39
Selma Unified School District Technology Plan May 2014 May 2018 Selma Unified Staff: The shift from teaching technology to using technology to teach. Selma Unified Students: Using technology every day to communicate, collaborate, create, and think critically so that they become college and career ready.

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Page 1: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

Selma Unified School District

Technology Plan

May 2014 ndash May 2018

Selma Unified Staff The shift from teaching technology to

using technology to teach

Selma Unified Students Using technology every day to

communicate collaborate create and think critically so that

they become college and career ready

1

Table of Contents

DISTRICT SUMMARY2

MISSION STATEMENTCORE VALUES2

PARTNERSHIP INVOLVEMENT3

CURRICULUM DRIVEN TECHNOLOGY GOALS5

PROFESSIONAL DEVELOPMENT30

INFRASTRUCTURE HARDWARE TECHNICAL SUPPORT AND SOFTWARE31

FUNDING AND BUDGET35

MONITORING AND EVALUATION36

EFFECTIVE RESEARCHED-BASED METHODS AND STRATEGIES37

2

District Summary

History

The Selma Unified School District began in 1878 as the Valley View School District Through

dynamic consolidation over the years the District now serves greater Selma and the needs of a

student population of approximately 6000 from Pre-School through Adult School The 11 school

sites have 800 (full and part time) employees who provide a rich positive learning environment

with an average class size of 27 students In the Fall of 1996 the District began participating in

the State Class Size Reduction Program of 24 students to 1 teacher in grades K-3 The District

annual budget is approximately $41 million

Location

Selma is located in Californias great Central Valley midway between Los Angeles and San

Francisco Selma sits ideally between the splendor of the mountains and the calmness of the sea

with Yosemite Kings Canyon and Sequoia National Parks just an hour-and-a-half away while

the seashore of the Monterey Bay or Pismo Beach is a brief three-hour drive Several nearby

rivers and lakes provide areas for boating fishing and camping or picnicking Selmas location

on Freeway 99 and State Highway 43 provides easy access from the neighboring counties of

Tulare and Kings

The Selma Unified School District Technology plan with implementation of appropriate updates

when necessary is expected to cover May 2014 through May 2017 school years The plan is

intended to meet all state and federal requirements for technology use plans and all current and

future educational standards related to technology during its life cycle

Mission Statement

The mission of Selma Unified School District is to provide a student-centered instructional

program which allows students to reach their highest potential as contributing members of

society

Core Values

The Selma Unified School District Board of Trustees developed a set of Core Values that drive

our decision making as to what we do on a daily basis Those Core Values are

We are a district that values academic co-curricular and extra-curricular excellence All

employees have a responsibility to work together to ensure high quality programs and

services that lead to individual student success

We are a district that values fiscal responsibility that focuses on the needs of students

first We believe this is achieved through mutual accountability from

3

everyone students parents community and staff This must be accomplished in a safe

environment based on mutual respect caring and compassion

We are a district that values relationships built on fair moral and ethical behavior toward

and from all students parents and employees

We are a district that values diversity Our educational programs reflect and value the

diversity of our community Programs and activities will be implemented to ensure that

all students may maximize their academic and personal achievements

We are a district that values professionalism that is characterized by commitment to

student success and cooperation among all employees classified certificated and

management

We are a district that values self-improvement We recognize that our educational

environment is changing rapidly and that student and employee success requires constant

self-evaluation improvement and dedication

In addition goals are set annually for the school year that exemplify where we are headed as a

district For any district to be successful there must be a consistent and transparent umbrella of

communication that exists between the schools employees students parents and

community This year we will continue to highlight the tremendous accomplishments of our

students and schools on a regular basis on the district website as well as through school

newsletters and working with our local media partner the Selma Enterprise We also want our

community to know that Selma Unified strives to be a district that stresses three principles we

want to be known as a district that has a Culture of Learning a Culture of Teamwork and a

Culture of Security

Selma Unified Goals

Selma Unified School District will assure literacy through high quality initial instruction

support and enrichment for all students

Selma Unified School District will foster collaborative relationships between and among

all students staff parents and community

Selma Unified School District will assure a safe and secure learning environment for all

Partnership Involvement

2a Stakeholder Description

The Selma Unified School District (SUSD) Technology Committee is comprised of district

staff community members service organizations parents and students dedicated to fulfilling the

vision of implementing integrating partnering and collaborating using technology to improve

student achievement

Board of Trustees

Paul Green President

Jennifer Winter Vice President

Johnny L Smith Clerk

John H Lorona Member

4

Roger Orosco Member

Administration

Mark Sutton District Superintendent

Teresa Wood Assistant Superintendent InstructionPersonnel

Larry Teixeira Assistant Superintendent BusinessSupport Services

Audrey Taylor Director Instructional ServicesCurriculum

Norma Barajas-Ruiz Director State amp Federal Programs

Steve Gonzalez Director Pupil Services

Drew Sylvia Director Alternative Ed

SUSD Technology Plan Writing Committee Audrey Taylor Director of Instructional ServicesCurriculum

Maria Petropulos District Library Media Coordinator

Carol Wenstrand Technology Literacy Coach

Steve Emmerson Director of Technology

SUSD Technology Planning Committee

Ann Castro

Audrey Taylor

Carol Wenstrand

David Norman

Dawn Linhoff

Erin Niino

Jeffrey Klassen

Jeromy Winter

Kim Rios

Larry Teixeira

Maria Petropulos

Roxanne Garrigus Case

Sara Ayeni

5

Curriculum Driven Technology Goals

3a Teacher and Student Access to Technology Tools

StudentStaff Type of Technology Access

SUSD Students

computer student ratio 11

student response systems

interactive white board

wireless Internet access

stationarymobile labs

BYOD

beforeduringafter

school

SUSD Staff

laptopdesktop

projector

Document cameras

interactive white boardwireless

tablets

speakers

beforeduringafter

school

6

SUSD has adopted a four year refresh approach to technology items designated as standard

equipment in the classroom Standard technology equipment for teachers in the classroom is

defined as laptopdesktop computer mounted projector interactive whiteboard or tablet and

speakers The technology refresh cycle is as follows

Technology Refresh

School Year

Abraham Lincoln 2017-2018

Eric White 2014-2015

Garfield 2014-2015

Heartland 2016-2017

Indianola 2016-2017

Jackson 2015-2016

Roosevelt 2015-2016

Selma High 2017-2018

Terry 2015-2016

Washington 2014-2015

Wilson 2017-2018

7

3b Current Use of Technology

Classroom staff uses typically include Illuminate student assessment management

software Internet Microsoft Office Suite Google Apps Discovery Education Streaming

Achieve 3000 (Kid Biz Teen Biz Empower) and web-based instructional resources from

district adopted curriculum and Destiny online catalog

Student uses Microsoft Office Suite Google Apps Internet Discovery Education Streaming

Video additional web-based subscription databases Web 20 programs and Destiny online

catalog

District Goals

Selma Unified School District maintains curricular goals in the Districtrsquos LEA Plan (including

the addendum) as well as each schoolrsquos Single Plan for Student Achievement Proficiency in

English Language Arts and Mathematics is a high priority in the plans

Throughout this plan we refer to staff and students using Google Apps for Education We will

define it as a web-based and collaborative software solution that customizes the Google platform

for educational purposes in school districts Google applications and management tools provided

through Google Apps includes Gmail Google Talk Google Calendar Google Docs Google

Videos and Google Cloud Connect

3d Curriculum Goals

Goal 1 All students will reach high standards at a minimum attaining proficiency or better in reading

and math by 2014-15 All English Learner students will become proficient in English and reach high

academic standards at a minimum attaining proficiency or better in readinglanguage arts and

mathematics

Objective 1 All SUSD staff will use technology including Google Apps for Education and Web 20 tools

and skills appropriately intentionally and purposefully (ie digital citizenship) every day as part of their

instruction instructional planning and work with their colleagues and students to communicate

collaborate and create content

Objective 2 All SUSD students will use technology including Google Apps for Education and Web 20

tools and skills appropriately intentionally and purposefully (ie digital citizenship) every day to

communicate collaborate create and think critically so that they become college and career ready

By June 2014

Staff 1) All teachers will begin teaching the Common Core Standards in ELA andor Math using district

identified recommended web based resources 2) Google App training opportunities will be offered for

staff throughout school year 3) Identified staff members will participate in Illuminate training at district

andor site level

Students 1) All students will begin learning the Common Core Standards in ELA andor Math 2)

8

Students will be exposed to and use Google tools with other students and their teachers 3) All students

will continue to learn the SUSD Digital Citizenship curriculum

By June 2015 Staff 1) All teachers will teach the Common Core Standards using district identified recommended web

based resources 2) All staff will increase the number of Google tools and frequency of use with

colleagues and students 3) Professional development will be provided in the teaching the research

process and how to present technology-enhanced projects

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to use applications and resources to deliver presentations and will deliver grade level appropriate

presentations

By June 2016 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development to help teachers

learn and practice specific strategies for integrating technology and 21st century skills into their

classroom

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create technology-enhanced projects

By June 2017 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development on the selection of

online resources and using digital content

Students 1) All students will learn the Common Core Standards in ELA or Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create and present technology-enhanced projects

By June 2018 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Professional development will be provided on how to

plan a collaborative project with peers or students using telecommunication tools

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will plan a

collaborative project with peers using a telecommunication tool

Evaluation Instrument(s) and Data to be Collected

9

1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for ELA

and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology Survey

completed after Years 1 and 3

Evaluation of Objectives Activities Benchmarks and Modification Process The district technology committee will analyze and review the plan implementation data and feedback

annually The Director of Curriculum and Instruction will report progress to the Superintendentrsquos Cabinet

bi-annually

3e Tech Literacy

Goal 2 All students and staff will receive instructiontraining on the SUSD K-12 Technology Standards

(based on the National Education Technology Standards-NETS and the Fresno County Office of

Education Recommended Digital Literacy amp Technology Skills to Support the California Common Core

State Standards)

Objective By June 2016 2017 and 2018 at the completion of grades 2 5 8 and 12 100 of the

students will be able to demonstrate proficiency in the three digital literacy categories of the SUSD K-12

Technology Standards for their grade span and incorporate the research process into their projects andor

research

By June 2014 100 of the staff will have received training on the SUSD K-12 Technology Standards

for their grade span and the research process

Activities and Benchmarks K-12 teachers will be trained in their grade span level of the SUSD K-12

Technology Standards and the research process After training K-8 teachers will begin incorporating the

SUSD K-12 Technology Standards and the research process into their curriculum (2014-2018) High

school core curriculum department teachers (English Math Social Science and Science) administration

and teacher librarians will collaboratively determine the projects that will be required of students by

content area and grade level so as to avoid duplication to meet the SUSD Technology Standards Teachers

will incorporate these projects and the research process into their content areas (2014-2018)

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher to determine student

proficiencies student projects and research student knowledge of the research process through student

projects research and other classroom assignments A Student Tech Survey will be administered at the

end of the year

3f Copyright and Fair Use

Goal 3 All students will be instructed on how to distinguish lawful from unlawful uses of copyrighted

works including the following topics the concept and purpose of both copyright and fair use how to

distinguish lawful from unlawful downloading and peer-to-peer file sharing and how to avoid plagiarism

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed in the

appropriate and ethical use of information technology By June 2015 the SUSD Digital Citizenship

lessons on copyright and fair use downloading and peer-to-peer file sharing and plagiarism will be

reviewed and revised as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Digital Citizenship lessons covering the following areas

how to distinguish lawful from unlawful uses of copyrighted works including the following topics the

10

concept and purpose of both copyright and fair use how to distinguish lawful from unlawful downloading

and peer-to-peer file sharing and how to avoid plagiarism Ongoing instruction will take place as students

use the Internet for research reports and projects During the 2014-15 school years Common Sense

Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz curriculum will be

reviewed along with the SUSD Digital Citizenship lessons to determine whether their lessons would be

appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of copyright fair use downloading and peer-to-peer file sharing and plagiarism through

student projects research and other classroom assignments A Student Tech Survey will be administered

at the end of the year

3g Cybersafety

Goal 4 All students and staff will be instructed on Internet safety including how to protect online

privacy and avoid online predators

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed on Internet

safety including online privacy and avoidance of online predators

By June 2015 the SUSD Digital Citizenship curriculum on Internet safety will be reviewed and revised

as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Internet safety lessons which include online privacy and

avoidance of online predators from the Digital Citizenship curriculum Ongoing instruction will take

place as students use the Internet for research reports and projects During the 2014-15 school years

Common Sense Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz

curriculum will be reviewed along with the SUSD Digital Citizenship curriculum to determine whether

their lessons would be appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of Internet safety including online privacy and avoidance of online predators A Student Tech

Survey will be administered at the end of the year

3h Equitable Access The Governing Board recognizes that technological resources can enhance student achievement by

increasing student access to information developing their technological literacy skills and providing

instruction tailored to student needs Effective use of technology can also increase the efficiency of the

districts non instructional operations and governance The Board is committed to the development and

maintenance of a district wide infrastructure and to providing staff professional development that will

allow the implementation of existing and new technologies All students must prior to access sign the

Acceptable Use Agreement specifying user obligation and responsibilities This agreement is also signed

by the students parent This policy ensures equal access and that the district technology is used in a

manner to support the instructional program and the achievement of student learning

3i Record Keeping and Assessment Currently Illuminate is the data system used to warehouse student assessment information for teacher and

administrative use Technology will be used to deliver enhanced instruction and support technological

11

proficiency for the student as well as the teacher Currently site Illuminate leads support teachers in the

use of Illuminate to monitor and adjust instruction based on students needs

Goal 5 Annually 2014-2018 all SUSD teachers will regularly use the districtrsquos student data information

system for state assessments local benchmark assessments and teacherdepartment used common

assessments

3j School to Home Communication

Goal 6 SUSD currently employs a number of well used technological two-way

communication practices that will continue for the next 5 years in so far as they are still

deemed effective By June 2018 SUSD will extend its home and school two-way communication as measured

by the number of site and district website hits and the further analysis of said hits SUSD home school two-way communication will continue with the use of the following

technology tools

School and District Websites

Email

Newsletters- teacher and school both electronic and paper copies

Web pages Teacher ndash web pages

Illuminate

Bulletin Board Online

Twitter

School Marques

Objective 1 Baseline data for the number of hits and further analysis of sites visited will be

established for the SUSD website May 30 2014

Year 1 Activities and Benchmarks By June 2015 SUSD will increase the number of SUSD

websites hits by 10 for the May 2014 baseline data Further analysis of sites visited will also

increase by 10 over the May 2014 baseline data

Year 2 Activities and Benchmarks By June 2016 SUSD will increase the number of SUSD

12

website hits by 10 from the June 2015 data Further analysis of sites visited will also increase

by 10 over the June 2015 data

Year 3 Activities and Benchmarks By June 2017 SUSD will increase the number of SUSD

website hits by 10 from the June 2016 data Further analysis of sites visited will also increase

by 10 over the June 2016 data

Year 4 Activities and Benchmarks By June 2018 SUSD will increase the number of SUSD

website hits by 10 from the June 2017 data Further analysis of sites visited will also increase

by 10 over the June 2017 data

Year 5 Activities and Benchmarks By June 2019 SUSD will increase the number of SUSD

website hits by 10 from the June 2018 data Further analysis of sites visited will also increase

by 10 over the June 2018 data

Evaluation Instrument(s) and Data to be Collected The District Library Coordinator and

Teacher Librarianrsquos will monitor district website usage hits in December and June annually

and report the findings and analysis to the Director of Curriculum and Instruction and the

District Technology Committee

Schedule for Evaluation The District Library Coordinator and Teacher Librarianrsquos will

monitor district website usage hits in December and June annually and report the findings and

analysis to the Director of Curriculum and Instruction and the District Technology Committee

Objective Analysis and Modification Process Based on the website hits and analysis and

parent responses on the annual Parent Survey SUSD Administrative Cabinet will direct the

District Technology Team accordingly

3k District and Site Level Monitoring and Evaluation

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be accomplished

by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for

ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology

Survey completed after Years 1 and 3 The district technology committee will analyze and review the

plan implementation data and feedback annually The Director of Curriculum and Instruction will report

progress to the Superintendentrsquos Cabinet bi-annually

4a Student Skills by Grade Level GRADE K

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer RazKids

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 2: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

1

Table of Contents

DISTRICT SUMMARY2

MISSION STATEMENTCORE VALUES2

PARTNERSHIP INVOLVEMENT3

CURRICULUM DRIVEN TECHNOLOGY GOALS5

PROFESSIONAL DEVELOPMENT30

INFRASTRUCTURE HARDWARE TECHNICAL SUPPORT AND SOFTWARE31

FUNDING AND BUDGET35

MONITORING AND EVALUATION36

EFFECTIVE RESEARCHED-BASED METHODS AND STRATEGIES37

2

District Summary

History

The Selma Unified School District began in 1878 as the Valley View School District Through

dynamic consolidation over the years the District now serves greater Selma and the needs of a

student population of approximately 6000 from Pre-School through Adult School The 11 school

sites have 800 (full and part time) employees who provide a rich positive learning environment

with an average class size of 27 students In the Fall of 1996 the District began participating in

the State Class Size Reduction Program of 24 students to 1 teacher in grades K-3 The District

annual budget is approximately $41 million

Location

Selma is located in Californias great Central Valley midway between Los Angeles and San

Francisco Selma sits ideally between the splendor of the mountains and the calmness of the sea

with Yosemite Kings Canyon and Sequoia National Parks just an hour-and-a-half away while

the seashore of the Monterey Bay or Pismo Beach is a brief three-hour drive Several nearby

rivers and lakes provide areas for boating fishing and camping or picnicking Selmas location

on Freeway 99 and State Highway 43 provides easy access from the neighboring counties of

Tulare and Kings

The Selma Unified School District Technology plan with implementation of appropriate updates

when necessary is expected to cover May 2014 through May 2017 school years The plan is

intended to meet all state and federal requirements for technology use plans and all current and

future educational standards related to technology during its life cycle

Mission Statement

The mission of Selma Unified School District is to provide a student-centered instructional

program which allows students to reach their highest potential as contributing members of

society

Core Values

The Selma Unified School District Board of Trustees developed a set of Core Values that drive

our decision making as to what we do on a daily basis Those Core Values are

We are a district that values academic co-curricular and extra-curricular excellence All

employees have a responsibility to work together to ensure high quality programs and

services that lead to individual student success

We are a district that values fiscal responsibility that focuses on the needs of students

first We believe this is achieved through mutual accountability from

3

everyone students parents community and staff This must be accomplished in a safe

environment based on mutual respect caring and compassion

We are a district that values relationships built on fair moral and ethical behavior toward

and from all students parents and employees

We are a district that values diversity Our educational programs reflect and value the

diversity of our community Programs and activities will be implemented to ensure that

all students may maximize their academic and personal achievements

We are a district that values professionalism that is characterized by commitment to

student success and cooperation among all employees classified certificated and

management

We are a district that values self-improvement We recognize that our educational

environment is changing rapidly and that student and employee success requires constant

self-evaluation improvement and dedication

In addition goals are set annually for the school year that exemplify where we are headed as a

district For any district to be successful there must be a consistent and transparent umbrella of

communication that exists between the schools employees students parents and

community This year we will continue to highlight the tremendous accomplishments of our

students and schools on a regular basis on the district website as well as through school

newsletters and working with our local media partner the Selma Enterprise We also want our

community to know that Selma Unified strives to be a district that stresses three principles we

want to be known as a district that has a Culture of Learning a Culture of Teamwork and a

Culture of Security

Selma Unified Goals

Selma Unified School District will assure literacy through high quality initial instruction

support and enrichment for all students

Selma Unified School District will foster collaborative relationships between and among

all students staff parents and community

Selma Unified School District will assure a safe and secure learning environment for all

Partnership Involvement

2a Stakeholder Description

The Selma Unified School District (SUSD) Technology Committee is comprised of district

staff community members service organizations parents and students dedicated to fulfilling the

vision of implementing integrating partnering and collaborating using technology to improve

student achievement

Board of Trustees

Paul Green President

Jennifer Winter Vice President

Johnny L Smith Clerk

John H Lorona Member

4

Roger Orosco Member

Administration

Mark Sutton District Superintendent

Teresa Wood Assistant Superintendent InstructionPersonnel

Larry Teixeira Assistant Superintendent BusinessSupport Services

Audrey Taylor Director Instructional ServicesCurriculum

Norma Barajas-Ruiz Director State amp Federal Programs

Steve Gonzalez Director Pupil Services

Drew Sylvia Director Alternative Ed

SUSD Technology Plan Writing Committee Audrey Taylor Director of Instructional ServicesCurriculum

Maria Petropulos District Library Media Coordinator

Carol Wenstrand Technology Literacy Coach

Steve Emmerson Director of Technology

SUSD Technology Planning Committee

Ann Castro

Audrey Taylor

Carol Wenstrand

David Norman

Dawn Linhoff

Erin Niino

Jeffrey Klassen

Jeromy Winter

Kim Rios

Larry Teixeira

Maria Petropulos

Roxanne Garrigus Case

Sara Ayeni

5

Curriculum Driven Technology Goals

3a Teacher and Student Access to Technology Tools

StudentStaff Type of Technology Access

SUSD Students

computer student ratio 11

student response systems

interactive white board

wireless Internet access

stationarymobile labs

BYOD

beforeduringafter

school

SUSD Staff

laptopdesktop

projector

Document cameras

interactive white boardwireless

tablets

speakers

beforeduringafter

school

6

SUSD has adopted a four year refresh approach to technology items designated as standard

equipment in the classroom Standard technology equipment for teachers in the classroom is

defined as laptopdesktop computer mounted projector interactive whiteboard or tablet and

speakers The technology refresh cycle is as follows

Technology Refresh

School Year

Abraham Lincoln 2017-2018

Eric White 2014-2015

Garfield 2014-2015

Heartland 2016-2017

Indianola 2016-2017

Jackson 2015-2016

Roosevelt 2015-2016

Selma High 2017-2018

Terry 2015-2016

Washington 2014-2015

Wilson 2017-2018

7

3b Current Use of Technology

Classroom staff uses typically include Illuminate student assessment management

software Internet Microsoft Office Suite Google Apps Discovery Education Streaming

Achieve 3000 (Kid Biz Teen Biz Empower) and web-based instructional resources from

district adopted curriculum and Destiny online catalog

Student uses Microsoft Office Suite Google Apps Internet Discovery Education Streaming

Video additional web-based subscription databases Web 20 programs and Destiny online

catalog

District Goals

Selma Unified School District maintains curricular goals in the Districtrsquos LEA Plan (including

the addendum) as well as each schoolrsquos Single Plan for Student Achievement Proficiency in

English Language Arts and Mathematics is a high priority in the plans

Throughout this plan we refer to staff and students using Google Apps for Education We will

define it as a web-based and collaborative software solution that customizes the Google platform

for educational purposes in school districts Google applications and management tools provided

through Google Apps includes Gmail Google Talk Google Calendar Google Docs Google

Videos and Google Cloud Connect

3d Curriculum Goals

Goal 1 All students will reach high standards at a minimum attaining proficiency or better in reading

and math by 2014-15 All English Learner students will become proficient in English and reach high

academic standards at a minimum attaining proficiency or better in readinglanguage arts and

mathematics

Objective 1 All SUSD staff will use technology including Google Apps for Education and Web 20 tools

and skills appropriately intentionally and purposefully (ie digital citizenship) every day as part of their

instruction instructional planning and work with their colleagues and students to communicate

collaborate and create content

Objective 2 All SUSD students will use technology including Google Apps for Education and Web 20

tools and skills appropriately intentionally and purposefully (ie digital citizenship) every day to

communicate collaborate create and think critically so that they become college and career ready

By June 2014

Staff 1) All teachers will begin teaching the Common Core Standards in ELA andor Math using district

identified recommended web based resources 2) Google App training opportunities will be offered for

staff throughout school year 3) Identified staff members will participate in Illuminate training at district

andor site level

Students 1) All students will begin learning the Common Core Standards in ELA andor Math 2)

8

Students will be exposed to and use Google tools with other students and their teachers 3) All students

will continue to learn the SUSD Digital Citizenship curriculum

By June 2015 Staff 1) All teachers will teach the Common Core Standards using district identified recommended web

based resources 2) All staff will increase the number of Google tools and frequency of use with

colleagues and students 3) Professional development will be provided in the teaching the research

process and how to present technology-enhanced projects

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to use applications and resources to deliver presentations and will deliver grade level appropriate

presentations

By June 2016 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development to help teachers

learn and practice specific strategies for integrating technology and 21st century skills into their

classroom

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create technology-enhanced projects

By June 2017 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development on the selection of

online resources and using digital content

Students 1) All students will learn the Common Core Standards in ELA or Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create and present technology-enhanced projects

By June 2018 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Professional development will be provided on how to

plan a collaborative project with peers or students using telecommunication tools

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will plan a

collaborative project with peers using a telecommunication tool

Evaluation Instrument(s) and Data to be Collected

9

1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for ELA

and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology Survey

completed after Years 1 and 3

Evaluation of Objectives Activities Benchmarks and Modification Process The district technology committee will analyze and review the plan implementation data and feedback

annually The Director of Curriculum and Instruction will report progress to the Superintendentrsquos Cabinet

bi-annually

3e Tech Literacy

Goal 2 All students and staff will receive instructiontraining on the SUSD K-12 Technology Standards

(based on the National Education Technology Standards-NETS and the Fresno County Office of

Education Recommended Digital Literacy amp Technology Skills to Support the California Common Core

State Standards)

Objective By June 2016 2017 and 2018 at the completion of grades 2 5 8 and 12 100 of the

students will be able to demonstrate proficiency in the three digital literacy categories of the SUSD K-12

Technology Standards for their grade span and incorporate the research process into their projects andor

research

By June 2014 100 of the staff will have received training on the SUSD K-12 Technology Standards

for their grade span and the research process

Activities and Benchmarks K-12 teachers will be trained in their grade span level of the SUSD K-12

Technology Standards and the research process After training K-8 teachers will begin incorporating the

SUSD K-12 Technology Standards and the research process into their curriculum (2014-2018) High

school core curriculum department teachers (English Math Social Science and Science) administration

and teacher librarians will collaboratively determine the projects that will be required of students by

content area and grade level so as to avoid duplication to meet the SUSD Technology Standards Teachers

will incorporate these projects and the research process into their content areas (2014-2018)

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher to determine student

proficiencies student projects and research student knowledge of the research process through student

projects research and other classroom assignments A Student Tech Survey will be administered at the

end of the year

3f Copyright and Fair Use

Goal 3 All students will be instructed on how to distinguish lawful from unlawful uses of copyrighted

works including the following topics the concept and purpose of both copyright and fair use how to

distinguish lawful from unlawful downloading and peer-to-peer file sharing and how to avoid plagiarism

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed in the

appropriate and ethical use of information technology By June 2015 the SUSD Digital Citizenship

lessons on copyright and fair use downloading and peer-to-peer file sharing and plagiarism will be

reviewed and revised as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Digital Citizenship lessons covering the following areas

how to distinguish lawful from unlawful uses of copyrighted works including the following topics the

10

concept and purpose of both copyright and fair use how to distinguish lawful from unlawful downloading

and peer-to-peer file sharing and how to avoid plagiarism Ongoing instruction will take place as students

use the Internet for research reports and projects During the 2014-15 school years Common Sense

Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz curriculum will be

reviewed along with the SUSD Digital Citizenship lessons to determine whether their lessons would be

appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of copyright fair use downloading and peer-to-peer file sharing and plagiarism through

student projects research and other classroom assignments A Student Tech Survey will be administered

at the end of the year

3g Cybersafety

Goal 4 All students and staff will be instructed on Internet safety including how to protect online

privacy and avoid online predators

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed on Internet

safety including online privacy and avoidance of online predators

By June 2015 the SUSD Digital Citizenship curriculum on Internet safety will be reviewed and revised

as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Internet safety lessons which include online privacy and

avoidance of online predators from the Digital Citizenship curriculum Ongoing instruction will take

place as students use the Internet for research reports and projects During the 2014-15 school years

Common Sense Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz

curriculum will be reviewed along with the SUSD Digital Citizenship curriculum to determine whether

their lessons would be appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of Internet safety including online privacy and avoidance of online predators A Student Tech

Survey will be administered at the end of the year

3h Equitable Access The Governing Board recognizes that technological resources can enhance student achievement by

increasing student access to information developing their technological literacy skills and providing

instruction tailored to student needs Effective use of technology can also increase the efficiency of the

districts non instructional operations and governance The Board is committed to the development and

maintenance of a district wide infrastructure and to providing staff professional development that will

allow the implementation of existing and new technologies All students must prior to access sign the

Acceptable Use Agreement specifying user obligation and responsibilities This agreement is also signed

by the students parent This policy ensures equal access and that the district technology is used in a

manner to support the instructional program and the achievement of student learning

3i Record Keeping and Assessment Currently Illuminate is the data system used to warehouse student assessment information for teacher and

administrative use Technology will be used to deliver enhanced instruction and support technological

11

proficiency for the student as well as the teacher Currently site Illuminate leads support teachers in the

use of Illuminate to monitor and adjust instruction based on students needs

Goal 5 Annually 2014-2018 all SUSD teachers will regularly use the districtrsquos student data information

system for state assessments local benchmark assessments and teacherdepartment used common

assessments

3j School to Home Communication

Goal 6 SUSD currently employs a number of well used technological two-way

communication practices that will continue for the next 5 years in so far as they are still

deemed effective By June 2018 SUSD will extend its home and school two-way communication as measured

by the number of site and district website hits and the further analysis of said hits SUSD home school two-way communication will continue with the use of the following

technology tools

School and District Websites

Email

Newsletters- teacher and school both electronic and paper copies

Web pages Teacher ndash web pages

Illuminate

Bulletin Board Online

Twitter

School Marques

Objective 1 Baseline data for the number of hits and further analysis of sites visited will be

established for the SUSD website May 30 2014

Year 1 Activities and Benchmarks By June 2015 SUSD will increase the number of SUSD

websites hits by 10 for the May 2014 baseline data Further analysis of sites visited will also

increase by 10 over the May 2014 baseline data

Year 2 Activities and Benchmarks By June 2016 SUSD will increase the number of SUSD

12

website hits by 10 from the June 2015 data Further analysis of sites visited will also increase

by 10 over the June 2015 data

Year 3 Activities and Benchmarks By June 2017 SUSD will increase the number of SUSD

website hits by 10 from the June 2016 data Further analysis of sites visited will also increase

by 10 over the June 2016 data

Year 4 Activities and Benchmarks By June 2018 SUSD will increase the number of SUSD

website hits by 10 from the June 2017 data Further analysis of sites visited will also increase

by 10 over the June 2017 data

Year 5 Activities and Benchmarks By June 2019 SUSD will increase the number of SUSD

website hits by 10 from the June 2018 data Further analysis of sites visited will also increase

by 10 over the June 2018 data

Evaluation Instrument(s) and Data to be Collected The District Library Coordinator and

Teacher Librarianrsquos will monitor district website usage hits in December and June annually

and report the findings and analysis to the Director of Curriculum and Instruction and the

District Technology Committee

Schedule for Evaluation The District Library Coordinator and Teacher Librarianrsquos will

monitor district website usage hits in December and June annually and report the findings and

analysis to the Director of Curriculum and Instruction and the District Technology Committee

Objective Analysis and Modification Process Based on the website hits and analysis and

parent responses on the annual Parent Survey SUSD Administrative Cabinet will direct the

District Technology Team accordingly

3k District and Site Level Monitoring and Evaluation

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be accomplished

by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for

ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology

Survey completed after Years 1 and 3 The district technology committee will analyze and review the

plan implementation data and feedback annually The Director of Curriculum and Instruction will report

progress to the Superintendentrsquos Cabinet bi-annually

4a Student Skills by Grade Level GRADE K

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer RazKids

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 3: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

2

District Summary

History

The Selma Unified School District began in 1878 as the Valley View School District Through

dynamic consolidation over the years the District now serves greater Selma and the needs of a

student population of approximately 6000 from Pre-School through Adult School The 11 school

sites have 800 (full and part time) employees who provide a rich positive learning environment

with an average class size of 27 students In the Fall of 1996 the District began participating in

the State Class Size Reduction Program of 24 students to 1 teacher in grades K-3 The District

annual budget is approximately $41 million

Location

Selma is located in Californias great Central Valley midway between Los Angeles and San

Francisco Selma sits ideally between the splendor of the mountains and the calmness of the sea

with Yosemite Kings Canyon and Sequoia National Parks just an hour-and-a-half away while

the seashore of the Monterey Bay or Pismo Beach is a brief three-hour drive Several nearby

rivers and lakes provide areas for boating fishing and camping or picnicking Selmas location

on Freeway 99 and State Highway 43 provides easy access from the neighboring counties of

Tulare and Kings

The Selma Unified School District Technology plan with implementation of appropriate updates

when necessary is expected to cover May 2014 through May 2017 school years The plan is

intended to meet all state and federal requirements for technology use plans and all current and

future educational standards related to technology during its life cycle

Mission Statement

The mission of Selma Unified School District is to provide a student-centered instructional

program which allows students to reach their highest potential as contributing members of

society

Core Values

The Selma Unified School District Board of Trustees developed a set of Core Values that drive

our decision making as to what we do on a daily basis Those Core Values are

We are a district that values academic co-curricular and extra-curricular excellence All

employees have a responsibility to work together to ensure high quality programs and

services that lead to individual student success

We are a district that values fiscal responsibility that focuses on the needs of students

first We believe this is achieved through mutual accountability from

3

everyone students parents community and staff This must be accomplished in a safe

environment based on mutual respect caring and compassion

We are a district that values relationships built on fair moral and ethical behavior toward

and from all students parents and employees

We are a district that values diversity Our educational programs reflect and value the

diversity of our community Programs and activities will be implemented to ensure that

all students may maximize their academic and personal achievements

We are a district that values professionalism that is characterized by commitment to

student success and cooperation among all employees classified certificated and

management

We are a district that values self-improvement We recognize that our educational

environment is changing rapidly and that student and employee success requires constant

self-evaluation improvement and dedication

In addition goals are set annually for the school year that exemplify where we are headed as a

district For any district to be successful there must be a consistent and transparent umbrella of

communication that exists between the schools employees students parents and

community This year we will continue to highlight the tremendous accomplishments of our

students and schools on a regular basis on the district website as well as through school

newsletters and working with our local media partner the Selma Enterprise We also want our

community to know that Selma Unified strives to be a district that stresses three principles we

want to be known as a district that has a Culture of Learning a Culture of Teamwork and a

Culture of Security

Selma Unified Goals

Selma Unified School District will assure literacy through high quality initial instruction

support and enrichment for all students

Selma Unified School District will foster collaborative relationships between and among

all students staff parents and community

Selma Unified School District will assure a safe and secure learning environment for all

Partnership Involvement

2a Stakeholder Description

The Selma Unified School District (SUSD) Technology Committee is comprised of district

staff community members service organizations parents and students dedicated to fulfilling the

vision of implementing integrating partnering and collaborating using technology to improve

student achievement

Board of Trustees

Paul Green President

Jennifer Winter Vice President

Johnny L Smith Clerk

John H Lorona Member

4

Roger Orosco Member

Administration

Mark Sutton District Superintendent

Teresa Wood Assistant Superintendent InstructionPersonnel

Larry Teixeira Assistant Superintendent BusinessSupport Services

Audrey Taylor Director Instructional ServicesCurriculum

Norma Barajas-Ruiz Director State amp Federal Programs

Steve Gonzalez Director Pupil Services

Drew Sylvia Director Alternative Ed

SUSD Technology Plan Writing Committee Audrey Taylor Director of Instructional ServicesCurriculum

Maria Petropulos District Library Media Coordinator

Carol Wenstrand Technology Literacy Coach

Steve Emmerson Director of Technology

SUSD Technology Planning Committee

Ann Castro

Audrey Taylor

Carol Wenstrand

David Norman

Dawn Linhoff

Erin Niino

Jeffrey Klassen

Jeromy Winter

Kim Rios

Larry Teixeira

Maria Petropulos

Roxanne Garrigus Case

Sara Ayeni

5

Curriculum Driven Technology Goals

3a Teacher and Student Access to Technology Tools

StudentStaff Type of Technology Access

SUSD Students

computer student ratio 11

student response systems

interactive white board

wireless Internet access

stationarymobile labs

BYOD

beforeduringafter

school

SUSD Staff

laptopdesktop

projector

Document cameras

interactive white boardwireless

tablets

speakers

beforeduringafter

school

6

SUSD has adopted a four year refresh approach to technology items designated as standard

equipment in the classroom Standard technology equipment for teachers in the classroom is

defined as laptopdesktop computer mounted projector interactive whiteboard or tablet and

speakers The technology refresh cycle is as follows

Technology Refresh

School Year

Abraham Lincoln 2017-2018

Eric White 2014-2015

Garfield 2014-2015

Heartland 2016-2017

Indianola 2016-2017

Jackson 2015-2016

Roosevelt 2015-2016

Selma High 2017-2018

Terry 2015-2016

Washington 2014-2015

Wilson 2017-2018

7

3b Current Use of Technology

Classroom staff uses typically include Illuminate student assessment management

software Internet Microsoft Office Suite Google Apps Discovery Education Streaming

Achieve 3000 (Kid Biz Teen Biz Empower) and web-based instructional resources from

district adopted curriculum and Destiny online catalog

Student uses Microsoft Office Suite Google Apps Internet Discovery Education Streaming

Video additional web-based subscription databases Web 20 programs and Destiny online

catalog

District Goals

Selma Unified School District maintains curricular goals in the Districtrsquos LEA Plan (including

the addendum) as well as each schoolrsquos Single Plan for Student Achievement Proficiency in

English Language Arts and Mathematics is a high priority in the plans

Throughout this plan we refer to staff and students using Google Apps for Education We will

define it as a web-based and collaborative software solution that customizes the Google platform

for educational purposes in school districts Google applications and management tools provided

through Google Apps includes Gmail Google Talk Google Calendar Google Docs Google

Videos and Google Cloud Connect

3d Curriculum Goals

Goal 1 All students will reach high standards at a minimum attaining proficiency or better in reading

and math by 2014-15 All English Learner students will become proficient in English and reach high

academic standards at a minimum attaining proficiency or better in readinglanguage arts and

mathematics

Objective 1 All SUSD staff will use technology including Google Apps for Education and Web 20 tools

and skills appropriately intentionally and purposefully (ie digital citizenship) every day as part of their

instruction instructional planning and work with their colleagues and students to communicate

collaborate and create content

Objective 2 All SUSD students will use technology including Google Apps for Education and Web 20

tools and skills appropriately intentionally and purposefully (ie digital citizenship) every day to

communicate collaborate create and think critically so that they become college and career ready

By June 2014

Staff 1) All teachers will begin teaching the Common Core Standards in ELA andor Math using district

identified recommended web based resources 2) Google App training opportunities will be offered for

staff throughout school year 3) Identified staff members will participate in Illuminate training at district

andor site level

Students 1) All students will begin learning the Common Core Standards in ELA andor Math 2)

8

Students will be exposed to and use Google tools with other students and their teachers 3) All students

will continue to learn the SUSD Digital Citizenship curriculum

By June 2015 Staff 1) All teachers will teach the Common Core Standards using district identified recommended web

based resources 2) All staff will increase the number of Google tools and frequency of use with

colleagues and students 3) Professional development will be provided in the teaching the research

process and how to present technology-enhanced projects

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to use applications and resources to deliver presentations and will deliver grade level appropriate

presentations

By June 2016 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development to help teachers

learn and practice specific strategies for integrating technology and 21st century skills into their

classroom

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create technology-enhanced projects

By June 2017 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development on the selection of

online resources and using digital content

Students 1) All students will learn the Common Core Standards in ELA or Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create and present technology-enhanced projects

By June 2018 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Professional development will be provided on how to

plan a collaborative project with peers or students using telecommunication tools

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will plan a

collaborative project with peers using a telecommunication tool

Evaluation Instrument(s) and Data to be Collected

9

1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for ELA

and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology Survey

completed after Years 1 and 3

Evaluation of Objectives Activities Benchmarks and Modification Process The district technology committee will analyze and review the plan implementation data and feedback

annually The Director of Curriculum and Instruction will report progress to the Superintendentrsquos Cabinet

bi-annually

3e Tech Literacy

Goal 2 All students and staff will receive instructiontraining on the SUSD K-12 Technology Standards

(based on the National Education Technology Standards-NETS and the Fresno County Office of

Education Recommended Digital Literacy amp Technology Skills to Support the California Common Core

State Standards)

Objective By June 2016 2017 and 2018 at the completion of grades 2 5 8 and 12 100 of the

students will be able to demonstrate proficiency in the three digital literacy categories of the SUSD K-12

Technology Standards for their grade span and incorporate the research process into their projects andor

research

By June 2014 100 of the staff will have received training on the SUSD K-12 Technology Standards

for their grade span and the research process

Activities and Benchmarks K-12 teachers will be trained in their grade span level of the SUSD K-12

Technology Standards and the research process After training K-8 teachers will begin incorporating the

SUSD K-12 Technology Standards and the research process into their curriculum (2014-2018) High

school core curriculum department teachers (English Math Social Science and Science) administration

and teacher librarians will collaboratively determine the projects that will be required of students by

content area and grade level so as to avoid duplication to meet the SUSD Technology Standards Teachers

will incorporate these projects and the research process into their content areas (2014-2018)

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher to determine student

proficiencies student projects and research student knowledge of the research process through student

projects research and other classroom assignments A Student Tech Survey will be administered at the

end of the year

3f Copyright and Fair Use

Goal 3 All students will be instructed on how to distinguish lawful from unlawful uses of copyrighted

works including the following topics the concept and purpose of both copyright and fair use how to

distinguish lawful from unlawful downloading and peer-to-peer file sharing and how to avoid plagiarism

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed in the

appropriate and ethical use of information technology By June 2015 the SUSD Digital Citizenship

lessons on copyright and fair use downloading and peer-to-peer file sharing and plagiarism will be

reviewed and revised as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Digital Citizenship lessons covering the following areas

how to distinguish lawful from unlawful uses of copyrighted works including the following topics the

10

concept and purpose of both copyright and fair use how to distinguish lawful from unlawful downloading

and peer-to-peer file sharing and how to avoid plagiarism Ongoing instruction will take place as students

use the Internet for research reports and projects During the 2014-15 school years Common Sense

Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz curriculum will be

reviewed along with the SUSD Digital Citizenship lessons to determine whether their lessons would be

appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of copyright fair use downloading and peer-to-peer file sharing and plagiarism through

student projects research and other classroom assignments A Student Tech Survey will be administered

at the end of the year

3g Cybersafety

Goal 4 All students and staff will be instructed on Internet safety including how to protect online

privacy and avoid online predators

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed on Internet

safety including online privacy and avoidance of online predators

By June 2015 the SUSD Digital Citizenship curriculum on Internet safety will be reviewed and revised

as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Internet safety lessons which include online privacy and

avoidance of online predators from the Digital Citizenship curriculum Ongoing instruction will take

place as students use the Internet for research reports and projects During the 2014-15 school years

Common Sense Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz

curriculum will be reviewed along with the SUSD Digital Citizenship curriculum to determine whether

their lessons would be appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of Internet safety including online privacy and avoidance of online predators A Student Tech

Survey will be administered at the end of the year

3h Equitable Access The Governing Board recognizes that technological resources can enhance student achievement by

increasing student access to information developing their technological literacy skills and providing

instruction tailored to student needs Effective use of technology can also increase the efficiency of the

districts non instructional operations and governance The Board is committed to the development and

maintenance of a district wide infrastructure and to providing staff professional development that will

allow the implementation of existing and new technologies All students must prior to access sign the

Acceptable Use Agreement specifying user obligation and responsibilities This agreement is also signed

by the students parent This policy ensures equal access and that the district technology is used in a

manner to support the instructional program and the achievement of student learning

3i Record Keeping and Assessment Currently Illuminate is the data system used to warehouse student assessment information for teacher and

administrative use Technology will be used to deliver enhanced instruction and support technological

11

proficiency for the student as well as the teacher Currently site Illuminate leads support teachers in the

use of Illuminate to monitor and adjust instruction based on students needs

Goal 5 Annually 2014-2018 all SUSD teachers will regularly use the districtrsquos student data information

system for state assessments local benchmark assessments and teacherdepartment used common

assessments

3j School to Home Communication

Goal 6 SUSD currently employs a number of well used technological two-way

communication practices that will continue for the next 5 years in so far as they are still

deemed effective By June 2018 SUSD will extend its home and school two-way communication as measured

by the number of site and district website hits and the further analysis of said hits SUSD home school two-way communication will continue with the use of the following

technology tools

School and District Websites

Email

Newsletters- teacher and school both electronic and paper copies

Web pages Teacher ndash web pages

Illuminate

Bulletin Board Online

Twitter

School Marques

Objective 1 Baseline data for the number of hits and further analysis of sites visited will be

established for the SUSD website May 30 2014

Year 1 Activities and Benchmarks By June 2015 SUSD will increase the number of SUSD

websites hits by 10 for the May 2014 baseline data Further analysis of sites visited will also

increase by 10 over the May 2014 baseline data

Year 2 Activities and Benchmarks By June 2016 SUSD will increase the number of SUSD

12

website hits by 10 from the June 2015 data Further analysis of sites visited will also increase

by 10 over the June 2015 data

Year 3 Activities and Benchmarks By June 2017 SUSD will increase the number of SUSD

website hits by 10 from the June 2016 data Further analysis of sites visited will also increase

by 10 over the June 2016 data

Year 4 Activities and Benchmarks By June 2018 SUSD will increase the number of SUSD

website hits by 10 from the June 2017 data Further analysis of sites visited will also increase

by 10 over the June 2017 data

Year 5 Activities and Benchmarks By June 2019 SUSD will increase the number of SUSD

website hits by 10 from the June 2018 data Further analysis of sites visited will also increase

by 10 over the June 2018 data

Evaluation Instrument(s) and Data to be Collected The District Library Coordinator and

Teacher Librarianrsquos will monitor district website usage hits in December and June annually

and report the findings and analysis to the Director of Curriculum and Instruction and the

District Technology Committee

Schedule for Evaluation The District Library Coordinator and Teacher Librarianrsquos will

monitor district website usage hits in December and June annually and report the findings and

analysis to the Director of Curriculum and Instruction and the District Technology Committee

Objective Analysis and Modification Process Based on the website hits and analysis and

parent responses on the annual Parent Survey SUSD Administrative Cabinet will direct the

District Technology Team accordingly

3k District and Site Level Monitoring and Evaluation

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be accomplished

by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for

ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology

Survey completed after Years 1 and 3 The district technology committee will analyze and review the

plan implementation data and feedback annually The Director of Curriculum and Instruction will report

progress to the Superintendentrsquos Cabinet bi-annually

4a Student Skills by Grade Level GRADE K

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer RazKids

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 4: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

3

everyone students parents community and staff This must be accomplished in a safe

environment based on mutual respect caring and compassion

We are a district that values relationships built on fair moral and ethical behavior toward

and from all students parents and employees

We are a district that values diversity Our educational programs reflect and value the

diversity of our community Programs and activities will be implemented to ensure that

all students may maximize their academic and personal achievements

We are a district that values professionalism that is characterized by commitment to

student success and cooperation among all employees classified certificated and

management

We are a district that values self-improvement We recognize that our educational

environment is changing rapidly and that student and employee success requires constant

self-evaluation improvement and dedication

In addition goals are set annually for the school year that exemplify where we are headed as a

district For any district to be successful there must be a consistent and transparent umbrella of

communication that exists between the schools employees students parents and

community This year we will continue to highlight the tremendous accomplishments of our

students and schools on a regular basis on the district website as well as through school

newsletters and working with our local media partner the Selma Enterprise We also want our

community to know that Selma Unified strives to be a district that stresses three principles we

want to be known as a district that has a Culture of Learning a Culture of Teamwork and a

Culture of Security

Selma Unified Goals

Selma Unified School District will assure literacy through high quality initial instruction

support and enrichment for all students

Selma Unified School District will foster collaborative relationships between and among

all students staff parents and community

Selma Unified School District will assure a safe and secure learning environment for all

Partnership Involvement

2a Stakeholder Description

The Selma Unified School District (SUSD) Technology Committee is comprised of district

staff community members service organizations parents and students dedicated to fulfilling the

vision of implementing integrating partnering and collaborating using technology to improve

student achievement

Board of Trustees

Paul Green President

Jennifer Winter Vice President

Johnny L Smith Clerk

John H Lorona Member

4

Roger Orosco Member

Administration

Mark Sutton District Superintendent

Teresa Wood Assistant Superintendent InstructionPersonnel

Larry Teixeira Assistant Superintendent BusinessSupport Services

Audrey Taylor Director Instructional ServicesCurriculum

Norma Barajas-Ruiz Director State amp Federal Programs

Steve Gonzalez Director Pupil Services

Drew Sylvia Director Alternative Ed

SUSD Technology Plan Writing Committee Audrey Taylor Director of Instructional ServicesCurriculum

Maria Petropulos District Library Media Coordinator

Carol Wenstrand Technology Literacy Coach

Steve Emmerson Director of Technology

SUSD Technology Planning Committee

Ann Castro

Audrey Taylor

Carol Wenstrand

David Norman

Dawn Linhoff

Erin Niino

Jeffrey Klassen

Jeromy Winter

Kim Rios

Larry Teixeira

Maria Petropulos

Roxanne Garrigus Case

Sara Ayeni

5

Curriculum Driven Technology Goals

3a Teacher and Student Access to Technology Tools

StudentStaff Type of Technology Access

SUSD Students

computer student ratio 11

student response systems

interactive white board

wireless Internet access

stationarymobile labs

BYOD

beforeduringafter

school

SUSD Staff

laptopdesktop

projector

Document cameras

interactive white boardwireless

tablets

speakers

beforeduringafter

school

6

SUSD has adopted a four year refresh approach to technology items designated as standard

equipment in the classroom Standard technology equipment for teachers in the classroom is

defined as laptopdesktop computer mounted projector interactive whiteboard or tablet and

speakers The technology refresh cycle is as follows

Technology Refresh

School Year

Abraham Lincoln 2017-2018

Eric White 2014-2015

Garfield 2014-2015

Heartland 2016-2017

Indianola 2016-2017

Jackson 2015-2016

Roosevelt 2015-2016

Selma High 2017-2018

Terry 2015-2016

Washington 2014-2015

Wilson 2017-2018

7

3b Current Use of Technology

Classroom staff uses typically include Illuminate student assessment management

software Internet Microsoft Office Suite Google Apps Discovery Education Streaming

Achieve 3000 (Kid Biz Teen Biz Empower) and web-based instructional resources from

district adopted curriculum and Destiny online catalog

Student uses Microsoft Office Suite Google Apps Internet Discovery Education Streaming

Video additional web-based subscription databases Web 20 programs and Destiny online

catalog

District Goals

Selma Unified School District maintains curricular goals in the Districtrsquos LEA Plan (including

the addendum) as well as each schoolrsquos Single Plan for Student Achievement Proficiency in

English Language Arts and Mathematics is a high priority in the plans

Throughout this plan we refer to staff and students using Google Apps for Education We will

define it as a web-based and collaborative software solution that customizes the Google platform

for educational purposes in school districts Google applications and management tools provided

through Google Apps includes Gmail Google Talk Google Calendar Google Docs Google

Videos and Google Cloud Connect

3d Curriculum Goals

Goal 1 All students will reach high standards at a minimum attaining proficiency or better in reading

and math by 2014-15 All English Learner students will become proficient in English and reach high

academic standards at a minimum attaining proficiency or better in readinglanguage arts and

mathematics

Objective 1 All SUSD staff will use technology including Google Apps for Education and Web 20 tools

and skills appropriately intentionally and purposefully (ie digital citizenship) every day as part of their

instruction instructional planning and work with their colleagues and students to communicate

collaborate and create content

Objective 2 All SUSD students will use technology including Google Apps for Education and Web 20

tools and skills appropriately intentionally and purposefully (ie digital citizenship) every day to

communicate collaborate create and think critically so that they become college and career ready

By June 2014

Staff 1) All teachers will begin teaching the Common Core Standards in ELA andor Math using district

identified recommended web based resources 2) Google App training opportunities will be offered for

staff throughout school year 3) Identified staff members will participate in Illuminate training at district

andor site level

Students 1) All students will begin learning the Common Core Standards in ELA andor Math 2)

8

Students will be exposed to and use Google tools with other students and their teachers 3) All students

will continue to learn the SUSD Digital Citizenship curriculum

By June 2015 Staff 1) All teachers will teach the Common Core Standards using district identified recommended web

based resources 2) All staff will increase the number of Google tools and frequency of use with

colleagues and students 3) Professional development will be provided in the teaching the research

process and how to present technology-enhanced projects

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to use applications and resources to deliver presentations and will deliver grade level appropriate

presentations

By June 2016 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development to help teachers

learn and practice specific strategies for integrating technology and 21st century skills into their

classroom

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create technology-enhanced projects

By June 2017 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development on the selection of

online resources and using digital content

Students 1) All students will learn the Common Core Standards in ELA or Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create and present technology-enhanced projects

By June 2018 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Professional development will be provided on how to

plan a collaborative project with peers or students using telecommunication tools

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will plan a

collaborative project with peers using a telecommunication tool

Evaluation Instrument(s) and Data to be Collected

9

1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for ELA

and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology Survey

completed after Years 1 and 3

Evaluation of Objectives Activities Benchmarks and Modification Process The district technology committee will analyze and review the plan implementation data and feedback

annually The Director of Curriculum and Instruction will report progress to the Superintendentrsquos Cabinet

bi-annually

3e Tech Literacy

Goal 2 All students and staff will receive instructiontraining on the SUSD K-12 Technology Standards

(based on the National Education Technology Standards-NETS and the Fresno County Office of

Education Recommended Digital Literacy amp Technology Skills to Support the California Common Core

State Standards)

Objective By June 2016 2017 and 2018 at the completion of grades 2 5 8 and 12 100 of the

students will be able to demonstrate proficiency in the three digital literacy categories of the SUSD K-12

Technology Standards for their grade span and incorporate the research process into their projects andor

research

By June 2014 100 of the staff will have received training on the SUSD K-12 Technology Standards

for their grade span and the research process

Activities and Benchmarks K-12 teachers will be trained in their grade span level of the SUSD K-12

Technology Standards and the research process After training K-8 teachers will begin incorporating the

SUSD K-12 Technology Standards and the research process into their curriculum (2014-2018) High

school core curriculum department teachers (English Math Social Science and Science) administration

and teacher librarians will collaboratively determine the projects that will be required of students by

content area and grade level so as to avoid duplication to meet the SUSD Technology Standards Teachers

will incorporate these projects and the research process into their content areas (2014-2018)

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher to determine student

proficiencies student projects and research student knowledge of the research process through student

projects research and other classroom assignments A Student Tech Survey will be administered at the

end of the year

3f Copyright and Fair Use

Goal 3 All students will be instructed on how to distinguish lawful from unlawful uses of copyrighted

works including the following topics the concept and purpose of both copyright and fair use how to

distinguish lawful from unlawful downloading and peer-to-peer file sharing and how to avoid plagiarism

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed in the

appropriate and ethical use of information technology By June 2015 the SUSD Digital Citizenship

lessons on copyright and fair use downloading and peer-to-peer file sharing and plagiarism will be

reviewed and revised as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Digital Citizenship lessons covering the following areas

how to distinguish lawful from unlawful uses of copyrighted works including the following topics the

10

concept and purpose of both copyright and fair use how to distinguish lawful from unlawful downloading

and peer-to-peer file sharing and how to avoid plagiarism Ongoing instruction will take place as students

use the Internet for research reports and projects During the 2014-15 school years Common Sense

Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz curriculum will be

reviewed along with the SUSD Digital Citizenship lessons to determine whether their lessons would be

appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of copyright fair use downloading and peer-to-peer file sharing and plagiarism through

student projects research and other classroom assignments A Student Tech Survey will be administered

at the end of the year

3g Cybersafety

Goal 4 All students and staff will be instructed on Internet safety including how to protect online

privacy and avoid online predators

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed on Internet

safety including online privacy and avoidance of online predators

By June 2015 the SUSD Digital Citizenship curriculum on Internet safety will be reviewed and revised

as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Internet safety lessons which include online privacy and

avoidance of online predators from the Digital Citizenship curriculum Ongoing instruction will take

place as students use the Internet for research reports and projects During the 2014-15 school years

Common Sense Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz

curriculum will be reviewed along with the SUSD Digital Citizenship curriculum to determine whether

their lessons would be appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of Internet safety including online privacy and avoidance of online predators A Student Tech

Survey will be administered at the end of the year

3h Equitable Access The Governing Board recognizes that technological resources can enhance student achievement by

increasing student access to information developing their technological literacy skills and providing

instruction tailored to student needs Effective use of technology can also increase the efficiency of the

districts non instructional operations and governance The Board is committed to the development and

maintenance of a district wide infrastructure and to providing staff professional development that will

allow the implementation of existing and new technologies All students must prior to access sign the

Acceptable Use Agreement specifying user obligation and responsibilities This agreement is also signed

by the students parent This policy ensures equal access and that the district technology is used in a

manner to support the instructional program and the achievement of student learning

3i Record Keeping and Assessment Currently Illuminate is the data system used to warehouse student assessment information for teacher and

administrative use Technology will be used to deliver enhanced instruction and support technological

11

proficiency for the student as well as the teacher Currently site Illuminate leads support teachers in the

use of Illuminate to monitor and adjust instruction based on students needs

Goal 5 Annually 2014-2018 all SUSD teachers will regularly use the districtrsquos student data information

system for state assessments local benchmark assessments and teacherdepartment used common

assessments

3j School to Home Communication

Goal 6 SUSD currently employs a number of well used technological two-way

communication practices that will continue for the next 5 years in so far as they are still

deemed effective By June 2018 SUSD will extend its home and school two-way communication as measured

by the number of site and district website hits and the further analysis of said hits SUSD home school two-way communication will continue with the use of the following

technology tools

School and District Websites

Email

Newsletters- teacher and school both electronic and paper copies

Web pages Teacher ndash web pages

Illuminate

Bulletin Board Online

Twitter

School Marques

Objective 1 Baseline data for the number of hits and further analysis of sites visited will be

established for the SUSD website May 30 2014

Year 1 Activities and Benchmarks By June 2015 SUSD will increase the number of SUSD

websites hits by 10 for the May 2014 baseline data Further analysis of sites visited will also

increase by 10 over the May 2014 baseline data

Year 2 Activities and Benchmarks By June 2016 SUSD will increase the number of SUSD

12

website hits by 10 from the June 2015 data Further analysis of sites visited will also increase

by 10 over the June 2015 data

Year 3 Activities and Benchmarks By June 2017 SUSD will increase the number of SUSD

website hits by 10 from the June 2016 data Further analysis of sites visited will also increase

by 10 over the June 2016 data

Year 4 Activities and Benchmarks By June 2018 SUSD will increase the number of SUSD

website hits by 10 from the June 2017 data Further analysis of sites visited will also increase

by 10 over the June 2017 data

Year 5 Activities and Benchmarks By June 2019 SUSD will increase the number of SUSD

website hits by 10 from the June 2018 data Further analysis of sites visited will also increase

by 10 over the June 2018 data

Evaluation Instrument(s) and Data to be Collected The District Library Coordinator and

Teacher Librarianrsquos will monitor district website usage hits in December and June annually

and report the findings and analysis to the Director of Curriculum and Instruction and the

District Technology Committee

Schedule for Evaluation The District Library Coordinator and Teacher Librarianrsquos will

monitor district website usage hits in December and June annually and report the findings and

analysis to the Director of Curriculum and Instruction and the District Technology Committee

Objective Analysis and Modification Process Based on the website hits and analysis and

parent responses on the annual Parent Survey SUSD Administrative Cabinet will direct the

District Technology Team accordingly

3k District and Site Level Monitoring and Evaluation

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be accomplished

by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for

ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology

Survey completed after Years 1 and 3 The district technology committee will analyze and review the

plan implementation data and feedback annually The Director of Curriculum and Instruction will report

progress to the Superintendentrsquos Cabinet bi-annually

4a Student Skills by Grade Level GRADE K

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer RazKids

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 5: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

4

Roger Orosco Member

Administration

Mark Sutton District Superintendent

Teresa Wood Assistant Superintendent InstructionPersonnel

Larry Teixeira Assistant Superintendent BusinessSupport Services

Audrey Taylor Director Instructional ServicesCurriculum

Norma Barajas-Ruiz Director State amp Federal Programs

Steve Gonzalez Director Pupil Services

Drew Sylvia Director Alternative Ed

SUSD Technology Plan Writing Committee Audrey Taylor Director of Instructional ServicesCurriculum

Maria Petropulos District Library Media Coordinator

Carol Wenstrand Technology Literacy Coach

Steve Emmerson Director of Technology

SUSD Technology Planning Committee

Ann Castro

Audrey Taylor

Carol Wenstrand

David Norman

Dawn Linhoff

Erin Niino

Jeffrey Klassen

Jeromy Winter

Kim Rios

Larry Teixeira

Maria Petropulos

Roxanne Garrigus Case

Sara Ayeni

5

Curriculum Driven Technology Goals

3a Teacher and Student Access to Technology Tools

StudentStaff Type of Technology Access

SUSD Students

computer student ratio 11

student response systems

interactive white board

wireless Internet access

stationarymobile labs

BYOD

beforeduringafter

school

SUSD Staff

laptopdesktop

projector

Document cameras

interactive white boardwireless

tablets

speakers

beforeduringafter

school

6

SUSD has adopted a four year refresh approach to technology items designated as standard

equipment in the classroom Standard technology equipment for teachers in the classroom is

defined as laptopdesktop computer mounted projector interactive whiteboard or tablet and

speakers The technology refresh cycle is as follows

Technology Refresh

School Year

Abraham Lincoln 2017-2018

Eric White 2014-2015

Garfield 2014-2015

Heartland 2016-2017

Indianola 2016-2017

Jackson 2015-2016

Roosevelt 2015-2016

Selma High 2017-2018

Terry 2015-2016

Washington 2014-2015

Wilson 2017-2018

7

3b Current Use of Technology

Classroom staff uses typically include Illuminate student assessment management

software Internet Microsoft Office Suite Google Apps Discovery Education Streaming

Achieve 3000 (Kid Biz Teen Biz Empower) and web-based instructional resources from

district adopted curriculum and Destiny online catalog

Student uses Microsoft Office Suite Google Apps Internet Discovery Education Streaming

Video additional web-based subscription databases Web 20 programs and Destiny online

catalog

District Goals

Selma Unified School District maintains curricular goals in the Districtrsquos LEA Plan (including

the addendum) as well as each schoolrsquos Single Plan for Student Achievement Proficiency in

English Language Arts and Mathematics is a high priority in the plans

Throughout this plan we refer to staff and students using Google Apps for Education We will

define it as a web-based and collaborative software solution that customizes the Google platform

for educational purposes in school districts Google applications and management tools provided

through Google Apps includes Gmail Google Talk Google Calendar Google Docs Google

Videos and Google Cloud Connect

3d Curriculum Goals

Goal 1 All students will reach high standards at a minimum attaining proficiency or better in reading

and math by 2014-15 All English Learner students will become proficient in English and reach high

academic standards at a minimum attaining proficiency or better in readinglanguage arts and

mathematics

Objective 1 All SUSD staff will use technology including Google Apps for Education and Web 20 tools

and skills appropriately intentionally and purposefully (ie digital citizenship) every day as part of their

instruction instructional planning and work with their colleagues and students to communicate

collaborate and create content

Objective 2 All SUSD students will use technology including Google Apps for Education and Web 20

tools and skills appropriately intentionally and purposefully (ie digital citizenship) every day to

communicate collaborate create and think critically so that they become college and career ready

By June 2014

Staff 1) All teachers will begin teaching the Common Core Standards in ELA andor Math using district

identified recommended web based resources 2) Google App training opportunities will be offered for

staff throughout school year 3) Identified staff members will participate in Illuminate training at district

andor site level

Students 1) All students will begin learning the Common Core Standards in ELA andor Math 2)

8

Students will be exposed to and use Google tools with other students and their teachers 3) All students

will continue to learn the SUSD Digital Citizenship curriculum

By June 2015 Staff 1) All teachers will teach the Common Core Standards using district identified recommended web

based resources 2) All staff will increase the number of Google tools and frequency of use with

colleagues and students 3) Professional development will be provided in the teaching the research

process and how to present technology-enhanced projects

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to use applications and resources to deliver presentations and will deliver grade level appropriate

presentations

By June 2016 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development to help teachers

learn and practice specific strategies for integrating technology and 21st century skills into their

classroom

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create technology-enhanced projects

By June 2017 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development on the selection of

online resources and using digital content

Students 1) All students will learn the Common Core Standards in ELA or Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create and present technology-enhanced projects

By June 2018 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Professional development will be provided on how to

plan a collaborative project with peers or students using telecommunication tools

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will plan a

collaborative project with peers using a telecommunication tool

Evaluation Instrument(s) and Data to be Collected

9

1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for ELA

and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology Survey

completed after Years 1 and 3

Evaluation of Objectives Activities Benchmarks and Modification Process The district technology committee will analyze and review the plan implementation data and feedback

annually The Director of Curriculum and Instruction will report progress to the Superintendentrsquos Cabinet

bi-annually

3e Tech Literacy

Goal 2 All students and staff will receive instructiontraining on the SUSD K-12 Technology Standards

(based on the National Education Technology Standards-NETS and the Fresno County Office of

Education Recommended Digital Literacy amp Technology Skills to Support the California Common Core

State Standards)

Objective By June 2016 2017 and 2018 at the completion of grades 2 5 8 and 12 100 of the

students will be able to demonstrate proficiency in the three digital literacy categories of the SUSD K-12

Technology Standards for their grade span and incorporate the research process into their projects andor

research

By June 2014 100 of the staff will have received training on the SUSD K-12 Technology Standards

for their grade span and the research process

Activities and Benchmarks K-12 teachers will be trained in their grade span level of the SUSD K-12

Technology Standards and the research process After training K-8 teachers will begin incorporating the

SUSD K-12 Technology Standards and the research process into their curriculum (2014-2018) High

school core curriculum department teachers (English Math Social Science and Science) administration

and teacher librarians will collaboratively determine the projects that will be required of students by

content area and grade level so as to avoid duplication to meet the SUSD Technology Standards Teachers

will incorporate these projects and the research process into their content areas (2014-2018)

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher to determine student

proficiencies student projects and research student knowledge of the research process through student

projects research and other classroom assignments A Student Tech Survey will be administered at the

end of the year

3f Copyright and Fair Use

Goal 3 All students will be instructed on how to distinguish lawful from unlawful uses of copyrighted

works including the following topics the concept and purpose of both copyright and fair use how to

distinguish lawful from unlawful downloading and peer-to-peer file sharing and how to avoid plagiarism

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed in the

appropriate and ethical use of information technology By June 2015 the SUSD Digital Citizenship

lessons on copyright and fair use downloading and peer-to-peer file sharing and plagiarism will be

reviewed and revised as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Digital Citizenship lessons covering the following areas

how to distinguish lawful from unlawful uses of copyrighted works including the following topics the

10

concept and purpose of both copyright and fair use how to distinguish lawful from unlawful downloading

and peer-to-peer file sharing and how to avoid plagiarism Ongoing instruction will take place as students

use the Internet for research reports and projects During the 2014-15 school years Common Sense

Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz curriculum will be

reviewed along with the SUSD Digital Citizenship lessons to determine whether their lessons would be

appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of copyright fair use downloading and peer-to-peer file sharing and plagiarism through

student projects research and other classroom assignments A Student Tech Survey will be administered

at the end of the year

3g Cybersafety

Goal 4 All students and staff will be instructed on Internet safety including how to protect online

privacy and avoid online predators

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed on Internet

safety including online privacy and avoidance of online predators

By June 2015 the SUSD Digital Citizenship curriculum on Internet safety will be reviewed and revised

as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Internet safety lessons which include online privacy and

avoidance of online predators from the Digital Citizenship curriculum Ongoing instruction will take

place as students use the Internet for research reports and projects During the 2014-15 school years

Common Sense Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz

curriculum will be reviewed along with the SUSD Digital Citizenship curriculum to determine whether

their lessons would be appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of Internet safety including online privacy and avoidance of online predators A Student Tech

Survey will be administered at the end of the year

3h Equitable Access The Governing Board recognizes that technological resources can enhance student achievement by

increasing student access to information developing their technological literacy skills and providing

instruction tailored to student needs Effective use of technology can also increase the efficiency of the

districts non instructional operations and governance The Board is committed to the development and

maintenance of a district wide infrastructure and to providing staff professional development that will

allow the implementation of existing and new technologies All students must prior to access sign the

Acceptable Use Agreement specifying user obligation and responsibilities This agreement is also signed

by the students parent This policy ensures equal access and that the district technology is used in a

manner to support the instructional program and the achievement of student learning

3i Record Keeping and Assessment Currently Illuminate is the data system used to warehouse student assessment information for teacher and

administrative use Technology will be used to deliver enhanced instruction and support technological

11

proficiency for the student as well as the teacher Currently site Illuminate leads support teachers in the

use of Illuminate to monitor and adjust instruction based on students needs

Goal 5 Annually 2014-2018 all SUSD teachers will regularly use the districtrsquos student data information

system for state assessments local benchmark assessments and teacherdepartment used common

assessments

3j School to Home Communication

Goal 6 SUSD currently employs a number of well used technological two-way

communication practices that will continue for the next 5 years in so far as they are still

deemed effective By June 2018 SUSD will extend its home and school two-way communication as measured

by the number of site and district website hits and the further analysis of said hits SUSD home school two-way communication will continue with the use of the following

technology tools

School and District Websites

Email

Newsletters- teacher and school both electronic and paper copies

Web pages Teacher ndash web pages

Illuminate

Bulletin Board Online

Twitter

School Marques

Objective 1 Baseline data for the number of hits and further analysis of sites visited will be

established for the SUSD website May 30 2014

Year 1 Activities and Benchmarks By June 2015 SUSD will increase the number of SUSD

websites hits by 10 for the May 2014 baseline data Further analysis of sites visited will also

increase by 10 over the May 2014 baseline data

Year 2 Activities and Benchmarks By June 2016 SUSD will increase the number of SUSD

12

website hits by 10 from the June 2015 data Further analysis of sites visited will also increase

by 10 over the June 2015 data

Year 3 Activities and Benchmarks By June 2017 SUSD will increase the number of SUSD

website hits by 10 from the June 2016 data Further analysis of sites visited will also increase

by 10 over the June 2016 data

Year 4 Activities and Benchmarks By June 2018 SUSD will increase the number of SUSD

website hits by 10 from the June 2017 data Further analysis of sites visited will also increase

by 10 over the June 2017 data

Year 5 Activities and Benchmarks By June 2019 SUSD will increase the number of SUSD

website hits by 10 from the June 2018 data Further analysis of sites visited will also increase

by 10 over the June 2018 data

Evaluation Instrument(s) and Data to be Collected The District Library Coordinator and

Teacher Librarianrsquos will monitor district website usage hits in December and June annually

and report the findings and analysis to the Director of Curriculum and Instruction and the

District Technology Committee

Schedule for Evaluation The District Library Coordinator and Teacher Librarianrsquos will

monitor district website usage hits in December and June annually and report the findings and

analysis to the Director of Curriculum and Instruction and the District Technology Committee

Objective Analysis and Modification Process Based on the website hits and analysis and

parent responses on the annual Parent Survey SUSD Administrative Cabinet will direct the

District Technology Team accordingly

3k District and Site Level Monitoring and Evaluation

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be accomplished

by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for

ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology

Survey completed after Years 1 and 3 The district technology committee will analyze and review the

plan implementation data and feedback annually The Director of Curriculum and Instruction will report

progress to the Superintendentrsquos Cabinet bi-annually

4a Student Skills by Grade Level GRADE K

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer RazKids

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 6: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

5

Curriculum Driven Technology Goals

3a Teacher and Student Access to Technology Tools

StudentStaff Type of Technology Access

SUSD Students

computer student ratio 11

student response systems

interactive white board

wireless Internet access

stationarymobile labs

BYOD

beforeduringafter

school

SUSD Staff

laptopdesktop

projector

Document cameras

interactive white boardwireless

tablets

speakers

beforeduringafter

school

6

SUSD has adopted a four year refresh approach to technology items designated as standard

equipment in the classroom Standard technology equipment for teachers in the classroom is

defined as laptopdesktop computer mounted projector interactive whiteboard or tablet and

speakers The technology refresh cycle is as follows

Technology Refresh

School Year

Abraham Lincoln 2017-2018

Eric White 2014-2015

Garfield 2014-2015

Heartland 2016-2017

Indianola 2016-2017

Jackson 2015-2016

Roosevelt 2015-2016

Selma High 2017-2018

Terry 2015-2016

Washington 2014-2015

Wilson 2017-2018

7

3b Current Use of Technology

Classroom staff uses typically include Illuminate student assessment management

software Internet Microsoft Office Suite Google Apps Discovery Education Streaming

Achieve 3000 (Kid Biz Teen Biz Empower) and web-based instructional resources from

district adopted curriculum and Destiny online catalog

Student uses Microsoft Office Suite Google Apps Internet Discovery Education Streaming

Video additional web-based subscription databases Web 20 programs and Destiny online

catalog

District Goals

Selma Unified School District maintains curricular goals in the Districtrsquos LEA Plan (including

the addendum) as well as each schoolrsquos Single Plan for Student Achievement Proficiency in

English Language Arts and Mathematics is a high priority in the plans

Throughout this plan we refer to staff and students using Google Apps for Education We will

define it as a web-based and collaborative software solution that customizes the Google platform

for educational purposes in school districts Google applications and management tools provided

through Google Apps includes Gmail Google Talk Google Calendar Google Docs Google

Videos and Google Cloud Connect

3d Curriculum Goals

Goal 1 All students will reach high standards at a minimum attaining proficiency or better in reading

and math by 2014-15 All English Learner students will become proficient in English and reach high

academic standards at a minimum attaining proficiency or better in readinglanguage arts and

mathematics

Objective 1 All SUSD staff will use technology including Google Apps for Education and Web 20 tools

and skills appropriately intentionally and purposefully (ie digital citizenship) every day as part of their

instruction instructional planning and work with their colleagues and students to communicate

collaborate and create content

Objective 2 All SUSD students will use technology including Google Apps for Education and Web 20

tools and skills appropriately intentionally and purposefully (ie digital citizenship) every day to

communicate collaborate create and think critically so that they become college and career ready

By June 2014

Staff 1) All teachers will begin teaching the Common Core Standards in ELA andor Math using district

identified recommended web based resources 2) Google App training opportunities will be offered for

staff throughout school year 3) Identified staff members will participate in Illuminate training at district

andor site level

Students 1) All students will begin learning the Common Core Standards in ELA andor Math 2)

8

Students will be exposed to and use Google tools with other students and their teachers 3) All students

will continue to learn the SUSD Digital Citizenship curriculum

By June 2015 Staff 1) All teachers will teach the Common Core Standards using district identified recommended web

based resources 2) All staff will increase the number of Google tools and frequency of use with

colleagues and students 3) Professional development will be provided in the teaching the research

process and how to present technology-enhanced projects

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to use applications and resources to deliver presentations and will deliver grade level appropriate

presentations

By June 2016 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development to help teachers

learn and practice specific strategies for integrating technology and 21st century skills into their

classroom

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create technology-enhanced projects

By June 2017 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development on the selection of

online resources and using digital content

Students 1) All students will learn the Common Core Standards in ELA or Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create and present technology-enhanced projects

By June 2018 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Professional development will be provided on how to

plan a collaborative project with peers or students using telecommunication tools

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will plan a

collaborative project with peers using a telecommunication tool

Evaluation Instrument(s) and Data to be Collected

9

1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for ELA

and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology Survey

completed after Years 1 and 3

Evaluation of Objectives Activities Benchmarks and Modification Process The district technology committee will analyze and review the plan implementation data and feedback

annually The Director of Curriculum and Instruction will report progress to the Superintendentrsquos Cabinet

bi-annually

3e Tech Literacy

Goal 2 All students and staff will receive instructiontraining on the SUSD K-12 Technology Standards

(based on the National Education Technology Standards-NETS and the Fresno County Office of

Education Recommended Digital Literacy amp Technology Skills to Support the California Common Core

State Standards)

Objective By June 2016 2017 and 2018 at the completion of grades 2 5 8 and 12 100 of the

students will be able to demonstrate proficiency in the three digital literacy categories of the SUSD K-12

Technology Standards for their grade span and incorporate the research process into their projects andor

research

By June 2014 100 of the staff will have received training on the SUSD K-12 Technology Standards

for their grade span and the research process

Activities and Benchmarks K-12 teachers will be trained in their grade span level of the SUSD K-12

Technology Standards and the research process After training K-8 teachers will begin incorporating the

SUSD K-12 Technology Standards and the research process into their curriculum (2014-2018) High

school core curriculum department teachers (English Math Social Science and Science) administration

and teacher librarians will collaboratively determine the projects that will be required of students by

content area and grade level so as to avoid duplication to meet the SUSD Technology Standards Teachers

will incorporate these projects and the research process into their content areas (2014-2018)

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher to determine student

proficiencies student projects and research student knowledge of the research process through student

projects research and other classroom assignments A Student Tech Survey will be administered at the

end of the year

3f Copyright and Fair Use

Goal 3 All students will be instructed on how to distinguish lawful from unlawful uses of copyrighted

works including the following topics the concept and purpose of both copyright and fair use how to

distinguish lawful from unlawful downloading and peer-to-peer file sharing and how to avoid plagiarism

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed in the

appropriate and ethical use of information technology By June 2015 the SUSD Digital Citizenship

lessons on copyright and fair use downloading and peer-to-peer file sharing and plagiarism will be

reviewed and revised as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Digital Citizenship lessons covering the following areas

how to distinguish lawful from unlawful uses of copyrighted works including the following topics the

10

concept and purpose of both copyright and fair use how to distinguish lawful from unlawful downloading

and peer-to-peer file sharing and how to avoid plagiarism Ongoing instruction will take place as students

use the Internet for research reports and projects During the 2014-15 school years Common Sense

Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz curriculum will be

reviewed along with the SUSD Digital Citizenship lessons to determine whether their lessons would be

appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of copyright fair use downloading and peer-to-peer file sharing and plagiarism through

student projects research and other classroom assignments A Student Tech Survey will be administered

at the end of the year

3g Cybersafety

Goal 4 All students and staff will be instructed on Internet safety including how to protect online

privacy and avoid online predators

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed on Internet

safety including online privacy and avoidance of online predators

By June 2015 the SUSD Digital Citizenship curriculum on Internet safety will be reviewed and revised

as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Internet safety lessons which include online privacy and

avoidance of online predators from the Digital Citizenship curriculum Ongoing instruction will take

place as students use the Internet for research reports and projects During the 2014-15 school years

Common Sense Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz

curriculum will be reviewed along with the SUSD Digital Citizenship curriculum to determine whether

their lessons would be appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of Internet safety including online privacy and avoidance of online predators A Student Tech

Survey will be administered at the end of the year

3h Equitable Access The Governing Board recognizes that technological resources can enhance student achievement by

increasing student access to information developing their technological literacy skills and providing

instruction tailored to student needs Effective use of technology can also increase the efficiency of the

districts non instructional operations and governance The Board is committed to the development and

maintenance of a district wide infrastructure and to providing staff professional development that will

allow the implementation of existing and new technologies All students must prior to access sign the

Acceptable Use Agreement specifying user obligation and responsibilities This agreement is also signed

by the students parent This policy ensures equal access and that the district technology is used in a

manner to support the instructional program and the achievement of student learning

3i Record Keeping and Assessment Currently Illuminate is the data system used to warehouse student assessment information for teacher and

administrative use Technology will be used to deliver enhanced instruction and support technological

11

proficiency for the student as well as the teacher Currently site Illuminate leads support teachers in the

use of Illuminate to monitor and adjust instruction based on students needs

Goal 5 Annually 2014-2018 all SUSD teachers will regularly use the districtrsquos student data information

system for state assessments local benchmark assessments and teacherdepartment used common

assessments

3j School to Home Communication

Goal 6 SUSD currently employs a number of well used technological two-way

communication practices that will continue for the next 5 years in so far as they are still

deemed effective By June 2018 SUSD will extend its home and school two-way communication as measured

by the number of site and district website hits and the further analysis of said hits SUSD home school two-way communication will continue with the use of the following

technology tools

School and District Websites

Email

Newsletters- teacher and school both electronic and paper copies

Web pages Teacher ndash web pages

Illuminate

Bulletin Board Online

Twitter

School Marques

Objective 1 Baseline data for the number of hits and further analysis of sites visited will be

established for the SUSD website May 30 2014

Year 1 Activities and Benchmarks By June 2015 SUSD will increase the number of SUSD

websites hits by 10 for the May 2014 baseline data Further analysis of sites visited will also

increase by 10 over the May 2014 baseline data

Year 2 Activities and Benchmarks By June 2016 SUSD will increase the number of SUSD

12

website hits by 10 from the June 2015 data Further analysis of sites visited will also increase

by 10 over the June 2015 data

Year 3 Activities and Benchmarks By June 2017 SUSD will increase the number of SUSD

website hits by 10 from the June 2016 data Further analysis of sites visited will also increase

by 10 over the June 2016 data

Year 4 Activities and Benchmarks By June 2018 SUSD will increase the number of SUSD

website hits by 10 from the June 2017 data Further analysis of sites visited will also increase

by 10 over the June 2017 data

Year 5 Activities and Benchmarks By June 2019 SUSD will increase the number of SUSD

website hits by 10 from the June 2018 data Further analysis of sites visited will also increase

by 10 over the June 2018 data

Evaluation Instrument(s) and Data to be Collected The District Library Coordinator and

Teacher Librarianrsquos will monitor district website usage hits in December and June annually

and report the findings and analysis to the Director of Curriculum and Instruction and the

District Technology Committee

Schedule for Evaluation The District Library Coordinator and Teacher Librarianrsquos will

monitor district website usage hits in December and June annually and report the findings and

analysis to the Director of Curriculum and Instruction and the District Technology Committee

Objective Analysis and Modification Process Based on the website hits and analysis and

parent responses on the annual Parent Survey SUSD Administrative Cabinet will direct the

District Technology Team accordingly

3k District and Site Level Monitoring and Evaluation

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be accomplished

by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for

ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology

Survey completed after Years 1 and 3 The district technology committee will analyze and review the

plan implementation data and feedback annually The Director of Curriculum and Instruction will report

progress to the Superintendentrsquos Cabinet bi-annually

4a Student Skills by Grade Level GRADE K

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer RazKids

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 7: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

6

SUSD has adopted a four year refresh approach to technology items designated as standard

equipment in the classroom Standard technology equipment for teachers in the classroom is

defined as laptopdesktop computer mounted projector interactive whiteboard or tablet and

speakers The technology refresh cycle is as follows

Technology Refresh

School Year

Abraham Lincoln 2017-2018

Eric White 2014-2015

Garfield 2014-2015

Heartland 2016-2017

Indianola 2016-2017

Jackson 2015-2016

Roosevelt 2015-2016

Selma High 2017-2018

Terry 2015-2016

Washington 2014-2015

Wilson 2017-2018

7

3b Current Use of Technology

Classroom staff uses typically include Illuminate student assessment management

software Internet Microsoft Office Suite Google Apps Discovery Education Streaming

Achieve 3000 (Kid Biz Teen Biz Empower) and web-based instructional resources from

district adopted curriculum and Destiny online catalog

Student uses Microsoft Office Suite Google Apps Internet Discovery Education Streaming

Video additional web-based subscription databases Web 20 programs and Destiny online

catalog

District Goals

Selma Unified School District maintains curricular goals in the Districtrsquos LEA Plan (including

the addendum) as well as each schoolrsquos Single Plan for Student Achievement Proficiency in

English Language Arts and Mathematics is a high priority in the plans

Throughout this plan we refer to staff and students using Google Apps for Education We will

define it as a web-based and collaborative software solution that customizes the Google platform

for educational purposes in school districts Google applications and management tools provided

through Google Apps includes Gmail Google Talk Google Calendar Google Docs Google

Videos and Google Cloud Connect

3d Curriculum Goals

Goal 1 All students will reach high standards at a minimum attaining proficiency or better in reading

and math by 2014-15 All English Learner students will become proficient in English and reach high

academic standards at a minimum attaining proficiency or better in readinglanguage arts and

mathematics

Objective 1 All SUSD staff will use technology including Google Apps for Education and Web 20 tools

and skills appropriately intentionally and purposefully (ie digital citizenship) every day as part of their

instruction instructional planning and work with their colleagues and students to communicate

collaborate and create content

Objective 2 All SUSD students will use technology including Google Apps for Education and Web 20

tools and skills appropriately intentionally and purposefully (ie digital citizenship) every day to

communicate collaborate create and think critically so that they become college and career ready

By June 2014

Staff 1) All teachers will begin teaching the Common Core Standards in ELA andor Math using district

identified recommended web based resources 2) Google App training opportunities will be offered for

staff throughout school year 3) Identified staff members will participate in Illuminate training at district

andor site level

Students 1) All students will begin learning the Common Core Standards in ELA andor Math 2)

8

Students will be exposed to and use Google tools with other students and their teachers 3) All students

will continue to learn the SUSD Digital Citizenship curriculum

By June 2015 Staff 1) All teachers will teach the Common Core Standards using district identified recommended web

based resources 2) All staff will increase the number of Google tools and frequency of use with

colleagues and students 3) Professional development will be provided in the teaching the research

process and how to present technology-enhanced projects

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to use applications and resources to deliver presentations and will deliver grade level appropriate

presentations

By June 2016 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development to help teachers

learn and practice specific strategies for integrating technology and 21st century skills into their

classroom

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create technology-enhanced projects

By June 2017 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development on the selection of

online resources and using digital content

Students 1) All students will learn the Common Core Standards in ELA or Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create and present technology-enhanced projects

By June 2018 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Professional development will be provided on how to

plan a collaborative project with peers or students using telecommunication tools

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will plan a

collaborative project with peers using a telecommunication tool

Evaluation Instrument(s) and Data to be Collected

9

1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for ELA

and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology Survey

completed after Years 1 and 3

Evaluation of Objectives Activities Benchmarks and Modification Process The district technology committee will analyze and review the plan implementation data and feedback

annually The Director of Curriculum and Instruction will report progress to the Superintendentrsquos Cabinet

bi-annually

3e Tech Literacy

Goal 2 All students and staff will receive instructiontraining on the SUSD K-12 Technology Standards

(based on the National Education Technology Standards-NETS and the Fresno County Office of

Education Recommended Digital Literacy amp Technology Skills to Support the California Common Core

State Standards)

Objective By June 2016 2017 and 2018 at the completion of grades 2 5 8 and 12 100 of the

students will be able to demonstrate proficiency in the three digital literacy categories of the SUSD K-12

Technology Standards for their grade span and incorporate the research process into their projects andor

research

By June 2014 100 of the staff will have received training on the SUSD K-12 Technology Standards

for their grade span and the research process

Activities and Benchmarks K-12 teachers will be trained in their grade span level of the SUSD K-12

Technology Standards and the research process After training K-8 teachers will begin incorporating the

SUSD K-12 Technology Standards and the research process into their curriculum (2014-2018) High

school core curriculum department teachers (English Math Social Science and Science) administration

and teacher librarians will collaboratively determine the projects that will be required of students by

content area and grade level so as to avoid duplication to meet the SUSD Technology Standards Teachers

will incorporate these projects and the research process into their content areas (2014-2018)

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher to determine student

proficiencies student projects and research student knowledge of the research process through student

projects research and other classroom assignments A Student Tech Survey will be administered at the

end of the year

3f Copyright and Fair Use

Goal 3 All students will be instructed on how to distinguish lawful from unlawful uses of copyrighted

works including the following topics the concept and purpose of both copyright and fair use how to

distinguish lawful from unlawful downloading and peer-to-peer file sharing and how to avoid plagiarism

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed in the

appropriate and ethical use of information technology By June 2015 the SUSD Digital Citizenship

lessons on copyright and fair use downloading and peer-to-peer file sharing and plagiarism will be

reviewed and revised as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Digital Citizenship lessons covering the following areas

how to distinguish lawful from unlawful uses of copyrighted works including the following topics the

10

concept and purpose of both copyright and fair use how to distinguish lawful from unlawful downloading

and peer-to-peer file sharing and how to avoid plagiarism Ongoing instruction will take place as students

use the Internet for research reports and projects During the 2014-15 school years Common Sense

Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz curriculum will be

reviewed along with the SUSD Digital Citizenship lessons to determine whether their lessons would be

appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of copyright fair use downloading and peer-to-peer file sharing and plagiarism through

student projects research and other classroom assignments A Student Tech Survey will be administered

at the end of the year

3g Cybersafety

Goal 4 All students and staff will be instructed on Internet safety including how to protect online

privacy and avoid online predators

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed on Internet

safety including online privacy and avoidance of online predators

By June 2015 the SUSD Digital Citizenship curriculum on Internet safety will be reviewed and revised

as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Internet safety lessons which include online privacy and

avoidance of online predators from the Digital Citizenship curriculum Ongoing instruction will take

place as students use the Internet for research reports and projects During the 2014-15 school years

Common Sense Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz

curriculum will be reviewed along with the SUSD Digital Citizenship curriculum to determine whether

their lessons would be appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of Internet safety including online privacy and avoidance of online predators A Student Tech

Survey will be administered at the end of the year

3h Equitable Access The Governing Board recognizes that technological resources can enhance student achievement by

increasing student access to information developing their technological literacy skills and providing

instruction tailored to student needs Effective use of technology can also increase the efficiency of the

districts non instructional operations and governance The Board is committed to the development and

maintenance of a district wide infrastructure and to providing staff professional development that will

allow the implementation of existing and new technologies All students must prior to access sign the

Acceptable Use Agreement specifying user obligation and responsibilities This agreement is also signed

by the students parent This policy ensures equal access and that the district technology is used in a

manner to support the instructional program and the achievement of student learning

3i Record Keeping and Assessment Currently Illuminate is the data system used to warehouse student assessment information for teacher and

administrative use Technology will be used to deliver enhanced instruction and support technological

11

proficiency for the student as well as the teacher Currently site Illuminate leads support teachers in the

use of Illuminate to monitor and adjust instruction based on students needs

Goal 5 Annually 2014-2018 all SUSD teachers will regularly use the districtrsquos student data information

system for state assessments local benchmark assessments and teacherdepartment used common

assessments

3j School to Home Communication

Goal 6 SUSD currently employs a number of well used technological two-way

communication practices that will continue for the next 5 years in so far as they are still

deemed effective By June 2018 SUSD will extend its home and school two-way communication as measured

by the number of site and district website hits and the further analysis of said hits SUSD home school two-way communication will continue with the use of the following

technology tools

School and District Websites

Email

Newsletters- teacher and school both electronic and paper copies

Web pages Teacher ndash web pages

Illuminate

Bulletin Board Online

Twitter

School Marques

Objective 1 Baseline data for the number of hits and further analysis of sites visited will be

established for the SUSD website May 30 2014

Year 1 Activities and Benchmarks By June 2015 SUSD will increase the number of SUSD

websites hits by 10 for the May 2014 baseline data Further analysis of sites visited will also

increase by 10 over the May 2014 baseline data

Year 2 Activities and Benchmarks By June 2016 SUSD will increase the number of SUSD

12

website hits by 10 from the June 2015 data Further analysis of sites visited will also increase

by 10 over the June 2015 data

Year 3 Activities and Benchmarks By June 2017 SUSD will increase the number of SUSD

website hits by 10 from the June 2016 data Further analysis of sites visited will also increase

by 10 over the June 2016 data

Year 4 Activities and Benchmarks By June 2018 SUSD will increase the number of SUSD

website hits by 10 from the June 2017 data Further analysis of sites visited will also increase

by 10 over the June 2017 data

Year 5 Activities and Benchmarks By June 2019 SUSD will increase the number of SUSD

website hits by 10 from the June 2018 data Further analysis of sites visited will also increase

by 10 over the June 2018 data

Evaluation Instrument(s) and Data to be Collected The District Library Coordinator and

Teacher Librarianrsquos will monitor district website usage hits in December and June annually

and report the findings and analysis to the Director of Curriculum and Instruction and the

District Technology Committee

Schedule for Evaluation The District Library Coordinator and Teacher Librarianrsquos will

monitor district website usage hits in December and June annually and report the findings and

analysis to the Director of Curriculum and Instruction and the District Technology Committee

Objective Analysis and Modification Process Based on the website hits and analysis and

parent responses on the annual Parent Survey SUSD Administrative Cabinet will direct the

District Technology Team accordingly

3k District and Site Level Monitoring and Evaluation

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be accomplished

by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for

ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology

Survey completed after Years 1 and 3 The district technology committee will analyze and review the

plan implementation data and feedback annually The Director of Curriculum and Instruction will report

progress to the Superintendentrsquos Cabinet bi-annually

4a Student Skills by Grade Level GRADE K

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer RazKids

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 8: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

7

3b Current Use of Technology

Classroom staff uses typically include Illuminate student assessment management

software Internet Microsoft Office Suite Google Apps Discovery Education Streaming

Achieve 3000 (Kid Biz Teen Biz Empower) and web-based instructional resources from

district adopted curriculum and Destiny online catalog

Student uses Microsoft Office Suite Google Apps Internet Discovery Education Streaming

Video additional web-based subscription databases Web 20 programs and Destiny online

catalog

District Goals

Selma Unified School District maintains curricular goals in the Districtrsquos LEA Plan (including

the addendum) as well as each schoolrsquos Single Plan for Student Achievement Proficiency in

English Language Arts and Mathematics is a high priority in the plans

Throughout this plan we refer to staff and students using Google Apps for Education We will

define it as a web-based and collaborative software solution that customizes the Google platform

for educational purposes in school districts Google applications and management tools provided

through Google Apps includes Gmail Google Talk Google Calendar Google Docs Google

Videos and Google Cloud Connect

3d Curriculum Goals

Goal 1 All students will reach high standards at a minimum attaining proficiency or better in reading

and math by 2014-15 All English Learner students will become proficient in English and reach high

academic standards at a minimum attaining proficiency or better in readinglanguage arts and

mathematics

Objective 1 All SUSD staff will use technology including Google Apps for Education and Web 20 tools

and skills appropriately intentionally and purposefully (ie digital citizenship) every day as part of their

instruction instructional planning and work with their colleagues and students to communicate

collaborate and create content

Objective 2 All SUSD students will use technology including Google Apps for Education and Web 20

tools and skills appropriately intentionally and purposefully (ie digital citizenship) every day to

communicate collaborate create and think critically so that they become college and career ready

By June 2014

Staff 1) All teachers will begin teaching the Common Core Standards in ELA andor Math using district

identified recommended web based resources 2) Google App training opportunities will be offered for

staff throughout school year 3) Identified staff members will participate in Illuminate training at district

andor site level

Students 1) All students will begin learning the Common Core Standards in ELA andor Math 2)

8

Students will be exposed to and use Google tools with other students and their teachers 3) All students

will continue to learn the SUSD Digital Citizenship curriculum

By June 2015 Staff 1) All teachers will teach the Common Core Standards using district identified recommended web

based resources 2) All staff will increase the number of Google tools and frequency of use with

colleagues and students 3) Professional development will be provided in the teaching the research

process and how to present technology-enhanced projects

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to use applications and resources to deliver presentations and will deliver grade level appropriate

presentations

By June 2016 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development to help teachers

learn and practice specific strategies for integrating technology and 21st century skills into their

classroom

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create technology-enhanced projects

By June 2017 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development on the selection of

online resources and using digital content

Students 1) All students will learn the Common Core Standards in ELA or Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create and present technology-enhanced projects

By June 2018 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Professional development will be provided on how to

plan a collaborative project with peers or students using telecommunication tools

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will plan a

collaborative project with peers using a telecommunication tool

Evaluation Instrument(s) and Data to be Collected

9

1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for ELA

and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology Survey

completed after Years 1 and 3

Evaluation of Objectives Activities Benchmarks and Modification Process The district technology committee will analyze and review the plan implementation data and feedback

annually The Director of Curriculum and Instruction will report progress to the Superintendentrsquos Cabinet

bi-annually

3e Tech Literacy

Goal 2 All students and staff will receive instructiontraining on the SUSD K-12 Technology Standards

(based on the National Education Technology Standards-NETS and the Fresno County Office of

Education Recommended Digital Literacy amp Technology Skills to Support the California Common Core

State Standards)

Objective By June 2016 2017 and 2018 at the completion of grades 2 5 8 and 12 100 of the

students will be able to demonstrate proficiency in the three digital literacy categories of the SUSD K-12

Technology Standards for their grade span and incorporate the research process into their projects andor

research

By June 2014 100 of the staff will have received training on the SUSD K-12 Technology Standards

for their grade span and the research process

Activities and Benchmarks K-12 teachers will be trained in their grade span level of the SUSD K-12

Technology Standards and the research process After training K-8 teachers will begin incorporating the

SUSD K-12 Technology Standards and the research process into their curriculum (2014-2018) High

school core curriculum department teachers (English Math Social Science and Science) administration

and teacher librarians will collaboratively determine the projects that will be required of students by

content area and grade level so as to avoid duplication to meet the SUSD Technology Standards Teachers

will incorporate these projects and the research process into their content areas (2014-2018)

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher to determine student

proficiencies student projects and research student knowledge of the research process through student

projects research and other classroom assignments A Student Tech Survey will be administered at the

end of the year

3f Copyright and Fair Use

Goal 3 All students will be instructed on how to distinguish lawful from unlawful uses of copyrighted

works including the following topics the concept and purpose of both copyright and fair use how to

distinguish lawful from unlawful downloading and peer-to-peer file sharing and how to avoid plagiarism

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed in the

appropriate and ethical use of information technology By June 2015 the SUSD Digital Citizenship

lessons on copyright and fair use downloading and peer-to-peer file sharing and plagiarism will be

reviewed and revised as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Digital Citizenship lessons covering the following areas

how to distinguish lawful from unlawful uses of copyrighted works including the following topics the

10

concept and purpose of both copyright and fair use how to distinguish lawful from unlawful downloading

and peer-to-peer file sharing and how to avoid plagiarism Ongoing instruction will take place as students

use the Internet for research reports and projects During the 2014-15 school years Common Sense

Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz curriculum will be

reviewed along with the SUSD Digital Citizenship lessons to determine whether their lessons would be

appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of copyright fair use downloading and peer-to-peer file sharing and plagiarism through

student projects research and other classroom assignments A Student Tech Survey will be administered

at the end of the year

3g Cybersafety

Goal 4 All students and staff will be instructed on Internet safety including how to protect online

privacy and avoid online predators

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed on Internet

safety including online privacy and avoidance of online predators

By June 2015 the SUSD Digital Citizenship curriculum on Internet safety will be reviewed and revised

as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Internet safety lessons which include online privacy and

avoidance of online predators from the Digital Citizenship curriculum Ongoing instruction will take

place as students use the Internet for research reports and projects During the 2014-15 school years

Common Sense Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz

curriculum will be reviewed along with the SUSD Digital Citizenship curriculum to determine whether

their lessons would be appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of Internet safety including online privacy and avoidance of online predators A Student Tech

Survey will be administered at the end of the year

3h Equitable Access The Governing Board recognizes that technological resources can enhance student achievement by

increasing student access to information developing their technological literacy skills and providing

instruction tailored to student needs Effective use of technology can also increase the efficiency of the

districts non instructional operations and governance The Board is committed to the development and

maintenance of a district wide infrastructure and to providing staff professional development that will

allow the implementation of existing and new technologies All students must prior to access sign the

Acceptable Use Agreement specifying user obligation and responsibilities This agreement is also signed

by the students parent This policy ensures equal access and that the district technology is used in a

manner to support the instructional program and the achievement of student learning

3i Record Keeping and Assessment Currently Illuminate is the data system used to warehouse student assessment information for teacher and

administrative use Technology will be used to deliver enhanced instruction and support technological

11

proficiency for the student as well as the teacher Currently site Illuminate leads support teachers in the

use of Illuminate to monitor and adjust instruction based on students needs

Goal 5 Annually 2014-2018 all SUSD teachers will regularly use the districtrsquos student data information

system for state assessments local benchmark assessments and teacherdepartment used common

assessments

3j School to Home Communication

Goal 6 SUSD currently employs a number of well used technological two-way

communication practices that will continue for the next 5 years in so far as they are still

deemed effective By June 2018 SUSD will extend its home and school two-way communication as measured

by the number of site and district website hits and the further analysis of said hits SUSD home school two-way communication will continue with the use of the following

technology tools

School and District Websites

Email

Newsletters- teacher and school both electronic and paper copies

Web pages Teacher ndash web pages

Illuminate

Bulletin Board Online

Twitter

School Marques

Objective 1 Baseline data for the number of hits and further analysis of sites visited will be

established for the SUSD website May 30 2014

Year 1 Activities and Benchmarks By June 2015 SUSD will increase the number of SUSD

websites hits by 10 for the May 2014 baseline data Further analysis of sites visited will also

increase by 10 over the May 2014 baseline data

Year 2 Activities and Benchmarks By June 2016 SUSD will increase the number of SUSD

12

website hits by 10 from the June 2015 data Further analysis of sites visited will also increase

by 10 over the June 2015 data

Year 3 Activities and Benchmarks By June 2017 SUSD will increase the number of SUSD

website hits by 10 from the June 2016 data Further analysis of sites visited will also increase

by 10 over the June 2016 data

Year 4 Activities and Benchmarks By June 2018 SUSD will increase the number of SUSD

website hits by 10 from the June 2017 data Further analysis of sites visited will also increase

by 10 over the June 2017 data

Year 5 Activities and Benchmarks By June 2019 SUSD will increase the number of SUSD

website hits by 10 from the June 2018 data Further analysis of sites visited will also increase

by 10 over the June 2018 data

Evaluation Instrument(s) and Data to be Collected The District Library Coordinator and

Teacher Librarianrsquos will monitor district website usage hits in December and June annually

and report the findings and analysis to the Director of Curriculum and Instruction and the

District Technology Committee

Schedule for Evaluation The District Library Coordinator and Teacher Librarianrsquos will

monitor district website usage hits in December and June annually and report the findings and

analysis to the Director of Curriculum and Instruction and the District Technology Committee

Objective Analysis and Modification Process Based on the website hits and analysis and

parent responses on the annual Parent Survey SUSD Administrative Cabinet will direct the

District Technology Team accordingly

3k District and Site Level Monitoring and Evaluation

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be accomplished

by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for

ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology

Survey completed after Years 1 and 3 The district technology committee will analyze and review the

plan implementation data and feedback annually The Director of Curriculum and Instruction will report

progress to the Superintendentrsquos Cabinet bi-annually

4a Student Skills by Grade Level GRADE K

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer RazKids

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 9: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

8

Students will be exposed to and use Google tools with other students and their teachers 3) All students

will continue to learn the SUSD Digital Citizenship curriculum

By June 2015 Staff 1) All teachers will teach the Common Core Standards using district identified recommended web

based resources 2) All staff will increase the number of Google tools and frequency of use with

colleagues and students 3) Professional development will be provided in the teaching the research

process and how to present technology-enhanced projects

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to use applications and resources to deliver presentations and will deliver grade level appropriate

presentations

By June 2016 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development to help teachers

learn and practice specific strategies for integrating technology and 21st century skills into their

classroom

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create technology-enhanced projects

By June 2017 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Provide professional development on the selection of

online resources and using digital content

Students 1) All students will learn the Common Core Standards in ELA or Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will learn

how to create and present technology-enhanced projects

By June 2018 Staff 1) All teachers and leaders will teach the Common Core Standards using district identified

recommended web based resources 2) All staff will increase the number of Google and other tools and

frequency of use with colleagues and students 3) Professional development will be provided on how to

plan a collaborative project with peers or students using telecommunication tools

Students 1) All students will learn the Common Core Standards in ELA and Math 2) Students will

increase the number of Google tools used and frequency of use with other students and their teacher 3)

All students will continue to learn the SUSD Digital Citizenship curriculum 4) All students will plan a

collaborative project with peers using a telecommunication tool

Evaluation Instrument(s) and Data to be Collected

9

1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for ELA

and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology Survey

completed after Years 1 and 3

Evaluation of Objectives Activities Benchmarks and Modification Process The district technology committee will analyze and review the plan implementation data and feedback

annually The Director of Curriculum and Instruction will report progress to the Superintendentrsquos Cabinet

bi-annually

3e Tech Literacy

Goal 2 All students and staff will receive instructiontraining on the SUSD K-12 Technology Standards

(based on the National Education Technology Standards-NETS and the Fresno County Office of

Education Recommended Digital Literacy amp Technology Skills to Support the California Common Core

State Standards)

Objective By June 2016 2017 and 2018 at the completion of grades 2 5 8 and 12 100 of the

students will be able to demonstrate proficiency in the three digital literacy categories of the SUSD K-12

Technology Standards for their grade span and incorporate the research process into their projects andor

research

By June 2014 100 of the staff will have received training on the SUSD K-12 Technology Standards

for their grade span and the research process

Activities and Benchmarks K-12 teachers will be trained in their grade span level of the SUSD K-12

Technology Standards and the research process After training K-8 teachers will begin incorporating the

SUSD K-12 Technology Standards and the research process into their curriculum (2014-2018) High

school core curriculum department teachers (English Math Social Science and Science) administration

and teacher librarians will collaboratively determine the projects that will be required of students by

content area and grade level so as to avoid duplication to meet the SUSD Technology Standards Teachers

will incorporate these projects and the research process into their content areas (2014-2018)

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher to determine student

proficiencies student projects and research student knowledge of the research process through student

projects research and other classroom assignments A Student Tech Survey will be administered at the

end of the year

3f Copyright and Fair Use

Goal 3 All students will be instructed on how to distinguish lawful from unlawful uses of copyrighted

works including the following topics the concept and purpose of both copyright and fair use how to

distinguish lawful from unlawful downloading and peer-to-peer file sharing and how to avoid plagiarism

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed in the

appropriate and ethical use of information technology By June 2015 the SUSD Digital Citizenship

lessons on copyright and fair use downloading and peer-to-peer file sharing and plagiarism will be

reviewed and revised as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Digital Citizenship lessons covering the following areas

how to distinguish lawful from unlawful uses of copyrighted works including the following topics the

10

concept and purpose of both copyright and fair use how to distinguish lawful from unlawful downloading

and peer-to-peer file sharing and how to avoid plagiarism Ongoing instruction will take place as students

use the Internet for research reports and projects During the 2014-15 school years Common Sense

Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz curriculum will be

reviewed along with the SUSD Digital Citizenship lessons to determine whether their lessons would be

appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of copyright fair use downloading and peer-to-peer file sharing and plagiarism through

student projects research and other classroom assignments A Student Tech Survey will be administered

at the end of the year

3g Cybersafety

Goal 4 All students and staff will be instructed on Internet safety including how to protect online

privacy and avoid online predators

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed on Internet

safety including online privacy and avoidance of online predators

By June 2015 the SUSD Digital Citizenship curriculum on Internet safety will be reviewed and revised

as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Internet safety lessons which include online privacy and

avoidance of online predators from the Digital Citizenship curriculum Ongoing instruction will take

place as students use the Internet for research reports and projects During the 2014-15 school years

Common Sense Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz

curriculum will be reviewed along with the SUSD Digital Citizenship curriculum to determine whether

their lessons would be appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of Internet safety including online privacy and avoidance of online predators A Student Tech

Survey will be administered at the end of the year

3h Equitable Access The Governing Board recognizes that technological resources can enhance student achievement by

increasing student access to information developing their technological literacy skills and providing

instruction tailored to student needs Effective use of technology can also increase the efficiency of the

districts non instructional operations and governance The Board is committed to the development and

maintenance of a district wide infrastructure and to providing staff professional development that will

allow the implementation of existing and new technologies All students must prior to access sign the

Acceptable Use Agreement specifying user obligation and responsibilities This agreement is also signed

by the students parent This policy ensures equal access and that the district technology is used in a

manner to support the instructional program and the achievement of student learning

3i Record Keeping and Assessment Currently Illuminate is the data system used to warehouse student assessment information for teacher and

administrative use Technology will be used to deliver enhanced instruction and support technological

11

proficiency for the student as well as the teacher Currently site Illuminate leads support teachers in the

use of Illuminate to monitor and adjust instruction based on students needs

Goal 5 Annually 2014-2018 all SUSD teachers will regularly use the districtrsquos student data information

system for state assessments local benchmark assessments and teacherdepartment used common

assessments

3j School to Home Communication

Goal 6 SUSD currently employs a number of well used technological two-way

communication practices that will continue for the next 5 years in so far as they are still

deemed effective By June 2018 SUSD will extend its home and school two-way communication as measured

by the number of site and district website hits and the further analysis of said hits SUSD home school two-way communication will continue with the use of the following

technology tools

School and District Websites

Email

Newsletters- teacher and school both electronic and paper copies

Web pages Teacher ndash web pages

Illuminate

Bulletin Board Online

Twitter

School Marques

Objective 1 Baseline data for the number of hits and further analysis of sites visited will be

established for the SUSD website May 30 2014

Year 1 Activities and Benchmarks By June 2015 SUSD will increase the number of SUSD

websites hits by 10 for the May 2014 baseline data Further analysis of sites visited will also

increase by 10 over the May 2014 baseline data

Year 2 Activities and Benchmarks By June 2016 SUSD will increase the number of SUSD

12

website hits by 10 from the June 2015 data Further analysis of sites visited will also increase

by 10 over the June 2015 data

Year 3 Activities and Benchmarks By June 2017 SUSD will increase the number of SUSD

website hits by 10 from the June 2016 data Further analysis of sites visited will also increase

by 10 over the June 2016 data

Year 4 Activities and Benchmarks By June 2018 SUSD will increase the number of SUSD

website hits by 10 from the June 2017 data Further analysis of sites visited will also increase

by 10 over the June 2017 data

Year 5 Activities and Benchmarks By June 2019 SUSD will increase the number of SUSD

website hits by 10 from the June 2018 data Further analysis of sites visited will also increase

by 10 over the June 2018 data

Evaluation Instrument(s) and Data to be Collected The District Library Coordinator and

Teacher Librarianrsquos will monitor district website usage hits in December and June annually

and report the findings and analysis to the Director of Curriculum and Instruction and the

District Technology Committee

Schedule for Evaluation The District Library Coordinator and Teacher Librarianrsquos will

monitor district website usage hits in December and June annually and report the findings and

analysis to the Director of Curriculum and Instruction and the District Technology Committee

Objective Analysis and Modification Process Based on the website hits and analysis and

parent responses on the annual Parent Survey SUSD Administrative Cabinet will direct the

District Technology Team accordingly

3k District and Site Level Monitoring and Evaluation

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be accomplished

by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for

ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology

Survey completed after Years 1 and 3 The district technology committee will analyze and review the

plan implementation data and feedback annually The Director of Curriculum and Instruction will report

progress to the Superintendentrsquos Cabinet bi-annually

4a Student Skills by Grade Level GRADE K

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer RazKids

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 10: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

9

1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for ELA

and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology Survey

completed after Years 1 and 3

Evaluation of Objectives Activities Benchmarks and Modification Process The district technology committee will analyze and review the plan implementation data and feedback

annually The Director of Curriculum and Instruction will report progress to the Superintendentrsquos Cabinet

bi-annually

3e Tech Literacy

Goal 2 All students and staff will receive instructiontraining on the SUSD K-12 Technology Standards

(based on the National Education Technology Standards-NETS and the Fresno County Office of

Education Recommended Digital Literacy amp Technology Skills to Support the California Common Core

State Standards)

Objective By June 2016 2017 and 2018 at the completion of grades 2 5 8 and 12 100 of the

students will be able to demonstrate proficiency in the three digital literacy categories of the SUSD K-12

Technology Standards for their grade span and incorporate the research process into their projects andor

research

By June 2014 100 of the staff will have received training on the SUSD K-12 Technology Standards

for their grade span and the research process

Activities and Benchmarks K-12 teachers will be trained in their grade span level of the SUSD K-12

Technology Standards and the research process After training K-8 teachers will begin incorporating the

SUSD K-12 Technology Standards and the research process into their curriculum (2014-2018) High

school core curriculum department teachers (English Math Social Science and Science) administration

and teacher librarians will collaboratively determine the projects that will be required of students by

content area and grade level so as to avoid duplication to meet the SUSD Technology Standards Teachers

will incorporate these projects and the research process into their content areas (2014-2018)

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher to determine student

proficiencies student projects and research student knowledge of the research process through student

projects research and other classroom assignments A Student Tech Survey will be administered at the

end of the year

3f Copyright and Fair Use

Goal 3 All students will be instructed on how to distinguish lawful from unlawful uses of copyrighted

works including the following topics the concept and purpose of both copyright and fair use how to

distinguish lawful from unlawful downloading and peer-to-peer file sharing and how to avoid plagiarism

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed in the

appropriate and ethical use of information technology By June 2015 the SUSD Digital Citizenship

lessons on copyright and fair use downloading and peer-to-peer file sharing and plagiarism will be

reviewed and revised as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Digital Citizenship lessons covering the following areas

how to distinguish lawful from unlawful uses of copyrighted works including the following topics the

10

concept and purpose of both copyright and fair use how to distinguish lawful from unlawful downloading

and peer-to-peer file sharing and how to avoid plagiarism Ongoing instruction will take place as students

use the Internet for research reports and projects During the 2014-15 school years Common Sense

Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz curriculum will be

reviewed along with the SUSD Digital Citizenship lessons to determine whether their lessons would be

appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of copyright fair use downloading and peer-to-peer file sharing and plagiarism through

student projects research and other classroom assignments A Student Tech Survey will be administered

at the end of the year

3g Cybersafety

Goal 4 All students and staff will be instructed on Internet safety including how to protect online

privacy and avoid online predators

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed on Internet

safety including online privacy and avoidance of online predators

By June 2015 the SUSD Digital Citizenship curriculum on Internet safety will be reviewed and revised

as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Internet safety lessons which include online privacy and

avoidance of online predators from the Digital Citizenship curriculum Ongoing instruction will take

place as students use the Internet for research reports and projects During the 2014-15 school years

Common Sense Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz

curriculum will be reviewed along with the SUSD Digital Citizenship curriculum to determine whether

their lessons would be appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of Internet safety including online privacy and avoidance of online predators A Student Tech

Survey will be administered at the end of the year

3h Equitable Access The Governing Board recognizes that technological resources can enhance student achievement by

increasing student access to information developing their technological literacy skills and providing

instruction tailored to student needs Effective use of technology can also increase the efficiency of the

districts non instructional operations and governance The Board is committed to the development and

maintenance of a district wide infrastructure and to providing staff professional development that will

allow the implementation of existing and new technologies All students must prior to access sign the

Acceptable Use Agreement specifying user obligation and responsibilities This agreement is also signed

by the students parent This policy ensures equal access and that the district technology is used in a

manner to support the instructional program and the achievement of student learning

3i Record Keeping and Assessment Currently Illuminate is the data system used to warehouse student assessment information for teacher and

administrative use Technology will be used to deliver enhanced instruction and support technological

11

proficiency for the student as well as the teacher Currently site Illuminate leads support teachers in the

use of Illuminate to monitor and adjust instruction based on students needs

Goal 5 Annually 2014-2018 all SUSD teachers will regularly use the districtrsquos student data information

system for state assessments local benchmark assessments and teacherdepartment used common

assessments

3j School to Home Communication

Goal 6 SUSD currently employs a number of well used technological two-way

communication practices that will continue for the next 5 years in so far as they are still

deemed effective By June 2018 SUSD will extend its home and school two-way communication as measured

by the number of site and district website hits and the further analysis of said hits SUSD home school two-way communication will continue with the use of the following

technology tools

School and District Websites

Email

Newsletters- teacher and school both electronic and paper copies

Web pages Teacher ndash web pages

Illuminate

Bulletin Board Online

Twitter

School Marques

Objective 1 Baseline data for the number of hits and further analysis of sites visited will be

established for the SUSD website May 30 2014

Year 1 Activities and Benchmarks By June 2015 SUSD will increase the number of SUSD

websites hits by 10 for the May 2014 baseline data Further analysis of sites visited will also

increase by 10 over the May 2014 baseline data

Year 2 Activities and Benchmarks By June 2016 SUSD will increase the number of SUSD

12

website hits by 10 from the June 2015 data Further analysis of sites visited will also increase

by 10 over the June 2015 data

Year 3 Activities and Benchmarks By June 2017 SUSD will increase the number of SUSD

website hits by 10 from the June 2016 data Further analysis of sites visited will also increase

by 10 over the June 2016 data

Year 4 Activities and Benchmarks By June 2018 SUSD will increase the number of SUSD

website hits by 10 from the June 2017 data Further analysis of sites visited will also increase

by 10 over the June 2017 data

Year 5 Activities and Benchmarks By June 2019 SUSD will increase the number of SUSD

website hits by 10 from the June 2018 data Further analysis of sites visited will also increase

by 10 over the June 2018 data

Evaluation Instrument(s) and Data to be Collected The District Library Coordinator and

Teacher Librarianrsquos will monitor district website usage hits in December and June annually

and report the findings and analysis to the Director of Curriculum and Instruction and the

District Technology Committee

Schedule for Evaluation The District Library Coordinator and Teacher Librarianrsquos will

monitor district website usage hits in December and June annually and report the findings and

analysis to the Director of Curriculum and Instruction and the District Technology Committee

Objective Analysis and Modification Process Based on the website hits and analysis and

parent responses on the annual Parent Survey SUSD Administrative Cabinet will direct the

District Technology Team accordingly

3k District and Site Level Monitoring and Evaluation

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be accomplished

by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for

ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology

Survey completed after Years 1 and 3 The district technology committee will analyze and review the

plan implementation data and feedback annually The Director of Curriculum and Instruction will report

progress to the Superintendentrsquos Cabinet bi-annually

4a Student Skills by Grade Level GRADE K

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer RazKids

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 11: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

10

concept and purpose of both copyright and fair use how to distinguish lawful from unlawful downloading

and peer-to-peer file sharing and how to avoid plagiarism Ongoing instruction will take place as students

use the Internet for research reports and projects During the 2014-15 school years Common Sense

Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz curriculum will be

reviewed along with the SUSD Digital Citizenship lessons to determine whether their lessons would be

appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of copyright fair use downloading and peer-to-peer file sharing and plagiarism through

student projects research and other classroom assignments A Student Tech Survey will be administered

at the end of the year

3g Cybersafety

Goal 4 All students and staff will be instructed on Internet safety including how to protect online

privacy and avoid online predators

Objective By June 2014 2015 2016 2017 and 2018 100 of the students will be instructed on Internet

safety including online privacy and avoidance of online predators

By June 2015 the SUSD Digital Citizenship curriculum on Internet safety will be reviewed and revised

as needed

Activities and Benchmarks Teachers the District Library Coordinator and Teacher Librarians will

continue to teach the grade-level appropriate Internet safety lessons which include online privacy and

avoidance of online predators from the Digital Citizenship curriculum Ongoing instruction will take

place as students use the Internet for research reports and projects During the 2014-15 school years

Common Sense Mediarsquos Digital Literacy and Citizenship Classroom Curriculum and the Netsmartz

curriculum will be reviewed along with the SUSD Digital Citizenship curriculum to determine whether

their lessons would be appropriate to add or replace some of the districtrsquos lessons

Evaluation Instrument(s) and Data to be Collected In-class evaluation by teacher of student

knowledge of Internet safety including online privacy and avoidance of online predators A Student Tech

Survey will be administered at the end of the year

3h Equitable Access The Governing Board recognizes that technological resources can enhance student achievement by

increasing student access to information developing their technological literacy skills and providing

instruction tailored to student needs Effective use of technology can also increase the efficiency of the

districts non instructional operations and governance The Board is committed to the development and

maintenance of a district wide infrastructure and to providing staff professional development that will

allow the implementation of existing and new technologies All students must prior to access sign the

Acceptable Use Agreement specifying user obligation and responsibilities This agreement is also signed

by the students parent This policy ensures equal access and that the district technology is used in a

manner to support the instructional program and the achievement of student learning

3i Record Keeping and Assessment Currently Illuminate is the data system used to warehouse student assessment information for teacher and

administrative use Technology will be used to deliver enhanced instruction and support technological

11

proficiency for the student as well as the teacher Currently site Illuminate leads support teachers in the

use of Illuminate to monitor and adjust instruction based on students needs

Goal 5 Annually 2014-2018 all SUSD teachers will regularly use the districtrsquos student data information

system for state assessments local benchmark assessments and teacherdepartment used common

assessments

3j School to Home Communication

Goal 6 SUSD currently employs a number of well used technological two-way

communication practices that will continue for the next 5 years in so far as they are still

deemed effective By June 2018 SUSD will extend its home and school two-way communication as measured

by the number of site and district website hits and the further analysis of said hits SUSD home school two-way communication will continue with the use of the following

technology tools

School and District Websites

Email

Newsletters- teacher and school both electronic and paper copies

Web pages Teacher ndash web pages

Illuminate

Bulletin Board Online

Twitter

School Marques

Objective 1 Baseline data for the number of hits and further analysis of sites visited will be

established for the SUSD website May 30 2014

Year 1 Activities and Benchmarks By June 2015 SUSD will increase the number of SUSD

websites hits by 10 for the May 2014 baseline data Further analysis of sites visited will also

increase by 10 over the May 2014 baseline data

Year 2 Activities and Benchmarks By June 2016 SUSD will increase the number of SUSD

12

website hits by 10 from the June 2015 data Further analysis of sites visited will also increase

by 10 over the June 2015 data

Year 3 Activities and Benchmarks By June 2017 SUSD will increase the number of SUSD

website hits by 10 from the June 2016 data Further analysis of sites visited will also increase

by 10 over the June 2016 data

Year 4 Activities and Benchmarks By June 2018 SUSD will increase the number of SUSD

website hits by 10 from the June 2017 data Further analysis of sites visited will also increase

by 10 over the June 2017 data

Year 5 Activities and Benchmarks By June 2019 SUSD will increase the number of SUSD

website hits by 10 from the June 2018 data Further analysis of sites visited will also increase

by 10 over the June 2018 data

Evaluation Instrument(s) and Data to be Collected The District Library Coordinator and

Teacher Librarianrsquos will monitor district website usage hits in December and June annually

and report the findings and analysis to the Director of Curriculum and Instruction and the

District Technology Committee

Schedule for Evaluation The District Library Coordinator and Teacher Librarianrsquos will

monitor district website usage hits in December and June annually and report the findings and

analysis to the Director of Curriculum and Instruction and the District Technology Committee

Objective Analysis and Modification Process Based on the website hits and analysis and

parent responses on the annual Parent Survey SUSD Administrative Cabinet will direct the

District Technology Team accordingly

3k District and Site Level Monitoring and Evaluation

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be accomplished

by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for

ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology

Survey completed after Years 1 and 3 The district technology committee will analyze and review the

plan implementation data and feedback annually The Director of Curriculum and Instruction will report

progress to the Superintendentrsquos Cabinet bi-annually

4a Student Skills by Grade Level GRADE K

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer RazKids

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 12: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

11

proficiency for the student as well as the teacher Currently site Illuminate leads support teachers in the

use of Illuminate to monitor and adjust instruction based on students needs

Goal 5 Annually 2014-2018 all SUSD teachers will regularly use the districtrsquos student data information

system for state assessments local benchmark assessments and teacherdepartment used common

assessments

3j School to Home Communication

Goal 6 SUSD currently employs a number of well used technological two-way

communication practices that will continue for the next 5 years in so far as they are still

deemed effective By June 2018 SUSD will extend its home and school two-way communication as measured

by the number of site and district website hits and the further analysis of said hits SUSD home school two-way communication will continue with the use of the following

technology tools

School and District Websites

Email

Newsletters- teacher and school both electronic and paper copies

Web pages Teacher ndash web pages

Illuminate

Bulletin Board Online

Twitter

School Marques

Objective 1 Baseline data for the number of hits and further analysis of sites visited will be

established for the SUSD website May 30 2014

Year 1 Activities and Benchmarks By June 2015 SUSD will increase the number of SUSD

websites hits by 10 for the May 2014 baseline data Further analysis of sites visited will also

increase by 10 over the May 2014 baseline data

Year 2 Activities and Benchmarks By June 2016 SUSD will increase the number of SUSD

12

website hits by 10 from the June 2015 data Further analysis of sites visited will also increase

by 10 over the June 2015 data

Year 3 Activities and Benchmarks By June 2017 SUSD will increase the number of SUSD

website hits by 10 from the June 2016 data Further analysis of sites visited will also increase

by 10 over the June 2016 data

Year 4 Activities and Benchmarks By June 2018 SUSD will increase the number of SUSD

website hits by 10 from the June 2017 data Further analysis of sites visited will also increase

by 10 over the June 2017 data

Year 5 Activities and Benchmarks By June 2019 SUSD will increase the number of SUSD

website hits by 10 from the June 2018 data Further analysis of sites visited will also increase

by 10 over the June 2018 data

Evaluation Instrument(s) and Data to be Collected The District Library Coordinator and

Teacher Librarianrsquos will monitor district website usage hits in December and June annually

and report the findings and analysis to the Director of Curriculum and Instruction and the

District Technology Committee

Schedule for Evaluation The District Library Coordinator and Teacher Librarianrsquos will

monitor district website usage hits in December and June annually and report the findings and

analysis to the Director of Curriculum and Instruction and the District Technology Committee

Objective Analysis and Modification Process Based on the website hits and analysis and

parent responses on the annual Parent Survey SUSD Administrative Cabinet will direct the

District Technology Team accordingly

3k District and Site Level Monitoring and Evaluation

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be accomplished

by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for

ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology

Survey completed after Years 1 and 3 The district technology committee will analyze and review the

plan implementation data and feedback annually The Director of Curriculum and Instruction will report

progress to the Superintendentrsquos Cabinet bi-annually

4a Student Skills by Grade Level GRADE K

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer RazKids

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 13: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

12

website hits by 10 from the June 2015 data Further analysis of sites visited will also increase

by 10 over the June 2015 data

Year 3 Activities and Benchmarks By June 2017 SUSD will increase the number of SUSD

website hits by 10 from the June 2016 data Further analysis of sites visited will also increase

by 10 over the June 2016 data

Year 4 Activities and Benchmarks By June 2018 SUSD will increase the number of SUSD

website hits by 10 from the June 2017 data Further analysis of sites visited will also increase

by 10 over the June 2017 data

Year 5 Activities and Benchmarks By June 2019 SUSD will increase the number of SUSD

website hits by 10 from the June 2018 data Further analysis of sites visited will also increase

by 10 over the June 2018 data

Evaluation Instrument(s) and Data to be Collected The District Library Coordinator and

Teacher Librarianrsquos will monitor district website usage hits in December and June annually

and report the findings and analysis to the Director of Curriculum and Instruction and the

District Technology Committee

Schedule for Evaluation The District Library Coordinator and Teacher Librarianrsquos will

monitor district website usage hits in December and June annually and report the findings and

analysis to the Director of Curriculum and Instruction and the District Technology Committee

Objective Analysis and Modification Process Based on the website hits and analysis and

parent responses on the annual Parent Survey SUSD Administrative Cabinet will direct the

District Technology Team accordingly

3k District and Site Level Monitoring and Evaluation

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be accomplished

by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced Assessment results for

ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and Student Technology

Survey completed after Years 1 and 3 The district technology committee will analyze and review the

plan implementation data and feedback annually The Director of Curriculum and Instruction will report

progress to the Superintendentrsquos Cabinet bi-annually

4a Student Skills by Grade Level GRADE K

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer RazKids

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 14: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

13

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

GRADE 1

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues using electronic media at home in school and in society

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 15: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

14

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal information)

follow copyright laws

follow plagiarism rules

RazKids

PebbleGo

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

Navigate within a website

use a bookmark to access a website

use search engines and library web-based databases to locate

information

understand and use website vocabulary

PebbleGo

RazKids

Destiny

GRADE 2

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

turn on a computer

use logins and passwords to access computer programs

open a programapplication

use and understand computer vocabulary

shut down a computer

Type and Edit Text

Send a document to a printer

Log off andor quit a program

Log off a computer

Learn basic keyboarding skills (not to proficiency)

Learn and Apply basic keyboarding skills

RazKids

Dance Mat typing

Key Seeker typing

Digital Literacy Category 2 Demonstrate the responsible use of technology and an understanding of

ethics and safety issues in using electronic media at home in school and in society

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

handle the hardware responsible

practice and respect privacy (password personal info)

follow copyright laws

follow plagiarism rules

PebbleGo

RazKids

Destiny

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 16: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

15

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

R 21 Ask and answer such questions as

who what where when

why and how to demonstrate

understanding of key details in

a text

W 26 With guidance and support from adults

use a variety of

digital tools to produce and publish

writing including in

collaboration with peers

W 28 Recall information from experiences or

gather information

from provided sources to answer a

question

W 27 Participate in shared research and writing

projects (eg

read a number of books on a single topic

to produce a

report record science observations)

Navigate within a website

use a bookmark to access a website

use search engines and library

web-based databases to locate

information

understand and use website

vocabulary

PebbleGo

RazKids

Destiny

GRADE 3

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

turn on a computer

use logins and passwords to access

computer programs

learn and apply basic keyboarding

skills

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 17: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

16

well as to interact and collaborate with

others

use peripherals to retrievesave

data

preview and print a document

preview print a document adjust

page orientation use print

properties

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 3 5 wordsmin)

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

W 36 With guidance and support from adults

use technology to

produce and publish writing (using

keyboarding skills) as

well as to interact and collaborate with

others

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft Word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 3 column and row)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

explain and use age-appropriate

onlines tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Kidbiz

PebbleGo

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 18: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

17

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RI 35 Use text features and search tools (eg

key words sidebars

hyperlinks) to locate information relevant

to a given topic

efficiently

W 38 Recall information from experiences or

gather information

from print and digital sources take brief

notes on sources

and sort evidence into provided

categories

W 37 Conduct short research projects that build

knowledge about

a topic

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

GRADE 4

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

log on to a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 19: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

18

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 4 10 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

SL 45 Add audio recordings and visual displays

to presentations

when appropriate to enhance the

development of main ideas

or themes

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

do simple searches of existing

databases

Destiny

KidBiz

SPREADSHEETS

identify and explain terms and

concepts related to spreadsheets

(Grade 4 values and labels)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

W 46 With some guidance and support from

adults use technology including the

Internet to produce and publish

writing as well as to interact and

collaborate with others demonstrate

sufficient command of keyboarding skills

to

type a minimum of one page in a single

sitting

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

Use age-appropriate internet-based

Kidbiz

PebbleGo

Google Apps

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 20: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

19

search engines to locate and extract

information selecting appropriate

key words

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

W 46 With some guidance and support from

adults use

technology including the Internet to

produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to

type a minimum of one page in a single

sitting

W 48 Recall relevant information from

experiences or gather

relevant information from print and

digital sources take

notes paraphrase and categorize

information and provide

a list of sources

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Destiny

Kidbiz

United Streaming

Grade 5

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 56 With guidance and support from adults

use technology including the Internet to

produce and publish writing as well as to

interact and collaborate with others

turn on a computer

use logins and passwords to access

computer programs

use peripherals to retrievesave

data

preview and print a document

Word

Google Docs

Super Hyper Spider

Typer

Big Brown Bear

Chromebooks

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 21: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

20

demonstrate sufficient command of

keyboarding skills to type a minimum of

two pages in a single sitting

preview print a document adjust

page orientation use print

properties

use various operating system

features

demonstrate keyboarding skills and

proper keyboarding techniques

(Grade 5 15 wordsmin)

ipads

Thin

ClientsDesktop

WORD PROCESSING

Use menutool bar function in a

word processing program (ie font

sizestyle line spacing margins)

to format a document

copy and paste images within a

document as well as from one

document

proofread and edit writing using

appropriate resources (ie

dictionary spell checker grammar

resource

Microsoft word

Google Doc

DATABASES

define terms related to databases

such as ldquorecordrdquo ldquofieldrdquo and

ldquoSearchrdquo

define the term ldquodatabaserdquo and

provide examples from everyday

life (eg library catalogues school

records phonebook)

do simple searches of existing

databases

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

KidBiz

SPREADSHEETS

demonstrate an understanding of

the spreadsheet as a tool to record

organize and graph information

identify and explain terms and

concepts related to spreadsheets

(Grade 5 chart and graph)

enteredit data in spreadsheets and

perform calculations using simple

formulas (+ - ) observing that

changes occur

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 22: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

21

explain and use age-appropriate

online tools and resources (ie

tutorial assessment Web browser)

save retrieve and delete electronic

files on a hard drive or school

network

explain terms related to the use of

networks (username password

network file server)

identify and use terms related to

the internet (eg Web browser

URL keyword World Wide Web

search engines links)

Use age-appropriate internet-based

search engines to locate and extract

information selecting appropriate

key words

Kidbiz

PebbleGo

Google Apps

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RS 57 Draw on information from multiple print

or digital sources demonstrating the

ability to locate an answer to a question

quickly or to solve a problem efficiently

W 55 With guidance and support from peers

and adults develop and strengthen

writing as needed by planning revising

editing rewriting or trying a new

approach (Editing for conventions

should demonstrate command of

Language standards 1-3 up to and

including grade 5 on pages 28 and 29)

Locate download and organize

content from digital media

collections for specific purposes

citing sources

perform basic searches on

databases (ie library card

catalogue encyclopedia) to locate

information using two or more key

words and techniques to refine and

limit such searches

Evaluate internet resources in

terms of their usefulness for

research

use content-specific technology

tools (eg weathercom

seismological data simulations) to

gather and analyze data

use online tools (eg Google docs

online blogs and wikis) to gather

and share information

collaboratively with other students

Destiny

Kidbiz

United Streaming

Reliable databases

Google Apps for

Education

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 23: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

22

Grades 6

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 24: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

23

DATABASES

describe the structure and function of

a database using related terms

appropriately

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

Destiny

Library purchased

databases

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 25: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

24

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RESEARCH

RL67 Compare and contrast the experience

of reading a story

drama or poem to listening to or

viewing an audio video or

live version of the text including

contrasting what they ldquoseerdquo

and ldquohearrdquo when reading the text to

what they perceive when

they listen or watch

RI 67 Integrate information presented in

different media or formats

(eg visually quantitatively) as well

as in words to develop a

coherent understanding of a topic or

issue

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

W 66 Use technology including the Internet

to produce and publish

writing as well as to interact and

collaborate with others

demonstrate sufficient command of

keyboarding skills to type

a minimum of three pages in a single

sitting

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Google

Presentation

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 7 amp 8

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 26: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

25

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

BASIC OPERATIONS

use features of a computer operating

system (eg determine available

space on local

storage devices and remote storage

resources access the size and format

of files identify the version of an

application)

independently operate peripheral

equipment (eg scanner digital

camera camcorder and projector

equipment) if available

identify and use a variety of storage

media (eg CDs DVDs flash

drives school servers and online

storage spaces) and provide a

rationale for using a certain medium

for a specific purpose

demonstrate keyboarding skills

between 25‐ 30 wpm with fewer

than 5 errors by Grade 8 (For

students with special needs

demonstrate alternate input

techniques as appropriate)

Google Docs

SUSD Network

Microtype

Chromebooks

ipads

Thin

ClientsDesktop

WORD PROCESSING

demonstrate use of intermediate

features in word processing

applications (eg tabs indents

headers and footers endnotes bullet

and numbering and tables)

create save open import andor cut

and paste into a word processing

document in different file formats

(eg RTF HTML DOC(X) TXT

or ODT)

Microsoft word

Google Doc

DATABASES

describe the structure and function of

a database using related terms

appropriately

Destiny

Library purchased

databases

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 27: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

26

create a simple database (using

Google Docs) defining field formats

and adding new records

perform simple operations in a

database (ie browse sort filter

search on selected criteria delete

data enter data)

plan and develop database reports to

organize and display information

(Worldbook

Discoveryetc)

Teenbiz

Google

FormsSpreadsheets

Excel

Google

Presentation

SPREADSHEETS

describe the use of spreadsheets to

calculate graph organize and

present data in a variety of real‐world settings

create an original spreadsheet using

formulas

use various number formats (eg

scientific notation percentages

exponents) as appropriate

select and produce simple charts and

graphs from a spreadsheet using the

most appropriate to represent the

given data

Excel

Google forms

Google

Spreadsheets

INTERNET NETWORKING amp

ONLINE COMMUNICATION

web browse to access information

(eg enter a URL access links

create bookmarksfavorites print

web pages)

evaluate the authenticity accuracy

appropriateness and bias of

electronic resources including Web

sites and select information sources

and digital tools based on specific

tasks

use email functions and features

Library databases

Common Sense

media resources

Google apps for

Education

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 28: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

27

RESEARCH

RL 77 amp 87 Compare and contrast a written story

drama or poem to its

audio filmed staged or multimedia

version analyzing the

effects of techniques unique to each

medium (eg lighting

sound color or camera focus and

angles in a film)

W 76 amp 86 Use technology including the Internet

to produce and publish

writing and link to and cite sources as

well as to interact and

collaborate with others including

linking to and citing sources

W 77 amp 87 Conduct short research projects to

answer a question drawing

on several sources and generating

additional related focused

questions for further research and

investigation

W 78 amp 88 Gather relevant information from

multiple print and digital

sources using search terms effectively

assess the credibility

and accuracy of each source and quote

or paraphrase the data

and conclusions of others while

avoiding plagiarism and

following a standard format for

citation

use technology to locate evaluate

and collect information from a

variety of sources

use technology tools to process data

and report results

design develop publish and present

products (eg Web pages videos)

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Destiny

United Streaming

Reliable databases

Google Apps for

Education

Google

Presentation

Explain Everything

(ipad app)

Glogster

Various online

publishing tools

COMMUNICATION amp

COLLABORATION

SL 75 amp 85 Include multimedia components and

design develop publish and present

products (eg Web pages videos)

Google

Presentation

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 29: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

28

visual displays in

presentations to clarify claims and

findings and emphasize

salient points

using technology resources that

demonstrate and communicate

curriculum concepts to audiences

inside and outside the classroom

use appropriate online tools to

collaborate with peers experts and

others to investigate curriculum

related problems and develop

solutions or products for publication

Blog (schoolwires

blogger etc)

Glogster

Google Apps for

Education

Grades 9-12

Digital Literacy Category 1 Demonstrate proficiency in the use of computer applications as well as an

understanding of the concepts underlying hardware software and connectivity

By the end of 12th grade students will have made strategic use of digital media in presentations and other

performance tasks to add interest and enhance understanding

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

RI 9-107 Analyze various accounts of a subject

told in different mediums (eg a

personrsquos life story in both print and

multimedia) determining which details

are emphasized in each account

W 9-106 amp W 11-126 Use technology including the Internet

to produce publish and update

individual or shared writing products

taking

advantage of technologyrsquos capacity to

link to other information and to display

information flexibly and dynamically

RI 11-127 Integrate and evaluate multiple sources

of information presented in different

media or formats (eg visually

quantitatively) as well as in words in

order to address a

question or solve a problem

link videos websites animations etc in

multimedia products

use a variety of technology tools to plan

create and edit a multimedia product

(eg presentations videos websites

blogs animations simulations

podcasts)

evaluate and select appropriate software

for a given task (eg spreadsheet word

processing presentation)

apply advanced formatting and page

layout features when appropriate (eg

columns templates add and name

worksheets create charts and graphs and

styles) to improve the appearance of

documents and materials

use editing features appropriately (eg

track changes insert comments)

explain and demonstrate effective search

strategies for locating and retrieving

electronic information

use online help and stand-alone support

to troubleshoot systems and applications

define and use functions of a spreadsheet

application (eg sort formulas and

Google

Glogster Explain Everything

Word

Power Point

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 30: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

29

functions auto-fill)

Digital Literacy Category 3 Demonstrate the ability to use technology for research critical thinking

problem solving decision making communications collaboration creativity and innovation

CCSS Skills Skills (Students willhellip) ToolsApplications to

Accomplish

W 9-108 amp W 11-128 Gather relevant information from

multiple authoritative print and digital

sources using advanced searches

effectively

assess the usefulness of each source in

answering the research question

integrate information into the text

selectively to

maintain the flow of ideas avoiding

plagiarism and following a standard

format for citation including footnotes

and

endnotes

SL 9-102 Integrate multiple sources of

information presented in diverse media

or formats (eg visually

quantitatively orally)

evaluating the credibility and accuracy

of each source

SL 11-122 Integrate multiple sources of

information presented in diverse

formats and media (eg visually

quantitatively orally) in

order to make informed decisions and

solve problems evaluating the

credibility and accuracy of each source

and

noting any discrepancies among the

data

create original works by applying

existing knowledge of digital media to

generate new ideas or products

strategically use search engines and

online directories

use a variety of media to present

information for specific purposes (eg

lab reports research papers essays

presentations newsletters Web sites

podcasts blogs)

devise and demonstrate strategies for

efficiently collecting and organizing

information from electronic sources

evaluate the authenticity accuracy

appropriateness and bias of electronic

resources including Web sites and

select information sources and digital

tools based on specific tasks

9101112 use MLA format to cite text

and images gathered from electronic

sources

utilize specialized technology tools for

problem solving and decision-making in

all subject area performance tasks (eg

simulation software environmental

probes computer-aided design

geographic information

systems dynamic geometric software

graphing calculators art and music

composition software)

9101112 use online communication

tools to collaborate with others (eg

Google Apps)

Google

Glogster

Explain Everything

Word

Power Point

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 31: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

30

4b Staff Professional Development Needs

Grades Tk-2 Staff Development Goals

Year 1 amp 2 Teachers will be introduced to lessons which model appropriate grade level

technology skills that are implemented into the ELA curriculum These will be modeled

throughout the year at grade level release days and made available to teachers via the Classroom

Technology Website

Year 2 amp 3 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 4 amp 5 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Grades 3-5 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaborative creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 6-8 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 32: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

31

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

Grades 9-12 Staff Development Goals

Year 1 Teachers will be introduced to lessons which model appropriate grade level technology

skills that are implemented into the ELA curriculum These will be modeled throughout the year

at grade level release days and made available to teachers via the Classroom Technology

Website

Year 2 Teachers will revisit lessons from year one and begin to develop their own lessons

which incorporate grade level appropriate technology skills into the ELA curriculum

Year 3 Teachers will begin collaboratively creating lessons which incorporate grade level

appropriate technology skills into the ELA curriculum and implement these lessons throughout

the year

Year 4 Teachers will be introduced to online publishing and authoring tools These tools will be

incorporated into the lessons developed over the past 3 years

Year 5 Teachers will take their collaborative lessons and incorporate multiple online publishing

and authoring tools allowing for student choice in their tool

4c Monitor Development The District Technology committee will meet two times a year to review the professional growth plan

progress School site and district administration will participate in technology training modules to be able

to observe and gather data that will be reported to the committee on site and classroom implementation

progress Teachers will participate in the online SUSD Technology Skills Self-Assessment to assess their

progress annually

Infrastructure Hardware Technical Support and Software

Existing Hardware Computers and Instructional Technology Continuing with the goals set forth by our previous technology plan the District has made great

strides in adding new technology in the classrooms Computer labs both mobile and stationary

have been established in every school for student use with a greater emphasis on purchasing

mobile technologies such as netbooks and Chromebooks for student use All schools are

standardized on laptops projectors and document cameras for teacher use in every classroom

Looking at Chart A below we can see that the district average for computers that are newer than

4 years is 67 as of the 2013 ndash 2014 school year

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 33: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

32

School Laptopsdesktops 4 years or newer Chromebooks

Abraham Lincoln 64155 3250 288

Eric White 63149 032 64

Garfield 5765 3210 64

Heartland 065 015 64

Indianola 32145 061 32

Jackson 2161 064 64

Roosevelt 63122 024 96

Selma High 10448 097 192

Terry 4857 012 32

Washington 3258 012 0

Wilson 32137 3227 32

Hardware Suggestions for sites

(Please see our regularly updated specs guide located on the district website)

Electronic Learning Resources The district employs illuminate education and Intel Assess for student assessments A subscription to the

FCOE portal allows staff to utilize Discovery Education Streaming Worldbook Encyclopedia Pebble Go

EBSCO Gale Rosen Marshall Cavendish Salem History and Tumblebooks The District has established

a Google Apps for Education Domain to help support project based learning as well as increasing

collaboration between SUSD staff and students

5a Networking and Telecommunications Infrastructure

Acknowledging our aging infrastructure within the next three years it will become necessary to upgrade

the network backbone at all sites The upgraded network must support LAN links at a minimum of

10Gbps Switch ports must support a minimum of 1Gbps Chart B details the current number of switches

routers and access points at each school site as of the 2013 - 2014 school year In the 2011 - 2012 school year the District Wide Area Network was upgraded to a leased fiber optic

system that provides a 1Gbps connection from the District Office to each school site

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 34: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

33

The District ISP is the Fresno County Office of Education connected via a fiber optic link that

provides 1Gbps

The District uses Cisco Voice over IP for district wide phone service Depending on the school site 2

to 3 analog lines serve as backup in case a WAN outage occurs

Chart B ndash Network

Infrastructure totals

SITE 3750 APrsquos (80211n)

Abraham Lincoln 14 23

Eric White 6 14

Garfield 6 8

Heartland 4 5

Indianola 6 14

Jackson 6 12

Roosevelt 6 18

Selma High 27 37

Terry 2 6

Washington 3 5

Wilson 4 10

Technical Support District wide tech support is facilitated by the Technology Department housed at the District Office

Currently there are 2 full time desktop support techs servicing the entire District At the District level

there are 3 full time Network Analysts providing support for the entire network infrastructure

5b School Site and District Hardware Needs Moving forward a stronger focus must be placed on regularly cycling computers out of the classrooms

and labs every 4 years This is an area the District must focus on in order to move to a 11 environment

34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

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34

for our students and to ensure our staff have the technology to support the software being adopted by the

District Chart C details the technology refresh plan for District computers

Software The District is always evaluating software to better serve our staff and students As of the

2012ndash2013 school year the District has begun to move in the direction of using Google Apps

for Education to support Common Core in order to foster greater student to student as well as

student to teacher collaboration The IT department and Curriculum Department work together

to maintain the domain and train staff and students

Networking and Telecommunications Infrastructure In anticipation of the Common Core SUSD began preparing to upgrade the wireless and wired

infrastructure at each school site in the District In the absence of available E-Rate funds in 2013 the

District deployed a wireless network at each school site Available funds allowed for a minimum

geographical deployment This allow for basic wireless coverage for every classroom As bandwidth

demands increase the District acknowledges that additional access point must be deployed to meet

increasing demands

Although this equipment meets current wireless standards (80211n) within the next 3 years it may be

necessary to upgrade (80211ac)

Physical Plant Modifications When new wireless access points are installed it will become necessary to upgrade all of the physical

cable plant at each school site The existing 50nm multi-mode fiber does not support the data rates

required by the 80211ac standard Each school site will be retrofitted with single mode fiber optic cable

plant Since there is no theoretical speed limit with single mode fiber this will provide a sustainable data

transmission solution

Technical Support Currently there are 5 technicians supporting nearly 3000 devices As the number of devices grow addition

technical support staff must be added to keep up with the demand

5d Monitoring and Evaluation The District Technology Director will be responsible for acquisition of new technology The Technology

Director will be responsible for the dissemination of computers to the school sites as well as coordinating

with the District E-Rate consultant to properly bid and execute the District wide wired network gear

refresh project

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 36: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

35

The Technology Committee will meet twice a year to review data collected from Technology Director

reports site walk throughs Principal reports and site surveys to determine if any changes are needed to

technology purchases andor timelines

Funding and Budget 6a List of established and potential funding

sources Established Funding Sources

Title I Part A to the extent allowable Title III funds to the extent allowable Economic Impact Aid to the extent allowable E-rate funds CTE funds to the extent allowable ASES Grant to the extent allowable

Potential Funding Sources Federal grants as available LCFF State grants as available General funds

Save the Children funding to the extent allowable

6b Estimate annual implementation costs for the term of the plan School sites determine technology needs for students and set aside a self-determined amount of

categorical funds annually for the specific purchase of technology for student use The amount

set aside varies from site to site depending on the allocation of categorical dollars The range is

from $8000 - $20000 per year

6c Describe the districtrsquos replacement policy for obsolete equipment Board Policy 3270 addresses the procedures to be used for disposal and replacement of worn out

equipment The equipment must first be deemed obsolete it is considered that any technology

equipment with a manufacturing date that is four years or older from current date is obsolete The

following options are allowed for disposal and replacement -- 1) property may be advertised for bids 2)

governing board may authorize sale at a public auction 3) governing board may sell or lease the

property 4) materials may be donated for educational purpose use 5) may be scrapped or recycled

through e-waste Equipment is then replaced through a request submitted to the Director of Technology

who determines the best model and type of equipment to purchase for the intended purpose and obtains

bids from vendors

6d Process that will be used to monitor Ed Tech funding implementation costs and

new funding opportunities and to adjust budgets as necessary

The Technology Director will monitor current expenditures for technology explore new funding

opportunities and make adjustments to technology as needed and allowed per funding assurances

and requirements All reporting requirements for E Rate and other appropriateapplicable funds

such as grants will be completed annually and monitored for compliant expenditures

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 37: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

36

Monitoring and Evaluation

7a Process for evaluating the planrsquos overall progress and impact on teaching and learning

As mentioned in 3d and 4b District and Site Level Monitoring and Evaluation will be

accomplished by 1) Evaluations of Professional Development Sessions 2) Smarter Balanced

Assessment results for ELA and Math grades 3-8 and grade 11 in Years 2 3 4 and 5 and District and

Student Technology Survey completed after Years 1 and 3 The district technology committee will

analyze and review the plan implementation data and feedback annually The Director of Curriculum and

Instruction will report progress to the District Administrative Team bi-annually Principal evaluations

completed bi-annually

7b Schedule for evaluating the effect of plan implementation

MonitorEvaluation J A S O N D J F M A M J

District Tech Committee meets X X

District Academic Benchmark Reports X X

Superintendent to review data X X

Teacher technology training X X X X X X

Purchase of technology equipment X

Principal Evaluations X X

Parent Surveys X

Teacher amp Student Surveys (not every

year) X

Principal Meeting Input X X X X X

District Administration Site

Walkthroughs X X

Assistant Superintendent Data Review

with Cabinet X X

7c Describe the process and frequency of communicating evaluation results to

tech plan stakeholders

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 38: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

37

The SUSD Technology Committee will meet two times annually to review implementation progress The

SUSD Technology Plan will have a link on the SUSD district website that will be updated with meeting

agendas and minutes two times a year updating our stakeholders and community of the implementation

progress Board presentations will be made by Technology Committee members as needed

Effective Researched-Based Methods and Strategies

9a Relevant Research

1 Effective professional development for teachers in the integration of technology into instruction is

necessary to support student learning The use of technology for learning does not take place in a

vacuum practitioners must effectively apply technology in the curriculum and throughout the school

day Further access to technology professional development must be consistent and ongoing in order to

keep teachers up-to-date with changing programs resources and applications ISTErsquos National

Educational Technology Standards for Teachers (NETSbullT) and the 10 Essential Conditions for Teacher

Preparation provide additional guidance in this area (See httpwwwisteorgnets)

2 Teachersrsquo direct application of technology must be aligned to local andor state curriculum standards

Since curriculum standards have to align with local or state measures of achievement classroom-based

technology interventions must also mirror those standards Moreover any lesson plans designed to

incorporate technology must be as rigorous and relevant in meeting local and state curriculum standards

as non-technology-based plans

3 Research studies identified what makes technology-related professional development effective for

student-centered technology integration President (2012) Research shows that professional

development that supports student-centered technology integration is 1) supported by school

administration 2) content and context-based 3) encouraging of teacher collaboration 4) designed to

address teacher beliefs 5) individualized and responsive to teachersrsquo needs and 6) ongoing and long-

term

4 Programs and applications must provide individualized feedback to students and teachers and must

have the ability to tailor lessons to individual student needs One major benefit of incorporating

technology into instruction is to avoid a one-size-fits-all approach to learning Instead technology

applications can be tailored to meet individual student needs provide feedback on student progress

and assist them to reflect on their work Teachers can use data-driven decision making tools to adapt

instruction to studentsrsquo specific needs (See eg Kulik 2003 White and Frederiksen 1998)

Moreover educational technology provides multiple avenues for assessing student learning and allowing

students to communicate what they have learned to their teachers and parents

5 Technology use must be incorporated in a collaborative environment to be most effective Student

Collaboration with technology elevates student achievement more than individual use Kulik (2003) and

others found that student collaboration increased the information available to students through a process

of sharing and augmented critical-thinking skills as students worked to assimilate a range of ideas and

information from online sources software and their peers

6 Project-based learning and real-world simulations must be the main focus of instructional technology

utilization Adams and Hamm (2008) Cradler and Cradler (1999) and others reported that simulations

multimedia and lessons based on problem-solving skills improve student motivation a strong harbinger

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188

Page 39: Selma Unified District Tech Plan Draftselmaunifiedcurriculum.weebly.com/uploads/2/9/1/0/... · Selma sits ideally between the splendor of the mountains and the calmness of the sea,

38

to increasing student achievement Real-world simulations are also more effective than using computers

for drill-and practice

7 Effective technology integration requires leadership support and modeling from teachers

administrators and the communityparents

Educational planning that incorporates and models effective technology use has been positively related to

increases in student achievement When schools community leaders and families demonstrate the

effective use of technology for learning communication and project management student motivation and

interest in using technology in their own work is positively affected (eg Gysbers and Henderson 2002

Penuel et al 2002 Honey 1999 and Mann et al 1999)

ISTE Policy BriefmdashTechnology and Student AchievementmdashThe Indelible Link (2008) ISTE (International Society for Technology in

Education) Adams D amp Hamm M (2008) Helping students who struggle with math and science Collaborative approach for elementary and

middle schools Lanham MD Rowan amp Littlefield Gysbers N amp Henderson P Eds (2002) Implementing Comprehensive School Guidance Programs Critical Leadership Issues and

Successful Responses Austin TX CAPS Press (now Pro-Ed Incorporated) Honey M Culp K M amp Carrigg F (1999) Perspectives on technology and education research Lessons from the past and present New

York Center for Children and Technology Kulik J (2003) Effects of using instructional technology in elementary and secondary schools What controlled evaluation studies say

Arlington VA Mann D Shakeshaft C Becker J amp Kottkamp R (1998) West Virginia story Achievement gains from a statewide comprehensive

instructional technology program Santa Monica CA Milken Exchange on Educational Technology White B Y amp Frederiksen J R (1998) Inquiry modeling and metacognition Making science accessible to all students Cognition and

Instruction16(1) 3-188