tech use plan...technology plan . turlock unified . july 1, 2014 - june 30, 2017 . 11/16/2010...

Technology Plan

Turlock Unified

July 1, 2014 - June 30, 2017

11/16/2010 (revised 01/02/2014)

This plan is for EETT and E-Rate.

Table of Contents

Background and Demographic Profile - Optional ......................................................................................... 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 .......................................................... 8 3c. District curricular goals to support plan ............................................................................................ 11 3d. Teaching and learning goals (Measurable Objectives, Benchmarks) ....................................... 13 3e. Acquiring technology skills AND information literacy skills (Measurable Objectives, Benchmarks) ..................................................................................................................................................... 17 3f. Ethical use ................................................................................................................................................... 21 3g. Internet safety ............................................................................................................................................ 23 3h. Description of access for all students ................................................................................................. 25 3i. Student record keeping ............................................................................................................................ 27 3j. Two way home-school communication .............................................................................................. 30 3k. Curriculum Monitoring Process .......................................................................................................... 32

4. Professional Development ............................................................................................................................ 34 4a. Summary of Teacher and Administrator Skills and Needs .......................................................... 34 4b. Providing PD Opportunities (Measurable Objectives, Benchmarks) ....................................... 35 4c. Professional Development Monitoring .............................................................................................. 40

5. Infrastructure, Hardware, Technical Support, and Software .............................................................. 42 5a. Existing Resources ................................................................................................................................... 42 5b. Needed Resources .................................................................................................................................... 44 5c. Annual Benchmarks and Timeline for obtaining resources ......................................................... 46 5d. Process to Monitor 5b ............................................................................................................................. 48

6. Funding and Budget ....................................................................................................................................... 50 6a. Established and Potential Funding Sources ...................................................................................... 50 6b. Annual implementation costs ............................................................................................................... 51 6c. District replacement policy ................................................................................................................... 52 6d. Budget monitoring ................................................................................................................................... 53

7. Monitoring and Evaluation ........................................................................................................................... 54 7a. Overall progress and impact evaluation ............................................................................................ 54 7b. Evaluation schedule ................................................................................................................................. 55 7c. Communicating evaluation results ...................................................................................................... 59

8. Collaborative Strategies with Adult Literacy Providers ...................................................................... 60 9. Effective, Researched-Based Methods and Strategies ......................................................................... 61

9a. Research Summary, District Application .......................................................................................... 61 9b. Technology to Deliver Rigorous Curriculum .................................................................................. 62

Appendix C - Criteria for EETT Technology Plans .................................................................................. 64 Appendix J - Technology Plan Contact Information ................................................................................. 73

Turlock Unified July 1, 2014 - June 30, 2017 Page i

Background and Demographic Profile

With close to 14,000 students, over 1,400 staff members, and seventeen sites and programs, Turlock Unified School District (TUSD) is the second largest public school district in Stanislaus County. Turlock itself is the second largest city in Stanislaus County, with almost 70,000 residents. Turlock is home to California State University, Stanislaus, the county fairgrounds, and several large agro-industrial employers, including Foster Farms and a new Blue Diamond facility.

TUSD offers a range of educational options. There are nine elementary schools in the district, with specialized programs offered at several sites. Osborn Two-Way Immersion Academy is a dual-immersion Spanish/English site. Walnut Elementary houses two magnet programs, one for math and science and the other for arts. Cunningham and Julien Elementary Schools offer GATE programs for qualified fourth through sixth grade students. TUSD also offers transitional kindergarten to eligible students.

TUSD has one comprehensive junior high school and one magnet middle school. Turlock Junior High School, at roughly 1,300 students, is a large 7-8 site modeled after the traditional high schools that it feeds into. New to TJHS is its Science, Technology, Engineering, and Math (STEM) program. The program is starting small with thirty students, but has plans to expand over the new few years. Dutcher Middle School is the 7-8 dual immersion site, with the remaining available spaces filled through a lottery. Students at Dutcher have the same teacher for English and history, and the same teacher for science and math.

Turlock High School and Pitman High School are the two comprehensive high schools in the district. Both schools offer robust academic programs, including Advanced Placement and honors courses. Students have the opportunity to prepare for the workforce through ROP and career technical courses. Each site offers a wide variety of clubs, student organizations, and extra-curricular activities.

TUSD has several specialized schools within the district. Several elementary sites house Headstart and state preschool classes. Turlock Adult School, operating out of the district office and the comprehensive high schools, offers courses to adult learners in the evenings, and coordinates ROP classes at the high schools. Roselawn High School is an alternative education site, designed to assist students to develop the skills and academic preparation necessary to return to and graduate to the comprehensive high schools. The newest TUSD site is its eCademy Charter at Crane School. This K-12 site offers four flexible yet rigorous settings for students, including homeschooling, independent studies, and online learning.

Several demographic groups make up the student population in TUSD. Hispanic students make up our largest ethnic group, at over 7,500 students. The second largest ethnic group is that of white students, at over 4,800 students. Turlock is culturally well represented, with large populations Assyrian- and Indian-Americans, as well as strong links to Mexico and Portugal. In 2012-13, Almost three-quarters of the students in the district were identified as socio-economically disadvantaged. In that school year, 1,341 students, roughly 10% of the student population, were students in special education programs.

Turlock Unified July 1, 2014 - June 30, 2017 Page 1

TUSD’s mission is to ensure all students graduate as self-motivated, responsible citizens equipped to compete successfully in an ever-changing global society. As TUSD works to prepare its students for success, technology will be a main point of focus. With the onset of Common Core Standards and Smarter Balanced Assessments, now more than ever it is the responsibility of the district to ensure that students and teacher have adequate access to necessary technologies, as well as the means to develop the skills to use those technologies proficiently and in a manner conducive to individual success. This plan outlines TUSD’s goals toward this over the next three years.


1. Plan Duration

July 1, 2014 - June 30, 2017

This plan will serve as TUSD's e-rate plan and will be evaluated annually.


2. Stakeholders

Stakeholders

Name Position CDS Dr. Sonny Da Marto District Administrator Stanislaus

Turlock Unified Jay Brem District Administrator Stanislaus

Turlock Unified Judi Green District Administrator Stanislaus

Turlock Unified Robert Brogdon District Administrator Stanislaus

Turlock Unified Dana Trevethan District Administrator Stanislaus

Turlock Unified Donna Creighton Classroom Teacher Stanislaus

Turlock Unified Turlock Junior High

Marshall Beyer Classroom Teacher Stanislaus Turlock Unified Wakefield Elementary

Dave Sutton Classroom Teacher Stanislaus Turlock Unified Walnut Elementary Education Center

Shawne Arnold Classroom Teacher Stanislaus Turlock Unified John H. Pitman High

Mary Asgill Classroom Teacher Stanislaus Turlock Unified Turlock High

Beth Wyatt Classroom Teacher Stanislaus Turlock Unified Marvin A. Dutcher Middle

Jennifer Jajko Classroom Teacher Stanislaus Turlock Unified Dennis G. Earl Elementary

The technology plan writing committee consists of members that represent the Turlock Unified School District in order to provide a variety of perspectives and a broad base of information and interests as it relates to K-12 public education in Turlock, CA.

The committee consists of certificated teachers representing grades K-6, 7-8, and 9-12, the technology department administrators, and the Assistant Superintendent of Educational Services.

Elements of the plan are drafted from other district documents, including, but not limited to, the TUSD strategic plan, Common Core Standards training resources, the TUSD Digital Citizenship campaign, and the TUSD Network Audit, completed in the fall of 2013.


Through our School Site Councils, English Learner Advisory Committees (ELACs), PTAs, and other advisory committees, parents and community members have an opportunity to provide input as to the technology plans for sites and the district as a whole. This information is shared with the tech and educational services departments.


3. Curriculum

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

There are approximately 3100 computers in school sites throughout the district, with additional technology equipment available to staff, including; various types of printers, LCD projectors, digital cameras, laptops, interactive whiteboards and interactive tablets, document cameras and additional equipment.

Turlock Unified School District has made progress in providing access to technology for both students and teachers. The advancements that have taken place must continue in order to afford Turlock students the learning tools necessary to increase learning throughout the grades and to prepare students for higher education and employment opportunities. Our Mission Statement states we will ensure all students graduate as self-motivated, responsible students equipped to compete successfully in an ever-changing global society. Also, new Common Core standards have aspects of technology embedded within them.

Currently, all Turlock Unified School District students and teachers have access to technology in classrooms, libraries, career centers (at the comprehensive high schools), and in technology labs. Some sites with specialized programs have mobile laptop carts as well. Teachers’ and students’ technological efforts vary due to both areas of instruction and levels of expertise and proficiency relating to technology.

All District classrooms are fully wired, providing access to email and the Internet. Over the past several years, TUSD has been able to expand wireless connectivity to sites and departments. Though the district is not fully wireless at this time, efforts have been made to create at least one hotspot at each site. Most sites are wireless in either their front office or cafeteria (or both), and some sites have additional classroom hot spots (e.g., Turlock High School and Pitman High School netbook classes; Turlock Junior High School’s STEM lab). TUSD currently has three fully wireless sites: eCademy Charter at Crane, Walnut Elementary, and Wakefield Elementary.

Technology Support Specialists are at each school site three days to five days a week to give assistance to teachers and to provide technical support.

Kindergarten through Third Grade

Classrooms generally have 1-3 computers for student use, though most classes use computer labs for computer work. The age of the computers vary from computers purchased within the last three years to computers as old as six years or more. Students have access to the classroom computers during school time, as well as some before school, lunch time, and after school use. Students also have access to computers in the technology labs, libraries, and in their after-school programs.


Primary teachers have access to computers for email, Internet, record keeping, and assessment data information. Teachers use Aeries/ABI for attendance reporting, Microsoft Office (Word, PowerPoint, Publisher, Excel), and other software like PhotoShop, Picasso, MovieMaker, and any grade level software purchased by their site, as well as curriculum software that are a component of core adopted instructional materials. They have access to LCD projectors, document cameras, digital video and other technology for instruction purposes. They use Internet Explorer to access web-based applications like EduSoft, Accelerated Reader, STAR Reading and STAR Math, Discovery Streaming, etc.

Fourth through Sixth Grade

The number of computers per classroom varies per site, though all teachers have a workstation. Students have access to the classroom computers during school time, as well as some before school, lunch time, and after school use, particularly at sites that have the after-school ASES program. Students also have access to computers in the technology labs and libraries. In the past year TUSD has been able to hire one full time librarian per elementary site, meaning that students will have more access to computers in their libraries than they previously had. More of the upper grade students take advantage of the extended access to technology, than do the kindergarten through third grade students.

Teachers have access to computers for email, Internet, record keeping, and assessment data information. Teachers use Aeries/ABI for attendance reporting, Microsoft Office (Word, PowerPoint, Publisher, Excel), and other software like PhotoShop, Picasso, MovieMaker, and any grade level software purchased by their site, as well as curriculum software that are a component of core adopted instructional materials. They use Internet Explorer to access web-based applications like EduSoft, Accelerated Reader, STAR Reading and STAR Math, Discovery Streaming, etc.

Some classrooms have video cameras for teacher and student use. Each year, schools are slowly acquiring LCD projectors and document cameras for the intermediate grade classrooms. As schools acquire technology equipment for the classrooms, more upper grade teachers are enhancing their instruction with the use of technology and providing students with opportunities to create multimedia presentations to enhance their learning of the curriculum and mastery of grade level standards.

Seventh through Eighth Grade

Many of the classrooms have LCD projectors, digital cameras, document cameras and other technology for teacher and student use. Some classrooms have interactive tablets and interactive whiteboards. Along with the classroom computers, students at both schools have access to computers in technology labs and the library. Library labs are available to students during lunch or after school (by appointment at Dutcher). At TJHS, students in the after school ASES program have access to the library lab daily. Dutcher Middle School has both a math lab and an ELA lab, as well as two computer electives taught in a lab environment. Turlock Junior High School has a two computer labs, two computer electives taught in a lab environment, and a new STEM lab with mobile laptops and wireless connectivity.


Teachers have access to computers for email, Internet, grading, record keeping, and assessment data information (Edusoft). Teachers use Aeries/ABI for attendance reporting, Microsoft Office (Word, PowerPoint, Publisher, Excel), and other software like PhotoShop, Read 180, and any grade level software purchased by their site. They use Internet Explorer to access web-based applications like EduSoft, Accelerated Reader, STAR Reading and STAR Math, Discovery Streaming, etc. At TJHS, students in the STEM program use specialized robotics and simulation programs.

Teachers also have access to LCD projectors, cameras, document cameras and other technology to enhance instruction. Software for record keeping, as well as curriculum software that are a component of core adopted instructional materials.

Ninth through Twelfth Grade

All teachers have the resources of computer workstations, grading programs, email and Internet access in the classroom to use for instruction, communication, record keeping, and data analysis (Edusoft/Aeries). Specialized software teachers have at this level includes Java, Visual Basic, and programs for computer technology and ROP courses. In general teachers use LCD projectors to show video clips, streaming video, and in some cases PowerPoints and other lesson presentations.

Students have access to technology through classroom computers, computer labs, specialized technology equipment and software, such as digital cameras for journalism and yearbook classes, and computers for Internet research and other assignments in the library media centers. Student access to library labs is available at comprehensive sites before and after school, and during lunch. Turlock High School has an additional classroom lab available for classes during the school day, which helps when the library and career center labs are booked for trainings. Pitman High’s library computer lab is available before school, during lunch, and after school (7:30-4:00 pm), and during class time for students with a pass from their teacher and a legitimate assignment. The eCademy Charter at Crane’s computer lab is open twice a week for student drop-in time. eCademy also provides netbooks to students who request them.

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

Turlock Unified School District believes that effective first-dose instruction is the best way to affect student learning and achievement. Sheltered Instruction Observation Protocol (SIOP) is the district's teaching protocol, and teachers are expected to create lessons with student-friendly


content and language objectives. Those lessons require students to use language in a variety of engaging ways, with the teacher assessing formatively and summatively within and over a period of lessons. The technology used in classrooms is meant to support students mastering the posted objectives and the standards on which those objectives are based.

At the site and district administrative level, technology is used to support instruction through data analysis. That data includes, but is not limited to, feedback from lesson observations, data from summative assessments, and student and site information provided by the student information system. Site and district administrators conduct classroom lesson observations and use a form on an iPad app to collect SIOP-related data from the lesson to use to provide constructive feedback to the teacher and to add to site- and district-wide data collections. Administrators and teachers review the data at least monthly to identify areas of instruction on which to focus. Benchmark information is collected at the quarter at the secondary level and at the trimester at the elementary level through the Edusoft system (web-based). The results of the benchmarks allow staff to see areas of student success and areas thay may need reteaching or additional support. TUSD provides teachers the opportunity to create web pages through its subscription to SchoolLoop.

At the elementary level the use of computers to support teaching and learning is through Word Processing, use of the Internet for research, student achievement monitoring system (Edusoft for local benchmarks and the Aeries SIS for state-level assessments), software standards-based games, simulations and programs that enable students to practice, enrich, and increase their literacy and problem solving skills and understanding of core curriculum concepts. Base programs, such as Microsoft Word, Power Point, Microsoft Publisher, and Excel, as well as web-based programs to monitor student achievement (Edusoft) and effective instructional strategies (Accelerated Reader, Accelerated Math, and United Streaming), and software programs that accompany the adopted textbook programs are provided throughout the K-12 District. Primary grade students use computers mostly for skill practice, writing, and learning games. Computer skills and the use of software are taught in the computer labs and the classrooms. Teachers use technology for instruction, assessment, data analysis, lesson planning, grading, record keeping, and communication. Teachers can communicate with parents through email and are encouraged to use family link to update student grades, assignments, and assessment scores. Some teachers use web-based collaborative tools, such as Edmodo, to connect students outside of class and digitize assignments. Some sites, such as Wakefield Elementary, have student response systems for classroom use. Wakefield and Brown Elementary Schools have interactive whiteboards in each classroom (Brown is finishing the final purchases). Other elementary sites, such as Cunningham, have interactive whiteboards in some classrooms.

At the seventh and eighth grade level students learn computer skills in the classroom and in the computer labs. Each 7-8 school site has classroom labs dedicated to computer science or similar electives. The software in these electives range from typing programs to Microsoft Office to multimedia presentation software. The TJHS Science, Technology, Engineering and Math program (STEM) has a dedicated lab space with wireless connectivity and sixteen powerful laptops to run complex programs for engineering and robotics. Teachers use technology for instruction, assessment, data analysis, lesson planning, grading, record keeping, and communication. Many teachers have created and continually update web pages to provide students and parent’s information about activities, projects, assignments, and special events.


Teachers use technology for instruction, assessment, data analysis, lesson planning, grading, record keeping, and communication. Teachers can communicate with parents through email and are encouraged to use family link to update student grades, assignments, and assessment scores.

Currently at the 9-12 level of instruction, the use of technology has been expanded throughout the campuses and into classrooms across the disciplines. Through standards-based research and projects, students develop word processing, database, spreadsheet, multi-media presentation, and electronic publishing skills, as well as demonstrate competencies in e-mail and Internet-use. Technology-use has become an integral component of curriculum, instruction, and assessment for all students. Students are expected to utilize technology to demonstrate mastery of skills in core curricula areas in non-traditional ways such as developing research papers, multi-media projects, and/or electronic portfolios to showcase personal learning. Teachers have the ability to refer and direct students to technological access both in the classroom and to other available resources on the sites, such as computer labs. Some teachers are currently exploring web-based collaborative tools, such as Google Apps for Education, to support student learning. Currently, the district is piloting netbooks in some ELA and chemistry classes at the comprehensive high schools. These students have netbooks with both wifi and 3G connectivity, and their classes are within range of wireless access points on campus. Some programs, such as the Agricultural program at PHS, have student response systems for classroom use.

The use of computers to support teaching and learning is through Word Processing, use of the Internet for research, student achievement monitoring system (Edusoft/Aeries), software standards-based games, simulations and programs that enable students to practice, enrich, and increase their literacy and problem solving skills and understanding of core curriculum concepts. Base programs, such as Microsoft Word, Power Point, Microsoft Publisher, and Excel, as well as web-based programs to monitor student achievement (Edusoft), and software programs that accompany the adopted textbook programs are provided throughout the K-12 District.

Some students with special needs use technology to meet their individual learning needs as determined by their IEP team. The type of technology these students use varies, but includes items such as visual magnifiers, Braille keyboards, mobile tablets, speech-to-text converters, and laptop computers with need-specific software. Depending on the assignment or the student, staff working with students with special needs also use specialized technology to help meet student learning needs, such as iPads with apps to increase motor skills or support speech development.

TUSD uses technology to help support students in need of targeted interventions, such as English Learners and students assessed several grade levels below their current grade level. Students in middle grades in need of reading support can use Read 180 in ELA courses. EL students at TJHS have access to Rosetta Stone language software in the library computer lab after school. Edgenuity, the district's online curriculum, is used both by students needing to make up credits toward promotion/graduation, but also by students at eCademy who engage in personalized learning.

Sites use technological resources to support learning outside of the core curriculum as well. Several elementary schools and middle schools have typing software, such as MicroType, installed in computers in labs for classes to practice typing skills. Students at Walnut Elementary's Renaissance Visual and Performing Arts Magnet use media presentation software to create videos and post them online. Both middle schools offer computer technology electives


that include typing, presentation software (MovieMaker, Powerpoint, etc), and word processing software (Word). At the high school level, a range of electives employ hardware and software. Computer technology classes such as game development, programming, and AP Computer Science use Java, HTML, Visual Basic, Office, and Virtual Business. Drafting, engineering, and architecture courses use Computer Aided Design software (CAD), 3D drafting software (such as Solid Edge), and computer integrated manufacturing software to prepare students for college and career readiness. Some of these electives have also begun to build and use their own dedicated 3D printers, using open-source software to program them and design and create products.

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

All instructional programs, resources, and personnel are focused on the following Turlock Unified School District Mission Statement:

Learning Today...Leading Tomorrow: The mission of the Turlock Unified School District, a premier progressive educational system, is to ensure all students graduate as self-motivated, responsible citizens equipped to compete successfully in an ever-changing global society by delivering effective instruction that engages all students to reach their individual potential and highest achievements within a safe and caring student-centered environment in partnership with our families and diverse community.

The District views technology as an integral part of education, administration, and support services. Technology provides tools to enhance and improve curriculum and student performance, and because it constantly changes, best efforts must be made to establish curricula that embeds a flexible approach to the use of technology as a means of supporting student learning. Students and staff have daily access to an expanding world of information to enhance and augment the existing curricula in preparation college and career readiness. The District’s goals are frequently and consistently communicated to employees, students, parents, community members, and other stakeholders and are included in the Strategic Plan, Local Education Agency Plan, School Site Plans, and the district and school web sites. As TUSD hones its Professional Learning Community collaboration protocols, staff members in a variety of roles will share information related to student learning and achievement, particularly under the Common Core Standards. The Department of Educational Services publishes a monthly CCSS newsletter for staff, and quarterly CCSS newsletters for parents.

As of the writing of this document, TUSD is engaged in the transition to Common Core Standards, with an eye on additional state-adopted standards coming in the near future (such as next generation science standards and social science standards), Each comprehensive high school site has developed site-based Vision Statements and Expected School-Wide Learning Results (ESLR’s) that correlate with the accountability and expectations created for student achievement that are outlined by the Western Association of Schools and Colleges (WASC). The Technology Plan Writing Committee has ongoing meetings in which it discusses, and reviews


the goals of the district and the state-adopted standards, utilizing them as the foundation toward their efforts and work on the District Technology Plan.

The focus of the use of technology by teachers and students is to increase student achievement of the state-adopted standards and prepare them for success on the Smarter Balanced Assessments beginning operationally in the spring of 2015..

With regards to technology, the goal would be to assist students to become excellent users of the current technologies, and to be prepared to employ the best practices of emerging developments in technology as they arise. The International Society for Technology in Education (ISTE) has developed their National Educational Technology Standards for Students (NETS-S), which include communication, collaboration, research, and critical thinking skills. The technology access today continues to use word-processing, spreadsheets, presentation software, databases, and student publishing to a high degree. However, other platforms, such as social media, cellphone communication, webinars, podcasts, and other technological advances may become useful in the near future. With new technologies emerging constantly in today’s world, our curricular applications will focus on the basic applications, but be ready to embrace the newer ideas when relevant, practical, and economically feasible.


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.

College and career readiness is a focus both in the TUSD mission statement and the newly-adopted California Common Core state standards (CCSS). To that end, TUSD believes that student access to and use and understanding of various technologies, particularly those suited to students' individual needs and goals, through the technological elements embedded within the standards, is necessary for students to obtain the skills to help them enter college or the workplace after graduation. TUSD's goal and objective are written reflective of that sentiment, and broadly enough to allow for flexibility based on student, site, program, etc.

Goal 3d.1: All students will become college and career ready by attaining proficiency in technology to support learning the state-adopted curriculum standards.

Objective 3d.1.1: All students will practice, reinforce, and/or present state-adopted curriculum standards (CCSS) through technology use.

Benchmarks: • Year 1: All students will practice, reinforce, and/or present state-adopted curriculum

standards (CCSS) through technology use 1x/month. • Year 2: All students will practice, reinforce, and/or present state-adopted curriculum

standards (CCSS) through technology use 2x/month. • Year 3: All students will practice, reinforce, and/or present state-adopted curriculum

standards (CCSS) through technology weekly.


Implementation Plan

Activity Timeline Person(s) Responsible

Monitoring & Evaluation

Evaluation Instrument

Train teachers on CCSS standards through the PLC collaborative process.

CCSS trainings continue in the 2014 school year. PLCs meet frequently throughout the school year, with site-level SLTs meeting throughout the year as well.

Educational Services administrators; site administrators. Site PLC leads and SLT members. Solution Tree (company TUSD is working with to help develop the PLC process).

Educational Services Administrators; site administrators; PCLs via data-review process.

Teacher surveys and feedback sheets; documentation from PLC and SLT meetings (each group has site-specific documentation requirements).

Teachers provide CCSS-based instruction to students, which includes standards that have embedded technology.

Daily Classroom teachers Teachers, site PLCs/SLTs, site administration, and Educational Services administrators.

TUSD SIOP-based walkthrough feedback; data from student formative and summative assessments; site and district-level PLC and SLT feedback.

Students practice and present curriculum information through technology.

At least once a month in year one, moving to weekly by the end of year three.

Students with the support of classroom teachers and administration.

Teachers, site PLCs/SLTs, site administration, and Educational Services administrators.

Data from student formative and summative assessments, assignments, reports, and projects; site and district-level PLC and SLT data review.

Objective 3d.1.2: All students will demonstrate progress toward career and/or college readiness (CCR) through the use of technology.

Benchmarks: • Year 1: 50% of students will demonstrate progress toward career and/or college readiness

(CCR) through the use of technology. • Year 2: 75% of students will demonstrate progress toward career and/or college readiness

(CCR) through the use of technology. • Year 3: All students will demonstrate progress toward career and/or college readiness

(CCR) through the use of technology.


Implementation Plan




K-1: Use of curricular software and programs, such as Microsoft Office Suite (particularly Word), and any new CCSS-related district-adopted programs.

Weekly during the school year.

Site administrators and teachers.

Site administrators and teachers; district administration in the Educational Services Team.

Student progress toward proficiency in CCSS standards with embedded technology. Formative and summative student assessments related to CCSS standards with embedded technology.

2-6: More complex work with curricular software and programs, including presentation software, spreadsheets, photo/video editing, and Office templates (resumes, calendars, etc.).




Student progress toward proficiency in CCSS standards with embedded technology. Formative and summative student assessments related to CCSS standards with embedded technology. Potential local "7/8 technology readiness" assessment.

7-8: Students create projects and write research papers using devices and technological resources.

Student access technology weekly. Projects and papers determined at the site/district level based on PLC instructional decisions.



Student work samples, scoring rubrics, and student progress toward proficiency in CCSS standards embedded with technology.

7-8: Students use curricular software based on learning needs and curricular goals. This curricular software can include standard enterprise programs such as Office as well as internally-hosted and web-based programs aligned with state-adopted standards.


Site administration and teachers.


Student work samples, scoring rubrics, and student progress toward proficiency in CCSS standards embedded with technology. Potential "9-12 technology readiness" assessment.


9-12: Students read/analyze websites to develop narratives, information/research, and argumentative writing.

Students access technology weekly at a minimum. Projects, papers, etc. determined at the site/district level based on PLC instructional decisions.



Student work samples, scoring rubrics, and student progress toward proficiency in CCSS standards embedded with technology. Assessment data from state-adopted end of year exams (SBAC).

9-12: Students use technology to show evidence of meeting CCSS math standards.




Student work samples, scoring rubrics, and student progress toward proficiency in CCSS standards embedded with technology. Assessment data from state-adopted end of year exams(SBAC).

9-12: Students use technology to view and listen to/evaluate electronic media files to develop speeches and give media presentations.




Student work samples, scoring rubrics, and student progress toward proficiency in CCSS standards embedded with technology. Assessment data from state-adopted end of year exams(SBAC).

9-12: Students will create a career-related e-portfolio by the end of 12th grade.

By the end of 12 grade.

Students with support from site teachers and administration.

Site administrators and teachers; district administration in the Educational Services Team. Possible input and evaluation from businesses, community members, and institutions of higher education.

Reports from agencies outside of the district (i.e., businesses and colleges) about students' technological readiness upon leaving high school


9-12: Clubs, activities, elective teachers/advisors expose students to technology and career-related activities.

Annually throughout the school year (potentially outside of the school year as well).

Site teachers, coaches, club advisors, administrators.

Site teachers, coaches, club advisors, administrators; district office administrators in the Educational Services department and potentially Business Services department.

Student projects, feedback/surveys from students.

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.

Based on the newly-adopted Common Core State Standards, college and career ready students are able use technology and digital media in ways that will allow them to communicate effectively with others, research and evaluate a variety of online and offline resources, and support their opinions and positions. Having foundational skills that allow for efficient and effective use of technologies will be important for students as they progress through the standards. The goal and objectives below are reflective of the need to develop those foundational skills at each grade level and to continually strengthen them while engaged with the CCSS standards themselves.

Goal 3e.1: Students will demonstrate the technical and informational literacy skills necessary to progress toward college and career readiness.

Objective 3e.1.1: All students will demonstrate proficiency in grade level technology standards in the International Society for Technology in Education's 2007 Standards (ISTE-S) in the area of Technology Operations and Concepts.

Benchmarks: • Year 1: 50% of students will demonstrate proficiency in grade level technology standards

in the International Society for Technology in Education's 2007 Standards (ISTE-S) in the area of Technology Operations and Concepts.

• Year 2: 75% of students will demonstrate proficiency in grade level technology standards in the International Society for Technology in Education's 2007 Standards (ISTE-S) in the area of Technology Operations and Concepts.

• Year 3: 100% of students will demonstrate proficiency in grade level technology standards in the International Society for Technology in Education's 2007 Standards (ISTE-S) in the area of Technology Operations and Concepts.


Implementation Plan




Provide ISTE-S Technology and Operations and Concepts (TOC) professional development to site administrators, Educational Services Administrators, and Instructional Coaches.

Summer/Fall of 2014

Director of Technology and Data Systems.

Director of Technology and Data Systems; Assistant Superintendent of Educational Services.

Feedback/surveys from training.

Site administrators select a site PLC team to take ISTE-S TOC training and create lessons combining CCSS standards with embedded technology and ISTE TOC standards. PLC teams share information at the site and district level.

Fall of 2014- end of school year 2015.

Site Administration, Director of Technology and Data Systems.

Assistant Superintendent of Educational Services; Director of Technology and Data Systems.

Feedback from PLC meetings; data from lessons.

Provide ISTE-S information and training to teachers at all sites.

Beginning of 2015 school year (at beginning of year staff meetings).

Site Administration, Director of Technology and Data Systems; Educational Technology Coach.

Assistant Superintendent of Educational Services; Director of Technology and Data Systems; Director of Professional Development.


Site PLC and SLT teams create lessons and formative assessments combining CCSS standards with embedded technology and ISTE TOC standards. PLC and SLT teams share information at the site and district level.

Ongoing beginning in the 2015 school year.

Site Administration and PLC/SLT leads; Educational Technology Coach.


Feedback from PLC and SLT meetings; data from lessons and formative assessments.

Review ISTE-S training and implementation process and amend as necessary.

Annually. Educational Services Team; District Technology Committee; Educational Technology Coach.

Director of Technology and Data Systems; Director of Professional Development; Assistant Superintendent of Educational Services.

Data from lessons and assessments.


Objective 3e.1.2: All students will demonstrate proficiency in grade level technology standards in the International Society for Technology in Education's 2007 Standards (ISTE-S) in the area of Research and Information Fluency.

Benchmarks: • Year 1: 50% of students will demonstrate proficiency in grade level technology standards

in the International Society for Technology in Education's 2007 Standards (ISTE-S) in the area of Research and Information Fluency.

• Year 2: 75% of students will demonstrate proficiency in grade level technology standards in the International Society for Technology in Education's 2007 Standards (ISTE-S) in the area of Research and Information Fluency.

• Year 3: 100% of students will demonstrate proficiency in grade level technology standards in the International Society for Technology in Education's 2007 Standards (ISTE-S) in the area of Research and Information Fluency.

Implementation Plan




Provide ISTE-S Research and Information Fluency (RIF) professional development to site administrators, Educational Services Administrators, and Instructional Coaches.

Summer/Fall of 2014




Site administrators select a site PLC team to take ISTE-S RIF training and create lessons combining CCSS standards with embedded technology and ISTE RIF standards. PLC teams share information at the site and district level.

Fall of 2014-end of school year 2015.

Site administration; Director of Technology and Data Systems.

Assistant Superintendent of Educational Services; Director of Technology and Data Systems.

Feedback from PLC meetings; data from lessons.

Provide ISTE-S RIF information and training to teachers at all sites.

Beginning of 2015 school year (at beginning of year staff meetings).

Site Administration; Director of Technology and Data Systems; Educational Technology Coach.




Site PLC and SLT teams create lessons and formative assessments combining CCSS standards with embedded technology and ISTE RIF standards. PLC and SLT teams share information at the site and district level.

Ongoing beginning in the 2015 school year.

Site Administration and PLC/SLT leads; Educational Technology Coach.


Feedback from PLC and SLT meetings; data from lessons and formative and summative assessments.

Review ISTE-S RIF training and implementation process and amend as necessary.

Annually. Educational Services Team; District Technology Committee; Educational Technology Coach.

Director of Technology and Data Systems; Director of Professional Development; Assistant Superintendent of Educational Services.

Data from lessons and assessments.

Objective 3e.1.3: All students will demonstrate proficiency in grade level Common Core or other state-adopted standards that require demonstration of technical skills and competencies.

Benchmarks: • Year 1: 50% of students will demonstrate proficiency in grade level Common Core or

other state-adopted standards that require demonstration of technical skills and competencies.

• Year 2: 75% of students will demonstrate proficiency in grade level Common Core or other state-adopted standards that require demonstration of technical skills and competencies.

• Year 3: 100% of students will demonstrate proficiency in grade level Common Core or other state-adopted standards that require demonstration of technical skills and competencies.

Implementation Plan




Grade-appropriate student use of curricular software and programs.

Weekly during the school year


Site administrators and teachers; Educational Services administrators.

Student progress toward proficiency in CCSS standards with embedded technology. Formative and summative student assessments related to CCSS standards with embedded technology.


Student-created projects, papers, and other activities that require the use of technological devices.

Students access technology at least weekly.

Site administrators and teachers; Educational Services Administrators.

Site administrators and teachers; Educational Services Administrators.

Student work samples, scoring rubrics, and student progress toward proficiency in CCSS standards embedded with technology.

Students, especially those in secondary sites; receive discipline/career-specific technology training.

Ongoing Classroom teachers. Site administration Student work; progress on formative and summative assessments; graduation data on college and career placement.

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

Goal 3f.1: All TUSD students will understand creative rights and the appropriate application of copyrighted works and fair use concepts to their research, writing, projects, and other works.

Implementation Plan




Include a Creative Rights unit within the Digital Citizenship Campaign.

A theme for one month of the digital citizenship campaign, with resources, activities, and lesson information provided to the sites.

Director of Technology provides resources to site administration to share with stakeholders.

Director of Technology and Data Systems, site administration, District Technology Committee, Director of Student Services.

Site Verification forms completed and signed by site administration (details the way each site presents the information to stakeholders); data from student information system on student discipline related to online plagiarism; samples of student work with appropriate citations.


Review and update District Internet User Agreement (IUA) as needed, to include necessary elements of Creative Rights, Copyright, and Fair Use.

Annual review and update. IUA information shared with staff at beginning of the year meetings.

Technology and Data Systems administration; Educational Services administrators; Site administrators.

Review of IUA several committees, including district technology committee and Educational Services Team.

Student copies of IUAs and data from student information system on student discipline related to plagiarism and violations of the IUA.

Provide grade-span specific information and resources for classroom use. Information includes online plagiarism, appropriate citation of sources, and fair use.

Biannually. At the secondary level information will correspond with times students are conducting research papers and reports. CCSS standards require much more argumentative discourse, which will require students to support their arguments with relevant data.

Director of Technology and Data Systems, Educational Services Team, and District Technology Committee determine information and resources. Classroom teacher includes information into instruction.

Site PLCs and SLTs, Site administration, Educational Services Team.

Student work; student formative and summative assessments.

Provide training and information focusing on creative rights and fair use to teachers, instructional aides, and administrators.

Initial training offered at beginning of each school year at Staff Development days, or first staff meeting of each school year; ongoing as needed;

Directory of Technology and Data Systems; site administrators, district technology committee.

Sign in sheets for Staff Development; Sign in sheets for Staff meetings covering policies and instructional training.

Staff surveys; student work that includes citation of sources.


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

Goal 3g.1: All students in TUSD will be digital citizens who understand and practice safe online habits.

Goal 3g.2: All students in TUSD will be digital citizens who do not engage in cyber-bullying and understand the online practices necessary to appropriately respond to cyber-bullying.

Implementation Plan




Digital Citizenship information shared by sites with site stakeholders, including students, staff, and parents. Information includes practical tips for students and families, resources, videos, and resources of digital citizenship lessons.

Each month during the school year will have a different Digital Citizenship Theme, such as cyber-bullying, safe online practices, and social media awareness. Sites share information during the month in ways that work best for the site.

Site administration and teachers; initial digital citizenship information provided by Director of Technology and Data Systems with input from other stakeholders, such as District Technology Committee, Educational Services, and parent and other advisory groups.


Site Verification forms completed and signed by site administration (details the way each site presents the information to stakeholders); data from student information system on student discipline related to cyber-bullying and social media; student/staff pre- and post- tests.


Social media networking/awareness education as part of the Digital Citizenship Campaign.

A theme for one month of the digital citizenship campaign, with resources, activities, and lesson information provided to the sites.

Director of Technology provides resources to site administration to share with stakeholders.


Site Verification forms completed and signed by site administration (details the way each site presents the information to stakeholders); data from student information system on student discipline related to social media.

Upon login to district network, students will be prompted to acknowledge and agree to IUA guidelines, as well as read information about the monthly digital citizenship theme.

2014-2015 Secondary computer labs 2015-2016 Elementary computer labs 2016-2017 All student-used devices in district

Network Systems Supervisor under the direction of the Director of Technology and Data Systems.

Network setting with "pop-up" to be implemented and monitored by Network Systems Supervisor, and Technology Support Staff.

Records of student logins; data from student information system on student discipline related to cyber-bullying and social media.

Provide training and information focusing on digital citizenship, internet safety, and cyber-bullying for teachers, instructional aides, and administrators.

Ongoing during school year at staff meetings, PLC meetings, and additional workshops, as necessary.

Technology and Data Systems Administrators, Educational Services Administrators, Site Administration. Beginning in 2015-2016, Educational Technology Coach and Site Lead Technology Teachers.

District and Site Administration; District Technology Committee.

Sign in sheets for staff development and meetings covering policies and instructional training.

Review and update District Internet User Agreement (IUA) as needed, to include necessary elements of digital citizenship, including online safety and cyber-bullying.; Ensure that administrators and the district technology committee address the IUA in staff and committee meetings.

Annual review and update. IUA information shared with staff at beginning of the year meetings.

Technology and Data Systems administration; Educational Services administrators; Site administrators.

Review of IUA several committees, including district technology committee and Educational Services Team. Posting of Internet safety information will be overseen by site administration.

Student copies of IUAs and data from student information system on student discipline related to cyber-bullying and social media.

Verify that all students have a signed IUA on file with parent or guardian signature.

Annually - August; Ongoing - as students enroll.

School site office staff; Site administrators.

Site administration, Educational Services Team.

Student cums to include copy of IUA; logged into SIS.


Parent information nights with Digital Citizenship themes.

Bi-annually for both K-6 and 9-12.


Assistant Superintendent of Educational Services.

Parent feedback forms from information nights; feedback from parent advisory groups such as school site councils, PTAs, and ELAC committees.

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

TUSD's mission statement expects that all students in the district will graduate with the skills necessary to compete in an ever-changing global society. The curricular, learning, and skills-based goals in this plan are reflective of that mission. To that end, TUSD must also ensure that our student populations with significant or special needs, and those who work with them, have equitable access to necessary technologies. The following actions will occur on an ongoing and regular basis:

Review and amend, as needed, the Special Education/Technology communication flow chart (current process for IEP teams to consider and include technology for students).

Special Education department, with support from the Technology Department, produces a quarterly newsletter specific to technology resources to help students with special needs and the staff who support them.

Representatives from Special Education, Technology, English Learner, and Assessment and Accountability departments review SBAC field test data (no scores, but local information on testing will be gathered) and SBAC Usability, Accessibility, and Accommodations Guidelines to prepare for the SBAC operational test in the spring of 2015 and in subsequent years. Extend review to include computer-based benchmark exams when the district begins to incorporate them.

Review and update, as necessary, of TUSD English Learner Master Plan to identify areas that may include technology resources to support ELs and data collection related to English Learners (Title III accountability, Annual Census Report, etc.).

Ensure all students access content-specific software that enhances and supports the learning of curriculum standards.

District GATE committee will evaluate on an annual basis GATE students' access to software and advanced technology within their core courses that move them toward differentiated and individualized college and career readiness. GATE surveys are conducted annually, and can be amended to include questions about technology use. Other data to be analyzed include formative and summative assessments, and student projects, papers, and reports.


As the district moves toward mobile classroom technology and web-based collaboration, consider and implement actions to ensure equity of access outside of the school day for students with limited internet connectivity. Actions to include:

• A family survey to gather information about internet access/wireless capability at home • An audit of local public wireless hotspots • Review of e-rate changes that may potentially include ways to support connectivity at

home for students and families in need • Evaluate possibility of compensating staff to have all or some computer labs open after

school. • Possible mobile device with 3G (or higher) cellular connection "Checkout" process for

student use after school hours. Under the new Local Control Funding Formula, districts will receive additional funding for the number of students in significant subgroups it supports (English Learners, foster youth, and students with socioeconomic hardships). The elements of the LCFF are still under review, it is understood that additional funding for these students, even under local control, will require the district to demonstrate how these additional funds are used to directly support teaching and learning in relation to these students. Representatives from various district departments, including sites, Technology, Educational Services, Fiscal Services, and Food Services, will meet frequently to review data and consider technological resources that may be purchased using these additional funds. Resources to evaluate annually:

• Funding for staff to maintain computer labs open before/after school hours for students in significant subgroups.

• Funding for dedicated or mobile computing devices for students in significant subgroups. • Funding for software to improve learning of students in significant subgroups. • Funding for hardware/software for staff use in the instruction of students in significant

subgroups. • Funding for analytics systems to compile data related to students in significant subgroups

making progress toward learning goals. Annual review of the TUSD acceptable-use policy by the Technology and Educational Services departments to ensure it reflects equity for all students and compliance with current law. In particular, review and amend areas related to digital citizenship and internet safety. As necessary, obtain board approval for necessary changes.

Maintain web filtering protocols in the district to restrict student access to inappropriate web content. Continue provision for appropriate staff to request that websites be unblocked for the purpose of instruction.


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.

It is the district's goal to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to teach the state-adopted standards and help students reach college and career readiness. Two primary means of this record keeping are the District's student information system, Aeries, and its assessment management system. The district and school sites use Aeries to maintain student records including attendance, discipline, grades, and standardized test scores. The district will use a program for assessment management that will allow for the administration, scoring, and organizing of local benchmark data. In addition, the district will use formative information provided by the CDE and other agencies as part of its overall SBAC readiness program. Teachers and administrators will use this information to examine proficiency trends and identify students who need targeted interventions.

Goal 3i.1: All administrators and teachers will access and use student information, assessment data, and analytics programs for data-driven decision-making to improve student academic achievement on the state-adopted standards and to prepare students for college and career readiness.

Objective 3i.1.1: All staff will use the student information system (Aeries) to manage and report student grades and use analytics tools to monitor student progress and provide necessary interventions and class placement.

Benchmarks: • Year 1: 50% of staff will use the student information system (Aeries) to manage and

report student grades and use analytics tools to monitor student progress and provide necessary interventions and class placement.

• Year 2: 75% of staff will use the student information system (Aeries) to manage and report student grades and use analytics tools to monitor student progress and provide necessary interventions and class placement.

• Year 3: 100% of staff will use the student information system (Aeries) to manage and report student grades and use analytics tools to monitor student progress and provide necessary interventions and class placement.


Implementation Plan




Provide a structured roll-out of training for analytics software.

2014-2015: Training for district office and site administrators. 2015-2016: Training for site PLC leads and SLT members. This staff in turn provides information and training at PLC meetings. 2016-2017: Continue PLC/SLT trainings and follow up.

Technology and Data Systems Administrators, Educational Services Administrators, site administrators, PLC leads, and SLT team members.

District and Site Administration.

Reports from analytics software; student formative and summative assessments; student intervention procedures (demonstrate how effectively the data is being used by staff).

Training on student information system will be provided for staff on an annual basis.

Voluntary training at the beginning of the school year. Follow up at school sites with staff identified as experts who can provide additional training.

Professional Development office; District Technology Committee members; Technology and Data Systems staff.

Monitored by Site Administrators and Technology and Data Systems Administrators.

Records of trainings and of teachers who enter student grades and manage student achievement information.

Train Educational Technology Coach to support teachers in the use of the student information system to support teaching and learning.

Educational Technology Coach position open for beginning of 2015-2016 school year. Training takes place upon hiring.

Technology and Data Systems administration.


Feedback from trainings provided by the Educational Technology Coach; district staff evaluation procedures.


Objective 3i.1.2: All TUSD teachers and administrators will use the assessment management program(s) to manage student benchmark assessment information, build data reports to guide instruction, and collaborate with PLC teams.

Benchmarks: • Year 1: 50% of TUSD teachers and administrators will use the assessment management

program(s) to manage student benchmark assessment information, build data reports to guide instruction, and collaborate with PLC teams.

• Year 2: 75% of TUSD teachers and administrators will use the assessment management program(s) to manage student benchmark assessment information, build data reports to guide instruction, and collaborate with PLC teams.

• Year 3: 100% of TUSD teachers and administrators will use the assessment management program(s) to manage student benchmark assessment information, build data reports to guide instruction, and collaborate with PLC teams.

Implementation Plan




Ensure that all staff have access to the assessment management system with log-ins and passwords.

Ongoing as new staff arrive.

Technology and Data Systems staff; site administration.


Reports of staff log -in capability.

Training on the assessment management system will be provided for all staff on an annual basis.

Voluntary training at the beginning of the school year. Follow up at school sites with staff identified as experts who can provide additional training.

Professional Development office; District Technology Committee members; Technology and Data Systems staff.

Monitored by Site Administrators and Technology and Data Systems Administrators.

Records of trainings and of teachers who access and use the assessment management system.

Train Educational Technology Coach to support teachers in the use of the assessment management system to support teaching and learning.

Educational Technology Coach position open for beginning of 2015-2016 school year. Training takes place upon hiring.

Technology and Data Systems administration.


Feedback from trainings provided by the Educational Technology Coach; district staff evaluation procedures.


Staff will regularly use assessment management reports to monitor student progress toward career and college readiness.

Data will be used to support daily lesson objectives and interventions. PLCs and SLTs review data from the system at each meeting (monthly).

Teachers, site administration.

Site administration and Educational Services Administrators.

Assessment management system reports, feedback/data forms from PLC and SLT meetings; strategic interventions; common assessments; student formative and summative assessments.

Provide training to staff on SBAC formative assessment practices and SBAC interim assessments.

Ongoing and as necessary. SBAC assessment system will be operational in the 2014-15 school year with ongoing revisions.

Director of Assessment and Accountability, Director of Technology and Data Systems.

Assistant Superintendent of Educational Services.

Staff use of SBAC formative and interim assessments in class; student data from those assessments.

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.

TUSD is committed to continual communication with its stakeholders, and especially with parents. Currently, staff and parents frequently use email as a form of communication, and all sites and many departments use websites to convey information to families. Moving forward it will be important for the district to expand on its current use of technology as a means of communication to provide and receive more frequent and specific information to and from stakeholders.

Goal 3j.1: TUSD staff, sites, and departments will consistently use available technologies, including Aeries Family Link, and websites/pages, to communicate with and receive information from stakeholders.

Objective 3j.1.1: All teachers will use Aeries Family Link to maintain grades and assignments so that parents can monitor and support student progress.

Benchmarks: • Year 1: 50% of teachers will use Aeries Family Link to maintain grades and assignments

so that parents can monitor and support student progress. • Year 2: 75% of teachers will use Aeries Family Link to maintain grades and assignments

so that parents can monitor and support student progress.


• Year 3: 100% of teachers will use Aeries Family Link to maintain grades and assignments so that parents can monitor and support student progress.

Implementation Plan




Aeries Family Link trainings for staff.

Twice each school year. Once at the beginning of the year and once after winter break.

Training conducted by experienced teachers and coordinated by Technology and Data Systems and the Office of Professional Development.


Feedback from trainings; data on the number of teachers using AFL and the frequency of its use. Feedback from parents.

Provide students and parents with Aeries Family Link access information.

Beginning of each school year via mailer with information and instructions.

Site clerical staff coordinate mailing.

Site administration; Director of Technology and Data Systems; Assistant Superintendent of Educational Services.

Data on the number of families using AFL and the frequency of its use. Feedback from parents.

Collect current email addresses of parents to enter into Aeries.

Annually, with updating as needed.

Site clerical staff with support from TUSD Data Systems staff.

Director/Supervisor of Technology and Data Systems; site administrators.

Email communication with parents and email bounce-backs.

Objective 3j.1.2: All teachers and district departments will publish or have links to pertinent information on websites, webpages, or through other digital means.

Benchmarks: • Year 1: 50% of teachers and district departments will publish or have links to pertinent

information on websites, webpages, or through other digital means. • Year 2: 75% of teachers and district departments will publish or have links to pertinent

information on websites, webpages, or through other digital means. • Year 3: 100% of teachers and district departments will publish or have links to pertinent

information on websites, webpages, or through other digital means.

Implementation Plan




Provide SchoolLoop website training to staff.

Twice annually- once at the beginning of the school year and once after winter break.

Trained site teachers conduct trainings. Coordinated by staff from Technology and Data Systems and Assessment and Accountability.

Site administration; Director of Technology and Data Systems; Assistant Superintendent of Educational Services.

Classroom teacher, administrator, and parent contact reports; access logs from SchoolLoop.


Train "webmasters" for each department.

August of 2014 with follow up trainings annually or as needed.

District webmaster (Technology and Data Systems Supervisor).

Technology and Data Systems administration; Assistant Superintendent of Business Services.

Access logs from SchoolLoop; feedback from training.

Identify, research, and pilot other digital means of conveying information.

Annually. District Technology Committee; site lead technology teachers; beginning in 2015 disrict Educational Technology Teacher.

Director of Technology and Data Systems; Assistant Superintendents of Business Services and Educational Services.

Teacher feedback; surveys; parent access and feedback.

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 Assistant Superintendent of Educational Services oversees curricular progress in TUSD. Regarding the technology plan’s role in affecting this progress, the Assistant Superintendent will be supported by several people and entities that will review progress, analyze data, and make recommendations. These people and entities include, but are not limited to, the Educational Services Team, Technology and Data Systems administration, site PLC and SLT teams, and the District Technology Committee.

Monitoring Strategy

When Who Evaluation/Next Steps

Observation of classroom use of technology and data from TUSD SIOP-based walkthroughs.

Throughout the school year (site walkthroughs are submitted monthly to the Office of Assessment and Accountability).

School administrators; Educational Services Team; County-level support

Data and feedback point out areas that teachers need more support regarding using technology to help students address and master standards.

Site PLC and SLTs discuss student work and review data related to student progress and technology use.

Throughout the year (each site PLC and SLT meet monthly or quarterly).

Grade level and content area teachers; site administrators.

Data is used to draft common lessons and assessments, the data from which is gathered and reviewed and subsequent meetings.

Staff technology pre- and post- surveys.

Bi-annually (fall and spring)

District Technology Committee; Educational Services Team

Survey data will be used to track teacher technology growth to help develop professional development.


State-adopted summative assessments (e.g., SBAC).

Annually Educational Services Team, Site and District PLC and SLTs.

Data on student progress informs instructional decisions and goals at the district and site levels.

Local formative assessments (benchmarks).

At the quarter or trimester; annually

Site and District PLC and SLTs; Educational Services Team.

Data on student progress informs instructional decisions and goals at the district and site levels. In particular this data helps craft effective lessons.

Review of 12th grade e-Portfolios

Annually with progress monitoring throughout the year.

Designated classroom teachers; site administration; Educational Services Team; District Technology Committee.

Data informs changes than need to be made to portfolios and instructional/technological support needed to make the process effective for students.


4. Professional Development

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

During the network audit, teachers were given the opportunity to provide information about their classroom technology use through a digital survey. Roughly half of the respondents were Head Start-5th grade teachers, and roughly half were 6th-12th grade teachers. Questions in the survey included what technology they had available to them in the classroom, how often they used it, if professional development related to technology was meeting their needs, and what concerns they had regarding technology use in the classroom. 76% of respondents indicated that they used technology daily in instruction, and 44% stated that the accessed the site computer lab at least once a week. 63% of respondents stated that technology professional development was meeting their needs, with 32% stating it did not meet their needs. When teachers provided information about issues that occurred when using classroom technology, the overwhelming response was related to frustration over age of devices, latency issues, and “slowness.” General daily technology use includes using email, PowerPoints, word documents, and showing videos.

A key statement from a respondent provides telling information related to TUSD staff’s current use of and knowledge of technology and how it relates to teaching students successfully: “I haven’t been trained on new programs or new equipment so I know that I’m not using technology to its fullest.” The Common Core Standards, which are the new state-adopted standards, require staff to be able to teach not just basic technology skills, but also to seamlessly embed technology use into daily lessons so that students can learn how to use technology in a manner that develops college and career readiness. At the beginning of the 2014-2015 school year, all TUSD staff and administrators will have gone through an initial Common Core training to establish a foundation for curriculum, lesson, and assessment development at the PLC level. However, those trainings do not include any specific information related to technology use as it pertains to the Common Core Standards, so the majority of the staff in TUSD will begin the first full year of Common Core implementation without specific training on the technological aspects of the Common Core. It will be necessary for TUSD to embed ongoing technology training in staff and PLC meetings to ensure that teachers can be stewards of technology literacy for their students.

According to the survey, 75% of teachers have a computer, digital projector, and printer in their room. As TUSD begins deploying new technology into classrooms, in the forms of 2 in 1 devices, tablets, and new student devices, most TUSD staff will need to have professional development to ensure they understand how to learn the new devices and software that go beyond their current standard.

Administrators in the district will be responsible for supporting instruction in a variety of ways, including providing clear data regarding student progress in the Common Core Standards. Currently, administrators and instructional coaches use iPads with a specific app to collect data and provide feedback to teachers. All administrators and instructional coaches have been


calibrated on the use of the app and the instructional protocol; however, Common Core will bring with it changes in data and the use of data, and administrators and instructional coaches will need continued training on those changes, including analytics software such as Aeries Analytics and any new apps used to collect and disseminate data.

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 is necessary and vital to TUSD's mission to prepare students to be competitive in the global society. With the monumental changes taking place in education, TUSD believes that a collaborative approach to professional development will maximize staff engagement and help professional learning communities focus on the most important elements needed to help students learn.

TUSD recognizes the difficulty in providing professional development during the regular school day, especially for teachers who need to be in class with students. It is unrealistic to believe that we will be able to "pull teachers" more than they already are for extensive technology-based professional development. Instead, a more efficient approach will be to embed technology PD in the collaborative work that staff is already engaged in. Because the new state-adopted standards have technology embedded throughout, teachers will need to become stewards of that technology to effectively teach it to students. Embedding focused, "mini-trainings" at staff meetings, in PLC discussions, and during site workshops will be essential for TUSD to learn technologies in ways that allow teachers and administrators to help students learn.

Goal 4b.1: All teachers and administrators will improve technology skills related to state-adopted standards (CCSS) and assessments (SBAC); data-driven instruction; appropriate, ethical technology use; and basic technology awareness.

Objective 4b.1.1: All teachers and administrators will improve technology skills related to state-adopted standards (CCSS) and assessments (SBAC) by one proficiency level.

Benchmarks: • Year 1: 50% of teachers and administrators will improve technology skills related to

state-adopted standards (CCSS) and assessments (SBAC) by one proficiency level. • Year 2: 75% of teachers and administrators will improve technology skills related to

state-adopted standards (CCSS) and assessments (SBAC) by one proficiency level. • Year 3: 100% of teachers and administrators will improve technology skills related to

state-adopted standards (CCSS) and assessments (SBAC) by one proficiency level.

Implementation Plan





Beginning of year and end of year staff survey to determine progress and proficiency levels. Survey will be grade-span specific.

Biannually- once at beginning of school year and once at end of school year.

Survey items collaboratively created by several committees, including district technology committee and Educational Services Team. Survey can be conducted digitally.

Review of survey results by district technology committee and Educational Services Team.

Data from survey determines proficiency levels.

Educational Technology Coach works with site Technology Leaders to provide site-specific technology training related to CCSS and SBAC.

Educational Technology Coach position in place beginning the 2015-2016 school year.

Educational Technology Coach, Director of Technology and Data Systems, Educational Services Directors

Director of Technology, Educational Services Administrators.

Staff feedback from trainings, lesson walkthrough data, student formative and summative assessment data.

Trainings as available and needed for: Web searches, web page analysis, standard computer use (e.g. computer shortcuts) Multimedia presentations including inserted audio clips, SBAC technology (hardware and test makeup like performance versus nonperformance tasks), saving and accessing files on computers, word processing, SchoolLoop, Audacity or other AV editing programs for sound, video, and photo editing; Office proficiency.

Ongoing during the school year.

Director of Technology and Director of Professional Development with support from Educational Services Administrators. Beginning in the 2015 school year Educational Technology Coach and site Lead Technology Teachers.

Director of Technology, Educational Services Administrators. Feedback from district technology committee.

Staff feedback from trainings, lesson walkthrough data, student formative and summative assessment data. Data from end of year teacher survey.


Provide annual one-hour training to all teachers and administrators for foundational skills to help them conduct their own professional development related to CCSS and SBAC ("Teach to Learn"). Three key areas in training: Searching the web, Bringing PD to themselves (following the right people in social media), and identifying the best educational resources.

2014-15: Initial pilot training with select staff/sites. 2015-2016: District-wide training (site by site at staff meetings) 2016-2017: Follow-up trainings based on feedback.

Initial pilot conducted by Director of Technology and Data Systems with support from Educational Services Administrators. District trainings conducted by Educational Technology Coach.

Director of Technology, Educational Services Administrators.

Feedback from trainings/staff survey.

Staff training for collaborative tools (Google Apps for Education, Edmodo).

Ongoing during the school year via the PLC process.

Director of Technology and Director of Professional Development with support from Educational Services Administrators. Beginning in the 2015 school year Educational Technology Coach and site Lead Technology Teachers. Site administration.



Staff training for new classroom hardware, including, but not limited to, new 2 in 1 computing devices, tablets, Chromebooks.

As new equipment in phased in during refresh cycle (see section 5 of this plan).

Director of Technology and Director of Professional Development with support from Educational Services Administrators.



Objective 4b.1.2: All teachers and administrators will improve technology skills related to data-driven instruction by one proficiency level.


data-driven instruction by one proficiency level. • Year 2: 75% of teachers and administrators will improve technology skills related to

data-driven instruction by one proficiency level. • Year 3: 100% of teachers and administrators will improve technology skills related to

data-driven instruction by one proficiency level.


Implementation Plan




Beginning of year and end of year staff survey determine progress and proficiency levels. Survey will be grade-span specific in regards to data-driven instruction.





Provide training and information focusing on using available data from existing systems and programs (Aeries, Edusoft, etc.) to teachers and administrators.



District and Site Administration; District Technology Committee. Director of Assessment and Accountability.

Sign in sheets for staff development and meetings covering policies and instructional training.

Offer teacher training for Aeries Gradebook.

Beginning of each school year. One session for elementary teachers and one for secondary teachers.

Selected teachers with the skills to provide the training.

Technology and Data Systems Administrators.

Staff sign in sheets from trainings.

Provide a structured roll-out of and trainings for analytics software.

2014-2015: Training for district office and site administrators. 2015-2016: Training for site PLC leads and SLT members. This staff in turn provides information and training at PLC meetings. 2016-2017: Continue PLC/SLT training and follow up.

Technology and Data Systems Administrators, Educational Services Administrators, Site Administration. PLC leads and SLT members.

District and Site Administration.

Reports from analytics software; student formative and summative assessments; student intervention procedures (demonstrates how effectively the data is being used by staff).


Objective 4b.1.3: All teachers and administrators will improve technology skills related to appropriate, ethical technology use and basic technology awareness by one proficiency level.


appropriate, ethical technology use and basic technology awareness by one proficiency level.

• Year 2: 75% of teachers and administrators will improve technology skills related to appropriate, ethical technology use and basic technology awareness by one proficiency level.

• Year 3: 100% of teachers and administrators will improve technology skills related to appropriate, ethical technology use and basic technology awareness by one proficiency level.

Implementation Plan




Beginning of year and end of year staff survey determine progress and proficiency levels. Survey will be grade-span specific in regards to Digital Citizenship, online safety, cyberbullying, and social media awareness.





Provide training and information focusing on digital citizenship, internet safety, and cyber-bullying for teachers, instructional aides, and administrators.




Sign in sheets for staff development and meetings covering policies and instructional training


Develop policies regarding appropriate use of social media for classroom-based collaboration, instruction, and learning.

2014-15- Establish group to review current policies and social media use, establish preliminary policies. Review annually.

District Technology Committee, Educational Services Administrators, Director of Technology and Data Systems.


Staff and student feedback; data on discipline related to social media use.

Based on survey data, identify staff in need of targeted support for basic computing skills (Office suite, web searching, etc.) and offer training.

Ongoing during the school year. Trainings provided after school when possible.



Sign in sheets for staff training.

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 Director of Professional Development, with the support of the Educational Services Team and the Assistant Superintendent of Educational Services, oversees most professional development in the district. In the case of technology-related professional development, the Director of Technology will provide support and help with the organization of professional development. The Office of Professional Development and English Learners assigns instructors, advertises for classes, arranges for substitute teacher coverage, and provides set up and take down of spaces used for training. Educational services administrators and the Director of Technology and Data Systems will meet with the instructors on a regular basis to refine the instruction and the material covered to best meet the needs of the participants. In order to provide valuable information to guide the refinement efforts, class participants will fill out short evaluations/surveys/feedback forms at the conclusion of each training or PLC/SLT meeting, and a more comprehensive evaluation/survey/feedback form at the end of district-wide mandatory trainings.

Data from the surveys for each of the plan objectives will be reviewed by the Educational Services Team, the Department of Technology and Data Systems, and the District Technology


Committee to determine program effectiveness, plan for necessary trainings, and adjust professional development as necessary.

On a quarterly basis the Director of Technology and Data Systems will gather information from site administrators Principals' PLC meetings related to the use of technology in the classroom and the needs the principals see as they observe teachers and students.

The District Technology Committee will meet quarterly and will be responsible for making recommendations to the site and district administration as to the technology and professional development needs of the district staff.

The Assistant Superintendent of Human Resources will provide direction for the appropriate means to compensate employees for any professional development conducted outside of the work day, as well as clarify when during the work day training can be provided based on the current collective bargaining agreements. The Assistant Superintendent of Fiscal Services will provide direction for appropriate funding sources for professional development related to technology.


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:

Current Hardware and Average Age

Site # of Comp

Avg. Age

# LCD Proj

Avg Age

File Server

Server Age

Brown 150 3 yrs 32 3 yrs Virtualized 1 yr

Crowell 223 5 yrs 41 4 yrs Virtualized 1 yr

Cunningham 104 5 yrs 33 4 yrs Virtualized 1 yr

Earl 179 8 yrs 35 6 yrs 1 - Dell T710 6 yrs

Julien 156 5 yrs 25 5 yrs Virtualized 1 yr

Medeiros 115 6 yrs 35 2 yrs Virtualized 1 yr

Osborn 165 5 yrs 38 5 yrs Virtualized 1 yr

Wakefield 200 4 yrs 33 3 yrs 1 - Dell T710 3 yrs

Walnut 200 6 yrs 40 7 yrs 2- Dell 2800 6 yrs

Dutcher Middle 184 5 yrs 32 5 yrs

1 - Dell 2800 1- Dell 4400

5 yrs 13 yrs

Turlock Jr. High 415 9 yrs 53 5 yrs 2 - Dell

T710 4 yrs

Pitman High Sch 450 6 yrs 110 7 yrs

1 - Dell 2800 1- Dell T410

8 yrs 2 yrs

Turlock High Sch 492 6 yrs 93 6 yrs

1 - Dell 2900 1- Dell T410

6 yrs 2 yrs


Roselawn Cont HS 66 3 yrs 8 3 yrs

1 - Dell T710 1- Dell 1900

2 yrs 6 yrs

eCademy Charter 76 3 yrs 7 3 yrs

1 - Dell Optipliex 780

3 yrs

• All schools are using HP Procurve switches with CISCO core routers. All schools have a wireless hotspot on campus (usually in the administration building and multi-purpose rooms). Four campuses are fully wireless: eCademy Charter, Medeiros Elementary, Walnut Elementary, and Wakefield Elementary. The average age of the network equipment on the school sites is 11 years old.

• Most schools have LCD projectors in each classroom or are working towards installing them in each classroom.

• Brown, Cunningham, and Wakefield Elementary Schools have Promethean Interactive whiteboards, in addition to interactive tablets.

• Interactive tablets are in use in classrooms at additional sites, including Julien Elementary and Turlock Junior High School.

• Student laptops are used a Walnut Elementary, where there is no formal computer lab. Student laptops are also used by Julien 6th graders (currently housed at neighboring THS during Julien modernization) and by students in the STEM program at TJHS.

• Many classrooms outfitted with an LCD projector also have a document camera. • Servers at Brown, Cunningham, Earl, Julien, and Medeiros Elementary Schools have

been upgraded into a virtualized server environment.

Existing Internet Access: TUSD is running a 100 megabytes-per-second (mbps) connection through the K-12 High Speed network and is delivered through a node at the Stanislaus County Office of Education (SCOE) by Charter Business Systems . Our LAN/WAN is also connected through a 1 Gigabit-per-second (gbps) connection with Charter Business. The connection goes from the district office to all sites except for Roselawn High School, which is connected to the internet with two T1 (3 mbps) lines with AT+T. All classrooms are connected to the Internet.

Existing Electronic Learning Resources: Existing Electronic Learning Resources: All K-6 schools are using Renaissance Learning for the enterprise version of Accelerated Reader/STAR Reading. The Ellis program is available at two schools, which focuses on ELA for English Learners. All schools have access to the internally hosted Discovery Streaming for access to over 100,000 standards aligned based videos and other programming offered by Discovery Education. Read 180 is available at the middle school/junior high school level.

Edgeunuity (formerly E2020) is online learning curriculum for those students who are at risk for not completing graduation due to lack of required credits. Edgenuity is also used with all students at eCademy Charter.


Edusoft is the assessment database currently used by TUSD, in addition, the student information system is Aeries by Eagle Software, for analysis of student data.

The Follett Library and Textbook manager was also implemented. This connects all district libraries and creates a consistent program used at all sites.

All schools have Office 2010 and we are in the process of converting to Windows 7 operating system.

The following additional electronic learning resources are also used in the district: • Curriculum Adoptions - Technology based curriculum components (K-12) (For example,

Pearson 7th and 8th grade science has available online lessons and student textbooks available on CD-ROM)

• Ellis Program (7th-8th) • Study Island (K-8th) • HotMath (7th-8th) • Rosetta Stone is available for English Learner students after school at TJHS. • The STEM program at TJHS uses Project Lead the Way (PLTW) curriculum, which

includes several software components for robotics, engineering, and design. Existing Technical Support: K-6 and 7-8 sites all share a technology support specialist (TSS) with at least one other site. TSS's are expected to help at all sites based on need and their specific knowledge and skills. The eCademy Charter School has a .5 FTE TSS. The district has a total of 7.5 TSS FTE's. At the district level there is one network technician, one data systems coordinator, and one data processing technician. The Technology and Data Systems Department has one full-time FTE and one half-time FTE for clerical support. It has three management-level positions: a data supervisor, a network supervisor, and a director.

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

Hardware Needed: In the fall of 2013 TUSD contracted with an outside company to perform a comprehensive network audit and provide steps for the district to take to create a solid network infrastructure and server environment that would support the district's 21st Century Classroom Initiative. The results of the audit are summarized below:

Phase out computers that are more than five years old. District wide, there are approximately 2700 computers that fall within this age range or are close to it. Over the next year TUSD will be identifying those devices within these 2700 that will need immediate replacement, and will then phase out or repurpose the rest over the remaining two years.

Upgrade to POE switches district-wide and increase bandwidth from SCOE (or an external provider) to 1Gbps to support wireless throughout the district.


Upgrade THS cabling to CAT-5e.

Virtualize the server environment (centralized at the district office).

Pilot a variety of mobile and wireless classroom options.

Electronic Learning Resources Needed: • Continue to upgrade all schools to Windows 7 and Office 2010. We have recently

upgraded the ROP Business classes in order for the student's to keep abreast of the most current Microsoft Office suite. We will need to upgrade our school offices and teacher workstations as well.

• K-6 typing programs or other options for elementary students, especially those in K-3, to gain typing and computer interface skills prior to SBAC assessments at the end of 3rd grade.

• Explore and pilot potential learning management programs, such as Blackboard, for potential use in the district.

• Web- based classroom collaboration tools, such as Google Apps for Education, Edmodo or something internal via our SIS.

• More robust means for teachers and students to communicate via the web. Networking and Telecommunications Infrastructure Needed: Upgrade of all core network switches to allow for faster transmission of the Internet and increase in bandwidth. Move to a 1 Gbps connection from SCOE (or through another provider) and 10 Gbps internally.

Upgrade of stand-alone site based file servers and storage to a consolidated and centralized virtualized server management and file storage (SAN - Storage Area Network).

Utilize larger SAN and additional host servers for backup and disaster recovery.

Physical Plant Modifications Needed: As TUSD moves towards server virtualization, it will explore the new Operational Services Center as a point of redundancy and disaster recovery. Virtualizing the server environment will reduce our physical systems and the resources needed to maintain it. It will also save the district energy.

The network audit provided TUSD will many visuals of our IDF's, MDF's, and server rooms. Recommendations were made to help maintain the temperature, access, and services in these spaces. TUSD will begin implementing these changes in 2014.

TUSD will explore the possibility of adding UPS devices to IDF's and MDF's to assist during any power outages.


Technical Support Needed: In the spring of 2013 the TUSD Board of Trustees approved a three year Technology and Data Systems Department plan. That plan included the following:

Year 1: Create a new department clerical position and a Network Supervisor position (completed and positions filled).

Year 2: Move all technology support specialists (TSS) to full time 220 day contracts. Currently, three TSS's are on 180 day contracts and one is on a half day 220 day contract. (Change anticipated for July 2014)

Year 3: Create an Educational Technology branch of the department, beginning with a full time Educational Technology Instructional Coach and stipends for lead Technology Teachers at each site. (Anticipated start in 2015)

As TUSD implements changes recommended in the network audit and upgrades its network to support wireless and more computing options for stakeholders, it will consider the staff support needed as well.

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.

The findings of the TUSD network audit generalized several major areas of concentration: WAN/LAN upgrades to support wireless connectivity and more robust connections within and out of the district; server virualization to reduce the management of a prolific amount of physical servers and centralize our data system; and strategic classroom technology piloting to ensure appropriate support for students and teachers moving forward with Common Core and Smarter Balanced Assessments.

Year 1 Benchmark: 60% implementation: LAN/WAN- identify sites with most urgent network upgrade needs and replace necessary infrastructure, such as switches and cables; after SBAC field test use data to determine need to upgrade to 1gpbs connection through the K12 Highway. Server environment- Complete elementary school server virtualization. Learning

Resources- Where possible, pilot new classroom student technology; replace/refresh first phase of teacher and student computers (over 5 years old). Technology support- Move technology

support specialists on 180 contracts to 220 day contracts.

Recommended Actions/Activities Timeline Person(s) Responsible LAN/WAN- upgrade switches at selected sites to support wireless (POE) and a move to a 10 Gbps standard. Standardize switching environment. Expand IP subnets.

2014-15 Technology and Data Systems administration, Business Services administration, Asst. Sup for Fiscal Services.


Server Environment: Merge/delete SAN and VMware snapshots older than 1 week. Reconfigure volumes on existing SAN to thin provisioning. Bring firmware and software up to date with current licensing. Virtualize host servers at selected sites.

2014-2015 Technology Department adminstration; possible contract with private agency.

Collect accurate inventory of office and classroom equipment to enact part one of phase-out plan for equipment that is more than five years old. Consider more mobile options for teacher workstations, such as laptops or tablets.


2-5 classroom technology pilots at each grade span (K-6, 7-8, and 9-12). Pilots include mobile options (tablets, Chromebooks, etc.), teacher professional development, learning management systems, and web-based collaborative tools.

2014-2015 Technology and Data Systems administration, Educational Services Administration.

Year 2 Benchmark: 70% implementation: LAN/WAN- Continue with next phase of infrastructure upgrades and begin to strategically deploy wireless at sites that have the

infrastructure updated to support it; evaluate options and determine means for increasing bandwidth at Roselawn High School. Server environment- Continue server virtualization for

secondary sites and additional departments. Learning Resources- strategically deploy mobile 1:1 or 1:2 student technology after conducting pilots in phase one; replace/refresh second phase of

teacher and student computers (5 years or older). Technology support- Open Educational Technology Coach position and create stipends for site lead technology teachers.

Recommended Actions/Activities Timeline Person(s) Responsible LAN/WAN- upgrade switches at selected sites to support wireless (POE) and a move to a 10 Gbps standard. Review existing wireless at sites for possible upgrade. Review density for existing wireless and replace with access points that support 30 client devices per AP.


Server Environment: Virtualize host servers at selected sites and departments. Possible move to a virtual desktop infrastructure.

2015-2016 Technology Department administration; possible contract with private agency.

Replace equipment that is more than five years old in phase two of refresh. Replacements for teachers allow for mobility. Possible phase out of document cameras in favor of tablets/laptops connecting wirelessly to a device capable of projection.


Classroom mobile deployment at select sites/grade levels(tablets, Chromebooks, etc.), teacher professional development, learning management systems, and web-based collaborative tools.



Year 3 Benchmark: 80% implementation: LAN/WAN- Finalize infrastructure upgrades to provide wireless coverage for 80% of the district. Server environment- Finalize virtualization

projects to have 80% of server environment virtualized; expand SAN at OPS center for disaster recovery. Learning Resources- continue deployment of 1:1 or 1:2 mobile devices for students with options for connectivity outside of the school day for all students; replace/refresh third

phase of teacher and student computers (5 years or older). Technology support- Evaluate technical and network support in light of network upgrades, server virtualization, and increased

device use district-wide (ratio of 1 TSS to 600 devices).

Recommended Actions/Activities Timeline Person(s) Responsible LAN/WAN- finish switch upgrade. Wireless connectivity in 80% of district. Review internal connectivity to ensure 10 gbps connection and move to increase bandwidth from K-12 Highway to 10 Gbps.


Server Environment: Expand SAN at DO if necessary. Expand SAN at OPS center for full disaster recovery.

2016-2017 Technology Department administration; possible contract with private agency.

Replace equipment that is more than five years old in phase threeof refresh. Replacements for teachers allow for mobility. Possible elimination of aging LCD projectors in favor of flat-screen televisions.

2016-2017 Technology and Data Systems administration, Business Services administration, Asst. Sup for Fiscal Services. Maintenance and Operations Administration.

Classroom mobile deployment at select sites/grade levels(tablets, Chromebooks, etc.), teacher professional development, learning management systems, and web-based collaborative tools.


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 TUSD Board of Trustees makes final decisions related to major resource allocations and district initiatives. Generally, their decisions come under the advisement of the district superintendent, who in turn receives support and recommendations from a variety of sources in the district, including, but not limited to, cabinet-level personnel, site administration, advisory committees, and staff specialists. The process of monitoring technology resource allocation benchmarks falls under this district structure, and as progress is reviewed and evaluated, that information is used to inform decision-making related to technology. Resource oversight includes the following entities:

Technology and Data Systems:

Technology department administration (director and supervisors) will meet weekly. During these meetings staff will review progress on current technology initiatives and consider plans for future implementations.

Business Services:


Technology and Data Systems falls under the purview of the Assistant Superintendent of Business Services. The Director of Technology and Data Systems will meet weekly with the AS of Business Services and other Business Services directors and supervisors. Staff will review progress on technology initiatives that are related to physical plant modifications, major hardware refreshes, and infrastructure upgrades. Questions/concerns related to technology from cabinet-level meetings will be shared.

Educational Services:

The Director of Technology and Data Systems sits in on Educational Services Team meetings on bi-monthly basis. Even though the Director of Technology and Data Systems does not direct report to the Assistant Superintendent of Educational Services, the person in that position must work closely with educational services staff members to monitor the progress of staff professional development related to technology, hardware usage related to learning and assessments, and learning resources. This team will look closely at resource benchmarks related to classroom instruction, student and teacher device usage, and professional development.

Fiscal Services:

The Director of Technology and Data Systems will meet periodically with the Assistant Superintendent of Fiscal Services to review the funding sources the district will use to enact the activities described in this section of the plan.

Human Resources:

The Director of Technology and Data Systems will work with the Director and Assistant Superintendent of Human Resources to enact the staff changes that are part of this section of the plan (increasing technology support specialist days; adding Ed Tech staff). These staff changes were approved by the TUSD Board of Trustees in the spring of 2013, with specific changes taking place throughout the duration of this plan.

Advisory Committees:

Multiple advisory committees exist that will review the progress of resource upgrades and provide feedback and suggestions for the entities listed above. These committees include, but are not limited to, the TUSD District Technology Committee (made up of representatives from each site, will meet quarterly), School Site Councils, and parent groups (PTA, ELAC).


6. Funding and Budget

6a. List of established and potential funding sources.

Established Funding Sources: TUSD has and will use several funding sources for technology purchases, including general and MAA funds. Other major funding sources include the following:

• The TUSD Board of Trustees has committed funds for the 21st Century Classroom initiative. Some of these funds will be dedicated to necessary infrastructure upgrades needed to serve as the foundation of the 21st Century Classroom.

• One time Common Core funds from the state will be used to provide technological upgrades to support Common Core instruction and SBAC testing.

• ASES grants for after school programs at several sites have allowed them to purchase technology for after-school use.

Potential Funding Sources: TUSD will continue to apply for technology and professional development grants as they become available.

Supplemental and concentration grants within the Local Control Funding Formula may allow for technology and technology-related purchases to help support at-risk students.

Changes in e-rate may also provide additional funding opportunities for TUSD. Currently, TUSD uses e-rate to receive discounts on some priority one services, and has applied for some priority two services, but has not been informed on whether those applications will be funded. Changes to the program, particularly in the area of providing increased bandwidth and internet connectivity to all students, may be helpful to TUSD in the future.

Microsoft Voucher Funds may again become available.

Professional Development related to technology and its use in the classroom may be funded through Title II and EIA carryover funds.


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

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

1000-1999 Certificated Salaries Technology and Data Systems Certificated Staff/Stipends

$119,000 $218,000 $220,000 General Fund

2000-2999 Classified Salaries Technology and Data Systems Department Classified Staff

$675,000 $690,000 $705,000 General Fund

3000-3999 Employee Benefits Certificated Benefits $3,626 $9,032 $9,032 General Fund

Classified Benefits $43,400 $43,400 $43,400 General Fund

4000-4999 Materials and Supplies Classroom Technology Upgrades (mobile devices, device checkout, carts, etc.)

$0 $500,000 $500,000 21st Century Classroom Fund/Common Core Fund/General Fund

5000-5999 Other Services and Operating Expenses Virtualization Licensing Upgrade

$20,000 $0 $0 21st Century Classroom Fund/General Fund

Learning Management System/Collaborative Tools

$25,000 $25,000 $25,000 Common Core Funds/General Fund

Antivirus Security $50,000 $0 $0 General Fund

WAN/LAN Connection Charges $324,000 $324,000 $324,000 General Fund (E-Rate)

SPAM Email Filtering $1,500 $1,500 $1,500 General Fund

Roselawn HS Bandwidth Upgrade

$0 $100,000 $0 General Fund (possible E-Rate)

Virtual Desktop Infrastructure $0 $100,000 $0 21st Century Classroom Fund

Internet Filter $0 $50,000 $0 General Fund

6000-6999 Equipment LAN/WAN Upgrades $350,000 $250,000 $250,000 21st Century Classroom Fund

(possible E-Rate at Priority 2 sites)


Wireless $220,000 $220,000 $220,000 21st Century Classroom Fund (possible E-Rate for LAN controller)

Virtual Host Server $15,000 $15,000 $0 21st Century Classroom Fund

SAN $40,000 $0 $40,000 21st Century Classroom Fund

Device Refresh $250,000 $250,000 $250,000 Common Core Funds/General Fund

Classroom Device Pilots $50,000 $0 $0 General Fund (possible E-Rate for connection costs)

Network Access Control Device $0 $30,000 $0 21st Century Classroom Fund

Network Firewall $0 $30,000 $0 21st Century Classroom Fund/General Fund

Other Teacher Professional Development

$100,000 $100,000 $100,000 General Fund/Title II/EIA Carryover

Site Lead Technology Teacher Stipends

$0 $19,520 $19,520 General Fund

Totals: $2,286,526 $2,975,452 $2,707,452

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

TUSD’s Network Audit recommends that the district phase out equipment five years and older. Each year the Technology and Data Systems Department will work with sites to identify equipment that needs upgrading and establish a refresh plan using available funds, such as Common Core Funds, General Funds, and 21st Century Classroom Funds. Prior to devices and peripherals being placed on the Surplus Equipment list, site and technology department staff will consider how to best maximize their use after they are replaced by more updated technology. For example, a teacher desktop computer may be repurposed into a student lab computer that only has internet access only, meaning it requires little support. TUSD will consider replacing teacher computers with laptops or tablets with more mobile capabilities. TUSD will also consider phasing out digital projectors as they age with large-screen LCD televisions. Prior to doing so TUSD will gather data to compare the total cost of ownership between the two types of devices.

All phased-out equipment that is obsolete and cannot be repurposed in the district, as determined by Technology and Data Systems staff, will be added to the Surplus Equipment List. That list is given to the TUSD Board of Trustees for approval, and the equipment is removed from the Equipment Inventory List (managed by the Technology and Data Systems Department) and the equipment can then be discarded properly. Whenever possible, TUSD will work with local e-Waste companies to discard equipment and erase any saved data on hard drives.


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.

Educational Technology budgeting and funding is a collaborative process in TUSD, with stakeholders at the site, department, and district level providing input prior to approval at the cabinet, superintendent, and board levels. The Director of Technology and Data Systems, along with other Technology and Data Systems administrators, will review budgeting and funding with sites, departments, and relevant committees (such as the District Technology Committee). These reviews will be done on an ongoing basis, with annual reviews taking place in the spring. The Director of Technology and Data Systems will meet with both the Assistant Superintendent of Business Services and the Assistant Superintendent of Educational Services to review funding information gathered from sites and departments. At this level, more specific direction regarding funding is determined, and ultimately reviewed by the Assistant Superintendent of Fiscal Services. At the next level, the Superintendent and his cabinet review funding proposals prior to submission to the TUSD Board of Trustees for final approval, when necessary. The Board will receive technology updates on a quarterly basis, and annually will receive a technology review, which will include budget and funding information.


7. Monitoring and Evaluation

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

The Common Core State Standards, adopted by California for full implementation beginning in the 2014-15 school year, have technology embedded throughout them, beginning even in Kindergarten. The CCSS in ELA prepare students for college and career readiness through efficient and purposeful use of technology in a variety of contexts. In Mathematics, various technologies serve as tools that allow students to demonstrate, model, correct, and propose solutions. TUSD's Technology Plan is designed to provide the appropriate technological resources and skills to help teachers teach the standards, and help students learn them as they move toward college and career readiness. Monitoring the effectiveness of the plan and making adjustments as necessary will be a necessary step in ensuring student and teacher success.

TUSD will use multiple evaluative measures to ensure the plan's effectiveness. Most important of these will be measures of student success related to the Common Core Standards and other state-adopted standards:

• Results of the Smarter Balanced Assessments for all 3rd-8th and 11th grade students, as well as any other state-adopted cumulative assessments.

• TUSD benchmark assessments for all grade levels. • Student progress on IEP goals. • Department and Grade-level local formative and summative assessments.

In addition, information from the following sources will provide data for the plan's effectiveness: • Pre- and Post- school year technology surveys for staff • Minutes and feedback from committee and advisory group meetings • Feedback from technology trainings and professional development

Review of this data and the Technology Plan's effectiveness related to it will follow the district's standard data review protocols. Student assessment data is generated by the Office of Assessment and Accountability, under the direction of the Assistant Superintendent of Educational Services. Data is initially reviewed at the local (site or department) level, in PLC/SLT teams, committee meetings (e.g., Technology Committee, Common Core Committee, etc.), and advisory groups (e.g., school site councils, Budget Advisory Committee, etc.). Feedback from these groups is then shared with site and department administration, who in turn analyze and review the feedback along with the relevant data and information from the Tech Plan. Concerns, recommendations, and additional information from these groups then goes to District Office level personnel and groups for review and consideration. These groups include, but are not limited to, the Educational Services Team, Fiscal Services, and Large Cabinet. Changes to the Tech Plan that are able to be done at this level will then be enacted by the Director of Technology and Data Systems. More significant changes would require approval from the Superintendent and ultimately the TUSD Board of Trustees. In this process the Tech Plan is constantly under review, with changes made after several levels of stakeholders have


reviewed appropriate data. The Director of Technology and Data Systems will report progress to the Board of Trustees each quarter, with a final annual review for the Board annually in the spring. 7b. Schedule for evaluating the effect of plan implementation.

Year One (2014-2015)

June

•Technology Department Cabinet- Inventory and Device Audit Review

August

•Staff pre-survey

•Educational Services reviews SBAC Field Test local data (no scores, but student and teacher feedback from the test)

September

•District Technology Committee Meeting- review of staff pre-survey and inventory/device review

•Technology Plan Year 1 presentation to Principals’ PLC and Large Cabinet

October

•Board presentation- technology update

•Educational Services- Local Benchmark Review

November


December

•District Technology Committee Meeting- Tech plan curricular progress review


January

•Educational Services- Educational Technology review and Local Benchmark Review

February



March


April

•Staff Post-Survey

•District Technology Committee Meeting- review survey data

•Educational Services reviews survey data

May

•Board presentation- Technology Plan review and Year 2 proposed changes

•Educational Services- Local Benchmark Review/District Placement Test Review

Year Two (2015-2016)

June


August

•Staff pre-survey

•Educational Services reviews SBAC data

September



October



November


December

•District Technology Committee Meeting- Tech plan curricular progress review



January

•Educational Services- Educational Technology review and Local Benchmark review

February


March


April


•District Technology Committee Meeting- review survey data

•Educational Services reviews survey data

•Technology Plan Writing Committee has initial meeting to review overall plan data from previous year and current year

May

•Technology Plan Writing Committee meeting

•Board presentation- Technology Plan review and Year 3 proposed changes

•Educational Services- Local Benchmark Review/District Placement Test review

Year Three (2016-2017)

June


August

•Staff pre-survey

•Educational Services reviews SBAC data


September





October




November


•Draft of Technology Plan submitted for regional approval


December


•District Technology Committee Meeting- Tech Plan Draft review/Tech plan curricular progress review

January

•Educational Services- Educational Technology review/Tech Plan Draft review/Local Benchmark review

February


March


April


•District Technology Committee Meeting- review survey data/Tech Plan Draft review

•Educational Services reviews survey data/Tech Plan Draft review

May

•Board presentation- Technology Plan review and approval of new Tech Plan

•Educational Services- Local Benchmark Review/District Placement Test review


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

The communication of the evaluation results of the various parts of the TUSD Technology Plan will be shared with stakeholders routinely and in a variety of manners. As outlined in section 7B, communication with the TUSD Board of Trustees takes place throughout the school year, with three general updates and an annual final report on the progress of the plan with any recommended changes for the next year. There is an annual review with the Principals’ PLC and Large Cabinet (agenda items for these meetings are reviewed by the Superintendent and his small cabinet prior).

TUSD’s focus on the PLC process will ensure frequent communication and collaboration at the district and site level. Agenda items for various site and district PLC and SLT meetings will include plan progress reviews with opportunities to provide feedback.

The TUSD Technology and Data Systems Department will include periodic plan updates on it’s department website. Major successes will be included on the district website and communicated with various media outlets, such as the Turlock Journal and the Modesto Bee.

The Technology and Data Systems Department will encourage sites to include tech plan progress information on parent advisory meeting agendas (ELAC, SSC) and ask for feedback from the meetings to be included in meeting minutes for review.


8. Collaborative Strategies with Adult Literacy Providers

Through Turlock Adult School (TAS), TUSD provides adult education courses to the general community. Offerings include adult literacy classes (beginning, intermediate, and advanced), GED preparation in English and Spanish, and Basic English Literacy. In addition, TAS offers technology skills courses that include Office, basic computing, keyboarding, Word, and accounting. It offers a course on workforce readiness skills.

TAS has its own dedicated computer lab located in the TUSD District Office, and classes are held there nightly. TAS also uses all of the computer labs at Turlock High School and will expand to labs at Pitman High School as well. TAS is expected to continue to have a large demand for online courses through Edgenuity, the online education program the district uses. TAS will explore an online literacy program to further support students in its ELS program. TUSD's Technology and Data Systems Department will work with both TAS and the comprehensive high schools to ensure that the computer labs in which adult literacy and workforce skills are taught can support the necessary hardware and software.

TAS plans to create its own site-specific strategic plan under the umbrella of the TUSD Strategic Plan. TAS's strategic plan would be operational during the 2014 school year with an anticipated span of three years, running concurrently with the TUSD Technology Plan. TAS's strategic plan can incorporate necessary aspects of technology to support teaching and learning.

TAS has a partnership with several other adult education providers in the area, including the Salvation Army, Modesto Junior College, and neighboring adult schools (Modesto City, Ceres, Patterson). TAS will explore a partnership with Alliance WorkNet along with other nonprofit agencies in Stanislaus County.

The TUSD Technology and Data Systems Department, the Tech Committee, and the Educational and Business Services Departments will continue to work with and support TAS's technology needs related to adult literacy.


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.

Educators in the Turlock Unified School District strongly believe that every means possible must be used to ensure that Turlock students become capable, skilled, and well-educated adults, capable of competing in an ever-changing global society. In addition to research related to the use of technology to enhance teaching and learning, relevant research regarding the best means to plan, communicate, and properly use a wide array of data is necessary for success as TUSD transitions to new adopted state standards and assessments, including the Common Core State Standards and the Smarter Balanced Assessments.

Strategy: Online Learning

Citation: “Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies.” U.S. Department of Education. September 2010. http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Description of Research: A meta-analysis of research from 1996 through 2008 on online learning. Findings suggest that students learning in online settings performed modestly better than those learning the same material in face-to-face instruction, and blended learning had a larger advantage to face-to face learning than it did to online learning. Not much research existed related to K-12 education. The findings were mostly from industry and higher education.

Examination of Research: TUSD needs to take the results of this meta-analysis with a grain of salt, as at the time of writing there were few rigorous studies on K-12 online learning. TUSD must continue to evaluate its online learning program (Edgenuity) and any future online or blended courses with any available K-12 specific research.

Strategy: Teaching the Growth Mindset

Citation: “Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Century (Draft).” U.S. Department of Education, Office of Educational Technology. February, 2013. http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf

Description of Research: A new area of educational research focuses on non-cognitive factors that individuals need to grow in order to have success in the 21st Century. Skills like grit, tenacity, and perseverance can be just as important as traditional cognitive skills taught in schools. Technology can be used to enhance the teaching the learning of these skills.

Examination of Research: “Grit” is the focal point of CCSS workshops and initial PLT and SLT meetings in the district. TUSD can incorporate technologies to support this kind of skill development, through resources such as web-based programs, assessment systems, and alternative learning models.


http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

http://www.ed.gov/edblogs/technology/files/2013/02/OET-Draft-Grit-Report-2-17-13.pdf

Strategy: Children’s Media Use

Citation: “Zero to Eight: Children’s Media Use in America 2013.” Common Sense Media. Fall 2013. http://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013

Description of Research: Children ages 0-8 are experiencing media in new ways, including more access to and use of mobile media. The television is still the preferred media vehicle, but it is being used in new ways.

Examination of Research: Students at a younger age are coming to school having experienced media through a variety of technologies. It will be necessary for schools to consider educational plans that incorporate technology use that appropriately addresses these changes. TUSD plans to use elements of this research in its Digital Citizenship Campaign.

Strategy: Using data to support the results-driven work of Professional Learning Communities

Citation: DuFour, Richard, Rebecca DuFour, Robert Eaker, and Thomas Many. Learning by Doing: A Handbook for Professional Learning Communities at Work. Indiana: Solution Tree Press, 2010.

Description of Research: Professional Learning Communities use relevant information to improve results. Formalized processes ensure teams use the correct data, gathered from multiple sources, to collaborate toward student success.

Examination of Research: The PLC process will require site teams to utilize technology to gather relevant data. Data from the student information system, assessment system(s), computer-based assessments, and other sources, will need to be readily accessible to teams for review.

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

The new state-adopted CCSS standards have student technology use embedded within them. As TUSD moves forward with CCSS implementation, curriculum, professional development, and assessment will be developed and provided with an eye toward technology and its role in the district.

TUSD makes professional development for staff a priority. In particular, it uses the professional learning community model for collaboration. TUSD’s model is based on the research of DuFour and Solution Tree (see above, 9a), which suggests that the team PLC model is the most effective and efficient way to ensure that collaboration and communication translate into success in the classroom. The centerpiece for this model in TUSD is the Site Leadership Team (SLT), which is made of administrators and lead teachers from each site. The SLT is responsible for coordinating and supporting site PLCs, while working with district-level PLCs to convey relevant information


http://www.commonsensemedia.org/research/zero-to-eight-childrens-media-use-in-america-2013

back and forth. The SLT becomes the hub for best practices district-wide. TUSD has SLT planning sessions for each site scheduled for three times during the year, with each SLT partnered with 3-4 other SLTs to communicate and plan with. The SLTs in turn coordinate site PLC work during the year. TUSD has partnered with Solution Tree to provide more training to SLTs in late winter 2013 and early spring 2014.

Because of the profound importance of the PLC and SLT in the district, it is here that technological aspects of CCSS, curriculum, and assessment will be discussed, created, evaluated, and revised. For example, a site fifth grade PLC planning for the reading standard for informational text that calls for students to “Draw on information from multiple print or digital sources” would discuss what “digital sources” are available and relevant to their students as they teach this standing. The information from this PLC would then be shared at a site-level SLT, which would then be shared at district-level PLCs, where it would be compared to similar information and data from other PLCs. From there district-wide decisions regarding “digital sources” at this and other grade levels could be made and shared with stakeholders. Similarly, secondary sites trying to determine a new elective course under the Science, Technology, Engineering, and Math umbrella (STEM), would evaluate technological resources related to the curriculum and engage in a similar dynamic dialogue in creating the course. A constant collaborative process will be paramount to teaching, learning, creating, and assessing through technology.

In addition to developing and strengthening our PLC model, TUSD is providing training related to the Common Core Standards (CCSS) and the Smarter Balanced Assessments (SBAC). Initial training took place in November 2013, and will continue through the 2013-14 school year, with refined follow ups provided in the following years. The information provided at these trainings will become an integral part of PLC work, especially as sites, departments, and grade levels adjust instruction, curriculum, and assessment in light of CCSS, SBAC, and additional state-adopted curriculum and assessments.

Turlock Unified School District recognizes the need to provide alternative learning models for students who may learn better outside of the traditional day school setting. TUSD currently has two specialized programs using Edgenuity to provide web-based learning to meet the needs of students. The eCademy Charter School uses Edgenuity as a primary piece of its curriculum, with students doing most of their coursework primarily through Edgenuity, either with a netbook provided by the school, on computers available on campus, or at home on personal computing devices. Students meet with teachers on campus once a week for support and individual instruction. Secondary students not at eCademy needing credit recovery are able through Edgenuity. These students are not provided with netbooks, but may access the program through computers on campus or at home on personal devices. The district will continue to evaluate these programs in light of available data, especially data relevant to success on state-level formative assessments and college and career readiness. TUSD will also research hybrid learning and “flipped” classroom approaches to meet the learning needs of all students.


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)

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



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



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.

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

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

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

11 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.

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

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


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

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

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

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

21 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.

23 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.

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

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

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

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


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

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


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

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

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

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

Page in District

Plan




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

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

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

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

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

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

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


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

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

Page in District

Plan




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

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

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

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

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

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

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

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

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

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




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

Page in District

Plan



a. List established and potential funding sources.

50 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.

51 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.

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

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

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



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

Page in District

Plan




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

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

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

b. Schedule for evaluating the effect of plan implementation.

55 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.

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

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

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

Page in District

Plan



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

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

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


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

Page in District

Plan



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

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

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

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

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

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


Appendix J - Technology Plan Contact Information (Required)

Education Technology Plan Review System (ETPRS)

Contact Information County & District Code: 50 - 75739

School Code (Direct-funded charters only):

LEA Name: Turlock Unified

*Salutation: Mr.

*First Name: Jay

*Last Name: Brem

*Job Title: Director- Technology and Data Systems

*Address: 2570 Acme Court

*City: Turlock

*Zip Code: 95380

*Telephone: 209-664-1138

Fax: (209) 667-6319

*E-mail: [email protected]

Please provide backup contact information.

1st Backup Name: Judi Green

E-mail: [email protected]

2nd Backup Name: Robert Brogdon

E-mail: [email protected] * Required information in the ETPRS


tech use plan...technology plan . turlock unified . july 1, 2014 - june 30, 2017 . 11/16/2010...

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