. 

Currently, we have consistent problems with the computer labs ability to function at 100% capacity without freezing.  This often prevents classes from using the keyboard software programs, and causes down time during the classes limited lab time.

 

3.b. District’s current use of hardware and software to support teaching and learning

 

      All teachers were surveyed as to their use of technology learning tools in the core curriculum in grades K-8; 100% responded to the CTAP2 technology survey.  Greatest use of software occurred in the English/language arts curricula.  Heaviest use occurred in grades five through eight, as students were required to use computers to type reports and do research on the internet in their English/language arts curriculum. 

      Fifth – Eighth students use the Internet, word processing and presentation software in addressing standards relating to summarizing, responses to literature, research and persuasive writing activities.  They also use Alpha Smart 3000 units to type rough drafts of major writing projects.  In lower grades computer software is used to become familiar with keyboarding, letter recognition, beginning reading skills development, computer skills, & computer art. Science curricula included some use of the Prentice Hall website for the sixth – eighth grades. Title I students utilize AlphaSmart keyboards and word processing software.  Teachers reported using science kits, overhead projectors and videos more frequently than computers, the Internet or software.  The integration of technology skills into the curriculum is currently dependent upon the skill and interest of the individual classroom teacher.

 

3.c. District’s curricular goals 

Brittan School District students have made gains in their core subject areas as revealed in California STAR data. The district’s API is 691, which indicates that students overall are doing well. Students showed a significant NPR gain in Reading, Language Arts, Math, and Spelling from 2000 to 2002. An examination of student subgroups notes that our Title 1 students are in need of additional emphasis to assist them to achieve to grade level.

To increase the annual gain in reading and math, the district decided to provide Accelerated Reader for all students in grades 1-8, and Accelerated Math for 7^th/8^th grades in 2003, and 5^th/6^th grades by August 2004. Both programs are also used for special education students.  Additional training and enrichment software is needed to fully integrate these programs and support all students. These goals are supported in our SIP plans & in the districts strategic plan.

The table below shows that Brittan Elementary School had an increase in the number of students scoring at or above the 50^th NPR on the 1998-2002 STAR Tests.

 

	Brittan Elementary Students Scoring at or above the 50th NPR on the 1998-2002 Star Tests
Reading	2002/2003 8th Grade	2002/2003 7th Grade	2002/2003 6th Grade	2002/2003 5th Grade	2002/2003 4th Grade	2002/2003 3rd Grade
Spring 2002	7th      45%	6th      44%	5th     53%	4th     46%	3rd     44%	2nd    56%
Spring 2001	6th      40%	5th     40%	4th     44%	3rd     47%	2nd    53%
Spring 2000	5th      38%	4th     39%	3rd     45%	2nd    34%
Spring 1999	4th      43%	3rd     39%	2nd    44%
Spring 1998	3rd      44%	2nd    37%
Math	2002/2003 8th Grade	2002/2003 7th Grade	2002/2003 6th Grade	2002/2003 5th Grade	2002/2003 4th Grade	2002/2003 3rd Grade
Spring 2002	7th      66%	6th     64%	5th     60%	4th     51%	3rd     68%	2nd    61%
Spring 2001	6th      63%	5th     52%	4th     68%	3rd     50%	2nd    68%
Spring 2000	5th      45%	4th     46%	3rd     55%	2nd    46%
Spring 1999	4th      57%	3rd     48%	2nd    57%
Spring 1998	3rd      41%	2nd    59%
Language	2002/2003 8th Grade	2002/2003 7th Grade	2002/2003 6th Grade	2002/2003 5th Grade	2002/2003 4th Grade	2002/2003 3rd Grade
Spring 2002	7th      55%	6th     64%	5th     62%	4th     48%	3rd     51%	2nd    62%
Spring 2001	6th      46%	5th     51%	4th     58%	3rd     40%	2nd    60%
Spring 2000	5th      41%	4th     46%	3rd     42%	2nd    41%
Spring 1999	4th      22%	3rd     39%	2nd    43%
Spring 1998	3rd      37%	2nd    39%
Spelling	2002/2003 8th Grade	2002/2003 7th Grade	2002/2003 6th Grade	2002/2003 5th Grade	2002/2003 4th Grade	2002/2003 3rd Grade
Spring 2002	7th      53%	6th     53%	5th     48%	4th     41%	3rd     42%	2nd    39%
Spring 2001	6th      51%	5th     48%	4th     37%	3rd     30%	2nd    43%
Spring 2000	5th      47%	4th     38%	3rd     25%	2nd    25%
Spring 1999	4th      33%	3rd     42%	2nd    27%
Spring 1998	3rd      32%	2nd    34%

 

From the spring of 2000-2002 STAR Testing,

NPR points in 5^th – 8^th grade improved as follows:

 

NPR Growth in 3 years 

Reading:  8     Math:  12.3     Language:  14.8         Spelling:  15

 

 

 

 

3.d. Curriculum integration to improve teaching and learning

 

Goal statements:

3.d.1  All students K-8 will use technology resources to achieve CA Content Standards in English, History/Social Science, Math and Science.

BENCHMARKS:

June, ‘03	Technology will be fully integrated into core content areas of English, History/Social Science, Math and Science for 7th through 8th grade classrooms with additional staff training.
June, ‘04	Technology will be fully integrated into Reading for 5th through 6th grade classrooms with additional staff training, with an emphasis on Title 1 students.
June, ‘05	Technology will be fully integrated into Reading for 4th through 6th grade classrooms with additional staff training, with an emphasis on Title 1 students.
June, ‘06	Technology will be fully integrated into Reading for 1st through 3rd grade classrooms with additional staff training, with an emphasis on Title 1 students.

 

3.d.2   Students in grades 4-8 will utilize technology resources to improve their Math proficiencies.

BENCHMARKS:

June, ‘04	Content specific software in Math will be integrated into 7th through 8th grade classrooms with additional staff training.
June, ‘05	Content specific software in Math will be integrated into 4th through 6th grade classrooms with additional staff training.
June, ‘06	Content specific software in Math will be integrated into 1st through 3rd grade classrooms with additional staff training.

 

 

 

 

 List of activities and a timeline for implementing planned strategies and activities:

 

Goal #	Implementation Plan/Activities	Resp. Position	Timeline	Budget Source	Monitoring and Evaluation activities
3.d.1	Staff collect examples of student work & identifies current use of technology in classrooms for 7th – 8th grades	Staff & Admin.	Nov., ‘03	N/A	Student technology work is reviewed and assessed by staff and admin.
3.d.1 3.d.2	Team researches technology resources in Reading and Math	Staff	Nov., ‘03	F	Presentation of findings to staff and recommendations for adoption
3.d.1 3.d.2	Reading and Math software is purchased	Admin.	Dec., ‘03	C, F	Software installed and configured
3.d.1	Staff development is provided for 7th & 8th grade for using reading/math programs	Staff & Admin.	Dec., ‘03	F, G	Certificates of completion; lesson and unit plans developed
3.d.2	Staff development is provided for 7th & 8th grade in teaching reading/math and integrating technology	Staff & Admin.	June ‘03	F, G	Certificates of completion; lesson and unit plans developed
3.d.1 3.d.2	Samples of student work in Reading and Math are collected at appropriate grade levels & evaluated	Staff & Admin.	June, 03	N/A	Evaluation results are shared with the entire staff for input on improvement
3.d.1 3.d.2	Student STAR test scores evaluated; strategies developed to improve results	Staff & Admin.	June ‘03	N/A	Results presented to staff, community, school board
*Cycle is repeated for years 2005 and 2006 assuring completion of benchmarks or changes resulting from evaluation results.

 

3.e.  Student acquisition of technological and information literacy skills.

The use of information literacy as a research process needs to be implemented across the K-8 grade levels to enhance students’ safe and effective use of the Internet for research purposes. This plan will focus on K-8 grade levels to insure that students are proficient with the information literacy process by grade 8. Staff will work to develop their own skills with the Big 6 and Big 3 processes.

 

Technology literacy skills:

Brittan School District needs to continue implementing and improving the existing continuum of technology proficiencies to guide and assess the introduction and development of technology proficiencies for all students. We will focus on providing K-8 students with the technology skills needed to be proficient by the 8^th grade. 

 

3.e. Goal statement 

3.e.1 Brittan School District students will understand and apply information literacy skills to increase their use of Internet resources for research in the core content areas.

 

BENCHMARKS:

June, ‘04	Students will demonstrate Big 6 information literacy skills by completing a research project in at least two of the core content areas in grades 6 through 8.
June, ‘05	Students will demonstrate Big 6 information literacy skills by completing a research project in at least one of the core content areas in grades 4 through 5.
June, ‘06	Students will demonstrate Super 3 information literacy skills by completing a project in one of the core content areas in grades K through 3.

 

3.e.2. Brittan School District will adopt and implement a continuum of information literacy and technology proficiency skills, which will allow students safe and relevant use of technological learning resources.

 

BENCHMARKS:

Aug., ‘03	Brittan School District will adopt a revised version of its existing continuum of technology proficiency skills.
June, ‘04	At least one component of the continuum will be piloted in grades K-8.
June, ‘05	At least two components of the continuum will be piloted in grades K-8.
June, ‘06	The continuum will be fully implemented in grades K-8.

 

List of activities and a timeline for implementing planned strategies and activities:

 

Goal	Implementation Activities	Resp. Position	Timeline	Budget	Evidence of Activities
3.e.1 3.e.2	The Technology Task Force revises the existing continuum of technology skills.	Staff	May ‘04	F	Review of CTAP2, CTAP Guidance
3.e.1 3.e.2	Teacher team presents a recommended model to full faculty	Staff	June ‘04	N/A	Faculty meeting agenda discussion
3.e.1 3.e.2	Superintendent takes the faculty-adopted model to the Board for adoption	Admin.	August ‘04	N/A	Board agendas
3.e.1 3.e.2	Professional development focuses on how to integrate information literacy and computer proficiency curriculum model into core curriculum and assess student   proficiencies.	Admin. Staff	August ‘04	F	Professional development agenda and attendance sheet
3.e.1	Following Board adoption, Students will demonstrate Big 6 information literacy skills by completing a research project in at least two of the core content areas in grades 6 through 8	Staff	Sept ‘04–Jan ‘05	N/A	Lesson Plans and other curriculum documents; student work
3.e.2	Following Board adoption, all teachers pilot at least one component of the computer proficiency curriculum integrated into their core instruction and assessment practices	Staff	Oct. ’04-May ‘05	N/A	Lesson Plans and other curriculum documents; student work
3.e.1 3.e.2	Results of the integration of computer & information literacy proficiency skills is discussed at faculty meetings	Admin. Staff	June ’04 Sept. ’04 Oct.  ‘04	N/A	Faculty meeting agendas
3.e.2	Teachers evaluate the effectiveness of the pilot, modifying it for implementation next year to the ’04 benchmark	Admin. Staff	Jan  ‘05	N/A	Survey regarding the effectiveness of the model piloted – presentation of findings to faculty – modifications as indicated by data.
3.e.1	Teachers evaluate the quality and effectiveness of 6-8 information literacy; modifying it for implementation of ’04 benchmark	Admin. Staff	Jan ‘05	N/A	As above
3.e.1 3.e.2	Teachers support each other in full implementation of technology proficiency and information literacy curriculum	Staff	Feb. ’05-June ’05 and thereafter	N/A	Teacher evaluation includes a strand relating to the integration of computer proficiencies in core curriculum.
Cycle is repeated for years 2005 and 2006 assuring completion of benchmarks or modifications from evaluation results.

 

 

3.f.  List of clear goals and a specific implementation plan for programs and methods of utilizing technology that ensure appropriate access to all students.

All Brittan School District students have access throughout the school day to computers in the classroom and library.  They are comfortable with requesting additional computer time before and after school and during lunch, as staff is available.

 

• 7^th/8^th Grade students: All seven 7^th & 8^th classrooms are used to teach Reading. The classrooms with fewer student computers send students to the Library or the Computer Lab for testing. 

Core Classrooms: 5 multimedia, Internet accessible student computers, one networked student printer.

Science Room:  5 multimedia, Internet accessible student computers two-networked student printers.

Elective Classroom:  5 multimedia, Internet accessible student computers, one networked student printer.

Math Classroom: 2 student computers (students also sent to Library or Computer Lab for testing.)

Music Classroom: 2 student computers (students also sent to Library or Computer Lab for testing.)

PE Classroom: 2 student computers (students also sent to Library or Computer Lab for testing.)

 

• 5^th/6^th Grade students: have 5 multimedia, Internet accessible student computers, and one networked student printer per classroom.
• 4^th Grade students: have 4 multimedia, Internet accessible student computers, and one networked student printer per classroom.
• 2^nd /3^rd Grade students have 1 multimedia, Internet accessible student computers, and one networked student printer per classroom. They are used for Accelerated Reader testing only.
• We have filtered access to the Internet to ensure appropriate and safe access.

 

Goal:  All students will have access to current hardware, software and safe/appropriate Internet resources.

Benchmarks:

 

3f.1 Special needs students will be evaluated annually and a determination made if technology will help with their learning needs.

3f.2 A URL filtering system for the Internet will insure appropriate access for students.

3f.3 Students will have their parents sign, and they will sign, an Internet Use Policy that is kept on record in the Aeries student data section, and filed on site.

3f.4 By June 2004, all 7^th/8^th grade classrooms will have 5 new or upgraded multimedia computers with current software systems available for student use. 

3f.5 By June 2005, all 5^th/6^th grade classrooms will have 5 new or upgraded multimedia computers with current software systems available for student use. 

3f.6 By June 2006, all 4^th grade classrooms will have 5 new or upgraded multimedia computers with current software systems available for student use. 

3f.7 By June 2006, all K-3^rd grade classrooms will have 5 multimedia computers (passed down from upper grades) and loaded with appropriate grade level software.  They will also have Internet access and at least one networked student printer.

 

Goal #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source	Monitoring and Evaluation activities
3f.1	Special needs students are evaluated for special technology needs	Special Ed Teacher, Superintendent/Principal	Sept. of each school year.	District, Categorical Funds	Superintendent/Principal Special Ed Teacher will use classroom observations.
3f.2	Technology Coordinator will monitor URL and block inappropriate sites reported by staff	Technology Coordinator	Ongoing	District	Reports made to Site Council, administrators on a bi-monthly basis.
3f.3	Students will sign and take home to parents the Internet Use Policy	Computer Lab Director, Classroom Teachers, Secretaries	Ongoing as students enroll at Brittan	District	Staff will have a list of students who have a list of students who have not returned the Internet Use Policy.  These students will not have access to the Internet.
3f.4, 5, 6	Buy/lease Computers	Technology Coordinator	Spring of 2004, 2005, 2006	Title one, District, etc.	Annual inventory of equipment, site council minutes
3f.7	Update software and move old computers in to primary classrooms.	Technology Coordinator	Spring of 2004, 2005, 2006	District	Annual inventory of equipment

 

Benefits from utilization of technology to ensure appropriate access for students.

 

1.      All students will learn to use technology as productivity tools.

2.      The URL filtering system helps to ensure safety and appropriate access to web sites while students explore the Internet.

3.      The Internet Use Policy informs parents and students of their responsibility in the appropriate use of the technology and the Internet.

4.      Continuing to reduce student to computer ratio increases daily access for students.  These computers are newer, multimedia units and they provide more dependable access.

5.      Students without computers at home will have access to computers and the Internet on a daily basis.

 

3g. List of clear goals and a specific implementation plan to utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.

 

Goal:  All administrators, teachers, and support staff, will utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet each student’s academic needs.

Benchmarks:

 

3g.1  By June 2004, teachers, support staff, and administrators will access Aeries for student information and record keeping.

 

3g.2  By June 2004, 7^th/8^th grade teachers will use the ABI computerized grade book to keep student grades.

 

3g.3  By June 2005, 5^th/6^th grade teachers will use the ABI computerized grade book to keep student grades.

 

3g.4  By June 2006, 3^rd/4^th grade teachers will use the ABI computerized grade book to keep student grades.

 

Goal #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source	Monitoring & Evaluation activities
3g.1	Teachers will receive a training on use of Aeries	Comp. Lab Director/Secretary	November 2002 Spring 2003	F	Roll sheet from training.
3g.2	7th/8th grade teachers will receive training on use of ABI grade book	Tech. Coordinator, CL Director, Attendance Secretary	November 2002, January, March, May and August 2003	F	Evaluation of grade books turned in by teachers.
3g.3	5th/6th Grade teachers will receive training on the use of ABI grade book.	Tech. Coordinator, CL Director, Attendance Secretary	March 2003, May 2003, August 2003	F	Evaluation of grade books turned in by teachers.
3g.4	3rd/4th Grade teachers will receive training on the use of ABI grade book.	Tech. Coordinator, CL Director, Attendance Secretary	January 2004, May 2004	F	Evaluation of grade books turned in by teachers.

 

Benefits from utilization of technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet each student’s academic needs.

 

1.      Teachers have access to student information at their desktop.  This allows teachers to access phone numbers and other information.  This makes it easier for teachers to communicate with parents.

2.      Teachers have access to student schedules so student-teacher conferences occur in a timely manner.

3.      The computerized grade book allows the teacher to spend less time on paperwork and spot learning problems earlier than might occur without a computerized grade book.

4.      The computerized grade book allows the teacher to give immediate feedback to parents and students about their grades.

 

3h.  List of clear goals and a specific implementation plan to utilize technology to make teachers and administrators more accessible to parents.

 

Goal:  All school administrators and teachers will use technology to make information more accessible to parents.

i. & j. Benchmarks:

 

3h.1 By September 2003, the school report card, prepared by principal and other mailings to parents will be made using computer software appropriate to the task.

                                                                                          

3h.2 By September 2002, all administrators and teachers will be accessible through email.

 

3h.3 By September 2003, Brittan Elementary School District information will be accessible through a web site.

 

 

 

 

3i.  Description of the process that will be used to monitor whether the strategies and methodologies utilizing technology are being implemented according to the benchmarks and timeline.

 

Goal #	Implementation Plan/Activities	Responsible Dept. or Position	Timeline	Budget Source	Monitoring and Evaluation activities
3h.1	Send out school report card	Principal	November 2003	F	3j.1  School board, superintendent
3h.2	Update email accounts for admin and staff and publish them to community	Technology Coordinator	September 2002	F	3j.2  School board, technology coordinator
3h.4	Setup district web site	Technology Coordinator	Start Nov 2002 ongoing	F	3j.4 Superintendent, Superintendent/principal, Staff

 

 

Benefits from utilization of technology to make teachers and administrators more accessible to parents.

1.      Administrators and teachers will spend less time with written documents that have to go home through the use of technology.

2.      Parents can communicate with administrators and teachers with email at any time of the day and not depend on face-to-face visits or rely on getting through on a telephone. 

3.      Parents and students will have timely access to school information by looking at the web site.

4.  PROFESSIONAL DEVELOPMENT COMPONENT

 

4a.  Summary of the teachers’ and administrators’ current technology skills and needs for professional development.

 

         Currently, all administrators & K-8 staff have participated in staff development that includes computer use training in email, Aeries/ABI, CTAP online & CTAP2.  The K-12 staff has participated in staff development activities using software that targets the state standards.  These software packages include Scholastic Reading Inventory, Accelerated Reader, Star Reader, and Accelerated Math.

         Staff development needs include training in the use of word processing, databases, spreadsheets, and integration of technology into lesson plans that are aligned with BESD goals and state standards.  This data is a result of the CTAP2 inventory.  There is also an ongoing need to train new teachers that are hired each year and are not familiar with technology in the BESD.

 

4b. List of clear goals and a specific implementation plan for providing professional development opportunities based on the needs assessment and Curriculum Component goals, benchmarks, and timeline.

 

4b.1  By June of 2005, professional development opportunities will raise the Technology “Levels of Proficiency” in 100% staff as indicated by Individualized Technology Learning Plans (ITLP).

 

4b.2  By September of each year new teachers will receive training in the use of technology available to them in the BESD.

 

Staff buy-back days and monthly minimum days will be used to develop individualized technology learning plans and to conduct necessary training as required by the curriculum component of this plan.   Since the needs will vary from year to year, the training focus and amount of time set aside for group or individual training will vary. 

The superintendent/principal, the technology coordinator and the technology team will evaluate the current staff training needs at the end of each school year and develop an appropriate training and evaluation schedule for the upcoming year.  When necessary, roving subs will be provided to cover a teacher’s class while he/she is receiving one-on-one technology training.

The Brittan school district has provided the entire staffs access to CTAP online for technology training.  We have books and data files available to facilitate independent training in the use of the Microsoft Office programs. The computer lab is available both before and after school for independent training and Internet access to CTAP online.

We are selecting peer mentors at the primary, intermediate and upper grade levels to aid in the use of technology, especially the integration of its use into daily classroom activities.  A student technology aide program will be developed and implemented to assist both staff and other students in the use of technology.

 

4c.  List of benchmarks and a timeline for implementing planned strategies and activities.  (Teachers will be encouraged to use CTAP Online, community college courses, and district training's.)

 

         The Individual Technology Learning Plan will be developed annually by staff (certificated, classified and administrative) and will reflect the goals needed to improve their tech skills and their technology integration abilities. Our administrators will develop goals relevant to the suggested skills encompassed in the AB75 training.  These goals will make up the staff individualized technology learning plan. Staff will be expected to set at least two goals: one goal for the development of their technology proficiencies and another goal that relates to the benchmarks set forth in the Curriculum component of the District Technology plan.  The Supt./Principal will include goals pertinent to administrative technology as part of his annual goal setting with the board.

 

4c.1 By June of 2004, 30% of staff will Institute Individualized Technology Learning Plan (ITLP).

 

4c.2 By June of 2005, 60% of staff will Institute Individualized Technology Learning Plan   (ITLP).

 

4c.3 By June of 2006, 100% of staff will Institute Individualized Technology Learning Plan (ITLP).

 

4c.4 By September of each year new teachers will receive training in the use of computers, email, telephones and voice mail.

 

Staff will complete the CTAP² assessment each May. The staff individualized technology learning plans (ITLP) will be developed based on the results of a district technology questionnaire, CTAP² and the curricular benchmarks identified in this plan for the particular year. The Principal and Technology Coordinator will review the needs identified in the ITLP and correlated with CTAP2 and develop appropriate whole staff and individual training opportunities for the upcoming school year.

  As the individual’s needs are met, they will be checked off and the next area of focus will be scheduled for training.  This will continue throughout the school year.

The ITLP data will be entered in a database and monitored by the Superintendent/Principal & the Technology Coordinator.  Benchmarks will be set and agreed upon in June of each year.  In February each year, all ITLPs will be reviewed to determine what has been accomplished and what needs to be done to assure that 100% of the staff reaches his/her benchmark by the end of the school year.

 

4d.  Description of the process that will be used to monitor whether the professional development goals are being met and whether the planned professional development activities are being implemented in accordance with the benchmarks and timeline.

 

 

 

Benefits from professional development based on staff needs assessment:

 

1.      New teachers receive training and support in the use of technology.

2.      Teachers plan and execute ITLPs and they have mentors to provide support to help complete them successfully.

3.      The BESD raises the technology skill level of employees.  This is one of the district goals and it is line with state standards for teachers.

 

 

 

5.  INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT

 

5.a. and b.  Existing infrastructure, hardware, technical support and software.   Infrastructure, hardware, technical support and software needed to support the implementation of the Curriculum and Professional Development Components.

 

The plan must include an assessment of the telecommunication services, hardware, software and other services that will be needed to improve education or library services.

 

Infrastructure and Hardware

Each classroom has at least one computer (most have two or more), and every classroom is connected to the Internet; while these are inventoried and licensed, all are at least three years old. There is at least one “drop” per classroom connecting every classroom to the Internet and hubs support additional stations.  The newer classrooms (12 of them) have 11 drops each for connectivity.  The library contains 5 student multi-media computers (over three years old) connected to the Internet.  A T-1 line connects the school/district to Internet services.

Each 3^rd/8^th classroom has a TV/VCR and a phone.  Many have an Averkey hooked up to their TV/VCR, which allows presentation of the teacher computer desktop over the TV.  This is a temporary solution for demonstration and presentation in the classroom.  Eventually the K-5^th grade classrooms will have a projector for each grade level and the 6^th/8^th grade classrooms will each have access to their own projector.  There is cable access to most of the classrooms.

Goal: To provide students and staff with access to current technology in labs, library and classrooms.

Objective: To have a student to computer ratio in classrooms of at least 5:1 and replace staff and library computers by June of 2006.

Benchmarks:

• By Jan 2003, replace library computers.
• By June 2003, increase student to computer ratio in 4^th/8^th grade classrooms to at least 5:1.
• By June 2004, provide 40 % of staff with new computers.
• By June 2005, provide 80% of staff with new computers.
• By June 2005, increase the student to computer ratio in K/3^rd grade classrooms to at least 5:1.
• By June 2006, add additional lab to provide individual labs for grades 6-8 and K-5.

 

 

 

 

 

Brittan Elementary School District Technology Assessment

 

 

 

 

 

5c. List of clear benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required supporting the other components of the plan.

 

Goals:

5c.1     By August 2003, 20% of the teaching staff will have new, Pentium 4 or better, desktop computer systems with the most current management and production software available.

 

5c.2     By August 2004, 60% of the teaching staff will have new, Pentium 4, Windows XP multimedia systems.  They will be loaded with Microsoft Office XP and the most current management and production software available.

 

            5c.3     By August 2005, 100% of the teaching staff will have new, Pentium 4, Windows XP multimedia systems. 

They will be loaded with Microsoft Office XP and the most current management and production software available.

5c.4     By August 2005, a program will be developed to distribute or loan replaced computers/printers to Staff and Students in need of home computer systems.

 

5c.5     By August 2006, 100% of the working replaced school computers will be refurbished and made available to Brittan staff and students without home computers.

 

5c.6      By August 2003, we will replace 24 lab computers and 24 student classroom computers (grades 4-8) with new Pentium 4, Windows XP multimedia systems.  They will be loaded with Microsoft Office XP and our currently available curriculum and testing software.

5c.7     Between August 2004-2006, we will have purchased approximately 40 new student computers annually to reach our goal of 5 student computers per K-8 classroom.  Each will be loaded with the most current available grade level, curriculum software.

5c.8     By August 2007, we will purchase and place into the appropriate classrooms, 10 new printers, 10 TV/VCR units, 30 classroom DVD players, 10 new AverKeys, 13 Scanners, 13 Digital/Video cameras, & 17 Digital Projectors.

5c.9     By August 2004, our Library will purchase 1 new LaserJet printer and 1 new color printer.

5c.10  By August 2006, we will have 7 additional AlphaSmart carts (30 units each) to be placed in grades 3-8.

5c.11   By August 2004, we will have a management software program for our computer lab, which allows the instructor to manage/view all student desktops from one computer.

5c.12   By August 2003, we will purchase and install Accelerated Math and a standardized Keyboarding assessment program onto the appropriate lab and classroom computers.

5c.13   By August 2006, computers school wide will be operating with Microsoft Windows XP/Office XP.

5c.14   By August 2003, research into available Language Arts, Math & Science remediation and enrichment software will be complete.  By August 2004, Language arts remediation and enrichment software will be purchased and loaded onto computers.  By August 2005, Math remediation and enrichment software will be purchased and loaded onto computers.

            By August 2006, Science remediation and enrichment software will be purchased and loaded onto computers.

5c.15  By August 2006, We will upgrade our infrastructure, hardware, servers and software. 

5c.16  By August 2003, we will create and fund a position responsible for directing the computer lab, handling on site software training issues, management of language arts and math testing databases, administration of student reading/math computer tests and creating testing reports. {Technology Trainer/Lab Director}

5c.17  By October 2003, we will have selected a technology mentor at each grade level.          By August 2003, we will have investigated options for the implementation of a student technology classroom aide program. 

 

 

 

 

 

 

 

 

 

 

6 FUNDING/BUDGET COMPONENTS

 

 

6.a. List of established and potential funding sources and cost savings, present and future.

 

Describe resources that are available or could be obtained to implement the plan.

 

Identified sources

v     A percentage of the general fund.

v     Site Improvement Funds

v     Brittan Activity Club (parents club)

v     Lottery Fund

v     Categorical funding, including Title I

 

Proposed Sources

v     School Renovation Technology Grant

v     Enhancing Education Through Technology Grant

v     Community fund raising

 

6.b. Estimate implementation costs for the term of the plan (3-5 years).

 

	2003&2004	2005	2006	Total
Staff Development	10,500	21,000	21,000	52,500
Hardware	100,000	100,00	100,000	300,000
Software	10,000	10,000	10,000	30,000
Infrastructure	4,000	10,000	10,000	24,000
Tech support	73,000	73,000	73,000	219,000
Annual Total	197,500	214,000	214,000	625,500

Category	Description	Y1	Y2	Y3
1000	3 Teacher Tech Mentor	1500	1500	1500
2000	Tech Support, staff development	59,000	59,000	59,000
3000		14,000	14,000	14,000
4000	Hardware, Software, Infrastructure	114,000	120,000	120,000
5000	Staff Development	9,000	19,500	19,500
6000

 

 

Budget Analysis:

 

 

 

 

 

 

 

 

 

6.c.      Description of the level of ongoing technical support the district will provide.

The Brittan Elementary School District will continue to support the Technology Coordinator position, add a Technology Trainer/Lab Director position, develop a stipend teacher technology mentor program, and a student technology aide program.  We will pursue GATE funding to support the student technology aide program.

 

6.d.      District’s replacement policy for obsolete equipment:

            The Technology Coordinator will be responsible for determining when tech equipment has become obsolete

As funding becomes available, obsolete equipment will be replaced and bumped down in an 8th grade down to Kindergarten hierarchy.

 

6.e.      Description of the feedback loop used to monitor progress and update funding and budget decisions.

The Tech Coordinator, Tech Trainer, & Superintendent/Principal will meet quarterly to review progress.  A progress report and funding/budget review will then be considered and presented to the following groups when appropriate (based on funding needs and probability of need being met by each group):

 

·        Site Counsel

·        Technology Committee

·        Brittan Activity Club

·        Brittan Elementary School Board

 

 

 

7.  MONITORING AND EVALUATION COMPONENT

 

7a.  Description of how technology’s impact on student learning and attainment of the district’s curricular goals, as well as classroom and school management, will be evaluated.

7a.1 By 2004, 70% of students will increase their STAR score in each core subject area by 5 NPR over the previous year.

 

7a.2 By 2005, 80% of students will increase the STAR score in each core subject area by 5 NPR over the previous year.

 

7a.3 By 2006, 90% of students will increase the STAR score in each core subject area by 5 NPR over the previous year.

The BESD secretary will compose lists of students who reach the goals listed above on an annual basis and communicate them to the site principals. 

 

7a.4 Teachers will take CTAP2 inventory skills survey annually.  This will inform superintendent and principals effectiveness of staff development.

 

7a.5 The Technology Trainer and Superintendent/Principal will monitor classroom management and use of technology in the classroom.  The Principal will take classroom management into individual teacher evaluation.  This evaluation is communicated to individual teachers.

 

7a.6 The Technology Coordinator, Technology Trainer or Superintendent/Principal will make quarterly reports to the site council, District Board and/or Technology Committee, as to the progress of the District Technology Plan.

 

7a.7 The Superintendent will make semiannual reports to the school board regarding the progress and status of the Technology Plan.

7b.  Schedule for evaluating the effect of plan implementation.

Implementation Activity	Timeline	Responsible person(s)
Teachers take CTAP2	Fall of 2002 -2006	Staff and principal
Principals observe teachers in classroom and how they use technology	Once in fall and once in spring of each year	Principal
Technology Trainer observes teachers use of technology in classroom and provides support and training.	Done informally and on a daily basis	Technology Trainer
Administer STAR test	Spring of each year	Principal and staff

 

 

7c.  Description of how the information obtained through the monitoring and evaluation will be used.

 

7c.1 CTAP2 survey will help the administration plan the staff development needed for technology.

 

7c.2 Principal and Technology Trainer classroom observations will guide staff development.

 

7c.3 The superintendent and principals will use the results of the STAR tests to target underachieving students and proscribe intervention techniques to help these students achieve district goals.

 

7c.4 The school API scores will be communicated to staff, students, site councils, school board, and community.  The score will be used as a benchmark to monitor the effectiveness of the technology plan.

 

 

 

 

 

 

8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS COMPONENT

 

Adult Literacy:

 

Needs:    According to Spring 2002 STAR data, 5% of the parents of students served by Brittan Elementary School District have no more than a high school education, 49% have some post-secondary education, 9% have attended graduate school, and 5% have not completed high school. 

Brittan Elementary School District does not provide adult education courses.  Adult literacy needs are served locally through a variety of agencies. Locally, Yuba City High School, the Sutter County Library and Sutter County Housing Authority provide adult education classes in basic literacy, GED preparation, and ESL. Sutter Union High School and Yuba City High School offer ROP classes in a variety of job and life skills, including technology skills such as basic word processing, graphics, home budgeting with spreadsheets, resources on the Internet, and MOUS certification.

Brittan Elementary School is working on plans for modernization.  Our library infrastructure is being designed to be user friendly, with prime consideration given to adult literacy.  During the spring of 2004, Brittan Elementary School District will consult with local county and school adult literacy programs and offer to work with them.  Such collaboration could include outreach, facilities for classes, and use of equipment. We are working on a partnership with the Sutter County Library, and plan to have evening hours.  We hope to complete modernization of our library by August 2004.

 

 

 

 

 

 

 

 

 

 

 

 

 

9.   EFFECTIVE RESEARCH BASED METHODS AND STRATEGIES COMPONENT

 

9a.  Describe how the education technology strategies and proven methods for student learning, teaching and technology management are based on relevant research and effective practices.

 

9b.  Provide a description and reference the research literature that supports why or how the model improves student achievement.

 

The educational technology, curriculum and staff development departments in the district have an ongoing process of grounding practices in research proved methodologies.  Currently, the district is implementing reading and math programs chosen for their evidence based results with student achievement.

 

(9.a. & b.)

Component Strategies	Relevant Research Citation	Description of Research (annotation)	Process Of Examination Of Research
Student Learning Mathematics	Koedinger, K., Anderson, L.k Hadley, W., & Mark, M., (1997). Intelligent Tutoring Goes School in the Big City. Pittsburg, PA: Human-Computer Interaction Institute, Carnegie University.	Mathematics courses…can result in improved mathematics skills as measured by standardized assessments. These types of courses also result in improved problem-solving skills and ability to translate between equivalent representations of algebraic content.	As part of the adoption process the research supporting the development and piloting of the curriculum was reviewed.
Student Learning Reading	Butzin, S. M. (2000, June).  Project Child:  A decade of success for young children [Feature].  Technology Horizons in Education Journal, 27(11).  Retrieved from http://thejournal.com/magazine/valult/A2882.cfm   (Coley, 1997). Sivin-Kachala, J., & Bialo, E. (2000). 2000 research report on the effeciveness of technology in schools (7th ed.). Washington, DC:  Software and Information Industry Association.	The computer-integrated instructional program (Project Child) found that the elementary students in project classrooms from kindergarten through fifth grade consistently had higher test scores and better discipline than their counterparts.     “…many conclude that the computer assisted instruction and drill and practice software can significantly improve students’ scores on standardized achievement tests in all major subject areas, preschool through higher education.”	As part of the adoption process the research supporting the development and piloting of the curriculum was reviewed.
Teaching	Sivin-Kachala, J., & Bialo, E. (2000).  2000 research report on the effectiveness of technology in schools (7th ed.).  Washington, DC:  Software and Information Industry Association.	“…results of over 300 studies of use, authors concluded that teacher training was the most significant factor influencing the effective use of educational technology to improve student achievement.  Specifically, the report states that students of teachers with more than ten hours of training significantly outperformed students of teachers with five or fewer training hours.”	The research regarding staff development in technology use and student achievement was reviewed.
Technology Management	Strudler, N. (1994).  The role of school based technology coordinators as change agents in elementary school programs:  A follow-up study.  Presented at AERA, New Orleans, LA, April 5, 1994.	There is a continuing need for the school site presence of a technology coordinator who can serve as a mentor or “translator” of technology applications and instructional integration for teachers.  Appropriate technology resource personnel are not only for the early stages of a technology initiative or technology plan.	The research regarding effective technology use in school systems was reviewed.

 

9.c.  Provide a description of the process for development and utilization of innovative strategies for the delivery of specialized or rigorous academic courses through the use of technology, including distance-learning technologies.

 

As a small, rural K-8 district, staff and administration will annually review our curriculum in relation to identified student needs for additional rigorous academic curricula and/or distance learning needs. Taking into account the total needs of students, including social interaction and mentoring, staff and administration will research the most effective learning models and strategies.  These will include site based enrichment software, individualized coursework, (acceptable for either high school or college credit), and distance learning opportunities at the high school, community college and through the University of California and private institutions such as Stanford.

Goal: Increase ability to offer specialized or rigorous academic courses through the use of technology, including distance learning.

Objective:  By June 2006, access to specialized or rigorous academic courses through the use of technology, including distance learning will be available to all identified students in the district.

 

Benchmarks:

By June of 2003, specialized and rigorous academic courses utilizing technology, including distance learning, will be expanded to include all 6-8 students.

By June of 2005, access to specialized or rigorous academic courses through the use of technology, including distance learning will be available to all identified students in the district.

 

d. Implementation Plan/Activities	Responsible Dept. / Position	Timeline	Budget Source*	Monitoring And Evaluation Activities
Identify current offerings and review student needs for additional courses	Curriculum/Tech committees	August 2003	D	Annually review learning opportunities for student use, success and appropriateness in light of student data and demographics at site and district levels. Changes to the course offerings will be reviewed by site and district staff with recommendations to the Tech Committee for suggested changes and these will be forwarded to the Superintendent and appropriate committees for approval. The Superintendent and appropriate committees will appoint appropriate personnel to implement recommended changes.
Collaborate with appropriate institutions to develop/expand/narrow current offerings.	Curriculum/Tech committees	August 2003	D
Coordinate with Instructional and Information Technology depts. To assure that appropriate infrastructure and hardware are available.	Tech Coordinator Superintendent/ Principal	August 2003	D
Develop appropriate offerings for 6-8	Curriculum/Tech committees	Aug. 03- Jan 04	D
Develop appropriate offerings for k_6	Curriculum/Tech committees	August 2005	D
Research Support	Citation		Annotation
Silverstein, G., Frechtling, J., & Miyoaka, A. (2000).	Evaluation of the use of technology Illinois public schools: Final report (prepared for Research Division, Illinois State Board of Education). Rockville, MD: Westat.		“Gifted students can work at their own pace and explore subjects in more depth than the basic curriculum. Technology can also analyze and provide immediate feedback on performance, suggest modifications in instruction where necessary to improve student achievement.”

 

 

 

 

Enhancing Education Through Technology Formula Grant Program

Criteria for EETT-Funded Education Technology Plans

 

 

In order to be approved, an EETT-funded plan needs to have “Adequately Addressed” each of the following.

For corresponding EETT Requirements, see Appendix F

 

1.       PLAN DURATION		Adequately Addressed	Not Adequately Addressed
a.       The plan should guide the district’s use of education technology for the next 3-5 years.	1	The benchmarks and timelines in the plan outline activities and strategies for the next 3-5 years.	The benchmarks are not associated with any particular timeline or the timeline is less than 3 years or more than 5 years in length.

 

 

2.       STAKEHOLDERS Corresponding EETT Requirement(s): 7, 11,	Page in District Plan	Adequately Addressed	Not Adequately Addressed
a.       Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.	2	The planning team consisted of representatives who will implement the plan, including district curriculum and information technology staff, site administrators, teachers, students, parents, community non-profits and businesses.  If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included.	Little evidence is included that shows that the district actively sought participation from a variety of stakeholders.

 

 

Enhancing Education through Technology Formula Grant Program

Criteria for EETT Funded Education Technology Plans

 

3.       CURRICULUM COMPONENT Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, & 12.	Page in District Plan	Adequately Addressed	Not Adequately Addressed
a.       Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours.	6	The plan describes the technology access available in the classrooms, library/media centers, or labs for all students, including special education, GATE, English Language Learners, etc., both during and after school hours.	The plan explains technology access in terms of a student-to-computer ratio, but does not explain if computers are in the classrooms, library/media centers, or labs, who has access, and when various students and teachers can use the technology.
b.      Description of the district’s current use of hardware and software to support teaching and learning.	7	The plan describes the typical frequency and type of use (technology skills/information literacy/integrated into the curriculum) generally by type of school and/or academic subject.	The plan recites district policy regarding use of technology, but provides no information about its actual use.
c.       Summary of the district’s curricular goals and academic content standards in various district and site comprehensive planning documents.	7, 8	The plan references other district documents that guide the curriculum and/or establish goals and standards.	The plan does not reference district curriculum goals.
d.      List of clear goals and a specific implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards.	9, 10	The plan clearly identifies grade levels, subjects, or student populations that will be the focus for the term of the plan.  The plan delineates clear, specific and realistic goals for using technology to support the district’s curriculum goals and academic content standards to improve learning. The implementation plan clearly supports accomplishing the goals.	The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.
e.      List of clear goals and a specific implementation plan as to how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace.	10-12	For the focus areas, the plan delineates clear, specific and realistic goals for using technology to help students acquire technology and information literacy skills. The implementation plan clearly supports accomplishing the goals.	The plan suggests how technology will be used, but is not specific enough to determine what action needs to be taken to accomplish the goals.

 

Enhancing Education Through Technology Formula Grant Program

Criteria for EETT District Education Technology Plans

       

3.     CURRICULUM COMPONENT, Continued	Page in District Plan	Adequately Addressed	Not Adequately Addressed
f.        List of clear goals and a specific implementation plan for programs and methods of utilizing technology that ensure appropriate access to all students.	12-14	For the focus areas, the plan delineates clear, specific and realistic goals for using technology to support the progress of all students, including special education, GATE, English Language Learners, etc. The implementation plan clearly supports accomplishing the goals.	The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.
g.      List of clear goals and a specific implementation plan to utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.	14, 15	The plan delineates clear, specific and realistic goals for using technology to support the district’s student record-keeping and assessment efforts. The implementation plan clearly supports accomplishing the goals.	The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.
h.      List of clear goals and a specific implementation plan to utilize technology to make teachers and administrators more accessible to parents.	15	The plan delineates clear, specific and realistic goals for using technology to facilitate improved two-way communication between home and school. The implementation plan clearly supports accomplishing the goals.	The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.
i.        List of benchmarks and a timeline for implementing planned strategies and activities.	16	The benchmarks and timeline are specific and realistic.  Teachers, administrators and students implementing the plan can easily discern what steps will be taken, by whom, and when.	The benchmarks and timeline are either absent or so vague that it would be difficult to determine what should occur at any particular time.
j.        Description of the process that will be used to monitor whether the strategies and methodologies utilizing technology are being implemented according to the benchmarks and timeline.	16	The monitoring process is described in sufficient detail so that who is responsible, and what is expected is clear.	The monitoring process is either absent, or lacks detail regarding who is responsible and what is expected.

Enhancing Education Through Technology Formula Grant Program

Criteria for EETT Funded Education Technology Plans

 

4.       PROFESSIONAL DEVELOPMENT COMPONENT Corresponding EETT Requirement(s): 5 & 12.	Page in District Plan	Adequately Addressed	Not Adequately Addressed
a.       Summary of the teachers’ and administrators’ current technology skills and needs for professional development.	17	The plan provides a clear summary of the teachers’ and administrators’ current technology skills and needs for professional development.  The findings are summarized in the plan by discrete skills in order to facilitate providing professional development that meets the identified needs and plan goals.	Description of current level of staff expertise is too general or relates only to a limited segment of the district’s teachers and administrators in the focus areas or does not relate to the focus areas, i.e. only the fourth grade teachers when grades 4-8 are the focus grade levels.
b.      List of clear goals and a specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks, and timeline.	17	The plan delineates clear, specific and realistic goals for providing teachers and administrators with sustained, ongoing professional development necessary to implement the Curriculum Component of the plan. The implementation plan will clearly supports accomplishing the goals.	The plan speaks only generally of professional development and is not specific enough to ensure that teachers and administrators will have the necessary training to implement the Curriculum Component.
c.       List of benchmarks and a timeline for implementing planned strategies and activities.	18	The benchmarks and timeline are specific and realistic.  Teachers and administrators implementing the plan can easily discern what steps will be taken, by whom, and when.	The benchmarks and timeline are either absent or so vague that it would be difficult to determine what steps will be taken, by whom, and when.
d.      Description of the process that will be used to monitor whether the professional development goals are being met and whether the planned professional development activities are being implemented in accordance with the benchmarks and timeline.	18, 19	The monitoring process is described in sufficient detail so that who is responsible and what is expected is clear.	The monitoring process is either absent, or lacks detail regarding who is responsible and what is expected.

 

Enhancing Education Through Technology Formula Grant Program

Criteria for EETT Funded Education Technology Plans

 

5.      INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT Corresponding EETT Requirement(s): 6, & 12.	Page in District Plan	Adequately Addressed	Not Adequately Addressed
a.       Describe the technology hardware, electronic learning resources, networking and telecommunication infrastructure, physical plant modifications, and technical support needed by the district’s teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan.	20-22	The plan clearly summarizes the technology hardware, electronic learning resources, networking and telecommunication infrastructure, physical plant modifications, and technical support proposed to support the implementation of the district’s Curriculum and Professional Development Components.  The plan also includes the list of items to be acquired, which may be included as an appendix.	The plan includes a description or list of hardware, infrastructure and other technology necessary to implement the plan, but there doesn’t seem to be any real relationship between the activities in the Curriculum and Professional Development Components and the listed equipment.  Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components.
b.       Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that could be used to support the Curriculum and Professional Development Components of the plan.	20-22	The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to support the implementation of the Curriculum and Professional Development Components.  The current level of technical support is clearly explained.	The inventory of equipment is not by site or is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development Components. The summary of current technical support is missing or lacks sufficient detail.
c.       List of clear benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components.	22-25	The benchmarks and timeline are specific and realistic.  Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom, and when.	The benchmarks and timeline are either absent or so vague that it would be difficult to determine what needs to be acquired or repurposed, by whom, and when.
d.       Description of the process that will be used to monitor whether the goals and benchmarks are being reached within the specified time frame.	24, 25	The monitoring process is described in sufficient detail so that who is responsible and what is expected is clear.	The monitoring process is either absent, or lacks detail regarding who is responsible and what is expected.

Enhancing Education Through Technology Formula Grant Program

Criteria for EETT Funded Education Technology Plans

 

6.       FUNDING AND BUDGET COMPONENT Corresponding EETT Requirement(s): 7, & 13.	Page in District Plan	Adequately Addressed	Not Adequately Addressed
a.       List of established and potential funding sources and cost savings, present and future.	26	The plan clearly describes resources* that are available or could be obtained to implement the plan.  The process for identifying future funding sources is described.	Resources to implement the plan are not identified or are so general as to be useless.
b.      Estimate implementation costs for the term of the plan (3-5 years).	26, 27	Cost estimates are reasonable and address the total cost of ownership.	Cost estimates are unrealistic, lacking, or are not sufficiently detailed to determine if the total cost of ownership is addressed.
c.       Description of the level of ongoing technical support the district will provide.	27	The plan describes the level of technical support that will be provided for implementation given current resources and describes goals for additional technical support should new resources become available.  The level of technical support is based on some logical unit of measure, such as number of computers.	The description of the ongoing level of technical support is either vague or not included; is so inadequate that successful implementation of the plan is unlikely, or is so unrealistic as to raise questions of the viability of sustaining that level of support.
d.      Description of the district’s replacement policy for obsolete equipment.	27	Plan recognizes that equipment will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components	Replacement policy is either missing or vague.  It is not clear that the replacement policy could be implemented.
e.      Description of the feedback loop used to monitor progress and update funding and budget decisions.	27	The monitoring process is described in sufficient detail so that who is responsible, and what is expected is clear.	The monitoring process is either absent, or lacks detail regarding who is responsible and what is expected.

 

* In this document, the term “resources” means funding, in-kind services, donations, or other items of value.

 

Enhancing Education Through Technology Formula Grant Program

Criteria for EETT Funded Education Technology Plans

 

7.       MONITORING AND EVALUATION COMPONENT Corresponding EETT Requirement(s): 11	Page in District Plan	Adequately Addressed	Not Adequately Addressed
a.       Description of how technology’s impact on student learning and attainment of the district’s curricular goals, as well as classroom and school management, will be evaluated.	28	The plan describes the process for evaluation utilizing the goals and benchmarks of each component as the indicators of success.	No provision for an evaluation is included in the plan.  How success is determined is not defined.   The evaluation is defined, but the process to conduct the evaluation is missing.
b.      Schedule for evaluating the effect of plan implementation.	28	Evaluation timeline is realistic.	The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan.
c.       Description of how the information obtained through the monitoring and evaluation will be used.	29	The plan describes a process to report the monitoring and evaluation results to persons responsible for implementing and modifying the plan, as well as the plan stakeholders.	The plan does not provide a process for using the monitoring and evaluation results to improve the plan and/or disseminate the findings.

 

Enhancing Education Through Technology Formula Grant Program

Criteria for EETT Funded Education Technology Plans

 

8.       EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY Corresponding EETT Requirement(s): 11	Page in District Plan	Adequately Addressed	Not Adequately Addressed
a.       If the district has identified adult literacy providers, there is a description of how the program will be developed in collaboration with those providers.	30	The plan explains how the program will be developed in collaboration with adult literacy providers.  Planning included or will include consideration of collaborative strategies and other funding resources to maximize the use of technology.	There is no evidence that the plan has been, or will be developed in collaboration with adult literacy service providers, to maximize the use of technology.

 

Enhancing Education Through Technology Formula Grant Program

Criteria for EETT Funded Education Technology Plans

 

9.       EFFECTIVE, RESEARCHED-BASED METHODS AND STRATEGIES: Corresponding EETT Requirement(s): 4 & 9	Page in District Plan	Adequately Addressed	Not Adequately Addressed
b.      Description of how education technology strategies and proven methods for student learning, teaching, and technology management are based on relevant research and effective practices.	31, 32	The plan describes the relevant research behind the plan’s design for strategies and/or methods selected.	The description of the research behind the plan’s design for strategies and/or methods selected is unclear, unreliable, or missing.
c.       Description of thorough and thoughtful examination of externally or locally developed education technology models and strategies.	32, 33	The plan describes references to research literature that supports why or how the model improves student achievement.	No research is cited.
d.      Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distance learning technologies (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).	33	The plan describes the process for development and utilization of strategies to use technology to deliver specialized or rigorous academic courses and curricula, including distance learning.	There is no plan to utilize technology to extend or supplement the district’s curriculum offerings