July 1st 2012 June 30th 2017 E-Rate & Enhancing Education ...pointarenaschools.org/wp-content/uploads/2014/04/... · Point Arena Joint Union High School District July 1st, 2012 –

Point Arena Joint Union High School District

July 1st, 2012 – June 30

th, 2017 Technology Plan

1


July 1st 2012 – June 30

th 2017

E-Rate & Enhancing Education Through Technology (EETT)

Technology Plan

County Name: Mendocino

District Name: Point Arena Joint Union High School District

CDS Code: 23-65599

District Phone Number: (707) 882-2803

Ed Tech Plan Contact Name:

Dr. Colleen Cross/Warren Galletti

Contact Title: Superintendent/Principal

Contact Address: P.O. Box 87

Contact City & Zip Code: Point Arena, CA

Contact Phone Number: (707) 882-2803/(707) 882-2134x214

Contact FAX#: (707) 882-2848/(707) 882-3453

Contact Email: [email protected], [email protected]

../../AppData/Local/Microsoft/Windows/Temporary%20Internet%20Files/Content.Outlook/Documents/[email protected]




2

Check and correct page number references in TOC below

TABLE OF CONTENTS Acknowledgments __________________________________________PAGE 4 Appendix I: Benchmark Review Form __________________________PAGE 6 District Summary and Plan Duration (Criteria Item 1)_____________________________________________PAGE 9 Stakeholders Involvement (Criteria Item 2) ______________________PAGE 11 Curriculum Driven Technology Goals (Criteria Item 3) _____________________________________________PAGE 16 Professional Development and Implementation (Criteria Item 4)______________________________________________PAGE 36 Infrastructure, Hardware, Technical Support, and Software (Criteria Item 5)______________________________________________PAGE 45 Funding and Budget (Criteria Item 6)______________________________________________PAGE 48 Monitoring and Evaluation (Criteria Item 7)______________________________________________PAGE 51 Effective Collaborative Strategies With Adult Literacy Providers to Maximize the Use of Technology Criterion (Criteria Item 8)______________________________________________PAGE 51 Effective, Research-Based Methods, Strategies, and Criteria (Criteria Item 9)______________________________________________PAGE 51




3

E-Rate Supplemental Addendum_________________________________PAGE 55 Appendix J – Technology Plan Contact Information_________________PAGE 59 Appendix C: Criteria for EETT Funded Education Technology Plans___ PAGE 60 Attachment # 1 Pt. Arena Schools Monitoring and Evaluation Chart____PAGE 67 Attachment # 2 Pt. Arena Schools Assessment MEethod_____________PAGE 71 Attachment # 3 Current Computer Inventory_______________________ PAGE 74 Attachment #4 Acceptable Use Contract For Student Users___________PAGE 78 Attachment #5 Price Quote to Update Network Infrastructure _________PAGE 81




4

ACKNOWLEDGMENTS

School Board of Trustees Nick Scanlon-Hill, Board President Bob Gardiner, Board Clerk Leslie Bates, Member Jim DeWilder, Member Angela Marquez, Member Susan Sandoval, Member Ron Miles, Member Ricky Estrada, Student Member

District Educational Technology Plan Team District Personnel Curriculum/Data Personnel

David Blair, Mathematics Teacher and Testing Coordinator Roger Little, Science Teacher Maichen Grossman, English and Social Science Teacher Wendy Platt, English Teacher Gabriella Castellanos, ELD Teacher Trevor Sanders, Social Science Teacher Enrique Gomez, Counselor Vikki Robinson, College & Career Center Coordinator

Technology Personnel

Scott Ritchie, Technology Coordinator, part time Pam Parker Amador, Computer, Yearbook, and Computer Animation Teacher Michele Taylor-Jones, Digital Image and Art Teacher Jaime Mitchell, Music and Drama Teacher Ruben Reza, Temporary Substitute Librarian

Financial Personnel Meg Kailikole, Business Manager




5

Site Administrators

Colleen Cross, Superintendent Warren Galletti, Point Arena High School and South Coast High School Principal Leah Martini/Mike Dinning, South Coast High School Teachers

Parents Jeanine Stefani, Parent

Kim Fraser, Parent Rosa Estrada, Parent Josh Grossman, Parent

School Site Council Lu Beguiristain, Board Liaison Warren Galletti, Site Administrator Chris Galletti, Classified Staff

Kim Fraser, Parent Louise DeWilder, Parent Lucienne Allen, Parent

Government Agencies

CTAP Region 1, EdTech Plan Coordinator – Peggy Ericson CDE, Tech Plan Coordinator – Doris Stephenson

Community Group & Businesses Dave Martin, Netcetera Blake More, Arena Tech Center Director Greg Jirak, Coast Community Library and Mendocino County Broadband Alliance




6

Appendix I – Education Technology Plan Benchmark Review California Department of Education EETT-F02BR Enhancing Education Through Technology (EETT) Education Technology Plan Benchmark Review EETT-F02BR (rev. 09/04)

Education Technology Plan Benchmark Review For the grant period ending June 30, 2012

IDENTIFYING INFORMATION:

CDS # __23-65599____________________________________

Applicant Name: Point Arena Joint Union High School District

The No Child Left Behind Act requires each Enhancing Education Through Technology (EETT) grant recipient to measure the performance of their educational technology implementation plan. To adhere to these requirements, describe the progress towards the goals and benchmarks in your education technology plan as specified below. The information provided will enable the technology plan reviewer better to evaluate the revised technology plan and will serve as a basis should the district be selected for a random EETT review. Include this signed document with your revised education technology plan submitted to your regional California Technology Assistance Project (CTAP) office.

1. Describe your district’s progress in meeting the goals and specific implementation plan for using technology to improve teaching and learning as described in Section 3.d., Curriculum Component Criteria, of the EETT technology plan criteria described in Appendix C. (1-3 paragraphs)

The PAJUHSD has made significant progress in meeting our goals and maintaining our implementation plan by following the plan’s

guidelines for monitoring student progress in basic computer and literacy skills and by working toward significant growth in our

Adequate Yearly Progress and Academic Performance Index student scores. Our school has ranked #1 within Region 1 for students

eligible for the U.C. / C.S.U system at 63%. PAHS was invited to participate in the 2006-2007 State Title 1 Achievement awards

program: PAHS is one of 416 schools statewide eligible to receive this award. California’s rigorous criteria requires Title 1 Schools to

have doubled their Academic Performance Indicator growth target for two consecutive years and to have met a designated median

API growth score in Reading and Mathematics. Although we did not meet our API growth target last year, we did show improvement

in 2012 STAR testing: 100% of our students participated in STAR testing. In addition, most sophomore students passed the 2012

CAHSEE, 10th

Grade Census—46/47 (98%) passed the math and 42/47 (89%) passed the English, with 13/14 (93%) Latino students

passing ELA and 14/14 (100%) Latino students passing CAHSEE Math.

There is a significant increase in students mastering challenging coursework through AP classes in English, Spanish, Art, US History,

Biology and Mathematics. Additional progress of students understanding their personal responsibility and awareness of the ethical




7

issues related to the use of technology is reinforced through the ELA and core computer classes, as well as the Senior Seminar course

that was added to the class schedule in 2011. AP Courses are offered and supported, a Santa Rosa Junior College Psychology class

meets weekly at the PAHS site, and online/distance learning high school and college classes are offered and proctored by the PAHS

Guidance Counselor. Our annual College Planning Night (September 2011) and FAFSA night (January 2012) for senior students and

their parents both had excellent attendance, standing room only, with parents waiting for their turn on the computers, in part due to

PAHS’ provision of bilingual support as well as adding a college financial advisor speaker presentation.

2. Describe your district’s progress in meeting the goals and specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks and timeline as described in Section 4.b., Professional Development Component Criteria, of the EETT technology plan criteria described in Appendix C. (1-3 paragraphs) The PAJUHSD has maintained the plan’s guidelines in assessing teacher’s technology skills twice each year using the online

surveys at http://www.edtechprofile.org. Teachers are able to review their progress and assess their personal development

needs. Teachers continue to have the opportunity to increase their technological needs through online tutorials available 24/7

at many sites, including http://www.ctaponline.org. Although the district has tried to maintain as much technological training

as possible, the cutback of staff development days has affected the frequency of all day training opportunities. PAJUHSD

continues to provide 2.5 hr. staff development opportunities in academic and technological skills during “early out

Wednesdays” in addition; PAHS held a technology development workshop focused on how to interpret on-line student

academic performance data in October 2006, and in subsequent years PAHS has provided annual staff training to effectively

use our online student data management systems (Aeries, DataDirector and CalPads) to track student attendance, academic

progress and performance, grades and credits, discipline, transcripts, progress on mastering local benchmark tests, state

assessments including CAHSEE and STAR, as well as SAT, ACT, AP and other National test assessment results.

http://www.ctaponline.org/




8


July 1st 2012 – June 30

th 2017

E-Rate Technology Plan

The staff and students at Point Arena Joint Union High School District share a commitment to excellence and take great pride in our

many achievements. We are a state recognized Model Leadership site, noted for having the highest percentage of seniors eligible for

admissions into the University of California and the California State University systems in Region 1 (Humboldt, Lake, Mendocino and

Sonoma Counties) in 2006. In support of our college-going culture initiative, we offer regularly scheduled PSAT, ACT, SAT and AP

Testing on site at PAHS. We continue to expand our AP course offerings, including AP Art (2D Studio Design) and concurrent college class

enrollment, for both on-site college classes and online college classes. In addition, students may take alternate online college and/or college

prep classes through BYU (Brigham Young University) when individual student schedule needs are not met by our master schedule course

offerings. Our guidance counselor or instructor designee proctors midterms and final exams for BYU-enrolled students to maintain a secure

test-taking environment. We were pleased to receive state and federal recognition with an Academic Achievement Award for closing the

achievement gap and for large gains in the academic performance of our students. Studies have shown that attendance is the single biggest

factor in achievement by students. Last year we did not meet our API, in part attributable to excessive student absences due to limited

transportation options: we are encouraging carpools and working with the MTA (Mendocino Transit Authority), and emphasizing to students

and parents the importance of regular school attendance, since the State has indicated that transportation funds may be eliminated from the

current state budget for next year, or possibly cut or eliminated in future years due to budget constraints. In addition to academics we

encourage student participation in a variety of extra-curricular opportunities available at Point Arena and have garnered a 75% student body

participation rate. Our 2011 WASC visit resulted in a 6-year renewal of our WASC accreditation.

Our focus remains promoting regular daily attendance, maintaining a college-going culture and supporting maximum academic

achievement for each and every student. Our purpose is to develop a student's intellectual potential through an innovative, balanced, and

challenging curriculum. Our strong academic curriculum is standards based, and our teaching strategies provide a balance of skills and

knowledge that prepare students for their future lives in careers or at college. We continue to explore research based educational trends in our

efforts to improve our effectiveness with students. We welcome your inquiries, and if you wish to visit the campus or meet a teacher, please

call our office for an appointment.




9

1a. Plan Criteria

The following introduction and its subsequent components are intended to familiarize the reader with the school district, the school

community, students and staff so that the reader can grasp the activities and strategies that the district plans on implementing in the next five

years.

MISSION STATEMENT

The Mission of the Point Arena Schools District is to educate people to become competent, responsible participants in a local and global

community; people who continue to learn and contribute throughout life.

INTRODUCTION

Point Arena Joint Union High School District and Arena Union Elementary School District have the unique quality of being separate

school districts governed by one Board of Trustees and administered by Superintendent, Dr. Colleen Cross. Site Administrator Warren

Galletti joined the school district in 2001, and consistently inspires and reminds staff to collaborate and communicate effectively with

students and parents by using the most effective means: namely our existing technology systems, and to review and consider adopting new

technology that raises Point Arena Joint Union High School District to high performing status.

Point Arena High School (PAHS) and South Coast Continuation High School (SCCHS) are located in the small city of Point Arena,

on the coast of Mendocino County, three and one-half hour drive north of San Francisco, and two hours west of Santa Rosa. The district

serves the residents of both Mendocino and Sonoma counties in the diverse communities of Annapolis, Elk, Gualala, Manchester, Point

Arena, Sea Ranch, Stewarts Point, Timber Cove and the Manchester, Kashia, and Point Arena Rancherias. Point Arena High School’s 9-12

current enrollment is 188 students and South Coast Continuation High School’s current enrollment is 11 students.

Point Arena Schools are connected to the World Wide Web through a Local Area Network to the District’s WAN, out to our T1

Internet Service Provider, Mendocino County Office of Education. Although our district policy allows students and staff to BYOD (Bring

Your Own Device), all devices must be registered with the IT department for internet access, and all staff and student computers are CIPA

compliant with content filtering provided by Mendocino County Office of Education. In addition all staff and students must agree to comply

with the District’s Internet Use Policies requiring that all students receive explicit instruction regarding plagiarism, fair-use and copyright

law, as well as recognizing and reporting cyberbullying.

Point Arena Schools use CalPads, Data Director and Aeries, online data submission, reporting and assessment tools that provide

school personnel with an integrated approach to data management, analysis and decision-making that facilitates comprehensive reporting

linked to research-based best practices. These systems and assessments they support allow teachers to modify instruction based on

assessment results, and enable school and district administrators to plan appropriate professional development and support.

All students, regardless of their socio-economic and ethnic backgrounds, have access to the latest technology that meets their

individual learning needs and promotes learning to increase their productive use of these tools for researching and completing classroom

assignments. Point Arena Schools, while we are experiencing an ongoing budget crisis with no monies made available for technology

updates, continually seek creative ways to increase the student-to-computer ratio, providing software and adaptive learning devices to

support better student access to technologies for all students, including students who learn differently.

Realizing that integrating technology into the curriculum requires much more than hardware and software tools, the district will

continue to provide staff development in the use of technology and its effective inclusion into the curriculum. In support of the goal of all

teachers developing and maintaining current technology skills to better support student learning outcomes, approximately 25% of the




10

technology budget will be spent annually on intensive, ongoing explicit instruction in effective use of new technologies to support best

teaching practices, and strategies for student learning and continual assessment of learning by effective methods, including demonstrations,

models, portfolios, self-assessments of skill development levels, and individual and collaborative reports, presentations and projects. All

staff will work diligently to improve learning outcomes for all students, and develop innovative lessons using a variety of media that require

students to use technology as naturally as they would a pencil or a calculator. Staff has the opportunity to develop their technological skills

anytime through CTAP on-line tutorials (http://www.myctap.org/index.php/professional-development/ctap-technology-tutorials ),

curriculum integration and lesson plans and rubrics meeting state standards. Regularly scheduled time for teacher collaboration, classroom

observations by colleagues and ongoing peer coaching conversations ensure effective teacher collaboration and replication of effective

strategies. Staff has access to online lectures at CTAP and other internet sites, and staff are encouraged to build their own content websites

to help to ensure family communication and support outside of the in-class time and setting for all students.

Our student and staff technological skills and curriculum inclusion will progress with the ongoing development of our Technology

Plan and the collaboration between districts and the community in its formation. It is of greatest importance that Point Arena Schools

continue to meet the Department of Education’s National Educational Goals. This technology plan will allow the district to effectively

create richer learning environments reflecting newly adopted State and National Academic Standards, including Core Curriculum and

Competency based assessment models, as well as prepare students to meet its Academic Performance Index target by adopting new core

curriculum self-leveling interactive textbooks on one-to-one tablet or laptop platforms issued to each student as grant and supplemental

technology funding becomes available to the PAJUHS district. The school district also subscribes to web-based learning systems for

students and teachers to access anytime and anywhere, including Learning Express Library (www.learningexpresslibrary.com),

www.collegequest.com, www.cacareercafe.com, www.cacareersone.org, and California Learns Instructional Resource Portal

(http://teens.californialearns.org (for students) and http://portal.californialearns.org (for teachers).

This plan will guide the use of technology in presenting curriculum in a positive learning environment that addresses the needs of

students with differing learning styles and strengths. Point Arena Schools’ goals are to continue making all of our programs and services

available to all of our students, including those with special needs. Staff will continue to receive staff development training and will

continue to monitor the progress of our special needs students, while proposing adjustments in our services, as needed. Staff will research

the availability and feasibility of hardware and software solutions for students with learning impairments. Students with disabilities will be

equipped with the proper technology to ensure that they are able to participate actively and equally in classroom activities. This equipment

may include, but is not limited to, captioning devices, voice activation devices, Braille keyboards, word processors, and tape recorders. The

District has made the commitment to make the tools of technology available to all students. Unless otherwise specifically indicated, all

special needs students will demonstrate the same skills as those required for all other students.

Selecting the planning team is important for the overall success of the plan. With this plan the district will have better vision, goals

and strategies in using technology to help students, staff and the community.

The process of evaluation and monitoring of this Technology Plan will guide the district’s use of technology to help all students

master the State Content Standards, including new Common Core content standards currently scheduled for adoption by CDE throughout

this plan’s duration.

This plan will provide more coordinated program management and allow the district to respond to public, private and nonprofit

funding opportunities, to assess the financial needs and affordability of cost-effective and proven methods and strategies, as well as

evaluation and adoption of various platforms and curriculum that increase learning competencies and outcomes for all students.

http://www.myctap.org/index.php/professional-development/ctap-technology-tutorials

http://www.learningexpresslibrary.com/

http://teens.californialearns.org/

http://portal.californialearns.org/




11

VISION

Technology is an indispensable companion into and beyond the 2000s. Technology permeates all aspects of our lives, students, staff

and community. Ted Nelson, Project Xanadu director, Computer Lib author, and computer visionary sums it up with this eloquent analogy:

“We live in media as fish live in water.”

Lifelong learning and constantly evolving new media provide a challenge for contemporary education. New curriculum frameworks

as well as teaching reforms and changing workplace demands require new tools and techniques for teachers. Technology serves the entire

school community, including parents, business and community leaders, by facilitating the expansion and management of the learning

environment.

Point Arena Schools use technology to improve instruction, increase school-wide efficiency, and support equity of access and use of

resources and information. The use of technology must incorporate the sharing of hardware and expertise across disciplines. Teachers, staff,

parents and students use proven technology to further integrate learning through and beyond our school community.

2. Stakeholders 2a. Stakeholder Description

The PAJUHS district strives to create and support a technology plan that will help students of all ages meet their learning needs,

expand their learning opportunities, and enrich their learning experiences. This plan will be a guide to improve teaching and learning.

The Technology Team will include the Superintendent who will be responsible for insuring that the District Technology Plan is

ready for Board adoption and that it supports district goals. The Principal will provide guidance in State Standards, STAR, CELDT and

CAHSEE scores, student achievement and professional development. The Business Manager will provide guidance in funding and budget.

Teachers will represent staff concerns and goals in the implementation of curriculum and collaborative staff development. The Technology

Coordinator will provide lateral support in all things EdTech, including but not limited to; network administration, staff development,

infrastructure, hardware, software and technical support; The Arena Technology Center and the Mendocino County Broadband Alliance will

be the team liaison with the local business community. The district’s School Site Council (SSC), which includes parents and teachers,

provides guidance in funding, budget and Tech Plan adoption. Business partner Netcetera Inc., a network-consulting firm, will guide the

team with infrastructure and hardware to ensure attainment of the PA Schools District goals. CTAP and Mendocino County Office of

Education (MCOE) representatives, along with CDE tech plan readers and reviewers, will provide guidance in all areas of the technology

plan.

Parents participate formally through the School Site Council, as well as through attendance at DLAC meetings, open house and

college planning events, Boosters events and a variety of extra-curricular activities. Parents are informed via newsletters from our principal,

written in Spanish and English, posted on the school web site, and mailed home monthly. Teachers, administrators, as well as all parents

representing regular, immigrant, and special needs students, have the opportunity to be involved in technology planning through our

school’s open door policy, by attending school meetings and events, attending and speaking at school committee meetings, school board

meetings, and via community service and business organization meetings and events.

In Spring 2012 a survey of both parents’ and students’ technological use, knowledge and expertise, as well as computer and internet

availability at home was conducted, and parents were asked for donations of tech expertise they are willing to contribute. Many of our




12

parents use computers and other technological resources in both their work and personal lives, and we intend to cultivate and develop the

invaluable resource of this expertise through many opportunities and avenues for collaboration as the plan matures.

Members of the Board of Trustees are involved in establishing appropriate policies and are regularly updated on planning and

implementation of the plan. The Superintendent or designee gives updates of the plan and receives input at regular meetings held in the

community such as at the Native American Tribal Center, District Language Advisory Committee (DLAC) and at service organizations such

as the Rotary Club International.

Over many years, the district has established a number of partnerships with community organizations, such as Gualala Arts, Arts in

the Schools, South Coast Senior Center, Action Network, First Five and Mendocino Children’s Fund. We have established partnerships with

local businesses such as local contractors, local markets, retail stores and network consulting firms. Staff and students participate with

governmental agencies including California Department of Forestry (CDE), California Department of Education (CDE), California

Technical Assistance Project (CTAP), Public Libraries, Fish and Game, Mendocino County Youth Project (MCYP), Mendocino County

Parks and Recreation, Point Arena City Council, Children and Families First Commission, College of the Redwoods, and Santa Rosa Junior

College.

Through a grant from the Consumer Protection Foundation and its partners, Point Arena Schools, Mendocino County Office of

Education ROP, Santa Rosa Jr. College and the North Coast Rural Challenge Network, the Arena Technology Center (ATC), a PAHS ROP

facility (located in downtown Point Arena), provides access to Santa Rosa JC classes and hands on technological lessons covering the gamut

from basic Internet skills to image processing and video production. A complete radio production studio is located at ATC and radio

programming classes are available on a dign-in basis. “From Point A” is an internet radio station that is expected to also broadcast live over

the radio airwaves sometime during the summer of 2012.

Point Arena High School’s After School Academy Program (3:30 p.m. to 4:30 p.m. every Monday-Thursday) was providing support

in English Language Arts and Math in addition to supporting and preparing students for the California High School Exit Exam, but lost

funding. The PAHS Learning Lab is open daily from 8:00 a.m. to 3:30 p.m. for academic support in all subject areas. The PAHS Library

Media Center, was open from 8:00 a.m. to 4:30 p.m. daily until recent funding cuts in May of 2012 eliminated the library staff position. The

school district is working to restore these programs through ongoing grant writing efforts.

The Student leadership program is very active at both school Districts with over 20 student leaders, mentors and trained peer

counselors available by request to help students diagnose and defuse miscommunications and misunderstandings in a structured and

supportive manner between students peer to peer, before they escalate into more volatile situations that could lead to verbal or physical

confrontations, harassment or bullying. Our MCYP school counselors and health providers at the teen clinic are also available by

appointment or referral to answer student emotional and physical health questions and provide support for student well-being.

These instructional and supplemental programs are instrumental in helping our districts focus on our vision to create programs that

will increase student achievement through technology and access to internet based learning resources.

State Superintendent of Public Instruction Tom Torlakson has this year announced and created a 48-member task force to

recommend how to improve teaching and learning in California’s classrooms. "Technology is changing nearly every aspect of our lives. But

in California—home to Silicon Valley and the world’s leading technology companies—many schools have been all but left out of the

technology revolution," Torlakson said. "If we’re serious about providing our students a world-class education, we need a plan that leaves

no school and no child offline."




13

Point Arena High School is an anchor institution for our remote rural area, but is at present underserved by internet access in part due

to our unique terrain and remote location and in part due to a lack of local corporate and business partner institutions. Our main local

industry is tourism and the limited services that support it. Local job opportunities are limited, unemployment and wages are low, and __%

of our students are low-income, eligible for free and reduced meals. Our limited population density is not likely to warrant any rapid change

in local network infrastructure development and deployment by AT&T or Verizon, our local suppliers for internet and broadband services.

Our local cable company provides internet service to Arena Technology Center located in downtown Point Arena, a public access computer

training and internet access public computer facility open Monday through Friday afternoons on a part-time basis for all ages, operated in

part by grants and in part supported by Point Arena Schools ROP funding. PAHS and the city of Point Arena is not served by 4G LTE,

although there is limited 3G LTE covereage in some areas of Gualala. The lack of enough bandwidth support is a considerable barrier to

deployment of new technology necessary for PAHS to realize our long-term goals of anytime-anyplace online interactive textbooks for

students, enabling individualized learning to increase student performance and achievement, at school and at home. According to student

surveys completed this year, over half of PAHS students do not have internet access at home, and rely on access at school, where funding

continues to be a challenge: our school library, formerly open until 5 p.m. daily, has been closed due to lack of funds. Parents and partners

will continue their active participation in the ongoing implementation and management of this technology plan either by direct participation,

electronically or by monitoring periodic progress reports. Principal Warren Galletti will present regular progress reports to the School Site

Council, Native American Advisory Committee, DLAC and Arena Schools District Board of Trustees.

All schools are connected to the World Wide Web through Local Area Networks to the High School WAN out to our Internet

Service Provider, Mendocino County Office of Education, via 3 AVPN T1 lines from PAHS. Telephones with voicemail capabilities are

installed in every classroom to improve communication throughout the school, as well as increase access for parents. Administration,

Maintenance, Technology, Security and Transportation personnel are supplied with cell phones to help ensure campus safety. The Federal

E-rate and CA Telecommunication Fund programs heavily fund all these services.

Point Arena Schools receive expert networking support from Netcetera, Inc., who oversee networks and supply Server support.

Point Arena Schools use N2H2 Internet filtering on all computers. All staff and students must sign a written agreement to comply with the

District Internet Use Policies, which are CIPA compliant. All staff members educate students regarding fair-use and copyright restrictions,

providing explicit instruction on how to avoid plagiarism, and provide explicit instruction to ensure that all students clearly understand the

district’s strict policies against bullying and harassment, including recognizing, avoiding, and reporting cyberbullying. All staff members are

provided with school Email accounts through Mendocino Community Network.

Students, regardless of their socio-economic and ethnic backgrounds, are provided access at school to technology that can excite

them about learning and provide them with the tools and skills necessary in today’s work force. Daily student use of technology at PAHS

encompasses computer technology classes, ranging from basic word processing, image processing and presentations to publications design

and web design. Future plans for PAHS and ATC may include advanced computer programming classes through a new STEM academy

planning to enroll students for the 2012-2013 school year, among other expanded class offerings, based on identified need, interest surveys,

and available funding resources. The STEM academy will hopefully be funded in part by a NASA grant, Carl Perkins grant and fundraisers

sponsored by community service organizations to supplement a very restricted school budget.

Students are encouraged to participate in Pre-Advanced (AVID) and Advanced Placement (AP) classes via the Internet. The AVID

(Advancement Via Individual Determination) program, which prepares students to take challenging rigorous course work, is available to all

students. Academic skills remediation classes, such as Read 180 (designed to increase reading fluency and comprehension) and Accelerated




14

Math academies (for Algebra and basic math skills development) are delivered via computers in the classrooms, and are programs that are

individualized to meet specific needs of students. With personalized guidance through our College and Career Center, Learning Lab, Library

Media Center and counseling offices, as well as for PAHS student use in the classrooms, Bridges (formerly called Choices) enables students

and adults to explore career and college options, along with CACareerCafe.com and CACareers.org website projects and assignments for

core computer classes. Our PAHS Library Media Center and Learning Lab, as well as classrooms, also offer Learning Express Advantage,

which provides testing preparation services for both students and adults. Due to recent funding cuts, the high school Library Media Center is

no longer regularly open after school for students, staff and the community, however, regular public meetings are held in our library, or can

be scheduled by appointment via videoconference for community members. The Arena Technology Center is open Monday through Friday

from 2:30 to 6:30 p.m., offering high-speed Internet and computer access, as well as computer classes to adults, students, and the greater

community on a sign-in basis.

Realizing that integrating technology into the curriculum requires much more than hardware and software, the districts provide staff

development in the use of technology and its inclusion into the curriculum. All staff work to develop innovative lessons that require students

to use technology as naturally as they would use a pencil or a calculator. Teachers participate in CTAP2 assessment surveys twice a year to

help gauge their current level of technological skills. Staff can log on to their anytime/anywhere CTAP online staff-development training

programs to increase their skills, download templates, lesson plans and other resources at http://www.myctap.org/index.php/professional-

development/ctap-technology-tutorials and other distance learning (online) classes through local and distant colleges.

Our student and staff technological skills and curriculum inclusion will progress with the ongoing development of our Technology

Plan and the collaboration between districts and the community in its formation. It is of greatest importance that Point Arena Schools

continue to meet the Department of Education’s National Educational Technology and No Child Left Behind goals.

Selecting the planning team is important for the overall success of the plan. The plan outlines and focuses the district’s vision, goals

and strategies for students, staff and the community regarding technology literacy and skill development. The plan will guide the district use

of technology to help all students achieve mastery of the State Content Standards. The plan will provide more coordinated program

management and allow the district to respond in a timely manner to public, private and nonprofit funding opportunities.

The districts will strive to create a technology plan that will help students of all ages meet their learning needs, expand their learning

opportunities, and enrich their learning experiences. The plan will be a guide to improve teaching and learning. The plan will allow the

district to effectively create richer learning environments reflecting newly adopted State Academic Standards and meet or exceed its

Academic Performance Index target. The plan will guide the use of technology in presenting curriculum in a positive learning environment

that addresses the needs of students with different learning styles. PAHS & SCHS goals are to continue making all of our programs and

services available to all of our students, including those with special needs. Staff will continue to receive staff development training and will

continue to monitor the progress of our special needs students, while proposing adjustments in our services and programs, as needed. Staff

will research the availability and feasibility of hardware and software solutions for students with learning impairments. Students with

disabilities will be equipped with the proper technology to ensure they are able to participate equally in classroom activities. This equipment

may include, but is not limited to, captioning devices, voice activation and speech augmentation devices, Braille keyboards, word

processors, and tape recorders. The District has made the commitment to make the tools of technology available to all students. Unless

otherwise specifically indicated, all special needs students will demonstrate the same skills as those required for all other students. PAHS

currently provides wheelchair access to the entire campus, including SCCHS.






15

Type of Stakeholder Role in Development of the Technology Plan

District Administration Colleen Cross, Superintendent, is responsible for insuring that the District Technology Plan is ready for

Board adoption and that it supports district goals.

Site Administration/

Curriculum Coordinator

Warren Galletti, Principal is responsible for insuring that the Plan is aligned with school goals and

programs and will serve as the director of the project.

Enrique Gomez, PAHS Counselor, and Leah Martini, South Coast Continuation High School Teacher, are

responsible for insuring that the Plan is aligned with school goals and programs.

Budget Meg Kailikole, Business Manager is responsible for writing to the tech plan section 6, Funding & Budget

Curriculum Integration/ Staff

Development

Cheryl Rhodes, Teacher and Parent, is responsible for writing to tech plan with respect to Section 3a and 3b

and the review and revisions of plan.

David Blair, Teacher and Test Coordinator, is responsible with respect to Section 3c and 3d and the copy

edit of the entire plan.

Roger Little, Teacher, is responsible for writing to tech plan with respect to Section 3c and 3d, and the

review and revisions of plan.

Wendy Platt, Teacher, is responsible for writing to tech plan with respect to Section 3e and 3f, and the


Michele Taylor-Jones, Teacher, is responsible for writing to tech plan with respect to Section 3g and 3h,

and the review and revisions of plan.

Trevor Sanders, Teacher is responsible for writing to tech plan with respect to Section 3i and 3j, and the


Information Technology/

Support Staff

Cheryl Rhodes, Teacher, Parent and part-time technology coordinator, is responsible for the review and

copyedit of Section 3a – 3d.

Scott Ritchie, District Technology Coordinator, is responsible for writing to tech plan with respect to

Sections 1, 2, 4, 5, 7, 8 & 9 and the review and revisions of plan

Community Outreach Blake More, Technology Director of the Arena Tech Center, and Greg Jirak, Coast Community Library

Board member and Liaison to Mendocino County Broadband Alliance

(http://mendocinobroadband.wordpress.com/ ) are responsible for the inclusion of student and community

needs, with a focus on project based learning and technology integration.

Parents

Cheryl Rhodes, Parent, is responsible for copyedit and consistency edit of this document, as well as sharing

PAHS parent concerns from a parent perspective with the developers of this technical plan.

Business/ Community

Dave Martin, Netcetera Inc., provides input with infrastructure and technical support.

Greg Jirak, Mendocino Broadband Alliance and Coast Community Library board member, provides input

with infrastructure and technical support.

http://mendocinobroadband.wordpress.com/




16

3.Curriculum Component

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

school hours

Students and staff work within a networked environment in which all classrooms and work areas are equipped with networked

computers and printers. PAHS is connected to the World Wide Web via Ethernet T1 connections to the District WAN out to our Internet

Service Provider, Mendocino County Office of Education. All staff and student computers are CIPA compliant with content filtering

provided by Mendocino County Office of Education and all staff and students must agree to the District’s Internet Use Policies.

Most classrooms are supplied with mini-labs consisting of 4-10 multi-media computers and one LaserJet printer. All classrooms

have at least one multi-media computer. A current listing of technology hardware is listed in section 5, Infrastructure, Hardware, Technical,

Support, and Software. A complete Computer inventory is listed on Attachment #3.

Students work on both Windows and Macintosh operating systems using Microsoft Office Suite as their word processing and

presentation software. Adobe Creative Suite (Photoshop), Accelerated Math, Read 180, Kurzweil, iTunes, GarageBand, and various other

software packages to support instruction in the curriculum are used in individual classroom environments. Staff work on both Windows and

Macintosh operating systems and use Microsoft Office Suite for cross platform compatibility. Videoconferencing equipment and

connectivity is available to all students, staff and the community through a State Library Grant. At PAHS there were approximately 104

computers, these computers are located in 13 classrooms, Computer Lab, Library Media Center and Administrative Offices, serving

approximately 188 students and 18 teachers. At South Coast Continuation High School there are approximately 6 computers located in one

classroom, serving 11 students and one Teacher).

The district hosts a Server for staff and student access and work storage, a Server supported with Aeries software for student

attendance, record keeping and administration and a Server (hosted by Bluehost) for the district website (www.pointarenaschools.org). The

Mendocino Community Network provides the district with reliable staff e-mail accounts.

Point Arena High School has begun the process of data submission to CALPADS and Data Director, an online assessment tool that

provides school personnel with an integrated approach to data management, analysis and decision-making that facilitates comprehensive

reporting linked to research-based best practices. These assessments allow teachers to modify instruction based on assessment results, and

school and district administrators to plan appropriate professional development and support.

Video conferencing equipment and connectivity is available to all students, staff and community through a State Library

Grant. Ongoing professional development opportunities are provided by MCOE, SCOE and CTAP, as well as distance learning classes at

both nearby and distant colleges and universities.

Point Arena High School 9 –12 grade

All Students, including Special Ed, and ELL, have equal access to technology in the following areas:

# of computers in classrooms for Student use 68

# of computers in Library for Student use 10

Before/After School Hours PAJUHSD currently has an open-attendance policy for our After-School-

Academy program where students may be assigned, or may walk-in for

extra academic support where they have computers at their disposal every




17

Tuesday, Wednesday and Thursday after school at SCCHS. Classroom

computers are also accessible to students from 3: 10p.m. to 4:30p.m. by

arrangement with classroom teachers. PAHS does not formally host before-

school activities at this time. However many students have access to some

computers before school via personal arrangement with most instructors.

Total # of Internet connected Computers in

classrooms for student use

75

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

All students entering PAHS are required to take three connected core classes: English, World Studies and Computer Literacy. In core

classes students obtain the basic skills to function in digital environments. These basic skills include word processing, database, spreadsheet,

Internet browsers, Email, and multimedia and presentation software, such as PowerPoint and Acme animation (with Flash)class. After

completing basic core courses, students have the necessary skills to use resources available on our campus and available technology for

personal productivity. After the 9th grade, students continue to expand their skills through concurrent courses using technology as an

integral part of the curriculum. Tenth, eleventh and twelfth grade students utilize these skills in all classes. Access to computers in the

classroom, Learning Center and Learning Lab, and Computer Lab, enable students to employ their computer skills to class work, projects,

reports and presentations. Instruction and utilization of these computer skills are integrated into and supported throughout the curriculum.

The technology skills and information literacy expected of our students are aligned with the California State Curriculum Standards and ISTE

National Educational Technology Standards (NETS).

Students as individuals and as groups construct reports, essays, videos, speeches, PowerPoint presentations, and utilize other tools to

present their findings and conclusions in new and exciting ways in keeping with the skills and interests of the presenters and the audiences.

The Learning Center, College and Career Center, and Learning Lab require Special Education students to use Internet research, graphics,

and multimedia in their Study Skills Classes as well as career exploration through completing career interest surveys.

The District has implemented CALPADS, Data Director and Aeries, a web-based integrated system that meets Federal, State and

Local requirements for No Child Left Behind and the Public Schools Accountability Act in addition to maintaining current Accountability

Progress Reports. These student data management and reporting systems support PAHS & SCCHS in making informed, effective decisions

to improve student achievement by analyzing student data to identify root causes for student achievement gaps. These software systems also

provide charts and data displays to monitor and evaluate student progress with accurate baseline information and analyze student progress in

core benchmarks as well as state standards.

Overall Current Technology Use Current Teacher Technology Use Current Student Technology Use

9-12 At present we are working toward a

comprehensive, and clearly articulated,

use of technology to support curriculum

standards and school goals.

Administration uses various software,

In all classrooms, teachers utilize

grading programs, Excel spreadsheets,

lesson planning software, and online

resources, i.e. WebQuests and teacher

collaboration outside our district. All

Currently students use individual

software packages, such as, Microsoft

Word, PowerPoint, email, and Internet

browser software consistently across

all high school grades 9-12. Student




18

such as a Server for staff folders with

drop-off boxes for student work, a Server

supported with Aeries software for student

attendance/ record keeping/

administration, and a Server for the

district website

(www.pointarenaschools.org). The

Mendocino Community Network provides

the district with reliable staff e-mail

accounts. Point Arena High School has

begun the process of data submission to

CalPads, Data Director and Aeries, an

online assessment tool that provides

school personnel with an integrated

approach to data management, analysis

and decision-making that facilitates

comprehensive reporting linked to

research-based best practices. These

assessments allow teachers to modify

instruction based on assessment results,

and school and district administrators to

plan appropriate professional development

and support. Video conferencing

equipment and connectivity is available to

all students, staff and community through

a State Library Grant. Ongoing

professional development opportunities

are provided by MCOE, SCOE, NCBTP,

CTAP and a variety of ongoing online

college and university continuing

education classes.

staff has Email to communicate with

staff, parents and guardians,

stakeholders and other education

professionals and teacher support

resources. Research support assessment

and professional development

programs are available through various

web sites via the internet. There are

LCD multi-media projectors in most

classrooms and Smartboards in 3

classrooms with presentation software

currently being used. English courses

are utilizing Standardized test

preparation software; EL summaries of

English readings; as well as Reading

support programs, including Kurzweil,

for our literacy development

interventions. All teachers participate

in annual CTAP assessments. Teachers

also utilize software programs to store

curriculum, i.e. handouts, quizzes,

prompts, WASC data, scheduling and

contact datum. Teachers use many

varieties of miscellaneous teacher-

selected software programs that support

specific school wide curricular goals.

For example, in English I, II, III and

English IV, Teachers frequently require

the use of technology to word process

student reading, writing and research

learning. Advanced Placement students

use AP Central, Collegeboard, etc. ,

and have the opportunity to take online

high school and college classes through

concurrent enrollment in local colleges

with PAHS counselor support.

use is often individualized and

includes word processors, interactive

academic games and internet

exploration programs. Students and

Teachers use varieties of

miscellaneous teacher-selected

software programs that support

specific school wide curricular goals.

For example, in English I, II, III and

English IV, students most frequently

use technology to word process essays,

poetry, or other written assignments.

They also engage in on line research

for projects such as WebQuests,

Research papers, and supplemental

readings. These technology supported

learning activities meet The English

Language Standards 1.3 through 1.8

for 9th graders and 1.6 through 1.8 for

11th graders, each of which

basically state that students will have

mastered such things as synthesizing

information from multiple sources,

recognizing validity of sources, using

appropriate conventions for

documentation in text, notes, and

bibliographies, and designing and

publishing documents using software

and graphics programs. The 11th

grade students develop presentations

that integrate databases and

spreadsheets into word-processed

documents.




19

Examples of Current Teacher Technology Use Examples of Current Student Technology Use

9-12

Sp.Ed

.

Teachers use email to communicate and collaborate with

peers and parents. Teachers teach keyboard and mouse

manipulation using online tools including BBC Computer

Tutor and internet safety using iGoogle cyber safety

curriculum.

Special Ed Teachers access Kurzweil to measure students’

true abilities and customize testing accommodations

conforming to individual IEP requirements, learning styles

and preferences. Kurzweil allows student word-processed

essays to be read back to students so they can hear their

writing as they revise.

Teachers use the Internet to find instructional materials and

ideas when materials are not readily at hand such as

worksheets, art projects and how-to information.

Teachers access CTAP on-line to collaborate with other

teachers, share lesson plans with Strategies and Strands

meeting State Standards as well as access tutorials for

personal development of technologies.

Students learn computer keyboard and mouse skills by

accessing and manipulating assorted instructional internet sites

and keyboarding sites including TypeRacer.com and

FreeTypingGames.net.

Students use iPods for speech, Read 180, and a host of other

literacy software based programs to increase their understanding

of word structure, vocabulary, and sentence/paragraph structure.

For example, students use computers to access Kurzweil, a

reading, writing and learning program targeting students’

phonemic awareness, phonic & word study, fluency, vocabulary

and comprehension.

3c. Summary of the District’s curricular goals

The School Board, Superintendent, principals and staff have developed three District Goals to be achieved over the next three years.

These ambitious District Learning Goals are rigorous and will require a dedicated approach by all stakeholders.

District Learning Goal #1: All students will read and write at grade level.

District Learning Goal #2: All students will demonstrate grade level mastery of the California Mathematics Standards.

District Learning Goal #3: All stakeholders will develop a Learning Community that:

values and supports learning.

teaches and supports learning of appropriate behaviors and attitudes.

The Local Educational Agency Plan (LEAP), as well as school-wide Content and Performance Standards will include the

following focus areas:

A systems approach to increasing student achievement in reading and math.

Creating and maintaining a climate that exemplifies a 21st century learning community.




20

In this Technology Literacy Plan there are two focus areas for the development of technology to support the overall District goals listed

above. These two focus areas are:

The integration of technology to support the achievement of our student proficiency goals in reading and math.

* The development of basic technology skills for all students and staff to be able to access and demonstrate knowledge.

GOAL #1: The integration of technology will support the following grade level competencies in reading and language arts:

1. Students will read for understanding and demonstrate grade level competencies in writing, word analysis, vocabulary,

and reading comprehension.

2. Students will write to convey meaning for a variety of purposes and audiences, using appropriate conventions of writing

and technology;

3. Students will listen, speak, understand and communicate effectively in both formal and informal situations, using

appropriate conventions of language and technology.

GOAL #2: The integration of technology will support the following grade level competencies in mathematics:

PAJUHSD will use technology to support the district curricular goal stating that all high school students will reach

proficiency (grade level mastery) or mastery of math content standards by 2013-2014.

GOAL #3: All students will demonstrate developmentally appropriate competencies in utilizing technology to access and

demonstrate knowledge, including competencies in system operations, network courtesy, word processing, and use of multimedia

for presentation and demonstration of learning.

3d. Goals for using technology to improve teaching and learning.

GOAL #1: The integration of technology will support the following grade-level competencies in grades 9 – 12 reading and language

arts:

1. Students will read for understanding and demonstrate grade-level competencies in writing, word analysis, vocabulary, and

reading comprehension;

2. Students will write to convey meaning for a variety of purposes and audiences, using appropriate conventions of writing;

3. Students will listen, speak, understand and communicate effectively in both formal and informal situations, using appropriate

conventions of language.

ACTIVITIES TO SUPPORT DISTRICT TECHNOLOGY GOAL #1: In support of the district reading and writing goals, student

technology activities will focus on the use of word processing and other computer software programs, including those integrated into the

district-adopted Read 180 curriculum, and the use of Kurzweil in the Learning Lab. Students will also learn to utilize multimedia tools and

the Internet for the development of skills, support for comprehension, as a resource for writing and investigation, and for presentation or

demonstration of learning.




21

Grade-levels Activities Individuals

Responsible

Dates Benchmarks

Grades 9, 10

& 11

Grades 9-12

a. Using technology to support

classroom instruction, the students

will learn the conventions of

writing, word analysis, vocabulary,

and reading comprehension.

b. Students will use specialized

software applications specific to the

district-adopted language arts

program, Prentice Hall, to increase

comprehension.

c. Students will write Benchmark

exams in October, December, and

March. A rubric score of proficient

or advanced must be achieved to

receive 4th

quarter credits. Students

not proficient are required to attend

Summer School.

d. Using specialized software or

online applications, struggling

students will receive intervention in

Language Arts with the Kurzweil

technology interventions that

identify writing gaps and help

students to self-monitor to improve

their writing.

e. Students will use specialized word

processing applications to

demonstrate sophisticated

beginning writing skills in different

genres, including narratives,

ELA and Resource

teachers will identify

software and/or

internet applications to

be used for instruction

and intervention. After

selection and training

in the technology,

teachers will share

knowledge with

school community.

Through Blended

Model, classroom

teachers,

administration,

resource specialists

will be responsible for

placement support,

instruction, and

coaching students who

have not passed

Benchmark writing

tests to incorporate the

writing skills of their

classroom instruction

to reach competency

and achieve

proficiency.

Classroom teacher’s

grades 9-12, Resource

Specialists support

staff in classroom and

Learning Lab, plus

Annually

reviewed

every

October and

April, from

2012 to 2017

with

adjustments

made as

needed.

Annually

reviewed in

Oct. and

April 2012 to

2017 with

95% of grades 9, 10 & 11

students will reach grade level

competency in writing before

June of each year.

60% of all sophomores will have

passed the ELA CA High School

Exit Exam (CAHSEE) in their

10th

grade year.

Juniors and Seniors who still need

to pass CAHSEE will be assigned

support classes in Learning Lab

technology support and intense

instruction and support in writing

skills.

30% of 9, 10 & 11 grade students

will score proficient or advanced

on Benchmark I writing exam.





22

compositions, historical

investigation, laboratory reports,

resumes, and poetry. These word-

processed documents will

demonstrate control of grammar,

spelling, diction, sentencing and

paragraph structure as required in

ELA State Standards and National

Educational Standards (NETS).

f. Students will use multimedia

applications that combine text,

image, and sound skillfully

selecting appropriate medium for

presentation, and editing for

appropriateness and quality.

g. Using specialized software and

online applications, struggling

students will receive intervention in

Language Arts skills. Students

receiving technology interventions

will be identified and their progress

will be monitored to determine the

effectiveness of the interventions.

h. Using specialized applications

students will increase

understanding of word choice and

sentence/paragraph structure.

i. Students will use word processing

and Internet research to

demonstrate developing writing

skills in different genres.

j. Students will develop skills in word

After School Academy

staff.

All classroom

teachers, computer

instructor and

paraprofessionals.

Reading Specialists

will be responsible for

coaching the student

and coordinating with

ELA teachers to

support classroom

instruction and student

success.

After School Academy

staff.

adjustments

made as

needed.

Principal

observation,

whole staff

reading of

student

Benchmark

exams using

school-wide

adopted

rubrics.

9-12 grade

classroom

teachers.

End of year

class credits

(passing

grades)

will score proficient or advanced

on Benchmark II exam.


will be proficient or advanced on

Benchmark III exam.

Students not proficient will not

receive 4th

quarter credit until

Benchmark writing is proficient

and must attend weekend writer

workshops or Summer School to

learn writing skills.

95% of 9,10 & 11th

grade students

will achieve grade-level writing

standards according to school-

wide developed rubric for formal

writing assignments.

95% of students will achieve

grade-level reading standards

according to teacher determined

Content Standards based on State

frameworks.




23

Grades 12

processing and multimedia to

communicate content knowledge.

k. 9, 10 & 11th

grade students will

produce a five paragraph word-

processed document that

demonstrates proficient knowledge

of the organizational strategies of

one of the following genres:

autobiography, persuasion, or cause

and effect, respectively.

l. Individually or in collaborative

groups, 9-12th grade students will

use multiple websites as classroom

resources and other forms of

multimedia (e.g. audio, video,

digital photographs, publishing

software) in at least one of their

content area Unit Investigations/

Oral Presentations by the end of

each year.

100% of all graduating seniors

will have passed the CAHSEE by

the end of their senior year.

Evaluation Instrument

Integration of technology into the classroom curriculum based on increased student success measured by test scores, teacher

observation, and attainment of grade-level content standards as well as student attendance and graduation data.

Review Schedule for Evaluation and Modification Process

Principal Galletti, Teachers and the Technology team will review and revise twice each year in October and April the Monitoring and

Evaluation Chart (Attachment #1) and the Assessment Method (Attachment #2) sections reflecting curriculum. The Monitoring and

Evaluation Chart will be reviewed and revised to assess whether the strategies and methodologies utilizing technology are being

implemented according to the benchmarks and time line.

Person(s) Responsible

Principal, Teachers




24

GOAL #2: The integration of technology will support the following grade level competencies in mathematics:

1. PAJUHSD will use technology to support the district curricular goal stating that all students will reach a standard of proficiency

in mathematics by 2013-2014, as measured by STAR.

ACTIVITIES TO SUPPORT DISTRICT TECHNOLGY GOAL #2: In order to achieve our school-wide district goals, student

activities will include the use of technology to facilitate and demonstrate grade level mastery of the state math standards. These

activities will include but not be limited to the following: utilizing the internet to access NCTM student activities and homework help

to reinforce content standards, utilizing software programs to introduce and enhance benchmark concepts in Geometry and

Algebra through student graphing and drawings, using handheld Computer-Based-Lab tools to explore and explain the concepts of

change in the real world as delineated in the Algebra strand.

Grade-

levels Activities Individuals

Responsible

Dates Benchmarks

Grades

9 - 12

1. Diagnostics, included in adopted

textbook programs and supplemental

software programs, will be used by

students in order to provide student with

optimum learning level.

2. Intervention and challenge programs

will be employed by students using the

technology provided by the adopted math

program and supplemental programs

aligned to State Math Standards to

increase overall mastery of the math

content strands.

3. Students will use Software tools,

such as Inspiration to organize and

classify math concepts in web form.

4. Students in Integrated Science,

Biology and Chemistry will use hands on

technology learning how to integrate math

and science with tools such as motion

Grade 9-12th

grade Math

Teachers and

Blended

Model

Learning Lab

staff,

Resource

Specialists

and After

School

Academy

staff.

Content level

teachers

Math Coach

Sept.

2012 –

2017

1. Students who have been identified Below Basic

in Benchmark1 will begin practicing activities

designed to meet individual needs.

2. Basic Math Facts criteria will be used as a

diagnostic tool to identify students Proficient,

Basic. or Below Basic in their content area Math

Facts.

3. Grade 9 students will be registered with STAR

Math and Accelerated Math and take the online

diagnostic test. When testing is complete, STAR

Math provides detailed reports to help instantly

place new students and identify those who need

individual help using computer adaptive technology

3. Using Geometer’s Sketchpad Software

Grade 9 students will be able to plot points, identify

quadrants, identify coordinates of a point from any

quadrant, plot values of quantities whose ratios are

always the same, fit a line to the plot and

understand that the slope of the line equals the

ratios of the quantities. Grade 9 students using the




25

detectors, temperature sensors and

programmable calculators.

same software will derive the point/slope formula

given 2 points, a point and the slope, or the y-

intercept and the slope.

Students will use graphing calculators and motion

detectors to demonstrate the concept of time/feet

per second and its corresponding graph and

investigate the relationship of time versus

temperature and interpret the graphs of certain

time/temp conditions.



observation, and attainment of grade-level content standards as well as student attendance and graduation data.







Principal, Teachers

3e. Goals outlining how and when students will acquire technological and information literacy skills

GOAL #1: PAHS students will demonstrate basic computer and information literacy skills.

ACTIVITIES TO SUPPORT DISTRICT TECHNOLGY GOAL #1: Acquisition of basic computer skills and software applications will begin in grade nine and continue in grades ten, eleven and twelve.

Students will utilize these skills in all classes. Access to computers in the classroom, Computer Lab and Library Media Center will enable

students to employ their computer skills in class work, projects, reports and presentations. Instruction and utilization of these computer skills

will be integrated into and supported throughout the curriculum. Students as individuals and as groups will construct reports, essays, videos,

speeches, PowerPoint, and other tools to present their findings and conclusion in new and exciting ways in keeping with the skills and

interests of the presenters and the audiences.




26

Grade

Level

Activities Individuals

Responsible

Dates Benchmarks

9 Students will strengthen formal

keyboarding skills utilizing whole class

instruction and typing programs

including but not limited to Mavis

Beacon and Typing Tutor.

Students will use word processing for

composition, and in developing formal

writing skills. (MS Word, AppleWorks)

Students will use various types of

multimedia to communicate ideas and

information in projects across the content

areas. (PowerPoint, Adobe Suite,

KeyNote) and learn to burn their project

onto CD’s.

Students will access the Internet using

multiple Browsers and Search Engines to

learn to conduct various types of searches

to acquire information.

Students will construct bar graphs, pie

charts, and other graphic organizers.

Computer

Literacy Teacher

Quarterly

reviewed

01/2012 –

06/2017

with

adjustments

as needed

75% of students will achieve a keyboarding

proficiency of 60 words per minute by the end

of the academic year

80% of students by the end of the academic

year will produce writing products developed

using word processing features for formatting

documents.

70% of students will use various types of

multimedia to communicate ideas and

information in projects across content areas by

the end of the academic year

90% of students will demonstrate proficiency

in accessing the Internet and conducting

multiple types of searches to acquire

information by the end of the academic year.

10 Students will use word processing to

continually increase proficiency in

writing across all genres.

Students will use word processing

and multimedia (Adobe Suite, MS

Office, TextEdit, NotePad, Email) to

increase proficiency in effectively

communicating content knowledge

across all curricular areas.

Classroom

Teachers

Quarterly

reviewed

01/2012 –

06/2017

with

adjustments

as needed

80% of students will demonstrate an increased

proficiency in word processing skills by the

end of the academic year.

80% of students will demonstrate an increased

proficiency in producing curriculum-based

projects utilizing word processing and a wide

variety of multimedia skills by the end of the

academic year.

11- 12 Students will use computers and on-line

software to locate and access career and

Classroom

Teachers

Annually

reviewed

90% of students will use computers and online

software to locate and access career and




27

college information (Bridges, PreHQ)

Students will use word processing to

create resumes, to develop database of

prospective employers and college

programs, spreadsheets to create salary

ranges and graphs to depict the job

market. (MS Office, AppleWorks,)

Students will enrich their academic

programs through research, problem

solving, communication, remediation,

and presentations to be better prepared

for their current academic programs as

well as post-secondary education

every

October and

April, from

2012 – 2017

with

adjustments

as needed

college information by the end of the academic

year.

90% of students will use word processing and

spreadsheets to analyze college and job market

possibilities by the end of the academic year.

90% of students will demonstrate proficiency

in communication and problem solving

utilizing a variety of software programs from

word processing to multimedia by the end of

the academic year.



observation, and attainment of content standards as well as student attendance and graduation data.







Principal Galletti, Technology team and classroom teachers

Goal #2: PAHS will ensure that all students have access to stimulating, challenging, accelerated high school and college classes and

to provide the support necessary for students to succeed.

ACTIVITIES TO SUPPORT DISTRICT TECHNOLGY GOAL #2:

PAHS will provide on-line Advanced Placement and other college preparatory courses to high school students who otherwise would

not have the opportunity to achieve eligibility or competitive eligibility for admission to the University of California and other top

universities.




28

Grade Levels Activities Individuals

Responsible

Dates Benchmarks

9-11

9 -12

Students enrolled in core

computer classes and

online college prep

elective courses receive

tutorship in writing,

inquiry, collaboration,

note taking,

organization, time

management, goal

setting, and other college

preparatory activities for

success in high school

and college.

Students enrolled in

academically rigorous

Advanced Placement

class must complete

required course

prerequisites before

enrolling.

Students are assigned a

class period each day

with access to multi-

media computer and

laser printer.

Students maintain on-

line correspondence with

course teachers and

coaches.

Three weeks before the

AP exam students

review previous

material, outline areas of

difficulty, identify

Guidance Counselor,

Computer Teacher, and

Classroom Teachers

Advanced Placement

Coordinator

Annually reviewed

every October and April,

from 2012 – 2017 with

adjustments as needed

Ongoing review of

student work throughout

the academic years

2012-2017

5% yearly increase in

students taking college prep

electives and placement in

AP courses by the end of the

year.

5% yearly increase in

students enrolled in AP

courses, plus students

passing AP, Honors and

Algebra courses by the end

of the year.




29

questions, and

correspond with the

online instructor,

classroom coordinator

and/or mentor teacher in

that discipline with any

concerns.


Integration of technology into the classroom curriculum based on increased student success measured by test scores, teacher observation,

and attainment AP, honors, college prep, and other higher-level elective classes.







Principal Galletti, Teachers, AP Coordinator

3f. Goals for programs and methods of utilizing technology that ensure appropriate access by all students.

All PAHS students will have increased and equal access to technology to support achievement of academic standards in the

classroom, district curricular goals, and ultimately for lifelong learning and success in our digital society. This plan will support

differentiation of instruction for Point Arena Schools’ mainstreamed English Learners, Intervention students and students with Specific

Learning Disabilities, in addition to our students requiring Special Education Department services. In addition, within Point Arena Schools’

student population there are significant subpopulations (Latino, Native American). Our plan provides equal access for all of our subgroups

to technology training and technological support in Language Arts, Math, Writing, and other curricular areas

Access will be achieved through classroom computers, (a minimum of 8 to 10 computers per classroom), PAHS’s Learning Lab

(equipped with 10 computers), a computer lab used for instruction in technology skills in computer core classes and the Library Media

Center.

To achieve a higher level of student access, each student should be issued a laptop computer with basic word processing and multimedia

software. The computers should have high-speed wireless access. As textbooks become available as e-books, textbooks should be loaded

onto the computers thus ensuring student access to textbooks without the physical strain of carrying multiple textbooks.




30


Integration of technology into the classroom curriculum based on increased student success measured by test scores, teacher observation, and

demonstrated attainment of content standards.







Principal, Teachers, Library Media Specialist, Special Education teachers, ELD site coordinator

3g., 3.i: Goals to utilize technology to make student record keeping and assessment more efficient to meet student’s academic needs.

Benchmarks and Timelines:

In keeping with California Content Standards, students will continue to be assessed by traditional grading requirements in each class.

However, the course requirements will be modified to include measurement of technological components of course work. But, they will not

only be graded on how they are able to manipulate the tools, but also on what they can create with the tools. Also, we will look to local

assessments, in addition to School Plan, CELDT, STAR, CAHSEE and other outside tests for data reflecting the success of our efforts.

Grade

Levels


Responsible

Dates Benchmarks

9-12

1) Each student will have access to a computer and

appropriate software for keyboarding skill development

2) Each student will have access to a computer for writing,

research and word processing skill development

3) Each student will have access to a computer for

development of skills in using various forms of

multimedia, including the Internet.

4) Each student will have access to a computer for

development of content skills using, but not limited to

educational Internet sites and content software.

5) Each student with special needs (accelerated students,

special education students, English language learners,

etc.) will have access to a computer and appropriate

software for help in his/her respective area of need.

Computer Literacy

Teacher, subject

teachers, special

education teachers,

ELL, and support

staff.

Annually

reviewed

every

October and

April, from

2012 – 2017

with

adjustments

as needed

100% access for each

subpopulation as

measured by teacher

documentation and

student work portfolios.




31

Goal #1: The integration of technology will support the following grade level competencies in reading and language arts

Grade Levels Activities Individuals Responsible Dates Benchmarks

Staff Current on-line accounts for

Administration, teachers, selected

paraprofessionals and school site

council members to view student

local assessments, CELDT,

CAHSEE and STAR results will be

created for School-Plan, a system

that provides school personnel with

an integrated approach to data

management and analysis that

facilitates comprehensive reporting

linked to research-based best

practices.

Technology Coordinator Annually

Year 1: 100% of current administration,

teacher, selected paraprofessionals and

school site council members will have

accounts by September 2012

Year 2: 100% of current administration,

teacher, selected paraprofessionals and

school site council members will have

accounts by June 2013

Year 3: 100% of current

administration, teacher, selected


council members will have accounts by

June 2014

Year 4 & 5: 100% of current

administration, teacher, selected


council members will have accounts by

June 2015-2017

9-12

By June 2012, the School Website

will have individual teacher

assignments posted.

Classroom Teachers Weekly Year 1: 50% of the teachers in the

district by June 2012.

Year 2: 60% of the teachers in the

district by June 2014



Year 4 & 5: 80% of the teachers in the


9-12

By June 2012, the School website

will have Language Arts

Benchmarks, schedules, rubrics,

models, and resources.

Technology Coordinator/

Website Manager

Ongoing

Year 1, 2012 through Year 5, 2017: 100% completion

9-12 By June 2013, the School website

will have High-Incidence Academic

Language word list, Word-Up a

weekly school-wide vocabulary list

Technology Coordinator/

Website Manager

Ongoing

Year 1, 2012 through Year 5, 2017: 100% completion




32

and resources posted.

9-12

The district will post student

CELDT, CAHSEE and STAR

results into Data Director, Aeries

and CalPads data collection systems.

Technology Coordinator Annually

in August

and July

Year 1, 2012 through Year 5, 2017:

Administration and teacher web based

access for review

Goal #2: The integration of technology will support the grade level competencies in mathematics.

Grade Levels Activities Individuals Responsible Dates Benchmarks

Algebra 1

By June 2012, 100% of all students

enrolled in Algebra 1 will have taken

district designated Benchmark exams

for California State Standards for

Algebra 1. Support and Standards

will be posted on Website.

Classroom Teachers

Quarterly Year 2, 2013 through Year 5, 2017: 100% of students enrolled in Algebra 1

All Math

Classes

By June 2014, 100% of district

classroom Math teachers will have

implemented and integrated Smart-

Board Technologies, or other

schemes for viewing a shared

technology environment

Math Classroom

Teachers

Annually

2012 -

2017

Year 1: 25% of the Math teachers in the






Year 4 & 5: 100% of the Math teachers

in the district by December 2017

Algebra 1

By June 2017, 100% of district

classroom teachers will have

implemented and integrated student

Algebra 1 Benchmark assessments

assessment and data management into

Data Director

Classroom Teachers

Monthly

2012 -

2017







Year 4 & 5: 100% of Math teachers in

the district by December 2017

Goal #3: Students will demonstrate developmentally appropriate competencies in utilizing technology.

Grade

Levels


Responsible

Dates Benchmarks

9-12

By June 2014 100% of teachers

will post local assessment of

student National Educational

Classroom Teachers

Semester

November,

March &

Year 1: 70% of the teachers in the district by

June 2007.

Year 2: 80% of the teachers in the district




33

Technology Standards (NETS)

grade level performance indicators

into School Plan

June 2013-

June 2017

by June 2008


by June 2009

Year 4 & 5:100% of the teachers in the


9-12 By June 2011, 100% of the

teachers will have implemented

Technology Benchmark

Assignments into curriculum.

Classroom Teachers

Annually

2007 -

2012

Year 1: 70% of the teachers in the district by

June 2007.


by June 2008


by June 2009

Year 4 & 5:100% of the teachers in the



Integration of technology into the classroom curriculum based on increased student success measured by test scores, teacher observation, and

attainment of grade-level content standards as well as student attendance and graduation data.




Evaluation Chart will be reviewed and revised to assess whether the strategies and methodologies utilizing technology are being implemented

according to the benchmarks and time line.


Principal, Teachers

3h and 3i: Goals to utilize technology so that teachers and administrators can be more accessible to parents and community

Benchmarks and Timeline

PAHS students and faculty have created a school web site (www.pointarenaschools.org), updated weekly by staff and students to

provide a wealth of school and community information to the reader. In our remote, rural environment, the schools are the community hub,

also known as an “anchor institution.” Parents and community members actively participate in the ongoing implementation and management

of the school either by direct participation, digitally or by monitoring periodic progress reports.

Site Principals present monthly progress reports to the School Site Council, Native American Youth Committee and Board of

Trustees regularly scheduled public board meetings for review. Parents and other community members are kept informed by monthly

newsletters mailed home, daily and weekly bulletins emailed, Our school web site, our automated telephone messaging system, and articles

submitted to the local newspaper.

All staff members are provided with Email accounts for use for school communications in their classrooms. Telephones with

voicemail capabilities are installed in every classroom to improve communication throughout the school, as well as increase access for




34

parents. All Administration, Maintenance, Technology, Security and Transportation personnel are supplied with cell phones to help ensure

campus safety.


Responsible

Dates Benchmarks

The site Principal will develop, print and

post in local newspaper, and mail to

parents/guardians a monthly newsletter

written in both English and Spanish that

includes current school information,

outstanding achievements of students and

staff, progress made toward curricular

goals and all other pertinent information

necessary to inform and update parents,

students and community.

Principal

Library media

Technician

Monthly

Ongoing

September 2012 –

June 2017

Monthly Newsletter September 2012

through June 2017

The district has developed, redesigned and

will maintain a web site to include school

information, Administrative, certificated

and classified directories, schedule of

events, lunch menus, important notices,

weekly homework assignments and

classroom home pages.

District web

master

Classroom

teachers

Site secretaries

Paraprofessionals

Ongoing: July 1,

2012-June 30, 2017

Year 1: Web site redesign completed by

September 2012.

Year 2: 35% of administration, teachers

and selected paraprofessionals will be

trained to input data into web site by

November 2013.



trained to input data into web site by June

2014.




2014.




2017.

Each classroom teacher will develop an

on-line syllabus and behavior standards

for students and parents via the internet.

Classroom

teachers

Ongoing July 1,

2012 – June 2015

Year 1: 35% of teachers will develop for

posting on district website information

about her/his classroom that describes the

instructional program and classroom




35

routines by September 2012.





routines by November 2013.





routines by June 2013.





routines by June 2014.

Year 5: 100% of teachers will develop

for posting on district website

information about her/his classroom that

describes the instructional program and

classroom routines by June 2015.

By June 2012, 100% of district classroom

teachers will be trained to access and view

student information and have access to the

Discipline section of the Aeries student

information management system.

Administration

Annually

2012 - 2015


district by September 2012.


district by January 2013 will utilize the

Aeries data to advise and support students

assigned to monthly advisory classes

Years 3, 4 & 5: 100% of new teachers in

the district by Sept. 2013, 2014 and 2015

will be able to access, view and track

student academic progress and attendance.


Review of staff and community comments and suggestions.




36







Principal, Teachers

3i. Benchmarks and Timelines

Included in 3h.

3j. Monitoring Process

Included in 3d., 3e., 3f., 3g., 3h.

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

Dr. Colleen Cross, Superintendent, and Site Administrator/Principal Warren Galletti have extensive technological skills and

experience in developing and providing professional development opportunities for staff. Principal Warren Galletti is overseer of staff

development and technological integration into the curriculum for both PAHS & SCCHS.

Staff development objectives are to ensure that each staff member is computer literate and is knowledgeable in utilizing various

forms of technology within the classroom to enhance student learning. Essential to the implementation of an instructional program, the plan

will integrate technology into the curriculum in a well-developed, articulated staff training program that will enable all teachers to assume

ownership of, and feel competent with, computers, video and digital cameras, LED projectors, interactive white boards, student response

systems, and other instructional technology.

Currently all teachers are provided with CTAP on-line accounts. CTAP Online is a site devoted to helping teachers understand,

apply and teach technology in their classrooms. This 24/7 staff development site offers courses in personal proficiency skills, technology

integration in curriculum, information literacy, standards, assessment and more. In the months to come PAHS/SCHS will explore other

professional development opportunities such as TechSets and My SkillSource.

Staff also needs the assurance of ongoing training, as they are encouraged to develop and enhance their teaching strategies. In May

2006 and annually thereafter, teachers participated in taking the on-line CTAP2 Technological Survey. These surveys help staff realize their

current skills and the staff development opportunities available to them. Teachers will continue to take the on-line EdTechProfile

Technological Survey each year in May. The cumulative data drawn from the surveys, shown below, will help staff realize their current

skills and staff development opportunities available to them.

Current Teacher Technological skills based on EdTechProfile of teacher self-assessments taken on-line at

http://www.edtechprofile.org/

http://www.edtechprofile.org/




37

Point Arena Joint Union High District has 18 credentialed teachers; the following charts and response tables represent the assessment

summary for 7 teachers or 39%. It is important to note that this includes both fully completed and partially completed assessments.

Category: Computer Knowledge and Skills

Point Arena Joint Union High District has 18 credentialed teachers, this chart represents the assessment summary for 7 teachers or 39%. It is important to note that this includes both fully completed and partially completed assessments.

1 General computer knowledge and skills (Includes 14 in calculation)

2 Internet skills (Includes 14 in calculation)

3 Email skills (Includes 14 in calculation)

4 Word processing skills (Includes 14 in calculation)

5 Presentation software skills (Includes 14 in calculation)

6 Spreadsheet software skills (Includes 14 in calculation)

7 Database software skills (Includes 14 in calculation)




38

Category: CCTC Program Standard 9: Using Technology in the Classroom

Point Arena Joint Union High District has 18 credentialed teachers, this chart represents the assessment summary for 7 teachers or 39%. It is important to note that this includes both fully completed

and partially completed assessments.

1 Standard 9a (Includes 14 in calculation)

2 Standard 9b (Includes 14 in calculation)

3 Standard 9d (Includes 14 in calculation)

4 Standard 9e (Includes 14 in calculation)

5 Standard 9f (Includes 14 in calculation)

6 Standard 9g (Includes 14 in calculation)

7 Standard 9h (Includes 14 in calculation)

8 Standard 9i (Includes 14 in calculation)




39

Category: CCTC Program Standard 16: Using Technology to Support Student Learning Point Arena Joint Union High District has 18 credentialed teachers, this chart represents the assessment summary for 7 teachers or 39%. It is important to note that this includes both fully completed

and partially completed assessments.

1 Standard 16a (Includes 14 in calculation)

2 Standard 16b (Includes 14 in calculation)

3 Standard 16c (Includes 14 in calculation)

4 Standard 16d (Includes 14 in calculation)

5 Standard 16e (Includes 14 in calculation)

6 Standard 16f (Includes 14 in calculation)

7 Standard 16g (Includes 14 in calculation)




40

Staff Development Needs

Hours of formal professional development (online classes, workshops, coaching, technology conferences, etc.) in the use of

computers and the Internet did you participate in during the last 3 years?

0 hours 0% of teachers

1 - 8 hours 60% of teachers

9 - 20 hours 7% of teachers 100% of Administrators

21 - 40 hours 7% of teachers

More than 40 hours 27% of teachers

Opportunities to participate in educational technology staff development:

Basic computer/technology skills. 42% of teachers

Integrating technology into the curriculum. 58% of teachers 100% of Administrators

The training format I prefer:

One-on-one informal technology training 10% / 2 respondents

Integrating technology into the

curriculum.

45% / 9 respondents

100% of Administrators

Online web-based technology training. 45% / 1 respondent

I prefer technology training to be offered:

During the school day. 30% / 6 respondents

After school. 40% / 8 respondents 100% of Administrators

In the evening 10% / 2 respondents

On the weekend. 10% / 2 respondents

During the summer/off track. 10% / 2 respondents

4b. and 4c. and 4d. Goals for providing professional development opportunities based on curriculum needs

Professional Development Benchmarks and Timelines

Professional Development Monitoring Process

GOAL 1: Survey teachers’ current technology skills and needs for professional development

All PAHS teachers and subsequent new teachers will take the EdTechProfile each year in May. These teacher self-assessments based upon

the California Commission on Teacher Credentialing Standards 9 & 16 (which are the Standards of Quality and Effectiveness for

Professional Teacher Induction Programs), help guide teachers in their personal technological professional development. The numerous

aggregated reports based on needs provides the district with data to determine where technology integration and staff development are




41

needed to ensure teachers are provided with professional development opportunities based on the district curriculum goals. Yearly surveys

provide the district with the ability to adjust training and professional development efforts based on assessment and survey results.


Responsible

Dates Benchmarks

All Certificated staff will take a yearly

assessment of their current

technological skills and needs for

professional development opportunities

based on the district’s curriculum goals

using the EdTechProfile on-line self-

assessment.

Principal

Counselor

Teachers

Annually

May 2012 – May

2017

Year 1: 30% of teachers and Principal will

complete the online EdTechProfile surveys by May

2013



2014



2015

Years 4 & 5: 100% of teachers and Principal will


2016-17


Site Principal and teachers will review and compare teacher proficiency levels from CTAP2 aggregate graphs from their school site to review

technological skills of the staff as a whole. Discuss future staff development training appropriate to the level of staff’s technological skills.

The district will seek staff development training opportunities from outside consultants, CTAP representatives, Mendocino Office of

Education, Business representatives, community members and district staff.


Principal Galletti, teachers and the Technology team will review and revise the Monitoring and Evaluation Chart (Attachment #1) and the

Assessment Method Attachment #2) sections reflecting curriculum twice each year in October and April. The Monitoring and Evaluation

Chart will be reviewed and revised to monitor whether the strategies and methodologies utilizing technology are being implemented

according to the benchmarks and time line.


Principal, Teachers

GOAL 2: Provide professional development opportunities to allow integration of technology into the curriculum

With training, teachers will continue to integrate the tools of technology throughout the curriculum creating powerful learning experiences

for students. Training will focus on building teachers’ knowledge and skills in different types of pedagogy and content. Specific content

training will focus on the uses of spreadsheet, database, graphics, telecommunications, browser operation and Internet research. Content area

staff development will help staff research, evaluate and present information and teach these skills to their students. Staff will also be trained




42

in producing and adapting lesson plans and presentations, which use a variety of technology tools and media to advance the learning and

understanding of students.

MCOE, SCOE, CTAP, District personnel, outside consultants and business partners, will train all certificated and selected

paraprofessional staff. These same agencies are expected to supply staff with curricular resources throughout the year. Additionally, staff

will access the online resources of the California Department of Education as well as CTAP and the SBAC (Common Core curriculum) for

standards and frameworks as well as instructional strategies, ISTE National Educational Standards of Students (NET*S) and the California

Learning Resource Network (CLRN), along with iGoogle, also offer standards-aligned software, video and Internet learning resources.

Through the use of videoconference equipment teachers can participate in Pacific Bell Education Teacher Talk, online and remote

webinars, and visit Virtual projects.

While the PAJUHS District plans to continue its reliance on traditional staff development providers, including the Mendocino

County Office of Education, Sonoma County Office of Education, Brokers of Expertise, Smarter Balanced Assessment Consortium, Santa

Clara Office of Education and CTAP Online, it is the District’s intention to change the face of staff development by seeking new sources of

technology training. In an attempt to gain an insightful and meaningful connection between the classroom and the workplace, the District

will also seek private sector training and visitations from outside consultants and the business community, which will allow staff

opportunities to observe and work with technology currently being utilized by employers.

As a small school district already providing many after-school activities, time to provide adequate training is limited. We have made

the commitment to use one existing early release day per month for staff development. For the 2008-09 school year, 3 days of professional

development were dedicated. In 2009-10, 2010-2011 and 2001-2012, there were four days dedicated for professional development each

year.

All teachers are provided with CTAP on-line accounts. CTAP Online is a site devoted to helping teachers understand, apply and

teach technology in their classrooms. This 24/7 staff development site offers courses in personal proficiency skills, technology integration in

curriculum, information literacy, standards, assessment and more.

Activities Individuals Responsible Dates Benchmarks

Staff will receive professional

development training presented by

outside consultants, CTAP

representatives, Mendocino Office

of Education, Business

representatives and community

members. Training will focus on

building teachers’ knowledge and

skills in different types of pedagogy

and content. Specific content

training for each subject area will

focus on the uses of spreadsheet,

database, graphics,

Principal

Technology Coordinator

On-going

throughout

each year of

plan 2012-

2017

Year 1: 100% of teachers and selected

paraprofessionals will receive (2) 2.5 hr. professional

development training days by June 2013














43

telecommunications, browser

operation and Internet research.

Content area staff development will

help staff research, evaluate and

present information and teach these

skills to their students. Staff will also

be trained in producing and adapting

lesson plans and presentations,

which use a variety of technology

tools, and media to advance the

learning and understanding of

students.

Staff will receive in-house

professional development presented

by the district technology

coordinator and teachers to provide

training, including beginning and

advanced technological skills. Staff

will receive training in word

processing, presentation software,

process writing, file management

and Internet. Software specific to

their curriculum will be presented

and discussed. Staff as learners will

use the staff development

opportunities to explore, reflect,

collaborate with peers, work on

authentic problem-based learning

tasks and engage in hands-on

learning activities.

Staff will participate in CTAP on-

line, or its equivalent (Atomic

Learning, Techsets, Ed Tech

Network). CTAP Online is a site

Principal

Teachers


Teachers

On-going

throughout

each year of

plan 2012-

2017

Jan. 1st 2012 –

June 30th

2013

Sept. 1st 2013

















development training days by December 2017

Year 1: 100% of teachers will receive (1) 2.5 hr.

training on CTAP online or its equivalent, and access

to CTAP on-line or its equivalent 24/7.





44

devoted to helping teachers

understand, apply and teach

technology in their classrooms. This

24/7 staff development site offers

courses in personal proficiency

skills, technology integration in

curriculum, information literacy,

standards, assessment and more

– June

30th

2014

Sept. 1st 2014

– June

30th

2015

Sept. 1st 2015

– June

30th

2016

Sept. 1st 2016

– December

30th

2017













Staff input at technology meetings and staff trainings in regard to their personal staff development needs. Assessment from trainers on staff

proficiency and recommended staff development opportunities. Increased student success measured by test scores, teacher observation, and

attainment of grade-level content standards as well as student attendance and graduation data.


Annually, May 2012 – May 2017, Principal Galletti, teachers and technology team will review the Monitoring and Evaluation Chart

(Attachment #1) and the Assessment Method (Attachment #2) sections reflecting curriculum to monitor whether the strategies and

methodologies utilizing technology are being implemented according to the benchmarks and time line.


Principal, Teachers

4c. Professional Development Benchmarks and Timelines

Included in 4b.

4d. Professional Development Monitoring Process

Monitoring Process is additionally included 4b.

All staff members recognize the importance of the integration of technologies into the curriculum and the need for professional development

to insure its success. The advantage of a small school setting is the daily collaboration revolving around in-service meetings, early release

day meetings, staff meetings, numerous informal staff collaborations, School Site Council discussions and Leadership Team meetings is

self-monitoring and evaluating. Formally, Principal Galletti and the Technology team will review and revise the Monitoring and Evaluation

Chart (Attachment #1) and the Assessment Method (Attachment #2) reflecting integration of technology into the classroom curriculum and

comprehensive professional development training.




45

5. Infrastructure, Hardware, Technical Support, and Software 5a. and 5b. combined: List of each site’s technology needs to support the curricular and professional development goals (hardware.

software, networking, plant modifications, and technical support).

5b. List of each site’s existing technology that could support the above goals (hardware, Internet access, software, and technical

support)

All Point Arena Joint Union High School District students will have equal access to technology to support achievement of academic

standards in the classroom, district curricular goals, and ultimately for lifelong learning and success in our digital society. This increased and

equal access to technology will support differentiation of instruction for English Learners, Intervention students, Gifted and Talented

students, and students with Specific Learning Disabilities.

Currently access is achieved through 31 classroom computers, 20 computer lab computers, 7 Library Media Center computers and 9

Learning Lab computers used for discrete instruction in technology skills, scheduled for daily use by students in grades 9-12.

Equipment to Be Upgraded or Acquired According to Plan

All computer hardware and software will be contingent on Private, State and Federal Funding. Numbers needed is a combined

number of laptops and desktops, with a desired ratio of 1 computer per student as our goal to best support and maximize student

attainment of curricular goals.

Classrooms

Computer Labs

Library

Administration

Offices

Desktop Computers 68 20 7 6

Use as is 68 20 7 6

Upgrade

To be retired when new or upgraded equipment is available 20 7

Number needed* 100 7 1

Laptops 8 1

Use as is 6 1

To Be Acquired 7

Upgrade 6

To be retired when new or upgraded equipment is available 3

Number needed* 100 or more 7 2

Peripherals Number on

Hand

Number needed

Digital cameras 4 20

Scanners 3 10

Printer – Ink Jet 13

Printer - Network 14 4

VCR 4 11




46

Video Camera 1 8

TV Monitor 4 11

Graphing calculator 6 30

LCD projector 8 12

Interactive white board 3 12

Personal digital assistant 0 19

Currently PAHS connectivity is run through a T1 to our ISP, Mendocino County Office of Education and SCHS connectivity is

broadcasted via radio signals bounced from antennas to the District WAN located on the High School campus. Point Arena Schools

continue to seek equipment upgrades through ERATE although at this time Internal Connections have not been funded. The district will host

a Server for the web site (3h: Goals to utilize technology so that teachers and administrators can be more accessible to parents) and a

Server for our Student Information Systems, Aeries, Data Director and CalPads. (3g: Goals to utilize technology to make student record

keeping and assessment more efficient to meet student’s academic needs. The Mendocino Community Network provides the district with reliable staff E-mail accounts (3h: Goals to utilize technology so

that teachers and administrators can be more accessible to parents). The school wide Norstar phone system includes an automated

attendant and voicemail system to improve communication throughout the school, as well as increase access to classroom teachers and their

students for parents. (3h: Goals to utilize technology so that teachers and administrators can be more accessible to parents).

Videoconferencing equipment and connectivity is available to all students, staff and the community (4b: Provide professional development

opportunities to allow integration of technology into the curriculum ). Ongoing professional development opportunities provided by

district staff, MCOE, SCCOE and CTAP (4b: Provide professional development opportunities to allow integration of technology into the

curriculum).

Within the Education Technology K-12 Voucher program the district will seek site licensing of qualifying software; e.g. Microsoft

Office Suite and other software with similar functionality.(3f. Goals for programs and methods of utilizing technology that ensure

appropriate access by all students.) The district has begun the conversion to Aeries, an online assessment tool that provides school

personnel with an integrated approach to data management, analysis and decision-making that facilitates comprehensive reporting linked to

research-based best practices (3g.: Goals to utilize technology to make student record keeping and assessment more efficient to meet

student’s academic needs).

A list of the district’s current Inventory is listed in Attachment #3

5c. Benchmarks and timeline for obtaining the needed hardware, infrastructure, learning resources and technical support

Benchmark: Technology needs to support the curricular and professional development goals

End of year 1: Through the Education Technology K-12 Voucher Program the district will seek proposals for the purchase of computers and

site licensing of qualifying software; e.g. Microsoft Office Suite and other software with similar functionality. Internet Connectivity will

continue to be funded through ERATE, CALNET2, the California Teleconnect Fund, and any other available technology grant funds.

End of years 2 through 5: Through the Education Technology K-12 Voucher Program the district will purchase computers and site licensing




47

of qualifying software; e.g. Microsoft Office Suite and other software with similar functionality, desktop and laptop computers, scanners,

keyboards, monitors, printers and non-assistive technology devices for students with special needs. Through the Education Technology K-12

Voucher Program the district will participate in Leadership development for school Administrators, general curriculum development and

instructional strategies, training in the use of any hardware or software title acquired through the settlement. Internet Connectivity will

continue to be funded through ERATE, CALNET2 and the California Teleconnect Fund, and any other available technology grant funds

Description of process to monitor whether benchmarks are being reached

The Technology Team at monthly technology meetings will review all expenditures for technology. Meg Kailikole, Business Manager will

guarantee that funds for these expenditures are budgeted and Superintendent, Dr. Colleen Cross, will review and allocate funds. The

Monitoring and Evaluation Chart and the CoSN-Gartner TCO tool and spreadsheet to determine current direct and indirect costs and help

calculate the costs of the educational technology system will be reviewed and revised to monitor success of support.

Benchmark: Increase staff Understanding of “Total Cost of Ownership”(TCO).

District use of the CoSN-Gartner TCO tool and spreadsheet to determine current direct and indirect costs and help calculate the costs of the

educational technology system.

End of year 1 through 5: Staff will be in-serviced at staff meetings in the TCO concept that encompasses technical support requirements,

cost of repair, criteria for replacement/upgrade, cost for on-site/contract maintenance, inventory control, software and peripheral needs and

purchases.


The Technology Team at monthly technology meetings will review all expenditures for technology. Meg Kailikole, Business Manager will

guarantee that funds for these expenditures are budgeted and Superintendent, Dr. Colleen Cross, will review and allocate funds. The

Monitoring and Evaluation Chart and the CoSN-Gartner TCO tool and spreadsheets will determine current direct and indirect costs and help

calculate the costs of the educational technology system will be reviewed and revised to monitor success of support.

Benchmark: Provide on-going training on the use of classroom equipment and software

End of year 1 through 5: The District has committed (9) 2.5-hour days per year to in-service staff in the use of online assessment tools,

current and new software applications, computer skills, server access and technological staff development. Upon request staff and the

technology coordinator frequently meet for individual 15-30 min. classroom hands-on and how-to troubleshooting sessions.


Principal Galletti, teachers and the Technology team will review and revise Monitoring and Evaluation Chart (Attachment #1) and the

Assessment Method (Attachment #2) sections reflecting technology integration into the curriculum twice each year in October and April. The

Monitoring and Evaluation Chart will be reviewed and revised to monitor whether the strategies and methodologies utilizing technology are

being implemented according to the benchmarks and time line.

Sustainability Chart

Type of Support Provided Individuals Responsible

Ongoing Equipment maintenance, repair, and replacement. Continue the .5 position of Technology Coordinator.

Technical support provided during school hours. Continue the .5 position of Technology Coordinator.




48

Technical support outside of school hours. Only emergency technical support is available at this time.

Professional Development. Superintendent, Principal, Leadership Team, Teacher coaches, CTAP

1, Technology Coordinator

5d. Monitoring

The Superintendent, Principal and Technology team members will review and revise the Monitoring and Evaluation Chart (Attachment #1)

and the Assessment Method (Attachment #2) sections reflecting Infrastructure, hardware, technical support, and software twice each year in

October and April. The Monitoring and Evaluation Chart will be reviewed and revised to monitor whether the goals and benchmarks are

being reached within the specified time frame.

6. Funding and Budget 6a. List of established and potential funding sources.

At present the funding sources available are District funds allocated for technology. Yearly the District funding is reviewed and the

technology budget is set at that time. Staff development, computer hardware and software purchases in part rely on funding supported by

EETT; however, there are presently no funds allocated by EETT. Hardware costs are reduced through participation in the ERATE, K-12

Voucher, and Cal Save programs. Mendocino County Office of Education and CTAP1 personnel provide technical support, training and

staff development at low to no cost to the district. Participation in the Education Technology K-12 Voucher Program has historically

assisted the district in acquiring software and hardware. Point Arena Schools will continue to participate in ERATE funding for

Telecommunication Services, Internal Connections and Basic Maintenance of Internal Connections. The district will continue to seek State

and Federal funding that is available in the subsequent years. The District will also continue to seek Private and Corporate funding through

partnerships and grant applications.

The table below summarizes a replacement plan assuming no increase in funding, and no increase in costs. The assumption that equipment

costs will not rise is valid. Historically prices have remained stable or have fallen for equipment with even greater capabilities. The

assumption on funding is based on current legislation. However the cost of technicians is expected to rise, leaving less each year for

replacement.

6b. Estimate of implementation costs

Point Arena

Joint Union

High School

Technology

Budget

2012/2013

2013/2014

2014/2015

2015/2016

2016/2017

1000-11999

Certificated

Personnel

Salaries

0 0 0 0 0




49

2000-2999

Classified

Personnel

Salaries

20,345

20,522

20,814

21,156

21,504

.5 Technology

3000 – 3999

Classified

Personnel

Benefits

5,087

5,123

5,213

5,268

5,337

.5 Technology

4000-4999

Books and

Supplies

30,870

EETT

8000

K-12 voucher

0

30,870

EETT

8000

K-12 voucher

0

30,870

EETT

8000

K-12 voucher

0

30,870

EETT

8000

K-12 voucher

0

30,870

EETT

8000

K-12 voucher

0

Network printers, desktop and laptop

computers, alpha smart keyboards,

Additional RAM chips, Server software

for student attendance/ recordkeeping

(Aeries), GradPoint Curriculum

25% Professional development

peripherals, software

Software, computers and peripherals

5000-5999

Services and

other

operating

Expenses

16,500

10,000

1,622.63

unknown

26,500

1,622.63

unknown

26,500

93,000.00

1,622.63

unknown

26,500

1,622.63

unknown

26,500

1,622.63

unknown

Network consultant and service fees.

Network Infrastructure capacity

building

20% District responsibility for

Telecommunication Service not funded

by ERATE.

School Plan, on-line student

assessments, consortium with

Mendocino County Office of Education

Total funds 92,424.63 92,637.63 186,019.63 93,416.63 93,833.63

6c. Description of the level of ongoing technical support the district will provide At present technical support is estimated at .5 person per day. The District Technology Coordinator is a shared resource between the

Arena Union Elementary School District and Point Arena Joint Union High School Districts. The role of Technology Coordinator is always

in the process of being redefined. Technology support historically (July 1, 2007-June 30, 2012) included but was not limited to; Network




50

Administrator (includes Email and server support ~.25 person per day), CALPADS/CSIS (School attendance clerks/school secretaries

supported by tech coordinator)/CBEDS (District H.R.), CAHSEE, STAR and CELDT pre-ID’s (instructional staff, granted test coordinator

class period or stipend). All sites require part time district technology coordinator to support ERATE, State and Federal Technology

programs and surveys, classroom, teacher and administration technical assistance, equipment and software procurement and installation,

grant procurement and submission, data collection, correlation and submission for School Plan, CTF/DAS, Data Director and CALPADS.

Additional technical support will be considered should new funding resources become available.

6d. Description of the district’s replacement policy for obsolete equipment

The district policy is to inventory obsolete equipment, acquire Board of Trustees approval for disposal, bid or sale. These items are

listed in the local paper for bid or a date and time of equipment sale at the school is posted in the local newspaper. While funding is always a

criterion, planning for life cycle replacement is a necessity. The basis of this plan is to replace equipment as it fails and repair is not

economically warranted. Equipment that is no longer working and beyond repair in economic terms will be disposed of in accordance with

local, State and Federal disposal policies.

6e. Description of feedback loops to monitor progress and update funding and budget decisions

Principal Galletti will act as the overseer of the project. The Technology Team at monthly technology meetings will review all

expenditures for technology. Meg Kailikole, Business Manager, will guarantee that funds for these expenditures are budgeted and Superintendent

Dr. Colleen Cross will review and allocate funds. The Monitoring and Evaluation Chart will be reviewed and revised to monitor success of

expenditures. Within our small school district, these measures will assure that all staff are aware of the process and have input at all times.

7. Monitoring and Evaluation 7a. Description of how the impact of technology on student learning will be evaluated

PAHS & SCCHS will review, adapt and monitor the implementation of the Information Literacy Curriculum in October and April of

each year. Criteria to measure student success will include test scores, teacher observation, student constructed response data and attainment

of grade-level content standards as well as student attendance and graduation data.

7b. Schedule for plan evaluation

Principal Galletti, and technology team members will compare the technology plan components with the Plan Monitoring and Evaluation

Chart and make recommendations and revisions in October and April of each year. Within our small school district, these measures will assure

that all staff are aware of the process and have input at all times.

7c. Description of how the evaluation information will be used

Principal Galletti and the Technology team will review and revise the Monitoring and Evaluation Chart (Attachment #1) and the

Assessment Method Chart (Attachment #2) sections twice each year in October and April. As a result of the monitoring and evaluation

process, the Technology Plan will be revised as needed. Technology success stories that have a positive effect on teaching and learning will

be documented and shared with staff, students, parents, community and other educational institutions and publications.




51

8. Effective Collaborative Strategies with Adult Literacy Providers To Maximize The Use of Technology

8a. How the District has identified adult literacy providers and how collaboration with providers is achieved.

Point Arena Schools provide adult education courses to the general community. English as a Second language (ESL) classes are held

at Pacific Charter School and Arena Union Elementary School, Wednesday and Thursday evenings for adult Learners. Tutoring classes for

K-4th

grade and 5th

-8th

grade students are held Monday and Thursday evenings at the Gualala Arts Center. Staff is collaborating with

neighboring Manchester Elementary School to hold tutoring classes in the near future.

Point Arena Schools collaborates with the local Coast Community Library in offering access to Spanish books and computer

software and Internet access for students and adults.

On site staff provide translation services to adult community members who need assistance in communication, help with filling out

forms, knowing what services are offered in the community and how to contact local agencies and educational opportunities.

Although the Point Arena High School District, at this time, no longer provides GED courses, it is considering offering this service

again in the near future. At present, community members offer GED support classes as part of the ESL program that meets regularly in

Arena Schools District classrooms. Community members are also referred to the College of the Redwoods program in Ft. Bragg.

The Arena Technology Center, located in downtown Point Arena, offers classes in basic technology skills as well as a variety of on-

line courses in partnership with Santa Rosa JC to all community members. Point Arena School's staff has free access to classes and one-on-

one tutorials, 2:30p.m. – 6:30 p.m. 5 days a week.

Point Arena Schools Technology Committee will meet with adult literacy providers to share information about our technology plan,

to learn how they are currently incorporating technology into their classes, and to discover how we may collaborate to better provide

services to our students, our parents and the general community. Possible assistance may include providing facilities so that classes may be

offered locally, providing ideas and assistance so that technology may be integrated into their curriculum, collaboratively pursuing adult

literacy funding sources, offering technology professional development courses to adult literacy staff, and assisting them in locating online

literacy providers such as ESL and GED classes.

9. EFFECTIVE, RESEARCHED-BASED METHODS AND STRATEGIES: 9a. How Education Technology Strategies and Proven Methods for Student Learning, Teaching, and Technology Management at

Point Arena School District are based on Relevant Research and Effective Practices.

The School Board, in conjunction with the Superintendent, Principals, teachers, and community members review District

Assessments, The School Site Improvement Plan, Program Quality Review Documents, as well as District Content and Performance

Standards to analyze the content of technology applications and determine if the introduced skills and knowledge align with curriculum

content prior to adoption of curriculum and technology integration strategies.

Reference Cited:

Means, B., & Olson, K. (1997). Technology and education reform. Office of Educational Research and Improvement, Contract No. RP91-

172010. Washington, DC: U.S. Department of Education. Retrieved February 3, 2003, from http://www.ed.gov/pubs/SER/Technology/title.html.




52

Writing is an essential skill in the overall development of effective reading. The integration of technology to support the District’s

achievement goals in reading will focus primarily in the development of writing, and the effective use of word processing to support writing.

Using specialized word processing applications students increase their understanding of phonemic awareness, word structure, vocabulary,

and sentence/paragraph structure, and utilize the internet to research and develop eight district-developed specific task writing benchmarks

for mastery.

Reference Cited:

Peck, K. L., & Dorricott, D. (1994). Why use technology? Educational Leadership, 51(7), 11-15. Retrieved February 5, 2003, from

http://www.ascd.org/readingroom/edlead/9404/peck.html.

MacArthur, C. A., Graham, S., Schwartz, S. S., & Schafer, W. D. (1995). Evaluation of a writing instruction model that integrated a process

approach, strategy instruction, and word processing. Learning Disability Quarterly, 18, 278-291.

In order to achieve our school-wide district goals, student activities will include the use of technology to facilitate and demonstrate

grade level mastery of the state ELA and math standards. These activities will include but not be limited to the following: access NCTM

student activities and homework help from a variety of both in-house teacher-developed and external resources, to reinforce content

standards, utilizing software programs to introduce and enhance benchmark concepts in Geometry and Algebra through student graphing

and drawings, using handheld Computer-Based-Lab tools to explore and explain the concepts of change in the real world as delineated in the

Algebra strand.

Reference Cited:

Mann, D., Shakeshaft, C., Becker, J., & Kottkamp, R. (1998). West Virginia story: Achievement gains from a statewide comprehensive

instructional technology program. Santa Monica, CA: Milken Exchange on Educational Technology.

Retrieved April 5, 2006, from: http://caret.iste.org/index.cfm?fuseaction=studySummary&studyid=400

Sugar, W. (2001). PLATO evaluation: Forest Grove High School. In R. Foshay, Ph.D. (Ed.), PLATO evaluation series. Bloomington, MN:

PLATO Learning Inc. Retrieved on April 5, 2006, from http://caret.iste.org/index.cfm?fuseaction=studySummary&studyid=933

Van Herwaarden, O., & Gielen, J. (2002). Linking computer algebra systems and paper-and-pencil techniques to support the teaching of

mathematics. The International Journal of Computer Algebra in Mathematics Education, 9(2). Retrieved April 5, 2006 from

http://caret.iste.org/index.cfm?fuseaction=searchSite

PAHS incorporates essential project-based activities into the curriculum to build basic competencies in utilizing technology so all

students (for example, for Special Education students, EL students, and students with specific learning disabilities) are able to access and

demonstrate knowledge in an information system-based society.

Reference Cited:

Reeves, T.C. (1998). The impact of media and technology in schools: A research report prepared for The Bertelsmann Foundation.

Retrieved January 28, 2002, from http://www.athensacademy.org/instruct/media_tech/reeves0.html

Peck, K. L., & Dorricott, D. (1994). Why use technology? Educational Leadership, 51(7), 11-15. Retrieved February 5, 2003, from

http://www.ascd.org/readingroom/edlead/9404/peck.html.

Bos, C. S., & Vaughn, S. (1994). Strategies for teaching students with learning and behavioral problems (3rd ed.). Boston, Massachusetts:

Allyn and Bacon.

http://www.ascd.org/readingroom/edlead/9404/peck.html

http://caret.iste.org/index.cfm?fuseaction=studySummary&studyid=400

http://caret.iste.org/index.cfm?fuseaction=studySummary&studyid=933




53

PAHS believes it is essential to the implementation of an instructional program, to integrate technology into the curriculum in a well-

developed, articulated staff training program that will enable all teachers to assume ownership of, and feel competent with, computers, video

and digital cameras, and other instructional technology. Staff is provided the assurance of ongoing training as they are encouraged to

develop and enhance their teaching strategies.

References Cited:

Sivin-Kachala, J., & Bialo, E. (2002). 2000 research reports on the effectiveness of technology in schools (7th

ed.). Washington DC:

Software and Information Industry Association.

Schacter, J. (1999). The impact of educational technology on Student Achievement: What the most current research has to say: Retrieved

from the Miliken Family Foundation Web site:

http://www.mff.org/pubs/ME161.pdf

9b. EFFECTIVE, RESEARCHED-BASED METHODS AND STRATEGIES:

With the guidance of Superintendent Dr. Colleen Cross and Principal Warren Galletti, who have experience in developing and

integrating information technology in schools, the PAHS Technology Team members developed the Technology Plan with a strong

emphasis on The California Language Arts Content Standards. Using The School Site Improvement Plan, LEAP Plan, Program Quality

Review Documents, as well as District Content and Performance Standards, the Technology Team focused on the integration of technology

to support the achievement of our student proficiency goals and the development of basic technology skills for all students and staff to be

able to access and demonstrate knowledge to support the overall District goals.

GOAL #1: PAHS students will demonstrate basic computer and information literacy skills.

References Cited:

Pogrow, S. (1996). Using computers and other visual technology to combine process and content. In A. Costa &

R. Liebman

(Eds.), When process is content: Toward renaissance learning. Thousand Oaks, CA: Corwin Press.

Coley, R., Cradler, J. & Engel, P. (1997). Computers and classrooms: The status of technology in U.S. schools.

Princeton, NJ:

Educational Testing Service, Policy Information Center, 37.

ISTE Profiles for Technology Literate Students

http://cnets.iste.org/students/s_profile-k2.html

9c. Development and Utilization of Innovative Strategies for Using Technology to Deliver Rigorous Academic

Courses and Curricula, Including Distance Learning Technologies.

Arena schools teachers integrate the tools of technology throughout the curriculum creating powerful learning experiences for students.

Specific content training for each subject area will focus on the uses of professional documents, presentations and spreadsheet, database,

graphics, telecommunications, browser operation and Internet research. Content area development staff research, evaluate and present

http://www.mff.org/pubs/ME161.pdf

http://cnets.iste.org/students/s_profile-k2.html




54

information and teach these skills to their students. Staff is trained in producing and adapting lesson plans and presentations, which use a

variety of technology tools and media to advance the learning and understanding of students. Technology, Yearbook, Digital Image, Acme

Animation and subject classes provide students with the skills to develop multimedia projects. Daily use of on-line research, word

processing, multimedia, presentations and email are used to communicate student learning in multiple content areas.

Students have the opportunity to participate in distance learning classes and core computer classes designed to teach the skills

necessary to take rigorous academic courses. Students meet daily with the computer and subject teachers to learn online research, note

taking, collaboration, and study skills, preparing them for the opportunity to take on-line Advanced Placement Classes offered at the High

School. PAHS provides on-line Advanced Placement and other online high school courses, both on site and online college courses, and

honors and college preparatory courses to high school students who otherwise would not have the opportunity to achieve eligibility or

competitive eligibility for admission to the University of California and other top universities.

Goal #2: PAHS will ensure that all students have access to stimulating, challenging, accelerated high school and college

classes and to provide the support necessary for students to succeed.

All students need access to high-level and high-interest courses. Electronic media can bring experiences and information previously

unimagined by students into the classroom. Through instructional television, students can view and discuss events they otherwise could not

experience. Laserdiscs and CD-ROMs put thousands of images and topics at students' fingertips. Distance education technologies can bring

important learning experiences to students, even in districts where small student populations have made some courses impossible to offer.

References Cited:

Peck, K. L., & Dorricott, D. (1994). Why use technology? Educational Leadership, 51(7), 11-15.

Retrieved February 5, 2003, from http://www.ascd.org/readingroom/edlead/9404/peck.html




55

Last Term’s Supplemental Analysis Form:




56

PART 2: E-rate Eligible Services Requested and Identified in EETT Technology Plan:

Description of Specific E-Rate Service(s):

Telecommunications Service, Internal Connections and Basic Maintenance of Internal Connections, cell phones service

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

PAHS students will demonstrate basic computer and information literacy skills.

25

PAHS will ensure that all students have access to stimulating, challenging, accelerated high

school and college classes and to provide the support necessary for students to succeed. 27

Goals for programs and methods of utilizing technology that ensures appropriate access by

all students.

29

Goals to utilize technology to make student record keeping and assessment more efficient to

meet student’s academic needs.

30

The integration of technology will support the grade level competencies in reading and

language arts 31

The integration of technology will support the grade level competencies in mathematics. 32

Goals to utilize technology so that teachers and administrators can be more accessible to

parents and community 34

PART 4: Description of Level/Amount of Service Change

Describe current level/amount of service:

Describe new level after E-Rate request is filled:

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

Planned budget source or line item for each amount:

Plain Old

Telephone Service

(POTS)

Same

$474.31

Services and Other Operating Expenditures 5903

Long Distance

Service

Same $ 87.94 Services and Other Operating Expenditures 5903




57

T1 line Same $408.00 Services and Other Operating Expenditures 5903

ISDN line Same $113.04 Services and Other Operating Expenditures 5903

ISDN line Same $ 90.96 Services and Other Operating Expenditures 5903

Basic Maintenance

of Internal

Connections (Cisco

Router)

Same

$ 73.80

Contract Services 5800

PART 5: Analysis of Non E-rate Eligible Resources Required 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 a Infrastructure 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.

$: %NO INTERNAL CONECTIONS HAVE BEEN FUNDED

$: %

General Fund 0000

IN 2004 A NEW INFRASTRUCTURE WAS INSTALLED BUT NOT FUNDED BY ERATE IN 2012 critical infrastructure upgrades for PAHS and AUES networks have been specified and are awaiting board approval for funding: work will not be covered by E-RATE

E-rate Supplemental Analysis (Addendum) to EETT Technology Plan (continued)

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

Part 5 b

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




58

Hardware required to achieve EETT Technology Plan:

Total Budgeted $:




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

$:0 %:0

$: %:100

General Fund 0000

IN 2004 A NEW CISCO ROUTER WAS INSTALLED BUT NOT FUNDED BY ERATE

Part 5 c Software 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.

$7,000

$0 %:0

$:7,000 %:100

4000-4999

Books and

Supplies

NO SOFTWARE HAS BEEN FUNDED BY ERATE THE DISTRICT HAS PURCHASED LICENSES FOR MICROSOFT OFFICE, ADOBE SUITE, ACCELERATED AND STAR MATH, READ 180, KURZWEIL, CHOICES, MAVIS BEACON, TYPING TUTOR, SYMANTEC,WINDOWS XP PRO, MAC OSX

Part 5 d Professional development required to achieve EETT Technology Plan:

Total Budgeted Cost of Training:

Source of funds:

Number of Staff:

Description of Training: Reference page in technology plan.

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

$:249.50

EETT

23

25, 26, 31 – 35, 41

CTAP ONLINE TECHNICAL PROFESSIONAL DEVELOPMENT

Part 5 e Retrofitting required to achieve EETT Technology Plan:

Total Budgeted $:




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

$: %:

$: %:

Inside-wiring: NONE Construction: NONE

Part 5 f Maintenance required to achieve EETT Technology Plan:

Total Budgeted $:




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

72.80 $:291.20 %:80

$:72.80 %:20

General Fund 0000

MAINTENANCE CONTRACT FOR CISCO ROUTER




59

California Department of Education Appendix J – Technology Plan Contact Information

(Extracted from EETT Request for Application, revised 11/06)

Education Technology Plan Review System (ETPRS) Contact Information

County & District Code: 2 3 - 65599 School Code (Direct funded charters only): _ _ _ _ _ _ _ LEA Name: Point Arena Joint Union High School District *Salutation: Dr. *First Name: Colleen *Last Name: Cross *Job Title: Superintendent *Address: P.O. Box 87 *City: Point Arena *Zip Code: 95468 *Telephone: (707) 882 2803 Fax: (707) 882 2848 *E-Mail: [email protected]

Please provide backup contact information. 1st Backup Name: Warren Galletti 1st Backup E-Mail: [email protected] 2nd Backup Name: Cheryl Rhodes 2nd Backup E-Mail: [email protected] *Required information in the ETPRS




60

Appendix C:

Enhancing Education Through Technology Formula Grant Program

Criteria for EETT-Funded Education Technology Plans

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

For corresponding EETT Requirements, see Appendix F

1. PLAN DURATION Adequately Addressed Not Adequately Addressed a. The plan should guide the district’s use

of education technology for the next 3-5

years.

9 The benchmarks and timelines in the plan outline

activities and strategies for the next 3-5 years.

The benchmarks are not associated

with any particular timeline or the

timeline is less than 3 years or more

than 5 years in length.

2. STAKEHOLDERS Corresponding EETT Requirement(s): 7, 11,

Page in

District

Plan

Adequately Addressed Not Adequately Addressed

a. Description of how a variety of

stakeholders from within the school

district and the community-at-large

participated in the planning process.

11

The planning team consisted of representatives

who will implement the plan, including district

curriculum and information technology staff, site

administrators, teachers, students, parents,

community non-profits and businesses. If a

variety of stakeholders did not assist with the

development of the plan, a description of why

they were not involved is included.

Little evidence is included that shows

that the district actively sought

participation from a variety of

stakeholders.

Enhancing Education Through Technology Formula Grant Program Criteria for EETT Funded Education Technology Plans

3. CURRICULUM COMPONENT Corresponding EETT Requirement(s): 1, 2, 3, 8,

10, & 12.

Page in

District

Plan


a. Description of teachers’ and

students’ current access to

technology tools both during the

school day and outside of school

hours.

15

The plan describes the technology access

available in the classrooms, library/media

centers, or labs for all students, including special

education, GATE, English Language Learners,

etc., both during and after school hours.

The plan explains technology access in

terms of a student-to-computer ratio,

but does not explain if computers are in

the classrooms, library/media centers,

or labs, who has access, and when




61

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.

16

The plan describes the typical frequency and type

of use (technology skills/information

literacy/integrated into the curriculum) generally

by type of school and/or academic subject.

The plan recites district policy

regarding use of technology, but

provides no information about its

actual use.

c. Summary of the district’s curricular

goals and academic content

standards in various district and site

comprehensive planning documents.

18

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.

19

The plan clearly identifies grade levels, subjects,

or student populations that will be the focus for

the term of the plan. The plan delineates clear,

specific and realistic goals for using technology

to support the district’s curriculum goals and

academic content standards to improve learning.

The implementation plan clearly supports

accomplishing the goals.

The plan suggests how technology will

be used, but is not specific enough to

know what action needs to be taken to

accomplish the goals.

e. List of clear goals and a specific

implementation plan as to how and

when students will acquire

technology and information literacy

skills needed to succeed in the

classroom and the workplace.

24

For the focus areas, the plan delineates clear,


to help students acquire technology and

information literacy skills. The implementation

plan clearly supports accomplishing the goals.



determine what action needs to be

taken to accomplish the goals.

Enhancing Education Through Technology Formula Grant Program

Criteria for EETT District Education Technology Plans

3. CURRICULUM COMPONENT,

Continued

Page in

District

Plan


f. List of clear goals and a specific

implementation plan for programs

and methods of utilizing technology

that ensure appropriate access to all

students.

28

For the focus areas, the plan delineates clear,


to support the progress of all students, including

special education, GATE, English Language

Learners, etc. The implementation plan clearly

supports accomplishing the goals.





g. List of clear goals and a specific

implementation plan to utilize

technology to make student record

29

The plan delineates clear, specific and realistic

goals for using technology to support the

district’s student record-keeping and assessment







62

keeping and assessment more

efficient and supportive of teachers’

efforts to meet individual student

academic needs.

efforts. The implementation plan clearly supports



h. List of clear goals and a specific

implementation plan to utilize

technology to make teachers and

administrators more accessible to

parents.

32


goals for using technology to facilitate improved

two-way communication between home and

school. The implementation plan clearly supports






i. List of benchmarks and a timeline

for implementing planned strategies

and activities.

32 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.

24, 26,

28, 29,

32, 35

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 Corresponding EETT Requirement(s): 5 & 12.

Page in

District

Plan


a. Summary of the teachers’ and

administrators’ current technology

skills and needs for professional

development.

35

The plan provides a clear summary of the

teachers’ and administrators’ current technology

skills and needs for professional development.

The findings are summarized in the plan by

discrete skills in order to facilitate providing

professional development that meets the

identified needs and plan goals.

Description of current level of staff

expertise is too general or relates only

to a limited segment of the district’s

teachers and administrators in the

focus areas or does not relate to the

focus areas, i.e. only the fourth grade

teachers when grades 4-8 are the focus

grade levels.

b. List of clear goals and a specific

implementation plan for providing

professional development

opportunities based on the needs

39-44


goals for providing teachers and administrators

with sustained, ongoing professional

development necessary to implement the

The plan speaks only generally of

professional development and is not

specific enough to ensure that teachers

and administrators will have the




63

assessment and the Curriculum

Component goals, benchmarks, and

timeline.

Curriculum Component of the plan. The

implementation plan will clearly supports


necessary training to implement the

Curriculum Component.

c. List of benchmarks and a timeline

for implementing planned strategies

and activities.

39-44

The benchmarks and timeline are specific and

realistic. Teachers and administrators


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.

39-44


detail so that who is responsible and what is

expected is clear.





5. INFRASTRUCTURE, HARDWARE,

TECHNICAL SUPPORT, AND

SOFTWARE COMPONENT Corresponding EETT Requirement(s): 6, & 12.

Page in

District

Plan


a. Describe the technology hardware,

electronic learning resources,

networking and telecommunication

infrastructure, physical plant

modifications, and technical support

needed by the district’s teachers,

students, and administrators to

support the activities in the

Curriculum and Professional

Development Components of the plan.

44

The plan clearly summarizes the technology

hardware, electronic learning resources, networking

and telecommunication infrastructure, physical

plant modifications, and technical support proposed

to support the implementation of the district’s

Curriculum and Professional Development

Components. The plan also includes the list of

items to be acquired, which may be included as an

appendix.

The plan includes a description or list of

hardware, infrastructure and other

technology necessary to implement the

plan, but there doesn’t seem to be any

real relationship between the activities in

the Curriculum and Professional

Development Components and the listed

equipment. Future technical support

needs have not been addressed or do not

relate to the needs of the Curriculum and

Professional Development Components.

b. Describe the existing hardware,

Internet access, electronic learning

resources, and technical support

already in the district that could be

used to support the Curriculum and

Professional Development

Components of the plan.

44

The plan clearly summarizes the existing

technology hardware, electronic learning resources,

networking and telecommunication infrastructure,

and technical support to support the

implementation of the Curriculum and Professional

Development Components. The current level of

technical support is clearly explained.

The inventory of equipment is not by site

or is so general that it is difficult to

determine what must be acquired to

implement the Curriculum and

Professional Development Components.

The summary of current technical

support is missing or lacks sufficient




64

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.

46

The benchmarks and timeline are specific and

realistic. Teachers and administrators


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.

47


detail so that who is responsible and what is

expected is clear.

The monitoring process is either absent,

or lacks detail regarding who is



6. FUNDING AND BUDGET

COMPONENT Corresponding EETT Requirement(s): 7, & 13.

Page in

District

Plan


a. List of established and potential

funding sources and cost savings,

present and future.

47 The plan clearly describes resources* that are

available or could be obtained to implement the

plan. The process for identifying future funding

sources is described.

Resources to implement the plan are

not identified or are so general as to be

useless.

b. Estimate implementation costs for

the term of the plan (3-5 years).

48 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.

49

The plan describes the level of technical support

that will be provided for implementation given

current resources and describes goals for

additional technical support should new

resources become available. The level of

technical support is based on some logical unit of

measure, such as number of computers.

The description of the ongoing level of

technical support is either vague or not

included; is so inadequate that

successful implementation of the plan

is unlikely, or is so unrealistic as to

raise questions of the viability of

sustaining that level of support.

d. Description of the district’s

replacement policy for obsolete

equipment.

49

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.

49 The monitoring process is described in sufficient

detail so that who is responsible, and what is

expected is clear.




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




65


7. MONITORING AND

EVALUATION COMPONENT Corresponding EETT Requirement(s): 11

Page in

District

Plan


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.

50

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.

50

Evaluation timeline is realistic. The evaluation timeline is not included

or indicates an expectation of

unrealistic results that does not support

the continued implementation of the

plan.

c. Description of how the information

obtained through the monitoring

and evaluation will be used.

50

The plan describes a process to report the

monitoring and evaluation results to persons

responsible for implementing and modifying the

plan, as well as the plan stakeholders.

The plan does not provide a process

for using the monitoring and

evaluation results to improve the plan

and/or disseminate the findings.


8. EFFECTIVE COLLABORATIVE

STRATEGIES WITH ADULT

LITERACY PROVIDERS TO

MAXIMIZE THE USE OF

TECHNOLOGY Corresponding EETT Requirement(s): 11

Page in

District

Plan


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.

50

The plan explains how the program will be

developed in collaboration with adult literacy

providers. Planning included or will include

consideration of collaborative strategies and

other funding resources to maximize the use of

technology.

There is no evidence that the plan has

been, or will be developed in

collaboration with adult literacy

service providers, to maximize the use

of technology.




66


9. EFFECTIVE, RESEARCHED-

BASED METHODS AND

STRATEGIES: Corresponding EETT Requirement(s): 4 & 9

Page in

District

Plan


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.

51

The plan describes the relevant research behind

the plan’s design for strategies and/or methods

selected.

The description of the research behind

the plan’s design for strategies and/or

methods selected is unclear, unreliable,

or missing.

b. Description of thorough and

thoughtful examination of externally

or locally developed education

technology models and strategies.

52

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).

53

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




67

ATTACHMENT #1

Pt. Arena Schools Monitoring and Evaluation Chart

Ref.

#

Year Start

Date

Projected

completion

Activity or Benchmark Target

Audience

Person/Team

Responsible

1

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Review the implementation monitoring process

included under each component of the plan.

Certificated

& Admin

Principal,

Technology Team

2

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Yearly develop District Information Literacy

curriculum that includes technology into the

instructional program, including content-based

projects and student centered learning.

Certificated

& Admin

Principal & Teachers

3

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Design a schedule for evaluating the effect of

plan implementation while realizing that

infusing technology into daily school operations

is an evolving process.

Review schedule for evaluating the effect of

plan implementation while realizing that

infusing technology into daily school operations

is an evolving process.

Certificated

& Admin

Principal,

Technology Team

Members

Principal,

Technology Team

members

4

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Establish and maintain private industry

technology partnerships for advice and potential

donations and funding.

District Principal

Technology Team

members

5

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Administrators and teachers will twice annually

complete the EdTechProfile technology survey

Admin,

Teachers

Principal &


CTAP2 Administrator

6

Yr. 1

Yr. 2

Yr. 3

10/2012

10/2013

10/2014

04/2013

04/2014

04/2015

Review with Staff and Students the

requirements of the Child Internet Protection

Act, including privacy, netiquette, cyberbullying

Certificated

and

Classified

Principal &





68

Yr. 4

Yr.5

10/2015

10/2016

04/2016

06/2017

reporting, copyright, and the need for network

security and content filtering.

Personnel

7

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Plan to exceed current minimum ratio of 1

classroom multimedia computers to each 10

students and/or a computer with a projection

unit in each core classroom, toward goal of 1

computer per student, as funding permits, to

maximize student achievement.

Classrooms Principal &


8

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr.5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Plan training for staff based on the survey

results of EdTechProfile

Certificated

& Admin.

Principal &

Technology Team

members

9

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Maintain district standards for technology

donations.

District Technology Coordinator

10

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr.5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Determine the appropriate technology necessary

to implement Curriculum and Professional

Development Plan components.

Certificated

& Admin

Principal and

Technology Team

members

11

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Maintain policy and procedures that establish

criteria for hardware replacement, recycling,

redistribution, and rotation.

District Administration

Principal & Technology

Coordinator

12

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Develop standards for multimedia hardware:

data, voice and video will be developed

Review/revise standards for multimedia

hardware: data, voice and video will be

developed

District Principal & Technology

Team members

13

Yr. 1

Yr. 2

Yr. 3

Yr. 4

10/2012

10/2013

10/2014

10/2015

04/2013

04/2014

04/2015

04/2016

Maintain CTAP on-line license for anytime

coordinated Professional Development Program,

including staff productivity skills.

Certificated

Staff





69

Yr. 5 10/2016 06/2017

14

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr.5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Review and modify Curriculum Plan Annually Certificated

& Admin


Team

15

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Continue to fund the position of Technology

Coordinator to coordinate the District

Technology Plan implementation process.

District District

16

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr.5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Develop a comprehensive training plan

empowering teachers to incorporate information

literacy curriculum into their content delivery.

Review/ revise comprehensive training plan

empowering teachers to incorporate information

literacy curriculum into their content delivery.

Certificated

& Admin.

Principal, Technology

Team

17

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr.5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Revise assessment plan to monitor

implementation of the Information Literacy

Curriculum, teacher strategies and student

learning.

Develop/revise assessment plan to monitor

implementation of the Information Literacy

Curriculum.

Certificated

& Admin


Team

18

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Develop school Web site.

Expand and enhance the Point Arena Schools

Web site for use by teachers, students and

parents

District

District Web Master

Certificated &

Classified personnel and

Students

19

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr.5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Provide training for staff to understand the TCO

(Total Cost of Ownership) concept.

District Business Manager &

Tech. Coordinator

20

Yr. 1

10/2012

04/2013

Develop the process for acquiring

software/licenses in volume.

District Principal & Technology

Coordinator




70

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2013

10/2014

10/2015

10/2016

04/2014

04/2015

04/2016

06/2017

Maintain the process for acquiring

software/licenses in volume.


Coordinator

21

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Maintain Student Information Systems, Aeries

data management system and Staff File Server

District Technology Coordinator

22

Yr. 1- 5

Yr. 1-5

06/2012

10/2012

10/2013

10/2014

10/2015

10/2016

06/2017

04/2013

04/2014

04/2015

04/2016

06/2017

Develop a parent information package using

desktop publishing that describes the

instructional program and classroom routines.

Publish a regular parent/student communication

letter using desktop publishing for mailing and

posting on web site.

District Principal, Secretary and

Teachers

Principal, Library Media

Technician, Teachers

and Students

23

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Student demographic data will be accurately

entered and used for pre-coding of the State

Standardized Assessment.

Student demographic data will be accurately

reviewed and revised as necessary, and used for

submission of all state reports.

District Teachers

Attendance Clerk

School Secretary


24

Yr. 1

Yr. 2

Yr. 3

Yr. 4

Yr. 5

10/2012

10/2013

10/2014

10/2015

10/2016

04/2013

04/2014

04/2015

04/2016

06/2017

Teachers will maintain student grades using

electronic grading application (currently use

Aeries)

Teachers will track individual student progress

by maintaining on-line assessment data

(currently in Aeries and Data Director).

District Teachers




71

ATTACHMENT #2

Pt. Arena Schools ASSESSMENT METHOD Standards &Assessment: Technology

Achievement Assessment Circumstances of Sample Assessment Assessment

Standards Benchmarks Target Method Assessment Tasks Criteria

#1: Students

select and use

basic computer

technology to

gather, evaluate,

and analyze

information

a. Demonstrates

the ability to

independently

access multiple

available

resources:

Card catalog

Internet

CD ROM

Indexes

b. Demonstrate

ability to gather

information for

both broad and

specific topics

using Boolean

logic.

c. Demonstrates

the ability to

select relevant

information.

d. Evaluate

validity of

information

Knowledge

Critical

reasoning and

Performance

skills

Knowledge

Critical

reasoning and

Performance

skills

Performance

Skills

Reasoning

Reasoning

Performance

Performance

Selected

Response

Performance

Constructed

Response

Observation by

teacher

Constructed

Response

Constructed

Response

Constructed

Response

Research Project

with attached list

of resources

Research Paper,

presentation,

Written exam

Research Paper,

presentation,

Works cited

Research Paper,

Presentation,

Annotated

Source list

Rubric

Access and

use 3 out of

4 media

Rubric

50% correct

(Model)

Rubric

Rubric

(Model)




72

#2: Students

communicate

information and

ideas in a variety

of situations/

environments

using technology

a. Ability to

choose

appropriate

communication

and medium.

b. Demonstrate

the ability to use

the chosen

medium.

Reasoning

Performance

Skills

Constructed

Response

Performance/

Product

Constructed

Response

Observation by

Teacher

Scenarios

(Model)

Presentation,

Scenarios

(Model)

Rubric

Two demos

in 3 out of 4

media

Rubric

Two demos

in 3 out of 4

media

#3: Students set-

up, maintain,

and trouble-

shoot basic

technologies

(hardware and

software).

a. Understand

characteristics

and uses of basic

hardware,

software, and

operating

platforms.

b. Demonstrate

ability to create,

store, retrieve &

email files

independently

Knowledge

Performance

Skills

Selected

Response

Performance

Constructed

Response

Constructed

Response

Observation by

teacher

Written exam

Long term

assignment/proje

ct

50% correct

(Model)

Rubric

Annual

demos (4)

#4: Students

understand

ethical and legal

issues

surrounding

technology.

a. Understand

basic copyright

laws.

b. Understand

permission rights

with regard to

sharing/using

information

c. Understand

ethics of using

gathered

information

Knowledge

Reasoning

Knowledge

Reasoning

Knowledge

Reasoning

Constructed

Response

Constructed

Response

Constructed

Response

Performance Task

Performance Task

Computer

Class/Library

Orientation

Computer

Classes/Library

Orientation

Program

Computer

Classes/Library

Orientation

Program

Written

exam

Rubric,

demo,

written

exam

Rubric,

demo,

Written

exam




73

d. Understand

protocols and

expectations for

appropriate

communication

Knowledge

Reasoning

Constructed

Response

Performance Task

Computer

Classes/Library

Orientation

Program

Two demos

in 3 out of 4

media




74

Current computer inventory Attachment #3

* L = laptop computer * D = desktop computer

CLASSROOMS/LABS LIBRARY TEACHERS OFFICE

With Internet

Connections

L D L D L D L D

Student Multimedia Computers 80 7 2

Staff Multimedia Computers 1 1 7 1 1 4

Other Computers 20 1 1

Station Computer Printer LCD Projector / Scanner

Aeries Server

Staff/Student Server

Network Admin

iMac/ OS 10.6

eMAC/ OS1 0.3

DELL / Windows XP

Rm. 1

Student

Student

Teacher

APPLE G-4/APPLE Display


IBOOK OS 10.5

HP LaserJet 4100

Canon Color photo printer

EPSON LCD Projector

Library

Student

Student

Student

Student

Student

Student

Student

Library Media Tech.

Library Media Tech.

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.3

HP/ Windows 2000

IMAC OS 10.3

PowerBOOK G-4

HP LaserJet 4050

Dell Color LaserJet

Epson LCD Projector

Career Center

Student

Student

Nutrition Program

Career Center Coord

Career Center Coord

IMAC OS 10.3

IMAC OS 10.3

EMAC OS 10.3

IBOOK OS 10.3

Clamshell Laptop

All-In-One HP

Scanner/copier/printer

HP Color LaserJet 4520

Rm. 2

Student

Student

Student

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.5

HP LaserJet 4100




75

Student

Student

IMAC OS 10.5

IMAC OS 10.3

Touchscreen

Rm. 3/Learning Lab

Student

Student

Student

Student

Student

Student

Student

Teacher

Teacher

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.3

eMAC OS 10.3

eMAC OS 10.3

eMAC OS 10.3

eMAC OS 10.3

IBOOK OS 10.3

IBOOK OS 10.3

HP Color LaserJet 4520 Epson Scanner

Rm. 4

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.3

IMAC OS 10.3

HP LaserJet 4100 Epson LCD Projector

SMARTBOARD

3-D Document Scanner

Rm. 5

Student

Student

Student

Student

Student

Teacher

IMAC OS 10.3

IMAC OS 10.3

EMAC OS 10.3

EMAC OS 10.3

EMAC OS 10.4

APPLE LC 520

HP LaserJet 4100

Rm. 6/Science Lab

Student

Student

Student

Student

Student

EMAC OS 10.3

EMAC OS 10.3

EMAC OS 10.3

EMAC OS 10.3

EMAC OS 10.3

Hp LaserJet 4100 SMART BOARD / LCD Projector

Rm 7 Dell /Windows 98 HP InkJet




76

Computer Lab

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Student

Dell / Windows XP

Dell / Windows XP

EMAC / OS 10.4

EMAC / OS 10.4

EMAC / OS 10.4

EMAC / OS 10.4

EMAC / OS 10.4

EMAC / OS 10.4

EMAC / OS 10.4

EMAC / OS 10.4

EMAC / OS 10.4

EMAC / OS 10.4

EMAC / OS 10.4

EMAC / OS 10.4

EMAC / OS 10.4

EMAC / OS 10.4

Dell / Windows XP

Dell / Windows XP

Dell / Windows XP

Dell / Windows XP

HP LaserJet 2430

HP Color LaserJet 4650

EPSON Scanner

SHARP LCD Projector

Rm. 9

Student

Student

Student

Student

Student

Teacher

Dell / Windows XP

Dell / Windows XP

IMAC / OS 10.3

eMAC / OS 10.3

eMAC / OS 10.3

iBook / OS 10.4

HP LaserJet 4100

Rm. 10

Student

Student

Student

Student

Student

eMAC / OS 10.3

eMAC / OS 10.3

eMAC / OS 10.3

eMAC / OS 10.3

eMAC / OS 10.3

HP LaserJet 4100

Rm. 11

Student

Student

eMAC / OS 10.4


HP LaserJet 4000

Epson LCD Projector

3-D Document Scanner




77

Student

Student

Student

Students (20)

Teacher




Cart w/20 iBooks/ OS 10.6

eMAC / OS 10.4

Checkout/share with Rms. 10 & 12

Rm. 12

Student

Student

Student

Teacher

EMAC / OS 10.3

EMAC / OS 10.3

EMAC / OS 10.3

IBOOK G-4

HP LaserJet 4100

SMART BOARD

Epson LCD Projector

Industrial Arts

Student

Teacher

IMAC / OS 10.3

IMAC / OS 10.6

EPSON InkJet

GYM

Coach

IMAC / OS 10.3

EPSON InkJet

Office

Principal

Dean of Students

Secretary

Attendance Clerk

Student

Student

Attendance/Scanner

IBOOK G-4

EMAC / OS 10.3

EMAC / OS 10.6

EMAC / OS 10.6

EMAC / OS 10.4


IMAC / OS.9

HP LaserJet 4020

HP InkJet




78

Attachment #4

POINT ARENA JOINT UNION HIGH SCHOOL DISTRICT

ARENA UNION ELEMENTARY SCHOOL DISTRICT

ACCEPTABLE USE CONTRACT FOR STUDENT USERS

Network access to the Internet is available to students and staff in our District who qualify as a result of participating in an orientation or training. The Point Arena Joint Union High

School and Arena Union Elementary School Districts strongly believe in the educational value of Internet resources. Our goal in providing this access is to support our curriculum and

student learning by facilitating resource sharing, research, and communication.

The Internet is an electronic highway connecting millions of computers all over the world and millions of individual users. Staff have access to e-mail communication with

people all over the world and a broad range of online information resources, such as NASA, the Library of Congress, and the Smithsonian.

With access to computers and people all over the world also comes the potential for access to material that is illegal,

defamatory, inaccurate or offensive to some people. The Point Arena Joint Union High School and Arena Union Elementary School

Districts has taken steps to restrict/filter access to inappropriate resources and information on the network and to monitor student

use of the network. However, on a global network it is impossible to effectively control all student access to material. The primary

responsibility for access will rest with the student. We believe that the benefits to students from access to the Internet exceed any

disadvantages, but ultimately, parents and guardians of minors are responsible for setting and conveying the standards that their

children should follow when using networked information sources. To that end, the Point Arena Joint Union High School and

Arena Union Elementary School Districts supports and respects each family’s right to decide whether or not to apply for

independent access.

RETURN THIS SIGNED CONTRACT BY: _____________, _________ FOR INDEPENDENT ACCESS

Student User:

I have read the attached contract, understand my responsibilities while using the computer network, and will follow all rules in the

Acceptable Use Contract, as well as follow all school rules that may apply.

Student Name (please print) _______________________________________________________________

Signature ________________________________________________ Date ________________________

Students under the age of 18 must also have the signature of a parent or guardian who has read this contract in order to have independent

access to network resources such as the Internet. Independent access means that the student may work on a project without a staff member

sitting next to them and taking full responsibility and control of access to the network.

Parent or Guardian:

As the parent or guardian of the minor student signing above, I have read the attached contract and grant permission for my child to access

networked computer services such as the Internet. I understand that some materials on the Internet may be objectionable, but I accept




79

responsibility for guidance of Internet use – setting and conveying standards for my child to follow when selecting, sharing or exploring

information and media. I also agree to report any misuse of the network to the Teacher in Charge or Administrator. I accept full

responsibility for supervisor if and when my child’s use is not in a school setting. I hereby give my permission to allow independent

network access for my child and certify that the information contained on this form is correct.

Parent or Guardian Name (please print) _____________________________________________________

Signature ________________________________________________ Date ________________________

Sponsoring Teacher:

I have read this contract and agree to promote this agreement with the student. As the sponsoring teacher, I agree to instruct the student on

acceptable use of the network and proper network etiquette. However, responsibility for acceptable use of the network rests with the

student. I also agree to report any misuse of the network to the site administrator. Misuse can come in many forms, but can be viewed as

any messages sent or received that indicate or suggest pornography, unethical or illegal solicitation, racism, sexism, inappropriate language,

and other issues described above.

Sponsoring Teacher’s Name (please print) ____________________________________________________

Signature ________________________________________________ Date ________________________ Please read this document carefully. When signed by you and if appropriate, your guardian/parent, it becomes a legally binding contract. We must have your signature and that of your

guardian/parent (if you are under 18) before we can provide you with independent network access. Listed below are the terms of this contract. If any user violates these, access to the

information service may be denied and you may be subject to disciplinary and/or legal action.

Terms and Conditions of the Networked Information Resources Acceptable Use Contract

1. Personal Responsibility

I understand and take complete responsibility for using the computer network correctly. General school rules for behavior and

communications apply. I will report activities on the computer network that I know are wrong or that will make me feel

uncomfortable to a teacher or librarian.

2. Acceptable Use I will use all school computers for educational purposes and for completing classroom projects, research and assignments.

I will not share private information about other students or staff.

I will not send or display offensive messages, pictures or jokes.

I will not use obscene language.

I will not harass, insult or attack others.

I will not damage or do things that might damage computers, computer systems, computer networks, or date (for example, loading a file that may introduce a virus).

I will not load software downloaded from the Internet without the permission.

I will follow copyright laws. I will cite my sources when using material gathered from the network in a project. I will not post or distribute copyrighted material. I will not

redistribute material gathered from the network without permission of the author.




80

I will not use others’ passwords or share my password or anyone else’s with others.

I will not trespass in others’ folders, work on files

I will not attempt unauthorized access to computer systems, networks, or data.

I will not intentionally waste limited network resources.

I will not buy, sell or advertise anything on the school network.

When using other organization’s networks or resources, I will follow their rules.

I am aware that some inappropriate uses of the network can be a violation of local, state and federal laws and that I can be

prosecuted for violating those laws.

3. Safety To protect others and myself I will follow the following safety rules:

I will never give out my or anyone else’s last name, address, telephone number, or school name to someone I meet online.

I will not respond to any messages that make me feel uncomfortable. I will show such messages to a teacher or librarian.

I will not send my or any other student’s photo online or put my or any other student’s photo on a home page. I will get written permission before I put an adult’s photo online or

put it on a home page.

I will use only my first name when posting my work on a home page.

If I want to arrange a face-to-face meeting with an online friend, I will get my parent’s permission beforehand.

4. Network Etiquette and Privacy

I understand that information accessed or stored on the network is not guaranteed to be private. Network administrators may look

at files to make sure that the system is working properly and that users are using the system responsibly. In addition, files are

sometimes sent to the wrong place. Users of the network are part of a global community. I will follow generally accepted rules of

network etiquette.

5. Privileges

The use of the network is a privilege, not a right. If I do not use it correctly, I will lose my access to the network. Teachers,

librarians, technology support staff, and administrators will decide what is appropriate use of the computer, their decision is final.

A teacher, librarian, technology support staff member, or administrator may request that network access be revoked, suspended or

denied at any time.

6. Services

The Point Arena Joint Union High School and Arena Union Elementary School Districts will not be responsible for any information

that may be lost, damaged or unavailable due to technical, or other difficulties. Point Arena Joint Union High School and Arena

Union Elementary School Districts assumes no responsibility for the accuracy of information obtained through the network. I will

take responsibility for evaluating my sources of information for accuracy and biases.

Exhibit ARENA UNION ELEMENTARY/POINT ARENA JT. UHSD

Adopted: March 9, 2006 Point Arena, California

Revised: May 9, 2012 Point Arena, California




81

Attachment #5

POINT ARENA JOINT UNION HIGH SCHOOL DISTRICT

Proposed Network Infrastructure Upgrades to support “1 to 1” student learning objectives

and to improve network reliability, stability, security, monitoring and performance.

Planned in 3 development phases, to be implemented as funding permits:

Phase 1 proposal addresses critical reliability, stability, security, and monitoring issues.

Considered for board adoption on June 27, 2012,

with work expected to be completed during July-September 2012