Technology Plan · 2013-06-24 · Technology Plan Bear Valley Unified July 1, 2013 - June 30, 2016...

Technology Plan

Bear Valley Unified

July 1, 2013 - June 30, 2016

05/31/2013

This plan is for EETT and E-Rate.

Bear Valley Unified July 1, 2013 - June 30, 2016 Page i

Table of Contents

1. Plan Duration ...................................................................................................................................... 1

2. Stakeholders ........................................................................................................................................ 2

3. Curriculum .......................................................................................................................................... 3

3a. Current access by teachers and students .......................................................................................... 3

3b. Current use of technology to support teaching and learning ............................................................ 3

3c. District curricular goals to support plan .......................................................................................... 6

3d. Teaching and learning goals (Measurable Objectives, Benchmarks) ............................................... 8

3e. Acquiring technology skills AND information literacy skills (Measurable Objectives, Benchmarks) .......................................................................................................................................................... 12

3f. Ethical use .................................................................................................................................... 14

3g. Internet safety .............................................................................................................................. 15

3h. Description of access for all students ............................................................................................ 17

3i. Student record keeping ................................................................................................................. 17

3j. Two way home-school communication ......................................................................................... 19

3k. Curriculum Monitoring Process ................................................................................................... 22

4. Professional Development ................................................................................................................. 23

4a. Summary of Teacher and Administrator Skills and Needs ............................................................ 23

4b. Providing PD Opportunities (Measurable Objectives, Benchmarks) ............................................. 23

4c. Professional Development Monitoring ......................................................................................... 29

5. Infrastructure, Hardware, Technical Support, and Software ................................................................ 31

5a. Existing Resources ....................................................................................................................... 31

5b. Needed Resources ........................................................................................................................ 33

5c. Annual Benchmarks and Timeline for obtaining resources ........................................................... 34

5d. Process to Monitor 5b .................................................................................................................. 37

6. Funding and Budget........................................................................................................................... 39

Bear Valley Unified July 1, 2013 - June 30, 2016 Page ii

6a. Established and Potential Funding Sources ................................................................................... 39

6b. Annual implementation costs ....................................................................................................... 40

6c. District replacement policy ........................................................................................................... 40

6d. Budget monitoring ....................................................................................................................... 41

7. Monitoring and Evaluation ................................................................................................................ 43

7a. Overall progress and impact evaluation ........................................................................................ 43

7b. Evaluation schedule ..................................................................................................................... 43

7c. Communicating evaluation results ................................................................................................ 44

8. Collaborative Strategies with Adult Literacy Providers ...................................................................... 45

9. Effective, Researched-Based Methods and Strategies ......................................................................... 46

9a. Research Summary, District Application ...................................................................................... 46

9b. Technology to Deliver Rigorous Curriculum ................................................................................ 48

Appendix C - Criteria for EETT Technology Plans ................................................................................ 50

Appendix J - Technology Plan Contact Information ............................................................................... 59

Bear Valley Unified July 1, 2013 - June 30, 2016 Page 1

1. Plan Duration

July 1, 2013 - June 30, 2016


2. Stakeholders

Stakeholders

Name Position CDS

Kurt Madden District Administrator San Bernardino Bear Valley Unified

Mike Chatham District Administrator San Bernardino Bear Valley Unified

Jeanne Gardner Teacher (Non-Classroom) San Bernardino Bear Valley Unified

Pam Reames Classroom Teacher San Bernardino Bear Valley Unified Big Bear Elementary

Manny Marquez Classroom Teacher San Bernardino Bear Valley Unified North Shore Elementary

Jason Schetter Classroom Teacher San Bernardino Bear Valley Unified Big Bear Middle

Julia Seamans Classroom Teacher San Bernardino Bear Valley Unified Big Bear High

Rebecca Mandolini Classroom Teacher San Bernardino Bear Valley Unified Baldwin Lane Elementary

Kevin Amburgey Site Administrator San Bernardino Bear Valley Unified North Shore Elementary

The Bear Valley School District Technology Committee was revised in the 2012-2013 school year. The Technology Committee meets multiple times each year to evaluate progress toward meeting the goals of the District Technology Plan. It is made up of site and district technology leads, teachers, and principals. Parent involvement is encouraged and is being sought out. Bear Valley is a small district so in addition to formal meetings many discussions involving technology are done via email between meetings.

The information discussed at the district technology meetings is shared with site administration via the site technology facilitators and emailed to principals. Site administration is responsible to share key components of the district technology meetings with the school site councils which are made up of parents and business members. The District Technology Committee realizes the need for more partnerships with local businesses and government and will continue to actively seek participation from these groups.


3. Curriculum

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

All classrooms in the Bear Valley Unified School District are networked with Internet access. Most of our Elementary classrooms have a bank of three computers with at least two having Internet access for classroom integration. Between July and August of 2009 all classrooms throughout the district have been equipped with an interactive white board and multimedia projection system. They have also been equipped with a full audio and a sound enhancement system. With this system teachers can connect additional computers, document cameras, audio/visual equipment, almost anything that can be used with a multimedia presentation system. All teachers have been assigned a dedicated laptop to enhance their classroom curriculum.

Most elementary schools, the middle, and high school have a bank of computers or a cart of mobile learning devices, scanners, and a projector in the library/media center available for student use during school hours. These computers are available to teachers for class time activities by reservation. Each site continues to explore options to extend the use of the lab & library computers for use before and after school for student projects. All this equipment is available to the entire student population, including Special Education, GATE, English Language Learners, and students requiring adaptive and assistive technologies as stated in their IEPs.

All schools have at least one computer lab. Elementary school labs generally are available for sign-up by teachers desiring lab time. Big Bear Middle School has three full labs one of which serves for classes in technology while the other two are available for teacher sign-up. Big Bear High School has four labs: three used as classrooms and one lab in the library available for teacher sign-up and individual student use. Computer labs are also used for teacher and administrator in-services.

In addition to these computers, all sites have been purchasing mobile leaning devices: iPods, iPads, and Chromebooks. These carts with up to 36 devices can be used in multiple classrooms during the school day. Bear Valley recognizes the fact the it may not be able to provide a learning device for all of its students and is actively looking into formulating a formal plan to allow students to bring they own learning device (BYOD). The Adult Education program has access to our two computer labs at the high school, which is currently offering extended courses through San Bernardino Valley College.

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

Bear Valley uses technology resources extensively to support teaching and learning at all grade levels. Google Apps for Education is one of the District’s standard productivity suites for staff and students. Each school site has a computer available for teacher use in their classroom. This computer is in turn connected to a projector, an interactive whiteboard, and a voice amplification


system. Teachers’ utilize student information and achievement data on classroom and school computers. The Adult Education program has access to our two computer labs at the high school and is currently offering extended courses for San Bernardino Valley College. All school sites have an online grading and student information system that is accessible to parents and students via the Internet to check attendance, grades, and assignments.

Hardware and software is maintained and repaired by the District I.T. Department.

Current and emerging technologies across the Bear Valley Unified School District will be supported and maintained through the Bear Valley Unified School District Technology Plan. Technology will also be supported through general funds and school site categorical funding to ensure that each school site meets the needs of the students at their site. A Total Cost of Ownership (TCO) system will be explored and implemented to help establish a technology fund for maintenance, repair, staff development, and equipment purchase in the future. New LAN and WAN technologies will be investigated, and implemented into core instructional program through facilities funding, district funds, and site funding sources.

The following technologies are used consistently throughout the Bear Valley Unified School District:

Classroom workstations for teacher use

• Record keeping (i.e., class attendance)

• Productivity (i.e., grade book management, lesson plan management, etc.)

• Word processing

• Newsletters, reports, etc.

• E-mail

Classroom interactive whiteboard for teacher/student use

• Online curriculum enhancement via the web, video streaming, or text book publisher supplied media

• Virtual whiteboard with the ability to save all work for later reinforcement of a particular teaching moment

Classroom workstations for student use

• Google Apps for Education

• Web 2.0 applications: Animoto, Spelling City, Khan Academy, SlideRocket etc.

• Drill and practice

• Skill introduction and building

• Word processing for stories, reports, etc.

• Specialized software for tutorial support: ELD, GATE/Enrichment, intervention

• Curriculum games

• Individualized instruction through technologically assisted instruction

• Student research and presentations


• Online assignment and grade lookup

• Project Based Learning for Common Core State Standards

Classroom workstations for parent use

• Adult Education classes utilize software and computers to assist them in how to use technology

• Parents may utilize school libraries upon request

• Laptop available in the school office

DVD/Streaming

• Video and multimedia lessons

• Story starters

• Student reports and presentations

• TeacherTube, Youtube, WatchKnowLearn.org

Other Technology Used

• Xerox machines with scanning cab

• Digital still and video cameras

• School-wide TV/video broadcasting

• Digital projectors

• Library workstations

• Internet for research and e-mail

Elementary Schools

Big Bear Elementary, Baldwin Lane Elementary, and North Shore Elementary teachers utilize a variety of technology systems to maintain student information. Daily attendance is monitored through the Infinite Campus system. Quarterly benchmark assessments and the STAR test data are recorded in the EADMS system. Teachers access individual student and class data, and review student achievement information on EADMS throughout the district on a weekly basis. Teachers meet during PD days to review test results and to develop instructional plans to meet the needs of students. Struggling students are monitored every six weeks and placed in intervention programs accordingly.

Several software programs are in use at the elementary level. Reading Counts and Scholastic Reading Inventory are used to assess and challenge the students in their reading skills and comprehension. After school technology classes are also offered at some sites to GATE and regular education students. Most teachers bring students into the site computer lab on a weekly basis. Teachers instruct students on basic computer skills and site curriculum software as well as


Web 2.0 and Google Apps for Education. A weekly schedule enables teachers and students to visit site computer labs and libraries.

Secondary Schools

Big Bear Middle School and Big Bear High School teachers make use of technology to monitor student records, communicate with parents, and support the instructional program. Teachers record grades and attendance on the Infinite Campus data system. Infinite Campus is also used as an online grading system that is accessible to all parents and students through the Internet on computers and mobile devices. School counselors meet with all students to develop a four year instructional plan to accomplish academic, social, and developmental goals. All parent and student meetings are recorded in Infinite Campus to monitor student progress in grades, attendance, and behavior.

Big Bear Middle School makes the most of technology by offering elective classes that provide instruction in technology. Video Broadcasting produces a morning school news program that is broadcasted throughout the school. Every “homeroom” class watches the morning announcements where student newscasters, editors, and cameramen make up the film crew. Video Production and Yearbook classes offer students the opportunity to develop film and page design on computer-based technology.

Teachers use technology for student projects and research at the secondary level. Ninth grade students in Freshman Studies research substance abuse for presentations in class. Internet search engines are used as tools for gaining information. Ceiling mounted LCD projectors and computers help students develop presentations to share with their classmates. Freshman Studies students also spend time in the site computer lab working on basic keyboarding skills. Computer Based Accounting, Web Page Design, Photo Graphics, Film Design, Garment Labeling, and Media Productions are offered at Big Bear High School as part of their ROP and Career Technical Education program.

3c. Summary of the district's curricular goals that are supported by this tech plan.

The BVUSD Strategic Plan addresses the curricular goals of the district and involves all of the stakeholders in the district. The district has established clear curricular goals tied to the academic content standards monitored by various district and site-based assessment systems, and referenced in a comprehensive planning documents and efforts. The common underpinning of all our district and school improvement plans is to improve student achievement of the state Common Core standards.

The BVUSD school board adopts key curricular goals annually, which are tied to and support the adopted, state approved, content standards in all academic areas. These key goals support the LEA plan on the district level. Each of our schools ties its site-based curricular goals directly to the district’s LEA Plan and the school board’s key goals in site-based comprehensive school plans and School Accountability Report Cards (SARC).


As of the school year 2013-2014 Bear Valley is actively perusing the adoption of the Common Core State Standards. This will significantly impact items 1-3. When more data is available regarding Common Core these items will updated to reflect the standards.

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

All schools in the district will meet or exceed the NCLB Annual Measurable Objectives (AMO’s) for student proficiency, including all ethnic/racial, socio-economically disadvantaged and students with disabilities subgroups with the state content standards in English / Language Arts and Math. By 2013-2014, all students in the district will be proficient or better with English/Language Arts and Math grade level content standards.

1. All schools in the district will meet or exceed the state’s Annual Performance Index (API) growth target as well as the API growth targets for each numerically significant ethnic/racial, socio-economically disadvantaged and students with disabilities subgroups at the school.

2. All students will be taught by highly qualified teachers, as defined by NCLB. 3. The district will work with site administration to collect and analyze school and student

data and develop continuous cycles and plans for school improvement including: improving curriculum, improving instruction, improving student support & intervention, improving the monitoring of student achievement, and improving home/ school/ and community partnerships.

4. All students will be educated in learning environments that are safe, drug-free, conducive to learning and conducive to building student’s internal and external resources.

5. These district goals can be found in the District’s Strategic Plan. To meet the District’s Strategic Plan goals and objectives, each school site develops a School Accountability Report Card (SARC) that targets specific achievement goals for their school, with an action plan and evaluation component to measure success. Beginning with the 2003-2004 planning cycle, each school site included a technology component in their SARC that identifies the site’s focus in relation to technology integration, implementation, and professional development.

Other district and site comprehensive planning documents and data that establish and/ or guide our standards-based curriculum include:

• The district adopted Common Core State Standards for K-12

• The district LEA plan

• No Child Left Behind compliance / implementation documentation

• CDE and Federal district-wide school achievement data from annual AYP, API, and STAR results

• The CDE’s Academic Performance Survey (APS) and District Assessment Survey (DAS)

• The District’s Master Plan for English Language Learners (ELL) describes the policies for identifying, assessing, and reporting students who have a primary language other than English. This ELL Master Plan provides details on the reclassification procedure and the English Language Development and instructional programs to be provided for ELL


students to assist them in meeting and/or exceeding district content standards and graduation requirements.

• The District’s Gifted and Talented (GATE) Plan provides challenging curriculum and instruction to gifted and talented students capable of achieving significantly beyond the level of their peers. The GATE plan supports the provision of services that are integrated into the regular school day as differentiated learning experiences that are based on the core curriculum.

• The Policy and Procedures handbook which details the District’s philosophy and goals, and policy and procedures regarding students, instruction, promotion and retention, equity, administration, personnel, community relations, business, and much more.

• Site–based Single Plans for Student Achievement, SARC (http://www.bearvalleyusd.org/apps/pages/index.jsp?uREC_ID=183369&type=d&pREC_ID=381470), WASC and CPM self-study reviews and actions plans, School Improvement Program (SIP), categorical programs, and other program goals which vary from site to site

• Our current district Educational Technology Plan

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

All of the Curriculum Component Criteria 3d-3j elements are included in the curricular driven action plan charts in the Component 3 pages that follow. Our curricular driven technology plans include clear, specific, realistic goals and measurable objectives that will support our district’s curriculum goals and student achievement of the state approved content standards.

Goal 3d.1: To develop comprehensive, board approved, district technology standards for grades K-12.

Objective 3d.1.1: Update and align 2005 K-6 technology standards based on ISTE NETS for students.

Benchmarks:

• Year 1: 100% of technology standards will be revised and teachers will be inserviced on student standards

• Year 2: 100% of technology standards will be revised and teachers will be inserviced on student standards; standards will be realigned and updated as needed


Implementation Plan


Activity Timeline Person(s) Responsible Monitoring & Evaluation

Teachers will provide input to the District Technology Committee for the purpose of developing pacing guides and technology action plans.

2013 and annually

Site Technology Committees

District Technology Committee, District Technology Facilitator

The District Technology Committee will revise the 2005 K-6 technology standards and create a software matrix to accompany the grade level specific plan.

2013 and annually

District Technology Committee


All K-6 staff will be trained on integrating the updated technology standards for students

2013 and annually

Elementary Principals, District Technology Facilitator

Superintendent

Collect and report progress to board and stakeholders.

2013 and annually

Director Of Curriculum Director Of Curriculum

Objective 3d.1.2: Align district technology standards to the ISTE NETS for students for grades 7-12.

Benchmarks:

• Year 1: 100% of technology standards will be revised and teachers will be inserviced on student standards



Implementation Plan


The District Technology Committee will create the BVUSD 7-12 technology standards based on ISTE NETS for students.

2013 and annually


Superintendent

All 7-12 staff will be trained on integrating the updated technology student standards into the CCSS.

2013 and annually

Secondary Instructional Facilitator, District Technology Facilitator

Principals, Superintendent


Goal 3d.2: Teachers will learn to integrate the student technology standards with the essential Common Core State Standards in ELA and mathematics, with a focus on increasing information and media literacy skills for students.

Objective 3d.2.1: Teachers and Instructional Facilitators will develop pacing guides in ELA and mathematics which will integrate Common Core State Standards and 21st century literacy skills as defined by the ISTE NETS for students. Pacing guides will include suggested classroom activities and quarterly performance tasks.

Benchmarks:

• Year 1: 60% of grade levels K-12 will have pacing guides established for integrating CCSS with 21st century literacy skills



Implementation Plan


All K-12 staff will be trained on the implementation of pacing guides integrating the CCSS and 21st century literacy skills.

2013 and annually

Instructional Facilitators Superintendent

Review, collect evidence and modify if necessary. Communicate progress to school board and stakeholders.

2013 and annually


Objective 3d.2.2: Teachers will create performance tasks in ELA and mathematics based on the CCSS for the purposes of quarterly benchmark testing.

Benchmarks:

• Year 1: 60% of grade levels K-12 will have quarterly CCSS performance tasks for the purposes of benchmark testing

• Year 2: 80% of grade levels K-12 will have quarterly CCSS performance tasks for the purposes of benchmark testing which will be aligned and updated as needed

• Year 3: 100% of grade levels K-12 will have quarterly CCSS performance tasks for the purposes of benchmark testing which will be aligned and updated as needed


Implementation Plan

Activity Timeline Person(s) Responsible

Monitoring & Evaluation

Create quarterly performance tasks (for the purposes of benchmarks) that integrate media and information literacy skills into the essential CCSS for ELA and mathematics.

2013 and annually

Teachers, Instructional Facilitators

Superintendent

Review and update performance tasks, if necessary, and communicate progress to board members and community stakeholders

2013 and annually

Teachers, Instructional Facilitators

Superintendent

Objective 3d.2.3: K-12 teachers will participate in staff development and coaching support for classroom implementation of 21st century literacy skills through instruction of essential CCSS.

Benchmarks:

• Year 1: 60% of K-12 teachers will attend professional development and participate in coaching support



Implementation Plan


Provide staff development and coaching support for classroom implementation of 21st century literacy skills through instruction of essential CCSS.

2013 and annually


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


Technology Standards have been developed for grades K-6. It is a goal of the district technology committee to develop them for grades 7-12. The district technology committee is in the process of standardizing programs and processes on a district wide level so that site based classes can be formed to teach technology standards.

Goal 3e.1: ALL Students will acquire the information and media literacy skills in alignment with the Common Core State Standards for grades K-12.

Objective 3e.1.1: By June 2016, ALL students will demonstrate age-appropriate proficiency in information and media literacy skills in alignment with the Common Core State Standards for grades K-12, which will be demonstrated through classroom assignments or projects, as evidenced by student work samples.

Benchmarks:

• Year 1: 60% of K-12 students will demonstrate age-appropriate proficiency in information and media literacy skills



Implementation Plan


The district will review information and media literacy standards for grades K-12 based on ISTE NETS for students.

2013 and annually


District Technology Facilitator

Teachers will review age-appropriate information and media literacy standards during site staff meetings.

2013 and annually

Teachers Principals

Teachers will integrate age-appropriate information and media literacy skills into their CCSS curricular units.

2013 and annually

Teachers Principals

All students will review expectations of the information and media literacy standards as part of beginning of the year introduction in each homeroom classroom.

2013 and annually

Teachers Principals


The district will monitor the implementation of information and media literacy skills for grades K-12 based on ISTE NETS for students.

2013 and annually

Principals, District Technology Facilitator

Information Technology Coordinator, Superintendent

The district’s library plan will be updated to include information and media literacy skills.

2013 and annually

Librarian/Media Center Specialist Committee


Objective 3e.1.2: By June 2016, teachers will demonstrate proficiency in information and media literacy skills by integrating technology into classroom instruction, as well as assignments and projects for students. This will be observed by the site administrator and documented through informal and formal observations.

Benchmarks:

• Year 1: 50% of teachers will demonstrate proficiency in integrating 21st century literacy skills into classroom instruction



Implementation Plan


Staff Development on instructional strategies using information and media literacy skills to deliver CCSS.

2013 and annually

Instructional Facilitators Principals, Superintendent

Teachers will integrate information and media literacy skills into grade level curriculum in math & ELA, as evaluated by quarterly performance tasks for students.

2013 and annually

Teachers Principals

Students will use information and media literacy skills to demonstrate depth of knowledge regarding CCSS.

2013 and annually

Teachers Principals


Administrator’s evaluations will include documentation of information and media literacy skills being integrated into CCSS instruction in the classrooms.

2013 and annually

Principals Superintendent

3f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use

Goal 3f.1: All students and teachers will be able to distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use, distinguishing lawful from unlawful downloading, peer-to-peer file sharing, and avoiding plagiarism.

Implementation Plan


Update present Internet Responsible Use Policy to include copyright, plagiarism, and unlawful downloading. Parents, students, and teachers sign each year.

July 2013 Annually thereafter

Information Technology Coordinator, District Technology Facilitator

Review of RUP

District Technology Facilitator attends RIMS CTAP train the trainer Information Literacy/Internet Safety workshop.

Fall 2013 District Technology Facilitator

Attendance Verified

District Technology Facilitator delivers teacher training and student lessons on Information Literacy/Internet Safety.

August 2013 Annually thereafter


Lesson plans and training logs.

Students receive lessons on copyright, fair use, plagiarism, and unlawful downloading from classes.

Winter 2013 Annually thereafter

Grades 4-12 teachers Principal review of lesson plans


Students incorporate appropriate copyright and fair use into their projects.

Winter 2014 Winter 2015

Grades 4-12 teachers Teacher and administrators review projects.

Teacher collects examples of student projects and review for use of appropriate and ethical use and copyright.

2014 Annually, each Spring

Principals Teachers Student technology work is reviewed and assessed by staff and admin.

Teachers will be trained to implement an Information Literacy/iSafe curriculum, which includes copyright and fair use and ethical uses of technology.

Winter 2013 Principals District Technology Facilitator

Principal will review teacher participation in online iSafe training.

Students will take the iSafe pre- and post-assessment.

Pre-assessment every fall Post-assessment every spring

Principals Teachers Student work is reviewed and monitored by staff.

Annually, district will evaluate the student post-assessment data to determine modifications to the instructional program to better ensure understanding of copyright and fair use, legal and illegal downloading and P2P file sharing, and avoiding plagiarism.

Annually, every spring

Director of Curriculum and Instruction

Principal will review student data and lead staff in program modification.

3g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307)

Goal 3g.1: All students and teachers will be able to apply Internet safety rules, including how to protect their online privacy and avoid online predators when they are using the Internet.

Implementation Plan



Create and revise the Internet Responsible Use Policy to include online safety. Parents, teachers, and students sign each year.

Sept 2013 And annually

District Technology Coordinator District Technology Facilitator

Review of AUP

District Technology Facilitator attend RIMS CTAP train the trainer Information Literacy/Internet Safety workshop.

Fall 2013 and annually


Attendance Verified

District Technology Facilitator delivers teacher training and student lessons on Information Literacy/Internet Safety.

Jan 2013 and annually

Principals District Technology Facilitator

Lesson plans and training logs.

Students will receive lessons which integrate principles in internet safety throughout the curriculum.

Annually Teachers Lesson plans

Students use CTAPIV Cybersafety resources available online.

Annually Teachers Lesson plans

Teachers will be trained to implement an Information Literacy/iSafe curriculum, which includes internet safety, online privacy, and hot to avoid online predators.

Winter 2013 and Annually

Prinicals District Technology Facilitator

Principal will review teacher participation in online iSafe training.

Students will take the iSafe pre- and post-assessment.

Pre-assessment every fall Post-assessment every spring

Teachers Principals Student work is reviewed and monitored by staff.

Annually, district will collect and evaluate data to determine modifications to the instructional program to better ensure understanding of internet safety, online privacy, and avoiding online predators.

Annually Director of Curriculum and Instruction

Observations, student data, lesson plans

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


Bear Valley USD is ADA compliant and provides equal and appropriate technology access for all students, including Special Education, GATE, English Language Learners, and students requiring adaptive and assistive technologies as stated in their IEPs to support achievement of the state content standards in the classroom, district curricular goals, and ultimately for lifelong learning for success in our digital society. Special Education classrooms have computers and iPads available for student use. The SELPA program, WebIEP, is used for IEP development.

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

Goal 3i.1: Teachers and administrators will use technology for efficient student record keeping and to monitor student achievement data.

Objective 3i.1.1: Teachers, administrators, and support staff will participate in yearly training on Infinite Campus. Teachers are provided training through a site representative which is available for initial training, as well as followup throughout the year.

Benchmarks:

• Year 1: 100% of all staff members will participate in annual Infinite Campus Training • Year 2: 100% of all staff members will participate in annual Infinite Campus Training;

Review and update as needed • Year 3: 100% of all staff members will participate in annual Infinite Campus Training;

Review and update as needed

Implementation Plan



Secondary teachers will attend an Infinite Campus training on using Infinite Campus’s basic functions.

2013 and Annually

Site representatives and Technology support personnel

Site representatives and Technology support personnel

Teachers will use a computer connected to the server and Internet that is capable of accessing Infinite Campus and EADMS to acquire student data.

2013 and Annually

Director of Curriculum and Instruction Coordinator of Student Services

Director of Curriculum and Instruction Coordinator of Student Services


Objective 3i.1.2: Teachers and administrators will use technology-based diagnostic tools to monitor and analyze state and district test scores as evidence by staff, department, and grade-level meeting minutes & agendas.

Benchmarks:

• Year 1: 100% of K-8 teachers in math & language arts will use technology-based diagnostic tools for monitoring students

• Year 2: 100% of K-12 teachers in math & language arts will use technology-based diagnostic tools for monitoring students

• Year 3: 100% of K-12 teachers in math & language arts will use technology-based diagnostic tools for monitoring students; Review and update as needed

Implementation Plan


Instructional Leadership Team will attend training annually on the EADMS system, with an emphasis on using results to inform instruction.

2013 and Annually

Instructional Leadership Team


Grade level teaching teams will revise pacing and benchmark tests for current year.

2013 and Annually

Teaching Teams Instructional Leadership Team

Objective 3i.1.3: Teachers and administrators will use the EADMS item bank to develop and revise current benchmark assessment based on student need and grade level standards as evidence by sign-in sheets and adopted benchmarks every semester.

Benchmarks:

• Year 1: 100% of K-8 teachers in math & language arts will use EADMS to develop and revise benchmark assessments

• Year 2: 100% of K-12 teachers in math & language arts will use EADMS to develop and revise benchmark assessments

• Year 3: 100% of K-12 teachers in math & language arts will use EADMS to develop and revise benchmark assessments; revise and update as needed

Implementation Plan



Teachers and administrators will utilize the EADMS system to track student progress and identify at-risk students in ELA and mathematics.

2013 and Annually

Teachers Principals Instructional Leadership Team

Objective 3i.1.4: Administrators and teachers will participate in PD planning days to utilize EADMS for accessing and analyzing student data, and plan instruction accordingly.

Benchmarks:

• Year 1: 100% of K-8 teachers in math & language arts will participate in PD days to utilize EADMS for planning instruction

• Year 2: 100% of K-12 teachers in math & language arts will participate in PD days to utilize EADMS for planning instruction

• Year 3: 100% of K-8 teachers in math & language arts will participate in PD days to utilize EADMS for planning instruction; update and revise as needed

Implementation Plan


The Instructional Leadership Team will regularly reevaluate the report card system and adjust the format and content as needed.

2013 and Annually

Site Teams Instructional Leadership Team

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

All teachers have communication tools to make connections to parents and the community. Every classroom has a telephone, voicemail, and Internet access. Each teacher has a district email account and can be contacted by email. Several teachers have developed classroom web pages to display assignment and class information. The district website is kept up-to-date and all school sites have their own websites. The district website has information about each school and the school calendar. All schools have a dial out system that notifies parents of absences and special events. The system uses VOIP to allow the entire school district to be contacted in a short amount of time. All schools use the built in Parent Portal of Infinite Campus which allows parents/students to check student’s grades, assignments, attendance, and discipline via the Internet. The Parent Portal also enables parents and students to directly email every classroom teacher. Teachers and students have the ability to communicate with each other through shared documents and email via the Google Apps for Education platform.


Goal 3j.1: The district and its schools will use technology to improve communications between home and school, as well as the community.

Objective 3j.1.1: The school district employees will use technology to communicate with each other and the school community.

Benchmarks:

• Year 1: 100% of district employees will use technology to communicate • Year 2: 100% of district employees will use technology to communicate; Review and

update as needed • Year 3: 100% of district employees will use technology to communicate; Review and

update as needed

Implementation Plan


Teachers & Administrators will use technology to communicate. For communication and collaborative purposes, employees use the Google Apps for Education platform with shared calendars and documents, websites, and email.

2013 District Staff District Staff

Teachers' email addresses are available through the site parent/student handbooks and the school websites.

2013 Principals Principals

Objective 3j.1.2: The school sites will provide updated information to parents via the Internet.

Benchmarks:

• Year 1: 100% of school sites will provide updated information to parents via the Internet • Year 2: 100% of school sites will provide updated information to parents via the Internet;

Review and update as needed • Year 3: 100% of school sites will provide updated information to parents via the Internet;

Review and update as needed


Implementation Plan



The District will provide an online presence via a Content Management System through the EDLIO platform, a District Facebook page, and other social networking platforms.

2013 Superintendent District and Site web administrators

The district will research and implement Contact Manager through SchoolMessenger for district emergency dialouts and district event notifications for the community and district staff.

2013 District Technology Coordinator

District Technology Coordinator

Objective 3j.1.3: The district's phone systems will be updated.

Benchmarks:

• Year 1: Review and update as needed • Year 2: Review and update as needed • Year 3: Review and update as needed

Implementation Plan



The District Technology Coordinator will attend training and research new unified communication systems on the current market to determine the feasibility of replacing the current end-of-life phone system.

2013 District Technology Coordinator

District Technology Coordinator


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

The monitoring process is included on the Curriculum Goals in sections 3d through 3h. It describes who is responsible, what evidence will be collected, and how frequently. At the end of each school year, all data will be collected by the persons identified as responsible and a summary report will be sent to the District Technology Committee on the technology plan's progress. This data will be evaluated and the District Technology Committee will make recommendations for modifications. The suggested modifications will be communicated to administrators at the school and district levels. Administrators, program directors, site leadership teams, and school site council groups will be responsible for reviewing evaluation data and approving recommendations for program modifications. A yearly update on the plan’s progress will be communicated to the school board and available to all community stakeholders.


4. Professional Development

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

The Bear Valley USD District Technology Committee is dedicated to providing comprehensive staff development to ensure the success of its technology plan. In the past couple of years, the district, through each of the site plans, has emphasized technology training for teachers. The goal of this training is to increase teacher competency, expose teachers to new technologies, and to integrate technology into the classroom curriculum. To help bring these trainings to the sites and classrooms, a District Technology Facilitator position was created and filled.

The BVUSD administration recognizes that as the leadership in the district, the administration needs to advance their abilities and trainings in the area of technology. With the recent installation of interactive whiteboards and multimedia presentation systems, staff trainings are being implemented to increase teacher capacity in integrating this technology into daily instruction.

Due to the demise of the EdTech Profile, Bear Valley Unified will work with the Tech Plan Questions document provided by CTAP to develop a Google Form to gather information on the levels of technical competency of all staff members. In addition, Bear Valley USD will also strive to assess student information and media literacy skills on an annual basis through a Google Form.

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

Bear Valley USD's goal is to design and implement technology staff development and hands-on integration support to allow for efficiency in teaching and learning. Under this Technology Plan, support for teachers integrating technology into the curriculum will be provided.

Goal 4b.1: Teachers will utilize data to direct instruction. Instructional Leadership Team will train teachers on the use of the reports available to evaluate and improve instructional practice.

Objective 4b.1.1: Staff will have a working knowledge of online student database systems to improve and monitor instruction and learning.

Benchmarks:

• Year 1: 75% of staff will be trained • Year 2: 100% of staff will be trained • Year 3: New employees will be trained as needed


Implementation Plan



Train teachers and administrators to use EADMS to target areas needing improvement in the instructional program at their school sites for the purpose of modifying classroom instruction.

2013 and annually



Train teachers, administrators, attendance clerks, and school secretaries on INFINITE CAMPUS usage, reports, and queries to monitor student progress, attendance, and maintain information.

2013 and annually

District IT Superintendent

On site training each quarter on learning programs for students, such as Google Apps for Education, Accelerated Math and Reading, ALEKS, Reading Counts, etc.

2013 and annually

Program Administrators, Site Technology Facilitators, District Technology Facilitator

Principals

Goal 4b.2: Effectively utilize hardware & software as learning tools for students.

Objective 4b.2.1: Based on site needs, the District Technology Facilitator and Site Technology Facilitators will offer technology trainings on hosted applications, Web 2.0 applications, IOS, Android, etc.

Benchmarks:

• Year 1: 75% of teachers will be trained • Year 2: 100% of teachers will be trained • Year 3: 100% of teachers will be trained

Implementation Plan



All teachers will be trained on the district-wide implementation of the Google Apps for Education platform.

2013 and annually


Superintendent

District Technology Committee will review new or needed academic software for staff development needs.

2013 and annually


Superintendent

Objective 4b.2.2: District Technology Committee will review available programs to meet reading and math goals for district student achievement as evidence from meeting minutes and adopted software matrix yearly.

Benchmarks:

• Year 1: Ongoing • Year 2: Ongoing • Year 3: Ongoing

Goal 4b.3: Support learning systems by utilizing data available on EADMS.

Objective 4b.3.1: Teachers will access sections of the EADMS program to further gather and monitor student data as evidence of activity logs collected every semester.

Benchmarks:

• Year 1: Ongoing • Year 2: Ongoing • Year 3: Ongoing

Implementation Plan


Plan school site workshops to review available EADMS programs.

2013 and annually



Collection & review of student data from various programs on EADMS with teacher collaborative groups

2013 and annually




Lead Teachers will demonstrate EADMS systems and how to utilize programs in classrooms.

2013 and annually

Site Administrators, Instructional Facilitators


Objective 4b.3.2: Teachers and staff will utilize the item bank to make benchmark assessments and classroom worksheets to improve student achievement as evidence of lesson plans, and student benchmark scores collected quarterly.

Benchmarks:

• Year 1: Ongoing and updated as needed • Year 2: Ongoing and updated as needed • Year 3: Ongoing and updated as needed

Implementation Plan


District primary and secondary Facilitators to present review of Item Bank to Lead Teachers

2013 and annually

District primary and secondary Facilitators

Director of Curriculum

Lead Teachers present at Workshops at each school site on â€œEffective Use of Item Banks to Improve Student Achievement.â €

2013 and annually

Lead Teachers Director of Curriculum

Goal 4b.4: Continue to promote and fine-tune the district wide on-line grading systems to monitor student progress and improve parent communication as evidence website logs.

Objective 4b.4.1: Include in secondary parent/student handbooks instructions to access online grade-books.

Benchmarks:

• Year 1: 100% of the handbooks will be updated • Year 2: Ongoing and updated as needed • Year 3: Ongoing and updated as needed

Goal 4b.5: Integrate technology into the CCSS instruction to increase 21st century literacy in students.


Objective 4b.5.1: District-wide training on integrating technology into daily instruction as evidence by sign-in sheets. Implementation will be evident by principal observations.

Benchmarks:

• Year 1: 60% of teachers K-12 will be in-serviced on CCSS integration. • Year 2: 80% of teachers K-12 will be in-serviced on CCSS integration. • Year 3: 100% of teachers K-12 will be in-serviced on CCSS integration.

Implementation Plan


Workshops at school sites on using technology to increase media and information literacy skills for students while addressing Common Core State Standards.

2013 and annually

District Technology Facilitator, Site Technology Facilitators

Superintendent

Training for principals on monitoring the effective use of technology for instruction and student use at the school site.(weekly walk-through, observations, feedback forms)

2013 and annually

Superintendent Superintendent

Objective 4b.5.2: District-wide training on developing student use of technology to demonstrate learning. (Google Apps for Education, Sliderocket, PowerPoint, spreadsheets, iMovie, digital photography, etc.) as evidence from sign-in sheets and student products.

Benchmarks:

• Year 1: 60% of teachers will attend training. • Year 2: 80% of teachers will attend training. • Year 3: 100% of teachers will attend training.

Implementation Plan


Training will be provided for teachers on students acquiring information and media literacy skills through CCSS instruction.

2013 and annually



Objective 4b.5.3: Students to use technology as a research tool for project based learning, as evidence in collected student projects annually.

Benchmarks:

• Year 1: 100% will participate in a least one research project. • Year 2: 100% will participate in a least two research projects. • Year 3: 100% will participate in a least three research projects.

Implementation Plan


Workshops at school sites on research techniques utilizing the Internet and search programs

2013 and annually


Superintendent

Goal 4b.6: Students will have an understanding of the BVUSD Responsible Use Policy, as well as safe internet practices, through explicit classroom instruction.

Objective 4b.6.1: Investigate and implement cyber-safety curriculum for the purpose of integration into classroom instruction.

Benchmarks:

• Year 1: 60% of K-12 teachers will include above-mentioned instruction into technology enhanced lessons.



Implementation Plan


Inservices will be provided at school site or via webinar on safe internet practices.

2013 and annually


Principals

Responsible Use Policy will be reviewed and discussed by all staff.

2013 and annually

Principal, District Technology Facilitator

Principal


Objective 4b.6.2: Annual participation by teachers in the BVUSD Technology Literacy Survey, which will include questions regarding the integration of cyber-safety instruction into technology enhanced curriculum.

Benchmarks:

• Year 1: 100% of teachers participate in the survey. • Year 2: 100% of teachers participate in the survey. • Year 3: 100% of teachers participate in the survey.

Implementation Plan


Staff meetings in computer labs to complete annual BVUSD Technology Literacy Survey

2013 and annually

Principal Information Technology Coordinator, District Technology Facilitator

School site review at staff meeting of data from BVUSD Technology Literacy Survey.

2013 and annually

Principal Information Technology Coordinator, District Technology Facilitator

Principals meet with Information Technology Coordinator, District Technology Facilitator, and Superintendent to discuss plan of action at each school site based on the BVUSD Technology Literacy Survey data.

2013 and annually

Information Technology Coordinator, District Technology Facilitator

Superintendent

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

Professional development for teachers and administrators is supervised by the Director of Curriculum. The District Technology Facilitator and District Technology Coordinator oversees technology training for all personal, assisted by other key personnel from the district technology committee. Participating teachers will have to sign in and out for each class and those forms will be kept on file for future reference. Teachers will also use the online community to share and discuss strategies in technology implementation; those that worked and those that did not. Each year the training team will come together to evaluate the success of the training as well as what changes need to take place. They will evaluate the classes and the products developed by the teachers. Strong emphasis will be made on the assessment and the evaluation of how those lessons transitioned into the classroom. School site representatives will attend periodic meetings to discuss


training progress and implementation of new and current programs. Comments on improvement will be posted to an online community.

Monitoring Activity Person Responsible Schedule

Development of comprehensive Professional Development Plan; update annually

Director of Curriculum July, 2013

Professional development sessions held; agendas and sign-ins kept; participant evaluations collected and analyzed and adjustments in training made.

Trainers, Director of Curriculum District Technology Facilitator District Technology Coordinator

July 2013 and annually.

Teachers and administrators take the Tech Plan Questionnaire. Those responsible for training analyze data and decide on course modifications for the coming year.

Teachers, Administrators, Director or Curriculum, District Technology Facilitator District Technology Coordinator

May 2014 and annually

Site administrators conduct daily/weekly classroom walkthroughs to determine levels of instruction at school; suggest training needed to raise levels of instruction.

Site Administrators Winter/Spring 2010

• Repeat this procedure each year • Reported to District Technology Committee and Deputy Superintendent

Annually


5. Infrastructure, Hardware, Technical Support, and Software

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

Existing Hardware: Bear Valley Unified School District has established minimum specifications for technology. Bear Valley closely follows the recommendations from SBAC for hardware that is acceptable for upcoming adaptive testing for CCSS in 2014-15. Every application of technology will be considered individually and the most logical course of action is taken to implement the desired outcome with the appropriate technology.

BVUSD has 15 network servers providing a variety of services.

All classrooms are equipped with a mounted projector, interactive white board, voice amplification system, and a computer connected to the projector and interactive white board.

Every building is wired to the District’s network, allowing access to the network from every classroom and work area in the district.

Each classroom and work area contains at least one computer connected to the network. Some classrooms contain a set of six computers (Ncomputing) that are accessible to students.

Each school ensures that technology is accessible to teachers and administrators after professional development has been provided.

All schools have a least one lab that can be used for assessment and instruction.

Some sites have additional computers that are not Internet-accessible that do still support instruction via standalone software but are not being supported for repair. If they cease to function, they are obsoleted and recycled. All new systems are purchased with a minimum one-year warranty. These warranties provide for either on-site or mail-in support. Networked laser printers are available either by building or by department via a manage print care contract through Xerox. Office staff generally shares one networked laser printer per office area space. Networked color laser printers are available at some sites and the District Office. The District Office and all sites utilize Xerox scanning/copying equipment. Secondary sites have “print-to-mail” printers which generate report cards and progress reports in sealed, mail-able format.

Existing Internet Access: The following describes the existing infrastructure that will support the Curriculum and Professional Development Components of this Plan. As of August 2009, the service provider for voice is Verizon and data is Charter Business.

BVUSD uses a district concentric WAN configuration where all remote site connections are pointed to the District Office for administrative use, Internet access, Financial, and Personnel applications. The sizes of these connections are as follows: 1 Gigabit fiber and point to point wireless.


All campuses within BVUSD have local area networks. These networks feature a star topology switched multimode fiber backbone running at full duplex 1Gbs, with switched 10/100/1000Mbs connections using Category 5/5e/6 wiring to the outlets in each classroom. Every classroom and administrative workspace is provided with at least 1 drop. Drops have also been provided in food service areas, portable classrooms, libraries, conference rooms, and teacher break rooms.

Every campus utilizes a Microsoft Windows 2003 file server as a central repository for staff data files. This server is used to serve out the sites online library catalog (Follett), educational testing/monitoring software (Accelerated Reader and Math and Reading Counts), and student data where applicable.

Bear Valley utilizes the Active Directory network management database to manage users and resources within the district, integrate and maintain network security through management of authentication. Anti-Virus is installed on individual computers.

Email services are handled in-house through the Google Apps for Education cloud based service. All certificated and all classified personnel have email addresses for electronic communications throughout the district. Students in grades 3-12 have email addresses. The EDLIO web service handles all of the District Office and schools web sites. The web service is used to share information to all district personnel and the Bear Valley community. This information includes online forms, documents, school event information, and middle/high school student grade information. A Facebook feed is also used to get information out to the community. BVUSD will continue to increase the functionality of its World Wide Web presence.

The District will monitor the usage of the Gigabit Wan to SBCSS and the Gigabit Wan that connects the District Office to the school sites to ensure that the bandwidth is adequate.

In addition to digital transmission services listed in the chart above, the district also has plain old telephone service (POTS lines). The District owns its own PBX and voicemail systems and leases the circuits from the telecommunications vendor.

The District provides continued maintenance of WAN/LAN services. Similarly, there will be continuing upkeep of office and staff/student based servers. New implementations will be required for specialized servers with ever increasing content demands such as library databases, security, steaming media servers, application servers, and virtualization.

All school and District Office data lines to the Internet connect via 1 Gigabit Wan to the San Bernardino County Office of Education (SBCOE). SBCOE serves as the District’s Internet Service Provider (ISP). The SBCOE consortium hosts the following services to the District Office and all school sites: purchasing, accounting and budgeting services, payroll, and fixed asset management. Filtering software utilized by BEST NET is Child Internet Protection Act (CIPA) compliant and is evidenced by a certificate posted online at: http://www.sbcss.k12.ca.us/infotech/financial/cipastatement.doc.

Existing Electronic Learning Resources: Administrative software (Infinite Campus, EADMS, Follett/Alexandria library automation, School Messenger School To Home communication)

Productivity software (Google Apps for Education, Microsoft Office Professional)

State-adopted intervention software, for new pilots and for extension of current pilots

Supplemental software such as Accelerated Reader and Math, ALEKS, and Reading Counts


Existing Technical Support: The District currently uses a combination of a District Technology Coordinator (1), Computer Technicians (2), District Technology Facilitator, and Site Technology Facilitators (6) for technical support. The District Information Technology Department and the District Technology Facilitator work together year-round to provide ongoing support for equipment, training, and software.

The Site Technology Facilitators are classroom teachers who attend District Technology Committee meetings and provide input during these meetings. They assist teachers at their individual sites with integrating technology into classroom lessons.

5b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district's teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan.

Hardware Needed: In order to meet District goals for improved student academic achievement and personal/professional technology use, it will be necessary for the District and individual school sites to provide students with anywhere learning (1:1 access) and purchase computers and mobile learning devices to replace outdated equipment used by students and staff. With Common Core/SBAC testing on the horizon the district is aware of the impact of this movement to project based learning. Having the correct equipment to meet the SBAC testing requirements will be imperative.

Interactive white board updated stylus and projector bulbs.

Electronic Learning Resources Needed: Software and online resources for reinforcement and practice in English language arts and math

Learning Management System such as Haiku

Web based Library automation software

Networking and Telecommunications Infrastructure Needed:

Network Improvements. Other hardware needs include replacing network switches at all sites to support in-line power and gigabit-to-the-desktop. As time passes all new computers are coming with 1Gbs network adapters installed and we want to be ready with the infrastructure to support them. Gigabit-to-the-desktop provides very fast transmission and reliability of networks. With the increasing amount of data and upgraded workstations all of the internal networks at every site need a comprehensive upgrade to keep up with the new server and workstation speeds. By replacing older 10/100 switches with 1Gbs POE switches BVUSD will also be able to look into newer Telephony systems.


Wide Area Network Telecommunications. A new 1Gbs WAN has been install between all of the school sites and district office. All sites now have more timely access to Internet resources/learning application and faster access to applications shared between sites. The WAN connection to the County Office has also been upgraded to 1Gigabit and the district will be able to move forward with new emerging technologies such as VOIP, Streaming Video, Video Conferencing, and distance learning. As the number of devices grows and demand for more cloud based systems grows it is likely that in the near future the connection between Bear Valley and the County Office will need to be upgraded to 5-10Gbps.

Wireless Networks. Wireless connectivity continues to be an important push at Bear Valley USD. Bear Valley is striving to get to the point that there will be seamless wireless access at all school sites and administrative offices. As more mobile learning devices are purchased access points are being deployed in the areas where needed. Bear Valley will continue to need to add to its wireless network as most of the mobile learning devices have only embedded wireless access to the web. Ways to keep the current system online with minimum downtime will need to be discussed to ensure SBAC testing will not be affected by a controller failure.

Web Filtering. Bear Valley recognizes that it can no longer have the same level of filtering on its teachers that is has for students on the internet. There are many sites that teachers can use as professionals in their classroom to enhance their lessons. To get the granularity that the district needs to accomplish this, the district will need to purchase its own web filtering appliance.

Physical Plant Modifications Needed: To be able to take advantage of high speed networking equipment, i.e. 1Gbs to the desktop or higher, the networking cable plant will need to be upgraded. Currently BVUSD school sites have a mix of different levels of network wiring. Any site with Category 5 level wiring or lower will need to be replaced to take advantage of higher speed networking.

Technical Support Needed: The Bear Valley Unified School District will maintain adequate technical support structures to ensure reliable access to technology/the Internet for users. The District Technology Coordinator will regularly assess technical support to ensure maximum efficiency; the District will make adjustments as needed per available funding.

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

Hardware:

The following equipment-acquisition objectives or recommendations may be dependent on the acquisition of additional funding, including grants and state one-time moneys.


OBJECTIVES & BENCHMARKS: 2014 2015 2016

5.1 Increase the number of mobile learning devices

Acquire mobile learning devices as funds become available



5.2 Increase the number of SBAC recommended devices for adaptive testing

Acquire recommended devices as funds become available



5.3 Purchase IWB updated stylus

Acquire 40 Acquire 40 Acquire 60

5.4 Purchase LCD Projector Bulbs

Acquire 40 Acquire 40 Acquire 60

Action Plan:

Implementation Plan

Timeline or Schedule for Evaluation

Program Monitoring, Evaluation, and Modification Process

Target Obj. #

Site will determine priorities for deployment of computers and other equipment.

Ongoing District Technology Coordinator acts in an advisory role.

5.1-5.4

Electronic Learning Resources:

The following software/service purchase objectives or recommendations may be dependent on the acquisition of additional funding, including grants and state one-time moneys.



5.5 By June of each year, District/sites will purchase upgrades, licenses, and/or service contracts for existing software and services as needed.

100% 100% 100%

5.6 District will investigate and, if desired, acquire an online learning management system.

Invest. & pilot Pilot Roll-out

5.7 Library Committee will investigate and, if desired, acquire an Library Management System

Acquire/Roll-out Use Use

Action Plan:

Implementation Plan

Timeline or Schedule for Evaluation

Program Monitoring, Evaluation, and Modification Process

Target Obj. #

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

May/June of each year

Continuous evaluation process. District Technology Coordinator supervises licensing. Site Administrator and designated staff monitor and evaluate software and services.

5.5-5.7

Telecommunications and Networking Infrastructure:

OBJECTIVES & BENCHMARKS:

2014 2015 2016


5.8 The I.T. Department will update network hardware as needed.

As needed As needed As needed

5.9 The I.T. Department will continue to monitor the usage of the connection to the K12HSN network and provide recommendations for upgrades if nescisary.

Monitor Monitor Monitor

5.10 The I.T. Department will continue to install wireless infrastructure to achieve seamless wireless access at all school sites.

As needed As needed As needed

5.11 The I.T. Department will evaluate and aquire the appropriate web filtering appliance that will allow more granular control over the filters rules.

Eval. and Aquire

Use Use

Physical Plant:


5.12 The District will review modernization needs at all schools.

Ongoing Ongoing Ongoing

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

The District Technology Coordinator will gather information on software, online resources, hardware, infrastructure, technical support, and student data systems, the status of 5c, and report to the District Technology Committee for discussion and recommendations. The District Technology Coordinator then will take the recommendations along with the status of 5c and report this to


Cabinet at least twice a year. In addition, once a year this information will be shared with the Board of Education.


6. Funding and Budget

6a. List of established and potential funding sources.

Established Funding Sources: Current funding sources include, but are not limited to:

District Office Individual School Sites

General funds Title 1

E-Rate EIA/ LEP

Measure Q State Block Grants

K-12 Voucher GATE funds

Title I Funds General Site Budgets

EETT, Title II Part D, Formula

Staff Development Funds

Potential Funding Sources: Potential resources include, but are not limited to:

• grants • partnerships • donations

Options for reducing costs include:

• hardware and software purchasing agreements

• CalSave (C-Smart)

• CTAP

• partnerships with industry experts

• advertising potential purchases

• integrating technology training into content professional development


• Server and Desktop Virtualization

• The district is in the process of employing a full-time grant writer.

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

Item Description Year 1 Year 2 Year 3 Funding Source Including E-Rate

1000-1999 Certificated Salaries

Substitutes and stipends for staff development

$14,000 $14,000 $14,000 Staff Development Funds

2000-2999 Classified Salaries

Technical Support $160,000 $160,000 $160,000 General Fund

4000-4999 Materials and Supplies

POE 1Gbs Switch Upgrades $15,000 $15,000 $15,000 District I.T. Budget

Computers $60,000 $60,000 $60,000 General Fund

Software $70,000 $70,000 $70,000 MS settlement

Productivity Software $6,000 $6,000 $6,000 General Fund

Virtualization Blade Server $11,000 $11,000 $11,000 District I.T. budget

Wireless hardware $10,000 $10,000 $10,000 District I.T. Budget

Phone System Upgrades $50,000 $5,000 $5,000 E-Rate

Web Filter $7,000 $2,500 $2,500 District I.T. Budget

5000-5999 Other Services and Operating Expenses

Staff Development Training $3,000 $3,000 $3,000 Categoricals

Totals: $406,000 $356,500 $356,500

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


A comprehensive replacement cycle will be developed for obsolete software and equipment. Currently, end of life is determined by usability and industry standards. If said software and equipment is out of warranty and repair costs exceed $200, the product will be determined obsolete and will be replaced.

Redeployment of old or obsolete equipment will be determined based on past and current support records. If no immediate needs are determined, older/obsolete equipment will be allocated to classrooms, as stand-alone systems, for enrichment/enhancement purposes. Lab computers will be redistributed to classrooms.

Multiple vendors will be approached that provide computer leasing as an option for a computer replacement cycle.

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

Individual(s) Responsible Responsibilities

Director, Business and Operations

• Review plan progress bi-annually to ensure goals are met • Oversee district budget and expenditures • Coordinate all district technology-based orders and

purchases Site Administrators • Review plan progress bi-annually to ensure goals are met

• Oversee site budget and expenditures • Coordinate all site technology-based orders and

purchases District Technology Committee • Provide annual progress report to school stakeholders

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


7. Monitoring and Evaluation

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

A standing District Technology Committee, composed of teachers, site and District administrators, and classified staff will have overall responsibility for evaluating and updating this Technology Plan. The Committee will meet at least once a year. Based on collected data the committee will review and reflect on progress made on the Plan and will adjust the timing and sequence of objectives and benchmarks as needed.

If assessment measures referenced in the objectives and benchmarks change, the Committee will modify the objectives as needed to meet District goals. In particular, the District will monitor the content of the BVUSD Technology Literacy Survey.

Technology Plan updates will be coordinated with the Information Technology Department for E-Rate purposes. A supplemental budgetary analysis will be completed annually as needed.

Communications, as appropriate, will be provided to affected stakeholders and to principals, the Superintendent, and the Board of Education. Progress on the Technology Plan will be discussed at publically held board meetings.

Additional information is described in Section 4c, Professional Development Monitoring Component, and the Monitoring, Evaluation, and Program Modification Process charts of each goal in Sections 3d-3k.

7b. Schedule for evaluating the effect of plan implementation.

This information is described in the Monitoring, Evaluation, and Program Modification Process charts of each goal in Sections 3d-3k; in Section 4d, monitoring of the Professional Development Component; in Section 5d, monitoring of the Technology Component; and in the Action Plans (including timeline) of Section 5. The following chart shows the schedule for meetings and assessment measures that will be used in the evaluation of Technology Plan implementation. With the new Common Core standards and testing being rolled out in the 2014-15 school year, it is yet to be seen how it will affect components in the technology plan.

Forum Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun


X X X X

BVUSD Teacher/Staff Technology Literacy Survey

X X


BVUSD Student Technology Literacy Survey

X X

SBAC Technology Readiness Tool

X X X X

California Standards Tests (STAR)

X X

Usage/access data from EADMS

X X X X X X X X

Professional Development Survey

X X

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

Communications, as appropriate, will be provided to affected stakeholders and to principals, the Superintendent, and the Board of Education. Progress on the Technology Plan will be discussed at regularly held District Technology Committee meetings. Additionally, the Superintendent provides the School Board, in regularly scheduled public board meetings, updates on the progress of the technology plan.


8. Collaborative Strategies with Adult Literacy Providers

BVUSD has partnerships with ROP and San Bernardino Valley College. ROP offers classes to adults and to students during the regular school day. ROP program has purchased almost two lab classes full of computers that both students and adults use. They have also purchased many accessories such as digital cameras and digital video cameras. ROP also offers night classes, primarily taught be regular high school teachers, many high school students also participate in the classes. The Valley College classes are at night, but utilized technology that they have in part purchased and is used by students during the day. As this plan is reviewed and modified annually, input and feedback will be solicited from ROP staff to ensure that resources are maximized in collaboration with adult literacy providers in our district. There is also discussion with California State University San Bernardino on the expanded usage of a PEG TV Channel and the educational opportunities it could provide.


9. Effective, Researched-Based Methods and Strategies

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

The annotate bibliography that is included in the following section describes the research that was used in the development of this plan and how the district has and will use the research findings in the development and implementation of the technology plan. The research was selected for its focus on strategies and methods to integrate technology in order to improve learning, teaching, and management.

Research and Model/Strategies Literature:

CEO Forum. (2001, June). The CEO Forum school technology and readiness report: Key building blocks for student achievement in the 21st century. http://www.ceoforum.org/downloads/report4.pdf

This report concludes that effective uses of technology to enhance student achievement are based on four elements: alignment to curricular standards and objectives, assessment that accurately and completely reflects the full range of academic and performance skills, holding schools and districts accountable for continuous evaluation and improvement strategies, and an equity of access across geographic, cultural, and socio-economic boundaries.

How the research has been and will be used: Consistent with this research, the BVUSD (Bear Valley Unified School District) will carefully analyze learning resources and lessons both for alignment with California content standards and for the ability to measure growth/achievement on those standards in a variety of ways. Through ongoing data collection and analysis, the BVUSD will continuously monitor its attainment of the goals and objectives of the 2013-2016 District Technology Plan, and will report results annually to the superintendent, the school board, and the public. Throughout the plan, attention is paid to providing equitable access to all students in our community, including students in special populations.

WestEd Regional Technology in Education Consortium (June, 2002). The learning return on our educational technology investment.

http://www.wested.org/cs/wew/view/rs/619

This report seeks to answer the question “what do we need to do to maximize the return on our technology investment?” It offers suggestions related to issues such as professional development, access to technology, and long term planning.

How the research has been and will be used: These issues are addressed within the development of our district technology plan, and we have considered the ten lessons from this research that address the conditions under which technology has the most benefits for students. Specifically that technology is just one piece of the instructional puzzle and that it is critical that we evaluate. It also shows us that there needs to be a constant focus on teacher training to insure school-wide implementation.


Becker, J.H., and Riel, M.M. (2000). Teacher professional engagement and constructivist-compatible computer use, Center for Research on Information Technology and Organizations. Retrieved September 23, 2002, online http://www.crito.uci.edu/tlc/findings/report_7/startpage.html

The Study: This report describes a number of aspects of the professional engagement of American teachers. It also examines relationships between professional engagement and teaching practice, including instruction involving computer use. We defined professional engagement as a teacher taking effort to affect the teaching that occurs in classrooms other than his or her own. We measured professional engagement by (1) the frequency that a teacher had informal substantive communications with other teachers at their school, (2) the frequency and breadth of professional interactions with teachers at other schools, and (3) the breadth of involvement in specific peer leadership activities-mentoring, workshop and conference presentations, and teaching courses and writing in publications for educators.

How the research has been and will be used: In the district technology plan (http://www.bearvalleyusd.org/apps/pages/index.jsp?uREC_ID=170881&type=d&pREC_ID=381443), professional development is a primary focus. The Education Technology Plan is consistent with the research in the following ways: (1) Teachers collaborate with various staff to produce and practice technology integrated technology activities. (2) Teachers are provided with the opportunity to attend 4 sessions per semester that cover basic-to-advance use of technology; and (3) Our key (technology proficient) teachers are involved in leadership activities such as coaching, facilitating, and modeling the effective use of instructional technology.

Connecting the bits. A reference for using technology in teaching and learning in K-12 schools. (2000). The National Foundation for the Improvement of Education.

http://www.ericit.org/fulltext/IR020862.pdf

This book provides information for integrating technology into teaching and learning in K-12 schools, based upon findings from two past programs of the National Foundation For the Improvement of Education. "The Road Ahead" program explored how technology can facilitate teaching and learning in both formal and informal education settings, and the "Learning Tomorrow" program funded pilot projects that investigated how technology can improve teaching and learning for underserved students.

How the research has been and will be used: The research in this book will be used in the discussion and development of ideas for integrating technology. As recommended throughout this document, the BVUSD focused its attention first on establishing learning goals for students, not technology goals. The emphasis of the BVUSD plan is to help teachers become comfortable and highly competent in the integration of technology throughout the curricula and project-based learning. Integral to the BVUSD plan, and supported by this research and others, is the belief that successful integration of technology depends on teachers who are knowledgeable, have opportunities for continuous learning, and who challenge their students academically while providing the support necessary to ensure their success. The professional development programs at BVUSD have been designed to incorporate these concepts.

Ringstaff, Cathy; Kelley, Loretta. (2002). The learning return on our educational technology investment. A review of findings from research. West Ed.

http://www.wested.org/online_pubs/learning_return.pdf.


This paper summarizes major research findings related to educational technology use and draws out implications for how to make the most of technology resources, focusing on pedagogical and policy issues. The distinctions between learning "from" computers and learning "with" computers are delineated. The findings of the research focus on adequate and appropriate teacher training; changing teacher beliefs about learning and teaching; sufficient and accessible equipment, including adequate computer-to-student ratio; long-term planning; technical and instructional support.

How the research has been and will be used: Consistent with this research, the BVUSD plan has been designed to address the benefits and rationale for both learning “from” technology (i.e., using computers to assist students in learning skills, etc.) and learning “with” technology (i.e., using technology to assist students with projects and other higher order thinking skills lessons). The plan also addresses sufficient and accessible equipment, especially as it relates to student-to-computer ratios, and technical and instructional support. Long-term planning and monitoring of the plan is built into the plan.

Valdez, G., McNabb, M., et. al. (May, 2000). Computer-based technology and learning: Evolving uses and expectations.North Carolina Regional Educational Laboratory.

http://ericit.org/fulltext/IR020868.pdf

This research report takes an in-depth look at the three distinct phases in technology uses and expectations: Print Automation, Expansion of Learning Opportunities, and Data-Driven Virtual Learning and, for each, addresses two very important and highly interrelated questions facing educators as they try to determine the best use of technology in K-12 settings: (1) What evidence is there that the use of computer-based technology in each phase has a positive effect on learning?; and (2) What significance do the findings from each phase have for educators today as they try to make technology-related decisions that have an impact on student learning?

How the research has been and will be used: Consistent with this research, and following the recommendations made in the report, the BVUSD has designed and will continue to: implement a plan that provides an opportunity for technology to make learning more interactive; individualize and customize the curriculum to match learners’ developmental needs as well as personal interests; capture and store data for informing data-driven decision making; enhance avenues for collaboration among family members and the school community; and improve methods of accountability and reporting.

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

The BVUSD will use online resources to increase the breadth, scope and variety of course offerings that are available to students. These offerings include advanced studies, distance learning, and independent studies. The types of course offerings that will be made available to students using technology will be based on specific student needs and skills. For example, distance learning opportunities and concurrent college/university enrollment will be available through partnerships with local colleges and universities. A virtual academy will provide Advance Placement opportunities, particularly in situations where there may be insufficient number of


students interested or eligible for a course at a given site. Students may also be limited in the Advance Placement courses that they are able to take through traditional means due to a shortage of qualified teachers. A virtual academy and distance learning will address this shortage of qualified instructors.

Online resources will also increase the types of professional development opportunities that district teachers, administrators, classified staff, and paraprofessionals have available to them. Self-paced training opportunities and online mentoring will expand current district staff development offerings.


Appendix C - Criteria for EETT Technology Plans (Completed Appendix C is REQUIRED in a technology plan)

In order to be approved, a technology plan needs to "Adequately Addressed" each of the following criteria:

• For corresponding EETT Requirements, see the EETT Technology Plan Requirements (Appendix D).

• Include this form (Appendix C) with “Page in District Plan” completed at the end of your technology plan.

1. PLAN DURATION CRITERION

Page in District

Plan

Example of Adequately Addressed

Example of Not Adequately Addressed

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

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

The plan is less than three years or more than five years in length. Plan duration is 2008-11.

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

Page in District

Plan



Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.

2 The planning team consisted of representatives who will implement the plan. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included.

Little evidence is included that shows that the district actively sought participation from a variety of stakeholders.


3. CURRICULUM COMPONENT CRITERIA Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D).

Page in District

Plan



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

3 The plan describes the technology access available in the classrooms, library/media centers, or labs for all students and teachers.

The plan explains technology access in terms of a student-to-computer ratio, but does not explain where access is available, who has access, and when various students and teachers can use the technology.

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

3-6 The plan describes the typical frequency and type of use (technology skills/information and literacy integrated into the curriculum).

The plan cites district policy regarding use of technology, but provides no information about its actual use.

c. Summary of the district's curricular goals that are supported by this tech plan.

6-8 The plan summarizes the district's curricular goals that are supported by the plan and referenced in district document(s).

The plan does not summarize district curricular goals.

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

8-11 The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the district's curriculum goals and academic content standards to improve learning.

The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.


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

11-14 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.

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

f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students and teachers can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism

14-15 The plan describes or delineates clear goals outlining how students and teachers will learn about the concept, purpose, and significance of the ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing and/or downloading.

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

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

15-16 The plan describes or delineates clear goals outlining how students and teachers will be educated about Internet safety.

The plan suggests Internet safety education but is not specific enough to determine what actions will be taken to accomplish the goals of educating students and teachers about internet safety.


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

16-17 The plan describes the policy or delineates clear goals and measurable objectives about the policy or practices that ensure equitable technology access for all students. The policy or practices clearly support accomplishing the plan's goals.

The plan does not describe policies or goals that result in equitable technology access for all students. Suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.

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

17-19 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to support the district's student record-keeping and assessment efforts.


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

19-21 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve two-way communication between home and school.


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

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

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

4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 and 12 (Appendix D).

Page in District

Plan




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

23 The plan provides a clear summary of the teachers' and administrators' current technology proficiency and integration skills and needs for professional development. The findings are summarized in the plan by discrete skills that include Commission on Teacher Credentialing (CTC) Standard 9 and 16 proficiencies.

Description of current level of staff expertise is too general or relates only to a limited segment of the district's teachers and administrators in the focus areas or does not relate to the focus areas, i.e., only the fourth grade teachers when grades four to eight are the focus grade levels.

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

23-29 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d - 3j) of the plan.

The plan speaks only generally of professional development and is not specific enough to ensure that teachers and administrators will have the necessary training to implement the Curriculum Component.

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

29-30 The monitoring process, roles, and responsibilities are described in sufficient detail.

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

5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Corresponding EETT Requirement(s): 6 and 12 (Appendix D).

Page in District

Plan




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

31-33 The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to support the implementation of the Curriculum and Professional Development Components.

The inventory of equipment is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development Components. The summary of current technical support is missing or lacks sufficient detail.

b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district's teachers, students, and administrators to support the activities in the Curriculum and Professional Development components of the plan.

33-34 The plan provides a clear summary and list of the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support the district will need to support the implementation of the district's Curriculum and Professional Development components.

The plan includes a description or list of hardware, infrastructure, and other technology necessary to implement the plan, but there doesn't seem to be any real relationship between the activities in the Curriculum and Professional Development Components and the listed equipment. Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components.

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

34-37 The annual benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom, and when.

The annual benchmarks and timeline are either absent or so vague that it would be difficult to determine what needs to be acquired or repurposed, by whom, and when.

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

36-38 The monitoring process, roles, and responsibilities are described in sufficient detail.



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

Page in District

Plan



a. List established and potential funding sources.

39-40 The plan clearly describes resources that are available or could be obtained to implement the plan.

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

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

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

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

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

40-41 Plan recognizes that equipment will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components.

Replacement policy is either missing or vague. It is not clear that the replacement policy could be implemented.

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

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


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

Page in District

Plan




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

42 The plan describes the process for evaluation using the goals and benchmarks of each component as the indicators of success.

No provision for an evaluation is included in the plan. How success is determined is not defined. The evaluation is defined, but the process to conduct the evaluation is missing.

b. Schedule for evaluating the effect of plan implementation.

42-43 Evaluation timeline is specific and realistic.

The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan.

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

43 The plan describes the process and frequency of communicating evaluation results to tech plan stakeholders.

The plan does not provide a process for using the monitoring and evaluation results to improve the plan and/or disseminate the findings.

8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement(s): 11 (Appendix D).

Page in District

Plan



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

44 The plan explains how the program will be developed in collaboration with adult literacy providers. Planning included or will include consideration of collaborative strategies and other funding resources to maximize the use of technology. If no adult literacy providers are indicated, the plan describes the process used to identify adult literacy providers or potential future outreach efforts.

There is no evidence that the plan has been, or will be developed in collaboration with adult literacy service providers, to maximize the use of technology.


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

Page in District

Plan



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

45-47 The plan describes the relevant research behind the plan's design for strategies and/or methods selected.

The description of the research behind the plan's design for strategies and/or methods selected is unclear or missing.

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

47-48 The plan describes the process the district will use to extend or supplement the district's curriculum with rigorous academic courses and curricula, including distance-learning opportunities (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).

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


Appendix J - Technology Plan Contact Information (Required)

Education Technology Plan Review System (ETPRS)

Contact Information

County & District Code: 36 - 67637

School Code (Direct-funded charters only):

LEA Name: Bear Valley Unified

*Salutation: Mr.

*First Name: Mike

*Last Name: Chatham

*Job Title: District Information Technology Coordinator

*Address: PO Box 1529

*City: Big Bear Lake

*Zip Code: 92315-1529

*Telephone: 909-866-4631

Fax: (909) 866-2040

*E-mail: [email protected]

Please provide backup contact information.

1st Backup Name:

E-mail:

2nd Backup Name:

E-mail:

* Required information in the ETPRS

Technology Plan · 2013-06-24 · Technology Plan Bear Valley Unified July 1, 2013 - June 30, 2016...

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