tech use plan - barstow high schoolbarstow.k12.ca.us/view/1888.pdf · and e-rate funding. 3b....

Technology Plan

Barstow Unified School District

July 1, 2013 - June 30, 2016

11/20/2012

This plan is for EETT and E-Rate.

Barstow Unified July 1, 2013 - June 30, 2016 Page i

Table of Contents Background and Demographic Profile .......................................................................................................... 1

1. Plan Duration ............................................................................................................................................ 3

2. Stakeholders .............................................................................................................................................. 4

3. Curriculum ................................................................................................................................................ 6

3a. Current access by teachers and students ............................................................................................. 6

3b. Current use of technology to support teaching and learning ............................................................... 6

3c. District curricular goals to support plan .............................................................................................. 9

3d. Teaching and learning goals (Measurable Objectives, Benchmarks) ............................................... 10

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

................................................................................................................................................................ 14

3f. Ethical use.......................................................................................................................................... 16

3g. Internet safety .................................................................................................................................... 17

3h. Description of access for all students ................................................................................................ 18

3i. Student record keeping ...................................................................................................................... 18

3j. Two way home-school communication ............................................................................................. 20

3k. Curriculum Monitoring Process ........................................................................................................ 21

4. Professional Development ...................................................................................................................... 22

4a. Summary of Teacher and Administrator Skills and Needs ............................................................... 22

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

4c. Professional Development Monitoring ............................................................................................. 25

5. Infrastructure, Hardware, Technical Support, and Software ................................................................... 26

5a. Existing Resources ............................................................................................................................ 26

5b. Needed Resources ............................................................................................................................. 27

5c. Annual Benchmarks and Timeline for obtaining resources .............................................................. 29

5d. Process to Monitor 5b ....................................................................................................................... 30

Barstow Unified July 1, 2013 - June 30, 2016 Page ii

6. Funding and Budget ................................................................................................................................ 31

6a. Established and Potential Funding Sources ...................................................................................... 31

6b. Annual implementation costs ............................................................................................................ 32

6c. District replacement policy ............................................................................................................... 33

6d. Budget monitoring ............................................................................................................................ 33

7. Monitoring and Evaluation ..................................................................................................................... 34

7a. Overall progress and impact evaluation ............................................................................................ 34

7b. Evaluation schedule .......................................................................................................................... 34

7c. Communicating evaluation results .................................................................................................... 35

8. Collaborative Strategies with Adult Literacy Providers ......................................................................... 36

9. Effective, Researched-Based Methods and Strategies ............................................................................ 37

9a. Research Summary, District Application .......................................................................................... 37

9b. Technology to Deliver Rigorous Curriculum ................................................................................... 43

Appendix C - Criteria for EETT Technology Plans.................................................................................... 44

Appendix J - Technology Plan Contact Information .................................................................................. 53

Barstow Unified July 1, 2013 - June 30, 2016 Page 1

Background and Demographic Profile

Barstow Unified School District, which is located within San Bernardino County limits, has

6011 students (declining growth) enrolled in eight elementary, one junior high, one

comprehensive high school, and one continuation high school. Of this number, 72% participate

in the free and reduced lunch program, 10.23% are identified as Special Education, and 10.54%

are enrolled in GATE.

Vision

The vision of Barstow Unified School District is to integrate technology within the instructional

program so that classrooms are equipped and students are encouraged to utilize a network of

resources. The district has taken the first steps in achieving this vision through installation of

data access points at each school, a district WAN and LAN’s at each campus. Wireless access

points are being added as funding allows. Up-to-date resources, such as iPads, Inter-write pads

and clickers will be utilized by students and teachers. The formation and continuation of the

Technology Committee provides the foundation for staff technical support. Continued planning

will provide for technological resources and District professional development, affect the

improvement of educational strategy providing for integration of technology in each of the core

curricular areas, and enhance the instructional program of Barstow Unified School District.

Mission Statement

Barstow Unified School District will strive to provide an Integrated Technology Program that

will empower students and staff to function effectively within society. Our mission is to use

technology as a tool to access, process, and manage global information. We will work toward

continued development and improvement of local and wide area networks to provide users

access to information from all campuses, school rooms, and libraries/media centers. We will

train staff to use technology to enhance lessons and productivity, facilitate creative expression

and communication, and offer students’ opportunities to use this technology in completing

assignments while counseling about the uses and dangers of technology in the evolving

challenges of the 21st Century.

The mission statement of Barstow Unified School District affirms that students in Barstow will

be given the opportunity to receive a quality education. This experience will offer them the

chance to reach their full potential and will lead to positive contributions to the community.

The instructional, health, and support services of Barstow Unified School District are arranged to

“maximize student, academic, social, and cultural development.” When technological

advancements have altered the fabric of society, when “new” is “old” in a matter of months,

Barstow Unified School District must weave the reality of the Information Age into the

education system.

Barstow Unified School District will focus on an open educational system. This system will

enable the students of Barstow to obtain resources from global information networks through a

variety of computer systems and network connectivity. To enhance this access, the District is

working toward the integration of computers in each classroom and library/media center with

network cable connecting the entire District educational community. A variety of sources will


also become available through the use of voice, video, digital, and computerized information

systems. Local and wide area networks will continue to be improved and all will be able to

access information sources from the entire globe. This system will enable live channels of

communication between teachers, students, parents, scholars, and other specialists in academic,

scientific, and corporate communities.

The open education technology system will prepare students to be active and informationally

literate participants of the 21st Century, possessing many of the following skills:

• Critical Thinking

• Problem-solving

• Decision-making

• Lifelong Learning

• Information Management

• Proficient Communication

• Technological Expertise

• Collaborative Work

The employees of the Barstow Unified School District will continue to strive to make Barstow

Unified, Your Best Choice for Academic Success.


1. Plan Duration

July 1, 2013 - June 30, 2016

This Technology Plan describes Barstow Unified School district's use of education technology

for the next three years.


2. Stakeholders

Stakeholders

Name Position CDS

Teresa Healy District Administrator San Bernardino

Barstow Unified

Tony Wardell District Administrator San Bernardino

Barstow Unified

Michael Bogin District Administrator San Bernardino

Barstow Unified

Steven Buergin Technology Support Staff San Bernardino

Barstow Unified

Shane Bradshaw Technology Support Staff San Bernardino

Barstow Unified

Derrick Delton Site Administrator San Bernardino

Barstow Unified, Barstow High

Jerry Schrader Classroom Teacher San Bernardino

Barstow Unified, Central High (Continuation)

Sherri Powell Classroom Teacher San Bernardino

Barstow Unified, Henderson Elementary

Olga Prindle Library Media Specialist San Bernardino

Barstow Unified

Stacia Pace Classroom Teacher San Bernardino

Barstow Unified, Cameron Elementary

Bill Earnest Classroom Teacher San Bernardino

Barstow Unified, Crestline Elementary

Nichole Williams Classroom Teacher San Bernardino

Barstow Unified, Hinkley Elementary/Middle

Arlaine Tyler Classroom Teacher San Bernardino

Barstow Unified, Lenwood Elementary

Helen Ortloff Classroom Teacher San Bernardino

Barstow Unified, Montara Elementary

Jason Dokie Classroom Teacher San Bernardino

Barstow Unified, Skyline North Elementary

Mary Lou McCarty Paraeducator San Bernardino

Barstow Unified, Thomson Elementary

Penny Fuzie Library Media Specialist San Bernardino

Barstow Unified, Barstow Junior High

Andrea Stetler Classroom Teacher San Bernardino

Barstow Unified, Barstow High

Barstow Unified School District (BUSD) strives to include all stakeholders working together

toward increased student achievement. This plan has been developed by an advisory committee

with representation from elementary, middle, and secondary schools under the direction of the

Assistant Superintendent, Educational Services and the Assistant Superintendent, Business

Services, who share district responsibility for technology and information services.


The Technology Plan outlines strategies and activities related to technology use and integration

in the Barstow Unified School District until 2016. The team responsible for developing the plan

includes:

Technology Advisory Committee

Teresa Healy, Assistant Superintendent, Education Services, BUSD

Tony Wardell, Assistant Superintendent, Business Services, BUSD

Michael Bogin, Coordinator Technology & Information Systems, BUSD

Steven Buergin, Network Systems Specialist, BUSD

Char Harper, Network Computer Technician, BUSD

Levy Pierre, Network Computer Technician, BUSD

Shane Bradshaw, Network Computer Technician, BUSD

Derrick Delton, Principal, Barstow High School

Jerry Schrader, High School Teacher, Central High School

Sherri Powell, Elementary Teacher, Henderson Elementary School

Olga Prindle, Instructional Media Center Technician

Additional input was collected from parent surveys conducted at the elementary, middle, and

high schools in the district. Local businesses were contacted and asked to provide details of

computer and technology skills required for employment.

The San Bernardino County Superintendent of Schools Office and Region 10 Project Specialist

provided advice and feedback to the Technology Advisory Committee.

In addition to the advisory committee, representatives from each of the school sites assisted in

information-gathering tasks including surveying parents on use and availability of technology at

home, site hardware inventories, surveying software and hardware usage and access, providing

current instructional uses of technology, annual completion of the EdTechProfile assessment by

the teaching staff at their sites, and completion of the CDE online Technology Survey.


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 BUSD have access to the Internet through the district’s LAN/WAN. All

classrooms have at least one Internet-capable computer. The district is working toward a 4:1

student to up-to-date computer ratio. All of our schools have student labs that are accessible

before, during, and after school which teachers have access to also. Each teacher has access to at

least one (1) Internet-capable computer in their classroom for their use. Each teacher also has

access to site laptops that can be checked out as needed. Intervention programs using computers

are offered in all schools after school to meet student needs at least four days per week. GATE,

ELL, & Special Education students have access to the computer labs before, during, and after

school as needed.

At those elementary sites where stationary computer/media labs are in place, students have

access to the computer lab on a regular basis. Most elementary sites have an average of four

computers in each classroom available for student access daily. At the Junior High, there is an

average of four computers in each classroom and two stationary computer labs on site. The

comprehensive high school has three computer labs; additionally, there are two computer labs

plus eight computers in each classroom which were funded with ROP monies and two wireless

laptop labs in the new science building. The library additionally has approx 18 computers and a

wireless lab. Most high school classrooms have three or four computers available for student

access. The continuation high school has one computer lab with twenty-five computers. There

are five computers in each of the classrooms for students to use.

Many sites utilize presentation technology to facilitate student learning. Examples of this include

Document Cameras, Inter-write Pads, Projectors, and Student Clickers. Additionally, grant funds

will provide iPads to teachers and some students at the three selected sites. Wireless connectivity

will be in place during the 2012-13 school year for the 8 elementary sites provided through grant

and E-Rate funding.

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

learning.

All schools and the district office abide by the Barstow Unified School District Acceptable Use

Policy (see AUP Appendix A) under the guidelines of the Children’s Internet Protection Act

(CIPA) and Family Educational Rights and Privacy Act (FERPA).

The district has developed standards for support of software throughout the district. In the core

curriculum areas, our schools use the following software:


SOFTWARE HOW USED FREQUENCY

OF USE

Elementary:

Renaissance Place Curriculum Support Daily

Compass Learning Online Curriculum Support Daily

Rosetta Stone Curriculum Support Daily

Microsoft Office Suite Curriculum Support Daily

Digital Curriculum Curriculum Support Daily

Internet Research Curriculum Support Daily

Keyboarding skills (various) Curriculum Support Weekly

Grading programs Staff Support Weekly

Computer Aided Instruction Staff Support Weekly

Infinite Campus Staff Support/Parent Communication/Grading Daily

Junior High:




Microsoft Office Suite Curriculum Support Daily


Internet Research Curriculum & Staff Support Daily

Keyboarding Skills Curriculum Support Daily

Grading programs Staff Support Weekly

CAI Staff Support Weekly

Micro Type Pro Curriculum Support Daily



High School:

PLATO Curriculum Support Daily




SAT/ACT Prep Curriculum Support Bi-Weekly


Internet Research Curriculum & Staff Support Daily

Grading programs Staff Support Daily

Microsoft Office Suite Curriculum & Staff Support Daily

READ 180 Curriculum Support Daily

All The Right Type Curriculum Support Daily

Autodesk Inventor Suite Curriculum Support Daily

Adobe Creative Suite Curriculum Support Daily


Technology is used to enhance the instructional practices in classrooms. Teachers utilize

presentation tools (laptops/Interwrite Pads, document cameras, online curricular resources,

projectors, and student clickers) to assist in lesson presentation. Curricular technology tools are

used to provide guided and independent practice for students to reinforce their learning.

With a grant that begins in fall 2012, teachers and students at the selected sites will have use of

iPads during class time. Teachers will be able to utilize these devices to present lessons and work

with small groups of students. Sixth grade students at the selected sites will have a 1:1 ratio and

will access the curriculum through the devices as well as using them for productivity and lesson

enhancement. Carts of iPads will be available periodically to other students at the school to

complete the STEM infused lessons as designed by the grant.


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

The Barstow USD LEA Plan identifies 5 goals for student learning:

District Goal #1

All Students in our district will meet grade-level proficiency in core academic subjects as

measured by the CST.

• Students will increase a minimum of one performance level per year

• In progressing toward Proficient, students at Far-Below will progress in 1 year to Below,

and those at Below in 1 year to Basic; those at Basic will progress in 2 years to

Proficient.

• All grade-level proficient students will maintain or advance to the Proficient or Advanced

performance level.

• No student will drop in academic performance level in progressing toward maintaining

Proficient.

District Goal #2

All English Learners will advance one level per year in English Language Proficiency until

English proficient as measured by the CELDT.

• Students will gain one overall language proficiency level annually until they reach

English proficiency.

• B-EI (1) + EI-I (1) + I-EA (1) + EA-A (1) = 4

• Those reaching English proficient level will maintain it until reclassified FEP.

• Local ELD assessments will be used during the school year to monitor progress.

District Goal #3:

All students will be taught by highly qualified teachers.

District Goal #4:

All students will be educated in learning environments that are safe, drug-free, and conducive to

learning.

District Goal #5:

All students will graduate from high school.

In accordance with the Board of Trustees and Administrative Directives the Barstow Unified

School District will focus on a Standards-based curriculum that will allow students a broad

educational experience. This system will enable the students of Barstow to obtain resources from

global information networks through a variety of computer systems and network connectivity.

To enhance this access, the District is working toward the integration of voice, video, digital, and

computerized information systems. Local and wide area networks will continue to be improved

and all students and staff will be able to access information sources from the entire globe.


Instructional strategies based on the California State Content Standards will assist students in

meeting or exceeding the content performance standards as demonstrated by all schools attaining

an 800 API and AYP targets by the year 2014. As we begin to transfer to the Common Core

Standards, these will be incorporated into the curriculum and the appropriate technology

resources identified to support student learning towards these broader, more rigorous standards.

Student Technology standards, based upon NETS guidelines, have been adopted. The

Instructional Technology Department recognizes that its task begins with the standards and

adopted curriculum, and it continues to explore methods to help teachers support students in

mastering the standards through appropriate use of technology. The goals identified in this

component of the plan address this need.

In accordance with our LEA plan we have aligned our curriculum to the State approved and

district adopted Instructional Materials. Teachers use the materials with fidelity, including

following the pacing guides provided by the publisher. This ensures that all students have access

to provide a consistent way of addressing the defined list of skills and content material mandated

by the State. Common Benchmark assessments are given periodically through the school year;

the assessments will be used by teachers to measure student understanding. Data collected by the

assessments are put into a student data management system to allow for disaggregation of

information. Additionally, the LEA Plan identifies key areas to utilize technology to increase

student achievement and lists examples of tools to be used.

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.

Goal 3d.1: Barstow Unified School District students and teachers will increase their use of

technology to improve teaching and learning of curriculum aligned with the Common Core

State Standards employing ongoing opportunities to use the tools of technology to enhance

achievement and to meet or exceed the academic content standards.

Objective 3d.1.1: By June 2016, 85% of core subject (English Language Arts, Mathematics,

Science, and Social Studies) teachers will use technology tools to enhance student learning of

curriculum aligned with the Common Core State Standards in lesson design and delivery of

instruction a minimum of twice a week.

Benchmarks:

• Year 1: By June 2014, 55% of core subject (English Language Arts, Mathematics,

Science, and Social Studies) teachers will use technology tools to enhance student

learning of curriculum aligned with the Common Core State Standards in lesson design

and delivery of instruction a minimum of twice a week.










Implementation Plan

Activity Timeline Person(s)

Responsible

Monitoring &

Evaluation

Evaluation

Instrument See Below for all activities related to Goals

3d.1 and 3d.2

Goal 3d.2: a) All Students in our district will meet grade-level proficiency in core academic

subjects as measured by the CST/SBAC. b) All English Learners will advance one level per

year in English Language Proficiency until English proficient as measured by the CELDT.

c) All students will graduate from high school. Rates of gradation will increase 2% per year

as calculated by the CDE.

Objective 3d.2.1: Students will increase a minimum of one performance level per year. All

grade-level proficient students will maintain or advance to the Proficient or Advanced

performance level. No student will drop in academic performance level in progressing toward

maintaining Proficient. Students will gain one overall language proficiency level annually until

they reach English proficiency. Those reaching English proficient level will maintain it until

reclassified FEP. Rates of gradation will increase 2% per year as calculated by the CDE.

Benchmarks:

• Year 1: 100% of Students in grades 2- 11, District- wide and all significant subgroups,

will meet or exceed LEA Annual Measurable Objectives in English Language Arts and

Mathematics

• Year 2: 100% of Students in grades 2- 11, District-wide and all significant subgroups,


Mathematics

• Year 3: 100% of Students in grades 2- 11, District-wide and all significant subgroups,


Mathematics


Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument Teachers and students will engage in a

coherent, systematic implementation of

research- based, State Board of

Education-approved core text programs that

include technology components such as

audio, tutorials, exam-builders, lesson

planners, online textbooks, and web

resources.

August to June

each year

Assistant

Superintendent

Educational

Services,

Director

Instructional

Support

Services,

Principals,

Teachers

Walk-thrus

conducted by

administration

Walk-Thru

Forms

Students will use applications and online

resources for reinforcement and practice to

improve achievement in English Language

Arts and mathematics.

August to June

each year

Assistant

Superintendent

Educational

Services,

Director

Instructional

Support

Services,

Principals,

Teachers

Walk-thrus

conducted by

administration

Walk-thru

forms

Plato Learning online courseware will be used

by students for original coursework in

independent study and Adult Education and

for credit recovery at Barstow and Central

High Schools. Courseware is available in

ELA, math, science, social studies, electives,

PE and health.

August to June

each year

Assistant

Superintendent

Educational

Services,

Director

Instructional

Support

Services,

Principals,

Teachers

Walk-thrus

conducted by

administration;

Plato usage logs;

Credits recorded

on Infinite

Campus

Walk-thru

forms; Plato

usage logs;

Credits

recorded on

Infinite

Campus

Students will attend CAHSEE intervention

classes during the school day. Plato Learning

and the CAHSEE Prep website will be used

for intervention.

Students

identified in fall

of junior year;

as students pass

CAHSEE, they

exit

intervention

Site Principals,

Counselors

CAHSEE passing

rates

CAHSEE data

reports

Students will use productivity software to

complete assignments, use concept mapping

software to assist with the writing process and

to organize concepts in subject areas to

improve content knowledge acquisition. A

focus will be on students using the Internet

effectively for research for all subject areas.

August to June

each year

Assistant

Superintendent

Educational

Services,

Director

Instructional

Support

Services,

Principals,

Teachers

Walk-thrus

conducted by

administration;

Review of lesson

plans; Tech

Survey

Walk-Thru

Forms; Tech

Survey


Teachers will use the Internet for lesson

planning and resources to present in class.

Ongoing Assistant

Superintendent

Educational

Services,

Director

Instructional

Support

Services,

Principals,

Teachers

Review of Lesson

Plans; Tech

Survey

Review of

lesson plans;

Tech Survey

Teachers will be encouraged to place course

materials, assignments, and discussions online

for access by students and parents; may use

services provided by Infinite Campus

Ongoing Assistant

Superintendent

Educational

Services,

Director

Instructional

Support

Services,

Principals,

Teachers

Review of Lesson

Plans

Review of

Lesson Plans

BUSD will pilot, adopt, and implement an

online course management system and

standardize use by teachers across the district.

BUSD will provide an online Virtual

Academy under the umbrella of Barstow HS

Pilot - Fall

2012; full

implementation

Fall 2013

Assistant

Superintendent

Educational

Services,

Director

Instructional

Support

Services,

Principals,

Teachers

program

enrollment,

course

completion

Infinite

Campus data

The District (via grade level/content and

vertical teams) will develop instructional

pacing guides for the core subject areas,

Pre-K through Adult. These guides will

provide suggested resources, including

preferred software and online resources, and

will be correlated with Common Core State

Standards and student technology skills

standards. As instructional pacing guides are

followed by teachers, use of a select group of

core technology tools will become more

standardized throughout the District.

RCD Process

begun 2011-12,

complete by

fall 2013;

implementation

Fall 2013-16

Assistant

Superintendent

Educational

Services,

Director

Instructional

Support

Services,

Principals,

Teachers

Formative

Assessment Data,

Benchmark data,

Walk-thru data

Data Director

Reports,

Walk-thru data


The District will implement ways to use

mobile learning devices as a tool to enhance

student engagement in the curriculum.

Content area/grade level teams will make

suggestions; resources/lesson ideas will be

included in instructional pacing guides.

Fall 2012-13

Pilot DODEA

grant teachers;

Ongoing

Assistant

Superintendent

Educational

Services,

Director

Instructional

Support

Services,

Coordinator

Technology &

Information

Systems,

Principals,

Teachers

Grant documents

- surveys,

walk-thru data

Grant

documents -

surveys,

walk-thru data

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.

Students will use technology to acquire technology skills and information literacy skills, as

appropriate per grade level.

Goal 3e.1: Students will use technology to acquire technology skills and information

literacy skills, as appropriate per grade level.

Objective 3e.1.1: BUSD will develop and implement a set of standards, benchmarks, and

evaluation measures for student acquisition of technology and information literacy

Benchmarks:

• Year 1: By June 2014, 55% of teachers will rate their students and themselves at least

Intermediate in information literacy skills on Question 3 and 20, on the District

Technology Assessment.








Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument Committee will develop a set of standards,

benchmarks, and evaluation measures for

student acquisition of technology and

information literacy skills, from NET*S for

students, teachers and administrators. Plan

will be developed, evaluated, and updated

over time. Tech standards by summer 2012.

Full scale plan by June 2013. Annual

evaluation in June.

Plan will be

developed,

evaluated, and

updated over

time. Tech

standards by

summer 2013.

Full scale plan

by June 2014.

Coordinator

Technology

and

Information

Systems; Tech

Leads

Plan in place

according to

timeline

NET*S

Survey

Administrators and teachers will be informed

about the new standards and provided training

as needed.

Begin training

fall 2013.

Extensive

training

summer and

fall 2014.

Coordinator

Technology

and

Information

Systems; Tech

Leads

Training completed

according to

timeline

NET*S

Surveys,

Attendance

logs

Elementary and middle school students will

be taught technology and information literacy

and safety skills by their classroom teachers

during the course of academic instruction in

Common Core State standards. Some middle

school students will be able to take

technology courses. High school students will

be taught technology and information literacy

and safety skills through academic subjects

and chosen electives.

Ongoing;

scheduled as

per new

technology

skills plan and

District

instructional

pacing guides

f scheduled as

per new

technology

skills plan and

District

instructional

pacing guides

Coordinator

Technology

and

Information

Systems; Tech

Leads:

Principals,

Teachers

NET*S Survey;

iSafe logs

NET*S

Survey; iSafe

logs

Students (Pre K-Adult) will be taught basic

computer knowledge and skills and

application-specific procedures required to

access and use each piece of required

application/courseware (such as technology

components of core text series, reinforcement

and practice resources, Accelerated Reader,

Plato Learning, resources placed online by

teachers); they will be taught how to use

program feedback to track and improve their

achievement.

Whenever a

new piece of

software is

introduced

Teachers NET*S Survey NET*S

Survey

Students will be taught to use productivity

software, including Word for essays, reports,

and note-taking; Excel for graphing; Power

Point for presentations.

Scheduled as

per new

technology

skills

plan/pacing

guides, or as

needed for

assignments

Coordinator

Technology

and

Information

Systems; Tech

Leads:

Principals,

Teachers

Lesson Plans,

NET*S Survey

Lesson Plans,

NET*S

Survey


Students will be taught about, and will have

the opportunity to use, peripherals needed for

use with productivity software (as needed for

assignments and as appropriate by grade

level), such as printers, projectors, digital still

and video cameras.

Scheduled as

per new

technology

skills

plan/pacing

guides, or as

needed for

assignments

Coordinator

Technology

and

Information

Systems; Tech

Leads:

Principals,

Teachers

Lesson Plans,

NET*S Survey

Lesson Plans,

NET*S

Survey

Students will be taught how to effectively

locate, access, and evaluate information and

resources (including online reference

databases) on the Internet. Search strategies

will be taught as appropriate per grade level.

Scheduled as

per new

technology

skills

plan/pacing

guides, or as

needed for

assignments

Coordinator

Technology

and

Information

Systems; Tech

Leads:

Principals,

Teachers

Lesson Plans,

NET*S Survey

Lesson Plans,

NET*S

Survey

Board will declare an Online Safety Month

during which students will receive instruction

and complete online modules, such as those

from iSafe, in the ethical and safe use of

technology, including respecting the work,

including copyrighted material, of others,

securing personal information, cyber bullying

and proper online behavior. Begin

Fall 2012 and

annually

thereafter.

Coordinator

Technology

and

Information

Systems; Tech

Leads:

Principals,

Teachers

iSafe logs; Board

resolution

iSafe logs;

Board

resolution

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

An information literate person knows and follows ethical and legal procedures in the use of

technology. Barstow USD will use materials from the ISTE’s National Educational Technology

Standards for Students (NETS*S), curriculum from iSafe and California content standards to

guide our instruction. Annually during the School Board’s Adopted Internet Safety Month, all

students and staff will receive instruction and complete online training in the ethical and use of

technology, including respecting the work of others, understanding the proper use copyrighted

material, and proper online behavior. The technology and information ethics skills will be

implemented across all grade levels simultaneously. Administrators and teachers will be trained

on the standards, benchmarks, and assessment measures for technology and information ethics

skills. Teachers will be taught how to teach the standards to students. The Assistant

Superintendent of Educational Services will supervise an online training and a train-the-trainers

model will be used. Online training completion logs for all students and staff will be collected

during the Board adopted Internet Safety Month.

Goal 3f.1: All students and teachers in our district 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

and peer-to-peer file sharing; and avoiding plagiarism.

Goal 3f.2:

Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument Update present Internet Acceptable Use

Policy to include copyright, plagiarism,

and unlawful downloading. Parents,

students, and teachers sign each year.

Fall 2012 and

Annually

thereafter

Assistant

Superintendent,

Business Services

Review of AUP AUP

Students receive iSafe lessons on

copyright, fair use, plagiarism, and

unlawful downloading from classes Fall

2013 and each year thereafter

Fall 2013 Grades 4-12

teachers

Principal review of

lesson plans

Lesson Plans

Teachers will be trained to implement

iSafe, an Information Literacy/iSafe

curriculum, which includes copyright and

fair use and ethical uses of technology.

Fall 2012 Staff &

Administrators

Principal will review

teacher participation

in online iSafe

training.

iSafe reports

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)

An information literate person knows and practices the safe use of technology. Barstow USD

will use materials from the ISTE’s National Educational Technology Standards for Students

(NETS*S), curriculum from iSafe and Common Core State Standards to guide our Internet safety

instruction. Annually during the School Board’s Adopted Internet Safety Month, all students and

staff will receive instruction and complete online training in the safe use of technology, securing

personal information, appropriate online behavior, including interacting with other individuals on

social networking websites and in chat rooms, and cyber bullying awareness and response. The

technology and information safety skills will be implemented across all grade levels

simultaneously. Administrators and teachers will be trained on the standards, benchmarks, and

assessment measures for technology and information safety skills. Teachers will be taught how

to teach the standards to students. The Assistant Superintendent of Educational Services will

supervise an online training and a train--â€•the--â€• trainers model will be used. Online

training completion logs for all students and staff will be collected during the Board adopted

Internet Safety Month.

Additional Internet Safety goals, including cyber bullying, is contained in section 3e and goal

3e.1 and action plan e, f, k, and m of this plan.

Goal 3g.1: All students and teachers in our district will be educated to be safe responsible

users of digital tools in the 21st century; students will be knowledgeable of internet safety


including awareness and dangers of cyber bullying, protection against online predators,

and how to maintain online privacy.

Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument Update present Internet Acceptable Use

Policy to include online safety. Parents,

teachers, and students sign each year.

Sept 2013 Sept

2014 Sept 2015

Coordinator TIS Review of AUP AUP

Technology Leads deliver teacher training

and student lessons on Information

Literacy/Internet Safety, utilizing the iSafe

curriculum

Sept 2013 Sept

2014 Sept 2015

Principals

Classroom

teachers

Lesson plans and

training logs.

Lesson plans

and training

logs.

Students will receive iSafe lessons which

integrate principles in internet safety

throughout the curriculum.

Annually Teachers Lesson plans Lesson plans

Teachers will be trained to implement

iSafe, an Information Literacy/iSafe

curriculum, which includes internet safety,

online privacy, and how to avoid online

predators.

Fall 2012 and

annually

Staff &

Administrators

Principal will

review teacher

participation in

online iSafe

training.

iSafe reports

Students will take the iSafe pre- and

post-assessment.

Pre-assessment

every fall;

Post-assessmen

t every spring

Teachers and

Administrators

Student work is

reviewed and

monitored by

staff.

Student work

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

Observations,

student data,

lesson plans

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

students.

Barstow USD is ADA compliant and ensures equal and appropriate access to technology for all

students. Should students require additional equipment or facilities to enjoy equal access to

technology tools, additional assistive technologies will be provided to meet their needs, as

outlined in their IEPs or 504 Plans. Special Education classrooms have computers for student

use; some students use iPads, The SELPA program WebIEP is used for IEP development.

English Learner needs are addressed in the District English Learner Master Plan last revised May

2011. The Barstow USD LEA Plan is designed to ensure that all students have equitable access

to BUSD educational resources regardless of socioeconomic class, disability, age, gender,

ethnicity or any other protected class status.

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: All administrators and teachers will access and use student information for

data-driven decision-making to improve student academic achievement.

Objective 3i.1.1: By June 2014, and each year thereafter, 100% of teachers will use Data

Director, Infinite Campus, and other assessment software (IntellAssess, Exam View etc...)to

inform instruction and monitor student progress.

Benchmarks:

• Year 1: By June 2014, and each year thereafter, 100% of teachers will use Data

Director/Illuminate, Infinite Campus, and other assessment software (IntellAssess, Exam

View etc...) to inform instruction and monitor student progress.







Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument Sites will ensure that all teachers have

an appropriate computer available in

their classrooms for their use. District

will provide sufficient scanners for

use Data Director/Illuminate

assessments.

All teachers

have a

dedicated

computer.

Scanners to

be provided

at each site

by fall 2012.

Director of

Instructional Support

Services;

Coordinator of

Technology and

Information Services

Data Director reports

monitored after each

assessment

Data Director

reports

All teachers will take attendance

online and record/report grades using

Infinite Campus. (May exclude

physical education teachers)

By fall 2012 Coordinator of

Technology and


monthly Attendance

reports;

monthly

Attendance

reports; Report

Cards

All teachers will have web-based

access to Data Director/Illuminate for

student assessment data and

developing standards- based tests.

Data Director will include information

from Infinite Campus, CSTs, and

Grade books.

Implemented

by August

2011;

Director of

Instructional Support

Services;

Coordinator of

Technology and


Data Director reports

monitored after each

assessment

Data Director

reports

Teachers will meet regularly in

collaborative groups (Wednesday is

early release day) to examine

assessment data and plan appropriate

instructional strategies, including

re-teaching and addressing gaps in

student learning.

Weekly to

monthly

Assistant

Superintendent

Educational Services;

Director Instructional

Support Services;

Principals

PLC reports PLC reports


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.

Currently, Barstow USD parents have access to teachers, administrators, and school information

through email, voicemail, and websites. Most classrooms have phones. All teachers and

administrators have and use voicemail; all phones have a voicemail notification indicator. During

the school day, office staff can put outside calls through to classrooms or to voicemail, or callers

can use the automated attendant. Teachers can call out from rooms to anywhere in southern

California. The District uses a centralized auto dialer service (through Infinite Campus) for

attendance calling and event announcements and emergency notifications. The District website is

maintained by the District with specified/authorized staff can add information to the site. All

schools have their own website maintained by a variety of personnel (principals, librarians, lead

teachers), generally on a voluntary basis. MUSD has adopted a District standard for school

websites.

Goal 3j.1: Technology will be used to enhance home-school communication.

Objective 3j.1.1: Teachers and administrators will effectively communicate with parents and the

community using a variety of technologies: email, voice-mail, website, automated caller, and

announcements on Infinite Campus.

Benchmarks:

• Year 1: By June 2014, 100% of teachers will check their District email daily (as reported

on the District Technology Assessment); all schools will have websites with teacher

contact information (voicemail extension and District email address); Barstow Unified

School District will maintain high speed voice and data networks including phone

systems at each school.












Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument All teachers will have and use

web-accessible District email

accounts.

As new staff

are hired, they

are given

accounts

Assistant Superintendent

Personnel Services;

Coordinator of

Technology and


use of email use of email

District and site administrators will

encourage and promote staff use of

electronic communications media, in

order to facilitate better home/school

communication.

Increasing

effort

beginning July

2013

Coordinator Technology

and Information

Systems; Principals

email logs email logs

Administrators will distribute

important information to staff via

email rather than on paper, including

messages that require a response.

Middle & high

schools by

July 2014;

elementary

schools by

June 2015

Principals Responses to

emails

Responses to

emails

Teachers will be encouraged to place

course materials, assignments, and

discussions online for access by

parents. District will investigate,

pilot, and, if desired, adopt a course

management system that would

standardize this process.

Ongoing. Assistant Superintendent

Educational Services,


and Information

Systems

Observation Observation

All teachers will have and use

voicemail and Infinite Campus

Caller.

Current and

ongoing


and Information

Systems; Principals


The District and schools will

maintain/keep up-to-date District and

school websites including staff

contact information and other

information for parents. All will have

websites that are kept current

by June 2014 Coordinator Technology

and Information

Systems; Principals


All schools will have phone systems

that meet District needs.

Ongoing;

upgrade if

needed


and Information

Systems;


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 curriculum section will be monitored by at the end of each school year; data regarding the

implementation of the curriculum section will be collected. This data will be shared with

principals and technology leads at a regularly scheduled meeting.

The specific monitoring and evaluation components for the curriculum section are listed under

the section goals with the specific tasks and individuals indicated in the sections charts.


4. Professional Development

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

professional development.

As part of our yearly check-out process, administration and teachers have completed the EdTech

Profile. We cannot get the data from this system any longer, so will have to determine a system

to gather data from our staff regarding technology skills and professional development needs. In

the past, administration and teachers have reported a fair degree of expertise utilizing software

programs and the internet for their own use, presentation in class, and in creating

documents/resources for students. They are also proficient in using email.

An area of need consistently identified for professional development, is effective utilization of

technology with students in class - while group, small group, and individually to blend into

regular classroom instruction. Typically the technology is utilized in a time after basic instruction

and is used as a reward, intervention or a center.

Additionally, the district has recently deployed iPads into elementary classrooms. Teachers at 3

grant-recipient sites and 2 site-funded sites have received an iPad and presentation tools to utilize

in class. Sixth grade students at the 3 grant-funded sites will also receive iPads to utilize all day

in class. This presents a new professional development opportunity for teachers and staff.

Previous EdTech Survey results support the current identified needs. 100% of our 313 teachers

completed the survey in 2010, with the following results.

"Our teachers primarily fall into the (Intermediate) level for all categories of the Proficiency

Assessment. We had more teachers at the proficient level in Word Processing, intermediate in

Presentation, but were low in Databases, and Instructional Technology. In fact, only 22% of our

teachers rated themselves as proficient in their ability to utilize technology effectively in

instruction. Based on our expectations for students in technology and information literacy skills,

and on our expectations for students to complete technology-enhanced lessons, it is clear that our

teachers will need significant professional development in the technology tools called for at their

grade level, as well as in the integration of technology into the curriculum."

During Professional Learning Community discussions, site and district administrators have

shared a need for data management training (Illuminate), tools to manage personnel/walk-thru

data, and how to best evaluate teachers’ effectiveness of technology use in the classrooms.

Additionally, a few administrators still feel the need to have professional development to become

proficient in office-type software solutions.

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.


Professional development in Barstow Unified School District is handled Both District-wide or

District-directed by various administrators and departments (depending on the subject of

training) and site-directed by individual school choice. The Superintendent, Assistant

Superintendent of Educational Services, the Assistant Superintendent of Personnel Services, and

the Coordinator of Technology and Information systems plan whole-District training. Site

administrators and teacher leaders plan site-level training. Delivery of professional development

is a mixture of District-mandatory (all relevant staff are trained), site-based, District-offered

(with paid incentives), and Adult Education-provided (technology training is free to all District

staff). Under this Technology Plan, support for teachers integrating technology into the

curriculum and transitioning to the Common Core State Standards will be provided in three main

ways: substantive training based on high quality instructional practices for teachers, detailed

instructional pacing guides that include suggested technology resources, and an informal network

of site-level assistance. Training will focus on delivering high-quality student learning.

Curriculum standards as a whole will provide a framework for staff development planning; in

addition, individual teachers’ instructional proficiencies will be compared with the standards and

appropriate training offered. For just-in-time support at the school sites, teachers and principals

rely on an informal network of instructional leaders who are willing to help out when asked.

Grade level teams (at the elementary level) and departments (at the secondary level) work

together to plan instruction, including the use of technology.

Goal 4b.1: District staff will be qualified to use technology as a tool for teaching and

learning.

Objective 4b.1.1: By June 2015, 100% of teachers and administrators will have been trained to

access and use data from District online standards-based assessment tools (such as Illuminate).

Benchmarks:

• Year 1: 95% of staff will participate initial training for Illuminate and other data tools

• Year 2: 100% of staff will have participated in initial training for Illuminate and other

data tools

• Year 3: 100% of staff will have participated in initial training for Illuminate and other

data tools


Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument Administrators and teachers

will receive training on

Illuminate and other data tools:

accessing data, running reports,

how to analyze and use the data

to improve instruction, using

the standards-based test bank

for developing classroom

assessments. The vendor will

provide training for key

leaders, who will then train the

rest of the staff.

Summer 2013 -

Fall 2013 - Initial

training Spring

2014 - Spring 2016

- continued support

Director of

Instructional Services

Data will be run after

each assessment to

ensure use;

Data use reports

Objective 4b.1.2: By June 2016, 80% of teachers will rate themselves at least Intermediate in

overall Computer Knowledge and Skills on the Technology Survey.

Benchmarks:

• Year 1: By June 2014, 70% of teachers will rate themselves at least Intermediate in






Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument Professional development plans

for each year will be developed

by Educational Services,

Human Resources, and

Technology Services from the

teacher technology standards,

analysis of data of technology

use by teachers and students

from multiple sources, and

identified needs related to this

Technology Plan’s academic

and communication goals.

Technology

training will be

incorporated into

the District

professional

development

calendar annually.

Assistant

Superintendent

Educational Services,

Coordinator of

Technology and

Information Systems

Review data annually

and incorporate

needed plan

corrections into

following year plans.

Participation in

trainings,

improvement in

Technology

Survey results,

Walk-thru data


Administrators and teachers

will receive training on

Illuminate: accessing data,

running reports, how to analyze

and use the data to improve

instruction, using the

standards-based test bank for

developing classroom

assessments. The vendor will

provide training for key

leaders, who will then train the

rest of the staff.

Summer 2013 -

Fall 2013 - Initial

training Spring

2014 - Spring 2016

- continued support

Director of

Instructional Services

Data will be run after

each assessment to

ensure use;

Data use reports

Training will be provided by

the most appropriate of the

following: District and site

administrators and staff

(including selected trainers and

master teachers), textbook

publishers, software vendors,

data analysis services, and

other outside consultants.

As adopted or

selected

Assistant

Superintendent,

Educational Services

Classroom

Walk-thru's,

evaluation measures

at trainings

documentation

of classroom

walk-thru's,

Technology

Survey,

Evaluations of

training sessions

Professional Development

sessions will be offered to

teachers and staff to

incorporate 1:1 and small

group technology use in

classrooms using such

equipment as iPads

Ongoing as sites

incorporate the

technology on their

sites

Assistant

Superintendent,

Educational Services

Evaluated yearly, as

implemented

PLC notes,

training

evaluations,

wlak-thru

observations

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.

The monitoring process identifying who is responsible and what is expected for each objective or

action step is included within the table for Section 4B. Results of the aforementioned monitoring

and evaluation processes will be shared with all stakeholders during an annual review of the plan

at a publicly-broadcasted Board of Education meeting and on the district website. The Assistant

Superintendent Educational Services will evaluate and monitor the overall progress of the

Professional Development section of this plan. The Assistant Superintendent Educational

Services will report the findings to stakeholders and make modifications to the plan as necessary.


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: Barstow USD supports over 2400 PC workstations district wide. The

workstations are in various phases of their life cycle. Some are as old as 10 years and still in

service. The average age of BUSD workstations is 6 years. Inevitable failures often occur at year

5 on a typical laptop and year 7 on a typical desktop. The servers housed at the District Office

and the Maintenance Grounds provide access to files, software applications, and shared folders

in which teachers and administrators may share data, templates, lesson plans, and other teaching

aids. BUSD currently has over 2200 computers in classrooms and labs. Most of these computers

are 4 to 6 years old.

Existing Internet Access: Barstow Unified School District has worked in conjunction with

Verizon Business services to implement a Wide Area Network (WAN). This implementation

provides each site (with the exception of Hinkley School) with 1Gbps uplinks via Switched

Ethernet Services (SES). Verizon maintains all of the links up to an agreed upon demark on each

site. Hinkley receives a connection via a 300Mbps carrier grade backhaul bridge maintained by

TIS. All sites connect to the internet through our district office over a 1Gbs connection to our

Internet Service Provider (ISP). Per site, the Local Area Networks (LANs) consist of at

minimum a 4 year old, mid-tier Cisco Catalyst switch at the Main Distribution Frame (MDF).

The MDFs connect typically via multimode fiber to Intermediary Distribution Frames (IDFs) in

each wing. Many IDFs contain switching equipment put in place around 1998. The older

switching equipment is failing and ideally should be preemptively replaced in accordance with

the End of Life (EOL) as defined by the product manufacturer. The distribution of EOL

networking equipment is not consistent site to site.

Existing Electronic Learning Resources: Barstow USD uses a variety of Learning Resources

as described in section 3a and 3b of this plan

Existing Technical Support: Barstow existing Technology Support staffing consists of a

Coordinator of Technology and Information Services, four Network/Computer Technicians, and

an Information Technology Assistant who provide hands-on technical support in the District.

Two of the Network/Computer Technicians are assigned to work at schools on a regular

schedule, barring major problems; every site gets a tech one day a week. The other two

Network/Computer Technicians deal with the student information. The information Technology

Assistant also provides assistance as needed.. The Coordinator of Technology and Information


Services provides oversight of the all District technology resources and the Technology Services

Department, in addition to assisting in day to day support as needed. Computers are purchased

with three--year warranties. The vendor sends parts or comes to the site to perform

warranty repairs. The District covers repairs on core equipment items; schools are billed for parts

required in the repair of non-core items. When staff members experience technical problems,

they notify the office manager or speak directly with the site staff member who is designated to

create a work order electronically. The District uses the Open Technology Real Services (OTRS)

for an IT Work Order system to ensure that all tickets are completed in a timely manner.

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: The goals and activities of the Curriculum and Professional Development

Components of this Technology Plan require the following technology hardware and

infrastructure if they are to be implemented.

Reliable, safe Internet service of sufficient bandwidth, with web server

Mobile learning devices (MLDs) for the students

Sufficient printing capacity for students and teachers

Presentation devices available for teachers to use in delivering instruction

Adaptive devices for students needing them

Electronic Learning Resources Needed: Need: The goals and activities of the Curriculum and

Professional Development Components of this Technology Plan require the following electronic

learning resources and administrative software if they are to be completely implemented.

To be acquired: The items listed below will be investigated, piloted, and/or acquired during the

course of this Plan. Additional licenses, upgrades, and new versions of current software will be

acquired as needed.

Technology resources accompanying adopted text series (such as electronic textbooks,

audio, tutorials, exam--â€•builders, lesson planners, and web resources) (for new

adoptions)

Software and online resources for reinforcement and practice in English language arts

and math and the transition to the Common Core Standards in all core subject areas.


Networking and Telecommunications Infrastructure Needed: Need: The District will

maintain an up-to-date telecommunications and data network to support increased student

academic achievement, data-driven decision-making and home/school communication. The

Coordinator of Technology and Information Services will annually conduct an assessment of the

District’s network and infrastructure to determine optimization and potential needs for upgrades

and repairs.

To be acquired: Planned upgrades (with associated maintenance):

The District is investigating adding additional wireless capability (expanding the WLAN

to allow increased capacity for MLDs).

The District will acquire server upgrades and replacements (many servers are aging) and

UPS (Uninterrupted Power Supplies) as needed.

Additional switches to get network access at more desktops to higher speeds will be

purchased as needed.

The District is investigating additional Network Storage resources

The District is considering upgrading our site-to-site fiber WAN to 10 Gigabits or higher

as needed.

Physical Plant Modifications Needed: All school sites and District offices have sufficient

electrical capacity for the current and expected technology.

Technical Support Needed: Need: The Barstow Unified School District will maintain adequate

technical support structures to ensure reliable access to technology/the Internet for users. The

Coordinator of TIS will regularly assess technical support to ensure maximum efficiency; the

District will make adjustments as needed per available funding.

To do: We will provide support resources in staffing and maintenance contracts and service

agreements for our network equipment, switches, routers, proxy servers, network operating

systems and wireless devices. We will need staffing and support contracts for our server

infrastructure, including server hardware, server operating systems support and upgrades, storage

area networking support and maintenance, and server virtualization licensing, installation and

maintenance.


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.

Year 1 Benchmark: To be completed by June of 2014

Recommended Actions/Activities Timeline Person(s) Responsible

Acquire additional 300 computers to maintain 4:1

ratio

2014 Site Administrators

Replace printers as necessary to maintain current

capacity.


Purchase or replace classroom projectors as

needed.


Replace and update network hardware as needed

or required for new technologies

2014 Technology and Information Services

Department

Upgrade and replace Servers and UPSs as

necessary


Department

Consider the hiring of additional Technical

Support staff as needed.

2014 Coordinator of TIS




ratio



capacity.



needed.





Department


necessary

2015 Technology and information Services

Department







ratio



capacity.



needed.






Department


necessary


Department




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 Technology Plan will be monitored by those individuals listed in each section, with ultimate

responsibility falling on the Assistant Superintendent of Education Services. Additionally,

activities requiring procurement of equipment and services will be tracked through the

Purchasing and Technology Departments. When equipment arrives in the Purchasing

Department, it is tagged then sent to the Technology Department to have necessary software

installed. From the Technology Department, it is sent to individual school sites for installation.

Infrastructure components are scheduled and installed by the Technology Department.

Technology needs and review of implementation will be conducted at monthly tech lead

meetings as well as during annual technology survey. As more staff and equipment is needed to

support these goals, the Technology Plan will be modified to reflect the additional resources and

needs.


6. Funding and Budget

6a. List of established and potential funding sources.

Established Funding Sources: All technology objectives will be obtained through current and

potential funding resources at Barstow Unified School District and sites. These include, but are

not limited to:

District Level

General Fund

Categorical: Title I, Title II A, Title II D, GATE, Professional Development Block Grant,

One-time block grants, Economic Impact Aid, CAHSEE Intensive Instruction,

Instructional Materials/Library Block Grant, Carl Perkins, ROP

Facilities Budget: State construction funds, Local G.O. bonds, Developer fees

E-Rate discounts and rebates

Donations

K-12 Ed Tech Voucher

Site Level

All categorical funds

Site budgets

Local fund-raising efforts/Donations/PTA/PTSA

Grants

One-time block grants

Options for reducing costs

Include maintaining standards for hardware and software, hardware and software purchasing

agreements, state contracts/master purchasing agreements, leasing, and coordination of network

and telecommunications upgrades with the E-Rate cycle.

Hardware warranties will be extended when possible to cover potential technical support needs.

Appropriate grant and partnership opportunities will be pursued as they become available.


Potential Funding Sources:

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

Item Description Year 1 Year 2 Year 3 Funding Source

Including E-Rate

2000-2999 Classified Salaries

Classified Personnel Salaries $315,500 $323,400 $313,500 General

3000-3999 Employee Benefits

Classified Personnel Benefits $125,700 $128,900 $132,100 General

4000-4999 Materials and Supplies

Classroom Computers $270,000 $270,000 $270,000 Categorical

Upgrade Networking Equipment $135,000 $135,000 $135,000 General/Categorical/E-Rate

Servers $50,000 $50,000 $50,000 General/Categorical/E-Rate

5000-5999 Other Services and Operating Expenses

Internet Services $320,000 $320,000 $320,000 E-Rate

Web Content Filtering $0 $0 $0 E-Rate

Microsoft Licensing $22,048 $22,048 $22,048 General

Plato Learning $73,333 $73,333 $73,334 IMFRP

Compass Learning Odyssey $28,980 $28,980 $28,980 Categoricals

Renaissance Place $11,216 $11,216 $11,216 Categoricals/Grants

Destiny $10,110 $10,110 $10,110 General

Infinite Campus $81,529 $81,529 $81,529 General

Totals: $1,443,416 $1,454,516 $1,447,817


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

Recognizing that equipment should be replaced or upgraded on a regular basis, Barstow Unified

School District will follow the listed guidelines as funding permits:

Every 3-5 years, as funds allow, classroom computers will be replaced.

o Obsolete computers with working components will be made available to the

Technology Department.

District servers will be replaced on a three year cycle.

o Older servers will be used as backup or at other appropriate workstations.

The District will monitor LAN and WAN utilization and make recommendations

regarding the replacement of switches and routers.

When computer and network equipment no longer meets the needs of a specific site, it may be

utilized at other sites when appropriate. If the equipment is no longer functional at any site in the

district, it will be declared surplus by the Board of Trustees and offered to other districts or sold

to appropriate bidders. Monitors and computers will be traded in on new systems or sent to an

authorized hazardous waste disposal site. All obsolete equipment will be disposed of according

to Federal, State, and Local laws and regulations, and District policy.

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.

The Assistant Superintendent of Business Services has the primary responsibility of monitoring

the budget along with those individuals mentioned in the Activity Plan in each section. General

fund budget monitoring for technology is part of an ongoing yearly process to manage the

overarching technology needs in the district. As grant funds are received, they will be monitored

by the Educational Services Department, Technology Department, and site specific staff relating

to the grants.


7. Monitoring and Evaluation

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

learning.

The Assistant Superintendent Educational Services will oversee and facilitate the monitoring and

evaluation process of the District Technology Plan. The District IT staff and site Technology

Leads will remain current in the field of technology and literacy through continued research and

staff development, site representation in the District’s Technology Steering Committee, and

District representation at the RIMS CTAP Technology Leadership Network meetings and

workshops. The District’s IT staff will meet monthly to discuss ongoing issues and projects. The

District Technology Steering Committee, which meets eight times per year (excluding

sub-committee meetings), will be comprised of representatives from each district site, ensuring

dissemination of current information. Each site, under the leadership and supervision of its

principal, will evaluate and communicate progress toward achieving the Technology Plan goals,

objectives, and action steps. As a part of this process, each site will develop a site Technology

Plan, which will be included in its Single Plan for Student Achievement. Each site will establish

a committee to monitor progress in attaining the goals of both the site and District technology

plans. The Technology Steering Committee will annually evaluate district and site level data

from the online technology survey and the California School Technology Survey to determine

progress in critical areas: access, content, staff development and integration of technology into

the curriculum. Additionally, the District Technology Steering Committee will review hardware,

software, and infrastructure needs at every meeting and will recommend plan adjustments and

revisions as needed. Reports and recommendation from this committee will be included in the

annual technology report to the Board of Education.

The details regarding monitoring and evaluation of each curricular and staff development goal

are listed in the charts for each plan criteria section and will be overseen by the Assistant

Superintendent Educational Services and will be disseminated as described in the paragraph

above.

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 each

year.


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

District Technology Committee X X X X X X X X X

Administrator Retreat X X

Technology Assessment Profile X X X

Student technology skills (as per new

standards)

X X

Usage/access records of Illuminate X X X X X X X X X X X

California Standards Tests/CAHSEE X X X X X X

Teacher technology skills (as per new

standards)

X X

Professional development records X

State Technology Survey X 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 the annual Administrators Retreat. Additionally, the Coordinator of Technology and

Information Systems provides the School Board, in regularly scheduled public board meetings,

quarterly updates on the progress of the technology plan.

Annual Review of Goals Year One:

Annual Review of Goals Year Two:

Annual Review of Goals Year Three:


8. Collaborative Strategies with Adult Literacy Providers

Barstow Adult Evening High School serves as the Adult Literacy Providers for Barstow Unified

School District. . The Barstow Adult Evening High School program offers English as a Second

Language designed for those persons desiring to learn to speak and write in English; word

processing programs assist these students in their writing skills. Sometimes, Barstow Community

College and the San Bernardino County Library offer Adult Literacy Programs, dependent on

funding.

Throughout the term of the grant, adult literacy providers will be involved in ongoing plan

review and modification. The district will continue to explore ways in which we can collaborate

with adult literacy providers to ensure maximization of resources.


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 BUSD Educational Technology Plan strives to integrate technology across all curricular

areas and grade levels for all students to enhance student achievement and increase performance

on student assessments. Development of the plan was guided by an analysis of existing state

educational standards with particular emphasis placed on the core areas of Language Arts and

Mathematics and the transition to the Common Core Standards. Strong emphasis is also placed

on building the technology tool skills necessary to compete in a technology-rich academic

environment and a technological society. Underlying the implementation of technology as a

learning tool, lies a foundation rich in staff development programs focusing on the continuing

development of teacher and administrator tool skills and methods of curriculum integration. A

sufficient technology infrastructure and technical assistance support staff provide support for the

goals outlined in 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.

The following is a summary of that research that guided the plan’s development.

Baker, Eva L.; (1999). The Secretary’s Conference on Educational Technology:

Technology: How Do We Know It Works?

http://www.ed.gov/Technology/reports.html - 9

This report discusses whether the use of technology within learning environments produces

increases in student achievement and how that growth can be measured. The report considers

three goal areas that are critical to foster learning with technology: 1) Learning and use of

technological tools for use in other areas of education to locate process and represent data. 2.)

Using technology to address new goals which cannot be met any other way such as through

simulations, distance learning or collaboration on-line. 3.) Using technology to deliver

instructional opportunities that match the pace of and background of learners. Evaluation of

program effectiveness is based on two components: what provides the data and how decisions

are made to continue or revise further action.

District Specific Analysis of how this research will be used

The Technology Plan addresses three critical areas through a variety of means. The technology

learning continuum contains provisions with standards for providing students the necessary skills

for utilizing technology to create presentations, write reports and conduct research. State content

standards in the focus areas of Language Arts and Mathematics have been identified for all grade

levels where the use of technology may facilitate or enhance learning. The recommended

technology approach for many of these standards utilizes computer-based explorations or


simulations. The Technology Plan is designed to meet the needs of all learners. The Technology

Plan supports the use of technology based curricular applications such as Accelerated Reader,

Accelerated Math, and Compass Learning, which allow teachers to individualize learning

activities by focusing work at the learning level of the student. The Technology Plan also

includes methods and plans of action, which address needs of ELL, GATE and other special

needs students. Consistent with this research, every section of the Technology Plan contains a

mechanism for evaluation. Data is provided by a number of means including district level

committees and panels and a variety of survey’s returned to the Coordinator of Technology or

individuals named in the Technology Plan. Staff development effectiveness is assessed by

increases in staff technology proficiency as summarized by the Technology proficiency

assessment results. Having participants complete the appropriate Technology survey is an

integral part of every staff development offering.

The Technology Plan includes provisions for utilizing the Educational Technology Committee

and other stakeholders on a yearly basis to analyze evaluation data. Based on this analysis, the

committee will make recommendations to the Curriculum and Instruction Division of the school

district through the Coordinator of Technology, revise the Technology Plan, develop or modify

goals and materials, and implement a plan of action consistent with the goals outlined in the

Technology Plan.

Goldman, Shelly; Cole, Karen; Syer, Christina. The Secretary’s Conference on

Educational Technology-1999; Technology/Content Dilemma.

http://www.ed.gov/Technology/TechConf/1999/whitepapers/paper4.html

This research seeks to address whether or not the application of instructional technology is

actually transforming teaching and learning. Is the use of technology in content areas making it

possible for students to achieve standards and go beyond? This paper summarizes much of the

research that the Institute for Research on Learning has conducted related to educational

technologies. The conclusions are that technologies can be used as a highly effective tool for

representing complex and difficult learning objectives. Technology may also be used to teach

basic concepts and can deliver these concepts to a wide range of learner capabilities improving

student performance at all levels. However, for this to work, technology-integrated content must

be content standards based and teachers must be given ample opportunity for professional

development. The research discusses the “flash” factor, which occurs when technology becomes

the focus, sacrificing content. Overcoming the flash factor requires ongoing professional

development with emphasis on content presentation.


BUSD recognizes that technology can be an effective tool in increasing student understanding in

content areas, increasing achievement, and improving test scores. Technology also serves to

bridge the divide between learning abilities, allowing low performing students more learning

opportunities and affording high-achieving students expanded opportunities. Technology

integration within the core curriculum is tied directly to content standards and is detailed for the

focus areas of mathematics and language arts on a standard-for-standard basis. The Technology


Plan also includes methods and plans of action, which address needs of ELL, GATE, and other

special needs students.

The “flash factor” demonstrates that without the proper in-depth staff development, technology

can actually hinder the learning of students by detracting from the content area. BUSD

recognizes the importance and need for ongoing staff development and has incorporated

trainings into the Technology Plan that include not only development of proficiency in the use of

technology, but also in the integration of technology within the content areas.

Marzano, R, Pickering, D., and Pollock, J. (2001). Classroom instruction thatworks:

Research-based strategies for increasing student achievement. Virginia: Association for

Supervision and Curriculum Development.

This book summarizes the research supporting a variety of instructional strategies with proven

successes in improving student achievement. The research-based strategies include: 1)

identifying similarities and differences; 2) summarizing and note-taking; 3) reinforcing effort

and providing recognition; 4) homework and practice; 5) nonlinguistic representations; 6)

cooperative learning; 7) setting objectives and providing feedback; 8) generating and testing

hypotheses; and 9) cues, questions, and advance organizers.


The research notes that using graphic organizers and other types of nonlinguistic representations

are important tools for mastering key concepts. Graphical representations are also key tools for

supporting learning of new concepts and vocabulary. Simulation software is essential for helping

students generate and test hypothesis more quickly and efficiently. Teacher presentations using

such applications as PowerPoint in concert with a printed representation of the presentation aids

in note taking and identification of key concepts.

Consistent with this research, technology aligned content standards in the focus areas of

language arts and mathematics place particular emphasis on the development and use of

computer-based graphic organizers and presentation software to map key concepts in literature,

aid in reading comprehension and assist in developing approaches to student research and topic

consideration.

Staff development is consistent with this research, with goals focusing on the integration of

technology into the curriculum.

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 four-year study explored four key findings: a) Educational Technology can improve student

achievement; b) Technology has the greatest impact when it is integrated into the curriculum to

achieve measurable educational objectives; c) Assessment needs to align with educational


objectives and adequately measure 21st century skills; and d) School districts need to engage in

continuous improvement strategies and measure these strategies’ effectiveness. The CEO Forum

proposes six recommendations for ensuring the nation’s investment in educational technology: a)

Focus educational technology investment on specific educational objectives; b) Make the

development of 21st century skills a key educational goal; c) Align student assessment with

educational objectives, and include 21st century skills; d) Adopt continuous improvement

strategies to measure progress and adjust accordingly; e) Increase investment in research and

development and dissemination; and f) Ensure equitable access to technology for all students.


Consistent with these findings, the BUSD Technology Plan does focus on increasing student

performance by utilizing technology to support teaching of state standards. The curriculum

integration section of the district’s plan is aligned directly with state content standards and

includes a variety of means for assessing improvement and achievement of learning outcomes.

The Technology Plan provides guidance and support for teachers using technology in the

classroom through ongoing staff development opportunities. Attention is directed to providing

access to all students, including English learners and special needs populations. The BUSD

Technology Plan also includes provisions for data collection and evaluation of the plan’s

effectiveness in reaching its goals. The Technology Plan also contains provisions for analysis of

the plans effectiveness through data analysis and ongoing review of new research.

Factors that Affect the Effective Use of Technology for Teaching and Learning:

Report available on line at http://www.seirtec.org/publications/lessondoc.html

This report summarizes three years of work by SEIR*TEC working with schools to develop

technology-based curriculum, staff development and infrastructure. The report makes nine

conclusions regarding technology integration: 1) Leadership is a key ingredient; 2) Vision is

critical; 3) Technology Integration is a slow process; 4) Not everyone will “buy in”; 5) Effective

technology integration requires changes in teaching style; 6) Access to expertise is essential; 7)

Different populations have different barriers to using technology; 8) In some schools

infrastructure is a problem; and 9) Educators can benefit from the ability to gauge their own

progress.


The BUSD Technology Plan is consistent with these conclusions in several ways. First, BUSD

recognizes that technology leadership is essential for integration into the curriculum.

The report points out that site administrators are key in promoting technology-curriculum goals.

To address this, the Technology Plan contains goals which focus on increasing the proficiency

levels of teachers and administrators. Goals and objectives in Section 4 are set forth to provide

professional development opportunities for teachers and administrators to increase their

proficiency levels.


Second, BUSD recognizes the necessity of a consistent infrastructure. The Technology Plan

contains a breakdown of the current state of the district’s technology infrastructure and presents

an action plan for those schools that do not meet the standards defined by the Technology Plan.

Third, BUSD recognizes that technology integration is a slow process and includes provisions

for ongoing, repetitive and follow-up staff development throughout the length of the Technology

Plan to allow staff the opportunity to reinforce and expand their technology skills. Fourth and

consistent with the report, all staff development outlined in the Technology Plan requires

participants to take part in the Technology Survey assessment. Using the results of this

assessment, educators can gauge their own progress while providing the planning committee data

to refine staff development offerings.

Fuse Algebra 1: Results of a yearlong pilot in Riverside, CA,

http://www.hmheducation.com/fuse/pdf/hmh-fuse-riverside-whitepaper.pdf

Technology has the potential for greatly improving education when new tools are combined with

robust digital curriculum and are properly utilized in and out of the classroom. As part of our

continuing mission to improve student achievement by combining proven curriculum with

cutting-edge technology, Houghton Mifflin Harcourt partnered with Riverside Unified School

District in California during the 2010-2011 school year to pilot HMH Fuse: Algebra I, a new

comprehensive educational program designed for the iPad.

Amelia Earhart Middle School in Riverside, CA was selected by the district to pilot the new

program. As a school that has experience with forward-moving technology, the educators at

Earhart devised a strategic plan to utilize HMH Fuse: Algebra with students randomly assigned

to use the app in comparison with those using a textbook for an entire school year. The results of

the implementation were impressive: students using the HMH Fuse app were more motivated,

more attentive in class, and more engaged with Algebra content relative to students using

textbooks. This change in student behavior also resulted in markedly improved student test

scores at the end of the school year.

The results of this case study at Amelia Earhart Middle School revealed that instructional

technology can have a substantial effect on student academic achievement when that technology

is strategically implemented and pairs strong educational content with a robust technological

platform, as was the case with the Riverside HMH Fuse: Algebra I pilot.


As BUSD embarks on a grant project that includes 1:1 tablet devices in three elementary

school’s sixth grade classrooms, this study was valuable in providing insight into what can occur

when students have access to technology 24/7. Additionally it provided information regarding

implementation of a project of this type and reinforcement of the idea that the technology can be

a valuable tool to increase student achievement.

http://www.hmheducation.com/fuse/pdf/hmh-fuse-riverside-whitepaper.pdf


Apple iOS 4 Education Deployment Guide

http://www.apple.com/education/docs/20110727_IOS_4_Education_Deployment_Guide.pdf

, 2011.

Learn how to deploy and support iOS devices in an education environment. This guide is

designed for those responsible for the deployment of iOS devices, from IT leadership to

implementers. It highlights best practices and considerations relevant to deploying and

supporting iOS devices in education environments. Curriculum design is outside of the scope of

this document.


As we design the pilot for the iPads in the grant classrooms and look to expand this into other

schools and classrooms, this tool provided good “how-to” information for a non-Apple,

non-tablet IT department and administration about how best to deploy the product.

INACOL (2011). Keeping the Pace with K-12 Online Learning.

This journal review of many studies showed that Students who took all or part of their class

online performed better, on average, than those taking the same course through traditional

face-to-face instruction.


Barstow Unified School District will use Haiku courses to meet the needs of students by

providing online courses in addition to face-to-face.

Marsh, Julie; Pane, John; and Hamilton, Laura (2006). Making Sense of Data-Driven

Decision Making in Education. RAND Corporation.

This research concluded that most educators find data useful for informing aspects of their work

and that they use data to improve teaching and learning. Policymakers seeking to promote

educators’ data use should consider giving teachers flexibility to alter instruction based on data

analyses.


Teachers in Barstow Unified School District use data from Infinite Campus, data Director, and

other electronic databases to drive decisions for instruction in the classroom.

Ringstaff, C., & Kelley, L. (2002). The Learning Return on Our Educational Technology

Investment: A Review of Findings from Research.

This paper summarizes major research findings related to educational technology use and draws

out implications for how to make the most of technology resources while focusing on




pedagogical and policy issues. The distinctions between learning "from" computers and learning

"with" computers are delineated. The findings of the research center on adequate and appropriate

teacher training; changing teacher beliefs about learning and teaching; sufficient and accessible

equipment, including an adequate computer-to-student ratio; long-term planning; and technical

and instructional support.


This plan focuses on using technology as a resource to both learn from technology and with

technology. Technology is used to assist with students learning, and for the creating of

project-based learning.

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.

Barstow Unified School District offers numerous opportunities for students to use technology to

access rigorous or specialized courses and content, including via distance learning. At the high

school level, Advanced Placement courses in Statistics, Biology, and Chemistry use online

resources. Barstow High School has a STEM Academy that emphasizes Technology and

Engineering, including the Project Lead the Way curriculum. The Academy serves as a career

pathway and will include rigorous instruction in the use of technology. The district is currently

piloting a Virtual Academy at Barstow High School where student instruction is delivered in a

hybrid model via Haiku Learning management system and weekly face-to-face meetings with

teachers. Students may enroll in the Virtual Academy full-time or take an additional course as a

regular high school student. Three elementary sites received a DODEA grant to implement a

STEM program at their sites. This grant provides mobile device technology in a 1:1 setting for

sixth grade students as well as a mobile cart solution for the rest of the student body in an effort

to increase the math proficiency of students and create an interest in the STEM fields. The

K12video.org state videoconferencing clearing house website will also be used more frequently.

We are also exploring the use of CK12 instructional materials to offer better solutions to students

as we transition to the Common Core State Standards.

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)

Cover,

page 3

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


Addressed

Example of Not


Description of how a

variety of stakeholders

from within the school

district and the

community-at-large

participated in the

planning process.

4

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


Addressed

Example of Not


a. Description of teachers'

and students' current

access to technology tools

both during the school

day and outside of school

hours.

6

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.

6


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.

9

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.

10

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,




detailing how and when

students will acquire the

technology skills and

information literacy skills

needed to succeed in the

classroom and the

workplace.

14


goals, measurable

objectives, annual

benchmarks, and an

implementation plan

detailing how and when

students will acquire

technology skills and

information literacy skills.


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

16

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.

17

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.

18


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,




to use technology to make

student record keeping

and assessment more

efficient and supportive of

teachers' efforts to meet

individual student

academic needs.

18


goals, measurable

objectives, annual

benchmarks, and an


using technology to support

the district's student

record-keeping and

assessment efforts.






the goals.

j. List of clear goals,




to use technology to

improve two-way

communication between

home and school.

20


goals, measurable

objectives, annual

benchmarks, and an


using technology to

improve two-way

communication between

home and school.






the goals.

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.

21

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



(Appendix D).

Page in

District

Plan


Addressed

Example of Not



a. Summary of the

teachers' and

administrators' current

technology proficiency

and integration skills and

needs for professional

development.

22

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,




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


goals, measurable

objectives, annual

benchmarks, and an


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


monitor the Professional

Development (Section 4b)

goals, objectives,

benchmarks, and planned

implementation activities

including roles and

responsibilities.

25




detail.



detail regarding who is

responsible and what is

expected.

5. INFRASTRUCTURE,

HARDWARE,

TECHNICAL SUPPORT,

AND SOFTWARE

COMPONENT



(Appendix D).

Page in

District

Plan


Addressed

Example of Not



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


Components (Sections 3

& 4) of the plan.

26

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


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


components of the plan.

27

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


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


Components and the listed

equipment. Future technical

support needs have not

been addressed or do not

relate to the needs of the

Curriculum and


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.

29

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


monitor Section 5b & the

annual benchmarks and

timeline of activities

including roles and

responsibilities.

30




detail.





expected.


6. FUNDING AND

BUDGET COMPONENT


Requirement(s): 7 & 13,

(Appendix D)

Page in

District

Plan


Addressed

Example of Not


a. List established and

potential funding sources.

31

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.

32

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.

33

Plan recognizes that

equipment will need to be

replaced and outlines a

realistic replacement plan

that will support the

Curriculum and


Components.

Replacement policy is

either missing or vague. It

is not clear that the

replacement policy could

be implemented.

d. Describe the process


monitor Ed Tech funding,

implementation costs and

new funding

opportunities and to

adjust budgets as

necessary.

33




detail.





expected.

7. MONITORING AND

EVALUATION

COMPONENT


Requirement(s): 11

(Appendix D).

Page in

District

Plan


Addressed

Example of Not



a. Describe the process for

evaluating the plan's

overall progress and

impact on teaching and

learning.

34


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.

34

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.

35


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


Addressed

Example of Not


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.)

36

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



(Appendix D).

Page in

District

Plan


Addressed

Example of Not


a. Summarize the relevant

research and describe

how it supports the plan's

curricular and

professional development

goals.

37


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.

43


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 - 67611

School Code (Direct-funded charters only):

LEA Name: Barstow Unified

*Salutation: Ms.

*First Name: Teresa

*Last Name: Healy

*Job Title: Assistant Superintendent, Educational Services

*Address: 551 South Avenue H

*City: Barstow

*Zip Code: 92311

*Telephone: 760-255-6000 Ext: 6021

Fax: (760) 255-6007

*E-mail: [email protected]

Please provide backup contact information.

1st Backup Name: Michael Bogin

E-mail: [email protected]

2nd Backup Name: Tony Wardell

E-mail: [email protected]

* Required information in the ETPRS

tech use plan - barstow high schoolbarstow.k12.ca.us/view/1888.pdf · and e-rate funding. 3b....

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