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2006–2009 Technology Plan

DISTRICT PROFILE

PLAN DURATION

1a. The plan should guide the district’s use of education technology for the next 3-5 years. 3

INTRODUCTION AND STAKEHOLDERS	4

2a. Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process	4

CURRICULUM	8

3a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours	8

3b. Description of the district’s current use of hardware and software to support teaching and learning	9

3c. Summary of the district’s curricular goals and academic content standards as spelled out in various district and site comprehensive planning documents. 11

3d. Goals and implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards. 12

3e. Goals and implementation plan for how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace	12

3f. Goals and implementation plan for programs and methods of utilizing technology that ensures appropriate access to all students. 22

3g. Goals and 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. 27

3h. Goals and implementation plan to utilize technology to enable teachers and administrators to be more accessible to parents. 30

3i. Benchmarks and a timeline for implementing planned strategies and activities. 33

3j. Process that will be used to monitor whether the strategies and methodologies utilizing technology are being implemented according to the benchmarks and timelines. 33

PROFESSIONAL DEVELOPMENT	36

4a. Summary of teachers’ and administrators’ current technology skills and needs for professional development. 36

4b. District goals and specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks, and timelines. 37

4c. List of benchmarks and a timeline for implementing planned strategies and activities. 42

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 timelines. 47

INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE	49

5a. Hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district’s teachers, students and administrators to support the activities in the Curriculum and Professional Development Components of the plan	49 Hardware needs	49 Electronic learning resources that are needed	51 Networking and telecommunications infrastructure that is needed	52 Physical Plant modifications needed	54 Technical Support needs	55

5b. 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	58 Existing Hardware	58 Electronic learning resources that exist	60 Networking and telecommunications infrastructure that exists	61 Technical Support that exists	63

5c. Benchmarks and timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components	63

5d. Process that will be used to monitor whether the goals and benchmarks are being reached within the specified time frame	63

FUNDING AND BUDGET	65

6a. List of established and potential funding sources and costs savings, present and future. 65 Budget Expenditures by Object	70 Budget Narratives	71

6b. Estimate implementation costs for the term of the plan (3 years). 72 Funding Sources	73 Future Budget Narratives	76

6c. Description of the level of ongoing technical support the district will provide	79 6d. Description of the district’s replacement policy for obsolete equipment	81 6e. Description of the feedback loop used to monitor progress and update funding and budget decisions	82

MONITORING AND EVALUATION	84

7a. How technology’s impact on student learning and attainment of SBCUSD’s curricular goals, as well as classroom and school management, will be evaluated	84 Methods of Evaluating Impact of Technology on Student Learning	87

7b. Schedule for evaluating the effect of plan implementation	88

7c. How the information obtained through the monitoring and evaluation will be used. 92

EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS	93

8a. Description of how the program will be developed in collaboration with identified adult literacy providers. 93

EFFECTIVE RESEARCHED-BASED METHODS AND STRATEGIES	96

9a. Description of how education technology strategies and proven methods for student learning, teaching, and technology management are based on a thorough and thoughtful examination of relevant research on education technology models, strategies, and effective practices. 96

9b. References description of thorough and thoughtful examination of externally or locally developed education technology models and strategies	99

9c. Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distance learning technologies	101

APPENDIX

CORE Technology Standards	Appendix A

SBCUSD Standards for Hardware Purchases	Appendix B

Criteria for EETT Funded Education Technology Plans	Appendix C

San Bernardino is located in southern California in what is known as the Inland Empire, a growing region approximately 60 miles east of Los Angeles. Building on the rich historical traditions of its past, the city of San Bernardino has matured into a highly diverse city in relation to language, ethnicity, and socio-economics. It is one of the most rapidly developing communities in the nation, with a population of just over 180,000 people. The San Bernardino City Unified School District prides itself in developing high interest, meaningful instructional experiences and programs so that each student can reach his or her fullest potential. Eleven district schools have been recognized as California Distinguished Schools. District Mission Statement: The primary mission of the district is to provide academic instruction to each student sufficient to develop the skills, knowledge, and understanding required to promote personal development to the fullest extent of the individual’s potential.

San Bernardino City Unified School District (SBCUSD) is the sixth largest K-16 district in California. In adhering to the district mission statement, the district provides educational opportunities for Pre-K–16, which includes over 2,000 pre-K students, 57,818 K-12 students, and over 14,937 adult learners who attend Adult Education programs. Enrollment has grown by more than 14,000 students in 10 years and is projected to face steady growth for the next decade. Within the Pre-K – 16 span, the district supports 6,454 students with an array of services in special education and 3,341 students who have been identified as Gifted and Talented. There are 42 elementary schools, 9 middle schools, 5 high schools, 1 middle college high, 1 alternative high school, 1 continuation high school, 3 schools for special needs students, as well as a child development center and 27 State funded preschools holding two sessions each day.

The district has the lowest median income in San Bernardino County. In the last census, San Bernardino City ranked 32nd as the poorest cities in the United States. Forty-five percent of our families receive Cal Works support, and 78 percent of our elementary student population receives free and reduced lunch. Diversity characterizes our student population in that 62.2 percent are Hispanic, 14.3 percent are White, 18.8 percent are African American, 1.9 percent are Asian, with the remaining 2.8 percent representing other ethnic groups. San Bernardino’s students come to the district speaking more than 40 languages with more than 30 percent of the students identified as English Learners.

All elements of the community share the common goal of having high expectations for our children and a commitment to the continuing improvement of our schools. This is evident in that over 150 businesses have entered into Adopt-A-School partnerships with various schools in our district. The Community and School Alliance (CaSA) works to provide additional funding to teachers and schools with innovative programs through a competitive grant process. Additionally, under the direction of our Deputy Superintendent Dr. Judy White, community and business members, along with school district personnel have united together to institute a program called “City of Readers”, which has received national recognition.

Under the leadership of our Superintendent, Dr. Arturo Delgado, the district is committed to implementing programs that reflect the intent and the legislative requirements of No Child Left Behind. The district is proud to say that we are “Simply the Best.”

In the spring of 2001, the California Department of Education (CDE) announced new requirements for school districts in regards to technology planning. The CDE, in referencing the importance of comprehensive school improvement plans, quoted Education Code Section 51871.5(a), which requires every school district seeking education technology funding to have, as a prerequisite of funding, a local technology plan in place by January 1, 2002. This requirement consolidates various technology planning requirements:

It is the intent of the Legislature that education technology planning be accomplished in the most comprehensive manner possible. To that end, the current practice of developing education technology plans for each funding program should be replaced with a comprehensive local planning process that will enable school districts to apply for grants on an ongoing basis and assist in utilizing available education technology programs.

CDE guidelines further stipulate that technology plans must be for a length of three to five years and must be in a newly defined format. E-rate procedures require a district’s technology plan be updated every three years, however. In addition, rapid changes in technology make longer span tech plans difficult to implement and maintain. For those reasons, San Bernardino City Unified School District has opted to generate a three-year technology plan to be in effect July 1, 2006 – June 30, 2009.

Over the next three years the district will strive to provide an education that will develop well-rounded learners and meet State and Federal Government accountability benchmarks. The district recognizes that in order to develop students to their full potential, the district must provide an education that includes all curricular areas. In order for students to be successful, students have to possess a strong foundation in reading, writing, mathematics and critical thinking skills. The district goals are to provide curriculum that meets all the state standards, while at the same time, continue to develop and improve the basic skills needed for students to be successful.

All of the classrooms in the district are wired for Internet access, cable television, and telephones. Schools are currently working to bring the computer to student ratio up to the standard recommended by the State Department of Education of 10 to 1. Many school sites have developed programs that provide computer and technology access to students before and after the regular school hours. The district will continue to develop programs and provide opportunities to students and their parents to utilize technology before, during, and after school.

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Background In years past, the San Bernardino City Unified School District developed technology use plans that focused primarily on technology-specific goals with little emphasis on curricular areas or State content standards. This resulted in technology plans that lacked cohesion with the district’s Local Education Agency (LEA) Plan and other guiding district documents like the Superintendent’s Blueprint for Success and the Curriculum Management Audit (CMA).

This plan supports district curricular and professional development objectives by addressing needs and goals identified in the aforementioned documents. The plan has been written to enhance teaching and learning, to facilitate data collection and analysis to guide instruction, and to support other administrative technological needs of the district.

The primary components of this plan are: •	Curriculum •	Professional Development •	Infrastructure, Hardware, Software, and Technical Support •	Funding and Budget •	Monitoring and Evaluation •	Collaborative Strategies with Adult Literacy Providers •	Effective, Researched-based Methods and Strategies

Moving Forward San Bernardino City Unified School District’s vision for instructional technology is to improve teaching and learning through the meaningful and effective integration of technology in the classroom. Through the support and training of our staff, SBCUSD students will be technologically empowered, lifelong learners prepared to enter the workforce with 21st century skills. 3 The district staff believes in the following guiding principles: •	Technology is a tool that supports development of higher order thinking skills, problem solving, communication, and collaboration. •	To be used effectively, technology must be integrated throughout the curriculum and not treated as a separate subject. •	Meaningful technology use encourages active, independent, life-long learning. •	When used appropriately, technology helps facilitate learning. •	All students and teachers must have equal, appropriate access to technology. •	Teachers and administrators must be supported in their use of technology with consistent, timely staff development, coaching, and technical assistance.

Stakeholders A Technology Advisory Committee has been formed at the district level. This group, composed of representatives from sites and departments throughout the district, meets regularly to review district wide technology issues and provide further comment. Additionally, technology liaisons from each site meet monthly with Instructional Technology staff to discuss technology topics.

Technology Advisory Committee Members Dr. Paul Shirk, Assistant Superintendent, Research/Systems Analysis Dilip Patel, Director, Information Technology Karla Maez, Director, Research, Instructional Support and Technology T.J. McCauley, Assistant Director, Information Technology Keri Martinez, Coordinator, Research, Instructional Support, and Technology John Muratet, Program Specialist, Instructional Technology James Espinoza, Middle School Principal Jim Kissinger, Middle School Principal Jack Oakes, Elementary School Principal Doug Whittaker, Elementary School Vice Principal Becky Hernandez-Powell, High School Program Facilitator Vicky Arseneau, Microcomputer Specialist I, Monterey Tammy Bennecke, Elementary Resource Teacher, Parkside Elementary Tina Scarsella, Parent

Commitment to Equity of Access San Bernardino City Unified School District is dedicated to providing the educational community with: •	Equity of access to high-quality educational technology resources that improve student achievement. •	Training and support necessary to use those resources to improve student achievement.

The district is addressing the issues of equity by focusing on equal access to resources by students, teachers, and administrators identified in the CMA at all sites throughout the district. The Instructional Technology Department will work with other departments throughout the district to secure funding to address any gaps.

To support the budgetary goals of the district, the Technology Department is working to ensure the district receives the maximum return on its investment in technology and information resources. Available technology resources will be used to the greatest practical, cost-effective extent, and the district will use those resources to further the overall goal of providing a high-quality education to its students. The district will empower the technology end-users – students, teachers and support staff – by providing appropriate technology tools, training in the use of those tools, and subsequent assistance when problems arise. Furthermore, the Technology Department will provide leadership in the technology arena, including the development of suitable District policies, procedures, and standards.

Technology Support Organizational Structure Technical support in SBCUSD is organized in three functional areas managed by the director of Information Technology and the director of Instructional Technology. These areas are: •	Instructional Technology •	Business and Student Systems •	Networks, Field Services, and User Support

All of these groups have been significantly impacted by the continued growth of the district. In addition, the intense focus on student achievement and school accountability emphasized by No Child Left Behind (NCLB) has greatly increased site and department requests for the Research and Technology Departments to provide timely access to student data and the analysis of student achievement. These “growing pains” experienced by the district have thus far been addressed by careful planning and allocation of personnel. SBCUSD will review staffing levels and hire additional personnel as resources permit.

Instructional Technology The Research, Instructional Support, and Technology (RIST) Department provides district leadership and direction in the area of educational technology. It coordinates all State mandated and district benchmark testing; evaluates district wide data to identify strengths and weaknesses in achievement for students and staff; plans, schedules, coordinates, and supervises training for classroom technology integration based on identified needs; provides ongoing support to schools in data analysis and technology integration; assists sites and departments in evaluating educational software and technology uses; identifies best practices for technology integration; and works with the Educational Services division to coordinate integration of technology into the learning process. In addition, the RIST Department works to set standards for technology use for students and instructional staff; assists sites in developing detailed and definitive technology use plans; works with the Information Technology Department to establish district standards for hardware, software, and networking; works with the Information Technology Department to coordinate site technical support and training of site technical support personnel; facilitates technology-related communication with the sites through monthly tech liaison meetings; and coordinates and promotes participation in organizations and special events concerning instructional technology (EdTech, CUE, NECC, etc.). The current RIST staff consists of a director, a coordinator, four program specialists, and two training specialists.

Business and Student Systems The Information Technology (IT) Department has a number of application analysts who support a variety of computer systems designed to provide information needed by Human Resources, Fiscal Services, Warehouse, Transportation, and Nutrition Services. The support provided allows district staff to make decisions to efficiently conduct district business; meet State, Federal, and local requirements; and ensure that their functional areas perform well. IT serves as the liaison with software and hardware vendors, and oversees the installation, maintenance, and upgrade of the different computer systems.

The Information Technology Department also maintains the district’s Student Information System (SIS) databases to provide timely information to teachers, administrators, parents and students. It also works with RIST to coordinate training and support for SIS users at sites throughout the district; to process a variety of scheduled and ad hoc reports for schools and departments; and to support sites in the preparation of required State and Federal reports, grant proposals that require student data, and performance analysis. Information Technology processes all secondary school grade reports and transcripts. In addition, the department provides necessary data to the Business Services division to facilitate attendance accounting for State reporting purposes, enrollment projections, and open enrollment processing.

Network, Field Services, and User Support Within the Information Technology Department, the Network Services group provides leadership, direction, support and training for local and wide-area network technology to schools and district departments. The group consists of one wide area network (WAN) specialist and four network specialists that coordinate and supervise network planning, network hardware and software evaluation and implementation, and network support. The group also provides technical assistance and support and sets standards for district network technology.

Field Services and User Support All technical support issues that cannot be addressed by site tech support personnel are handled through the district’s Help Desk. A help desk technician and several student interns provide assistance to users by telephone and by remote access and control software. If an issue cannot be addressed over the phone, the Help Desk staff will generate a ticket (work order). At that point, depending on the nature of the issue, appropriate personnel will be assigned to follow-up.

Today, every classroom in the district has at least one phone port, one video port, and two data ports to connect them to a Local Area Network (LAN) that is part of a district-wide Wide Area Network (WAN). This configuration allows teachers and/or students in these classrooms to connect to the Internet via a multimedia computer.

At present, SBCUSD is a dual-platform district. Elementary schools have primarily Apple computers, and middle and high schools have a mix of Apple and Windows computers. Many schools have computer labs for specialized programs like Read180 and Waterford or for specific courses like drafting and Cisco Academy. All schools’ libraries have computers for student use, and a number of schools employ mobile labs with approximately 20 laptops in a cart that can be shared by a variety of teachers. All non-lab classrooms have one teacher computer and anywhere from one to eight student computers. At the elementary level, the current student to computer ratio ranges from a low of 2.9 to a high of 25.4; the ratio at the middle school level ranges from 3.0 to 16.2; and the high school ratio ranges from 2.9 to 20.9. The average district wide is 4.7 students per computer. As mentioned previously, the district is committed to providing the educational community with equity of access to high-quality educational technology resources that improve student achievement. As such, we will continue to pursue funding opportunities to address equity of access at sites across the district.

Teachers and students in the district have access to a variety of web-based and server-based resources. Currently, all teachers and students have access to UnitedStreaming and Digital Curriculum—two online, standards-based video libraries. All of the secondary schools also have subscriptions to E-library which allows access to more than 2,000 full-text magazines, newspapers, books, and transcripts along with thousands of maps, pictures, and audio/video files. All schools and departments can utilize Build-A-Site to develop and post web pages on the district’s web site, and the district has a Blackboard server that can be used by all sites to facilitate online courses and surveys.

As a result of professional development opportunities provided by the district over the past five years, many teachers have begun to successfully integrate computers within the curriculum. While many teachers are still in the beginning level of technology skill acquisition, many more are utilizing technology to increase learning in their classroom. Access to computers by students is frequently linked to the teacher’s technological ability; therefore, to increase effective student use of computers, the district will continue to provide additional professional development to teachers and other support staff to incorporate technology-based strategies, projects, and lessons within the core curriculum.

All students have access to technology tools outside of normal school hours through various venues. First, all secondary libraries are open an average of one hour before and after school, and several elementary school libraries are also open extended hours. Second, many elementary schools offer before- and after-school programs that give students additional access to technology. Third, all public libraries in San Bernardino have computers that students can access outside of school hours. Fourth, older students and their parents have access to technology after school hours through our Adult Education Program and Regional Occupational Program (ROP).

An increasing number of teachers have been provided with laptop computers for use on and off campus. Many school sites opt to purchase laptop computers for their teachers in lieu of or in addition to desktop computers because of the mobility and flexibility afforded by a laptop. Laptops have also been purchased with district grant monies for teachers who participate in special programs. Teachers who participated in Project Impact, a grant for Certificated Staff Development, for example, were given a laptop computer, a variety of software applications, and training on how to use those tools in their classrooms.

In addition to teacher laptops, several departments within the district have also purchased laptops for other support personnel. District psychologists, nurses, and speech pathologists, for example, were issued laptops by the district to assist them in their duties.

The district has adopted the National Educational Technology Standards (NETS) for administrators (see Appendix A), teachers, and students as guides for integrating technology into the curriculum. As described in the previous section, the schools have various types and configurations of computer hardware. The district has established standards for all new hardware purchases to ensure maximum return on investment and to ensure that equipment will function soundly within the district environment (see Appendix B). The district has also standardized a common set of software tools that are platform-neutral, of high educational value, and appropriate for use across the curriculum (see Appendix C). Any requests to purchase non-standard equipment or software are reviewed by the Technology Department and/or Educational Services Division for alignment to district goals and objectives.

The frequency that hardware and software are used at each grade level and in each content area is most often determined by the access to technology (hardware and software) and the technological abilities of the individual teacher. For example, several classes at one school site will use technology on a weekly basis to create multimedia projects, while other students at the same site and grade level continue to produce handwritten reports. Many elementary teachers integrate the use of technology into their classroom centers. Many others continue to teach students as a whole class and use technology infrequently, often as a reward. Based on EdTech Profile results from the 2005-06 school year, (1601 responses out of 2,837 teachers in the district) 20 percent of respondents integrate technology into the curriculum every day, 19 percent integrate technology into the curriculum weekly, 24 percent integrate technology into the curriculum monthly, 17 percent integrate technology only a few times a year, and 20 percent never integrate technology into the curriculum. The district will continue to provide additional professional development and encourage teachers who do not currently integrate technology into the curriculum through the Professional Development Center and Technology Liaison Program programs to do so (see the Professional Development section for more information).

SBCUSD provides academic interventions for students who are functioning below grade level. At the elementary level, students scoring in the Below Basic or Far Below Basic proficiency range on the Language Arts California Standards Test (ELA/CST) may participate in programs like Read180 or Waterford to improve their skills in reading and writing. Many elementary schools have also purchased Accelerated Reader to provide additional reading practice for students. Most of the middle and high schools also use Read180 to target students performing below grade level, and some use programs like Accelerated Math and Riverdeep’s Destination Math to address math remediation.

Special Education students' technology needs are addressed through Individual Education Plans (IEPs) that include use of technology as appropriate. All IEPs are now generated and stored using a program known as IEPPlus. IEPPlus is a comprehensive special education and services system, which administers the development of Individual Education Plans (IEPs) as well as manages all aspects of special education student administration. It was designed to track student data and automate the paperwork and reports mandated by federal and state regulations, including IDEA Reauthorization. Its Medicaid component assists school districts to ensure accurate and timely Medicaid billing and reimbursement. Teachers can create IEPs utilizing either a PC, a Macintosh or a Palm Pilot. Data entry or lookup can also be accomplished over the Web.

All SBCUSD schools library/media centers are fully automated with Alexandria software. The Alexandria system allows electronic circulation and search capabilities. With this automation the district is able to generate reports that address circulation, patron information (staff & student), bibliographies, and collection development. The library/media centers also have student search stations that give access to genres and specific books or books within a library collection. Patrons are taught basic library skills such as how to locate books via subject, author, and/or title. These stations also have Internet access and serve as a reference for online databases (periodicals) and other resources.

The district’s current student information system is comprised of two programs – SB2000 and Passport. Student attendance and schedule information is stored in SB2000; and student demographic information, enrollment history, special program history, course history and grades, state test scores, and transcript information are stored in Passport. For security purposes, access to both programs is limited primarily to site administration, counselors, attendance workers, site office clerical staff, and district technology personnel. Teachers can request access to student information through authorized users, but this process is understandably cumbersome and inefficient. The district plans to purchase and implement a new centralized, web-based student information system and parent communication system within the next year that will provide increased functionality and controlled access to teachers, other district employees, parents, and students.

To further facilitate communication among staff, parents, and students, SBCUSD employs a district web site at http://www.sbcusd.k12.ca.us. Using the program Build-A-Site, sites and individual teachers can create simple, template-based web pages for school and class information. Teachers who have created web pages with other web authoring programs can also import the HTML code directly into Build-A-Site. To maintain consistency and ease of navigation throughout the site, all pages generated with Build-A-Site have a common frame which includes links to major subsections of the district web site.

The San Bernardino Unified School District has adopted CORE performance standards which align with the California State Standards as the district’s academic standards in the areas of Language Arts, Mathematics, Social Science, and Science. The district is implementing these standards through careful selection of instructional materials and implementation of standards-based instruction. In addition, standards-based course outlines have been adopted for all middle and high school classes. Student Technology standards, based upon NETS guidelines, have been adopted. The Instructional Technology Department recognizes that its task begins with the standards and adopted curriculum, and it continues to explore methods to help teachers support students in mastering the standards through appropriate use of technology. The goals identified in this component of the plan address this need.

Other documents that are supplemental to the curricular development of the district include the Blueprint for Success, and the recently conducted Curriculum Management Audit.

Through the collaboration of community members and District personnel, the Blueprint for Success was developed. The Blueprint for Success is a four-point plan that will provide all students with the tools they need not only to succeed in school today, but also to excel in higher education and the workplace. The four Blueprint for Success areas are: Smaller Learning Communities, Bilingual-Biliterate District, Schools of Effective Instruction, and the Professional Development Center.

The curriculum audit was performed by The Phi Delta Kappa Curriculum Management Audit Center team and was conducted to reveal the extent to which officials and professional staff of a school district have developed and implemented a sound, valid and operational system of curriculum management. Such a system, set within the framework of adopted board policies, enables the school district to make maximum use of its human and financial resources in the education of its students. When such a system is fully operational, it assures the district taxpayers that their fiscal support is optimized under the condition in which the school district functions.

16 Curriculum Goals

Goal #1: Use of technology to improve teaching and learning.

Objective 1 of 3: Increase the use of technology as an instructional tool for all teachers and students. End of year 1: 25% of K-12th grade teachers will use technology as an instructional tool for their students. End of year 2: 50% of K-12th grade teachers will use technology as an instructional tool for their students. End of year 3: 75% of K-12th grade teachers will use technology as an instructional tool for their students. Objective 2 of 3: Increase the use of technology to aid instruction for special needs students including advanced learners, English learners, and special education groups. End of year 1: 25% of K-12th teachers will use technology to aid instruction for special needs students. End of year 2: 50% of K-12th teachers will use technology to aid instruction for special needs students. End of year 3: 75% of K-12th teachers will use technology to aid instruction for special needs students. Objective 3 of 3: Explore distance learning opportunities and expand available offerings within the district. End of year 1: 25% of K-12th teachers will explore distance learning opportunities available within the district. End of year 2: 50% of K-12th teachers will explore distance learning opportunities available within the district. End of year 3: 75% of K-12th teachers will explore distance learning opportunities available within the district. Goal #2: Technology will be integrated to support standards based instruction.

Objective 1 of 4: 75-100% of K-12th grade students will produce an appropriate grade level formatted document using a word processor. End of year 1: 25% of K-12th grade students will produce an appropriate grade level formatted document using a word processor. End of year 2: 50% of K-12th grade students will produce an appropriate grade level formatted document using a word processor. End of year 3: 75% of K-12th grade students will produce an appropriate grade level formatted document using a word processor. Objective 2 of 4: 75% of students will produce an appropriate grade level formatted multimedia presentation End of year 1: 25% of 3rd – 12th student will produce an appropriate grade level formatted multimedia presentation using appropriate software for that grade level. End of year 2: 50% of 3rd – 12th student will produce an appropriate grade level formatted multimedia presentation using appropriate software for that grade level. End of year 3: 75% + of 3rd – 12th student will produce an appropriate grade level formatted multimedia presentation using appropriate software for that grade level. Objective 3 of 4: 75% of 2nd – 12th grade students will produce an appropriate grade level assignment using Internet resources. End of year 1: 25% of 2nd – 12th grade students will produce an appropriate grade level assignment using Internet resources. End of year 2: 50% of 2nd – 12th grade students will produce an appropriate grade level assignment using Internet resources.. End of year 3: 75% of 2nd – 12th grade students will produce an appropriate grade level assignment using Internet resources.. Objective 4 of 4: 4th – 12th grade students will use spreadsheets and/or databases to analyze data throughout the content areas. End of year 1: 25% 4th – 12th grade students will use spreadsheets and/or databases to analyze data throughout the content areas. End of year 2: 50% 4th – 12th grade students will use spreadsheets and/or databases to analyze data throughout the content areas. End of year 3: 75% 4th – 12th grade students will use spreadsheets and/or databases to analyze data throughout the content areas.

Goal 1 - Implementation Plan In SBCUSD, goals for using technology to support curricular goals and academic content standards are the framework for teaching student technology skills. The scope and sequence clearly shows how curricular objectives (integrated tasks) are supported by technology at each grade level (Appendix A).

Objective 1 The district needs to increase the use of technology-infused lessons in classrooms. All students are expected to utilize the tools of technology to improve their mastery of the core curriculum. Students will demonstrate competency in the technology standards embedded in the California Content Standards. The district has also adopted National Educational Technology Standards as Technology Performance Standards for K-12 (see Appendix A). Teachers will be given the opportunity during off-track time to develop model lessons integrating technology to improve teaching and learning in language arts, mathematics, social science, and science. These lessons together with resources from CLRN, UnitedStreaming, and adopted publishers will form the core curriculum element for the Teacher Technology Toolkit. This Toolkit and related staff development is being designed and will be posted to the Internet in the summer of 2006. The Toolkit provides teachers with easy access to the State and District standards. Downloadable lesson plans (both those purchased and those developed within the district) will be posted on this site as well. The Instructional Technology Department will continue to gather resources and post them to this site. This toolkit will serve as a key resource to teachers as they utilize powerful technology to enhance the teaching and learning experience in their classrooms.

A pilot program was begun in September of 2005 at the elementary level utilizing wireless computer input technology, (InterWrite pad system). This interactive device provides teachers the ability to move about the room and implement effective instructional techniques designed to address individual student academic needs. This technology also allows teachers to incorporate digital media, digital manipulatives, and student work to create a powerful engaging lesson. Students also have the ability to use the interactive device to demonstrate proficiencies for formative assessment. We are currently exploring the feasibility of expanding the use of this technology throughout the district by fall of 2008.

The district prides itself in providing a superior education for all students. As a result, the district is acutely aware of the differences in student learners and makes every effort to provide technology tools and instruction to students in the most effective means possible for that individual student. The district, working through such departments as the Special Education Department and the English Language Learners Department, communicates regularly to share information on technology applications that support all learners. The English Language Learners Department and the Special Education Department are represented on the district’s Technology Committee. As a result of regular communication, dedicated departments are able to provide the necessary accommodations to students so that no student is left behind when it comes to learning and technology. For example, at Anderson School, students with special needs are using adaptive devices to access technology tools. Such tools as enhanced keyboards, and cursor manipulative devices bring technology to students with physical disabilities.

Objective 2 Strategies for addressing the needs of English Language Learners (ELL), along with selection of electronic instructional materials suitable for supporting these students’ learning, will be incorporated into the technology-integrated lessons which are posted to the Teacher Technology Toolkit website in summer 2006. Professional development for teachers of ELL students will be jointly coordinated by the Instructional Technology and English Language Development Departments by the formation of a training team in fall 2006 as coordinated through the Promise grant. Throughout the plan timeline, articulation among elementary, middle, and high school trainers will be encouraged to communicate the needs and abilities of students at the sites and to create cohesive, spiraling lessons. The lessons will be evaluated annually to ensure the effectiveness, and modified as prescribed by the members of the training team.

The Special Education Department will continue to assess individual student’s needs. From those assessments the Special Education Department will determine what technology will best assist each student in the educational setting. The Special Education Department has an adaptive technology specialist who assesses the needs of each student. The specialist determines the hardware and/or software that would best assist the student in the classroom setting to meet the goals of the student’s IEP. Since the Special Education Department is bound by Federal and State guidelines, as well as the goals and objectives of the Individualized Education Plans, implementation and revision are ongoing. The Instructional Technology Department will continue to evaluate and recommend learning software to enhance the educational experiences of special needs students.

The Instructional Technology Department will continue to preview software that sites might want to purchase for use in their Advanced Learners Program (ALP/GATE) program. The ALP Department will continue to ensure that ALP/GATE students have access to the peripherals and software purchased with its program funds. To support these efforts, representatives of the Instructional Technology Department will meet each fall with the Special Education and ALP staff to assess their needs. Staff development workshops to address specific identified needs will be delivered at the fall, winter, spring, and summer Professional Development Academies (PDA). Training will continue through the duration of this plan.

Objective 3 Another priority is to expand the use of distance-learning opportunities in K-12, particularly in the use of high school elective and Advanced Placement course offerings. In spring 2007, Distance-Learning committee members will write three online courses. Additional online courses will be developed during the 2007-08 academic year.

The district encourages all schools to publish school newsletters, create school web sites, and provide staff e-mail addresses to parents. In addition, a number of schools in the district have implemented computer-controlled systems to provide parents with up-to-date information related to their child’s attendance, classroom progress, and upcoming school events.

Goal 2 - Implementation Plan Students are exposed to technology beginning in the earliest grades. Students in kindergarten learn about the parts of the computer and begin to develop computer vocabulary that will enable them to begin increasing their technical skills. As students progress through school, they are taught technology skills that enable them to build on prior knowledge. For example, students in the third grade are instructed on proper keyboarding skills and are introduced to word processing. At the upper elementary grades students begin using computer tools and the Internet to aid in research. By the time students are in the middle grades, they are creating presentations and multimedia projects that incorporate text, graphics, audio and video and the use of spreadsheets and databases to analyze data. At the secondary level, students continue to hone their current skills and are provided opportunities to develop real world work experiences. Some of these experiences include learning networking in one of our Cisco Academies, or learning about how technology is used in the Graphics Art and Design field in the DigiTech program at Arroyo Valley High School. These two programs are just a sample of the programs available to our secondary school students. In addition to these programs, all students are provided instruction in Information Literacy from the moment they are introduced to literature and books. The similarities between books and online resources are emphasized at an early age and students are taught to view information with a “critical eye.” Students develop information literacy skills in order to critically examine a resource’s source, its point of view, and learn important strategies related to substantiating information in more than one way.

Objective 1 At each grade level, appropriate grade level formatted word processing documents will be dependent on the district’s writing curriculum scope and sequence guidelines. For example, the scope and sequence for kindergarten students in writing, states that students will be working on using letters and phonetically spelled words to write about experiences, stories, people, objects, or events. In addition, students will also understand the concepts of consonant-vowel-consonant word. Also, students are learning the mechanics of writing as it relates to moving from left to right and from top to bottom. In the primary grades, teachers will use technology to model the writing process. Writing will be modeled in whole group instruction, or small group instruction situations, and the teacher will lead the class in creating a word processing document, shared with all through projection onto a large screen or television monitor. These documents will be posted inside the classroom, or shared on a “Reading Wall” where students can revisit their work. The evaluation instrument used to measure whether or not this goal is being met at the kindergarten level will be evidence of work on the classroom walls. Room environment is extremely important in the classroom and a part of every teacher’s evaluation includes a component regarding room environment. An evaluation for examples of shared writing, completed with technology tools, and shared in the room will be suggested as a component for the teacher evaluation in regards to room environment. The person responsible for collecting data, program analysis, and modification will be the site administrator currently responsible for evaluating the teacher.

At grade levels second through third grade, students will continue to incorporate word processing into the writing process. At these levels it will usually be teacher led activities, shared writing, and practice revolving around improving student typing skills. At this level some students will begin to transition out of Read, Write and Type to higher level typing tutor applications, such as Mavis Beacon Teacher Typing, and Ultra Key. At the third grade level, students’ typing skills are a focus and by the end of the third year student writing samples that are word processed are in expected norm. As with the previous primary grade levels, student and shared writing samples are collected to determine whether or not the goals are being met. In many instances, the data will be evident on the classroom walls. The site administrator will be responsible for evaluating this goal.

Objective 2 Students will produce an appropriate grade level formatted multimedia presentation using appropriate software for that grade level. Students in grades 3-12 will be expected to create at least one multimedia presentation during the school year. The description of a multimedia project is determined by the grade level and the selected software tools. The district currently has standardized on a number of different multimedia software tools. Current district standards include, HyperStudio, iMovie, and PowerPoint. Training and support are offered to district teachers on these tools, and they are encouraged to use these tools with their students. At the secondary level, a number of software tools are used in the creation of multimedia presentations. The most common tools are PowerPoint and iMovie. However, some classes are moving into the development of Flash, VisualBasic, and multimedia web development. Curriculum focus for the student multimedia presentation will follow the district’s scope and sequence documents and the required California instructional standards. The primary person responsible for collecting the data will be the classroom teacher. Data will consist of student work in the form of multimedia projects. Model projects from District classrooms will be presented at the Environmental Expo Multimedia Extravaganza held annually at Cal State San Bernardino. Also, model projects will be sent to the EDTECH Student Showcase at the Annual CUE Conference.

Objective 3 A majority of classrooms have access to the resources of the World Wide Web. Even at the primary grade levels, teachers are trained and encouraged to use Internet resources during whole group instruction. The district provides a safe, filtered, Internet for use by students and teachers in the classroom. The district is fully compliant with CIPA (Child Internet Protection Act). The use of the Internet and the World Wide Web spans all the content areas. Teachers in the district are routinely exposed to training and updated web resources related to the content areas shared by the district's content coordinators, and to the Instructional Technology website that is updated every month for all district employees. Students are routinely provided access to technology and the Internet. The district continues to improve the student to computer ratio, and all school libraries are equipped with networked computer workstations for student use. At many of our schools, networked computers are accessible to students before and after school. The evaluation process for determining whether or not the district is meeting this objective will be that second through twelfth grade students produce an appropriate grade level assignment using Internet resources. This evaluation will be initiated by the classroom teacher. All teachers encourage students to use a variety of resources in their reports. Students are required to create a bibliography for all reports and the information related to their resource is required to be within their bibliography. Web resources listed in the student's bibliography will be used to determine whether or not students are meeting this particular objective.

Objective 4 In meeting objective four, fourth through twelfth grade students will use spreadsheets and/or databases to analyze data throughout the content area. Teachers and their students will be required to use spreadsheets and databases in at least one assignment per year or semester. The current district standard for spreadsheets is Microsoft Excel. Training for this application is available throughout the year for teachers through District staff development programs. Model lessons tied to the district and State standards are provided to teachers at these trainings. The current standards for database applications in the district consist of Apple Works, FileMaker Pro, and Microsoft Access.

Training for teachers in the use of these applications, and on how to integrate them into the classroom is provided throughout the year through the Instructional Technology Department. The goal of district staff development goes beyond showing teachers how to use a piece of software, such as a spreadsheet. It incorporates sound pedagogy and is grounded in District and State standards. This can be illustrated in two different examples. In the first example a teacher provides students the data and samples or what each chart from a spreadsheet should look like. In this example, students are merely "going through the motions" to create a spreadsheet and ultimately the chart. In the second example, a teacher provides students with data, and two sides of an issue and asks the students to consider the issue and create the graphs/charts of the data that would support each side of the issue. The goal of this lesson is not only how to create charts, but how to select the chart that will best illustrate the information in a way that supports their side of the issue. Students use Excel to automatically create the desired graph in the first example. Students in the second example will have to do more critical thinking about how to make Excel work for them as they present both sides of an issue. It is the second example of a spreadsheet that we are encouraging and training teachers to implement in their instruction. Evaluating whether or not this particular objective is being met will begin with teachers. Teachers will be required to incorporate the use of spreadsheets and/or databases into their curriculum. The Instructional Technology Department will follow up in the periodic, web based, teacher surveys to request information addressing the frequency and progress of teachers and students meeting this objective.

The district has adopted Student Technology Performance Standards for grades K-12. These standards will be periodically reviewed and revised by the district Technology Committee. If the team determines revisions are necessary following careful review, they will prepare these for Board approval. The Instructional Technology and the Professional Development departments will work to provide adequate training and support so that all students will master the standards. The Instructional Technology Department will work closely with the Educational Services Division, Technology Liaison Programs, and the curriculum writing teams to develop additional technology-infused model lessons to promote the implementation of the Board-adopted technology standards into the classroom curriculum. As these lessons are completed, they will be added to the SBCUSD Teacher Technology Toolkit. This website is a clearinghouse for standards, technology-infused lessons, and related resources which will make teachers more successful in implementing the Student Technology Performance Standards. Students will have an opportunity to utilize technology to enhance classroom activities and learning experiences as the lessons are piloted and implemented.

3d. Timeline

Start Date	Projected Completion	Actual Completion	Activity or Benchmark	Target Audience	Person Responsible	Component 09/05	06/09		Provide professional development to ensure consistency in quality, approach, and layout of technology-infused lessons. •	Teachers	•	Instructional Technology •	Professional Development Center	•	Curriculum •	Prof Dev •	Budget 09/05	06/06		Develop and pilot technology-infused lessons which address the student technology performance standards in each grade level/subject area. •	Teachers •	Administrators	•	Instructional Technology •	Professional Development Center	•	Curriculum •	Prof Dev •	Budget 07/06	06/09		Encourage continued development and sharing of technology-infused lessons by making lesson plans available through the district’s Teacher Toolkit web site. •	Teachers •	Administrators	•	Instructional Technology •	Professional Development Center •	Teachers •	Administrators	•	Curriculum •	Prof Dev 09/06	06/09		Develop and provide professional development training for teachers to implement technology-infused lesson plans. •	Teachers •	Administrators	•	Instructional Technology •	Professional Development Center	•	Curriculum •	Prof Dev •	Budget 07/06	Quarterly Establish the Distance-Learning committee to identify appropriate distance activities for K-12 and develop an implementation plan. •	Teachers •	Students •	Administrators	•	Instructional Technology •	Educational Services Division	•	Curriculum •	Prof Dev •	Infrastructure •	Budget 09/06	01/07		Write first three distance learning courses within the district. •	Teachers •	Administrators	•	Educational Services Division •	Instructional Technology	•	Curriculum •	Budget 02/07	06/07		Pilot the use of distance- learning opportunities. Monitor activities for affect on student achievement. Evaluate effectiveness and feasibility. •	Student in pilot programs •	Pilot teachers	•	Educational Services Division •	Instructional Technology	•	Curriculum •	Budget 09/07	06/09		Implement use of appropriate distance learning activities district-wide	•	Students •	Teachers	•	Distance Learning Team •	Instructional Technology •	Education Services	•	Curriculum •	Prof Dev •	Infrastructure •	Budget 09/07	Annually		Research additional distance learning opportunities for elementary, middle and high schools. •	Teachers •	Administrators	•	Distance Learning Team •	Instructional Technology •	Educational Services Division	•	Curriculum •	Budget 05/06	Quarterly		Meet with the ALP/GATE, ELL, and Special Education Depts to assess their needs and development a course syllabi. •	Special Needs Students •	Special Ed, ELL, and GATE teachers	•	Instructional Technology •	Special Ed •	ALP/GATE •	ELL Dept	•	Curriculum •	Prof Dev 09/07	06/08		Training for ELL, ALP/GATE, and Special Education teachers	•	Special Needs Students •	Special Ed, ELL and ALP/GATE teachers	•	Instructional Technology •	Professional Development Center •	ALP/GATE •	ELL Dept •	Professional Development Center	•	Curriculum •	Prof Dev •	Budget 09/05	09/06		Pilot wireless computer input technology (InterWrite pad system) at the elementary level	•	Students in pilot program •	Pilot teachers	•	Instructional Technology •	Educational Services Division	•	Curriculum •	Prof Dev •	Budget 09/06	06/08		Implement use of wireless computer input technology (InterWrite pad system or similar device) district-wide	•	Students •	Teachers •	Administrators	•	Instructional Technology •	Educational Service •	Professional Development Center	•	Curriculum •	Prof Dev •	Budget

3e. Timeline

Start Date	Projected Completion	Actual Completion	Activity or Benchmark	Target Audience	Person Responsible Component 09/06	10/06		Establish Technology Curriculum Review Team	•	Teachers •	Administrators	•	Instructional Technology •	Educational Services Division	•	Curriculum •	Prof Dev •	Budget 03/06	06/09		Develop and provide professional development, as necessary, to share Student Technology Performance Standards. •	Teachers •	Administrators	•	Curriculum Review Team •	Instructional Technology •	Professional Development Center •	Educational Services Division	•	Curriculum •	Prof Dev •	Budget 03/07	Annually		Review effect of Student Technology Performance Standards annually. •	Teachers •	Administrators •	Students	•	Professional Development Center •	Instructional Technology •	Educational Services Division	•	Curriculum •	Prof Dev •	Budget

Goals and Objectives

Goal #1: Utilize technology programs and methods to ensure appropriate access to all students.

Objective 1 of 4: Increase student access to technology (computers, Alphasmarts, scanners, digital cameras) on school sites during the school day. End of year 1: 25% of K-12th grade students will have access to technology (computers, Alphasmarts, scanners, digital cameras) on school sites during the school day. End of year 2: 50% of K-12th grade students will have access to technology (computers, Alphasmarts, scanners, digital cameras) on school sites during the school day. End of year 3: 75% of K-12th grade students will have access to technology (computers, Alphasmarts, scanners, digital cameras) on school sites during the school day. Objective 2 of 4: Continue to update, implement and monitor the Acceptable Use Policy as it relates to use by students and staff. Objective 3 of 4: Continue to support student with special needs (ELL, Special Education, ALP/GATE) by aiding in the acquisition of appropriate technology and access to existing technologies. End of year 1: 25% of 2nd – 12th grade students with special needs (ELL, Special Education, ALP/GATE) will be supported by aiding in the acquisition of appropriate technology and access to existing technologies. End of year 2: 50% of 2nd – 12th grade students with special needs (ELL, Special Education, ALP/GATE) will be supported by aiding in the acquisition of appropriate technology and access to existing technologies. End of year 3: 75% of 2nd – 12th grade with special needs (ELL, Special Education, ALP/GATE) will be supported by aiding in the acquisition of appropriate technology and access to existing technologies. Objective 4 of 4: Explore and communicate ways in which families that do not have personal computers can gain access to technology through site Parent Centers.

In June 2002, every classroom in the district was provided at least one Internet-connected-student workstation. By June 2006, the majority of our classrooms will have at least four student stations and one teacher station. We are moving forward with implementation of plans to provide projection units and InterWrite pads in our classroom environment as well as wireless student response systems. As more portables are placed at existing school sites and more schools are built, the Instructional Technology Department will use State online survey data to continue to monitor the various sites and make recommendations to rectify any deficiencies. The Instructional Technology Department will work with the Educational Services Division and the Grants and Special Projects Department to acquire funding for additional computers for instructional use as well as professional development opportunities to support the implementation of instructional technology strategies. Construction is currently underway and we plan to move into our new Professional Development Center July of 2006. This move will support district-wide implementation of integration of curricular strategies to increase student learning.

Implementation

Objective 1 The district will explore other strategies to increase access to school computers throughout the day and after school hours through our Creative Before and After School Programs for Success (CAPS). These strategies will target the general student population as well as specific groups such as at-risk students, ELL, Special Education, and ALP/GATE students.

Objective 2 The Technology Committee, as well as County Council, will continue to review the Acceptable Use Policy (AUP) annually to determine its compliance with Education Codes and other laws as it relates to use by staff and students.

Objective 3 A collaborative Technology Access Committee, a joint effort of the Instructional Technology, ALP/GATE, ELL, and Special Education staff, will be formed in summer of 2006. The committee will meet in face to face meetings as well as asynchronous discussions on our BlackBoard server. This committee will explore and identify programs at school sites and within the community where technology is available to students and their parents after school hours. These strategies will target the general student population as well as specific groups such as at-risk, Special Education, ELL, and ALP/GATE students. The committee will develop recommendations for leveraging existing resources and/or expanding existing programs. In addition, the district will pilot exemplary examples of some of the existing programs at selected schools throughout the district. In July 2007, the Technology Access Committee will evaluate the effectiveness of the pilot programs and make recommendations by September 2007 to implement effective programs. Programs will be revisited on an annual basis, and the committee will continue to make annual recommendations.

As a part of regular communication, dedicated departments are able to provide the necessary accommodations for students so that no student is left behind when it comes to learning and technology. For example, at Anderson School, students with special needs are using adaptive devices to access technology tools. Such tools as enhanced keyboards and cursor manipulative devices bring technology to students with physical disabilities.

To address the needs of our many second language learners, the district has standardized on software that is available in both English and Spanish. At Lincoln Elementary School second language learners use technology to enhance their Language Arts skills through the use of the bilingual version of Scholastic’s Wiggle Works. In addition, students perfecting their English at King Middle School are using the Rosetta Stone application to improve their English skills, while those students learning Spanish or French are using the same software to improve their second language skills.

Objective 4 The district encourages all schools to publish school newsletters, create school web sites, and provide staff e-mail addresses to parents. In addition, a number of schools in the district have implemented computer-controlled systems to provide parents with up-to-date information related to their child’s attendance, classroom progress, and upcoming school events.

The Technology Access Committee will seek ways to increase the availability of technology access for families of the school district that may not have access to technology in their homes. This may include the loan of retired equipment to families or developing partnerships with foundations and industry representatives that sponsor programs to increase parent and student access to technology. 3f. Timeline

Start Date	Projected Completion	Actual Completion	Activity or Benchmark	Target Audience	Person Responsible Component 06/02	06/09		Increase amount of access students use technology during the school day through technology-infused lessons. •	Students •	Teachers •	Administrators	•	Instructional Technology •	Administrators •	Teachers	•	Infrastructure •	Budget 05/06	Quarterly		Continue to work with Special Education, ELL and ALP/GATE staff to provide access to appropriate technology as it relates to the needs of these students. •	Special Ed students •	ALP/GATE students •	ELL students •	Teachers •	Administrators •	Special Education •	ALP/GATE Dept •	ELL Dept	•	Special Ed Dept •	ALP/GATE Dept •	ELL Dept •	Instructional Technology	•	Curriculum •	Prof Dev 07/06	07/06		Identify a collaborative Technology Access Committee (TAC) to explore and identify school site and community possibilities allowing students access to technology after school hours. •	Teachers •	Administrators •	District Depts •	Community Resources	•	Instructional Technology •	Technology Information Services Dept	•	Curriculum •	Prof Dev •	Budget Ongoing	Quarterly		Review programs that allow students access to technology after school hours. •	TAC	•	TAC •	Instructional Technology 	•	Curriculum •	Budget Ongoing	Annually		Review Acceptable Use Policy (AUP) and Child Internet Protection Act (CIPA) policy and revise District forms as necessary. •	Students •	Teachers •	Administrators	•	Instructional Technology •	Technology Information Dept	•	Curriculum Ongoing	Annually		Verify that sites have signed documentation forms from students and staff relating to the AUP and CIPA policies. •	Students •	Teachers •	Administrators	•	Technology Information Dept	•	Curriculum •	Budget

Start Date	Projected Completion	Actual Completion	Activity or Benchmark	Target Audience	Person Responsible Component 07/06	12/06		Team develops a plan to leverage and/or expand existing resources that allow students access to technology after school hours. •	TAC	•	Instructional Technology •	Administrators	•	Curriculum •	Prof Dev •	Budget` 07/06	Monthly		Identify and publicize programs that enable parents to acquire low-cost technologies for the home. •	Students •	Parents	•	TAC	•	Curriculum •	Budget Ongoing	07/07		Pilot use of the programs that allow students and parents access to technology after school hours. At the end of the pilot period, the programs will be evaluated for effectiveness and feasibility. •	Students •	Teachers •	Administrators •	Parents	•	Site Parent Centers •	Instructional Technology •	Administrators	•	Curriculum •	Prof Dev •	Budget Ongoing	06/09		Implement district-wide use of programs that allow students and parents access to technology after school hours. •	Students •	Teachers •	Administrators •	Parents	•	Instructional Technology •	Administrators	•	Curriculum •	Staff Dev •	Budget Goals and Objectives

Goal #1: Teachers and site administrators will use assessment data to drive instructional decision making to improve student achievement.

Objective 1 of 3: Develop ways that teachers and site administrators can easily access data in order to make informed decisions about student achievement. End of year 1: 25% of teachers and site administrators will be able to access data to make informed decisions about student achievement. End of year 2: 50% of teachers and site administrators will be able to access data to make informed decisions about student achievement. End of year 3: 75% of teachers and site administrators will be able to access data to make informed decisions about student achievement. Objective 2 of 3: Investigate and implement methods to utilize the existing information systems to better track student progress in improving California Achievement Test, Sixth Edition (CAT-6), California Standards Test (CST) and District Benchmark Test Scores and the California High School Exit Exam (CAHSEE) pass rate. End of year 1: 25% of teachers and site administrators will be able to utilize existing information systems to track student progress in CAT-6, CST, District Benchmark Test Scores and CAHSEE pass rates. End of year 2: 50% of teachers and site administrators will be able to utilize existing information systems to track student progress in CAT-6, CST, District Benchmark Test Scores and CAHSEE pass rates. End of year 3: 75% of teachers and site administrators will be able to utilize existing information systems to track student progress in CAT-6, CST, District Benchmark Test Scores and CAHSEE pass rates. Objective 3 of 3: Investigate and implement ways that teachers and site administrators can utilize technology to help reduce the amount of time spent on administrative tasks. End of year 1: 25% of teachers and site administrators will spend less time on administrative tasks. End of year 2: 50% of teachers and site administrators will spend less time on administrative tasks. End of year 3: 75% of teachers and site administrators will spend less time on administrative tasks.

The district uses technology to handle most of the day-to-day responsibilities. We are currently using a student information system that was developed in-house, and has become one of the models used for the State CSIS (California Student Information System) program. The student information system is used throughout the district. In addition, the district is currently developing an online Human Resources and Business Services program utilizing state of the art technologies such as SAP. This system will provide a unified approach to all issues related to human resources for both classified and certificated employees. The business side of the new system will improve the district's purchasing system and ensure that resources needed at the sites are acquired and delivered in the shortest amount of time possible. In the classroom, teachers and students are using technology to provide online assessments and immediate feedback on student performance. In addition to the data provided by our SIS systems, principals have access to an online folder which contains testing summaries, suspension/expulsion reports and other data pertaining to their students. This facilitates timely distribution of data to the teachers to assist in meeting individual student academic needs. All teachers have access to benchmark reporting tools via the web to receive data regarding student achievement on district benchmark tests. This data is also available to administrators and other district personnel. (see Objective 2).

The use of technology has begun to impact all areas of the district, from the databases tracking student information for school police, to the online support databases to aide sites with technical difficulties. The district recognizes this obvious trend, and this technology plan lays the foundation for a continued focused approach to its use.

Implementation

Objective 1 The ability of teachers and administrators to acquire on-demand, disaggregated student data is essential to making informed decisions about student academic needs. To this end, the Student Information System Research Group is investigating methods to provide teachers and administrators access to current testing data. Currently the RFP has been distributed to the vendors for the bid process.

Objective 2 For formative assessment at the elementary level, we are using the Online Assessment and Reporting System (OARS), a web-based assessment system, as the means to provide teachers with reports and disaggregated data on student academic progress in English Language Arts and Math benchmarks throughout the year. At the secondary level, quarterly benchmarks are administered and reported through the EduSoft system. This system is also web-based and provides teachers immediate access to student achievement data for use in meeting the individual student academic needs.

Objective 3 A Technology Use Study Group is actively exploring additional ways that school sites can use technology to reduce the amount of time spent on administrative tasks. The team will continue to identify methods that save time on administrative tasks. We have had success with the implementation of the IEPPlus online documentation system for special education students. This has provided more efficient services for special education students as well as decreasing administrative time for teachers.

Training is ongoing and will become more intensified when our Professional Development Center is operational as it will provide a more coordinated effort in training as opposed to the current shortage of locations and coordination between trainers and departments. 3g. Timeline

Start Date	Projected Completion	Actual Completion	Activity or Benchmark	Target Audience	Person Responsible Component 09/05	05/06		The Student Information System Research Group is working on the selection of a new Student Information System. •	Teachers •	Administrators •	District Depts	•	Educational Services Division •	Research/Instructional Support •	Instructional Technology •	Information Technology	•	Infrastructure •	Budget 09/06	Monthly		Instructional Technology Trainers develop and provide inservices on new Student Information System. •	Site clerical staff •	Counselors •	Administrators •	Teachers	•	IT Dept •	Instructional Technology	•	Infrastructure •	Budget •	Prof Dev 09/04	06/06		Review and refine Data Warehousing Access program (online folders). •	Administrators	•	Research/Instructional Support	•	Curriculum •	Prof Dev •	Infrastructure •	Budget 09/05	Quarterly		Continue Technology Use Study Group meetings to find ways and methods that school sites can use technology to reduce the amount of time spent on administrative tasks. •	Technology Use Study Group	•	Instructional Technology •	Information Technology	•	Curriculum •	Prof Dev •	Infrastructure •	Budget 09/05	06/09		Provide staff development that focuses on the needs of school site staff in relation to streamlining, shortcuts, and efficient use of current and future technologies at the school sites. •	School support staff •	Teachers •	Administrators •	District Depts	•	Professional Development Center •	Instructional Technology •	Information Technology	•	Prof Dev •	Budget 09/05	06/09		Develop and Provide professional development training for school site staff in data access	•	Teachers •	Administrators	•	Instructional Technology •	Information Technology •	Prof Dev	•	Curriculum •	Prof Dev •	Infrastructure •	Budget

Goals and Objectives

Goal #1: To utilize technology to enable teachers and administrators to be more accessible to parents.

Objective 1 of 3: Continue to develop and implement strategies to use technology to foster better communication between home and parents. End of year 1: 25% of teachers and site administrators will use technology to foster better communication between home and parents. End of year 2: 50% of teachers and site administrators will use technology to foster better communication between home and parents. End of year 3: 75% of teachers and site administrators will use technology to foster better communication between home and parents. Objective 2 of 3: Explore training opportunities for parents and staff that foster communication between home and school. Objective 3 of 3: Explore ways in which information can be disseminated to parents about the benefits of educational technology.

Implementation

Objective 1 The district recognizes that parental involvement is a key component to a child’s successful educational experience. As a result all sites and their administrators are encouraged to provide a monthly newsletter about their school. Past, current, and upcoming events are shared in the school newsletters as well as messages from the principal, spotlight on teachers, and noteworthy student news. All newsletters are created on the computer and software is used that creates a professional looking document. In many cases, the newsletters are a joint project incorporating site administration, teachers, and student input. The use of computers and network technologies facilitates easy sharing of information between all involved. The district is also utilizing technology to provide parents with weekly updates regarding their children and topics such as attendance, and homework. Currently the district is using technology to facilitate attendance verification at the high schools. For example, at each high school, parents are notified daily regarding their child’s absences.

Objective 2 Currently, all SBCUSD certificated staff have an Outlook e-mail account through the district Exchange server. Staff receive training on Outlook and acceptable use of e-mail prior to the activation of their account. It is suggested that teachers communicate with parents through e-mail. In the fall of 2005, a committee of administrators, teachers, classified staff and parents were brought together in the community room of the Board of Education to develop criteria for the development and procurement of a parent notification system. Vendors were solicited to demonstrate their products to the committee. A list of desired features was compiled and ranked based on input from the committee which was compiled into an RFP. This is currently in the bid process, and purchase and implementation is expected to take place in the 2006-07 school year.

Objective 3 The Research/Instructional Support/Technology Department will work with site representatives consisting of parents, staff and administrators to develop and implement training strategies for the new Parent Notification system. Possible training strategies may involve web pages, list serves, and hands-on training for parents and staff. After implementation, the methods will be evaluated and revised based on user feedback. 3h. Timelines

Start Date	Projected Completion	Actual Completion	Activity or Benchmark	Target Audience	Person Responsible Component 09/06	01/07		Pilot Parent Notification System. •	Parents •	Students	•	Administrators •	Instructional Technology •	Information Technology	•	Curriculum •	Prof Dev •	Infrastructure •	Budget 09/05	06/09		Teachers will utilize District e-mail to communicate with parents	•	Teachers •	Parents •	Students	•	Administrators •	IT Dept •	Instructional Technology	•	Curriculum •	Prof Dev •	Infrastructure •	Budget 05/05	06/09		Provide professional development in the use of the Build-A-Site program with teachers having a web presence by end of plan. •	Teachers •	Administrators	•	Instructional Technology •	Professional Development Center •	Curriculum •	Prof Dev •	Infrastructure •	Budget 01/07	06/09		Implement Parent access to online grades and attendance through new Student Information System. •	Teachers •	Parents •	Students	•	Instructional Technology •	Information Technology	•	Curriculum •	Prof Dev •	Infrastructure •	Budget 01/07	06/09		Develop and implement plan to effectively inform parents about the benefits of instructional technology use for their children. •	Parents •	Students •	Teachers •	Administrators •	District Depts	•	Administrators •	Educational Services Division •	Information Technology	•	Curriculum •	Prof Dev •	Budget The benchmarks and timelines for sections 3d, 3e, 3f, 3g and 3h are included in the respective sections.

The Instructional Technology Department will be the central hub for the implementation of the educational components of the Technology Plan. The Instructional Technology Department will monitor the timelines and the various specialized committees, teams, and study groups within the technology plan. The Instructional Technology Department will work in conjunction with the Educational Services Division to ensure consistency in quality and approaches in the development of the standards-based technology lesson plans. The Instructional Technology Department will also work closely with the Information Technology Department to ensure that the goals of the technology plan are feasible and can be supported by the infrastructure.

Monitoring activities will be initiated and carried out by the persons and/or groups responsible for the related activities identified in the timelines given. The Technology Advisory Committee will review the plan and its implementation at annual meetings where reports will be made on the status of implementation. Identified problems will be discussed and strategies developed to revise this living document as needs and situations change. The results of the implementation of the technology plan will be reported to the Superintendent and Board of Trustees annually. Specifically, the following benchmark evaluations will be used to determine the success of the SBCUSD Technology Plan’s instructional components:

•	Increase the use of technology as an instructional tool. o	As indicated by results evidenced by the EdTech Profile. •	Increase the use of technology to aid instruction for special-needs students including ALP/GATE and Special Education groups. o	As evidenced by increased need for assistive technology devices and recommendations from special needs departments. o	As evidenced by increased use of software programs by special-needs students. •	Explore distance learning opportunities and expand available offerings within the district. o	As evidenced by an increased number of teachers implementing distance-learning opportunities in their classrooms. o	As evidenced by an increased number of students enrolled in SBCUSD distance-learning opportunities. •	Increase student access to technology (computers, Alphasmarts, scanners, digital cameras) on school sites during the school day. o	As evidenced by the EdTech Profile. o	As evidenced in lesson plans. o	As evidenced in student work. •	Continue to update, implement and monitor the Acceptable Use Policy as it relates to use by students and staff. o	Annual dissemination/collection of forms to students and staff. •	Explore and communicate ways in which families that do not have personal computers can gain access to technology. o	Approved distribution of retired hardware within the community. •	Develop ways that teachers and site administrators can easily access data in order to make better informed decisions about student achievement. o	Increased use of the data warehousing system. o	Academic goals developed with data from the district system. •	Investigate and implement methods to utilize the existing information systems to better track student progress in improving California Achievement Test, Sixth Edition (CAT-6), California Standards Tests (CST), District Benchmark Tests and the California High School Exit Exam (CAHSEE) pass rate, as evidenced by: o	Number of logins to Online Data Folders o	Number of inservices presented by Research/Instructional Support to schools on AYP/API •	Investigate and implement ways that teachers and site administrators can utilize technology to help reduce the amount of time spent on administrative tasks. o	As evidenced by the EdTech Profile. •	Continue to develop and implement strategies to use technology to foster better communication between home and school. o	Improved district website. o	Implement parent notification system. •	Explore training opportunities for parents and staff that foster communication between home and school. o	Creation of training for parents. o	Increased number of parents attending district computer and information literacy classes. •	Explore ways in which information can be disseminated to parents about the benefits of educational technology. o	Increased methods of disseminating information to parents via the district website 3 5 Each year, school sites are required to complete the online EDTech Profile to be eligible for state technology funding. The results of this survey are used as an ongoing needs assessment for the district. This year, over 1,600 certificated and 89 administrative staff members responded to the survey, with 20% reporting their general computer knowledge and skills at the beginning level, 45% at intermediate and 32% as advanced. These numbers represent an increase of 4% and 1% for intermediate and advanced respectively from the responses given in 2004.

Teachers and administrators were queried as to their ability and knowledge level in a variety of technology skills. Of the certificated staff responding, at least 70% reported their word processing, internet and e-mail skills as intermediate or proficient. However, only 50% reported having intermediate or proficient skills with presentation and spreadsheet software. Administrative staff reported similar results, with at least 80% reporting intermediate or proficient level skills for word processing, internet and e-mail; and 60% at these levels with presentation and spreadsheet software.

Many teachers, especially at the secondary level, use computer applications to keep track of grades. Elementary level teachers utilize a digital report card. They receive professional development on how to fill out the report card, e-mail the report card to the principal for feedback, and prints the report card. This training has been offered by the Elementary Instruction Department in cooperation with the Information Technology Department. However, few teachers use technology in a variety of ways (projects, web-based testing, computer-aided instruction) to assess student learning.

Forty percent of the teachers responding to the EDTech Profile report attending 20 or more hours of professional development (online classes, workshops, coaching, technology conferences, etc.) in the use of computers and the Internet during the last 3 years. They overwhelmingly indicated the need for staff development on integrating technology into the curriculum (72%). Additionally, 28% indicated a need for basic computer/technology skills training. There clearly exists a need for differentiated instruction in our staff development.

Survey results have indicated the following needs for professional development for all staff: •	Time to learn, pilot, reflect, modify, and implement skills covered in staff development. •	Learning ways to implement technology-infused content area lessons into their classrooms (including ELL, ALP/GATE, and Special Education classes). •	Learning ways to manage technology in the classroom so that all students (including ELL, ALP/GATE, and Special Education) have access to the technology. •	Learning ways to evaluate students’ level of technology use and the effects of technology integration on student learning. •	Learning ways to use technology to increase the efficiency of everyday tasks such as grade keeping and attendance. Administrative response also indicates the need for professional development in learning ways to evaluate how technology is managed in the classroom.

38 Goals

San Bernardino City Unified has the following goals for providing professional development: •	Increase the technology skill proficiency of teachers (including ELL, ALP/GATE, Special Education), support staff and administrators. •	Increase the number of teachers (including ELL, ALP/GATE, Special Education) using technology as an instructional tool in all content areas. •	Increase the number of teachers who incorporate information literacy strategies into their classroom instruction. •	Increase the number of teachers and administrators who use technology as an important communication tool including school-home communication. •	Increase the number of administrators who view technology as an important instructional tool. •	Increase the efficiency of teachers, staff and administrators when doing everyday administrative tasks.

Currently, the Instructional Technology staff delivers professional development in support of all district staff. This group consists of a Director, Program Specialists, Training Specialists, and the Technology Liaison Program (TLP). The Instructional Technology staff meets with Educational Services and the Professional Development Center staff to establish priorities and focus for certificated training. Instructional Technology Trainers in SBCUSD model best practices in the integration of technology into the curriculum. Additional input for training needs also come from other district departments.

The Instructional Technology staff plans, develops, coordinates, schedules, and presents a variety of computer training classes on software programs used on the district network. The team also utilizes results from the Annual EdTech Profile to establish ongoing training needs. The team communicates with various District departmental and school site staff to ensure that the computer training needs of the district are met.

The Instructional Technology staff have created a website (through Build-a-Site) which potential registrants can access to view the current class offerings. These classes are posted on the IT Training website months in advance. Interested individuals call or e-mail the Technology Department to register. Registration is handled through the SAP system and classes that are not currently offered carry waiting lists. The Instructional Technology staff assess the course waiting lists to determine which classes are needed. Interested registrants can access course descriptions (with self assessment), training manuals, quick reference guides, and the event calendar via the IT Training Department intranet website.

Ongoing, long-term, professional development is an essential component in implementing the district’s goals. SBCUSD believes that staff development may begin with an in-service or training, but must involve ongoing support through coaching, modeling and follow-up training. As stated in the Educational Technology Planning: A Guide for School Districts:

“Time is the greatest stumbling block for providing relevant and timely high- quality learning opportunities for teachers – time to plan, reflect, design lessons together, and examine and make meaning of content and teaching standards. Teachers need time both on-site and away from school to pursue learning opportunities.”

Professional Development will continue to be provided through the combination of resources listed above. In addition, new, innovative, and creative distance learning projects will be explored in order to enhance the CORE curriculum. Various approaches and media will be utilized in order to maximize teacher participation in these programs. Utilizing various systems, Instructional Technology staff will work with district mentors to produce online educational content for staff training.

Professional Development will target teachers, support staff, administrators, and teams assembled to implement this plan. The timeline that follows indicates the target audience and persons responsible for ensuring that each activity is carried out.

Staff Development Training is currently delivered in SBCUSD in the following manner:

The district offers salary credit and professional growth units for all technology classes. For every 14 hours that a teacher attends of technology professional development, they can receive one unit toward moving over on the district salary schedule.

A list of monthly classes is published each month on the web at: http://www.sbcusd.k12.ca.us/technology/elementary/staffdevelopment/classesindex.html

Copies of the class schedules are also sent to site technology liaisons for them to put into each teacher’s mailbox as new schedules are published. If a teacher or administrator is interested in signing up for a professional development class, he/she must submit a staff development program class registration form that can be found at the following web site: http://www.sbcusd.k12.ca.us/technology/elementary/index.html

The teacher must complete the “Class Registration” form including the class title, date, Option 1, 2, or 3, budget transfer number, and principal’s signature. They must also send in a $10 refundable check for each class. This check is to hold their place and will be returned at the class.

The Instructional Technology Department meets monthly with three separate groups from the school sites. These groups include CAIs (Computer Aided Instructors), Elementary Technology Liaisons, and Secondary Technology Liaisons. From July 1, 2005 - June 30, 2006 the Instructional Technology Department will meet with these groups for over 59 hours.

Information on grants, technology integration, and workshops, are presented to these sites representatives to take back and share with their staff at site staff meetings. The agendas for the meetings are posted on the district web site at: http://www.sbcusd.k12.ca.us/technology/techliaison.html.

The Technology Liaisons are paid to attend meetings from 4:00-5:30 once a month and are also paid for up to 12 additional hours each for sharing information with their site, site technology meetings, updating maps for the network, gathering grant application information, and completing and submitting the technology inventory. CAI meetings are held during the school day and principals release site CAIs and Microcomputer Specialists to attend these monthly meetings.

The Instructional Technology Department offers training regularly to school sites. Starting in July 2005 and up through March 2006, over 430 hours of training has been provided by the two program specialists and coordinator in the Instructional Technology Department. Trainings include regular monthly classes, onsite training, multimedia workshops for teachers and students, and Project Impact meetings. Project Impact began as a state funded grant program to help the teachers in the SBCUSD learn how to better integrate math software into the curriculum and to serve as leaders and trainers to others at their sites. There are over 160 teachers involved in the program. Each teacher has his/her own laptop and attends regularly scheduled classes in the Project Impact lab. Project Impact participants have learned skills such as creating web pages, evaluating and presenting software, and using the Encarta Class server for creating and using web based lessons with their students. Opportunities for professional development in classroom management will be developed as needed in accordance with the technology plan.

Professional Development Academies: Additional technology-infused sessions are offered to teachers at the SBCUSD Professional Development Academy. These “mini-conferences”, offered four times a year, cover topics such as, Improving Writing through Technology, Technology in the Music Classroom, and Communicating with Parents through Technology.

Site Technology Support Staff Training: Regular support and training for classified site technology staff is provided through monthly site technology meetings and, as needed, on an individual basis. The current Technology Support Staff Training courses offered are: •	Microsoft Office o	Excel (5 courses) o	Word (8 courses) o	Outlook (3 courses) o	Windows (2 courses) o	PowerPoint (2 courses) •	SB2000 (in-house Student Information System) o	Attendance o	Enrollment o	Special features (administrative events, programs, notes, uploads from Passport) o	Standard reports (enrollment, attendance, scheduling, file cabinet for custom reports) •	SAP (Business program) o	Budget monitoring o	Warehouse reservations to order custodial, instructional, and office supplies o	Purchase requisitions – introduction, advanced, ordering books o	Plant maintenance notifications for work orders o	Time entry for payroll attendance o	SAP for managers o	Standard reports

Custom trainings •	Truancy letters o	Staff learns how to use the district’s current SIS to export attendance data into Excel, then merge with Word so that parents can be warned of excessive absences/truancies •	High school deficiency letters o	Counselors and staff learn how to create letters that inform parents of their child’s credit/course deficiencies •	District online forms o	Staff learns how to create Personnel Actions (HR) forms, correct travel procedures, etc. •	Build-a-Site o	Staff/sites learn how to create their own webpage to post on the district website •	Budget development o	Administrators/Directors learn how to create a new budget for the upcoming fiscal year •	Online grading o	Site staff learn how to enter students’ grades via an online website •	Other customized classes based on employee requests/needs 40 Other Opportunities: In addition to SBCUSD resources, teachers are regularly notified of opportunities to enhance their instructional technology skills through the San Bernardino County Office of Education (SBCOE) and colleges, such as CSU-San Bernardino, UC-Riverside, Valley College and other local educational agencies. There are many institutions of higher education in, or close to, the district that provide opportunities for staff development: •	San Bernardino Regional Occupational Program – o	Offers classes in MS Office applications, desktop publishing, web publishing. •	Valley College – o	Offers classes in MS Office applications, desktop publishing, web publishing •	University of California, Riverside – o	Instruction in Technology Integration in the Classroom o	Certificate programs on Technology in Education •	Chapman University – o	Educational Applications of Computers o	On-line courses Writing and Publishing for the Internet •	California State University, San Bernardino – o	Computer Certificate for Elementary School Teachers o	Masters with emphasis in Educational Technology The California Technology Assistance Project (CTAP) Region X in conjunction with the San Bernardino Office of Education (SBOE) provides additional staff development opportunities.

We will continue to use the Design Elements for High-Quality Professional Development (Educational Technology Planning: A Guide for School Districts) to guide us as we implement the professional development component of this plan. These elements include: •	Follows the principles of good teaching and learning, including providing comfortable, respectful environments conducive to adult learning. •	Uses knowledge of students’ strengths and weaknesses to plan professional development that will increase students’ learning. •	Provides for and promotes the use of continuous inquiry and reflection. •	Provides for collaboration and collegial work balanced with opportunities for individual learning. •	Includes partnerships with parents, community members, institutions, and agencies that can provide important resources for teachers, administrators, and parents. •	Includes an ongoing planning process that modifies the staff development as a result of teacher and administrator feedback. 43 The following benchmarks will be used to determine the success of the plan: •	Increase in the skill levels of teachers and administrators as evidenced by: o	Increase in self-assessed skill levels in the annual EdTech Profile o	Increase in the number of teachers who use technology as a teaching and learning tool as evidenced by: •	Classroom observation •	EdTech Profile •	Increase in the number of teachers who infuse information literacy skills into their instruction as evidenced by: o	Classroom observation o	EdTech Profile •	Completion of and posting on the SBCUSD Teacher Tool Kit web site a series of technology infused, standards-based lesson plans in all grade levels and subject areas. •	Increase in the number of teachers and administrators who use technology as an important communication tool, including for school-to-home communication as evidenced by: o	EdTech Profile o	Parent Survey results o	Teacher/classroom web sites o	E-mail documentation •	Increase in the number of administrators who meet the standards of NETS for Administrators as evidenced by: o	The SB75 EdTech Profile survey •	Increase in the number of administrators who view technology as an important instructional tool as evidenced by: o	Regular time set aside for technology training with a focus on technology integration o	Support integration of technology within teacher professional growth plans o	Modeling of best practices during staff presentations o	Requiring technology as part of the teacher goal setting process o	Use of e-mail to communicate with parents and staff o	Use of Walk-through software to evaluate room environments in instruction •	Increase in the use of technology to simplify, organize, and/or decrease the amount of time used by teachers and administrators for everyday administrative tasks as evidenced by: o	Use of Outlook calendaring/meeting planner o	Use of mail merge and document templates o	Use of EdTech Profile •	Increase in the use of Distance Learning as a delivery mode for technology staff development as evidenced by: o	Online professional development offerings

Start Start Date	Projected Completion	Actual Completion	Activity or Benchmark	Target Audience	Person Responsible	Component 02/02	06/09		Provide professional development courses in areas of basic technology skills. •	Teachers •	Support Staff •	Administrators	•	Instructional Technology •	Professional Development Center	•	Curriculum •	Professional Development Center •	Budget 02/02	06/09		Provide ongoing professional development through the distribution of a Tech Links newsletter containing training opportunities, technical articles, and curriculum articles, etc.	•	Teachers •	Support Staff •	Administrators	•	Instructional Technology •	Professional Development Center	•	Curriculum •	Professional Development Center •	Budget 10/05	06/09		Develop and provide professional development training for school site staff on utilization of Build-a-Site, new SIS, and Teacher Technology Toolkit	•	Site Administrators •	Teachers	•	Instructional Technology •	Professional Development Center	•	Curriculum •	Professional Development Center •	Infrastructure •	Budget 09/06	06/09		Develop and offer online professional development for SBCUSD staff	•	Teachers •	Administrators	•	Instructional •	Professional Development Center	•	Curriculum •	Professional Development Center •	Infrastructure •	Budget 7/03	06/09		Develop and provide professional development training for school site staff in accessing and analyzing student data	•	Teachers •	Administrators	•	Instructional Technology •	Research	•	Curriculum •	Professional Development Center •	Infrastructure •	Budget 09/05	06/09		Provide professional development through AB75 to enable administrators to meet the goals of NETS for Administrators	•	Administrators	•	Instructional Technology Dept. •	Professional Development Center	•	Curriculum •	Professional Development Center •	Budget 8/03	06/09		Provide staff development that focuses on the needs of school site staff in relation to streamlining, shortcuts, and efficient use of current and future technologies at the school sides. •	Support Staff •	Teachers •	Administrators •	District Depts. •	Instructional Technology •	Professional Development Center	•	Curriculum •	Professional Development Center •	Infrastructure •	Budget 09/05	06/09		Develop and provide professional development based on the needs and assessment of the ELL, ALP/GATE and Special Education departments. •	Special Needs Students •	Special Education, ELL & ALP/GATE teachers	•	Instructional Technology •	Professional Development Center •	Special Education •	ALP/GATE Dept	•	Curriculum •	Professional Development •	Infrastructure •	Budget

The Instructional Technology Department will collaborate with the Professional Development Center to oversee the implementation of the Professional Development component of this technology plan. The Instructional Technology Department will monitor the timelines and the various specialized teams within this staff development portion to ensure the plan is implemented.

The Instructional Technology and Professional Development Center will oversee the professional development classes. Evaluation forms will be provided to the participants to complete at the end of each professional development session. Information from these comments will be compiled and used to provide immediate follow-up with participants and to modify future staff development sessions as needed.

The Instructional Technology Department will monitor the skill levels of teachers and administrators by:

•	Monitoring the results of the EdTech Profile

The Instructional Technology Department will monitor the amount of time teachers use technology as an instructional tool by administering the EdTech Profile annually and analyzing the results. Annual surveys of teachers and administrators will be used to determine if what was taught in the professional development sessions is used and results in changes in instruction over time. Two surveys will be used:

•	District generated follow-up survey sent to those who participated in staff development •	EdTech Profile 47 Analysis of the results of these surveys by the Instructional Technology Department will be used to refine ongoing staff development as needed.

The Research/Instructional Support Department in conjunction with the Instructional Technology Department, will conduct research on the classes of teachers who exhibited a change in their instruction over time to determine if the change had a positive effect on student learning as evidenced by an increase in CAT-6 and CST scores, re-designation rates, writing proficiency scores, CAHSEE, and AP test results.

The Instructional Technology Department will monitor administrative mastery of the standards of NETS for Administrators by administering an annual district survey to the administrators.

The Instructional Technology Department will monitor the number of technology-infused lessons created and posted to the Teacher Technology Toolkit website.

The Instructional Technology Department and Professional Development Center will monitor and advertise the online professional development course offerings. They will also monitor participation rates and review individual teacher transcripts for course completion.

The Professional Development Center and Instructional Technology Department will work with specialists in each area (ALP/GATE, Special Ed, ELL) to ensure teachers have the resources to implement learned strategies. Participants will complete an annual survey to assess the integration of technology into their curriculum (EdTech Profile). Course content will be modified as needed based on the feedback of participating teachers.

The Instructional Technology Department will report the status of the implementation of the Professional Development Component to the district Superintendent and School Board on an annual basis. This Technology Plan is a living document. Therefore, this plan is not expected to always be on target. The Instructional Technology Department, in conjunction with representatives of the stakeholders, will review and update the plan annually to ensure it meets the needs of an ever-changing district.

Economic uncertainty in the State of California Budget may interfere with the implementation of this professional development plan. 48

Goals and Objectives

Goal 1: Plan and enforce three year replacement strategy on electronic equipment in support of current District needs. Objective 1: Provide a three-year life cycle process for all computing equipment resources as it relates directly to the classroom and instruction. End of year 1: Evaluate current needs and budgetary concerns for 10% of equipment three years or older. Develop plan for acquiring the replacement equipment. End of year 2: Purchase/Lease new equipment as determined by year one evaluation. End of year 3: Evaluate current needs and budgetary concerns and develop plan for acquiring additional replacement now three years or older. Goal 2: File servers to support student file sharing of student work within the  District, while providing instructional resources and status information internal and external to the district. Objective 1: The district will provide students and teachers network access to files stored on a district server inside the firewall. The district will provide student status information outside of the district firewall (via internet or phone). End of year 1: 100% of all school sites will provide student/parent communication on District servers. End of year 2: 50% of all school sites will provide access to servers for file sharing of student work and instructional resources. End of year 3: 100% of all school sites will provide access to servers for file sharing of student work and instructional resources. Implementation

Goal 1 Objective •	Purchase computers to provide at least 4 computers with Internet access in every classroom and lower the student to computer ratio. •	Purchase peripherals to support lessons and staff use of data. •	Reduce and/or eliminate the inventory of older computer equipment (5 to 12 years old) at sites by replacement and retirement of older equipment •	Explore equipment leasing as an alternative to purchase of equipment through test programs, for widespread use of this replacement mechanism. •	Address Total Cost of Ownership issues (i.e., replacing equipment, obtaining district and site licenses, upgrading software and hardware, and personnel support issues).

Goal 2 Objective •	Purchase new network servers (HP DL385 and Quad Server technology) that meet new hardware and usage standards. •	Purchase mass storage technology (SAN) that meet new hardware and usage standards. •	Explore virtual server technology

The following is the future server usage standard: •	Authenticate access to the district’s Student Information System •	Evaluate, purchase, install and host a centralized Student Information System •	Host the Alexandria library system •	Host file and print services for local users •	Evaluate, purchase and install multilevel Anti-Virus Software •	Evaluate, purchase and install a new back-up software application •	Provide curriculum and lesson plan application support using network based applications.

The following is the future network server hardware standard: •	Migrate remaining Novell Netware servers to Microsoft Windows Server software (along with the required hardware) to be used for administrative application, infrastructure and administrative support. •	HP DL385 Server, Dual Processors, Raid configuration, 2 GBRAM, Windows 2003 Advanced Server or current standard. •	Where required as a single source provider acquire: Apple Servers to be used to provide curriculum, lesson plan and network application support. •	The standard will be an: Apple Xserve, Dual Processor, 2 GB RAM, 500 Gb Drives, MAC OS10.4 (or the latest Apple operating system). •	Centralization of network server hardware to the Data Center as the needs and capabilities arise. This would reduce the need to have dedicated servers at school sites and as a result change the server usage standard. •	In the future as funds permit, the district will pursue the creation of student portal servers which will provide access to data storage and electronic resources, as well as provide a forum for secure online collaboration between SBCUSD students.

Goals and Objectives

Goal 1: Provide electronic tools for communication between district staff, parents, students and community. Objective 1: The district staff will have access to a method for mass emergency notification to other staff, parents, students and the community. End of year 1: 25% of all district staff will have electronic tools for communication between district staff, parents, students and community. End of year 2: 50% of all district staff will have electronic tools for communication between district staff, parents, students and community. End of year 3: 75% of all district staff will have electronic tools for communication between district staff, parents, students and community.

Implementation

Objective The district will continue to analyze, evaluate, select and implement electronic resources and products. These solutions will be derived from recommendations made by the California Learning Resource Network, Computer Using Educators, and appropriate educational journals.

The primary criteria for determining the appropriate solutions will be to select programs and application that support our standards-based objectives as they relate to the lessons being developed. It is anticipated that in addition to identifying educational software packages, many activities will lend themselves to the appropriate use of applications such as word processing, spreadsheet, publishing, demonstration, multimedia and/or presentation programs.

•	The Information and Instructional Technology Department will work together to implement district-wide online resource access such as EBSCO, ProQuest, Academic Elite, and GALE. •	Post resources for teachers in the form of a Toolkit for Teacher Technology on the district web site. •	Post K-12 content lessons that integrate technology in the Teacher Technology Toolkit. •	Create professional development training for software and curriculum as needed. •	Expand parent communication efforts to allow for attendance notification. •	Acquire or develop web based students and parents secure access to student records and grades. •	Continue to implement ways to use technology to increase the communication among teachers, students, parents, and administrators. This includes using web pages, e-mail and a voice messaging system. •	Develop a plan to leverage and/or expand existing resources that allow students and parent’s access to technology outside of school hours. •	Expand the cross District library system to search for library media content •	Continue to support new revisions of Blackboard while investigating alternative Learning Management Systems (LMS). •	Develop a plan to migrate to Mac OS 10.4 (or the latest Apple desktop operating system) as the standard MAC OS on all minimum standard Apple hardware •	Continue improving the migration plan and the implementation of Windows XP (or the latest PC platform desktop operating system) and Office XP (or the latest PC platform office tools for desktops) district-wide.

Goals and Objectives

Goal 1: A wireless network access (Level G) will be available to all staff and students by 2009. Objective 1: 75% of classrooms will have wireless computer and network access as measured by the CDE Online EdTech survey completed annually by site principals. End of year 1: 25% of all classrooms will have an increase in wireless network access points for instructional purposes. End of year 2: 50% of all classrooms will have an increase in wireless network access points for instructional purposes. End of year 3: 75% of all classrooms will have an increase in wireless network access points for instructional purposes. Goal 2: Verizon TLS will be available to most District sites by 2009. Objective 1: 75% of classrooms will have TLS installed to increase network bandwidth. End of year 1: 25% of all schools will have TLS installed to increase network bandwidth for instructional purposes. End of year 2: 50% of all schools will have TLS installed to increase network bandwidth for instructional purposes. End of year 3: 75% of all schools will have TLS installed to increase network bandwidth for instructional purposes.. Goal 3: VoIP with voicemail services will be available to all District sites by 2009. Objective 1: 50% of all schools will have data network based telephony. End of year 1: 5% of all schools will have VoIP installed for instructional communication purposes. End of year 2: 25% of all schools will have VoIP installed for instructional communication purposes. End of year 3: 50% of all schools will have VoIP installed for instructional communication purposes.

Implementation

Most of the schools in the district are 20 years old or older, and therefore were never designed to support today’s classroom computer connection requirements, let alone the expanding adoption of new digital instructional technologies. The district recognizes the imperative nature of providing additional computers connections for all classrooms in the district. Along with the required new LAN and WAN equipment necessary to support the classroom computer expansions taking place throughout the district, upgrading most of the other infrastructure components will also be required.

Goal 1 Objective - Wireless Connectivity Invariably, the new computer connection drop projections don’t keep up with the computer growth in the classrooms. Therefore, an upgraded wireless infrastructure will need to be implemented at all school sites to accommodate the classroom computer expansions that exceed the existing drops already installed.

Goal 2 Objective - Bandwidth With the ongoing classroom computer expansion additional bandwidth will be required at District school sites. Even more bandwidth will be required in the immediate future with the current and new Voice over IP (VoIP) implementations scheduled for District deployment. Verizon is now offering a new metropolitan LAN service – Transparent LAN Service (TLS) -- that will be utilized to provide for higher-bandwidth network connections to solve the district’s school sites network communication issues over the next three years.

Goal 3 Objective - VoIP The district will add voice communication changes to its educational arena by the inclusion of two VoIP product standards utilizing Siemens VoIP and CISCO IP Telephony. These changes will provide new features like voicemail to the environment. All of the district’s voice communication upgrades will integrate existing local carrier Centrex/CentraNet service as previously used for failover and non-digital telephony.

Goals and Objectives

Goal 1: Access electrical needs based on state of the art networking equipment upgrades due to technology shifts (for example, the new 220 volt power supply). Objective 1: All sites will be assessed and a plan will be developed to provide for required electrical needs. End of year 1: 33% of all sites will have a plan developed to provide for required electrical needs. End of year 2: 66% of all sites will have a plan developed to provide for required electrical needs. End of year 3: 100% of all sites will have a plan developed to provide for required electrical needs. Goal 2: Assess environmental needs based on state of the art networking equipment upgrades due to technology shifts (for example, operating temperature thresholds). Objective 1: All sites will be assessed and a plan will be developed to provide for the required environmental needs. End of year 1: 33% of all sites will have a plan developed to provide for required environmental needs. End of year 2: 66% of all sites will have a plan developed to provide for required environmental needs. End of year 3: 100% of all sites will have a plan developed to provide for required environmental needs.

Implementation

Goal 1 Objective - Electrical Upgraded electrical infrastructure at most of the district’s school sites will be necessary because of the different electrical requirements needed by the new infrastructure equipment to be implemented. It is expected that new and upgraded electrical wiring at most school locations, along with new and upgraded UPS units will be required.

Goal 2 Objective - Environmental The proposed new infrastructure equipment will also require environmental upgrades to help safeguard this new equipment. Temperature control and air born particulate matter are two pressing needs that are pervasive throughout the district.

Goals and Objectives Goal 1: Investigate, recommend and alter support methodologies throughout the district. Objective 1: Provide effective and equal support to all sites and reduce workstation support ratio. End of year 1: Investigate possible methods to organize and coordinate workstation support. End of year 2: Implement new support structure for district-wide support. End of year 3: Complete standardized basic training for all classified support staff. Goal 2: Increase support for existing and future infrastructure. Objective 1: Provide networking specialists to support existing and future infrastructure as it relates directly to the classroom and instruction. End of year 1: Evaluate current needs and budgetary concerns. Develop plan for acquiring the additional support needed. End of year 2: Hire a second Wide Area Network Specialist and an additional Network Specialist. End of year 3: Evaluate current needs and budgetary concerns and develop plan for acquiring additional support if needed. Hire additional personnel if needed as determined in year three planning. Goal 3: Professional development will be needed to support teacher, curriculum instruction and assessment. Objective 1: Provide increased teacher productivity and increased student achievement. End of year 1: Open new Professional Development Center End of year 2: Implement training for effective teacher practices and procedures. End of year 3: Implement system to support state and district standards. Goal 4: Stabilize funding of key technical and infrastructure support positions. Objective 1: Ensure availability of support staff needed to deliver technological tools for existing and future classroom instruction. End of year 1: Evaluate current needs and budgetary concerns. Develop plan for acquiring the needed money for continual support. End of year 2: Institute the changes in the budget to secure general funds for effected positions. End of year 3: Evaluate current needs and budgetary concerns and develop plan for acquiring sustained additional support as needed for future growth.

Implementation

Goal 1 Objective The district currently recognizes the importance of increased ongoing technical support and training. Current plans include an investigation into the possible restructure of overall technical support. This effort will examine the use of onsite support as an organized and coordinated team to deal with District-wide support issues. School sites are also encouraged to hire credentialed and classified support personnel to help with site technology equality. Overall the district needs to reduce the ratio of hardware to technical support to 400:1.

Goal 2 Objective In order to meet the overall goals set forth in this total plan, adequate staffing is necessary. This goal will increase the technology support by providing additional professionals and provide additional opportunities for specialized, individual support. To acquire the additional staff, the district will utilize various professional search strategies when the budget allows, to the hire additional full time staff to focus primarily on technology environment integration. Current network support is adequate for supporting the district’s administrative network. At the school sites, and especially at the secondary schools, adequate network support is still needed. Currently all school sites have networks that incorporate network servers. In order to support these sites with the implementation and management of these technologies it will be necessary for the district to add and dedicate staff to assist in the development on standard classroom network configurations. Plans have been developed to provide training, and support to the sites, but in order for the plans to be carried out, a dedicated network specialist must be provided. The Information Technology Department, working closely with Instructional technology, will be responsible for hiring and determining the staffing needs to address the support of school site networks. Progress of goal will be reported to the affected District Technology entities.

Goal 3 Objective In addressing the issues surrounding staffing and professional development, the district utilizes both the Instructional Technology Department and the Curriculum and Instruction Department to provide the most opportunities for professional development. Both departments work collaboratively so that all staff development addresses student learning and the established District standards. The district will also continue to use the San Bernardino County Office of Education, CTAP and partnerships with vendors to support our use of technology and implementation of professional development.

The district through the joint collaboration of Curriculum and Instruction and Instructional Technology also provides support to teachers on technology integration and required professional development for a clear teaching credential.

Goal 4 Objective Currently a number of technology support personnel are funded out of grant monies, or non-permanent funding sources. The district will be responsible for creating a plan and making a recommendation to move those essential employees on to permanent, general fund budgets. The plan will be designed to move these employees from grant, or one time funding sources, to permanent, general funding sources. Accomplishing this goal over three years will provide the district with some flexibility in attaining this goal. This goal will be evaluated and analyzed by the Information Technology, Human Resources and Fiscal departments. The district’s commitment to technology will only be successful with proper support. The district recognizes this fact and will develop plans to address this accordingly.

Our school sites are constantly updating the technology inventories. The information in this technology plan is projected for the spring 2006 timeframe. School inventories are updated annually as part of the site technology use plan revision process. Revised inventory lists are returned to Information Technology for update of the overall asset overview. This gives the district a perspective of hardware at the school sites. At present there is no absolute record of all inventories at District facilities. There is also no central inventory database that is used to keep track of all hardware in use in the district. Rather, there are several repositories of this information. Although the process takes into account most items that are replaced or missing, the process does not provide for future changes or acquisitions needed because of industry changes.

District departments and school sites have a mixture of either Intel based pc’s or Apple computers. At present, 100% of all school sites have Internet access via the Ethernet network. The Ethernet network is operated and maintained by IT staff who are housed in the SMART Building. The SMART Building is the central point for the district’s computing services. The SMART Building provides connection to the San Bernardino County Office of Education and is the head-end of the district-wide area network. The systems in the SMART Building are accessed by computers at district facilities and school sites. Individual school sites access the district’s computing services daily for attendance reports and purchasing. By having District desktop hardware standards in place, the district positions itself to provide support in a more efficient and cost effective manner. 51 The Minimum Recommended Hardware Requirements as of April 2006:

1.	Desktops - Dell a.	GX620 Minitower i.	Intel Pentium 4 (2.8 GHz) ii. 1.0 GB of SDRAM (2DIMM) iii. Dell 17 inch M783 Flat Screen iv. 80 GB Hard Drive v.	Dell A215 Speakers vi. 48x32 CDRW/DVD vii. 4 year Warranty 2.	Laptops - Dell a.	Latitude D510 Notebook i.	1.0 GB DDR2 533MHz SDRAM, 2 DIMMS ii. 60 GB Hard Drive iii. 24X CD-RW/DVD iv. Deluxe Nylon Carrying Case v.	4 Year Limited Warranty

a.	Latitude D810 i.	1.0 GB DDR2 533MHz SDRAM, 2 DIMMS ii. 80 GB Hard Drive iii. 24X CD-RW/DVD w/Sonic Media iv. Nylon Deluxe Case v.	4 Year Limited Warranty vi. 3.	Apple i.	 Student stations -1.0 GB of RAM ii. Teacher stations - 2.0 GB of RAM iii. Teachers should receive at a minimum the 15.4 MacBook Pro or 17” Powerbook for laptops. iv. Apple Care 3 year extended warranty

At present the network is a mixture of Novell Netware 4.12 and Windows 2000 Servers. They are the central processing component of every school site LAN. The purposes of the network servers are to provide the following: •	Internet Protocol (IP) addresses for every workstation (DHCP) •	Provide account validation to access network resources •	Host the SB2000 Student Information System database •	Host file and print services for local users

Additional server processing is provided either centralized at the SMART Building or at varied sites. They are as follows: •	Host e-mail via the Microsoft Exchange server •	Anti-Virus Software for the Microsoft Exchange Server •	Run BakBone Back-up software and Back-up Agent for Exchange

The current minimum standard server is: • Compaq 1600, Pentium II Processor, 512 MB RAM • Compaq DL385 Dual core capable 1GB Ram

Limited Apple Server support, as necessary, is provided to further the instructional goals of the district.

At the present time, total cost of ownership regarding technology has not been addressed District-wide, and is an area where policy needs to be developed. Professional development, technical support and upgrades must be taken into consideration as more hardware and software is acquired. 52 Special needs students (i.e., Special Education, ELL and ALP/GATE) currently have access to hardware and peripherals as identified in IEP’s and program plans. Access to the assistive technologies for Special Education students is specifically designed for the needs of the Special Education students and may not lend itself to accessibility by general education students.

Students’ access to technology during the school day varies from site to site. Computers are available in classrooms, computer labs, and library media centers. Teachers and administrators have access to technology at each school site. Administrators and designated teachers and staff have access to school information systems for record-keeping and administrative tasks. Not every teacher has the same access as the administrator or designated employee.

Using data gathered from the state and the EdTech Profile and the discussions at leadership meetings, the needs of the sites will be communicated to the Instructional Technology and the Information Technology Departments. Through this two-way communication, staff development, hardware purchases, and systems can be tailored to the needs of the school sites.

Surplus property is currently presented to the Board to determine its value for auction. If the auction price of the property is deemed acceptable, the bidder receives the surplus property. Property that is not auctioned off is disposed of properly. The district, through a third party, offers auctions at non-District sites for releasing retired equipment to the community. The district will continue to explore ways to appropriately disseminate retired hardware within the community without violating Board Policies, Administrative Regulations, Environmental or Education Laws/Codes.

Given the large number of desktop computers in the district and the ages associated with them, we have a wide range of operating system software installed. To better facilitate District and site software support and electronic document exchange, the district has identified software applications and utilities as standards. Our current standards for desktop software in the district are listed below.

Online instruction is taking place at many District sites. These online resources include: Blackboard, Scholastic Reader Index, Read180, Accelerated Reader, Accelerated Math and other limited use learning improvement software packages.

Library media center automation is limited and only allows students and teachers access to the books in the site collection. The district is looking into providing a cross-district library automation system that would allow students to search across the district for books and library media content.

The district has a current in-house developed Student Information System that is both centralized and distributed (SB2000 and Passport). SBCUSD is a single school district that is acting as an agency to participate in the California School Information Services (CSIS) initiative. The Student Information Systems will provide accurate information for educational decision-making; exchange electronic student records with other districts and transmit records to post-secondary institutions; transmit electronic student, staff and institution data to CSIS to meet state reporting requirements of the California Department of Education; and provide a student information system through the Internet. All schools take attendance online using the SB2000 site based server application.

The district uses SAP, payroll, purchasing and other financials. The SAP system streamlines business processes, reduces current operational costs, increases employee access to resources, and provides greater reporting intelligence to management. The district also utilizes SQL (and other database products) for the aggregation of data to be disseminated and accessed by staff members as well as other applications or data mines.

The district maintains a web site (Intranet and Internet). Each department and site is represented there. A site is responsible for creating and maintaining its presence on the district site using tools provided to them. The district site also functions as a resource for district information; district forms, online registration for staff development opportunities, and links for student and teacher use. The district also uses an introductory school/teacher web portal to allow some teachers in the district a location to create their own unique web site.

The district’s Wide Area Network (WAN) is comprised of a hub and spoke topology. The hub is at the central site and each school site connects directly to the central site via a point-to-point connection. The central site WAN connection consists of a router and Asynchronous Transfer Mode (ATM) switch that directly connects to an OC3 circuit distribution point (hub) where all school site data connections (spokes) terminate. School sites directly connect to the district’s WAN by utilizing one-to-two T1 circuits depending on the traffic requirements at each school. The T1 data circuits are provided by the local telephone company. Inverse Multiplexing over ATM (IMA) technology is utilized at each school site to facilitate the aggregation of multiple T1 circuits into one Permanent Virtual Circuit (PVC). Multiple T1 connections at high-traffic volume school sites provide additional bandwidth. All Internet traffic to and from school sites pass through the central site hub in order to access a 40 Mbs PVC, allocated on the OC3, to the Internet Service Provider.

Classroom computers connect to a Local Area Network (LAN) at each school site. Each school site LAN is comprised of one Main Data Frame (MDF) location and one-to-several Intermediate Data Frame (IDF) locations depending on the number of classrooms and the number of network connections required at each school. School site LANs also use a hub and spoke topology, where the MDF is the hub and the IDFs are the spokes. The IDFs are strategically located at each campus to provide a local concentration point for classroom computers. Each IDF connects directly to the MDF via a fiber optic connection at one gigabit per second (Gbs) full duplex to form a high-speed backbone at each school site. The classroom computers connect directly to the LAN at either 10 Mbs or 100 Mbs depending on the capabilities of each computer. However, most computers in use today connect at 100 Mbs. When the number of classroom computers needing Internet access and other network services have port counts that require multiple switches in a MDF or IDF the switches are linked together with giga-stack modules that provide one Gbs transport speeds with half-duplex transport operations between switches. Once the data reaches the uplink switch it is transported to the MDF core switch at one Gbs and full-duplex operation. Classroom computers connect directly to a switch port in an IDF or MDF using a minimum requirement of Category 5 Enhanced (Cat 5E) cabling. A limited amount older Cat 5 cabling still exists in some school sites. These cabling standards allow classroom computers to connect to their LANs at up to 100 Mbs with standard network interface cards (NICs).

The district’s network infrastructure equipment is comprised of Cisco networking equipment. The WAN and LAN equipment comprising a MDF is dictated by the computer connection requirements at a particular school. School MDFs consists of one Cisco router and a Cisco core switch for fiber connections, and other port concentration switches depending on port count requirements. School MDFs use either a Cisco 3640 router or a Cisco 3745 router. Core fiber switches contained in the school MDFs include Cisco 4908s, Cisco 3550-12Gs, Cisco 4500, Cisco 6000 and 6500 switches. Port concentration switches contained in school MDFs and IDFs include Cisco 3524s, Cisco 3548s, Cisco 3550-24s, or Cisco 3550-48s depending on port connection requirements.

The district’s central site network infrastructure equipment for routing and ATM switching is comprised of a Cisco 7204 router and a Cisco Lightstream 1010 ATM switch. The district’s central site core switch is a Cisco 6000 switch.

The majority of classrooms in the district have an average of 4 data drops (computer connections). Many schools in the district have implemented wireless 802.11a/b standard devices to help provide additional connections for the ongoing proliferation of classroom computers.

The district supports distributed site based servers consisting of file servers, e-mail servers, print servers, web servers, content servers, and instructional support servers. The current hardware that is standard for servers in the district consist of Compaq’s, Dells, and Apples. Server software consists of Windows 2000, Novell, and various Mac Server OS’s.

The district has long recognized the importance of ongoing technical support. Currently the Information Technology Department provides the district with a help desk populated with a Help Desk Technician and four student interns. Roving administrative site support consists of four Microcomputer Specialists and two Apple Computer Repair Technicians. The district-wide network infrastructure consists of four Network Specialists and a WAN Specialist. The district has many in house developed and vendor acquired administrative and academic support applications. These district-wide products and applications are currently supported by eleven Application Analysts and an Application Architect.

The Instructional Technology Department provides all sites with two Program Specialists and two Training Specialists. They support District staff with professional development and training program support. In addition to the before mentioned support staff the district sites hire additional classified support personnel which provide limited maintenance and support for computers on campus.

The benchmarks for sections 5a and 5b are included in the respective sections.

The Information Technology Department will report the status of the implementation of the Infrastructure, Hardware, Technical Support and Software Component to the district Superintendent and School Board on an annual basis. This Technology Plan is a living document. Therefore, this plan is not expected to always be on target. The Information Technology Department, in conjunction with representatives of the stakeholders, will review and update the plan annually to ensure it meets the needs of an ever-changing district.

Economic uncertainty in the State of California Budget may interfere with the implementation of this plan.

The district recognizes that funding technology is not a one-time expenditure. In order to support, maintain, and improve existing technology, the working budget of the district needs to contain provisions for annual technology expenditures. Current funding sources include the general budget, E-Rate, EETT Formula funds, Title I, and other grants. The district will continue to use funding allocated out of the working budget, and continue to apply for funding through E-Rate and other instructional technology grants. A complete listing of technology expenditures for the current year can be found in the appendix starting on page 71.

Currently the district utilizes the San Bernardino County Superintendent of Schools, and its local CTAP representatives to help with questions and answers as they pertain to the writing and completing of grant applications.

As stated previously, the district also takes advantage of the State C-SMART program in reducing the cost of software and hardware purchases and works with vendors outside of the State program with purchasing agreements and possible lease options. In addressing the issues surrounding staffing and professional development, the district utilizes both the Instructional Technology Department and the Educational Services Department to provide the most opportunities for professional development. Both departments work collaboratively so that all staff development addresses student learning and the established District standards. The district will also continue to use the San Bernardino County Office of Education, CTAP, and partnerships with vendors to support our use of technology and implementation of professional development.

School sites are also encouraged to hire credentialed and classified support personnel to help with the integration of technology. Also the district BTSA program, working jointly with Curriculum and Instruction and Instructional Technology, provide support to teachers on technology integration and required professional development for a clear teaching credential.

Funding for hardware, electronic learning resources, infrastructure, professional development, and technical support comes from multiple sources. The district’s goal is to provide on going funding for technology; however, due to budget fluctuations from the State, budgeting for technology is very difficult. The district Technology Committee will be responsible for determining priorities and funding source recommendations. The district will continue to fund technology through categorical programs, the district general budget, and anticipates the following funding sources will be available in the future: E-Rate, EETT Formula, and other state grants.

Through the three year District Technology Plan, there are a number of one time costs associated with the implementation of the plan. Some of the obvious will be the acquisition of software licenses for new programs. For example, in order to fully implement the online benchmark assessments, a SQL license and SQL CALs (Client Access Licenses) will need to be purchased for all users. Also, in order to meet computer to student ratio, in regard to multimedia computers, a one time expenditure will be needed to acquire hardware. Finally, the development of the district’s current plan consists of a system to provide participants with a way to meet and discuss topics virtually. In addition, site visits to different schools to witness innovative programs that incorporate instructional technology will be provided and will also become a one-time cost. Also, there will be one time costs associated with the installation of hardware, network infrastructure, and data back up systems. It should also be noted that all one time expenditures have a continuing support cost associated with them. For example, networks need support to insure that data travels efficiently, and there is a recurring cost associated with telecommunications services, ISP, and ASP services. Software licenses will be a recurring cost as well as the support and maintenance of hardware.

Though one might think of certain expenditures as being, “one-time” expenses, all have recurring expenses associated with them. To address this issue as it relates to hardware, it is a district standard that all purchases are acquired with extended warranties and on those items which are no longer under warranty, that district certified technicians handle the repairs.

The district has planned and budgeted for backup equipment in case key components break down. Backup equipment and additional parts have been purchased for key network and computer equipment. In case of equipment failure, damaged equipment can be replaced and then sent for repair. All network electronics are currently under maintenance agreements, and it is the practice of the district to continue these agreements. At the district level, all network functions are supported by the Information Technology Department, including the replacement of obsolete network equipment. Individual sites plan and budget for the replacement of obsolete equipment as needed. In the past, the Information Technology Department was allowed to carry over any unspent funding. This helped to allow for the planned replacement of aging equipment. Due to the fact that the district’s general fund can vary from year to year and a slowdown in the State economy, this carry over of funding has been eliminated.

To maximize the use of computer technology, school sites upgrading their hardware offer older technology to those schools that can use it. In situations where the technology is still working, but is no longer needed in the classroom, sites have developed programs to lend the tools to students and families where the purchase of a computer is not likely.

Funding and Budget Goals

Goals relating to funding priorities for each component of the plan:

Goal #1: All schools will apply for State funding opportunities. Objective: Schools will apply for State funding opportunities annually. Goal #2: All schools will apply for Federal funding opportunities. Objective: Schools will apply for Federal funding opportunities annually.

Goal 1 Implementation It will be the responsibility of the district Instructional Technology Department to communicate current funding opportunities in the areas of instructional technology. All sites are provided a clear picture of those opportunities through monthly Technology Liaison Meetings, consisting of teachers from every site, and through e-mail communications sent from the department to the site administration. All State grants will be handled through the Instructional Technology Department, and when sites are required to provide information in order to be eligible for funding, it will be the responsibility of the department to provide clear directions on what is needed. Monitoring of this goal will be handled by the district’s Technology Committee. Results will be reported to the board of education in either the Instructional Technology report or the Business Services report.

Goal 2 Implementation The Educational Rate, or E-Rate, Program is a program under the auspices of the Federal Communications Commission (FCC), which provides special discounts to K-12 educational entities for the development of networks and classroom connectivity. When approved, discounted rates are applied to telephone service, Internet access, cabling, wiring and certain communications hardware, software services. Educational entities seeking funds are required to apply for funding annually.

Awards are based on the percentage of students in a given school and/or district that are eligible for the federal Free and Reduced Lunch Program, or who are eligible for Title I funding. Additionally, a weighting is given to those students located in designated urban or rural areas. The range of discounts is from 20 to 90 percent, depending on the percentage of eligible students.

SBCUSD falls into the 86 percent category district-wide.

E-Rate Funding for Recent Years Fiscal Year	Amount of Funding Received 98-99	$12,167,268 99-00	$ 6,271,959 00-01	$  4,682,014 01-02	$  2,746,652 02-03	$  1,975,422 03-04	$  1,554,880 04-05	$  2,716,615 TOTAL	$32,114,810

Goals relating to cost-reduction options:

Goal: The district will work with vendors to reduce costs when purchasing in volume. Objective 1: All volume orders will be negotiated with vendors.

End of year 1: The Instructional Technology Department will work with vendors to reduce cost on all volume orders. End of year 2: The Instructional Technology Department will work with vendors to reduce cost on all volume orders. End of year 3: The Instructional Technology Department will work with vendors to reduce cost on all volume orders. End of year 4: The Instructional Technology Department will work with vendors to reduce cost one all volume orders. Objective 2: Feasibility of leasing equipment to minimize costs and/or help resolve support issues will be researched by the district. Objective 3: Professional development will continue to be provided by CTAP at a reduced cost.

Implementation The Instructional Technology Department in cooperation with the Purchasing Department will take advantage of the C-SMART State buy program, and work with hardware and software vendors to secure the best possible price on goods and services. Communications between the departments, and major vendors will take place at least once a month, and information will be shared with the sites through the monthly Technology Liaison meetings.

Objective 1 Most software is purchased at the site level. The district’s Purchasing Department makes use of a variety of pricing structures to support site-level purchases that minimize cost and maximize purchase value. The district also utilizes existing contracts that other districts have negotiated with vendors. The competitive bid process is also used to get the best possible price.

Objective 2 Leasing hardware would enable the staff and students to have access to up-to-date computers by refreshing the hardware on a four or five year cycle. This cycle would enable the district to budget and plan for future obsolescence. This is an area that will require research and further study to ensure that the financial resources are available at the time when the equipment upgrades are needed.

Objective 3 SBCUSD currently utilizes CTAP staff development resources. The technology-based staff development provided by CTAP augments the district’s staff development program. CTAP recommends many of the low-cost professional development programs the district currently uses through the California Learning Resource Network (CLRN).

The budget in this section reflects the current level of funding for technology in SBCUSD at the district level. Each year the budgets for each department are reviewed; increases in each budget category must be justified to the SBCUSD Business Services Department.

The tables on the following pages outline the district level expenditures for technology for the 2006-2007 school year.

Budget Expenditures by Object

Object of Expenditure School Year: 2005-2006

Major Object of Expenditure Categories	Costs for which funding source has yet to be identified (a)	Specific Grant Funds (Add multiple columns if receiving multiple grants (b)	School District General Fund (c) 1000-2999 Certificated Personnel Salaries
 * Total Funds by Object of Expenditure (a)+(b)+(c)

$541,787	$541,787 2000-2999 Classified Personnel Salaries		$55,384	$2,842,389	$2,897,773 3000-3999 Employee Benefits		$27,102	$761,300	$788,402 4000-4999 Books, Supplies, and Other Non-Capitalized Equipment		$442,616	$914,234	$1,356,850 5000-5999 Services and Other Operating Expenditures		$110,386	$3,259,533	$3,369,919 Indirect Costs at an Established Rate (excluding the 6000-6999 category)		$28,132	$26,000	$54,132 6000-6999 Capital Outlay		$81,500	$1,711,988	$1,793,488

TOTAL		$745,120 $10,057,231 $10,802,351 Budget Narratives
 * Total in Column C reflects total of IT and Education Technology funding.

Budget Narrative School Year: 2005-2006

Line item Category	Description 1000-1999 Certificated Personnel Salaries	Certificated salaries are salaries that require a credential or permit issued by the Commission on Teacher Credentialing. This will be used to pay salaries for the Director of Instructional Technology and the three Technology Resource Teachers. 2000-2999 Classified Personnel Salaries	Classified salaries are salaries for services that do not require a credential or permit issued by the Commission on Teacher Credentialing. These funds will be used to pay the salaries of the remainder of the IT staff.

3000-3999 Employee Benefits These funds will be used to pay for employee benefits. 4000-4999 Books, Supplies and Non-Capitalized Equipment	These funds will be used to pay for office supplies, minor repairs to equipment, training materials, forms, inexpensive software packages, instructional supplies, materials, technical publications. 5000-5999 Services and Other Operating Expenditures	Maintenance contracts, dues, memberships, mileage, travel and conference expenses, consulting and legal fees, services, software licenses, communications, and other operating expenditures. Expenditures may be authorized by contracts, agreements, purchase orders and so forth. 6000-6599 Capital Outlay Costs for capitalized equipment and equipment replacement, and leases with option to purchase.

Goals and Objectives

Goal #1: To seek alternative sources of funding for technology.

Objective 1: Seek alternative sources of funding, such as those available through partnerships. Objective 2: Pursue Federal, state or local programs that could provide funding for technology.

Implementation

Objective 1 SBCUSD has been very active in seeking out partnerships with private enterprise. Our work with Apple, Cisco and Dell has resulted in significant discounts in hardware, software, professional development, and technical support and will be ongoing for many years to come.

Due to the current economic situation, not all business partners are in a position to provide direct financial support to schools. All, however, are in agreement to the value and need to have a technologically literate work force.

Objective 2 We will continue to pursue appropriate federal funding where available, particularly E-Rate funding. The table below lists our anticipated funding request levels in the years ahead.

E-Rate Funding for Future Years Fiscal Year	Amount of Funding Requested 06-07	$16,996,000 (Requested) 07-08	$17,000,000 (Estimated) 08-09	$17,000,000 (Estimated) TOTAL	$50,996,000

Currently the State of California provides a number of grants that the district has benefited from over the years. These include E-Rate and EETT. We will continue to pursue state and local funding as the state’s economic climate makes those funds available.

The tables on the following pages outline the district level expenditures for technology for the future years of the plan. Funding Sources

Object of Expenditure School Year: 2006-2007

Major Object of Expenditure Categories	Costs for which funding source has yet to be identified (a)	Specific Grant Funds (Add multiple columns if receiving multiple grants (b)	School District General Fund (c) 1000-2999 Certificated Personnel Salaries
 * Total Funds by Object of Expenditure (a)+(b)+(c)

$568,876	$568,876 2000-2999 Classified Personnel Salaries		$55,384	$2,984,508	$3,039,892 3000-3999 Employee Benefits		$27,102	$799,365	$826,467 4000-4999 Books, Supplies, and Other Non-Capitalized Equipment		$214,400	$959,946	$1,174,346 5000-5999 Services and Other Operating Expenditures	$1,300,000	$110,386	$3,422,510	$4,832,896 Indirect Costs at an Established Rate (excluding the 6000-6999 category)		$28,132	$27,300	$55,432 6000-6999 Capital Outlay		$81,500	$1,797,587	$1,879,087

TOTAL	$1,300,000 $516,904 $10,560,092 $12,376,996 Object of Expenditure School Year: 2007-2008
 * Total in Column C reflects total of IT and Education Technology funding.

Major Object of Expenditure Categories	Costs for which funding source has yet to be identified (a)	Specific Grant Funds (Add multiple columns if receiving multiple grants (b)	School District General Fund (c) 1000-2999 Certificated Personnel Salaries
 * Total Funds by Object of Expenditure (a)+(b)+(c)

$597,320	$597,320 2000-2999 Classified Personnel Salaries	$120,000		$3,133,733	$3,253,733 3000-3999 Employee Benefits	$72,000		$839,333	$911,333 4000-4999 Books, Supplies, and Other Non-Capitalized Equipment	$1,267,000		$1,007,943	$3,207,943 5000-5999 Services and Other Operating Expenditures	$1,300,000		$3,593,636	$4,893,636 Indirect Costs at an Established Rate (excluding the 6000-6999 category)			$28,665	$28,665 6000-6999 Capital Outlay			$1,887,466	$1,887,466

TOTAL	$2,759,000 $11,088,096 $14,780,096 Object of Expenditure School Year: 2008-2009
 * Total in Column C reflects total of IT and Education Technology funding.

Major Object of Expenditure Categories	Costs for which funding source has yet to be identified (a)	Specific Grant Funds (Add multiple columns if receiving multiple grants (b)	School District General Fund (c) 1000-2999 Certificated Personnel Salaries
 * Total Funds by Object of Expenditure (a)+(b)+(c)

$627,186	$627,186 2000-2999 Classified Personnel Salaries	$186,000		$3,290,420	$3,476,420 3000-3999 Employee Benefits	$112,000		$881,300	$993,300 4000-4999 Books, Supplies, and Other Non-Capitalized Equipment	$1,267,000		$1,058,340	$2,325,340 5000-5999 Services and Other Operating Expenditures	$1,300,000		$3,773,318	$5,073,318 Indirect Costs at an Established Rate (excluding the 6000-6999 category)			$30,098	$30,098 6000-6999 Capital Outlay			$1,981,839	$1,981,839

TOTAL	$2,865,000 $11,642,501 $14,507,501 Future Budget Narratives
 * Total in Column C reflects total of IT and Education Technology funding.

Budget Narrative School Year: 2006-2007

Line item Category	Description 1000-1999 Certificated Personnel Salaries	Certificated salaries are salaries that require a credential or permit issued by the Commission on Teacher Credentialing. This will be used to pay salaries for the Director of Instructional Technology and the three Technology Resource Teachers. This will also include per diem pay for certificated professional development.

2000-2999 Classified Personnel Salaries	Classified salaries are salaries for services that do not require a credential or permit issued by the Commission on Teacher Credentialing. These funds will be used to pay the salaries of the remainder of the IT staff.

3000-3999 Employee Benefits

These funds will be used to pay for employee benefits (certificated and classified). 4000-4999 Books, Supplies and Non-Capitalized Equipment	These funds will be used to pay for office supplies, minor repairs to equipment, training materials, forms, inexpensive software packages, instructional supplies, materials, technical publications; resource licenses such as ProQuest, Blackboard, wireless technology, VoIP; replacement of 10% of equipment three years or older; web-authoring software for all school sites to provide student/parent communication on the district web server.

5000-5999 Services and Other Operating Expenditures	Maintenance contracts including electrical and building upgrades, dues, memberships, mileage, travel and conference expenses, consulting and legal fees, services, communications, and other operating expenditures. Expenditures may be authorized by contracts, agreements, purchase orders and so forth.

6000-6599 Capital Outlay	Costs for capitalized equipment and equipment replacement, and leases with option to purchase.

Budget Narrative School Year: 2007-2008

Line item Category	Description 1000-1999 Certificated Personnel Salaries	Certificated salaries are salaries that require a credential or permit issued by the Commission on Teacher Credentialing. This will be used to pay salaries for the Director of Instructional Technology and the three Technology Resource Teachers. This will also include per diem pay for certificated professional development.

2000-2999 Classified Personnel Salaries	Classified salaries are salaries for services that do not require a credential or permit issued by the Commission on Teacher Credentialing. Funding will include the hiring of two additional network specialists and will also be used to pay the salaries of the remainder of the IT staff.

3000-3999 Employee Benefits

These funds will be used to pay for employee benefits (certificated and classified). 4000-4999 Books, Supplies and Non-Capitalized Equipment	These funds will be used to pay for office supplies, minor repairs to equipment, training materials, forms, inexpensive software packages, instructional supplies, materials, technical publications; resource licenses such as ProQuest, Blackboard, wireless technology, VoIP; purchase computers to provide at least 4 computers with internet access in every classroom; purchase peripherals to support lessons and staff use of data; web-authoring software for all school sites to provide student/parent communication on the district web server.

5000-5999 Services and Other Operating Expenditures	Maintenance contracts including electrical and building upgrades, dues, memberships, mileage, travel and conference expenses, consulting and legal fees, services, communications, and other operating expenditures. Expenditures may be authorized by contracts, agreements, purchase orders and so forth.

6000-6599 Capital Outlay	Costs for capitalized equipment and equipment replacement, and leases with option to purchase.

Budget Narrative School Year: 2008-2009

Line item Category	Description 1000-1999 Certificated Personnel Salaries	Certificated salaries are salaries that require a credential or permit issued by the Commission on Teacher Credentialing. This will be used to pay salaries for the Director of Instructional Technology and the three Technology Resource Teachers. This will also include per diem pay for certificated professional development.

2000-2999 Classified Personnel Salaries	Classified salaries are salaries for services that do not require a credential or permit issued by the Commission on Teacher Credentialing. This funding may include additional technical positions as needed and will also be used to pay the salaries of the remainder of the IT staff.

3000-3999 Employee Benefits

These funds will be used to pay for employee benefits (certificated and classified). 4000-4999 Books, Supplies and Non-Capitalized Equipment	These funds will be used to pay for office supplies, minor repairs to equipment, training materials, forms, inexpensive software packages, instructional supplies, materials, technical publications; resource licenses such as ProQuest, Blackboard, wireless technology, VoIP; replace equipment, obtain district and site licenses, upgrade software and hardware; web-authoring software for all school sites to provide student/parent communication on the district web server.

5000-5999 Services and Other Operating Expenditures	Maintenance contracts including electrical and building upgrades, dues, memberships, mileage, travel and conference expenses, consulting and legal fees, services, communications, and other operating expenditures. Expenditures may be authorized by contracts, agreements, purchase orders and so forth.

6000-6599 Capital Outlay	Costs for capitalized equipment and equipment replacement, and leases with option to purchase.

114

As with any school district budget which is dependent on local property tax revenues as well as state contributions, the health of the economy dictates the financial resources that are available to the district. Our annual budget provides specific line items to fund the technological resources and programs. There are times when the amount budgeted is adequate, and other times when the amount is well below the needs of the various departments.

Implementation The budget developed as a part of this plan will fund hardware, electronic learning resources, infrastructure, professional development, and technical support for the district. As this budget has been developed, there has been an understanding that funding levels will be maintained or increased over the life of this plan. The Superintendent’s Cabinet and the Board of Education are aware that the current economic situation within the state might make it necessary to augment the budget or alter the plan. If this is necessary, every effort will be made to maintain the integrity of the plan.

No one can predict the future. Grant funds and federal funds are unpredictable. There is an assumption that the district will continue to compete for every available grant program for which it qualifies and has a reasonable expectation of being competitive in receiving funding.

Implementation The budget expenditures from the General Fund have the one-time costs and ongoing costs budgeted. The department will review the budget annually and adjust for the one-time costs and ongoing costs as necessary.

Estimated implementation costs of Plan (General Fund Only) Major Object of Expenditure	YEAR 2006 – 2007	YEAR 2007 – 2008	YEAR 2008 - 2009	Three-Year TOTAL 1000 - 1999	$568,876	$597,320	$627,186	$1,793,382 Certificated Personnel Salaries 2000 - 2999	$2,984,508	$3,133,733	$3,290,420	$9,408,661 Classified Personnel Salaries 3000 - 3999	$799,365	$839,333	$881,300	$2,519,998 Employee Benefits 4000 – 4999	$959,946	$1,007,943	$1,058,340	$3,026,229 Books and Supplies 5000 – 5999	$3,422,510	$3,593,636	$3,773,318	$10,789,464 Services and Other Operating Expenditures Indirect Costs at an Established Rate (excluding 6000-6999 category)	$27,300	$28,665	$30,098	$86,063 6000 – 6999	$1,797,587	$1,887,466	$1,981,839	$5,666,892 Capital Outlay TOTAL FUNDS	$10,560,092 $11,088,096 $11,642,501 $33,290,689

Goals relating to policies for equipment obsolescence:

Goal: Develop a plan to retire obsolete computers

Objective: Identify the ratio of new to old computers as determined by the State Dept of Education and develop site strategies for replacing old computers. End of year 1: 25% of school sites will determine ratio of new to old computers and replace old computers using strategies developed by District Technology Committee. End of year 2: 50% of school sites will determine ratio of new to old computers and replace old computers using strategies developed by District Technology Committee. End of year 3: 75% of school sites will determine ratio of new to old computers and replace old computers using strategies developed by District Technology Committee. End of year 4: 100% of school sites will determine ratio of new to old computers and replace old computers using strategies developed by District Technology Committee.

Implementation It is the district’s plan to commit a certain amount of general budget funding to address the issues of replacing old technology. The goal is to develop a three-year replacement cycle, similar to what is done in the business world. The reality is that school districts’ budgets fluctuate from year to year, and many times other needs overshadow the desire to replace outdated technology. Schools routinely utilize old technology for its original purpose way past that particular technology’s life expectancy. Non-functioning computers are often “cannibalized” for parts that help to sustain the life of older, similar technology. However, the district realizes that in order for the students to be receiving the best education possible, they need to be using the most current tools possible. This statement necessitates that a plan be created to address the issue of retiring obsolete computers. The responsibility of this goal falls on the sites, to accurately report their inventories, and on the Instructional Technology Department to develop recommendations to the district Technology Committee. These recommendations will then be reviewed and reported back to the school board which ultimately makes the decision on funding issues.

Goal 1: Feasibility of a built-in replacement cycle in the plan

Objective: Research the feasibility of a Total Cost of Ownership (TCO) plan. Goal 2: Technology budgeting consistent with the Funding and Budget Component Objective: Ensure technology budgeting has been integrated into the district general budget process in a manner consistent with the Funding and Budget Component Goal 3: Process for monitoring modification of the physical plan, acquisition of equipment, and the budget and  who will be responsible Objective: Develop the process for monitoring modification of the physical plan, acquisition of equipment, and updating of the budget and budget process and identification of the person(s) who will be responsible for administering this monitoring process. Goal 4: Process to notify the Superintendent and/or Board of Education with regards to the Plan Objective 1: Process to update them on progress in obtaining funds to support implementation of the plan Objective 2: Process to explain difficulties Objective 3: Process to offer revisions to the plan to resolve the problems

Goal 1 Objective As a part of this plan, the district will research the feasibility of a Total Cost of Ownership (TCO) plan. The district will work on a “refresh and replacement” cycle that will address the needs of the school sites. Funding of the replacement computers may be cyclical due to the ebb and flow of available financial resources. In addition, the pursuit of other technologies will extend the life of aging equipment and allow for a longer period of time between replacement cycles.

The district currently has a policy in place for computers to be recycled to other schools within the district if the district office upgrades or if other schools upgrade computers.

Goal 2 Objective The use of technology in SBCUSD has rapidly expanded over the past five years. The budgets at both the district level and schools sites reflect the importance of technology. Budgets are consistent with state regulations and district needs.

SBCUSD has completed the migration to the SACS (Standardized Account Code Structure) codes for all items in the budget to improve the ability to monitor the implementation of the plan.

Goal 3 Objective Each district department and each school site develops its own General Fund or specialized program budgets. They are required to use a standardized district budget development form as a part of this process. The form has a section for all budget categories including hardware replacement, new hardware purchases, instructional supplies, etc. Each site budgets for building maintenance and modification. If buildings need work, the site administrator or department supervisor fills out a Plant Maintenance Notification (Work Order Request). The Maintenance and Operations Department staff completes an estimate based on the request, and once approved, completes the project.

Goal 4 Objective 1 The Assistant Superintendent of Research, Instructional Support & Technology makes regular reports to the Board of Education and Superintendent on the status of the technology program. In the future, these reports will provide the Board with implementation and ongoing monitoring of this plan.

Objective 2 When difficulties arise, these will also be reported to the Superintendent’s Cabinet and the Board of Education as necessary. At this time, the only foreseeable problems could be in the area of financial resources and restraints.

Objective 2 The district will make revisions to the plan to resolve any problems or issues that might arise. This document is a “living” document which will be subject to annual evaluations and changes as required.

Every effort will be made to ensure that it does not become necessary to delay the implementation of this plan. If it becomes necessary, all stakeholders who might be affected by modifications in this plan will be consulted and possible resolutions will be discussed.

This technology plan was not created as a one time, stagnant ‘fix and forget’ remedy for technology in the San Bernardino Unified School District. The Technology Plan is considered to be a “living document”, meaning that it is subject to the ever-changing conditions of outside forces. The plan is subject to industry changes, staff changes, and especially economic changes. However, while the mechanics of the plan implementation may evolve, the intent of the plan, improving teaching and learning, will not change.

The Instructional Technology Department, the Professional Development Center, and Information Technology Department will be the central hub for the implementation of this technology plan. These departments will monitor the timelines and the various specialized committees, teams, district departments, and study groups within the technology plan. The committees, teams, district departments, and study groups will utilize the planning/timeline chart that clearly states the benchmarks and goals for the various activities within each component of the plan. These timelines were developed in conjunction with one another so that infrastructure and professional development activities all support implementation of the curriculum component of the plan.

The Technology Advisory Committee will review the plan and its implementation at regularly scheduled meetings where reports on the status of plan implementation will be presented. Identified problems will be discussed and strategies will be developed to make corrections to this living document. The technology plan will be modified as needs and situations change. Progress findings will be reported to the Superintendent and Board of Trustees annually.

Curriculum: The Instructional Technology Department will work in conjunction with the Educational Services Division to ensure consistency in quality and approaches in the development of the standards-based technology lesson plans. The Instructional Technology Department will also work closely with Information Technology to ensure that the goals of the technology plan are feasible and can be supported by the infrastructure. Monitoring activities will be initiated and carried out by the persons and/or groups responsible for the related activities identified in the timelines given in each component.

The primary areas of focus in curriculum are: •	Increase technology use as an instructional and productivity tool. •	Work with the Special Education, ELL and ALP/GATE Departments. •	Improve distance learning opportunities. •	Evaluate and improve current technology proficiency and information literacy skills. •	Increase access to technology both during the school day and before or after school. •	Monitor use of Acceptable Use Policy and Child Internet Protection Act. •	Make data easily accessible by teachers and administrators. •	Utilize existing information systems to better track and evaluate student achievement. •	Utilize technology to help reduce the amount of time spent on administrative tasks. •	Utilize technology to make teachers and administrators more accessible to parents.

The EdTech Profile annual staff survey addresses these focus areas. It will be used to determine levels of plan implementation, along with additional indicators listed in the monitoring and evaluation section of the curriculum component. Measuring impact on student achievement is discussed in the next section.

The Instructional Technology Department and Professional Development Center will oversee the implementation of the Professional Development component of this technology plan by monitoring the timelines and the various specialized teams and overseeing the professional development offerings. Evaluation forms will be provided for the participants to complete at the end of each district sponsored professional development session. Information from these surveys will be compiled and used to provide immediate feedback to answer questions unanswered during the session and to modify future staff development sessions as needed. The review of this component of the plan will take place semi-annually and will be reported to the Superintendent and Board of Trustees annually.

Additional tools that will be used to monitor the skill levels of teachers and administrators include: •	The annual EdTech Profile for students, teachers and administrators. •	The district generated follow-up survey sent to staff development participants. •	The district administrator walk-through program results submitted to the assistant superintendents monthly.

Several groups will contribute their expertise to monitoring and evaluating the infrastructure component of the plan. •	The Information Technology Department is responsible for overseeing infrastructure of the district information systems and operations, maintaining and troubleshooting the district mainframe, and ensuring that the district-wide area network operates in a reliable manner. The Information Technology Department also handles computer and technical repairs. •	The school sites and Information Technology will be responsible for annual technology inventories. •	The principals are responsible for completing the annual on-line state technology survey regarding technology at the school sites. •	The Instructional Technology Department is responsible for providing support for district standardized software through ongoing professional development and simple troubleshooting. The Instructional Technology Department also aids school sites and district departments in the recommendation of hardware and software purchases.

The committee overseeing this component will use the following items to assist in monitoring and evaluation: •	Annual district-wide hardware inventory. •	Documented progress toward development and implementation of the Total Cost of Ownership policy. •	Logs reflecting Internet use and activity on district web site. •	District's on-going modernization plan. •	Ratio of technicians to computers.

Each district department and each school site develops its own General Fund or specialized program budgets. They are required to use a standardized district budget development form as a part of this process. The form has a place for all budget categories including hardware replacement, new hardware purchases, instructional supplies, etc. Building maintenance and modification is budgeted through the district Support Services Division. If buildings need work, the site administrator or department supervisor fills out a request, and the Support Services Division staff completes the job or hires outside contractors to do the work. The department supervisor or site principal is the responsible individual for monitoring this process. 121 Indicators of a successful budget implementation will be evidenced in: •	Site and department plans that provide for technology spending including Total Cost of Ownership factors. •	Records of purchase orders for equipment that supports the plan. •	Monthly reports for budget included in this plan.

When difficulties arise, they will also be reported to the Superintendent’s Cabinet and the Board of Trustees as necessary. At this time, the only foreseeable problem would be in the area of financial resources and fiscal restraints.

The Research/Instructional Support Department, in conjunction with the Instructional Technology Department, will conduct research on classes with teachers who exhibited a change in their instruction due to the integration of technology into their curriculum. The research will determine if the change had a positive effect on student learning as evidenced by an increase in SAT-9 and CAT-6 scores, re-designation rates, writing proficiency scores, CAHSEE, and AP test results.

Implementation will be considered successful if the following goals are attained: •	Student achievement is increased on standardized achievement test scores over the years covered by this plan. •	An increased percentage of students pass the CAHSEE each year. (The percentage will be determined after base levels of students passing the CAHSEE in ninth, tenth, eleventh, and twelfth grades have been established.) •	The number of schools that meet or exceed their Adequate Yearly Progress goals and/or Annual Performance Index (API) growth increases each year. •	The number of students who are re-designated fluent English proficient as indicated by LCEN (R-30) reports increases each year.

Other indicators of success will be: •	A decrease in the number of students being retained •	An increase in student attendance •	A decrease in the high school drop-out rate •	A decrease in student suspensions and expulsions district-wide •	An increase in student technology proficiency as indicated by the EdTech Student Profile 122 Utilizing these standardized and other measures and disaggregating the information demo-graphically and by program participation will allow the district to evaluate the effect of the use of technology overall and its effect in targeted populations. This information should allow the district the opportunity to assess the effect of the implementation of the technology plan.

By using data from past technology surveys and comparing that data with successive technology surveys, the Instructional Technology Department will be able to determine if more teachers are utilizing technology within the classroom setting. An increase in the baseline data will indicate the success of the implementation of the technology plan. The analysis of teacher EdTech Profile results will also be used as an indicator to determine successful implementation of the technology plan.

The technology plan will be considered successful for teachers, administrators and staff if there is a(n): •	Increase in the skill levels of teachers and administrators. •	Increase in the number of teachers who use technology as a teaching and learning tool as evidenced by the annual EdTech Profile. •	Increase in the number of administrators who meet the standards of NETS for administrators as evidenced by a district survey. •	Completion and posting on the SBCUSD Intranet web site of a series of technology-infused, standards-based lesson plans (Teacher Technology Toolkit). •	Increase in the number of teachers who infuse information literacy skills into their instruction. •	Decrease in the amount of time used by teachers and administrators for everyday administrative tasks. •	Increase in the number of parents who use one or more of the following tools to gain information about the school district and their child’s school: o	District Web Site o	School Web Sites o	E-mail •	Ready access to the technologies students and teachers need for learning and teaching during the school day and after school hours.

The Instructional Technology Department, the Professional Development Center and the Technology Advisory Committee will review the technology plan at regularly scheduled annual meetings where reports about the status of the implementation will be made. Problems or areas of concern that arise during the implementation phase of the technology plan will be addressed and modified as needed and as situations change.

Findings will be reported to the Superintendent and Board of Education annually. The Instructional Technology Department will monitor the number of administrators who meet the standards of NETS for administrators by administering an annual survey. The Instructional Technology Department will monitor the number of technology-infused lessons created by teachers and posted on the district web site. The Information Technology Department will analyze the results of the EdTech Profile annually to determine if there is a decrease in the amount of time used by teachers and administrators for everyday administrative tasks. The Information Technology Department will monitor the number of visits to the district and school web sites as well as the number of individual teacher web pages. 124 The status of the implementation of the Professional Development component will be reported by the Instructional Technology Department and the Professional Development Center to the district Superintendent and Board of Trustees as part of the annual technology plan implementation report. The Instructional Technology Department will continue to advise and assist school sites and district departments on the purchase of peripheral devices for student and teacher use. The Instructional Technology Department will also continually explore ways to increase physical access to technology during after school hours.

The Instructional Technology Department will continue to identify software that supports the development of the standards and will disseminate that information through district memos, department and leadership meetings, and the Instructional Technology monthly newsletter. The Instructional Technology Department will continue to work with Technology Liaison Programs to modify and create staff development training courses for new software/programs. The Information Technology Department will continue to modernize existing systems as modifications are made or need to be made.

This process is ongoing and is evaluated annually. Bandwidth will be evaluated and the requirements reviewed as needed. Funding possibilities for increasing the number of computer technicians will also be explored annually. Timeline for evaluating the effect of plan implementation. Start Start Date	Projected Completion	Actual Completion	Activity or Benchmark	Target Audience	Person Responsible	Component 02/05	Annually		Instructional Technology Department, IT and the Technology Advisory Committee will meet annually to review the progress of the plan objectives, Modifications will be made on-going as necessary	•	Writing Team •	Department Directors •	Administrators •	Teachers •	Community Stakeholders	•	Instructional Technology •	Professional Development Center	•	Curriculum •	Professional Development Center •	Infrastructure •	Budget 03/05	06/09		Identify software that supports the standards and disseminate throughout the district and create staff development courses to use the software	•	Students •	Teachers •	Administrators	•	Instructional Technology •	Professional Development Center •	Educational Services	•	Curriculum •	Professional Development Center •	Budget 03/05	06/09		Continue to modernize existing systems and make modifications as necessary. •	Overall District systems	•	Instructional Technology •	Professional Development Center •	Information Technology Department	•	Instructional Technology •	Professional Development Center •	Infrastructure •	Budget 06/06	Annually		Report annually to the Superintendent and the Board of Trustees the progress of the Technology Plan	•	Board of Trustees •	Superintendent	•	Instructional •	Professional Development Center	•	Curriculum •	Professional Development Center •	Infrastructure •	Budget 07/06	Quarterly		Monitor the number of technology infused lessons created by teachers and posted on the web	•	Teachers •	Administrators	•	Instructional Technology •	Professional Development Center •	Tech Liaisons	•	Curriculum •	Professional Development Center •	Infrastructure •	Budget 09/05	06/09		Increase access to technology outside of school hours	•	Students •	Parents •	Teachers	•	Instructional Technology •	Professional Development Center •	Administrators	•	Curriculum •	Infrastructure •	Budget 10/05	Annually		Monitor the number of administrators meeting the NETS for administrators standards	•	Administrators	•	Instructional Technology •	Professional Development Center	•	Instructional Technology •	Professional Development 03/06	Annually		Survey District staff annually to determine if there is a decrease in the time used by teachers and administrators for everyday tasks. •	Teachers •	Administrators	•	Instructional Technology •	Professional Development Center	•	Professional Development •	Infrastructure 09/05	Annually		Information Technology monitors number of visits to the district and school web pages	•	Students •	Parents •	Teachers •	Administrators	•	Instructional Technology •	Information Technology	•	Curriculum •	Professional Development Center •	Infrastructure •	Budget 06/05	Annually		Review the progress of the implementation of the professional development component annually	•	Students •	Teachers •	Administrators	•	Instructional Technology •	Professional Development Center •	Tech Liaisons	•	Curriculum •	Professional Development •	Infrastructure •	Budget

The results of the implementation of the technology plan will be reported annually to the Superintendent and the Board of Trustees. The results will also be shared at Parent Council and District Advisory Council meetings, Teacher Council meetings, Principal Council, and Classified Leadership meetings. Major revisions or adjustments to the plan will be presented to the Superintendent and the Board of Trustees at a regularly scheduled board meeting. The Instructional Technology Department, Professional Development Center and Information Technology Department will work with the various departments and school sites to survey the progress of the departments, school sites, teachers and administrators. This will allow the district to make midcourse corrections to the direction of the plan. Through this means of communication, the Instructional Technology Department will also share the strategies, activities, and software/hardware that have had a positive effect on teaching and learning. This should also help with the replication of such strategies.

According to the parents responding to the 2002 Stanford 9 test data survey, 10,600 parents reported that they have no high school diploma and 6447 parents reported having some college education. According to the California Adult Literacy Statistics, there are more than 92,000 non-reading adults in San Bernardino County.

Within the boundaries of the San Bernardino City Unified School District, adult literacy needs are served through a variety of agencies. San Bernardino City Unified School District Adult Education provides classes in basic literacy, GED preparation, ESL, and several specialty areas such as technology literacy, job interview skills, and parenting. San Bernardino County ROP offers classes in a variety of job and life skills within the San Bernardino City Unified School District, including technology skills such as basic word processing, home budgeting with spreadsheets, and resources on the Internet. Additional adult literacy services are provided by the county library, HUD, and the Hispanic Community Alliance. These agencies generally provide only basic reading instruction and GED preparation. Many school sites offer adult education classes on topics such as ESL, computer literacy, and parenting skills.

Many facilities and labs are used by K-12 students during the traditional school day, and used by Adult Education and ROP courses that utilize technology after school hours. In addition, the San Bernardino City Unified School District is committed to pursuing funding opportunities such as the 21st Century Community Learning Center that will enable us to leverage resources and expand our ability to serve the adults in our community.

As a component of our ongoing evaluation and modification procedures, adult literacy providers will be consulted and involved.

Goal: Community members will be provided with access to and instruction in technology.

Activities / Benchmarks: Year 1 Adult Education will conduct surveys to determine skill levels and needs within the community served by San Bernardino City Unified School District. Pilot technology classes, aligned to the high school technology expectations, will be developed and implemented by Adult Education.

The ROP program will evaluate their course offerings to articulate how they match with the high school technology expectations. Wherever possible, courses will be aligned with district technology standards. Adult Education and ROP will evaluate the successes of the modified and pilot programs, and make necessary modifications to the curriculum as needed.

Year 2 San Bernardino City Unified School District will facilitate meetings between public and private adult literacy providers in the community (Adult Literacy Advisory Council). Adult Education will implement technology courses across the district and community. In conjunction with public and private adult literacy providers, San Bernardino City Unified School District will apply for funding for technology that will meet the needs of both K-12 students and the community.

The district will conduct formal and informal surveys to gather data about the needs of the community.

Year 3 The district will collaborate with community colleges and universities to support the development of technology in adult literacy programs and to help provide solutions for the national problem of illiteracy.

In conjunction with public and private adult literacy providers, San Bernardino City Unified School District will apply for funding for technology that will meet the needs of both K-12 students and the community.

Year 4 The district will collaborate with community colleges and universities to support the development of technology in adult literacy programs and to help provide solutions for the national problem of illiteracy. In conjunction with public and private adult literacy providers, San Bernardino City Unified School District will apply for funding for technology that will meet the needs of both K-12 students and the community. Strategies

We believe that technology should be used as a tool to support the existing curriculum, students must have access to technology, especially in the classroom, and teachers must receive training to use and integrate technology into the classroom. Research shows that teachers who are given time, equipment, training, peer collaboration opportunities, ongoing support and financial incentives are much more likely to improve their instructional program design and delivery with technology. We have developed an education technology model for integrating technology into the learning environment based on the following research.

Research in the ACOT (Apple Classrooms of Tomorrow) study, showed that student engagement remained highest when technology use was integrated into the larger curricular framework, rather than being an “add-on” to an already full curriculum (Sandholtz, et al, 1997). Technology can foster an increase in the quantity and quality of students’ thinking and writing. Productivity tools such as databases, spreadsheets, and multimedia authoring programs allow students to independently organize, analyze, interpret, develop, and evaluate their own work. Educational technologies can, by design, provoke students to raise searching questions, enter debates, formulate opinions, engage in problem solving and critical thinking, and redefine their views of reality (Peck & Dorricott, 1994). Research conducted at the ACOT schools showed that computers and associated peripherals provided an excellent platform where students collected information in multiple formats and then organized, visualized, linked, and eventually constructed new ideas about relationships among facts and events. The technology was then used by students to communicate their ideas to others, to argue and critique their beliefs, to persuade and teach others, and to add greater levels of understanding to their own growing knowledge (Dwyer, 1992).

Students’ information literacy skills will be strengthened by integrating the use of technology into our existing curriculum frameworks. Research shows that using technology within the curriculum framework can enhance important skills that will be valued in the workplace, such as locating and accessing information, organizing and displaying data, and creating persuasive arguments (NCREL, 1999).

Research shows that teachers and students need access to computers in the classroom in order to make effective use of technology. Becker (1999) analyzed surveys of 2,250 teachers of fourth through twelfth grade classes and found out that the highest levels of student use of computers for research, projects, and publications were in classrooms with at least four computers that were connected to the Internet.

Sivin-Kachala and Bialo (2000) concluded from their meta-analysis of over 300 studies of technology use that teacher training was the most significant factor influencing the effective use of iInstructional technology to improve student achievement. They found that students of teachers with more than ten hours of training significantly outperformed students of teachers with five or fewer hours of training. Wenglinsky (1998) found that students whose teachers received professional development on computers showed gains in math scores of up to 13 weeks above grade level. Schacter (1999) also found that the greatest gains in student achievement occurred when teachers were trained in the use of technology. Helping teachers to learn to integrate technology into curriculum is a critical factor in the successful implementation of technology in schools.

Teachers need technology staff development that is individualized to meet their specific needs (Cradler & Cradler, 1995). Teachers need to decide what the topics should be and when the training should occur. Time for teachers to plan, learn about, and implement technology applications is essential. Considerable time for collaborative learning and practice is required for teachers to gain confidence in using technology (Coley, et al, 1997). Our goal is to provide the staff development our teachers require to successfully integrate the use of technology into the curriculum.

Research by N. Stadler (1994) showed that there is a continuing need for the presence of a technology coordinator who can serve as a mentor or translator of technology applications and instructional integration for teachers. Technology resources personnel are not only for the early stages of a technology initiative or technology plan. (AERA study, New Orleans: The role of school-based technology coordinators as change agents).

In Conditions for Classroom Technology Innovations (2002), authors Zhao, Pugh, Sheldon and Byers found that a mentor who can help teachers adapt technology applications to their classroom needs are important to the success of innovative uses of technology. (Teachers College Record, 10-4(3), 482-515). 132 •	SBCUSD employs a full-time Instructional Technology Director, a Technology Coordinator and three classroom support personnel. This team mentors grade level and content specialists across the district in order to ensure peer support at every site and grade level. •	Technology Liaisons have been selected at most sites. These tenured teachers have received additional training on the integration of technology into the curriculum and act as mentors/coaches for peers at their sites.

A major design element for educational technology is many facetted and focuses on the complete and seamless integration of technology into all core content and fully aligned with the state and local curriculum standards. Relevant research supporting the goals and objectives related to the student use of technology is highlighted in the following publications:

In “Teaching with Technology, Creating Student-Centered Classrooms,” authors Sandholtz, Ringstaff, and Dwyer cited the noted ACOT study of 1992, noting that student engagement remained highest when technology use was integrated in the larger curricular framework, rather than being an “add-on” to an already full curriculum. (Teachers College Press, New York, 1997)

Understanding By Design provides teachers with a road map for creating instruction based on practical design tools. These tools include criteria for selecting “big ideas” worthy of deep understanding; strategies for framing units of study around essential questions; a continuum of assessment methods for determining the degree to which students understand; and the WHERE framework, which enhances student engage-ment and “rethinking.” Using methods, based on Wiggins and McTighe, teachers comprehend the process of student understanding, so that the curriculum and assessments they do design truly focus on enhancing the understanding of their students. The Technology plan requires that students produce appropriate grade level products that meet academic content standards. These final products are the culmination of the learning process that teachers have constructed based on Wiggins & McTighe research. On pages 12 through 18 in the district Technology Plan, curriculum goals to improve teaching and learning address the research and methods supported by Wiggins & McTighe. Wiggins, G., & Mctighe, J. (2000). Understanding By Design. Understanding by Design explores these questions and provides practical solutions for the teacher-designer. (State:Publisher).

In an eight year study of SAT-1 performance at New Hampshire’s Brewster Academy, students participating in the technology-integrated school reform program demonstrated average increases of 94 points in combined SAT 1 performance over students who participated in the traditional school experience. Bain & Ross (1999) School reengineering and SAT 1 performance: A Case Study, International Journal of Education Reform, 9(2), 148-153.

SBCUSD STRATEGIES AND METHODS BASED ON RESEARCH: •	Technology proficiency classes are offered for salary credit. •	Site training is customized, locally supported and continuous. •	By the end of this plan period, nearly all SBCUSD students will be participating in project-based activities requiring digital age literacy. •	All classrooms will be equipped with district standard technology. •	All teachers will have a “virtual private classroom” that can be used to improve communication with students and parents. •	Technology-infused, standards-based lessons are being posted on the Teacher Toolkit website.

This summarizes the research supporting a variety of instructional strategies with proven successes in improving student achievement. The research-based strategies include 1) identifying similarities and differences; 2) summarizing and note-taking; 3) reinforcing effort and providing recognition; 4) homework and practice; 5) nonlinguistic representations; 6) cooperative learning; 7) setting objectives and providing feedback; 8) generating and testing hypotheses; and 9) cues, questions, and advance organizers. As noted in our action plan for meeting our curricular goals of literacy for all students, a variety of instructional strategies and technologies will be used to assist students in acquiring literacy skills in all content areas. As described in the research, the use of nonlinguistic representations such as graphic organizers are effective tools for supporting understanding of key concepts, and graphic representations are highly effective tools for supporting new concepts and vocabulary. Simulation software allows students to generate and test hypotheses quickly and efficiently. Using presentation software to organize information, coupled with using a printed copy of the presentation to assist in note-taking skills, helps students to better identify key concepts and summarize critical information.

Consistent with the research, our curricular and staff development goals include the use of Inspiration and other mind-mapping tools, and PowerPoint handouts to guide students in note-taking. Descriptions of strategies utilizing Marzano’s research can be found on pages 12 through 18 of the district Technology Plan. In addition, a complete list of software and online resources needed to implement the curriculum and professional development components can be found on pages 9 and 10 of the district Technology Plan. For example, students use visual concept mapping software, such as Inspiration, to organize ideas and outline content when planning reports and multimedia projects. According to Marzano, “Representing similarities and differences in graphic or symbolic form enhances students’ understanding and ability to use knowledge.” Student curricular goals utilizing Marzano’s research can be found on pages 12 and 13 of the district Technology Plan. Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction That Works – Research-Based Strategies for Increasing Student Achievement. Aurora, CO:McREL.

The West Virginia computer education statewide initiative showed positive findings including: 1. Increase in SAT 9 test scores with low achieving students’ scores rising the most. 2. Teachers enthusiasm regarding computer use over time. 3. Teacher training in technology led to the greatest student achievement gains. 4. Technology use was more cost effective in improving student achievement than class size reduction from 35 to 20 students, increasing instructional time, and cross age tutoring programs.

Within the district Technology Plan, on page 37, the emphasis and importance of ongoing teacher professional development is addressed. Sites are implementing technology staff development programs so that teaching staff are learning to integrate computer technology. This integration will improve student achievement and help meet academic content standards as described in the research by Mann and Becker. Mann, D., Shakeshaft, C., Becker, J., & Kottamp, R. (1999). West Virginia story: Achievement Gains from a statewide comprehensive instructional technology program. Santa Monica, CA: Milken Exchange on Education Technology.

The research in the report seeks to answer the question, “What do we need to do to maximize the return on our technology investment?” It offers suggestions related to issues such as professional development, access to technology, and long term planning. The district is aware of the importance of providing adequate access to technology to all students. Without access to technology and proper training for teachers, technology effectiveness is reduced. The district has set a high priority on making technology tools available to students and parents before, during, and after school hours. To insure that technology tools are used effectively the district provides ongoing professional development for all teachers and administrators to increase their CTAP2 proficiency levels. On page 22 of the district Technology plan, goals for addressing computer access for students and parents, before and after school, are explained. The district recognizes that success in regard to this goal, and other technology goals, requires a well thought out plan implemented over time. WestEd Regional Technology in Education Consortium (June, 2002). The learning return on our educational technology investment. http://www.wested.org/cs/wew/view/rs/619

According to the research, “…results of over 300 studies of technology 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 10 hours of training significantly out perform students of teachers with 5 or fewer training hours.” Several school sites in the district have allocated funding for computer hardware, software, and on-going professional development. For example, at some sites a laptop computer was purchased for each teacher willing to commit to 20 hours or more of technology professional development. District wide, the recommendation for professional development expenditures, related to technology, is 30% or more of the available hardware/software budget. National Center for Educational Statistics. (2000a). Teachers’ tools for the 21 century: A report on teachers’ use of technology [online]. Washington, DC: Author. Available: http://nces.ed.gov/pubresearch/pubsinfo.asp?pubid=2000102.

This plan maps the development and implementation of several innovative strategies to deliver rigorous academic courses and curriculum, including distance learning in the following specific ways:

Our goal is to integrate the use of appropriate technology into all curricular areas, including rigorous academic courses. In our Technology Plan we state the task of integrating technology into all curricular areas begins with the standards and adopted curriculum, and it continues with exploring methods to help teachers support students in mastering the standards through appropriate use of technology. In order to accomplish this goal, the district will continue to support teachers who write technology infused lessons that meet the state standards. Teachers will develop lessons that will be used throughout the district through their participation in the following activities:

•	Participation in the Technology Liaison Program (TLP) program where technology liaisons develop a technology-integrated lesson for use in a grade level at their site. •	Participation in the Intel Teach to the Future program consisting of 40 hours of hands-on training and lesson development and 20 hours of testing and evaluating the lessons in the classroom. 135 All of the lessons developed will be available to all teachers in the district through the district’s Technology Toolkit web site. Teachers will be informed of the lessons through the Instructional Technology monthly newsletter, technology classes, and district curriculum specialists.

As stated in our Technology Plan, another priority is to expand the use of distance learning opportunities in K-12, particularly in required freshmen, elective, and Advanced Placement course offerings. By February 2007, three courses will be ready for piloting in spring 2007. The piloting of distance learning opportunities at selected sites will take place during the second semester of the 2006-07 academic year. The Distance Learning Committee will identify other distance learning opportunities and ways to expand the existing opportunities. Distance learning programs will be implemented district-wide during the 2007-08 academic year. By the end of this planning period, all high school students in SBCUSD will be offered opportunities to enroll in one or more online classes, geared to the same rigorous standards as those in place in regular classrooms. These opportunities can be meaningful to those being home-schooled, to those with disabling conditions, either temporary or permanent, and who cannot manage a full class load on-site, and for those with special talents who are missing school for other pursuits such as athletics or drama. Honors students will have offerings enhanced through special arrangements with universities and programs offering accredited coursework aligned to standards for high school and/or college credit.

147 AAPPENDIX A

SBCUSD Student Technology Performance Standards

SBCUSD TECHNOLOGY CORE STANDARDS: KINDERGARTEN National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Basic Computer Operations and Concepts (1)	• Start and shut down a computer, or log on and off. • Treat disk respect and care. •Use keyboard and mouse as input devices to interact with developmentally-appropriate multimedia resources. •Use interactive book CDROMs, educational software, and classroom multimedia projects. •Teacher observation •EdTech Student Profile •Classroom Assessment

Keyboarding (1) •Locate letters on the keyboard. •Utilize keyboard to identify letters. •Student work •Teacher observation Word Processing (3,4,5)	•Type letters and simple words. •Make an ABC book. •Use word processing application with writing curriculum lesson. •Student work •Classroom Assessment •EdTech Student Profile Painting and Drawing (3,4,5,6)	•Use simplified tool pallets to create a simple picture with text. •Create an illustrated story with drawing program. •Use painting and drawing application with writing curriculum lessons. •Student work •Classroom Assessment •EdTech Student Profile Internet (4,5,6)	•Understand purpose of Internet. •Observe teacher using Internet for classroom learning. •Teacher-directed lesson exploring a literacy or science Web site. •Can identify one purpose of the Internet in classroom discussion •Classroom Assessment •EdTech Student Profile 150 SBCUSD TECHNOLOGY CORE STANDARDS: KINDERGARTEN National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Electronic Reference Materials (5,6) •Make choices by selecting different options in a program.

•Interact with educational software, interactive books, and classroom multimedia projects. •Teacher observation •Classroom Assessment •EdTech Student Profile Technological Awareness (2) •Use technological equipment with care. •Share technology resources with others. •Tell how technology helps family and friends. •Be able to tell the teacher or parent the rules of computer use. •Cut out pictures from magazines showing people using technology and paste onto paper, circle technology found in school, discuss that these technologies belong to the school and should be treated with respect. (from kindergarten Technology Enhanced Lessons)	•Class discussion •Teacher observation •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: FIRST GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Basic Computer Operations and Concepts (1) •Insert and handle a CD ROM appropriately. •Launch a program. •Identify the parts of the computer, such as mouse and keyboard. •Practice responsible use of technology. •Use interactive book CD ROMs, educational software, and classroom multimedia projects. •Teacher observation •Classroom Assessment •EdTech Student Profile

Keyboarding (1) •Locate letters and numbers on the keyboard. •Use the shift key for capital letters. •Use the thumb to strike space bar. •Use fingers from both hands to strike keys. •Be introduced to home row. •Demonstrate proficiency when writing stories or other word processing work. •Student work •Classroom Assessment •EdTech Student Profile Word Processing (3,4,5)	•Type simple sentences. •Use the delete key. •Understand concept of insertion point and cursor. •Write three sentences on a topic using capitals and punctuation. •Integrate with writing curriculum lessons. •Student work •Classroom Assessment •EdTech Student Profile Painting and Drawing (3,4,5,6)	•Develop and practice using tool pallets to create a simple picture with text. •Use the draw tool to create simple shapes. •Create an illustrated story with drawing program. •Demonstrate an understanding of a social studies or science concept using drawing program. •Student work •Classroom Assessment •EdTech Student Profile 1

SBCUSD TECHNOLOGY CORE STANDARDS: FIRST GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Multimedia (3,4,5,6)	•Add sound, voice or drawing to a multimedia project with adult assistance. •Create a class slideshow for Open House with teacher assistance. •Class work •Classroom Assessment •EdTech Student Profile Internet (4,5,6)	•Explain how the Internet helps with learning. •Observe teacher using Internet for classroom learning. •Teacher-directed lesson exploring an author or literature Web site. •Class discussion •Classroom Assessment •EdTech Student Profile Electronic Reference Materials (5,6)	•Use an electronic catalogue to select and locate a library book. •Locate a book written by a specific author. •Locate a book on a given topic. •Teacher observation of library computer usage •Classroom Assessment •EdTech Student Profile Technological Awareness (2) •Practice responsible use of technology. •Discuss common uses of technology in daily life. •Tell how technology assists learning. •Understand Internet is to be used only with an adult present. •Work cooperatively and collaboratively with peers. •Can discuss consequences of misusing technology: broken, others can't use, property of others, etc. •Cut out pictures from magazines showing people using technology, sort technology found in school and at home and paste onto paper into two groups, discuss how technology helps us learn (from first grade Technology Enhanced Lessons)	•Teacher observation •Classroom Assessment •EdTech Student Profile

153

SBCUSD TECHNOLOGY CORE STANDARDS: SECOND GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Basic Computer Operations and Concepts (1)	•Restart a computer and understand when it’s appropriate to do so. •Save and retrieve files with adult assistance. •Identify parts of a computer: monitor, disk drive, CD ROM, printer. •Save a story or project to disk or folder on network. •Use correct terminology when operating computer. •Teacher observation •Classroom Assessment •EdTech Student Profile Keyboarding (1)	•Apply keyboarding skills using both hands and both sides of the keyboard with thumb on space bar. •Use shift, error key, special keys and spacebar. •Demonstrate when writing stories or other word processing work. •Student work •Classroom Assessment •EdTech Student Profile Word Processing (3,4,5)	•Reposition the cursor on a page •Format words using different fonts and text size. •Cut, copy and paste with adult assistance. •Write stories, biographies, friendly letters. •Integrate word processing skills with writing curriculum lessons. •Students produce stories and letters •Students meet criteria set by teacher in rubric assessing technology skills •Classroom Assessment •EdTech Student Profile Painting and Drawing (3,4,5,6)	•Use drawing and painting tools. •Insert images into document. •Change the size or shape of a graphic using the edge handles. •Create a sign, banner, or card. •Student work •Classroom Assessment •EdTech Student Profile

154SBCUSD TECHNOLOGY CORE STANDARDS: SECOND GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Multimedia (3,4,5,6)	•Plan and create a linear sequence which tells a story using text and/or graphics. •Add text to a multimedia card or slide. •Use paint tools on a multimedia card or slide to create and edit simple graphics. •Create a class multimedia project on favorite books. •Work from a template, such as the Replacement Lesson: Layers of the Earth Hyperstudio stack. •Student multimedia project •Students meet criteria set by teacher in rubric assessing technology skills •Classroom Assessment •EdTech Student Profile Internet (4,5,6)	•Connect to go online. •Type in a simple URL address with adult assistance. •Use bookmarks/favorites with assistance. •Explore Web sites on social studies or science topics. •Teacher observation •Classroom Assessment •EdTech Student Profile Spreadsheet (3,5,6)	•Understand the purpose of spreadsheet/graphing programs. •Create graphs as a class/group with adult assistance. •Create a class graph of favorite animals, weather forecast, lost teeth, etc. using a basic graphing program, such as Graph Club or The Cruncher. •Class graph •Classroom Assessment •EdTech Student Profile

Electronic Reference Materials (5,6)	•Conduct a basic search using an electronic encyclopedia with adult assistance. •Find information on science or social studies facts in a scavenger hunt directed by the teacher. •Completed worksheet or class discussion of answers ••Classroom Assessment •EdTech Student Profile Video (1,3,4,6)	•Operate VCR functions: play, rewind, fast forward, stop, eject. •Insert and remove a video cassette. •Assist the teacher to operate a VCR. •Teacher observation •Classroom Assessment •EdTech Student Profile Technological Awareness (2)	•Identify and define technology. •Identify and explain how technology helps people work and play. •Understand and abide by the SBCUSD Acceptable Use Policy for the Internet. •After class discussion, draw pictures of technology use and write a definition. •Discuss rules for Internet. •Teacher observation •Classroom Assessment •EdTech Student Profile

15SBCUSD TECHNOLOGY CORE STANDARDS: THIRD GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Basic Computer Operations and Concepts (1)	•Launch programs, save and retrieve files, and print without assistance. •Begin to create folders for file management. •Identify and understand the functions of a variety of input devices: modem, scanner, digital camera, camcorder. •Utilize computers in the classroom and/or lab. •Correct terminology is used when students utilize or discuss various technologies available at the school. •Student folder for organizing files on computer or disk •Classroom Assessment •EdTech Student Profile Keyboarding (1)	•Practice proper posture and finger positions on keyboard. •Identify and use the punctuation and special symbol keys. •Begin formal keyboard training with a software program (i.e., Type to Learn or Ultra Key) to teach proper keyboarding skills and increase typing speed. •Progress and growth are tracked within keyboarding software program. •Classroom Assessment •EdTech Student Profile Word Processing (3, 4, 5)	•Format a document using different fonts, text size, styles, etc., using highlight. •Cut, copy, and paste text. •Use tab to create indent. •Use spell check with teacher guidance. •Write stories, poetry, friendly letters, reports. •Integrate with writing curriculum lessons. •Edit rough draft of writing on the computer. •Student work •Students meet criteria set by teacher in rubric assessing technology skills. •Classroom Assessment •EdTech Student Profile Desktop Publishing (3,4,5,6)	•Use drawing and painting tools. •Insert images into document. •Change the size of a graphic using the edge handles with adult assistance. •Create an advertisement, invitation, or book report cover. •Student work •Classroom Assessment •EdTech Student Profile Multimedia (3, 4, 5, 6)

•Add text to a multimedia card or slide and format the text: size color, style, alignment. •Insert background, clip art, or images. •Create links between cards/slides. •Create a multimedia project on a unit of study in science or social studies. •Work from a template, such as the Replacement Lesson: Native Americans Hyperstudio stack. •Student multimedia project •Students meet criteria set by teacher in rubric assessing technology skills. •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: THIRD GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Internet (4, 5, 6)	•Type in URL dictated by teacher. •Add a bookmark/favorite. •Understand purpose of e-mail. •Use correct terminology: e mail, reply, e-mail address. •Discuss e-mail etiquette. •Research a topic of study by typing in a URL dictated by teacher. •Observe a teacher e mailing a class pen pal or Ask an Expert as part of a class lesson. •Students print Web pages for reference. •Student uses correct terminology in discussions. •Classroom Assessment •EdTech Student Profile Spreadsheets (3, 5, 6)	•With a partner/team, input collected data and compile results into graph. •Understand how graphs and spreadsheets help us look at information visually. •Create a team graph of plant growth, after-school activities, or hours spent reading per week using a basic graphing program, such as Graph Club or The Cruncher. •Team graph •Classroom Assessment •EdTech Student Profile Databases (3, 5, 6)	•Understand purpose of databases. •Observe teacher inputting simple information into database fields as part of whole class lesson. •Participate in class discussion of information learned through searching and sorting of database with teacher. •As part of whole class lesson, teacher enters data into a database, such as the Replacement Lesson: Nutritional Database template	•Student identifies purpose of database in class discussion. ••Classroom Assessment •EdTech Student Profile Electronic Reference Materials (5, 6)	•Conduct a basic search using an electronic encyclopedia independently. •Use electronic encyclopedia to conduct research on a topic of study. •Students use information from searches in reports. •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: THIRD GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Video (1,3,4,6)	•Understand the purpose of a video camera and related equipment. •Use basic terminology correctly: camcorder, VCR, video tape, remote. •Develop a storyboard to plan a video project, focusing on sequencing and organizing, with teacher guidance. •Observe an adult operating a video camera or VCR for a class video or oral language project. •Use terminology correctly in class discussions. •Class storyboard •Classroom Assessment •EdTech Student Profile Technological Awareness (2)	•Respect the privacy of computer files. •Understand the reason for references when using other's work. •Identify jobs and careers that utilize technology. •Discuss not reading, copying, deleting or altering other student or staff files without permission. •Invite a guest speaker to discuss using technology, discuss constructive questions to ask. •Teacher observation •Classroom Assessment •EdTech Student Profile •References to electronic sources are included in work: author and Web address

SBCUSD TECHNOLOGY CORE STANDARDS: FOURTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Basic Computer Operations and Concepts (1)	•Create and organize folders to store work. •Communicate about technology with grade-level appropriate terminology. •Create, organize, and retrieve individual student files for a research report or assignment. •Teacher observation •Classroom Assessment •EdTech Student Profile Keyboarding (1)	•Use formal keyboarding skills with home keys and correct posture. •Accurately touch-type at a speed equal to handwriting rate (5-15 words per minute). •Use keyboarding program (i.e., Type to Learn or Ultra Key) to teach proper keyboarding skills and  increase typing speed. •Students progress and growth is tracked with software program for accuracy and words typed per minute. Word Processing (3,4,5)	•Use the spell checker to edit work. •Use the thesaurus with teacher guidance. •Use alignment tools to align titles. •Insert a graphic into a document and wrap text. •Write stories, biographies, letters, and reports. •Integrate with writing curriculum lessons. •Edit rough draft of writing on the computer. •Student work •Students meet criteria set by teacher in rubric assessing technology skills. •Classroom Assessment •EdTech Student Profile Desktop Publishing (3,4,5,6)	•Draw transparent boxes around text. •Change the size or shape of a graphic using the edge handles independently. •Copy images from Internet to illustrate concepts, include reference. •Create a vintage poster from gold rush era. •Make a graphic organizer illustrating the rock cycle using paint tools and images. •Student or class work ••Classroom Assessment •EdTech Student Profile Multimedia (3,4,5,6)	•Plan and storyboard multimedia project with teacher guidance. •Create a multimedia project with at least 4-5 slides using text, sound, and graphics. •Insert buttons with sounds. •Edit, move and copy objects within a slide/card and between slides/cards. •Import graphics and text from an outside source to a multimedia project. •Understand the function and use of a digital camera and scanner. •Create a multimedia project showing examples of erosion and the process of how rocks weather and break down. •Create a multimedia project that illustrates the exploration and colonization of California. •Work from a template, such as the Replacement Lesson: Ca. Missions stack. •Students will present their multimedia projects to peers or adult audience. •Students meet criteria set by teacher in rubric assessing technology skills. •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: FOURTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Internet (4,5,6)	•Return to sites using history, bookmark/favorite, or back button. •Use basic Internet terminology: browser, search engine, Web sites, etc. •Understand the purpose of a search engine. •Use keywords in search engines to locate information. •Copy text and graphics from the Internet for student work, using references. •Create, read, and send e-mail with teacher supervision. •Follow and practice e-mail etiquette. •Locate information for a report or assignment using the Internet (California missions, Native Americans). •Correspond with a pen pal using a closed, safe e-mail site, such as gaggle.net, teacher or class account. •Students print information found on the Internet. •Students show evidence of current communication taking place with pen pal. •Student uses correct terminology in class discussions. •Classroom Assessment •EdTech Student Profile Spreadsheets (3,5,6)	•Understand that we use graphs to communicate information, discover patterns and solve problems. •Independently input collected data and compile results into graph. •During math, conduct a survey, collect data, and graph results (statistics and data analysis) using a basic graphing program, such as Graph Club or The Cruncher. •Graph will be graded for design and accuracy of data, using a rubric. •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: FOURTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Databases (3, 5, 6) 	•Understand we use databases to organize and find information. •Use database terms: fields, records. •Enter text and data into appropriate fields. •Format text and numbers in fields. •Use database created to find information. •Enter data into a simple missions or California regions database from a template created by the teacher or other resource. •Student identifies purpose of database in class discussion. •Classroom Assessment •EdTech Student Profile Electronic Reference Materials (5,6)	•Use browse and index functions of electronic encyclopedias and atlases to conduct a basic search. •Use an electronic encyclopedia/atlas to find and describe California’s physical geography and compare it to other regions in North America. •Students will print information located when using an electronic reference. •Classroom Assessment •EdTech Student Profile Video (1,3,4,6)	•Develop a storyboard to plan a video project, focusing on sequencing and organizing, with team or partner. •Operate a video camera with adult assistance. •Make a smooth camera pan with a video camera. •Make a class commercial persuading people to come west to join in the search for gold. •Record and edit a video showing life on the Pilgrim after a class field trip. •Students share and present video project. •Video is assessed using a rubric that critiques content and smooth video camera pans. •Classroom Assessment •EdTech Student Profile 160

SBCUSD TECHNOLOGY CORE STANDARDS: FOURTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Awareness (2)	•Understand and abide by the SBCUSD technology use policy. •Respect ideas and materials as intellectual property. •Explain ways technology influences our lives at home, business, and school. •Understand not to read, copy, delete or alter other student/staff files without permission. •Include references to online or CD ROM sources in reports. •Write the rules for e-mail etiquette •Write a brief report telling the way technology has made our lives easier compared to characters in historical novels, such as Laura Ingalls Wilder (from Technology Enhanced Lessons). •References to electronic sources are included in reports: author, title, URL. •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: FIFTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Basic Computer Operations and Concepts (1)	•Save work into correct folder. •Retrieve files from folders easily. •Exchange files on a network. •Describe hardware and software problems with correct terminology. •Select appropriate technology for a given task. •Create, organize, and retrieve individual student files for a research report or assignment. •Share files with peers or teacher by saving to disk or using a networked shared folder. •Teacher observation •Student uses folders to organize files. •Classroom Assessment •EdTech Student Profile Keyboarding (1)	• Keyboard at a faster rate than handwriting (10-20 words per minute). •Use keyboarding program (i.e., Type to Learn or Ultra Key) to teach proper keyboarding skills and increase typing speed. •Student progress and growth is tracked within keyboarding software program. Word Processing (3, 4, 5)	•Create and use indents and tabs. •Move and copy text and graphics between two documents. •Change the margins, spacing, and page breaks. •Write essays, biographies, poetry, letters, and reports. •Integrate with writing curriculum lessons. •Edit rough draft of writing on the computer. •Student work •Students meet criteria set by teacher in rubric assessing technology skills. •Classroom Assessment •EdTech Student Profile Desktop Publishing (3,4,5,6)	•Apply special effects to graphics, such as rotate, flip, distort, etc. •Add borders to a document. •Add columns to a document. •Design a flyer for coming to the New World. •Create a colonial newspaper. •Create a vintage poster from the westward movement era. (from Replacement Lessons)	•Student or class work •Classroom Assessment •EdTech Student Profile Multimedia (3, 4, 5, 6)	•Plan and storyboard multimedia project independently. •Create a presentation which imports media (graphics, sound, video) from a variety of sources. •Scan images. •Operate digital camera. •Create a multimedia project on one of the original 13 colonies. • Plan, produce, and present an interdisciplinary multimedia presentation on a science topic. • Present an oral report with multimedia visual aides. •Students present projects to peers or adult audience. •Students meet criteria set by teacher in rubric. assessing technology skills •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: FIFTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Internet (4,5,6)	•Conduct an Internet search independently. •Select appropriate search engine for given task. •Send and receive e-mail within a controlled environment. •Download and save images and text from the Internet for assignments, using references. •Can participate in interactive online environments (simulations, virtual tours, interactive lessons, etc.). •Use critical analysis skills to evaluate validity and accuracy of site information. •Utilize a closed e-mail site, such as gaggle.net, or teacher account. •Utilize virtual tours and lessons available on the Internet: White House or Williamsburg tour. •Complete a Web hunt (scavenger hunt using particular Web sites). •Use Houghton Mifflin Web site to review math concepts. •Students print e-mail correspondence. •Students utilize downloaded images or text in a final product. •Teacher observation •Classroom Assessment •EdTech Student Profile Spreadsheets (3,5,6)	•Understand that we use spreadsheets to calculate data and communicate information. •Describe the parts of a spreadsheet: cell, column, row, formula. •Change column widths and text appearance. •Format cells with simple calculations/formulas. •Sort information. •Create graphs from student-entered data. •Create a spreadsheet and graph from a template, such as the Replacement Lesson: States Spreadsheet and Pie Graph. •Students use appropriate terms to describe spreadsheet. •Spreadsheet and graph graded for required criteria and accuracy •Classroom Assessment •EdTech Student Profile

Databases (3, 5, 6)	•Understand that we use databases to organize data, solve problems and make decisions. •Plan, create, and edit a simple database using student collected data. •Define and add new fields. •Sort records. •Use database created to find information. •Creates a database, such as the Replacement Lesson: Presidents Database. •Student database •Classroom Assessment •EdTech Student Profile

163 SBCUSD TECHNOLOGY CORE STANDARDS: FIFTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Electronic Reference Materials (5,6)	• Extract information from electronic materials: encyclopedias, atlases, almanacs. •Use information from various electronic reference materials to research a social studies or science project (Grolier’s, Encarta, etc.). •Students will print information located when using an electronic reference. •Classroom Assessment •EdTech Student Profile Video (1, 3, 4, 6)	• Create a storyboard for a video independently. • Write a script for a role in video. • Record with smooth camera tilt and zoom in and out. •Interview an immigrant and ask questions about life in small towns during westward movement •Students share and present video project. •Video is assessed using a rubric that critiques content and smooth video camera pans. •EdTech Student Profile Technological Awareness (2)	•Distinguish fact, opinion, bias, and point of view when using electronic information. •Adhere to copyright laws. • Understand and abide by SBCUSD Acceptable Use Policy. • Explain ways technology influences our lives at home, in business, and at school. •Find two Web sites that show evidence of fact and two Web sites that show evidence of opinion on a particular topic. •Write an essay on ways technology influences our lives at home, in business, or at school. •Find technology jobs in newspaper want ads, share with class, discuss importance of becoming an effective technology user (from fifth grade Technology Enhanced Lessons). •References to electronic sources are included in reports: author, title, date, URL •Student records URLs of sites that are factual and opinionated

164 SBCUSD TECHNOLOGY CORE STANDARDS: SIXTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Basic Computer Operations and Concepts (1)	•Log on to a network •Organize files and folders	•Create a multimedia presentation with sound files. •Save to server. •Present from presentation station. •Classroom Assessment •EdTech Student Profile Keyboarding (1)	•Keyboard at 20 words per minute	•Use keyboarding skills to type a business letter. •Keyboarding software •Classroom Assessment •EdTech Student Profile Word Processing (3, 4, 5)	•Word process multi-page documents using: Style sheets Inserted dates Bullets Print preview Word count. Customize settings using preferences. •Create a resume for a fictional or historical character. •Retell a fable or folk tale at two different grade level readabilities. •Classroom Assessment •EdTech Student Profile Multimedia (3, 4, 5, 6)	•Scan images. •Operate digital camera. •Plan, produce, and present an interdisciplinary multimedia presentation on a specified topic. •Present an oral report with multimedia visual aides. •Create a multimedia presentation on ancient civilizations	•Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: SIXTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Internet/Intranet	•Conduct Internet searches using Boolean search operators. •Use a variety of task-specific search engines i.e.: meta, visual, and audio. •Download, save, and correctly cite sources from the Internet. •Use critical analysis skills to determine validity of information. •Utilize virtual tours available on the Internet to research ancient civilizations. •Use Internet for research to write a biography. •Classroom Assessment •EdTech Student Profile Spreadsheet/ Database	•Add or delete a column or row. Sort and format cells and perform simple calculations/formulas. •Sort information. •Add header and footer. •Create graphs and charts. •Plan and create a spreadsheet. •Manipulate a database for information. •Measure and graph results in science labs. •Create spreadsheets to use in Math Baseball unit. •Collect data on social studies topic to develop database. •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: SIXTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Video (1, 3, 4, 6)	•Record with smooth camera tilt and zoom in and out. •Create a storyboard for a video. Present projects to others. •Video tape science labs. •Video tape Quest projects. •Classroom Assessment •EdTech Student Profile Technological Awareness (2,6)	•Begin to select appropriate technology for a given task. Understand and abide by SBCUSD Acceptable Use Policy. •Explain ways technology influences our lives at home, in business, and at school. •Present current events dealing technology in students’ lives and the future. •Keyboarding software •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: SEVENTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Basic Computer Operations and Concepts (1)	•Log on to a network. •Organize files and folders. Save to server. Present from presentation station. •Classroom Assessment •EdTech Student Profile Keyboarding (1)	•Keyboard at 25 words per minute. Type a letter to a character in a core literature novel or social studies character. •Keyboarding software •Classroom Assessment •EdTech Student Profile Word Processing (3, 4, 5)	•Word process multi-page documents. •Use text wrapping. •Create hyperlinks. •Integrate other Office components. •Use outline generator. •Customize settings using preferences. •Create a resume for a fictional or historical character. •Create a Web hunt for a social studies unit. •Create a test study guide in outline form. •Classroom Assessment •EdTech Student Profile Multimedia (3, 4, 5, 6)	•Scan images. •Operate digital camera. •Plan, produce, and present an interdisciplinary multimedia presentation on a specified topic. •Present an oral report with multimedia visual aides. •Collaborate on a multimedia resume on an inventor. •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: SEVENTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Internet/Intranet	•Conduct an Internet search using Boolean search operators. •Select a variety of task-specific search engines i.e.: meta, visual, and audio search engines. •Send and receive e-mail and attachments within a controlled environment. •Download, save and correctly cite sources from the Internet. •Use critical analysis skills to determine validity of information. •Utilize a closed, filtered e-mail environment to send and receive an assignment to and from the teacher. •Utilize virtual tours available on the Internet. •Use the Internet to research an individual. •Evaluate a list of Web sites on a given topic as to their usability and validity. •Classroom Assessment •EdTech Student Profile Spreadsheet/ Database	•Add or delete a column or row. •Sort information. •Add header and footer. •Create graphs and charts. •Plan and create a simple spreadsheet. •Manipulate a database for information. •Measure and graph science labs using spreadsheets. •Create a spreadsheet with the results from the mile run. •Use a database to collect information in a core social studies unit. •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: SEVENTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Video (1, 3, 4, 6)	•Record with smooth camera tilt and zoom in and out. •Write a script for a video. •Create a storyboard for a video. •Present projects to others. •Video tape science labs. •Create video of the school Renaissance Fair. •Classroom Assessment •EdTech Student Profile Technological Awareness (2,6)	•Begin to select appropriate technology for a given task. •Understand and abide by SBCUSD Acceptable Use Policy. •Explain ways technology influences our lives at home, in business, and at school. •Distinguish between fact, opinion, bias, and point of view when using electronic information. •Identify audience. •Current events project dealing with technology in student lives and the future. •Find two Web sites that show evidence of fact. •Find two Web sites that show evidence of opinion. •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: EIGHTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Basic Computer Operations and Concepts (1)	•Log on to a network •Organize files and folders	•Save to server. •Present from presentation station. •Classroom Assessment •EdTech Student Profile Keyboarding (1)	•Keyboard at 30 words per minute	•Type a diary entry from a character in a social studies unit or core literature book. •Keyboarding software •Classroom Assessment •EdTech Student Profile Word Processing (3, 4, 5)	•Word process multi-page documents using: Insert header/footer. Use hanging indents. Create hyperlinks. Insert chart. Track changes. Use invisibles. Use readability statistics. Merge documents. Customize settings using preferences. •Write a friendly letter of appreciation to a former teacher. •Create a Web hunt for an academic class. •Create a properly formatted business letter. •Create a test study guide in outline form. •Create a classroom newsletter. •Classroom Assessment •EdTech Student Profile Multimedia (3, 4, 5, 6)	•Create a multimedia presentation importing media from a variety of sources i.e.: Internet, electronic encyclopedia, video camera. •Present an oral report with multimedia visual aides. • Plan and produce a Jeopardy type game on a unit of study as a test review. •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: EIGHTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Internet/Intranet	•Select a variety of task specific search engines i.e.: meta, visual, and audio, search engines •Send and receive e-mail and attachments within a controlled environment •Correctly cites sources from the Internet •Use critical analysis skills to determine validity of information •Utilize a closed, filtered environment to e-mail assignments to a teacher. •Utilize virtual tours available on the Internet. •Use Internet for research to write a biography. •Create a Web hunt for a content area topic. •Evaluate a list of Web sites on a given topic based on their usability and validity. •Classroom Assessment •EdTech Student Profile Spreadsheet/ Database	•Sort and format cells and perform simple calculations/formulas •Sort information •Create graphs and charts •Plan and create a spreadsheet •Manipulate a database for information	Create a spreadsheet that analyzes a diet for nutritional value. Use a database to collect information in a core social studies unit. •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: EIGHTH GRADE National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Video (1, 3, 4, 6)	•Record with smooth camera tilt and zoom in and out. •Write a script for a video. •Create a storyboard for a video. •Produce an original video. •Video tape science labs. •Create a news broadcast from the past. •Classroom Assessment •EdTech Student Profile Technological Awareness (2,6)	•Select appropriate technology for a given task. •Understand and abide by SBCUSD Acceptable Use Policy. •Distinguish fact, opinion, bias, and point of view when using electronic information. Identify audience. •Find two Web sites that show evidence of fact. •Find two Web sites that show evidence of opinion on a particular topic. •Classroom Assessment •EdTech Student Profile

174

SBCUSD TECHNOLOGY CORE STANDARDS: NINTH – TWELFTH GRADES National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Basic Computer Operations and Concepts (1)	•Log on to a network •Organize files and folders	•Save to server. •Present from presentation station. •Classroom Assessment •EdTech Student Profile Keyboarding (1)	•Keyboard at 30 words per minute	•Type a response to literature based on a passage from core literature book. •Keyboarding software •Classroom Assessment •EdTech Student Profile Word Processing (3, 4, 5)	•Word process multi-page documents using: Insert header/footer. Use hanging indents. Create hyperlinks. Insert chart. Track changes. Use invisibles. Use readability statistics. Merge documents. Customize settings using preferences. •Write a research project; include: Central question or thesis statement; local and remote resources; organize results into clear ideas written in student’s own words. •Classroom Assessment •EdTech Student Profile Multimedia (3, 4, 5, 6)	•Create a multimedia presentation importing media from a variety of sources i.e.: Internet, electronic encyclopedia, video camera, video clips. •Present an oral report with multimedia visual aides. • Plan and produce a presentation that includes recorded digitized sound, special effects and editing techniques. •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS: NINTH - TWELFTH GRADES National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Internet/Intranet	•Select a variety of task specific search engines i.e.: meta, visual, and audio, search engines •Send and receive e-mail and attachments within a controlled environment •Correctly cites sources from the Internet •Use critical analysis skills to determine validity of information •Utilize a closed, filtered environment to e-mail assignments to a teacher. •Utilize virtual tours available on the Internet. •Use Internet to locate resources to answer central questions for research project. •Create a Web hunt for a content area topic. •Evaluate a list of Web sites on a given topic based on their usability and validity. •Classroom Assessment •EdTech Student Profile Spreadsheet/ Database	•Sort and format cells and perform simple calculations/formulas •Sort information •Create graphs and charts •Plan and create a spreadsheet •Manipulate a database for information	Create a spreadsheet that analyzes data to suggest a trend. Use a database to collect information on a science based research project. Use spreadsheet for accounting purposes. •Classroom Assessment •EdTech Student Profile

SBCUSD TECHNOLOGY CORE STANDARDS:  NINTH - TWELFTH GRADES National Educational Technology Standards	Technology Standards	Performance Indicators What students will learn and be able to do. Integrated Tasks Sample activities providing of meeting standards across the curriculum. Assessment How students will demonstrate their proficiency. 1.	Basic Operations and Concepts

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	Video (1, 3, 4, 6)	•Plan and create a video project, with edited DVD or video clips embedded in the project  	•Create an original video project. •Classroom Assessment •EdTech Student Profile Technological Awareness (2,6)	•Select appropriate technology for a given task. •Understand and abide by SBCUSD Acceptable Use Policy. •Distinguish fact, opinion, bias, and point of view when using electronic information. Identify audience. •Find two Web sites that show evidence of fact. •Find two Web sites that show evidence of opinion on a particular topic. •Classroom Assessment •EdTech Student Profile

147 AAPPENDIX B

SBCUSD Standards for Hardware Purchases Minimum Recommended Hardware Requirements As of April 2006

1.	Desktops - Dell a.	GX620 Minitower vi. Intel Pentium 4 (2.8 GHz) vii. 1.0 GB of SDRAM (2DIMM) viii. Dell 17 inch M783 Flat Screen ix. 80 GB Hard Drive x.	Dell A215 Speakers xi. 48x32 CDRW/DVD xii. 4 year Warranty

2.	Laptops - Dell a.	Latitude D510 Notebook xiii. 1.0 GB DDR2 533MHz SDRAM, 2 DIMMS xiv. 60 GB Hard Drive xv. 24X CD-RW/DVD xvi. Deluxe Nylon Carrying Case xvii. 4 Year Limited Warranty

b.	Latitude D810 i.	1.0 GB DDR2 533MHz SDRAM, 2 DIMMS ii. 80 GB Hard Drive iii. 24X CD-RW/DVD w/Sonic Media iv. Nylon Deluxe Case v.	4 Year Limited Warranty vi. 3.	Apple v.	 Student stations -1.0 GB of RAM vi. Teacher stations - 2.0 GB of RAM vii. Teachers should receive at a minimum the 15.4 MacBook Pro or 17” Powerbook for laptops. viii. Apple Care 3 year extended warranty

147 A

APPENDIX C

Criteria for EETT – Funded Education Technology Plans

Appendix C Criteria for EETT-Funded Education Technology Plans

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

•	For corresponding EETT Requirements, see Appendix F. •	If the technology plan is revised, insert the Education Technology Plan Benchmark Review Form (Appendix I) at the beginning of the technology plan. •	Include this form (Appendix C) with “Page in District Plan” completed at the end of your technology plan.

1.	PLAN DURATION CRITERION	Page in District Plan	Example of Adequately Addressed 	Example of Not Adequately Addressed a.	The plan should guide the district’s use of education technology for the next three to five years. 3	The education technology plan describes the districts use of education technology for the next three to five years. The plan is less than three years or more than five years in length.

2.	STAKEHOLDERS CRITERION Corresponding EETT Requirement(s): 7 & 11 (Appendix F)	Page in District Plan	Example of 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. 4	The planning team consisted of representatives who will implement the plan. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included. Little evidence is included that shows that the district actively sought participation from a variety of stakeholders.

3.	CURRICULUM COMPONENT CRITERIA Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, & 12 (Appendix F)	Page in District Plan	Example of Adequately Addressed 	Example of Not Adequately Addressed a.	Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours. 8	The plan describes the technology access available in the classrooms, library/media centers, or labs for all students and teachers. The plan explains technology access in terms of a student-to-computer ratio, but does not explain where access is available, who has access, and when various students and teachers can use the technology. b.	Description of the district’s current use of hardware and software to support teaching and learning. 9	The plan describes the typical frequency and type of use (technology skills/information literacy/integrated into the curriculum). The plan cites district policy regarding use of technology, but provides no information about its actual use. c.	Summary of the district’s curricular goals and academic content standards in various district and site comprehensive planning documents. 11	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. 12	The plan delineates clear, specific, and realistic goals and target groups for using tech-nology 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 detailing how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace. 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. f.	List of clear goals and a specific implementation plan for programs and methods of utilizing technology that ensure appropriate access to all students. 22	For the focus areas, the plan delineates clear, specific and realistic goals for using technology to support the progress of all students. 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. 27	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. 30	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. 33	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. 33	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.

4.	PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 & 12 (Appendix F)	Page in District Plan	Example of Adequately Addressed 	Example of Not Adequately Addressed a.	Summary of the teachers’ and administrators’ current technology skills and needs for professional development. 36	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 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 four to eight 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. 37	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 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. 42	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. 47	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.

5.	INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA	Page in District Plan	Example of Adequately Addressed 	Example of Not Adequately Addressed a.	Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district’s teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan. 49	The plan clearly summarizes the technology hardware, electronic learning resources, networking and telecommunications 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. 58	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 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. 63	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. 63	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.

6.	FUNDING AND BUDGET COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix F)	Page in District Plan	Example of Adequately Addressed 	Example of Not Adequately Addressed a.	List of established and potential funding sources and cost savings, present and future. 65	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 (three to five years). 72	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. 79	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. 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. 81	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. 82	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.

7.	MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix F)	Page in District Plan	Example of Adequately Addressed 	Example of 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. 84	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. 88	Evaluation timeline is specific and realistic. The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan. c.	Description of how the information obtained through the monitoring and evaluation will be used. 92	The plan describes a process to report the monitoring and evaluation results to persons responsible for implementing and modifying the plan, as well as to 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.

8.	EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement(s): 11 (Appendix F)	Page in District Plan	Example of Adequately Addressed 	Example of 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. 93	The plan explains how the program will be developed in collaboration with adult literacy providers. Planning included or will include consideration of collaborative strategies and other funding resources to maximize the use of technology. If no adult literacy providers are indicated, the plan describes the process used to identify adult literacy providers. There is no evidence that the plan has been, or will be developed in collaboration with adult literacy service providers, to maximize the use of technology.

9.	EFFECTIVE, RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 & 9 (Appendix F)	Page in District Plan	Example of Adequately Addressed 	Not Adequately Addressed a.	Description of how education technology strategies and proven methods for student learning, teaching, and technology management are based on relevant research and effective practices. 96	The plan describes the relevant research behind the plan’s design for strategies and/or methods selected. The description of the research behind the plan’s design for strategies and/or methods selected is unclear or missing. b.	Description of thorough and thoughtful examination of externally or locally developed education technology models and strategies. 99	The plan describes references to research literature that supports why or how the model improves student achievement. No research is cited. c.	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). 101	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

147 A

APPENDIX I

Educational Technology Plan Benchmark Review

Appendix I Educational Technology Plan Benchmark Review

1.	In SBCUSD, goals for using technology to support curricular goals and academic content standards are the framework for teaching students technology skills. The scope and sequence clearly shows how curricular objectives, (integrated tasks), are supported by technology at each grade level. There is growing demand from the curricular side to better implement technology into the curriculum as more and more resources and tools are becoming available for instruction by the teacher; as well as tools that students can use to reach benchmarks faster.

On the instruction side projectors and wireless tablets are becoming more and more prevalent, which fits nicely into the resources that publishers of textbooks and other digital services that the district subscribes to, like United Streaming, integrate into instruction. Teachers are able to project PDFs of worksheets, or expand on a literature selection by vesting a website as a class. Also the teacher is not tied to the front of the class as the tablet allows for the teacher to move around the room, or have a student from there desk lead the class. This is also leading into assessment for students.

Students are also being drawn in to integrating technology into the curriculum with student responders making there way into classroom for formative assessments. Student multimedia projects are a frequent highlight at Parents Nights, and some of the projects have gone on to win awards at local competitions.

2.	The progress of the district in meeting the professional development goals set forth in our tech plan is measured several different ways with the most important being an increase in student work. This is accomplished through highly effective staff development. The district offers salary credits and professional growth units for all technology classes. For every 14 hours that a teacher attends technology professional development they can receive one unit toward moving over on the district salary schedule. A listing of classes are posted on the district website as well as distributed to the sites by the site tech liaisons. This has been very effective and classes are usually full. We are also moving toward having the Education Services staff development integrate technology into there staff development classes and are frequently cross training.