Technology Plan - Pleasant Grove School · Web viewCorresponding EETT Requirement(s): 4 and 9 (Appendix D). Page in District Plan Example of Adequately Addressed Not Adequately Addressed

PLEASANT GROVE JOINT UNION SCHOOL DISTRICT

EDUCATION TECHNOLOGY PLAN

JULY 1, 2012 – JUNE 30, 2017

DISTRICT CONTACT INFORMATION

Pleasant Grove JUSD Page 1 of 42

County Name: SutterDistrict Name: Pleasant Grove Joint Union School

DistrictCounty and District Code: 51-71431

District Phone Number: 916 655-3235Superintendent’s Name: Annette Alberti

Ed Tech Plan Contact Name: Annette AlbertiJob Title: Superintendent/PrincipalAddress: 3075 Howsley Rd.

City & Zip Code: Pleasant Grove, CA 95668Phone Number & Ext.: 916 655-3235

FAX#: 916 655-3501Email: [email protected]

Back up Contact Name: Brandi BurnsedJob Title: Technology Coordinator

Email: [email protected]

TABLE OF CONTENTS

District Profile..........................................................................................................3

Section 1: Tech Plan Vision & Duration...............................................................3

Section 2: Stakeholders...........................................................................................3

Section 3: Curriculum & Data Driven Technology Goals...................................3

Section 4: Professional Development...................................................................10

Section 5: Infrastructure, Hardware, Software, & Technical Support............12

Section 6: Education Technology Funding & Budget........................................14

Section 7: Monitoring & Evaluation of Technology Plan..................................16

Section 8: Adult Literacy and Technology..........................................................16

Section 9: Effective, Research-Based Strategies.................................................17

Appendix C – Criteria for EETT Technology Plans..........................................18

Appendix I - Contact Information……………………………………………...27

E-rate Supplemental Budget Analysis.................................................................28


Pleasant Grove JUSDDistrict Technology Use Plan

District ProfileLocated in rural southern Sutter County, Pleasant Grove Joint Union School District serves approximately 170 students in grades K-8. According to CSIS Data 2011, 6% are Asian, 15% are Hispanic/Latino, 77% are white, 3% are American Indian, and 2% are African-American. Eight fully credentialed teachers provide a pupil/teacher ratio of 21.25:1. Six classified employees provide services ranging from clerical, maintenance, food service, transportation, and instructional assistance. The district employs one Superintendent/Principal. English learners constitute 7% of the school’s population; this is a slight decrease over three years. In addition, the special education program supports 3% of our students. Pleasant Grove serves 41% economically disadvantaged students.

We have maintained steady growth in our Academic Performance Index (API) scores over the last several years, scoring 855 in 2011. Pleasant Grove School is proud to have been the only elementary school in Sutter County to receive the Distinguished School Award for the State of California in 2008.

Student support services include: resource specialist program, psychologist services, and speech and language programs run by Sutter County Schools Office. The district receives state and federal categorical program funds that include: Gifted and Talented Education (GATE), Economic Impact Aid (EIA), Title I and Title II funding.

1. Plan Vision and Duration

July 1, 2012 – June 30, 2017

This Tech Plan encompasses the next five years, from July 1, 2012 – June 30, 2017 and is intended to guide the district in addition to fulfilling E-Rate requirements. It is the result of discussion and collaboration among a diverse representation of school staff, parents, students, and community partners. Our revised plan envisions a 21st century teaching and learning environment grounded in the reality of our knowledge-based Digital Age. Used as a tool, not an end in itself, technology will be a fundamental part of the way we work, teach, and learn. Students will use technology seamlessly, as an integral part of the learning process to enhance their critical thinking, problem solving skills, and communication skills. Educators will use technology to engage students, monitor their learning, and provide targeted intervention. District staff will use technology to facilitate effective and efficient data collection and analysis.


Interactive communication among home, school, and community will increase and improve student learning.

2. StakeholdersBecause we are a small school district, we were somewhat limited in number of stakeholders who participated in the planning process, but we did gather input from a wide range of sources. We used parent, student, and teacher surveys. We used input from members of our technology team, which includes teachers from the primary and upper grades, parents, board members, technology coordinator, and our superintendent/principal.

Our technology committee began reviewing our former research-based 2009-2012 Education Technology Plan in the spring of 2010. We assessed our achievements to date, discussed lessons learned, determined our new district vision for the next five years, and developed strategies to get us there. The technology team members met during the fall of 2011 to develop our plan for the next five years. The staff, through surveys and staff meetings, was involved in the plan’s development. The technology plan draft was reviewed by the full Site Council, (representing the overall community), at its October 2011 and December 2011 meetings. Parents and community members other than SSC members were invited to attend. The entire staff has also reviewed the plan and provided input. The Pleasant Grove School board approved the plan in January 2012.

Technology Planning Team:Name Position OrganizationAnnette Alberti Superintendent/Principal Pleasant Grove SchoolBrandi Burnsed Technology Coordinator Pleasant Grove SchoolAllison Garber Primary Teacher Pleasant Grove SchoolRebecca Gillespie Upper Grade Teacher Pleasant Grove SchoolJulie Gobbell Parent Parents’ ClubMia Keeley Parent Site CouncilJuana Bucio Parent Site CouncilErin Van Dyke Parent Site CouncilAnnie Graham Parent Site CouncilDawn Carl Upper Grade Teacher Site CouncilWendy Davis Primary Teacher Site CouncilMary Van Dyke Community Member Business Owner

As projects are completed and goals achieved, the members of our technology committee continue to evaluate the present and future technology needs of the district.


3. Curriculum3a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours.

All students including special education and English Language Learners have access to computers throughout the day, in our child care program, and after-school as arranged with staff.

k-2nd Grades 11 - desktops3rd – 8th 45 – combination of desktops and laptopsBefore/After School Access 6 - desktopsTeachers Each teacher has a laptop and access to a

networked share file and printerSupport Staff 2 – laptops and access to a networked share file

and printerWireless labs 33Cafeteria 1 laptop that runs Meal Time, a student data

base for meal serviceOffice 3 – desktops and laptop and access to a

networked share file and printer

All classroom laptop computers are connected to the Internet via wireless hubs. All desktop computers are hardwired. Two wireless mobile labs containing 33 laptops (7 years old & 9+ years old) each are available for classroom use. We use several operating systems: Windows XP, Vista, 7, and Mac OSX.

Forty-one percent of our students qualify for Free or Reduced meals in the Child Nutrition Program. We estimate that 80% of students have access to computers and the Internet at home. Internet access from home is available through several options for students who live within the community, dial-up, satellite, or air-cards. In addition to those methods, students attending from surrounding communities on an inter-district contract have access through cable or DSL lines.

The school provides the use of retired computers for students who do not have access at home for word processing. The school does not have a library, however we share facilities with the County library where students have access to the Internet when open on Tuesdays & Thursdays and through the summer. Students with special needs and English Language Learners utilize computers in the classrooms.

The district/school computers are managed by one server for office intranet file sharing, internet access, antivirus program and Content firewall. The district maintains a website at www.pgroveschool.org which provides parents and students with schedules, calendar of events, menus, parent resource information for childcare, maintenance and transportation, GATE, Content standards, school and District test reporting, and outside links to other educational resources. Email for all staff is supplied through the Sutter County email system. A phone messaging system is also used for important parent notifications.


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

All teachers were surveyed as to their use of technology learning tools in the core curriculum ingrades K-8; 100% responded to the technology survey. Heaviest use of technology occurs in grades four through eight. Students use computers to word process all final drafts, the Internet for research, and presentation software in addressing standards relating to summarizing, response to literature, research and persuasive writing activities. The use of Microsoft Excel has been introduced into 6-8 grade math as a tool for collecting data, using spreadsheets, and charts. Science curricula include some use of the Prentice Hall California website for the sixth – eighth grades and virtual labs. Students use computers in math to access textbooks, homework help, practice assessments, and intervention. Fourth-eighth grade teachers noted that their students are encouraged to use multi-media tools to demonstrate mastery of content standards.

In lower grades, computer software is used to become familiar with keyboarding, letter recognition, and beginning reading skills development and computer skills.

Over the last three years, more teachers report using computers for web site updates, email communication with parents, and on-line grading through SnapGrades. In addition they now use web-based programs such as Renaissance Place (Accelerate Reader & STAR), Prentice Hall Science & math, and software such as MS Office applications to enhance classroom instruction.

The school uses an Internet-based assessment program for students, IluminateEd, and teachers are trained in its use. The program allows teachers to use assessment data to group students according to instructional need, to monitor their mastery of standards, and to base instructional decisions on the results of the assessments. Standards based assessments are also available through the social studies and science adoptions.

Three of the classrooms, 4th/5th, 5th/6th, and 8th have SmartBoards, document cameras, and responders. This technology, used in all content areas, will increase student participation and provide immediate feedback for teachers. Immediate feedback makes it possible for teachers to quickly adjust their teaching to meet the learning needs of students.

Nearly all teachers note they are using more computer applications due to the following circumstances: they have professional development time devoted to identifying software applications related to specific California Content Standards, especially in reading and math, new social studies, science, and math curriculum adoption provides for online access tools for student use, and they are able to identify websites for effective technology-integrated lesson plans. The integration of technology skills into the curriculum is currently dependent upon the skill and interest of the individual classroom teacher. As the skill and interest level of the teacher increases the integration of technology skills into the curriculum is improved.

The district supports the findings above and goals for this technology plan in the SIP planning document and the Local Education Agency Plan (LEAP) to provide increased access to technology and software to reinforce learning and research using electronic media.


Focus / Subject Area

Typical Student Uses of Technology Typical Frequency

Typical Staff Uses of Technology

English / Language Arts

K-1: Starfall.com2-3: Read Naturally, Renaissance Place (AR & STAR), (computers, monitors, keyboards, mice used at all levels)4-6: Read Naturally, Renaissance Place (AR & STAR), Word, SmartBoard responders7-8: Word, PowerPoint, Internet, and web site licensing purchased along with the English textbooks, Renaissance Place (AR & STAR), keyboarding, SmartBoard responders

K-3: daily4-6: daily7-8: daily

-IlluminateEd. for data management-SnapGrades for on-line grading and report cards-Microsoft Outlook for calendar and email, Power Point, Word, and Excel-Internet research

Mathematics K-2:3-6: Aleks, on-line textbook support through the publisher, SmartBoard responders7-8: Aleks, on-line textbook support through the publisher, SmartBoard responders

K-2: daily3-6: daily7-8: daily

-Textbook tools-Internet research

Science 4-8 Internet, Power Point, on-line textbook support through the publisher; SmartBoard responders

4-8 at least 3 times per week


Social Science / History

4-8 Internet, Power Point, on-line textbook support through the publisher; SmartBoard responders


After-school Care

All students: Internet, Word, Power Point daily -Textbook tools

Office daily Microsoft Outlook for calendar, email, Word, and Excel

3c. Summary of the district’s curricular goals that are supported by this tech plan.Pleasant Grove JUSD has established clear curricular goals tied to the academic content standards monitored by various assessment systems and referenced in the Single Site Plan. In addition, our school board adopts key district goals annually, which are tied to and support the adopted, state approved content standards in all academic areas and support our Single Site Plan.Pleasant Grove School’s students have made gains in their core subject areas as shown in California STAR data. The district’s API is 855, which indicates that students overall are doing well. An examination of student subgroups notes that our Title 1 students made a 39 point gain in 2011. Our English Learners are in need of additional emphasis to assist them to achieve proficiency.

Based on our student data, federal and state mandates, and research-based best practices, our district’s curricular goals are:

Pleasant Grove School will meet or exceed the NCLB Annual Measurable Objectives (AMO’s) for student proficiency, including all significant subgroups in ELA and Math. By June 2014, all students will be proficient or higher in ELA and Math grade level content standards.

The district will meet AYP criteria annually including requirements for numerically significant subgroups.


The district will meet or exceed the state’s Annual Performance Index (API) growth target.

Pleasant Grove Students Scoring Proficient or Advanced on the 2009-2011 STAR Tests

ELA Comparison Math Comparison

ELA 2011

( P or A)

ELA 2010

(P or A)

ELA 2009

(P or A)

2 56 (10) 50 463 46 (6) 30 564 64 (9) 64 505 54 (7) 55 656 59 (13) 70 347 81 (17) 65 848 84 (16) 83 59

(Number of Students)

(Number of Students)

3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals.

Technology must be integrated into the instructional program as a learning resource and not as a separate element. Technology best serves students when they interact directly with the learning tools to solve problems, support their knowledge building, and/or develop specific academic skills.

3.d.1 Technology will be used as a learning resource by all students to maintain or achieve proficiency in CA Content Standards in English Language Arts and Mathematics.

BENCHMARKS:Objective 3d.1: All students in grades 2-8 will use technology to improve their acquisition of the CA Content Standards (and/or Common Core Standards) in English/Language Arts and Mathematics as demonstrated by 100% of the students scoring proficient or advanced on STAR.Year 1 Benchmark: Staff will review universal screening and CST data, research technology resources available in English/Language Arts and Mathematics, and receive training in those resources.Year 2 Benchmark: After using technology specifically addressing the Language Arts and


Math2011 ( P or A)

Math 2010 (P or A)

Math 2009 (P or A)

2 78 (14) 79 533 92 (12) 59 634 86 (12) 50 625 69 (9) 54 866 52 (12) 65 567 62 (13) 55 648 81 (17) 74

Alg.72

62

Alg. 100

Mathematics Standards, the percentage of students scoring proficient or advanced on the English/Language Arts and Math portions of the STAR test will increase to 75% Year 3 Benchmark: After using technology specifically addressing the Language Arts and Mathematics Standards, the percentage of students scoring proficient or advanced on the English/Language Arts and Math portions of the STAR test will increase to 100% Years 4 & 5 Benchmark: Continue as above

Implementation PlanActivities Timeline Person(s)

ResponsibleMonitoring and Evaluation

Staff collect universal screening data and examples of student work and identifies current use of technology

Sept. ‘12 Staff & Admin.

Student data is reviewed and assessed by staff and admin.

Team researches technology resources in reading and math

Feb. ‘13 Staff/Tech committee

Presentation of finding to staff and recommendations for adoption

Technology resources adopted and upgraded

June ‘13 Admin. & Tech

Programs purchased and installed

Staff development is provided for teachers using new tech resources/programs

Aug/Sept. ‘13

Admin. & Tech

Certificates of completion

Staff monitors student progress Nov. ’13, March ’14, & June ‘14

Admin. & Staff

Universal assessment data evaluated

Student universal screening and STAR test scores evaluated; strategies developed to improve results

Aug. ‘14 Admin. & Staff

Results presented to staff, community, school board

Cycle is repeated until June 2017 assuring completion of benchmarks or changes resulting from evaluation results.Evaluation Instrument(s) — Data To Be Collected: Test data (STAR and local assessments), surveys

3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace.

Goal 3e: Student acquisition of technology and information literacy skillsInformation literacy as a research process is critical in all grade levels to assure students’ safe and effective use of the Internet for research purposes. ALL students will be proficient or better with the National Education Technology (NETS) grade level profile standards for students to support achievement of the academic standards in the classroom, district curricular goals, and ultimately for lifelong learning and success in our digital society.

Objective 3e.1: 75% of students in grades K-8 will be proficient or better with grade level


NETS standards (or district equivalent). Year 1 Benchmark: Staff will research NETS resources, design curriculum, and receive training.Year 2 Benchmark: 40% of students in grades K-8 will be proficient or better with grade level NETS standards (or district equivalent).Year 3 Benchmark: 50% of students in grades K-8 will be proficient or better with grade level NETS standards (or district equivalent).Year 4 Benchmark: 65% of students in grades K-8 will be proficient or better with grade level NETS standards (or district equivalent).Year 5 Benchmark: 75% of students in grades K-8 will be proficient or better with grade level NETS standards (or district equivalent).

Implementation Plan

Activities Timeline Person(s) Responsible

Monitoring & Evaluation

Research NETS resources and design scaffolded K-12 NETS curriculum.

Sept.’12- Dec ‘12

Staff NETS curriculum materials

Provide Professional Development opportunities to staff on integrating the student NETS grade level skills and standards in their curriculum.

Spring ‘13 & annually

Staff Professional development agenda and attendance sheet

Students in grades 5-8 begin systematically learning the NETS skills including technology productivity tools and information literacy, as appropriate, during curricular assignments.

Fall ‘13 Staff Lesson plans

Students in grades K-4 begin systematically learning the NETS skills including technology productivity tools and information literacy, as appropriate, during curricular assignments.

Fall ‘14 Staff Lesson plans

Administer the standards-aligned grade span NETS based exit assessments / portfolios for participating grade levels

Spring ’14 & annually

Staff Exit assessments/portfolios

Evaluation Instrument(s) — Data To Be Collected: End of year portfolio of NETS integrated assignmentsData: Percentage achieving grade level NETS standards

Sections 3F & 3G 3F. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students and teachers can distinguish lawful from unlawful uses of copyrighted works, including the


following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism.

3G. List of goals and an implementation plan that describe how the district will address Internet safety, including how students and teachers will be trained to protect online privacy and avoid online predators.

Goal 3F & 3GAll students and teachers will be clearly understand the ethical use of information technology in the classroom, understand issues related to Internet safety including protecting online privacy and avoiding online predators, and distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism.

Objective 3f & g: 75% of students in grades 4-8 will be proficient or better with grade level Board adopted ethical use and Internet safety curriculum.Year 1 Benchmark: Staff will research resources, design curriculum, and receive training.Year 2 Benchmark: 40% of students in grades 4-8 will be proficient or better with grade level Board adopted ethical use and Internet safety curriculum.Year 3 Benchmark: 50% of students in grades 4-8 will be proficient or better with grade level Board adopted ethical use and Internet safety curriculum.Year 4 Benchmark: 60% of students in grades 4-8 will be proficient or better with grade level Board adopted ethical use and Internet safety curriculum.Year 5 Benchmark: 75% of students in grades 4-8 will be proficient or better with grade level Board adopted ethical use and Internet safety curriculum.

Implementation Plan:



Update Acceptable Use Agreement Fall ‘12 Admin. and Technology staff

Acceptable Use Agreement

Explore options for an appropriate curriculum that addresses all aspect of the above-stated goal

Sept.’12 Staff Progress reviewed by Technology Committee

Present AUP and curriculum to Technology Committee and Board for approval

Spring ‘13

Superintendent Oct. 2013 Site Council agenda, December 2013 Board agenda

Provide training and information Spring Admin. and Staff development logs


focusing on the curriculum to staff ‘13and then yearly in the fall

Technology staff

Begin classroom instruction of the curriculum

Fall‘13 Classroom teachers and Technology staff

Lesson plans and assessments from the curriculum

Staff evaluates the effectiveness of the curriculum, revising as needed

May ‘14 Classroom teachers and Technology staff

Pre and post-tests, minutes of meetings

Teachers support each other in full implementation of the curriculum

Fall ’14-May ‘17

Admin. and staff

Pre and post-tests, teacher evaluations

Evaluation Instrument(s) — Data To Be Collected:Lesson plans integrating ethical use of technology including copyright, plagiarism, internet safety, and cyber-bulling, pre and post-tests, Acceptable Use Policy

3h Description of the district policy or practices that ensure equitable technology access for all students.

3.h Utilization of technology to ensure access for all students.ALL Pleasant Grove students including EL, Special Education, and GATE, have access throughout the school day to computers in the classroom and with support staff. Students use AlphaSmart Neos to check out and take home to complete projects. Retired computers are available to check out for the school year for families without home computers. Students are able to request additional computer time before and after school and during lunch, as staff is available. There are currently no students in need of adaptive technology, however student needs regarding adaptive technology are assessed at time of enrollment, and the district works with the SELPA or other appropriate agencies to provide appropriate access to technology.

3i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.

Goal 3i: All staff will use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.

Objective 3i.1: All staff will consistently implement the use of district adopted data collection systems, on-line grading systems, and district adopted assessment systems.

Year 1 Benchmark: 80% of staff will consistently implement the use of district adopted data collection systems, on-line grading systems, and district adopted assessment systems.


Year 2 Benchmark: 85% of staff will implement the use of district adopted data collection systems, on-line grading systems, and district adopted assessment systems.



Year 5 Benchmarks: Maintain 100% implementation of district adopted data collection systems, on-line grading systems, and district adopted assessment systems.

Implementation Plan



Staff receives training in the use of district adopted data collection system

Fall ’12 & on-going

Admin. and staff

Professional development logs, data monitored in system

Staff receives training in the use of the district adopted on-line grading and report card system


Admin. and staff

Professional development logs, grade books, and report cards

Staff receives training in the use of district adopted technology based assessments


Admin. and staff

Professional development logs, class and student assessment reports

Evaluation Instrument(s) — Data To Be Collected: Professional development logs, standards based report cards generated from the district adopted grade book system, reports and assessments generated by the district adopted technology based assessments.

3j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school.

Goal 3j: All school staff, including administrators, teachers, office, and cafeteria personnel, will use technology to make information more accessible to parents. For parents who do not have access to computers or the internet, we send hard copies of documents home and staff makes phone calls to insure communication.

Objective 3j.1: 100% of the office, teachers, and cafeteria staff will use the school website and email services to improve communication with parents.

Year 1 Benchmark: 60% of the office, teachers, and cafeteria staff will use the school website and email services to improve communication with parents.


Year 2 Benchmark: 70% of the office, teachers, and cafeteria staff will use the school website and email services to improve communication with parents.Year 3 Benchmark: 80% of the office, teachers, and cafeteria staff will use the school website and email services to improve communication with parents.Year 4 Benchmark: 90% of the office, teachers, and cafeteria staff will use the school website and email services to improve communication with parents.

Year 5 Benchmark: 100% of the office, teachers, and cafeteria staff will use the school website and email services to improve communication with parents.

Implementation Plan



Teachers will update their web pages weekly.

Beginning Aug. ’12 & annually

Teachers Superintendent view website

Teachers will add parent email addresses to contacts in outlook and create a homeroom parents’ email distribution list.


Teachers Hard copy of Outlook contacts

Staff will post communications on the school website


Staff Superintendent view website

Evaluation Instrument(s) — Data To Be Collected: Parent survey to include question regarding the quality of communication between parents and school staff and scale to rate the effectiveness of the school website to provide timely information to the parents/community.

3k.Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities.

District administration, technology staff, and technology committee will conduct ongoing data review. The team will meet at least twice per year to track the development and implementation of all technology plan activities and accomplishments. Staff will complete yearly benchmark reviews in the spring and present information to the technology committee each fall. Additional summative data analysis and needs assessments are conducted in late August/September after the state releases all relevant district data. Modifications to the plan will be reviewed each fall.

4. Professional Development


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

Professional development usually takes place on site during minimum days once a week. The staff is unified in the desire for continuous improvement in their use and understanding of technology and the resources to implement technology into the classroom. When teachers were surveyed regarding their technology professional development needs, their universal request was that the activities happen at their site with their equipment. Annually, all staff will utilize the results of the EdTech Profile self-assessment to develop individual technology goals that will form the foundation of future professional development activities.

Teacher and administrator’s current technology skills and needs for professional development. All nine certificated staff and administrator took the EdTech Profile assessment of technology proficiencies. As a whole the group ranked as “Proficient” in word processing and General Computer Knowledge and Skills, Internet, Email, Publishing. The group ranked “Intermediate” in Spreadsheets, Presentation Software, Databases (their lowest score) and Instructional Technology.

4b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your district needs assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of the plan.

The Tech Plan Committee identified “Instructional Technology” as the highest priority for professional development. Annually, staff development focuses on the needs of teachers, as set in personal technology goals and the needs of the district as a whole. Staff development for Instructional Technology will be the focus of the duration of this plan in the area of SmartBoard training and the use of data management systems.

4.b.1 Goal Statement

Goal 4b: Teachers will set personal technology goals with regard to increasing student achievement in English language arts and math , focused on their individual levels and be provided support to achieve those goals.

Objective 4b.1: Pleasant Grove staff will identify individualized technology goals in their yearly goal meetings and participate in professional development opportunities such that the staff raises their individual technology level of proficiency by 60% in five years.Year 1 Benchmark: Pleasant Grove staff will identify individualized technology goals in their yearly goal meetings and participate in professional development opportunities such that the staff raises their individual technology level of proficiency by 20%.Year 2 Benchmark: Pleasant Grove staff will identify individualized technology goals in their yearly goal meetings and participate in professional development opportunities such that the staff raises their individual technology level of proficiency by 30%.Year 3 Benchmark: Pleasant Grove staff will identify individualized technology goals in their


yearly goal meetings and participate in professional development opportunities such that the staff raises their individual technology level of proficiency by 40%.Year 4 Benchmark: Pleasant Grove staff will identify individualized technology goals in their yearly goal meetings and participate in professional development opportunities such that the staff raises their individual technology level of proficiency by 50%.Year 5 Benchmark: Pleasant Grove staff will identify individualized technology goals in their yearly goal meetings and participate in professional development opportunities such that the staff raises their individual technology level of proficiency by 60%.

Implementation Plan



Use surveys to determine professional development needs and interest

Fall 2012 Technology Staff

District selected surveys

Research available professional development opportunities

Spring 2013

Administration Professional development course offerings

Provide professional development opportunities on integrating the student NETS grade level skills & standards in their curriculum

Spring ’13 and annually

Admin. & Tech Staff

Professional develo9pment agenda and attendance sheet

Staff development is provided for teachers using newly purchased English language arts and math technology resources

Aug/Sept. ‘13

Admin. & Tech Staff

Certificates of completion

Provide training on ethical use and Internet safety curriculum

Fall ’13 and yearly

Admin. & Tech Staff

Staff development logs

Review implementation of individual technology goals

Fall 2014 and annually

Administration Lesson plans, student projects, observations

Provide collaboration time for administration and teachers to analyze student achievement data, align standards-based instruction, learn and share effective practices in instruction and intervention, including the use of technology.

Fall 2013-June 2017

Administration Meeting notes

Evaluation Instrument(s) — Data To Be Collected: Staff surveys, meeting notes, professional development registration information, lesson plans, student projects, observation notes


Objective 4b.2: 80% of district administrators and teachers will be proficient in the use of all district supported technologies to improve student achievement, data collection and analysis, reporting, and decision-making.Year 1 Benchmark: 40% of district administrators and teachers will be proficient in the use of all district supported technologies to improve student achievement, data collection and analysis, reporting, and decision-making.Year 2 Benchmark: 50% of district administrators and teachers will be proficient in the use of all district supported technologies to improve student achievement, data collection and analysis, reporting, and decision-making.Year 3 Benchmark: 60% of district administrators and teachers will be proficient in the use of all district supported technologies to improve student achievement, data collection and analysis, reporting, and decision-making.Year 4 Benchmark: 70% of district administrators and teachers will be proficient in the use of all district supported technologies to improve student achievement, data collection and analysis, reporting, and decision-making.Year 5 Benchmark: 80% of district administrators and teachers will be proficient in the use of all district supported technologies to improve student achievement, data collection and analysis, reporting, and decision-making.

Implementation Plan



Develop a survey to determine staff proficiency in district supported technologies to improve student achievement, data collection and analysis, reporting, and decision-making

Fall 2012 Admin. and Technology Staff

Completed survey

Staff completes survey Fall 2012 Staff Completed surveys by staff

Review survey results and plan or find trainings to meet staff needs

Spring 2013

Admin. and Technology Staff

Survey results, training dates

Staff receives training Fall 2013 on-going to June 2017

Admin., Technology Staff, and teachers

Training sign-in sheets

Review implementation of individual technology goals

Fall 2014 and annually

Administration Lesson plans, student projects, observations

Evaluation Instrument(s) — Data To Be Collected: Staff surveys, meeting notes, professional development registration information, lesson plans, student projects, observation notes


4c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned activities including roles and responsibilities.The Superintendent/Principal will collect and review each staff members individual technology goals at the fall goal meeting. Trainings will be planned and scheduled according to the needs of the staff each year. Each training will be monitored with role/attendance sheets and evaluations of training by the attendees. All trainings will focus on the use of technology tools to increase student achievement in English language arts and math and the other goals and objectives of criteria 3a through 3j.

Professional Development funds will be the primary resource for this effort. Our Federal Class Size Reduction funds are used for staff development as our school has implemented CSR in kindergarten through 3rd grade. These funds are sufficient for our staff development needs. We will depend on Region 3’s California Technology Assistance Project for information and training. We also partner with our county office of education and larger neighboring districts for professional development opportunities. Professional development activities will include EdTech Profile.

5. Infrastructure, Hardware, Technical Support, and Software5a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components of the plan.

Existing Hardware:The infrastructure was updated to current standards during the modernization of our school. The T-1 line was installed approximately six years ago at a minimal cost. The District would like to maintain a ratio of one computer for each 2 students in grades K -8. Currently our K-2nd grade classrooms have between three and four desktop computers, our 3rd -8th grade classrooms have an average of nine computers (a combination of desktops and laptops), our afterschool program has 6 desktops available for student use. 15 % of our classroom computers are older than nine years old, 36% are refurbished donated computers, the remaining computers range from one to five years old. Each class is able to print over the network. Two wireless mobile labs (supported by three wireless routers that encompass the entire school) contain 16/17 Macintosh laptops per unit. One unit is ten years old and one is eight years old. Each lab has a printer available for classroom use. 4 Alpha Smart Neos are provided to check out on a per/day basis for home word processing. Certificated employees are provided a laptop with wireless technology and access to the network printer. Classified personnel are provided with a laptop for use with student intervention. The Superintendent/Principal uses a PC and HP printer. The Office Tech/Technology Coordinator and District Secretary each use a PC with a shared HP network printer. The Cafeteria Manager and Childcare Supervisor both use a PC and has access to the


network printer. The entire school is maintained by one HP Server using Windows Server 2008 connected to a Sonic Firewall component for internet filtering. All staff have share file access.Three classrooms are equipped with SmartBoards and responders, Smart Document Cameras, and wall-mounted projectors which were purchased and installed in August 2011.

Existing Internet Access:Internet access is provided with a T-1 line directly connected and managed by the County Office of Education. There are 23 drop lines for eight classrooms and our daycare building. The district office has six drop lines. Three hubs provide wireless networking. All computers use Internet Explorer, Safari, Google Chrome, or Mozilla Firefox for browsing. All personnel use the county Email system provided with Microsoft Outlook Web.

Existing Electronic Learning Resources:Each classroom has a digital camera and TV VCR/DVD combo. There is no cable service in our area; satellite service is available at an exorbitant cost. All computers have a minimum of one word processing program. We also use additional learning resources: Online subscriptions: Accelerated Reading, STAR Reading, Aleks (math). Server based: Read Naturally. Data Management Systems: Illuminate Data Management, Schoolwise.

Existing Technical Support:As a one-school district, the maintenance, upgrade and replacement of equipment and software are the sole responsibility of the site. The .5 FTE Tech Coordinator is kept very busy trying to install and maintain our hardware and software, as well as work with staff to provide training for the skills to use the technology. Most teachers are familiar with basic trouble-shooting tactics. Work orders for routine problems are generally completed within one school day.

5b. 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.

Hardware Needed: 1 classroom SmartBoard system (SmartBoard and responders, wall mounted projector,

and document camera with installation) Sonicwall or equivalent system for internet filtering 2 mobile labs Replace computers that are more than 4 years old 3 web cameras Server replacement

Electronic Learning Resources Needed: Additional Language Arts and Math remediation and enrichment software Keyboarding software

Networking and Telecommunications Infrastructure Needed:


In a rural location, the only available networking is provided through the already installed T-1 line or satellite technology at an exorbitant cost. DSL outpost technology is available but the network speed is similar to the T-1 line already installed.

Physical Plant Modifications Needed:Due to the plant modernization, no plant modifications are needed at this time. However, during the life of this plan, drop line repair and or replacement may be required.

Technical Support Needed: Funding to provide additional hours for staff to reach .5 hours technology support to

maintain the necessary level of upkeep Professional development funding for tech support staff

5c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components as identified in Section 5b.

Year 1 Benchmark:

Recommended Actions/Activities Timeline Person(s) Responsible

Purchase and install SmartBoard system August 2012 Technology Coordinator

Research options for Sonicwall or equivalent system Summer 2012

Technology Coordinator

Purchase and install Sonicwall or equivalent system August 2012 Technology Coordinator

Research and purchase Language Arts and Math remediation and enrichment software and keyboarding software

Fall 2012 to Spring 2013

Superintendent

Purchase web cameras August 2013 Technology Coordinator

Research options for replacement of 10% of old student computers

September 2013-Jan. 2014


Purchase replacement of 10% of old student computers

Spring 2014 and each spring


Research options for mobile labs Fall 2014 Technology Coordinator

Secure funding to provide additional hours for staff to reach .5 hours technology support to maintain the necessary level of upkeep

Spring 2015 Superintendent

Purchase one mobile lab Spring 2015 Technology Coordinator


Purchase one mobile lab Spring 2016 Technology Coordinator

Research options for server replacement Fall 2016 Technology Coordinator

Replace server Spring 2017 Technology Coordinator

5d. Describe the process that will be used to monitor Section 5b & the annual benchmarks and timeline of activities including roles and responsibilities.

The technology committee which includes the Superintendent/Principal, the TechnologyCoordinator and Site Council will use the Site Council meetings to oversee the timeline set by the benchmarks in this plan. Purchase orders will be used to confirm purchases and feedback from teachers, Edtech Profile surveys, parent and student surveys, and assessment data will also be used to monitor the annual progress of our technology plan.

6. Funding and Budget6a. List of established and potential funding sources.

Pleasant Grove JUSD receives varied federal, state, and local sources of funding. These include state categorical funds, lottery funds, K12 Voucher, E-rate discounts, Title II Part A, Title III, and GATE funds. We also receive donations from the community members and businesses. However, economic conditions in California and the nation may continue to impact K-12 education budgets and grants through the duration of our technology plan. Therefore, our established and potential funding sources to implement our educational technology plan may be impacted as well.

Established Funding Sources: REAP Lottery General Fund Categorical Funds

Potential Funding Sources: Enhancing Education Through Technology Grant Community fund raising


6b. Estimate annual implementation costs for the term of the plan.

Budget Category Item Descriptions Est. Year 1 Cost

Est. Year 2 Cost

Est. Year 3 Cost

Est. Year 4 Cost

Est. Year 5 Cost

E-rate Eligible Amount

1000-1999Certificated Salaries

0 0 0 0 0 0

2000-2999Classified Salaries

Tech support 11,000 11,500 12,000 12,500 13,000 60,000

3000-3999Employee Benefits

Retirement 1,100 1,150 1,200 1,250 1,300 6,000

4000-4999Materials & Supplies

Computers, SmartBoard, Sonicwall,

13,000 8,000 8,000 8,000 15,000 52,000

5000-5999Other Services & Operating Expenses

Licensing, tele-connect, data & voice lines

8,000 8,000 8,000 8,000 8,000 40,000

6000-6999Equipment

10,000 10,000

Totals $33,1000 $28,650 $29,200 $29,750 $38,300 $168,000

6c. Describe the district’s replacement policy for obsolete equipment.

During the duration of this plan, classroom laptops will be replaced such that none are older than five years. Priority will be determined by the following guidelines:

a) Frequency and extent of use of the equipmentb) Ability of computer to support current programs and processesc) Availability of funds

District technology staff will determine whether the obsolete computers can be repurposed for less demanding applications or upgraded, or whether they are no longer able to support any of the current programs and processes that are required to implement the curricular goals of the school. If the computers cannot be repurposed or aren’t worth upgrading, the equipment is deemed obsolete. Obsolete equipment is donated to local e-waste events at no cost to the district.

Hardware replacement is accomplished either through donations from Parents’ Club, REAP funds, or through the grant process.


6d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary.

The District’s annual budget process determines the level of general fund and categorical fund support that will be available for technology. The District adopts its annual budget in June of each year, and revises that budget as needed when the state legislature passes the state budget.Grants and donations occur on their own timeline, independent of the District’s regular budget process. If additional restricted funding for technology or large donations becomes available, theDistrict may change its priorities for less-restricted funding accordingly.

The Superintendent/Principal is responsible for monitoring all aspects of the budget. She oversees the day to day budget, plans for the expenditure of the various funds and programs, prepares the monthly budget reports as well as the state required semi annual Interim Reports for the Board, develops the budget annually, and advises the Board about state and grant funds available. One big advantage of a one school district is that there are no levels of administration and bureaucracy to go through to find out what is happening and to make corrections as needed.

7. Monitoring and Evaluation 7a. Describe the process for evaluating the plan’s overall progress and impact on teaching and learning.

The current technology planning process needs to address increased use of existing and future technology tools in curriculum, instruction and assessment. Ongoing advances in technology requires the district to remain current in the areas of hardware, software, and internet based programs. The Superintendent/Principal reviews this plan with staff, School Site Council and Board of Education each year to report on progress and needs. A replacement of hardware plan has been established and funds are to be allocated annually for this purpose.

To monitor adequately the school/district’s progress in utilizing technology tools for teaching and learning, data will be collected in the following areas: Annual increases in teachers’ technology proficiencies per the EdTech Assessment; Annual increases in teachers’ use of technology to enhance curriculum; Students’ progress in mastering the California Content Standards in LA and Math; Students’ progress in acquiring technology proficiency skills. Annual maintenance and infrastructure upgrade activities. Adequacy of Tech Support.

The data will be compiled and analyzed by the Superintendent/Principal and Tech Coordinator. A summary of the data will then be provided in a written report and presented to the School Site Council and the School Board annually.7b. Schedule for evaluating the effect of plan implementation.


Implementation Activity Timeline Responsibleperson(s)

Staff take EdTech Profile Each fall Staff

Teachers and Superintendent meet, teachers establish technology goals

Each fall Teachers and Superintendent

Superintendent observes teachers in classrooms. Post conferences are held

Fall and Spring

Superintendent

Teachers and Superintendent meet at the end of each trimester to evaluate student data on district assessments

End of each trimester

Teachers and Superintendent

Teachers and Superintendent meet to review assessment data in English language arts and Math

Each fall Teachers and Superintendent

Technology Committee reviews benchmarks Each fall Technology Committee

7c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders.

The school EdTech Profile surveys, classroom observation results, and API scores will be communicated to staff, students, site council, school board, and community semi-annually. The scores will be used as benchmarks to monitor the effectiveness of the technology plan.

EdTech Profile survey, goals, and classroom observations will help the administration plan the staff development needed for technology.

The Superintendent/Principal will use the results of the STAR tests to target underachieving students and prescribe intervention techniques to help these students achieve district goals.

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

8. Collaborative Strategies with Adult Literacy Providers

If the district has identified adult literacy providers, describe how the program will be developed in collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify adult literacy providers or potential future outreach efforts.)

Pleasant Grove School is a rural community with no adult literacy providers. The closest location within the county of Sutter would be 25 miles to the north, or Sacramento County, 15 miles south. Information is shared with parents via our website, email, and/or take home flyers.

9. Effective, Researched-Based Methods and Strategies


9a. Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals.

The district has an ongoing process of grounding practices in research proved methodologies. Currently, the district is implementing reading, science, and math programs chosen for their evidence based results with student achievement.

ReferencesCommission on Teacher Credentialing. (2009, October). California standards for the teaching

profession 2009 (Monograph). State of California.

Establishing new learning environments. (n.d.). Integration of technology and content standards.Retrieved January 7, 2011, from http://www.sky-power.org/luebirdcrk//.html

Green, T., Donovan, L., & Bass, K. (2010, August). Taking laptops schoolwide: A learningcommunity approach. Learning & Leading With Technology, 13-15.

International Society for Technology in Education. (2009). NETS for administrators 2009.Retrieved from http://www.iste.org//for-administrators/for-administrators-standards.aspx

International Society for Technology in Education. (2009). NETS for teachers 2008. Retrievedfrom http://www.iste.org//for-teachers/for-teachers-2008.aspx

Kesler, T. (2010, August 6). Making laptops part of the classroom: Four suggestions. EducationWeek. Retrieved from http://www.edweek.org/keslet.h29.html

Renaissance Learning, Inc. Getting the Most out of STAR Reading: Using data to inform instruction and intervention. Retrieved from http://doc.renlearn.com/KMNet/R004454209GKA6F2.pdf

Renaissance Learning, Inc. Getting the Most out of Accelerated Math: Easily manage daily math practice for all students. Retrieved from http://doc.renlearn.com/KMNet/R004006418GH3BD3.pdf

Warlick, D. (n.d.). Literacy & learning in the 21st Century. Retrieved May, 2010, fromhttp://www.myteacherpages.com////_literacy.pdf

Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (2010). Keeping pace with k-12online learning: An annual review of policy and practice. Evergreen Education Group

9b. Describe the district’s plans to use technology to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance-learning technologies.


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


Appendix C – Criteria for EETT Funded Technology Plans

1. PLAN DURATION CRITERION

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Plan

Example of Adequately Addressed

Example of Not Adequately Addressed

The plan should guide the district’s use of education technology for the next three to five years. (For a new plan, can include technology plan development in the first year)

3 The technology plan describes the districts use of education technology for the next three to five years. (For new plan, description of technology plan development in the first year is acceptable).Specific start and end dates are recorded (7/1/xx to 6/30/xx).

The plan is less than three years or more than five years in length.

Plan duration is 2011-2014.

2. STAKEHOLDERS CRITERIONCorresponding EETT Requirement(s): 7 and 11 (Appendix D).

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Not Adequately Addressed

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 CRITERIACorresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D).

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

5 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.

6 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 that are supported by this tech plan.

7 The plan summarizes the district’s curricular goals that are supported by the plan and referenced in district document(s).

The plan does not summarize district curricular goals.

d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals.

8 The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the district’s curriculum goals and academic content standards to improve learning.

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, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed

9 The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.

The plan suggests how students will acquire technology skills, but is not specific enough to determine what action needs to be taken to accomplish the goals.


to succeed in the classroom and the workplace.

f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism (AB 307, optional in 2007-08 tech plan, required in all tech plans 2008-09 and after)

11 The plan describes or delineates clear goals outlining how students will learn about the concept, purpose, and significance of the ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing and/or downloading (as stated in AB 307).

The plan suggests that students will be educated in the ethical use of the Internet, but is not specific enough to determine what actions will be taken to accomplish the goals.

g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307, optional in 2007-08 tech plan, required in all tech plans 2008-09 and after)

11 The plan describes or delineates clear goals outlining how students will be educated about Internet safety (as stated in AB 307).

The plan suggests Internet safety education but is not specific enough to determine what actions will be taken to accomplish the goals.

h. Description of or goals about the

12 The plan describes the policy or delineates clear

The plan does not describe policies or goals that result


district policy or practices that ensure equitable technology access for all students.

goals and measurable objectives about the policy or practices that ensure equitable technology access for all students. The policy or practices clearly support accomplishing the plan’s goals.

in equitable technology access for all students. 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 clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.

12 The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to support the district’s student record-keeping and assessment efforts.


j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school.

13 The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to improve two-way communication between home and school.


k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities.

14 The monitoring process, roles, and responsibilities are described in sufficient detail.

The monitoring process either is absent, or lacks detail regarding procedures, roles, and responsibilities.

4. PROFESSIONAL DEVELOPMENT COMPONENT

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CRITERIACorresponding EETT Requirement(s): 5 and 12 (Appendix D).

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

15 The plan provides a clear summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development. The findings are summarized in the plan by discrete skills that include CTC Standard 9 and 16 proficiencies.

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, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your district needs assessment data (4a) and the Curriculum Component objectives (Sections 3d through 3j) of the plan.

15 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d through 3j) of the plan.

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. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities.


The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.

5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND

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SOFTWARE COMPONENT CRITERIACorresponding EETT Requirement(s): 6 and 12 (Appendix D).

a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components (Sections 3 & 4) of the plan.

18 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 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.

b. 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.

19 The plan provides a clear summary and list of the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support the district will need to support the implementation of the district’s Curriculum and Professional Development Components.

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.

c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical

20 The annual 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 annual 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.


support required to support the other plan components as identified in Section 5b.

d. Describe the process that will be used to monitor Section 5b & the annual benchmarks and timeline of activities including roles and responsibilities.



6. FUNDING AND BUDGET COMPONENT CRITERIACorresponding EETT Requirement(s): 7 & 13, (Appendix D)

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a. List established and potential funding sources.

21 The plan clearly describes resources that are available or could be obtained to implement the plan.

Resources to implement the plan are not clearly identified or are so general as to be useless.

b. Estimate annual implementation costs for the term of the plan.

22 Cost estimates are reasonable and address the total cost of ownership, including the costs to implement the curricular, professional development, infrastructure, hardware, technical support, and electronic learning resource needs identified in the plan.

Cost estimates are unrealistic, lacking, or are not sufficiently detailed to determine if the total cost of ownership is addressed.

c. Describe the district’s replacement policy for obsolete equipment.

22 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.

d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding




opportunities and to adjust budgets as necessary.


7. MONITORING AND EVALUATION COMPONENT CRITERIACorresponding EETT Requirement(s): 11 (Appendix D).

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a. Describe the process for evaluating the plan’s overall progress and impact on teaching and learning.

23 The plan describes the process for evaluation using 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.

24 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. Describe the process and frequency of communicating evaluation results to tech plan stakeholders.

24 The plan describes the process and frequency of communicating evaluation results to tech 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 CRITERIONCorresponding EETT Requirement(s): 11 (Appendix D).

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If the district has identified adult literacy providers, describe how the program will be developed in collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify adult

24 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

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.


literacy providers or potential future outreach efforts.)

literacy providers are indicated, the plan describes the process used to identify adult literacy providers or potential future outreach efforts.

9. EFFECTIVE, RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIACorresponding EETT Requirement(s): 4 and 9 (Appendix D).

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Not Adequately Addressed

a. Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals.

25 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. Describe the district’s plans to use technology to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance-learning technologies.

25 The plan describes the process the district will use to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance learning opportunities (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).

There is no plan to use technology to extend or supplement the district’s curriculum offerings.


Appendix I – Technology Plan Contact Information

Education Technology Plan Review System (ETPRS)Contact Information

County & District Code: 51 - 71431School Code (Direct funded charters only): _ _ _ _ _ _ _ LEA Name: Pleasant Grove Joint Union School District

*Salutation: Mr. Ms. Dr.*First Name: Annette *Last Name : Alberti *Job Title: Superintendent/Principal *Address: 3075 Howsley Rd. *City: Pleasant Grove *Zip Code:95668 *Telephone: (xxx) xxx-xxxx Ext: (916) 655-3235 Fax: 916 655-3501 *E-Mail: [email protected]

Please provide backup contact information.1st Backup Name: Brandi Burnsed 1st Backup E-Mail: [email protected] 2nd Backup Name: 2nd Backup E-Mail:

*Required information in the ETPRS


Guidance and Sample for Completing anE-rate Supplemental Analysis (Addendum) to EETT Technology Plan (continued)

This E-rate Supplement is to be completed annually and retained locally for E-rate audit purposes.

PART 2: E-rate Eligible Services Requested and Identified in EETT Technology Plan:Description of Specific E-Rate Service(s):

PART 3: EETT Technology Plan Goal(s) That Will Be Addressed by the E-rate Service(s) Described in Part 2:EETT Technology Plan Goal(s) addressed by E-Rate: Page in Plan

PART 4: Description of Level/Amount of Service ChangeDescribe current level/amount of service:

Describe new level of service after E-Rate request is granted:

Budget amount for district's share (for each charge involved in the service):

Planned budget source or line item for each budget amount:

PART 5: Analysis of Non E-rate Eligible ResourcesRequired to Meet EETT Technology Plan Goals

This budget-analysis indicates that the E-rate applicant is aware of and will work to secure the financial resources it will need to achieve its technology aims, including technology training, software, and other elements outside the coverage of E-rate support. The EETT technology plan is supported with documents that describe how the applicant will be able to secure these financial resources, including resources pertaining to: (a) infrastructure; (b) hardware; (c) software; (d) professional development; (e) retrofitting; and (f) maintenance, needed to achieve the applicant’s technology plan. This supplemental budget-analysis must be kept with the E-rate documentation at the applicant’s site.

Check the current SLD/USAC Eligible Services List at:http://www.sl.universalservice.org/reference/eligible.asp

Part 5 aInfrastructure required to achieve EETT Technology Plan:E-rate eligible amount

Non E-rate eligible amount

Source of funds:(Non E-rate Eligible Portion)

Description of Major Items to be purchased, and/or refer to page number in tech plan.

$:

%

$:

%


http://www.sl.universalservice.org/reference/eligible.asp


This E-rate Supplement is to be completed annually and retained locally for E-rate audit purposes.

Part 5 bHardware required to achieve EETT Technology Plan:Total Budgeted $:

E-rate eligible amount


Source of funds:(Non E-rate EligiblePortion)

Description of Major Items to be purchased, and/or refer to page number in tech plan.

$:

%:

$:

%:Part 5 cSoftware required to achieve EETT Technology Plan:Total Budgeted $:


Non-E-rate eligible amount


Description Major Items to be purchased, and/or refer to page number in tech plan.

$:

%:

$:

%:Part 5 dProfessional development required to achieve EETT Technology Plan:Total BudgetedCost of Training:

Source of funds:

Number ofStaff:

Description of Training: Reference page in technology plan.

Services or Contracts to be purchased, and/or refer to page number in tech plan.

$:

Part 5 eRetrofitting required to achieve EETT Technology Plan:Total Budgeted $:



Source of funds:(Non E-rate Eligible Portion)

Description Major Items and/or Services/Contracts to be purchased, and/or refer to page number in tech plan.

$:

%:

$:

%:

Inside-wiring:

Construction:

(Continued next page)



This E-rate Supplement is to be completed annually and retained locally for Erate audit purposes.

Part 5 fMaintenance required to achieve EETT Technology Plan:Total Budgeted $:




Description Major Services/Contracts to be purchased, and/or refer to page number in tech plan.

$:

%:

$:

%:

Instructions for Completing the Sample E-rate Supplemental Analysis for a State-approved EETT Technology Plan:

The sheet is in Microsoft Word format. Cells will increase in size to contain the necessary information.

SLD/USAC requires that an E-rate applicant’s EETT technology plan be supplemented by a budget-analysis that indicates the applicant is aware of and will be able to secure the financial resources it will need to achieve its technology aims, including technology training, software, and other elements outside the coverage of E-rate support.

For each logical grouping of E-rate requested services/products, fill out the corresponding supplemental budget-analysis sheet. Since substantial amounts of the required supplemental budget-analysis may appear in some EETT technology plans, refer to budget sections in the applicant’s EETT technology plan for clarity and to avoid redundancy.

For any item in a part, if you have no information to provide, enter “NONE.”

PART 1: Fill in the identifying information, certification, and signatures.

PART 2: List the service for which you are requesting E-rate support. For example, “cell phone service” and “interactive video service” are each logical groupings of E-rate requested services.

Cell phone service is distinct, while interactive video service includes multiple components such as bandwidth, interior wiring and leased equipment. You must be sure to combine all the costs and other requirements when analyzing a complex service. Please reference the page number(s) and section(s) within the EETT technology plan that describe the applicant’s E-rate eligible services.


PART 3: List the educational technology plan goals that will be addressed using the service(s)from Part 2. Goals may be identified either by listing their page and section number in the EETT technology plan or by a very brief narrative statement. There may be several goals involving a single service request. Please reference the page number(s) and section(s) within the EETT technology plan that describe the applicant’s E-rate eligible services.

PART4: Briefly describe the current level/amount of service. Then indicate the level/amount of service that will be available after the E-rate discount is approved. Note the budget amount for the district’s share for each charge involved in the service. In the final column enter the budget source or line item for each amount.

PART 5: Instructions for Part 5 d follow immediately below. In the Analysis of Non E-rate Eligible Resources, for each of the following categories: (a) infrastructure; (b) hardware; (c) software; e) retrofitting; (f) maintenance; indicate:

the total amount of funds the applicant will need to achieve its technology aims;

the E-rate eligible portion of the total amount of funds that the applicant will need to achieve its technology aims; and show the E-rate eligible portion of the total amount of funds as a dollar amount and percentage;

the Non E-rate eligible portion of the total amount of funds that the applicant will

need to achieve its technology aims; and show the Non E-rate eligible portion of the total amount of funds as a dollar amount and percentage;

the specific funding source(s) the applicant will be able to secure to pay for the Non E-rate eligible portion of the total amount of funds budgeted; and

a description of the major items or services covered under categories a through f above.

5.d: For Professional Development, indicate the estimated cost of the professional development and the source of the funds needed. Report the number of staff and their level of proficiency in that skill. Indicate the additional professional development required to make use of the requested service.(Provide a brief description and/or refer to the page number in the technology plan. Remember, a minimum of 25% of Title II, Part D (Formula and Competitive) funds must be used for technological professional development.)

5.e: For Retrofitting, indicate any construction, electrical work, or rewiring that would be required to use the E-rate requested service along with an estimated cost and a budget source. If none is required, indicate “None” in the block for that part.



5.f: For Maintenance, indicate any SEPARATE maintenance contracts with the type and location of equipment to be maintained along with estimated cost and a budget source. This amount may be eligible for discount IF the equipment involved is eligible equipment. For maintenance contracts that are part of an eligible E-rate contract, indicate that maintenance is limited to the service and equipment listed in the E-rate request.

A copy of the applicant’s EETT technology plan, including an E-rate Supplemental Analysis (Addendum) for a State-approved EETT Technology Plan

and supporting documentation, should be kept with the applicant’s E-rate documentation at the applicant’s site for audit purposes.

This E-rate Supplement is to be completed annually and retained locally for audit purposes.


Documents

Technology Plan - Pleasant Grove School · Web viewCorresponding EETT Requirement(s): 4 and 9 (Appendix D). Page in District Plan Example of Adequately Addressed Not Adequately Addressed