Bellflower Unified School District · The Facilitator works closely with the school principal and...

BELLFLOWER UNIFIED SCHOOL DISTRICT

Technology Master Plan

July 2016-June 2019

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TABLE OF CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Mission Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

District Profile and Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Stakeholder Involvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Curriculum Component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Professional Development Component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

I.T. Infrastructure Component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

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INTRODUCTION

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Vision and Mission Statements

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VISION AND MISSION STATEMENTS

Mission Statement The mission of Bellflower Unified Scholl District is to provide the pathway for all students to attain the expertise and develop skills of academic excellence that will empower them to:

Become lifelong active learners

Demonstrate respect for themselves and others in a dynamic, diverse and global society

Become responsible, informed, productive, independent and contributing citizens

Perform successfully in their chosen field and in society

We believe that

Every student deservers to learn every day

Positive relationships and a strong sense of community connect students to learning

Teachers who challenge and care for students make a significant impact on students’ lives

Standard of Excellence, Nothing Less will be achieved from every individual in our learning community

We commit to

Providing each student with an appropriate and challenging educational experience

Maintaining a respectful environment that fosters learning through positive relationships among students, adults, and our diverse community

Hiring and retaining only the best educators and paraprofessionals while investing in their success

Providing quality education based on high standards, effective practices, continuous improvement, and innovation

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District Profile and Demographics

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DISTRICT PROFILE AND DEMOGRAPHICS

Profile The Bellflower Unified School District serves 12,764 students in an eight square mile area in southeast Los Angeles County. It includes most of Bellflower, a large portion of Lakewood, and a small portion of Cerritos. The schools are surrounded by suburban neighborhoods in an area which is centrally located to universities and colleges. Cultural venues, recreational facilities, and major attractions are nearby.

There are ten elementary schools, two comprehensive secondary schools (which include middle school and high school programs), one continuation high school, and an alternative education center. The Las Flores Educational Center houses the Home Education/Independent Study Academy and the Online Instruction Center. The District also maintains Child Development/Head Start Programs.

Bellflower Unified School District offers programs and services in safe, clean facilities which support classroom learning. These include computer labs, libraries, guidance programs, career academies, vocational training, health offices, cafeterias serving hot meals, tutoring programs, GATE programs at elementary schools, and advanced placement courses at high schools. The Board of Education consistently enforces a zero tolerance policy for drugs and weapons. The clean and attractive appearance of our campuses and safety of our students is a priority.

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Demographics

District Student Ethnic Diversity 2015-2016

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Student Achievement (2015-2016 CAASPP Results)

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Stakeholder Involvement

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STAKEHOLDER INVOLVEMENT

The following team meets monthly to discuss current technology trends in education. These discussions lead to the formation and revision of the technology

plan as well as support needed to insure implementation of technology use in the classroom.

NAME TITLE SITE AFFILIATION

Deana Sabala-Aborne Director, Information Technology BUSD I.T. Department

Dina Hernandez Director, Curriculum and Instruction BUSD Department of Instructional Personnel and Programs

Bonnie Carter Director, Academic Accountability BUSD Department of Instructional Personnel and Programs

Michelle Best Sixth Grade Teacher Albert Baxter Elementary School

Amy Mustafa Second Grade Teacher Stephen Foster Elementary School

Peter Cunanan Second Grade Teacher Intensive Learning Center

Kasey Hoppes Technology Integration Teacher Thomas Jefferson Elementary

Cynthia Vitwar Third Grade Teacher Esther Lindstrom Elementary

Rebecca Gotz Second Grade Teacher Ernie Pyle Elementary

Amanda Croes First Grade Teacher Ernie Pyle Elementary

Natalie Lakey RSP Teacher Ramona Elementary

Steven Goldstein SDC Teacher Washington Elementary

Julia Humble First Grade Teacher Craig Williams Elementary

Keri Menebroker Fifth Grade Teacher Frank E. Woodruff Elementary

Debbie Larson Intervention Teacher Frank E. Woodruff Elementary

William Hiser Librarian/Media Specialist Bellflower Middle/High School

Daniel Fong History Teacher Mayfair Middle/High School

Allison Stits English Teacher Somerset High School

Misthian Lopez Teacher Las Flores Independent Study Academy

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Curriculum Component

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2A & 2B TEACHER AND STUDENT ACCESS TO TECHNOLOGY TOOLS

Teachers and students have access to technology in their classrooms, computer labs, and library media centers both during the school day and outside of

school hours. They have both wired and wireless access to the Internet. Other equipment indicated by some teachers on the District Survey includes student

response systems and Lightspeed voice amplification systems. All classrooms throughout the district are equipped with desktop and laptop computers,

interactive projectors, document cameras and audio systems. In addition, all sites have at least one stationary lab containing approximately 40 computers.

For more information on access, please see the IT Infrastructure component of this plan.

Software – All staff and students have access to district email accounts. Staff uses Aeries Web to access and maintain student information throughout the

district. All teachers use Aeries web for report cards, and secondary school teachers use it for daily attendance. In addition, an Aeries parent portal is

available at the middle and high school levels. All teachers and administrators access student achievement data through SchoolCity Stars.

FREQUENCY OF USE OF TECHNOLOGY

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Use of Technology to Communicate

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In addition to having access to Web 2.0 tools such as Google Classroom, Google Apps, students also have access to the following software (as appropriate for

their age level):

Accelerated Math Accelerated Reader Adobe Creative Suite Career Cruising eInstruction Workspace Imagine Learning NetSmartz for Internet Safety CEncarta Type to Learn Odyssey Ware Exam Vie Pro McDougal Littell Test Generator Read 180 GED Interactive Read Naturally Rosetta Stone Scratch SuccessMaker SAMAnimation STAR Math Typing Time Scholastic Reading STAR Reading Waterford Early Literacy JiJi Math Eureka Math Ready Common Core

Special needs students (i.e. ELL, RSP, SDC, and GATE) may have additional software, hardware, and other assistive technologies available for their use to address their individual needs. Types of assistive technologies used include keyboards, audio equipment, portable devices, and other special software for the visually and hearing impaired. The District continues to explore effective strategies and provide equal access for all students. Special Education teachers use Special Education Information System (SEIS) software for IEPs and case management.

The BUSD Local Educational Agency (LEA) Plan describes the District’s mission and its curricular goals. In a respectful, student-centered, safe, clean and orderly environment, all students are expected to make continuous and measurable progress toward mastery of the California Content Standards in core academics and in other content areas. Standards-based and technology-supported grade reporting is utilized in grades kindergarten through six, and all high school course outlines are standards based. Online access to standards is provided on the District website. The District is in the beginning stages of implementing the Common Core State Standards (CCSS). The Plan’s five performance goals are:

1. All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2018-2019. 2. All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or

better in reading/language arts and mathematics. 3. All students will be taught by highly qualified teachers 4. All students will be educated in learning environments that are safe, drug-free, and conducive to learning. 5. All students will graduate from high school.

*All goals supported by this Technology Plan as outlined in subsequent pages.

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The LEA Plan currently addresses critical keys to improving student achievement: Alignment of instruction with content standards, use of standards-aligned instructional materials and strategies; extended learning time; increased access to technology; professional development and collaboration; involvement of staff, parents, and community; auxiliary services for students and parents; monitoring program effectiveness; targeting services and programs to lowest performing groups; and other services tied to academic needs.

In addition, each school site uses existing technology to disaggregate data to inform its Single Plan for Student Achievement. As a result of this activity, each school site plans systematic interventions to assist all students in meeting and exceeding standards. In each site’s Single Plan, specific curricular strategies are outlined and annual achievement targets are set for the schools significant subgroups within the school. Frequent, varied assessments are employed to measure progress toward academic goals. At the high school level, the Western Association of Schools and Colleges Accreditation Report, along with its interim documentation, serves as a comprehensive guide to each school’s effort to produce academically proficient, college and career capable, young citizens.

Bellflower Unified School District (BUSD) believes that instructional technology should be accessible to all students to support learning academic content standards, to address individual student needs, and to provide support for underachieving students. LCAP goal 1 action 7 states that BUSD will purchase and contract for Mimio and other educational software. Goal 2 action 4 states that BUSD will maintain and expand alternative educational programs for students such as: Home Education Independent Study Academy (grades 9-10) and Virtual Education to provide the necessary technology and other instructional materials needed to meet the expanded grade levels and virtual learning in support of curriculum integration. Elementary schools utilize teacher Technology Facilitators to provide leadership and support for instructional technology use. The Facilitator works closely with the school principal and staff to meet school technology needs. Professional Learning Communities collaborate to analyze student data, plan instruction, and share strategies. With the adoption of Common Core aligned curriculum, the District will utilize digital programs in support of the LEA plan.

BUSD will continue to research, investigate, pilot, and promote best practices in the use of educational technologies to improve teaching and learning. The District is considering the option of implementing 1:1 mobile device technologies and BYOD policies for use by students. Implementation will be encouraged as funding and resources become available.

The section that follows describes what Bellflower Unified School District expects its students to achieve academically, and describes how, through meaningful integration of technology, student academic achievement can be improved.

TECHNOLOLGY SCOPE AND SEQUENCE PLAN

Bellflower Unified School District has developed a three year Scope and Sequence roll-out plan. The Scope and Sequence is aligned to the Common Core State

Standards requirements for Mathematics and English Language Arts & Literacy in History/Social Studies, Science, and Technical Subject as well as skills

required for the Smarter Balanced Assessment Consortium’s Computer Adaptive Testing. Additional skills identified in this Scope and Sequence are from the

National Educational Technology Standards 2007: Creativity and Innovation, Digital Citizenships, and Technology Operations and Concepts.

Mathematical standards are focused mainly in grades 6-12 as there are no technology requirements in grades K-5. Most of the SBAC testing skills cover the

skills that students will be required to have to take the online assessment. Mathematical Standards of Practice are also referenced as they encompass use of

appropriate technology tools across various standards.

The Scope and Sequence is K-12, but it is broken into sections for K-5 and 6-12. Even though students in grades K, 1, 2, 9, 10, 1n2 12 are not tested for CCSS,

the skills help build basic technology competencies to support the grade levels at which students are tested. The following charts outline the roll-out plan,

with items highlighted in purpble being rolled out in year 1, blue in year 2, and green in year 3.

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INTERNET SAFETY VIDEOS

To ensure compliance with the Children’s Internet Protection Act, all teachers in Bellflower Unified School District are required to show an Internet Safety video

that addresses Internet safety and appropriate ethical use of technology. The videos are broken down by grade level spans and are age appropriate. In

addition, teachers are required to certify that they have shown the videos annually.

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Professional Development Component

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CURRENT PROFICIENCY AND PROFESSIONAL DEVELOPMENT NEEDS

Annual assessment of teacher and administrator technology proficiency is conducted district-wide using a survey tool. Previous data collected revealed

that some teachers needed new technology or currently had no technology in the classroom, and the following areas of training were requested:

1. Integrating technology into the curriculum and instruction

2. Utilizing technology (e.g. PowerPoint, document cameras, SMARTBoards tablets)

3. Selecting and implementing grade level and content appropriate software

4. Exploring and expanding the use of Data Director

In response to this survey data, the District first addressed infrastructure needs in order to ensure that the District had a base structure to allow for

technological growth. An analysis of current Bandwidth was conducted and Bandwidth was increased. Repairs to leaking ceilings and roofs across the

District was completed. These projects provided building site environments conducive to efficient and consistent use of technology district-wide. Next, a

“new” classroom setup baseline was established including a laptop for the classroom teacher and Mimio interactive whiteboard, sound system, and

document camera. The District IT department reviews and renews maintenance agreements annually ensuring that the equipment purchased for the

classrooms is functioning and in good repair district-wide.

Multiple opportunities (in person, by video, and collaborative curriculum redesign committees) for teachers were provided to support integration and use of

technology during classroom instruction. ELA and Math design committees analyzed California Standards and created scope and sequence documents

including technology resources, an assessment schedule including paper-pencil and on-line testing environments, and grade level teams developed a

process to share resources on-line using Google Drive which opened resources making them more accessible for collaborative conversations. As the District

is currently using SchoolCity, support planned for Data Director was transferred to supporting teachers and administrators use of SchoolCity to analyze

data.

Current technology proficiency data was solicited by survey administered to teachers in winter of 2016 with close to half of the teaching staff responding.

Teachers were asked to rank their proficiency across four levels:

1. No Knowledge

2. Basic Knowledge

3. Intermediate Knowledge

4. Advanced Knowledge

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The data showed that 81% of teachers are using technology to enhance collaboration during PLC meetings. At a minimum, teachers meet in grade level PLCs

weekly and the data shows that close to 34% of teachers report using technology to enhance collaboration at these meetings every day or once a week. The

data further revealed the following areas of least proficiency and knowledge by teachers:

SAMR Model

Plickers

Livestreaming on YouTube

SchoolCity (Pivot Table creation)

Additionally, all teachers in the District take an annual staff development survey in the spring, which includes a technology section. Areas of needed

professional development based on previous survey data included training on using document cameras and Google Drive/Sites. This need was addressed

through on-site training for new classroom equipment (including Mimio document cameras), District in-person trainings, and video instructional videos. On-site

training was also provided with the implementation of the baseline classroom set-up including installation of increased technology within the classroom

(specifically the interactive whiteboards, sound systems, and document cameras). This training addressed ideas for teachers to incorporate appropriate

classroom management strategies during instruction while utilizing technology. During the instructional year, 2013 – 2014, Instructional Rounds was

implemented district-wide and a protocol and tool for administrators to use while visiting instruction at all school sites was established resulting in data

collected during visits and used as a vehicle to solicit data-driven administrative professional learning community discussions centered around implementation

of California Standards and District initiatives. Since the onset of this protocol, the Instructional Rounds tool has been modified based on analysis of data

collected using the tool. Classroom management data collection using the tool was discontinued as management of classroom activities was reported at a high

level of success. To support continuance of high level classroom management strategies, new teachers receive professional development including classroom

management strategies and ideas for integrating technology into the classroom. Severe behavior disruptions are addressed through PBIS (Positive Behavior

Interventions and Supports) and professional development opportunities provided by District office to support teachers seeking this support. The emphasis of

the revised tool is less on classroom management and more on collecting data on engaging and rigorous lessons allowing student guided and independent use of

technology.

Annually, teachers also take a professional development survey to provide input to District regarding needs for future professional development. The current

(2016) teacher survey data indicated that a high percentage of teachers are interested in professional development on the topic of Google Classroom (70%) and

Google Docs (59%).

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Teachers also expressed an interest in attending professional development in the following areas:

Basic technology “for the beginner”

Designing classroom lessons incorporating technology (Mimio lessons, SBAC format, on-line tools, etc.)

Classroom Website Design and Maintenance

21st Century Skills

Project Based Learning

Administrators also have a role in managing and leading their school site in using technology effectively during instruction, increasing the access to technology

for all students, utilizing technology as a means for communication to promote parental involvement, and as a tool to assess student mastery of content

standards and analyze data to determine instructional next steps. The revised Instructional Rounds tool incorporates areas for noting integration of technology

within lessons and the level of instructional shifts toward full implementation of the California Standards.

The most recent data shows an increase of technology integration in all areas: teacher use, student guided and independent use, and improved access to

content for struggling learners consistent across ELA, Math, and Other subject areas. Although, progress is being made with regard to student use of technology

during instruction, the level of use is below 40% in all content areas. Overall use of technology during instruction is currently below 50% in ELA and Math.

Increasing student use of technology is an area of current focus including allocation of funding to increase the amount of devices at each school site and

continued professional development to support teachers in designing lessons including student use of technology.

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Current technology proficiency data was solicited by survey administered to administrators in winter of 2016 with close to all administrators responding.

Administrators were asked to rank their proficiency across four levels:

1. No Knowledge

2. Basic Knowledge

3. Intermediate Knowledge

4. Advanced Knowledge

The data showed a high level of over 70% proficiency in use of Google Drive and Google Docs and over 50% proficiency with Google Forms and Google Slides.

The following areas of low level proficiency and knowledge were gleaned from the data:

Using Life-Size (communication tool)

SAMR Model *Same low level proficiency as reported by teachers

Livestreaming on YouTube *Same low level proficiency as reported by teachers

Google Add-Ons and Google Classroom

The current (2016) administrator survey data indicated that administrators are interested in participating in professional development in the following areas:

Google platforms

Creating recorded PowerPoints and movies

Blended learning environments

Basic query requests (Aeries)

Mimio technology

Administrators are able to support teachers with integration of technology soliciting site-specific areas of need through instructional leader meetings. Some

sites utilize site-level technology facilitators to provide on-site professional development and in-classroom demonstrations. District technology facilitators

meet as a professional group to discuss and share ideas for technology integration bringing back these ideas to the school site they serve. To support decisions

regarding professional development next steps, principals use the Instructional Rounds tool to analyze frequency and quality of use of technology across

content area instruction.

After collecting and analyzing professional development needs, BUSD utilized resources and support from local, regional, and online sources creating a K-12

scope and sequence document to support integration of technology during instruction. This guide is aligned to the Common Core State Standards requirements

for Math and English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects as well as skills required for the Smarter Balanced

Assessment Consortium’s computer Adaptive testing. During the 2016 – 2017 school year, BUSD teachers will begin a three-year implementation process for

teaching technology and 21st Century skills outlined in the K-12 Technology Scope and Sequence Guide. A resource building committee has been established to

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design and make accessible resources and assessments to support full implementation of the technology skills encompassed in the scope and sequence guide.

BUSD is also a Future Ready School District and is in the process of taking next steps to ensure students are learning 21st Century Skills and are College and

Career Ready at graduation. A Future Ready team has been established, the district readiness assessment has been completed, and a preliminary action plan

has been created. This assessment reported on eight areas (gears) of the Future Ready Framework ranking level of implementation on a scale of 10:

A score of 0-3 is in the investigation and research stage,

A score of 4 – 5 is in the envisioning stage including formal adoption of a new vision,

A score of 6 – 7 is in the collaborative development stage, and

A score of 8 - 10 is in the implementation stage including enacting policy and capacity building

Current implementation readiness scores by section for BUSD are:

Curriculum, Instruction, and Assessment (2.8)

Use of Space and Time (0.0)

Technology and Infrastructure (5.3)

Data Privacy (4.0)

Community Partnership (2.2)

Personalized Professional Learning (2.3)

Budget and Resources (2.8)

Across the Gears: Collaborative Leadership (4.5)

The team is currently working on increasing the Curriculum, Instruction, and Assessment gear score in an effort to build a base for future work in other

Framework areas.

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GOALS AND IMPLEMENTATION

In order for students to master technology and be able to use it in alignment with curriculum goals, all teachers at the Bellflower Unified School District will

need to be provided with the necessary training and support to learn and to utilize technology in the classroom. The District recognizes the need for providing

ongoing, comprehensive professional development opportunities and support for teachers in using existing and new technologies and electronic resources as

they are implemented. This is especially important as the BUSD K-12 Technology Scope and Sequence Guide outlines instructional concentration on basic

operations, word processing, spreadsheet (tables, charts, and graphs), multimedia and presentation tools, acceptable use, copyright and plagiarism, research

and gathering information, and communication and collaboration is due to be fully implemented by 2019, and continued progress toward full implementation

of the Future Ready Framework will necessitate ongoing professional development.

California standards for the teaching profession (CSTP) and for education leaders (CPSEL) require teachers and administrators to incorporate use of technology

to fulfill their professional responsibilities, and, as such, the District understands the importance of supporting teachers and administrators in developing

professional practices supporting use of technology.

Teachers are required to use a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs (1.4) and use available

technologies to assist in assessment, analysis, and communication of student learning, become familiar with and select technology resources that support

assessment practices, use technology to analyze student learning and inform instruction, and use appropriate technology resources to communicate students’

learning to students and their families (1.6).

Administrators are required to apply a variety of tools and technology to gather feedback, organize and analyze multiple data sources, and monitor student

progress directed toward improving teaching and learning (2C-5), manage the acquisition, distribution, and maintenance of equipment, materials, and

technology needed to meet the academic, linguistic, cultural, social-emotional, and physical requirements of students (3A-3), and promote understanding and

follow the legal, social, and ethical use of technology among all members of the school community (5C-5).

Professional development opportunities will be offered to administrators and teachers based on the needs assessment (2a) and the Curriculum Component

goals, objectives, and action plan. Training will focus on providing teachers with the level of technology proficiency necessary to teach their students

technology and information literacy skills, to access and use assessment data to improve instruction, and to increase student use of technology to complete

classroom and project-based learning assignments in a blended and collaborative environment promoting creativity, innovation and critical thinking and problem

solving skills.

Past professional development training for BUSD staff has included:

Direct Interactive Instruction

Thinking Maps training (initial and advanced)

Nancy Fetzer Writing and Reading Techniques and Strategies

Administrator UDL introductory training

Aeries Users’ Conferences

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Computer Using Educators Conference

OnPoint Mimio hardware use training and technology integration training including Mimio mobile and creation of Mimio slides to use during instruction

SchoolCity Curriculum Leaders “how to” introductory workshop

Naviance (College and Career Readiness Platform)

SBAC online tests (including piloting use of Interim assessments)

Edlio Webpage creation and maintenance training

In order to successfully implement this plan to meet the professional development goals of its staff, the District will need to:

Develop training opportunities to support the implementation of technology including training specific to new or added features of District adopted

software including Aeries.net and data management systems.

Offer compensation for trainers and trainees.

Offer equipment, software, or other incentives, when available.

Allow time for curriculum development through professional learning communities and other professional development opportunities.

Incorporate components of technology training into other staff development activities

Because the needs within the District are so diverse and varied the District will need to provide a wide range of options, flexibility, and resources for

professional development District-wide and at school sites. As such, promotion of those options and opportunities will be critical.

Professional Learning Communities (PLCs) will continue focus on use of data to drive instruction and share instructional strategies. At the end of each

Benchmark assessment (at the trimester in elementary and quarterly in secondary), PLCs will analyze Benchmark results data and determine intervention

needs of students. Appropriate instructional strategies for English learners in ELA and mathematics will be discussed for follow-up implementation in

classrooms.

Additionally, the District will provide District professional development, opportunities in the summerfor teachers, offering sessions targeted to teacher needs

as assessed through the annual technology and staff development surveys. The sessions will be led by district experts and/or professional presenters, as

appropriate.

GOAL 3B.1: The District will provide high-quality, comprehensive, ongoing, sustained professional development for teachers and administrators. LCAP Goal 1: The Bellflower Unified School District will provide a coherent-high quality curricular and instructional program for all students.

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OBJECTIVES AND BENCHMARKS 2017 2018 2019 3b.1.1 During the plan period, 100% of teachers will receive training to use California

Standards aligned instructional materials and resources in ELA/ELD, Math, and Science including use of technology in the classroom to personalize instruction, and/or effective instructional strategies using technology.

ELA/ELD 100%

Science 100%

21st Century Skills 100%

3b.1.2 By June 2018, based on classroom walkthrough data, independent and guided student use of technology will increase to over 50% in all subject areas.

Independent and Guided student use at or above 35% in all subject areas.



ACTION PLAN A Under the supervision of the Director of Curriculum and Instruction, teachers

will be trained in the use of digital resources supporting CCSS aligned instruction in ELA/ELD, MATH, Science, and CTE and will learn to use the SAMR model (Substitution, Augmentation, Modification, Redefinition) during design and development of digital learning experiences.

July-June, each year



B PD Platforms (such as Edivate, Kite) to allow for differentiated professional development opportunities will be researched and implemented if funds are available.




C The District will provide flexible training options, such as before/after school, Saturdays, summer academies, off-track, in-class modeling, small group, one-on-one, online, and sub release. Some training will be required and some will be optional to support those who wish to improve their skills.




D Training will be provided by the most appropriate of the following: district and site administrators/staff, textbook publishers, Los Angeles County Office of Education, local community college and university partners, CTAP, CDE, data analysis services, and other outside consultants. Workshops, conferences, online and distance learning resources, and other professional development opportunities will also be promoted to staff as available and approved.




E On-site assistance and support, including follow-up to more formal training, may be provided by site Technology Facilitators.

Aug-June, each year

Aug-June, each year

Aug-June, each year

F Hosting District Departments will inform staff about training opportunities via a District professional development calendar, fliers, email, and notices to site administrators for dissemination to staff

Aug-June, each year

Aug-June, each year

Aug-June, each year

G Special Education teachers will receive training on the use of SEIS. Annually, each year Annually, each year Annually, each year

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GOAL 3B.2: LCAP Goal 2: The Bellflower Unified School District will provide all students the knowledge, skills, and values to graduate from high school and

to become productive citizens in the 21st century.

OBJECTIVES AND BENCHMARKS 2017 2018 2019 3b.2.1 By March 2019, reported (on the teacher professional development survey) use

of Mimio Mobile and Google Apps to increase student collaboration will increase to over 80% of teachers reporting use of these platforms once a week or daily.

Mimio Mobile and Google App use at or above 50% once a week or daily.



3b.2.2 By March 2019, reported (on the teacher professional development survey) use of technology to enhance collaboration and data analysis during PLCs will increase to over 80% of teachers reporting use of technology during PLCs once a week or every day.

Technology use for data analysis and collaboration at or above 50% once a week or daily



3b.2.3 By March 2019, the eight areas of the Future Ready Framework will be scored on the readiness assessment an 8.0 or above.

2 of 8 gears scored at 8.0 or above.



ACTION PLAN A Under the supervision of Director of Academic Accountability, teachers will be

trained on resources and assessments available to support implementation of the K-12 Technology Scope and Sequence Guide.

Fall Fall Fall

B Instructional staff training will focus on implementation of the CCSS including technology integration using tools such as Mimio and Google Apps.

July-June July-June July-June

C Future Ready Committee will continue to meet and provide professional development and training necessary to fully implement the Future Ready Framework (focusing on creating learning environments where students can learn 21st Century skills/themes using the 4Cs (creativity and innovation, critical thinking and problem solving, communication and collaboration, and Information, Media and Technology Skills.


D Under the supervision of the Director of Academic Accountability, preparation and training for online assessments (SBAC/Interim) will be coordinated.

Fall & Spring Fall & Spring Fall & Spring

E Under the supervision of Director of Academic Accountability, District/site administrators and teachers will be trained regarding the Internet safety policy and Acceptable Use Agreement and related responsible-use issues. Teachers will be trained to provide direct instruction to students on Internet safety including issues of cyberbullying and respect for the intellectual property of others using District-provided materials.

Fall Orientation Fall Orientation Fall Orientation

F Teachers and administrators will be trained by consultants and/or Academic Accountability personnel to access and analyze assessment reports through

August-June August-June August-June

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SchoolCity or other software to drive instruction, and in constructing, administering and analyzing standards-aligned assessments

G Technical staff will attend Aeries training annually and outside trainings through conferences and workshops from outside vendors as needed and approved. Training is provided as needed as new equipment or applications are acquired to implement use of technology District-wide and at school sites. Informal training between technical staff occurs on an ongoing basis.


H Teachers and administrators will be trained by the Information Technology Department, vendors, and other designated staff on Aeries.net for online grades, attendance, and use of the gradebook.

August-June August-June August-June

I Site and District administrators will continue to provide opportunities for teachers through Professional Learning Communities and other District/staff meetings to plan and share trends, ideas, student projects and products, best practices, and lessons that integrate technology.

Monthly at PLC and/or Staff Meetings



J Staff will be provided trainings on use of parent involvement and communication platforms such as Blackboard, site website maintenance, and the Aeries.net portal.

July-June as schools acquire new presentation equipment.



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MONITORING PROCESS FOR PROFESSIONAL DEVELOPMENT

Professional Development will be adjusted as needed to meet academic needs and fulfill the requirements of this Technology Plan.

Persons Responsible Monitoring, Evaluation, and Program Modification Process

Teachers • Implement K -12 Technology Scope and Sequence Plan and design lessons and assignments to incorporate CCSS and student use of technology.

• Complete evaluations from formal district and site trainings

• Complete the District Technology Use and Needs Survey annually each Fall and District Professional Development Survey each Spring

• Directly teach internet safety and appropriate internet use to students annually to fulfill requirement of CIPA regulations.

• Use technology to analyze assessment data, use results at PLC meetings, and plan next instructional steps based on the data.

Site Administrators • Analyze results of the District Technology Use and Needs Survey; determine need for and schedule site-based technology trainings

• Complete Site Technology Proficiency Survey each Spring based upon teacher observation

• Assess, communicate, and arrange for classified staff needs for training

• Informally observe/look for specific uses of technology after teachers have taken part in training

• Conduct weekly classroom walkthroughs to observe teacher instructional methods and use of technology using walkthrough tool to collect data regarding instructional shifts and use of technology

• Use data from classroom walkthroughs aggregated regularly

• Ensure teachers take the District Technology Use and Needs Survey in the Fall and the BUSD Professional Development Survey in the Spring

• Facilitate implementation of revised BUSD curriculum Pacing Guides and K-12 Technology Scope and Sequence Guide.

• Ensure training of staff on AUPs, Internet safety, and legal/ethical use of technology to fulfill CIPA regulations

• At end of year, analyze success/appropriateness of trainings offered and consider improvements for the following year.

Director, Information Technology

• Administer District Technology Use and Needs Survey to teachers in the Fall

• Supervise the technical support needed to implement trainings

• Maintain and upgrade technology infrastructure and systems to support instructional programs

• Ensure that hardware and software remains up to date and is well maintained for ease of use in the classroom and readiness for implementation of new applications

• Oversee training in regard to Aeries, email, voicemail, and other technology-related systems

• Consult with Curriculum and Instruction Department to establish priorities in regards to hardware, software, and service needed to effectively implement the technology plan.

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Director, Curriculum and Instruction & Director, Academic Accountability

• Administer BUSD Professional Development Survey each Spring

• Work with Assistant Superintendent of Curriculum and Instruction to coordinate and monitor District-wide professional development opportunities

• Coordinate district-wide technology trainings and support to school sites

• Maintain records of work with teachers (individuals and groups)

• Develop/collect/maintain agendas, sign-ins, and participant evaluations after training sessions

• Analyze evaluations; decide on training modifications as needed

• Collect anecdotal evidence of teacher use of technology; observe classrooms and share information with site and District administration

• Analyze results of District Technology Use and Needs Survey and Professional Development Survey to determine needs for training

• Coordinate the annual development of the District professional development calendar.

• Oversee the Professional Development Plan, technology needs determined by examining District Surveys, and monitoring of Curriculum Component of the Technology Plan

• Oversee planning, implementation, and training regarding CCSS, revised BUSD Curriculum Pacing Guides, and statewide online assessments.

• Work with Principals to establish priorities for and monitor district-wide professional development

• Supervise, coordinate, and communicate professional development calendar and training opportunities

• Supervise training of new teachers

• Collect and analyze results from formal district and site trainings.

• Determine the need for further professional development.

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I.T. Infrastructure

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INFRASTRUCTURE – HARDWARE, SOFTWARE, AND TECHNICAL SUPPORT

Bellflower USD recognizes that educational technology in the District needs to be kept up to date in order to support teaching and learning of the Common

Core State Standards and 21st Century skills, prepare students for college and career, and support online state assessments. This section of the Technology

Plan presents a vision and roadmap for District and school site stakeholders to guide decision-making in allocations of funding – what needs to be acquired, for

which sites, and approximately what it would cost to make the vision a reality.

The subsequent sections will provide an overview of the District’s existing hardware, Internet access, electronic learning resources, and technical support that

is used in the support of the Curriculum and Professional Development Components. In addition, it will explore the hardware, software, learning resources,

and technical support needed to continue to support growth in these areas.

EXISTING COMPUTERS

The District is a multiplatform district. The majority of PCs are Windows 7 based, with some Apple computers as well as many Chromebooks. The following

chart shows an estimate of the total number of computers and mobile devices at each site and ratios of students to total computers. It is based on June 2016

enrollment figures and the number of computers detected by the network throughout September 2016. The District recognizes that the majority of PCs in the

district are more than 5 years old. This is because the district has been moving toward a mobile cart based environment.

School Student Enrollment Total PCs Total Mobile Carts Thin Client Student: Computer Ratio

Student: Mobile Cart Ratio

Baxter Elementary 483 165 9 carts ( 324 devices ) 0 1:1 1.4:1

Foster Elementary 717 140 5 Carts ( 180 devices ) 0 2.3:1 4:1

Intensive Learning Center 631 120 4 Carts ( 144 devices ) 0 2.4:1 4:1

Jefferson Elementary 545 148 7 Carts ( 252 devices ) 0 1.4:1 2:1

Las Flores 169 72 4 Carts ( 144 devices ) 0 1:1 1.1:1

Lindstrom Elementary 862 160 5 Carts ( 180 devices) 0 2.5:1 5:1

Pyle Elementary 498 163 6 Carts ( 216 devices) 0 1.3:1 2:1

Ramona Elementary 580 216 4 Carts ( 144 devices ) 1 lab ( 36 devices ) 1.5:1 2:1

Washington Elementary 735 224 7 Carts ( 252 devices ) 0 1.5:1 4:1

Williams Elementary 738 200 15 Carts ( 500 devices ) 0 1.5:1

Woodruff Elementary 557 210 6 Carts ( 216 devices ) 0 1.5:1 1.1:1

Bellflower High School 2519 475 59 Carts ( 2124 devices ) 4 labs ( 144 devices ) 1:1 1.2:1

Mayfair High School 2936 510 41 Carts ( 1476 devices ) 2 labs ( 55 devices ) 1.4:1 2:1

Somerset Continuation HS 202 165 2 Carts ( 72 devices) 0 1:1 3:1

Alternative Education Center 59 25 1 Cart (20 devices) 0 ( 6 devices) 1.1:1 3:1

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INFRASTRUCTURE – HARDWARE, SOFTWARE, AND TECHNICAL SUPPORT

District Needs:

Student computers to continue to drive down the student to device ratio as well as to replace existing outdated computers and computers that no

longer function.

One mobile lab for each grade level at a site in grades K-6.

One-two mobile labs for each department in grade 7-12

Refresh/replace all computers still running Windows XP

Options for computers purchases include laptops, netbooks, Chromebooks, tablets, and thin client devices.

CLASSROOM EQUIPMENT

All classrooms in the district are equipped with the following equipment:

Laptop for exclusive teacher use

Short throw interactive projector in each elementary classroom

Projector in each high school classroom

Audio system

Document camera

Mobile pads for controlling the laptop

Some classrooms also have a voice amplification system; however, this is determined on a site by site basis. Also, when teacher laptops need repairs, teachers

are often left without a laptop for use as many sites do not have spare laptops to give them while theirs is being repaired.

District Needs:

1-2 spare laptops at each site for loaner purposes

Spare bulbs to replace burned out bulbs in projectors

ADDITIONAL HARDWARE NEEDS

Each site in the district currently has mobile Learnpad carts. Learnpads are handheld tablets used primarily in the primary grades. Student use of handheld

tablets continues to grow. Since Learnpad no longer offers its product in the United States, and alternative to manage handheld tablets is needed. In pursuing

an alternative, it will also allow the District to purchase alternative devices as well.

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The district also purchased a Lifesize unit for each site for the purpose of video conferencing and video streaming. In addition, all staff has access to Google

Hangouts for the same purpose. While staff members have access to this equipment, it is not being used to its full potential. Therefore, more district training

on how to use the equipment is necessary.

Additional assistive technology and peripherals will be acquired as needed by sites and/or administrative departments.

SOFTWARE

The District currently has software purchasing standards for desktop operating systems, productivity suite, email, anti-virus protections, and library systems.

These standards are updated periodically to keep pace with emerging technologies. Currently, there are no required District standards for instructional

software programs; however, the Information Technology Department and the District Technology Team act as resources to all schools for information on the

quality and alignment of software to standards. In order to research and select appropriate learning tools, the District uses the California Learning Resource

Network (CLRN) and the California Technology Assistance Program (CTAP). The District also finds teacher review of different software programs to be essential

to determining recommendations for other teachers and schools within the District.

The District already owns or uses most of the resources needed to support the activities of the Curriculum and Professional Development Components. A wide

variety of electronic resources are available on each site as determined by student needs. However, use of those resources differs from site to site, and it is

left to the autonomy of the school sites primarily because responsibility for purchasing has shifted to the school sites as a result of budget limitations. See the

Curriculum Component for additional detail on electronic learning resources currently in use.

Without hindering the autonomy of schools to select software programs to meet their needs, the District needs to monitor software purchasing to ensure that

programs are safe for the network, aligned to standards, and licensed properly. The Director of Information Technology, the District Technology Team, and

other technology instructional staff will make software recommendations, to be available over the District intranet. The Director of Curriculum and

Instruction will also make recommendations for standardized software. In addition, the district needs to develop long-term procedures to manage new

software installations that are efficient for schools while maintaining proper network safety, standards alignment, and licensing.

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INTERNET ACCESS, TELECOMMUNICATIONS, AND NETWORKING INFRASTRUCTURE

The District will maintain an up-to-date telecommunications and data network to support increased student academic achievement, data-driven decision-

making, and home/school communication. All classrooms are connected to the District network. All sites have up-to-date phone systems. The Director of

Technology will conduct regular/annual assessments of the District’s network and infrastructure to determine optimization and potential needs for upgrades

and repairs.

All district sites are connected via a leased fiber optic wide area network to the Alondra Annex Data Center. All classrooms are connected to the Internet.

Additional details regarding network infrastructure are provided in the following chart. In addition, upgrades needed are listed as well.

Description of Data Network

Existing Network Upgrades Planned

Type and Speed of Connection of district hub to Internet Provider

1 Gbps Ethernet 10 Gbps

Internet Service Provider Time Warner Cable Business Services

Firewall Cisco ASA 5585 Palo Alto integrated firewall and network filter

Network Hub Alondra Annex Technology Center

Type and speed of connections of schools to network hub

10 Gbps fiber optics

Type and speed of backbone within sites; description of LAN; speed of connection at the desktop

Site MDFs in physically safe environment: rack mounted Cisco switches capable of 10 Gbps, UPS, patch panels for copper and fiber; typical IDF is similar Lan backbone bandwidth is 10 Gbps, with a mixture of 1 Gbps and 100 Mbps to the desktop.

Assess network hardware (switches, routers, UPS, cabinets, etc.) and wiring/cabling annually. Make purchases as necessary. All hard wired LANs to be minimum 1 Gbps Ethernet to desktop with CAT 6 horizontal wiring and fiber backbones using 10 Gbps or better switching

Number of network drops per room and Internet Connections

All classrooms, libraries, and labs are connected to the Internet. Classrooms have 2-5 network drops. All newly constructed classrooms have 5 network drops. Computer labs have one drop per workstation and printer. New libraries are designed for network access at a variety of centers and workstations.

As needed, including as a result of modernization or construction, additions or upgrades such as data drops, fiber optic connections to MDF rooms, etc.

Description of wireless equipment, access, coverage

Cisco access points in every classroom, multipurpose room, and administrative offices. All connect back to a Cisco 7500 wireless controller.

Acquire a faster more flexible wireless network to keep up with instructional needs.

Audio/visual distribution and video conferencing network equipment

Lifesize, Google Hangouts Acquire a virtual machine based learning/videoconferencing system at all sites as funding becomes available.

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Servers and services they perform

Network operating systems currently include MS 2003, 2003, and 2012r2, with 2012r2 becoming the standard. Active Directory. All physical servers have been virtualized. These virtual machines exist on storage area network server clusters at the Alondra Annex.

Continue to expand storage area network server clusters in order to accommodate expanding district virtual server needs.

Storage Backup Infrascale back up appliance located at our Bellflower High School Campus. This device backs up all virtual servers at the Alondra Annex

Continue to expand storage needs as necessary for disaster recovery.

Phone System Cisco IP Telephony (Call manager/Unity voicemail) Some sites still have POTS lines for security systems. Replacement of POTS lines is needed.

PHYSICAL PLANT

All schools have sufficient power for their current use. However, as additional systems are installed, electrical capacity could become a problem.

Additionally, there are several classrooms with limited electrical outlets, causing limitations on the physical placement of computers within these classrooms.

Upgrades are a part of school modernization plans.

As a result of Measure BB, a $79 million general obligation bond issue approved by District voters in November 2012, infrastructure improvements will occur

throughout the district, potentially including technology upgrades and expansion of Career Technical Education programs.

Physical space for new technology placements within classrooms and computer labs will become a challenge as the computer inventory of the District grows.

The District recommends that schools utilize space-saving furniture, computer carts, and wireless technology to conserve space.

TECHNICAL SUPPORT

The following chart illustrates the current technical support of the Technology Department.

The Director of Information Technology manages the technology support staff. The Director also uses technical expertise to assist staff and administration in

developing solutions to hardware, software, network, and user-related problems. The Director monitors CIPA compliance, information security, and various

Director, Information Technology

Technology Support Manager

3 Computer Repair

Technicians

Data Technician

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grant requirements. Finally, the Director makes recommendations concerning the development, acquisitions, and utilization of software, hardware, networks,

and emerging technologies.

The Technology Support Manager provides help desk support and works remotely with end users to solve their technical problems. In addition, the manager

provides oversight and support to the computer repair technicians.

The Data Technician oversees all data in the District’s Aeries Student Information System. The technician is also responsible for maintaining reporting of the

data to the state CALPADS system.

The Computer repair technicians perform the majority of classroom desktop support. They assist students and staff in the use of instructional technology,

troubleshooting problems, repairing hardware, software and network components, installing and configuring desktop and networking equipment,

communicating with vendors to research pricing, maintaining records and produces reports relating to work orders and repair, and inspecting and initiating

warranty repairs.

The District currently schedules Computer Repair Technicians to visit school sites 4 days per month, which is one full day per week. Typically teachers will

have computers in their classrooms repaired on the scheduled day that the Technician is on their school site. Emergency technical problems are handled on a

case-by-case basis where response time can be immediate if necessary. The response time is related to the prioritization of the technical problem.

In addition to the District level assistance, the 3 high schools and one elementary school (Ramona Elementary) employ staff to manage technical support at the

site level. These technicians spend the majority of their time providing end user support for the site’s various end users.

The District also employs two outside managed services teams to help manage the day to day needs of the network infrastructure. They also provide technical

advice and support as needed when implementing new projects. In addition, the district employs support services from an outside vendor to help manage all

audio/visual equipment repairs in the classrooms.

A final technical resource for school sites are the Technology Facilitators. These are teachers who receive a stipend to provide 2.5 hours per week of non-

instructional time for the support of technology. Facilitators provide leadership and support for instructional technology use and lead staff development for

the effective use of software. Activities include planning, coordination, evaluation, basic troubleshooting, and assistance with prioritization of repair. They

work closely with the school staff and computer repair technicians to help meet school technology needs.

Needs:

At the current rate of technical growth, the district will need to hire additional support staff to support end point devices. This will need to come in the form

of additional computer repair technicians or additional outside resources.

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The tables below outline the action plan for monitoring Internet access, telecommunications and network infrastructure growth.

HARDWARE

Implementation Plan, Data to be Collected, and/or Evaluations Instruments

Timeline Program Monitoring, Evaluation, and Modification Process

The District will develop and adopt formal guidelines for the purchase of technology, including replacement of again equipment.

Ongoing With approval of Superintendent, IT Department will oversee.

District office and schools will work with the IT and Instructional personnel and Programs Departments to ensure that all technology purchases align with the District Technology Plan goals and benchmarks.

July-June each year Process overseen by the IT and Instructional Personnel and Programs Departments

District and sites will determine priorities for deployment of new computers and other equipment.

October-December each year Site/Department Administrators and IT Department

Purchase computers and other equipment deployment January-June each year Site Administrators

A physical inventory survey will be filled out for/by each school accurately reflecting the number, age, and locations of computers and other major technology items.

Spring each year It Department/staff and designated site staff will monitor at school sites.

ELECTRONIC LEARNING RESOURCES/ADMINISTRATIVE SOFTWARE

Implementation Plan, data to be Collected, and/or Evaluation Instruments

Timeline Program Monitoring, Evaluation, and Modification Process

At the end of each school year, examine current software and online services for needed upgrades or additional licenses.

May-June each year Continuous evaluation process monitored by Instructional Personnel and Programs Department and Director of Information Technology

The Director of Information Technology, Technology Staff, and District Technology Team, and the Director of Curriculum and Instruction will provide District software recommendations through the District intranet

Ongoing Continuous evaluation process monitored by the Director of Information Technology

Development of standard procedures for installation of new software programs

Ongoing IT Department as curricular software needs are communicated to the department.

Support SIF or similar for Aeries and CALPADS and other data/software systems.

Ongoing IT Department

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TELECOMMUNICATIONS AND NETWORKING INFRASTRUCTURE

Objectives & Benchmarks Timeline

The District will evaluate the upgrade to 10Gbps Internet Access from service provider. Ongoing

The District will annually assess network hardware, cabling/wiring, and make purchases for upgrades and additions as needed.

Ongoing

The District will evaluate the upgrade of the wireless network to a more flexible WiFi network. Ongoing

The District will maintain and upgrade interoperability/SIF server/hardware/software as needed. Ongoing

The District will annually assess the need to upgrade the existing phone system and acquire additional equipment for any new construction.

Ongoing

PHYSICAL PLANT

Objectives & Benchmarks Timeline

The District will upgrade physical and electrical infrastructure as necessary to accommodate technology growth according to school modernization plans and plans for development/expansion of educational programs.

Ongoing

The district will upgrade the District Data Center, including power and cooling, as needed Ongoing

MONITORING PROCESS

Monitoring the continuous improvement of the District’s data infrastructure is the primary responsibility of the Director of Information Technology. It is the

Director of Information Technology’s role to oversee the administrative and budgetary details of all of the District’s technology development efforts. In this

capacity, the Director collaborates with staff, the principals, Technology Facilitators, teachers and staff at each site, and with the Associate Superintendent

on personnel and planning matters.

Site principals have responsibility for monitoring and assessing the technology needs of the classrooms at their sites and for working with teachers, other

stakeholders, and the Information Technology Department to manage the fulfillment of those needs. All sites organize Technology Committees composed of

teachers, parents, and students to assist the principal in these efforts.

The Director of Information Technology has responsibility for the design and installation of network and infrastructure improvements. The Director

collaborates with the Director of Maintenance and Operations to set hardware and peripherals standards and monitor the District’s hardware replacement

program.

Progress is reviewed in an ongoing manner by the Director of Information Technology in conjunction with the Associate Superintendent.

The following table shows additional monitoring that occurs.

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Monitoring Activity Person Responsible Schedule

Purchase of classroom, lab, and library equipment carried out; inventory kept up to date; equipment maintained.

Site Administrators Site Technology Committees Director of Information Technology Technology Staff

Purchase, inventory, and maintain throughout the year

Software/online services investigate, piloted, decided upon, purchased, and implemented

Site Administrators Director of Curriculum and Instruction Director of Information Technology

Purchase throughout the year; ordering by April of each year

Network and telecommunications upgrades planned and carried out; network and telecommunications maintained

Director of Information Technology Technology Staff

Ongoing

Student information and Data Management Systems upgrades and/or acquisitions and transitions planned and carried out.

Director of Information Technology Ongoing

Technical support performance monitored for consistent and timely response; escalation process and tracking system for support calls identified and improved; additional support staff as necessary

Director of Information Technology Associate Superintendent Site Administrators

Ongoing

Physical and electrical infrastructure upgraded as necessary to accommodate technology growth according to modernization plans

Director of Information Technology Director of Maintenance and Operations

Ongoing

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FUNDING AND BUDGET

All technology objectives will be obtained through current and potential funding resources at Bellflower Unified School District and sites. These include the

sources listed below.

District Level

General Fund

Categorical Funds (Title I, Title III, State Block Grant)

Special Education

Facilities Budget (State constructions funds, state modernization funds, local G.O. bond, Developer fees, Community Facilities Districts,

Redevelopment Revenue

Education Foundation

Grants (state/federal & other)

E-Rate

Site Level

All categorical funds

Community partnerships

Local fund-raising efforts

PTA/PTSA

Donations

Small site-level grants

Perkins (high school only)

MONITORING

Technology budgeting is integrated into the District general budget process in a manner consistent with the Funding and Budget component. The Director of

Information Technology is responsible for monitoring modifications of the physical plant, acquisition of equipment, and updating of the budget. The Director

of Information Technology, the Director of Curriculum and Instruction, and the Director of Academic Accountability work closely with school site leadership

and the District Technology Team to facilitate communication.

The Director of Information Technology, Director of Curriculum and Instruction, and Director of Academic Accountability convene the District Technology

Team. When the need for feedback or an update of funding is determined, the Director of Information Technology will approach the Associate

Superintendent. The Associate Superintendent will then provide communication to the Superintendent’s Cabinet and, at the Superintendent’s direction, to

the District Budget Committee. If a request is of a smaller nature or one that is time-critical, the Associate Superintendent will go

directly to the Superintendent’s Cabinet for funding or advice. The following chart shows the budgeting responsibilities for all involved.

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FUNDING AND BUDGET

Individual Responsible

Responsibilities Feedback Loop

Site Administrators

Develop and Monitor site budget expenditures

Work with staff/Site Technology Committee to determine site technology needs and priorities

Budget to meet those needs and priorities as appropriate

Seek community partnerships

Seek donations

Seek grants

Report progress and needs as assessed to the District Technology Team

Submit recommended plan changes to the Technology Team

Director of Information Technology

Coordinate and approve all technology orders and purchases

Review plan progress semi-annually to ensure goals are met

Examine District budget and expenditure priorities annually

Develop minimum standards for donated equipment, update annually

Seek vendor discounts, volume licensing

Attend conferences, monitor list serves, and consult with vendors and consultants on new funding opportunities.

Report to Associate Superintendent, quarterly

Feedback to Technology Team on progress

Assistant Superintendent of Ed. Services Director of Academic Accountability Director of Curriculum and Instruction

Review for categorical program compliance and for alignment to site and district plans

Clarify district and site categorical funding responsibilities, and revise annually

Examine district budget and expenditure priorities annually

Receive and read funding alerts from CDE, LACOE, School Services

Seek partnerships with community organizations

Seek partnerships with government agencies

Attend conferences, other ways of seeking funding

Feedback to principals about progress

Feedback to parents, DELAC

Report to Cabinet, Fiscal Services, and other stakeholders as appropriate

District Technology Team

Evaluate/assess technology implementation, usage, and progress toward meeting yearly goals, objectives, and benchmarks

Maintain accurate inventory for their site.

Provide annual progress report to school stakeholders

Chief Business Officer

Clarify district and site categorical funding responsibilities, and revise annually

Examine district budget and expenditure priorities annually

Budget and expense review

Interim Reporting

Receive and review alerts from CDE, CASBO, School Services

Approval sent to Purchasing

Report budget progress to Cabinet

Cabinet Monitor all expenditures in General Fund

Seek community partnerships

Feedback provided to Site Administrators

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