TECHNOLOGY PLAN: LEA PROFILE AND CONTACT INFORMATION EFFECTIVE DATES OF THE TECHNOLOGY PLAN (ENTER YEARS)

(1)

TECHNOLOGY PLAN: LEA P

ROFILE AND

C

ONTACT

I

NFORMATION

TECHNOLOGY PLAN CONTACT INFORMATION

Complete the requested information for both contacts.

P

RIMARY

T

ECHNOLOGY

P

LAN

C

ONTACT

I

NFORMATION

Name: Kevin Grimm

Telephone #: 928-608-4100 x4197

Title: Director of Technology

Fax #: 928-608-4196

Address: PO Box 1927

Page, AZ 86040

E-mail: kgrimm@pageud.k12.az.us

S

ECONDARY

T

ECHNOLOGY

P

LAN

C

ONTACT

I

NFORMATION

Name: Mary Lou Chambers-Weatherly

Telephone #: 928-608-4100 x4140

Title: Assistant Superintendant

Fax #: 928-645-2805

Address: PO Box 1927

Page, AZ 86040

E-mail:

mchambers@pageud.k12.az.us

Technology plans will be submitted online through a web based application in the Common Logon, https://www.ade.az.gov/CommonLogon/logon.aspx, "ALEAT” (Arizona Local Education Agency Tracker.) The Arizona Department of Education (ADE) will review the technology plan for accuracy and compliance.

Detailed records of all submissions (and accompanying documents) must be retained by the school district or charter school and made available for review or audit upon request.

EFFECTIVE DATES OF THE TECHNOLOGY PLAN

(ENTER YEARS)

Begin:

August

_1,

2011

End:

July 31,

2014

LEA PROFILE

Complete the requested information.

LEA

name:

P

AGE

U

NIFIED

S

CHOOL

D

ISTRICT

CTDS:

030208

Number of schools in LEA

4

(2)

TECHNOLOGY PLAN:

T

ECHNOLOGY

C

OMMITTEEAND

P

LAN

E

VALUATION

TECHNOLOGY COMMITTEE TIMELINE & EVALUATION:

The effectiveness of any plan is how adaptable it is to the changing circumstances that an organization experiences. Technology plans should be reviewed at least annually to ensure they continue to reflect the needs and goals of the LEA.

Technology Plan Timeline:

Describe how often will this technology committee meet to review, evaluate, and update this technology plan? (Annually, semi-annually, quarterly, monthly, weekly, etc.)

The district technology committee will meet quarterly to review the district technology plan, recommend and support district technology initiatives and help guide school level technology teams.

Technology Plan Evaluation:

Please describe the Technology Committee’s process for regularly completing an overall technology plan evaluation. Include how the committee will monitor progress of the technology plan, and make mid-course corrections in response to new developments and opportunities as they arise.

The district technology committee will meet quarterly to develop a course of action to support or implement district technology plan. Members of the committee will be asked to prioritize needs as well as reassess the effectiveness of what is being implemented.

The committee will make recommendations on what steps need to be in place to guarantee success for any technology initiative. They will monitor that schools are receiving the training and resources necessary through surveys and observation.

NOTE: This section focuses on overall technology plan evaluation and does not need to include explicit detail about evaluation of each action step generated as a part of the “tech” tagged action steps in the Continuous Improvement Plan. Information in regard to how each “tech” tagged action step will be evaluated should be included in the description of the action step entered into the ALEAT Continuous Improvement Plan.

LEA TECHNOLOGY COMMITTEE

M

EMBERS SHOULD INCLUDE

:

District upper level administrator such as District Superintendent and/or Assistant Superintendent or Principal for a Charter school. At least one representative of each – school principal, teacher, technology coach (if any), parent (other than community member or staff), and community member (other than parent or staff.)

Recommended – Federal programs director, curriculum director, Ed tech director or coordinator, special education director, and ELL director. (A director may have more than one assigned position/title and should list all that apply to that person.)

Add additional rows as necessary.

Member

(if applicable)

Title

Constituency Represented

Kevin Grimm

Director of Technology

Technology

Scott Mitchell

Technology

Jared Castro

Technology

Suzanne McClelland

Technology

(3)

Mary Lou Chambers

Assistant Superintendant

Administrator

Christy Rodriguez

PMS Principal

Administrator

Nancy Walker

CTE Vocational Director

Administrator

Perry Berry

PHS Principal

Administrator

Alicia Bono

PHS Assistant Principal

Administrator

Robin Bayles

Technology Integration Specialist Educational Technology

Lana Berry

Business Manager

Budget

Stacy Wadleigh

Secondary Teacher / Tech Rep

Certified Staff

Allyn Watson

Elementary Teacher

Certified Staff

Lily Arreola

Elementary Teacher / Tech Rep

Certified Staff

Shelly Santana

MS Teacher/Tech Rep

Certified Staff

Marlene Hendrickson Elementary Computer/ Tech Rep

Classified Staff

Chuck Serventi

Elementary Teacher

Certified Staff

Kirk Kelly

Educational Member

Higher Ed Community Stakeholder

(4)

TECHNOLOGY PLAN: Vision and Mission Statements

The vision and mission statements should reflect 21st Century technology. They should reveal how

technology will increase academic achievement as well as students and teachers technology literacy

skills.

VISION STATEMENT

A focused commitment to provide all students and staff with technology skills and 21st Century

learning opportunities.

MISSION STATEMENT

The mission of the PUSD technology committee is to provide all students and staff with learning

experiences that are infused with technology to increase academic success.

Beliefs:

1. The PUSD technology infrastructure will support 21st century technology.

2. PUSD will provide ongoing professional development opportunities for teachers that

support effective technology integration.

3. Technology will be integrated into administrative and curricular areas in order to

improve management and student achievement.

4. Student achievement will be increased by engaging students through use of technology

and providing opportunities to use technology to enhance learning.

ISTE (International Society for Tech. in Education) Conditions for

Successful Technology Learning Environments

The PUSD District Technology Committee will utilize the ISTE Essential Conditions for Successful Technology Learning Environments to guide district technology initiatives.

1. Vision with support and proactive leadership from the educational system 2. Educators skilled in the use of technology for learning

3. Content standards and curriculum resources 4. Student centered approaches to learning

5. Assessment of the effectiveness of technology for learning

6. Access to contemporary technologies, software and telecommunications networks 7. Technical assistance for maintaining and using technology resources

8. Community partners who provide expertise, support, and real-life interactions 9. Ongoing financial support for sustained technology use

10. Policies and standards supporting new learning environment.

(5)

(6)

TECHNOLOGY PLAN: N

EEDS

A

SSESSMENT

In order to ensure that all students have the skills and capacity to solve the complex problems facing

society today and in the future, Arizona’s strategic long-range technology plan makes a series of

recommendations that guide efforts to enhance student learning through technology, prepare

educational professionals and provide continued development throughout their careers, develop

leaders with the skills and philosophy to support an educational process facilitated by technology, and

provide the framework that supports a technology-enable learning process.

Long Range Strategic Goals Transforming Education: Enabling Learning for All Arizona Students The Arizona Long-Range Strategic Educational Technology Plan, 2009

The state technology committee made strategic recommendations for the following interrelated

components: 1) Student Learning, 2) Leadership, 3) Preparation and Development of Educators, and 4)

Infrastructure. Your Needs Assessment is a tool for you to evaluate your current realities in regard to

these four components, as well as determining a list of the necessary needs your LEA has which will

assist you with aligning your educational technology goals, strategies, and action steps with the Arizona

technology plan. A summary of the recommendations and goals for each of the four components can be

found throughout this Needs Assessment as well as at

http://www.ade.az.gov/technology/downloads/2009-2013_state_edtech_plan.pdf

.

LEA INTRODUCTION:

Briefly introduce and describe your school district or charter school.

The Page Unified School District serves students and families in the Page Community

as well as outlying communities on the reservation. Our students may travel as far as

65 miles each way on a bus to attend school. The PUSD district consists of two

elementary schools, one middle school and one high school which are attended by

3011 students. Our student population is predominately Native American who represent

73% of our population. Our next largest demographic group is Anglo students who

make up 23% of the population. PUSD strives to provide a quality education to all

students that attend our schools as well as prepare them with the 21

st

century skills

necessary to succeed in life.

(7)

Student Learning:

The challenge for our education system is to leverage the learning sciences and modern technology to

create engaging, relevant, and personalized learning experiences for all learners that mirror students’

daily lives and the reality of their futures. In contrast to traditional classroom instruction, this requires

that we put students at the center and empower them to take control of their own learning by providing

flexibility on several dimensions. A core set of standards-based concepts and competencies should form

the basis of what all students should learn, but beyond that students and educators should have options

for engaging in learning: large groups, small groups, and work tailored to individual goals, needs,

interests, and prior experience of each learner. By supporting student learning in areas that are of real

concern or particular interest to them, personalized learning adds to its relevance, inspiring higher levels

of motivation and achievement.

Transforming American Education: Learning Powered by Technology

National Educational Technology Plan (Draft), 2010

Long-Range Strategic Goals:

All learners will:

• have access to authentic learning activities appropriate to their development whenever and wherever they need.

• use appropriate strategies and technology to collaborate, construct knowledge and develop solutions to real-world problems.

• communicate effectively with global audiences.

Current Reality:

Select your implementation level for each recommendation in the columns provided.

Summary of Recommendations for the Local Education Agencies: AZ Long-Range Strategic Ed Tech Plan, 2009 Already Implemented Currently Implementing Planning for Implementation Not Implementing

Provide district policies, curriculum, and resources to ensure that every student has the tools for an individualized, collaborative,

and authentic learning experience.

x

Select and deploy a variety of technology-based tools to provide differentiated instruction for every child by monitoring student assessment and suggesting developmentally appropriate content.

x

Embed the Arizona Educational Technology Standard within the curriculum at each

grade level.

x

Select and utilize local, commercial, and open source digital content, aligned to state standards, to provide online access to specialized, rigorous, dual enrollment, credit recovery, and remedial courses.

x

(8)

Provide curriculum and resources that ensure personal safety for students in a digital world and policies that specify expectations of appropriate behavior and rules for students, parents, staff, and teachers.

x

Describe the current level of technology integration into curriculum areas and the method of

technology integration.

The level of technology integration varies from school to school as well as from teacher to

teacher in PUSD. Some of our staff is in the Entry Level of technology integration, using

technology to deliver curriculum content to students. They are using such programs as FASTT

Math, Everyday Math resources, Story Town and a variety of web sites. We also have staff that

are in the Adoption and Adaptation level of technology integration as defined by the

Technology Integration Matrix. These teachers are providing students with opportunities to

demonstrate their learning through projects made using a variety of tools such as Microsoft

Office and Web 2.0 tools. In the PUSD district technology is also being used to assess, monitor

and prescribe learning needs through such tools as M-Class Dibels, A+ and ATI Galileo.

What is the current level of technology literacy and how do you measure student technology

literacy?

All students at PUSD take a computer literacy course at the middle school before the end of

their 8

th

grade year. Starting in the 2011-2012 school year a technology literacy course will be

added for 8

th

grade student to elect to take in addition to the required computer course taken

between their 6

th

and 8

th

grade years. This course will provide students with the opportunity to

earn a technology literacy certification.

How are you developing and using innovative strategies for delivering

curriculum through the use of technology (consider items such as

distance learning technologies, online learning, and other e-learning

systems)?

At this time PUSD utilizes A+ as instructional software for students who need to recapture a

credit at the high school. The district is planning on expanding the use of this software as an

option for homebound and/or home schooled students for online learning. The curriculum in

A+ includes high school mathematics courses, social studies courses, English courses and a wide

variety of elective courses as well as many middle school level courses. Page high school

currently has teachers who are video recording lessons in order to provide instruction for

students that travel long distances to participate in athletic events. PUSD elementary schools

and the middle school use Think Central as an online resource for students and parents to

support student learning with the language arts and / or mathematics curriculum

.

(9)

How are you using technology to promote increased parental

involvement and student engagement?

PUSD is currently using Power School for student information management. This program

allows students and parents immediate online access to attendance and grades. The district

website publishes district information such as calendars, contacts, job postings, district events

as well as links to each schools web site. Many teachers in the district use classroom websites

to post assignments and keep parents informed on classroom activities. Finally through School

Messenger, the district, individual schools and teachers are able to send pre-recorded

messages and e-mails to parents providing information on school events, road conditions,

snow days, upcoming assignments, etc.

How are you using technology to increase authentic learning,

increased collaboration and communication skills, and

problem-solving by students?

PUSD is continuing to offer professional development to teachers in the in the use of

technology to increase student achievement as well as to prepare students to compete and

succeed at a global level. Currently PUSD is planning the training and use of a new program

called Power School Fronter. This program will provide teachers and students with an online

learning platform that focuses on communication and collaboration. Students will be provided

with file storage, e-mail and electronic portfolios which will follow them throughout their years

at PUSD. The rollout for this program will begin this year and by 2011-2011 school year it will

be used at all schools.

Additional student learning current realities—

Student Learning Needs:

After reflecting on your current realities and the Arizona Long-Range

Strategic Educational Technology Plan, please include a bulleted list

for any student learning items or issues that are needed.

Students need more opportunities to take assessments in digital format

Providing more on-line and distant learning opportunities for students

Provide more opportunities for learning, collaborating and communicating online through the

increased the access to computers, laptops, iPads and other internet capable devices.

Provide continued professional development on effective technology integration.

Embed state technology standards into all curriculum maps

Establish an assessment for students to determine their level of technology literacy

Provide 21

st

century learning experiences for students

Establish a district wide method of assessing levels of technology integration

(10)

Leadership:

All leaders will:

• model, implement, and assess appropriate technology use at all levels of the teaching and learning process. • have access to the appropriate tools and resources to guide instructional and administrative practice. • implement a dynamic technology planning process that expands curricular and instructional opportunities to students.

• provide opportunities for sustained, relevant, timely and effective professional development

Current Reality:

Select your implementation level for each recommendation in the columns provided.

Summary of Recommendations for the Local Education Agencies: AZ Long-Range Strategic Ed Tech Plan, 2009

Already Implemented Currently Implementing Planning for Implementation Not Implementing

Develop assessments of district leadership in meeting the Revised Professional Administrative Standards.

Not yet

released by

ADE

Develop and implement a comprehensive Strategic Technology Plan, tied to the district’s strategic plan

and school improvement plans, that ensures the instructional and administrative use of technology at the classroom, library, campus, and district

level.

x

Adopt the Consortium for School Networking’s (CoSN) CTO Skills

Framework for the hiring and evaluation of Chief Technology

Officers.

Not yet

released by

ADE

Develop incentives for new and veteran educators to become

technologically literate.

x

Include community input into the planning and support for the integration of technology into teaching

and learning.

x

Coordinate the use of electronic data in district planning to support research-based decision-making

focused on student success.

(11)

Participate in collaboration with representatives from PreK-12, Higher

Education, parents, businesses and community to share planning

resources and services.

x

Support and encourage leaders to attend and present at local/state/national educational

technology conferences.

x

List and describe the current uses of technology to support your administrators and their

responsibilities (district, school-based, student achievement, and teacher effectiveness) in

the chart below.

(add additional rows as needed)

Technology Resource Activity

Student Information System Student enrollment, attendance, schedules, AIMS

data

Galileo - Assessment Technology Benchmark Assessments, AIMS data

Communication Tools (E-Mail, phones, School

Messenger, school websites) Communication with staff, students, parents and community

MClass Managing DIBELS data.

Visions Management of budget and payroll.

Describe how administrators promote and evaluate the effective use of technology by

teachers.

Promote professional development

Leading by example with use of technology

Creating technology teams/committees to provide input for technology decisions

made at schools

Purchasing and promoting technology resources for teachers and classrooms

Support of site-based technology peer coaches

Providing technology tips and discussions at staff meetings

Technology usage is promoted by arranging for technology trainings in

o

Power Teacher (Gradebook and attendance program)

o

Document Cameras

o

Interactive Whiteboards

o

Galileo- Assessment Technology

Teacher leaders are used for modeling and providing guidance with technology

integration.

Teachers serve as technology reps at each building to help trouble shoot technology

issues

(12)

Describe the roles site-based LEA administrators play in the types and quantity of technology

that are available to their staff and students.

PUSD administrators create and lead school level technology committees as well as participate

in the district level technology committee. The purposes of the school level committees are to

obtain teacher input as to the types of technology to be used in the classrooms and to stay

current in the different options with educational technologies. The district level committee

develops a focused mission and vision providing a district direction for technology initiatives.

Additional leadership current realities—

Currently evaluations do not include technology integration and effective use of

technology

Time to provide more professional development opportunities is needed

Leadership Needs:

After reflecting on your current realities and the Arizona Long-Range Strategic Educational

Technology Plan, please include a bulleted list for any leadership items or

issues that are needed.

Professional development for administrators to strengthen their ability to evaluate and support teachers in the area of technology integration

Time and resources to provide professional development opportunities for staff in the area of technology integration

Communication and collaboration between schools on what technology is being implemented Appropriate tool for embedding technology integration in the teacher evaluation process Administrators need support in better understanding of what effective technology integration is and how to assess it

Modeling of relevant use and integration of technology by administrators

Site-based technology committees need to continue to be supported and used to help make technology decisions at all schools

(13)

Preparation and Development of Educators:

Just as leveraging technology can help us improve learning and assessment, the model of 21st century learning calls for using technology to help build the capacity of educators by enabling a shift to a model of connected teaching. In such a teaching model, teams of connected educators replace solo practitioners and classrooms are fully connected to provide educators with 24/7 access to data and analytic tools as well as to resources that help them act on the insights the data provide.

Transforming American Education: Learning Powered by Technology National Educational Technology Plan (Draft), 2010

All educators will:

• complete their initial preparation with the pedagogy, practical knowledge and skills to use technology to enhance every student’s learning.

• have access to research-based professional development opportunities whenever and wherever they need.

Current Reality:

Select your implementation level for each recommendation in the columns provided.

Summary of Recommendations for the Local Education Agencies: AZ Long-Range Strategic Ed Tech Plan, 2009 Already Implemented Currently Implementing Planning for Implementation Not Implementing

Provide access to professional development opportunities to meet the Revised Professional Teaching Standards, Revised Professional Administrative Standards, and Consortium for School Networking’s (CoSN) CTO Skills Framework.

Not yet

released

by ADE

Prepare administrators and district professional development personnel to conduct consistent

observations of classroom use of technology using a technology integration observation form

to determine levels of technology integration and effective use of technology that incorporates this observation into all formal

professional evaluation.

x

Develop and maintain funding models and budgets that support participation in statewide,

technology professional development opportunities for all teachers and

administrators.

x

Develop and maintain professional learning communities that use appropriate technology to

support learning and reflection by instructional personnel.

(14)

Summary of Recommendations for the Local Education Agencies: AZ Long-Range Strategic Ed Tech Plan, 2009

Develop and maintain partnerships with Higher Education to pilot new instructional strategies for integrating technology.

x

Encourage and support teacher participation in the Educational Technology Endorsement program.

Not yet

released

by ADE

Utilize innovative strategies for anytime/anywhere delivery of ongoing professional development, including online and other distance learning models and digital content delivery services to meet the diverse and personal

learning needs of all educators.

x

Provide instructional coaches and mentors to support technology integration efforts to improve

learning in core curriculum areas.

x

Provide professional development on the impact of non-compliance with district policies regarding the use of technology and include compliance with these policies as a component of teacher

evaluation and observation instruments.

x

Use grants and, where possible, district funds to host and cosponsor regional and statewide technology symposia and training that promote

the sharing of instructional strategies and techniques.

x

Work with parents and higher education to develop opportunities for parents to learn how

technology can enhance their child’s learning.

x

What are the methods used for identifying technology professional development needs for teachers, staff, and administrators?

Technology PD needs are determined primarily through voluntary surveys as well as information taken from the “Speak Up Survey” that our staff participates in on an annual basis. Currently our PD opportunities are driven by Learning Teams and Action Research projects. Groups of teachers that are involved in these types of PD

opportunities seek support from our district technology integration specialist to provide technology training as needed. Technology PD is also determined by each buildings needs for training on the use of equipment purchased for technology integration.

(15)

List and describe the technology professional development opportunities that are available

to teachers and staff on the effective integration of technology into the curriculum in the

chart below.

Most of our PD offerings take the form of 15 or 30 hour workshops taking place outside of contract hours; however, technology PD also takes place during teacher prep hours and late starts. These types of “Just in Time Trainings” provide support for the integration and use of classroom equipment such as document cameras, interactive white boards and student responders as well as access and use of our student Information system and data warehouse program. PUSD also has recently implemented a technology peer coaching program that trains coaches to assist collaborating teachers with technology integration which focuses on lesson improvement and student learning.

PD Activity Facilitator or

Provider of PD Frequency of PD Offered

Lesson Building for Student

Engagement

Bonnie Feather

Once /year

Using Web 2.0 for

Instructional Support

Bonnie Feather

Once/year

Creating A Classroom Web

Site

Robin Bayles

Once/ year

Technology Peer Coaching

Training(for coaches only)

Robin Bayles

8 Sessions/Year

List and describe the technology professional development opportunities that are available

to administrators on the effective use and evaluation of technology in the chart below.

PD Activity Facilitator or

Provider of PD

Frequency of PD Offered

Lesson Building for Student

Engagement

Bonnie Feather

Once /year

Using Web 2.0 for

Instructional Support

Bonnie Feather

Once/year

Creating A Classroom Web

Site

(16)

What incentives are available to LEA teachers, staff, and administrators for participating in

technology staff development?

Most Technology PD courses offer certificates that can be used for ADE certification. PD

courses taken outside of contract hours and that are provided by the district offer $20/seat

hour up to 45 hours in stipends for the contract year.

How do you measure the effectiveness of the technology professional development offered?

All PD courses offered at Page Unified School District require the completion of an evaluation

of the course. These evaluations along with voluntary staff surveys are used to measure the

effectiveness of technology PD courses.

Preparation and Development of Educators Needs:

After reflecting on your current realities and the Arizona Long-Range Strategic Educational

Technology Plan, please include a bulleted list for any professional development that is

needed under each category.

● Teachers and Staff

1. Alternate modes of PD such as webinars and “Just -in Time” online trainings.

2. Continued course offerings on integrating technology into lessons design

3. More professional development opportunities for using equipment such

equipment as student responders, interactive whiteboards, and document

cameras

4. Providing opportunities for teachers to deepen their understanding of 21st

Century Skills

5. Promoting the creation and use of PLNs as a meaningful collaboration and

learning tool for professionals

6. Use of Web-based IDEAL courses and resources as professional development

options to support teachers in development of technology integration, subject

-content knowledge, and effective instructional strategies

●

Leadership and Administration

1. Administrator participation in technology professional development

2. Continued support of technology peer coaches to ensure the program’s

effectiveness and sustainability

3. Regular inclusion of technology in discussions of school and district wide

initiatives

4. Promoting the creation and use of PLNs as a meaningful collaboration and

learning tool for professionals.

5. Providing opportunities and time for teachers

that take technology PD to share learning with the rest of the staff

(17)

INFRASTRUCTURE:

An essential component of the 21st century learning model is a comprehensive infrastructure for

learning that provides every student, educator, and level of our education system with the resources

they need when and where they are needed. The underlying principle is that infrastructure includes

people, processes, learning resources, policies, and sustainable models for continuous improvement in

addition to broadband connectivity, servers, software, management systems, and administration tools.

Building this infrastructure is a far-reaching project that will demand concerted and coordinated effort.

Transforming American Education: Learning Powered by Technology

National Educational Technology Plan (Draft), 2010

Long-Range Strategic Goals:

The goals for learners, leaders, and educators will be achieved through an infrastructure that provides:

• secure and reliable anytime/anywhere access to a variety of current and emerging technologies.

• just-in-time assistance to support the use of technology for administration, teaching and learning.

• policies and procedures that ensure equitable access to all users.

C

URRENT

R

EALITY

:

Select your implementation level for each recommendation in the columns provided.

Annually review the Recommended Standards of Technology-Based Resources provided by the Arizona Department of Education for district alignment with these standards and work to bring district technology to at least these recommended levels by retrofitting existing facilities Resources and, where possible, build the capacity to adapt to new technologies.

Not yet released by ADE

When constructing new school facilities, insure that these facilities meet at least the Recommended Standards of Technology-Based Resources and, where possible, build the capacity to adapt to new

technologies.

Not yet released by ADE

Review, develop, and implement strategies to move all educators within the LEA to at least the Target level of technology use on the Arizona Technology and Readiness Chart.

Not yet released by ADE

Develop and implement new strategies and practices for the funding, purchase and support of technology infrastructure and services.

x

(18)

Provide a 1:1 learning environment for 6th-12th grade students and at least a 3:1 ratio for students below 6th grade. (ETAC has avoided using “computer to student ratios” because other digital learning devices, i.e. net books or smart phones, might describe these ratios)

x

Maintain a connection to the statewide broadband network to connect the LEA to the Internet. (Adapted from High-Speed Broadband Access for All Kids)

Not available at this time

Maintain an internal wide area network that provides connections from the district to each school and between schools of at least 100 Mbps per 1,000 students/staff within the next one to four years and at least 1 Gbps per 1,000 students/staff within the next five to seven years. (Adapted from High-Speed Broadband Access for All Kids)

x

Provide and maintain an infrastructure for communications with parents and community members, including year-round anytime/anywhere access to school news, educational resources, and data.

x

Utilize technologies that are environmentally safe and can be used to ensure the safety of students (i.e.

surveillance and emergency warning systems).

x

Provide and maintain an infrastructure for online grading and assessment systems that are standards based and allow access to student performance data to students, parents, and appropriate district personnel.

x

Develop strategies, resources, and best practices that facilitate anytime/anywhere access to digital learning resources and activities by all students within the district. This includes secure access to network resources and ensuring that critical technology applications and data can be recovered in a timely manner.

x

Provide funding and release time for support staff from districts of common size, interests, and technologies to meet and share best practices in infrastructure support.

x

Describe your network configuration (the amount and type of network connections to the Internet, to

individual schools, and within each school) and utilization (the type of network or connectivity that is

being used, network configuration, and the current level of utilization.).

10gb fiber between schools and district data center

Add 1gb from MDF to each IDF

Add 100mb to desktop

Add VOIP telephone network

(19)

Describe the current level of access to technology

resources (computers, cell/smartphones,

interactive whiteboards, student responders, digital cameras, and other technology):

Students

have access

Whiteboards

Internet

Responders

Document cameras

Flip Recorders

Projectors

Computer labs

Each

teacher

in the district has

Internet

Projectors

Computer

VOIP Phones

Administrators

have

Smart phones

Computers

Digital camera’s

Conference phone

Indicate what role, if any, that E-Rate has played or will play in maintaining or expanding LEA

infrastructure.

Currently PUSD relies on E-Rate services for internet access, Wiring, servers and contracted services. We are currently investigating E-rate infrastructure services that can be leveraged for our higher discounted percentage schools.

(20)

List and describe the technology infrastructure for department procedures in the chart below.

(business needs, HR, district communication, transportation, state reporting requirements, etc.)

(add additional rows as needed)

Department/Service

Technology Infrastructure/System Used

Business/Inventory/Purchasing/HR/Depts

Visions

District Communication

VOIP/Cell Phones/ Exchange/ 2 Way Radios

Student Information System

(required for state reporting)

Power School

Transportation

Power School

Food Services

Café enterprise/Power School

Special Education

Power School/IEP Pro

List and describe staffing levels versus devices/infrastructure needing support in the chart

below.

(add additional rows as needed)

Device/Infrastructure Component

Number of Devices

Number of Support

Positions

Networking

250

5 Servers/Systems (Email, SIS, Finance, etc.)

40

5 Workstations/Software

1600

5 Other Devices (printers, projectors,

document cameras, interactive white

boards, etc.)

(21)