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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
Newsletters- teacher and school both electronic and paper copies
Web pages Teacher ndash web pages
Illuminate
Bulletin Board Online
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
Newsletters- teacher and school both electronic and paper copies
Web pages Teacher ndash web pages
Illuminate
Bulletin Board Online
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
Newsletters- teacher and school both electronic and paper copies
Web pages Teacher ndash web pages
Illuminate
Bulletin Board Online
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
Newsletters- teacher and school both electronic and paper copies
Web pages Teacher ndash web pages
Illuminate
Bulletin Board Online
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
Newsletters- teacher and school both electronic and paper copies
Web pages Teacher ndash web pages
Illuminate
Bulletin Board Online
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
Newsletters- teacher and school both electronic and paper copies
Web pages Teacher ndash web pages
Illuminate
Bulletin Board Online
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
Newsletters- teacher and school both electronic and paper copies
Web pages Teacher ndash web pages
Illuminate
Bulletin Board Online
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
Newsletters- teacher and school both electronic and paper copies
Web pages Teacher ndash web pages
Illuminate
Bulletin Board Online
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
Newsletters- teacher and school both electronic and paper copies
Web pages Teacher ndash web pages
Illuminate
Bulletin Board Online
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
Newsletters- teacher and school both electronic and paper copies
Web pages Teacher ndash web pages
Illuminate
Bulletin Board Online
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
Newsletters- teacher and school both electronic and paper copies
Web pages Teacher ndash web pages
Illuminate
Bulletin Board Online
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
Newsletters- teacher and school both electronic and paper copies
Web pages Teacher ndash web pages
Illuminate
Bulletin Board Online
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
FormsSpreadsheets
Excel
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
FormsSpreadsheets
Excel
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
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
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)
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
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)
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
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
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)
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
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)
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
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
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)
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
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)
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
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
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
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
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
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
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
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
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
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