Technology Plan. Desert Sands Unified

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Technology Plan

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July 1, 2012 - June 30, 2017

06/07/2011 (revised 09/02/2011)

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Table of Contents

1. Plan Duration ... 1

2. Stakeholders ... 2

3. Curriculum ... 4

3a. Current access by teachers and students ... 4

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

3c. District curricular goals to support plan ... 7

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

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

3f. Ethical use ... 13

3g. Internet safety ... 14

3h. Description of access for all students ... 16

3i. Student record keeping ... 16

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

3k. Curriculum Monitoring Process ... 22

4. Professional Development ... 24

4a. Summary of Teacher and Administrator Skills and Needs ... 24

4b. Providing PD Opportunities (Measurable Objectives, Benchmarks) ... 26

4c. Professional Development Monitoring ... 28

5. Infrastructure, Hardware, Technical Support, and Software... 29

5a. Existing Resources ... 29

5b. Needed Resources ... 30

5c. Annual Benchmarks and Timeline for obtaining resources ... 32

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

6. Funding and Budget ... 39

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

6b. Annual implementation costs ... 39

6c. District replacement policy ... 40

6d. Budget monitoring... 40

7. Monitoring and Evaluation ... 41

7a. Overall progress and impact evaluation ... 41

7b. Evaluation schedule ... 41

7c. Communicating evaluation results ... 42

8. Collaborative Strategies with Adult Literacy Providers ... 43

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

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

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

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

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1. Plan Duration

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2. Stakeholders

Stakeholders

Name Position CDS

Dr. Sharon McGehee District Administrator Riverside Desert Sands Unified

Cindy McDaniel District Administrator Riverside Desert Sands Unified

George Araya District Administrator Riverside Desert Sands Unified

Kathy Felci District Administrator Riverside Desert Sands Unified

Sherry Johnstone District Administrator Riverside Desert Sands Unified

Sally Adams Teacher (Non-Classroom) Riverside Desert Sands Unified

Cyndi Furr Teacher (Non-Classroom) Riverside Desert Sands Unified

Kirsten Wright Teacher (Non-Classroom) Riverside Desert Sands Unified

Angelica Martinez Counselor Riverside Desert Sands Unified

Jory Kirchhevel Site Administrator Riverside Desert Sands Unified Thomas Jefferson Middle

Richard Ruocco Site Administrator Riverside Desert Sands Unified John Glenn Middle School of International Studies Clayton Hill Site Administrator Riverside Desert Sands Unified Theodore

Roosevelt Elementary

Chad Wood District Administrator Riverside Desert Sands Unified

Scott Davis Site Administrator Riverside Desert Sands Unified La Quinta High

Michael Schulze Accounting Specialist: Special Education

Riverside Desert Sands Unified

Sharon McCabe Paraeducator Riverside Desert Sands Unified Indio Middle

Pauline Elders Administrative Assistant Riverside Desert Sands Unified

Randall Corwin Buyer Riverside Desert Sands Unified

Hector Banda Technology Support Staff Riverside Desert Sands Unified

Philip Solis Classroom Teacher Riverside Desert Sands Unified Colonel Mitchell Paige Middle

Renee Hanley Classroom Teacher Riverside Desert Sands Unified Thomas Jefferson Middle

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Karen Flaherty Classroom Teacher Riverside Desert Sands Unified Desert Ridge Academy

James Duke Library Media Specialist Riverside Desert Sands Unified La Quinta High

A variety of Stakeholders within the district and the community participate in the process of planning and assisting in the monitoring and implementation of the Desert Sands Unified School District’s Master Technology Plan. Stakeholders provided input via surveys, meetings, and email.

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3. Curriculum

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

All classrooms in the Desert Sands Unified School District are networked with Internet access. The district average student to computer ratio is 3.5:1. Most elementary schools and every middle and high school have a bank of computers in the library/media center available for students to use before/after school and during lunchtime. These media centers are also available to teachers for class time activities by reservation. In addition to these desktop media centers, all of the middle schools, and many elementary schools, have roving laptop carts that are shared between classes. This equipment is available to the full spectrum of the student population, including Special Education, GATE, and English Language Learners and those students requiring adaptive and assistive technologies.

Since most of our programs are web-based, teachers have access from their personal computers at all times.

The following is the summary of the school sites’ computer to student ratios. This summary reflects the online survey submitted to the State Department of Education.

# Computers # Students Ratio

ELEMENTARY Adams 145 467 3.2207 Carreon 307 780 2.5407 Carrillo 130 656 5.0462 Carter 220 643 2.9227 Earhart 224 982 4.3839 Eisenhower 172 499 2.9012 Ford 148 806 5.4459 Franklin 177 647 3.6554 Hoover 185 439 2.373 Jackson 485 718 1.4804 Johnson 198 592 2.9899

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Kennedy 198 569 2.8737 Lincoln 241 746 3.0954 Madison 168 627 3.7321 Monroe 152 584 3.8421 Reagan 191 828 4.3351 Roosevelt 174 667 3.8333 Truman 250 638 2.552 Van Buren 158 535 3.3861 Washington 208 740 3.5577 MIDDLE SCHOOLS Desert Ridge 160 940 5.875 Glenn 310 1268 4.0903 Indio 356 894 2.5112 Jefferson 447 701 1.5682 La Quinta 442 659 1.491 Paige 180 988 5.4889 Palm Desert 475 1266 2.6653 HIGH SCHOOLS Indio 389 2175 5.5913 La Quinta 585 2850 4.8718 Palm Desert 499 1969 3.9459 Shadow Hills 270 825 3.0556 ALTERNATIVE Amistad 90 367 4.0778 Horizon 50 89 1.78

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Summit 109 292 2.6789

DISTRICT AVERAGE 3.4664

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

Elementary School Level – Students of all academic levels are integrating technology into classroom academic standards by utilizing Microsoft Office applications: creating PowerPoint presentations, using Word processing, developing Excel spreadsheets, employing Internet

Explorer for research. In addition, students are using video conferencing equipment, Renaissance Accelerated Reader, Accelerated Math, and English in a Flash, SuccessMaker, PhotoStory, High Stakes Math, Renaissance Responders, online assessments, streaming video, district adopted textbook software, district adopted textbook online resources, and other educational software provided by the school site or teacher.

Middle School Level – Students of all academic levels are integrating technology into classroom academic standards by utilizing Microsoft Office applications and the resources provided in the elementary schools. In addition ALEKS, video production, web development, and wireless laptop carts are also being utilized. Music teachers are making use of current MIDI technology

(hardware/software) allowing students more freedom in learning music theory, pedagogy and compositional techniques. Digital graphic arts, video and animation classes are available at specific middle school sites.

High School Level – Computer proficiency is required for high school graduation, requiring all students to take or test out of the computer literacy courses which cover basic skills of word processing, spreadsheet use, and network skills (Internet and e-mail). In addition to all resources available to elementary and middle schools, high schools are also offering classes in web page authoring, graphic design and desktop publishing. Teachers are utilizing the Internet to provide on-line classes to students.

Currently, the use and integration of technology in Desert Sands classrooms varies across the district. EdTechProfile data show that 70% of our teachers are at an intermediate level of technology proficiency. Most teachers have been trained through the Technology Literacy

Challenge grant, California State University Education Technology Staff Development grant, AB 1339, Intel Teach to the Future, Educational Services Staff Development Programs and Enhancing Education Through Technology (EETT).

All district classrooms are standardized with teacher workstation, ceiling mounted projector, SMART airliner, wireless internet, fiber connectivity, and surround sound. Additionally, numerous classrooms also have ELMO document cameras and scanners.

EdTechProfile surveys are used to gather data on teacher and student technology proficiency and technology use.

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DSUSD adopted a standardized web page designing software entitled CMS School Center. This web-based software allows teachers and students to create appropriate web pages from any computer with Internet access. Training for this program began in the 2004-2005 school year. Beginning in 2011-12 school year teacher web pages will be transferred into the Microsoft Sharepoint environment to match the current district website (launched April 2011).

DSUSD has upgraded their student information system to include an access center for student records. Pentamation Teacher Access Center provides access to electronic grade books, online report card system, and student attendance record keeping. All teachers in the district are required to report their class attendance and grades online (with the exception of Washington Charter Elementary School).

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

Desert Sands Unified School District has developed a comprehensive Strategic Plan to help guide policy and decision making. The plan began during the 1998–1999 school year, with input from all departments, administration, teachers, parents, students, and the community. The strategic plan was reviewed in 2003 and an additional strategy was added for technology. All district department plans and goals must be aligned with the Strategic Plan.

The key objectives for the district as outlined in the Strategic Plan are:

• No later than 2012, at least 90% of our students will be proficient on the California Standards Test.

• Student performance will meet or exceed Adequate Yearly Progress (AYP) targets.

• All of our students will graduate and be prepared to make a successful transition to further education or their chosen career.

• All of our students will consistently demonstrate responsible, respectful, ethical behavior preparing them for global citizenship.

In order to meet the objectives of the strategic plan, five strategies have been developed with their action plans. Technology is integrated into each strategy, however Strategy 4 is specifically dedicated to technology.

Strategy One: Education Master Plan Actions include:

We will communicate and continue implementing the Educational Master Plan that includes curriculum guides, common assessments, and effective use of instructional strategies for all students through effective collaborative learning communities throughout the District. Strategy Two: Respect, Responsible, Ethical Behavior Actions include:

We will establish a safe and secure environment that is characterized by responsible, respectful, and ethical behavior by students, staff, parents, and community members.

Strategy Three: Partnership with Families/Community Actions Include:

We will work in partnership with families and the community to ensure that all students are actively engaged in their own learning and connected in meaningful ways to their school. Strategy Four: Technology for All Actions Include:

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We will effectively utilize technology to maximize learning opportunities, manage information, and expand communication.

Strategy Five: Resources Actions Include:

We will pursue new funding sources for equitable allocation and assure best utilization of existing resources. • Collaboration • Training • Environmental • Equipment • Processes

District wide curriculum standards were adopted that align with California Department of

Academic Content Standards. These content standards have been articulated to all administrators, teachers, students and parents. All district classrooms are required to have grade level appropriate academic content standards posted.

DSUSD Technology Standards were adopted in the 2007-2008 school year. These standards are the ISTE National Educational Technology Standards (NETS). Standards are reviewed yearly by DSUSD Educational Services and the Technology Department.

The technology standards meet the following conditions:

• Basic technology skills are concentrated in the K-5 classrooms where the teacher of the self-contained classrooms monitors and evaluates progress. Skills are integrated into the academic content standards and are mastered as students use technology as a tool.

• Content standards-aligned product based activities continue to be present in the middle school with an increased awareness on the advanced use skills acquired in elementary school. A greater emphasis is placed on Information Literacy skills at the middle school level, which aligns with content standards that include appropriate research skills.

• High school students are required to take basic computer literacy courses assuring that basic technology skills are in place upon graduation. Students can complete an equivalency test to show mastery of these skills in lieu of taking these courses. High School students are expected to use technology skills and Information Literacy knowledge in all academic areas. Specialized branches within the high school curriculum allow students to go further in areas of particular interest in reference to specific technology skills.

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.

Technology is used in our district as a powerful tool to help students’ meet academic standards as outlined in the strategic plan (strategy 4) and local educational agency plan (performance goal 1). Goal 3d.1: Students will use educational software as a tool to increase proficiency in

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Objective 3d.1.1: By June 2017, the percentage of students scoring at or above proficient in Language Arts (by grade level) will increase by ten percentage points over the June 2012 baseline scores, as measured by the CST.

Benchmarks:

• Year 1: By June 2013, the percentage of students scoring at or above proficient in

Language Arts (by grade level) will increase by two percentage points over the June 2012 baseline scores, as measured by the CST.

Objective 3d.1.2: By June 2017, the percentage of students scoring at or above proficient in Math (by grade level) will increase by ten percentage points over the June 2012 baseline scores, as measured by the CST.

Benchmarks:

• Year 1: By June 2013, the percentage of students scoring at or above proficient in Math (by grade level) will increase by two percentage points over the June 2012 baseline scores, as measured by the CST.

Implementation Plan Activity Timeline Person(s)

Responsible

Monitoring & Evaluation

Evaluation Instrument

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Teachers will receive training in all district adopted ELRs (ie Read 180, SuccessMaker, Accelerated Reader, Accelerated Math, etc) for use in their classrooms as needed/prescribed. annually, as needed for teachers new to program or software updates Technology Teachers on Assignment

Director of Technology Training logs, observation

Middle and High school students will be enrolled in Read 180 classes as determined by school counselors.

Daily Counselors Classroom teacher, Principal, Director of Curriculum and Instruction

Test scores, student progress

DSAT exams, CST, observation, Read 180 reports

Students in SDC (special education class) will use SuccessMaker as determined by their classroom teacher (k12) As determined appropriate by classroom teachers Classroom teacher, Principal, Director of Curriculum and Instruction

SuccessMaker reports

Students in grades K-8 will use Accelerated Math as determined by their classroom teacher.

As determined appropriate by classroom teachers Classroom teacher, Principal, Director of Curriculum and Instruction

Accelerated Math reports, DSAT exams

Students in grades 1-8 will use Accelerated Reader as determined by their classroom teacher.

As determined appropriate by classroom teachers Classroom teacher, Principal, Director of Curriculum and Instruction

Accelerated Reader reports, DSAT exams

Students in grades K12 will use other ELRs as determined by their classroom teacher and site licensure. As determined appropriate by classroom teachers Classroom teacher, Principal, Director of Curriculum and Instruction

ERL reports, observation

Goal 3d.2: Teachers and administrators will integrate technology into their daily instruction. Teachers will use SMART slates, document cameras, textbook electronic resources, academic websites, LCD projectors, student response systems, learning

management system, Google docs, online assessment tool, teacher websites, and other ELRs as they become available. Administrators will use email communication, Google docs, projectors, and district issued tablet device.

Objective 3d.2.1: By 2017, teachers will increase the integration of technology in their standards aligned curriculum by 20 percentage points.

Benchmarks:

• Year 1: By the end of 2013, the integration of technology in teachers’ standards-aligned

curriculum will increase by 4 percentage points.

• Year 2: By the end of 2014, the integration of technology in teachers’ standards-aligned curriculum will increase by 4 percentage points.

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curriculum will increase by 4 percentage points. Implementation Plan Activity Timeline Person(s)

Responsible Monitoring & Evaluation Evaluation Instrument Administer EdTechProfile annually.

May-June Classroom teachers, Technology Teachers on Assignment Technology Teachers on Assignment CCTC 9 & 16 of EdTechProfile

Technology Training September-M ay Technology Teachers on Assignment Technology Teachers on Assignment Training evaluation surveys

Objective 3d.2.2: By 2017, administrators will increase technology integration by 20 percentage points.

Benchmarks:

• Year 1: By the end of 2013, the integration of technology in daily activities and staff meetings will increase by 4 percentage points.

Responsible Monitoring & Evaluation Evaluation Instrument Administer EdTechProfile annually.

May-June Administrators, Director of Technology

Director of Technology CCTC 9 & 16

Technology Training September-M ay

Director of Technology Training evaluations Training evaluations

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.

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There are a variety of programs and approaches in place at the school sites. The district technology committee is in the process of standardizing programs and processes at the elementary, middle and high schools levels so that all students have equal access.

Goal 3e.1: Students will have the technology skills needed to implement the academic standards.

Objective 3e.1.1: District will provide the staff development needed to help teachers and students implement the technology standards and benchmark projects K-12.

Objective 3e.1.2: All students entering high school will continue to be enrolled in a Computer Studies I course where they will be instructed in the district technology standards and information literacy (or pass the Computer Studies Exemption Exam, showing proficiency in these standards). Objective 3e.1.3: Elementary students will continue to be given computer lab instruction at least once per week.

Objective 3e.1.4: Computer Study/Technology electives will continue to be offered at all middle schools where they will be instructed in the district technology standards and information literacy. Benchmarks:

• Year 1: 100% of high school students will be enrolled in a computer studies I course or pass the Computer Studies Exemption Exam. 100% of elementary students will receive

computer lab instruction 1 time per week. Computer Study/Technology electives will be available to all middle school students.

Responsible

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Technology Teachers on Special Assignment will create goals with school sites and individual teachers to support the implementation of the technology standards.

As needed. Technology Teachers on Assignment

Director of Technology Classroom observation

Counselors will analyze student enrollment in computer studies classes at middle and high schools.

Each semester Middle and High School counselors; Technology Counselor on

Assignment

Site Principals Student transcripts

High schools will administer computer studies exemption exam.

Quarterly, as needed.

High School counselors, Computer Studies teacher

Site Principals or designee

Student transcripts

Schools will set up computer lab schedule for student & teacher use.

Ongoing Technicians, Site Principals

Site Principals, Director of Technology

Observation

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

Our district is dedicated to fulfilling the requirements of AB307 . Since 1997DSUSD has required all students and families to complete and abide by an Acceptable Use of Technology form. This form addresses the issues: Personal responsibility; Acceptable Use; Privileges; Network Etiquette and Privacy; Service; Vandalism; and Updating of Personal Information. Through past grants and in alignment with district needs, teachers and administrators received training in information literacy, ethical behavior, copyright laws, and file sharing. This training was presented to students by teachers. Our goals in this are aligned to the three tiers of AB307, our District Master Plan, and District Technology Standards. Elementary and middle school counselors will include student instruction on these topics during planned guidance lessons. High school students are given additional instruction during computer studies courses offered at each high school.

Goal 3f.1: By 2017, all students will receive instruction in appropriate and ethical technology use in the classroom.

Responsible

Evaluation Instrument Copy and distribute the

CTAP Cybersafety poster for all classrooms and computer labs district wide.

Replace annually as needed 2013-2017

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Post the Acceptable Use of Technology forms (student and staff) to the DSUSD website.

2013 Webmaster Director of Technology observation

Create and distribute informational pamphlet.

2013-2017 Technology Teachers on Assignment

Director of Technology observation

Elementary and Middle School counselors to include instruction regarding appropriate and ethical use during planned guidance lessons.

2013-2017 Counselors, Technology Counselor on

Assignment

Director of Technology observation

Training in appropriate and ethical use provided to all media technicians.

Annually, as needed for new staff or updates to policy. Technology Teachers on Assignment

Director of Technology Observation, course sign in sheets

Training will be provided to all teachers regarding appropriate and ethical use of technology

2013-2017 Technology Teachers on Assignment

Director of Technology Observation, course sign in sheets

Create lesson for use by counselors and media technicians on

appropriate and ethical use.

2013 Technology Teachers on Assignment

Director of Technology Observation

Above lesson available for teachers, counselors, and media technicians to use with students.

2014-2017 Technology Teachers on Assignment, Classroom teachers, counselors, media technicians

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)

Desert Sands Unified School District (DSUSD), designed, installed, and maintains, networked systems to address Internet Safety, Online Privacy, and Online Predators, as well as developing and maintaining an Acceptable Use Policy (AUP) providing instruction of, and acceptable use of, the district’s computers and data network.

Centralized Network : All schools at DSUSD are provided with network connections and services that are routed and switched over a gigabit wide-area-network (WAN). These connections are routed to the central district office for processing, filtering, and monitoring. All Internet traffic provided to schools are routed first through the systems at the district office.

Network Security : DSUSD utilizes a series of data network routers, switches, firewalls, and other networking equipment, designed to provide multiple, managed local-area-networks (LAN). Network traffic is directed and managed to provide access to district-provided services including Internet, Learning Systems, and Communication Systems including district-approved e-mail.

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Schools are allowed connection only to filtered Internet content and communication systems. The network is monitored for proper operation and access.

Internet Safety: A series of network switches and systems manage Internet access for schools. The network is designed to provide only filtered Internet to the schools. DSUSD utilizes the McAfee Web Gateway as the primary filtering tool. The McAfee Web Gateway product provides blocking and filtering on categorical and individual site, and user levels. Reporting tools are also included in the filtering product. Many content categories are blocked using the filter – these include Adult, Chat, Email, and Personal Content blocks, as well as peer-to-peer and other content sharing sites. Individual sites, if found to be detrimental to the educational process, are also blocked after review of a panel of Technology Teachers reviewing curriculum-related issues for the district. Also, any site deemed a danger to students, are blocked systematically and on a case-by-case basis at the district office.

Traffic Monitoring and Auditing: In addition to network security and content filtering, DSUSD utilizes a monitoring and auditing system called Vericept, provided by Trustwave Corporation. All Internet activity is monitored, captured, and audited, based upon content and is directed at

identifying the computer and users if potential violations of the AUP are detected. Screen-shots of all Internet Content are available. This provides an additional level of visibility to the DSUSD Internet stream. If an illicit search word is typed into a search engine, for example, a screen shot is saved on the monitoring system, and district staff can review this material. Attempted violations of the AUP are discerned and provided to school administrators (principals and vice principals) for further action if necessary. The monitoring product also provides visibility into safety and security issues by category. Categorical triggers are maintained for a number of communication types, including email, chat, Instant Messaging, blogging, peer-to-peer, plagiarism, gangs, hacking, weapons, and other categories, as well as typical adult, personal and other undesirable content. These systems are monitored throughout the day and provide additional information and blocking to the McAfee Web Gateway, as well as providing audit for possible AUP violation attempts. Overall Internet, privacy, and predator strategy: The above described systems provide a filtered Internet Stream and monitoring of the stream at a central network location. All Internet traffic at school sites are filtered and monitored. Attempted violations of the AUP are monitored and reported to administrators. The filtered Internet blocks unsafe sites. Outside email, chat, and personal sites are categorically blocked. Peer-to-peer and file-sharing sites are blocked and categorically monitored for attempted violations. Overall network security measures insure that district-related and screened content is delivered to computer desktops at schools, and that other superfluous or potentially harmful content or communications are blocked. The AUP provides direction to all students and their parents, and all employees as to what is acceptable network activity and behavior. The AUP is monitored by an auditing system.

Goal 3g.1: Maintain the current high-level of management and monitoring of student internet activity.

Goal 3g.2: Expand student communication traffic to include email and Web 2.0. Goal 3g.3: Protect online privacy and avoid online predators.

Goal 3g.4: Students and teachers will be educated about online safety, including how to protect online privacy and avoid online predators.

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Responsible Monitoring & Evaluation Evaluation Instrument Computer Network Services Group (CNS) actively monitor log-files for all users.

Daily Supervisor of Computer Network Services

CNS Group, Director of Technology

Active directory log files

Coordination with Google to establish domain and student accounts.

During the 2013 school year.

CNS Group Supervisor of Computer Network Services

Use logs.

For student

implementation, see Goal 3f.

see Goal 3f see Goal 3f see Goal 3f see Goal 3f

Teachers will receive cyberbullying training from their

administrators.

Annually Principals and school counselors

Personnel Attendance logs

Administrators and counselors will receive cyberbullying training from the

Anti-Defamation League.

Annually Assistant Superintendent Assistant Superintendent Attendance logs

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

As part of the district strategic plan, strategy 4 (Technology for All) states: We will effectively utilize technology to maximize learning opportunities, manage information, and expand communication.

District-wide classroom technology standardization provides equitable resources as described in previous sections with regard to equipment and software.

Students with special needs will be provided with assistive/adaptive technology in accordance with their IEPs, as required by the American with Disabilities Act.

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.

Currently, Desert Sands Unified School District is using Pentamation software for student record keeping as the Student Information System. All school administrative assistants, principals and district level administrators have online access to all student information. The district technology department has eight full time staff members to help in training, report generation, and trouble

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shooting. Regular training on use of the software and applications is given throughout the school year. All district schools use Pentamation Teacher Access Center for online attendance. The district has standardized an electronic grading system through Pentamation (eSchoolPlus). All middle and high school, and some elementary sites use Home Access Center – a web based program through Pentamation that allows parents and students to view attendance, grades,

discipline, and report cards online. A special education on-line community application called SEIS is currently being used, maintained and funded through Special Education department for

web-based software student files and IEP’s. All schools are using SynreVoice – a web-based and telephone linked software that alerts parents to attendance issues and any other school

announcements. All schools are using the Desert Sands Assessment Tool (DSAT), a web-based, on-line assessment software that provides district benchmark assessments for grades 2 – 12. The district currently uses EADMS to help school sites and teachers make data-driven decisions regarding student learning, but is in development of its own data reporting tool (DSAM - Desert Sands Assessment Manager). Also in development is DSIT, the Desert Sands Improvement Tool, to help counselors and administrators identify students at risk of dropping out of school.

Goal 3i.1: Staff will use technology for student record keeping (attendance, report cards, etc).

Objective 3i.1.1: By 2017, 100% of certificated staff will use eSchool plus for attendance, grades, and report cards.

Benchmarks:

• Year 1: By 2013, 100% of certificated staff will continue to use eSchool plus for attendance, grades, and report cards.

Responsible Monitoring & Evaluation Evaluation Instrument Training will be provided as needed for new teachers needing a refresher Technology Teachers on Assignment

Director of Technology Usage data

Objective 3i.1.2: By 2017, 100% of school site data technicians will use online enrollment in eSchool plus for student record keeping.

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Benchmarks:

• Year 1: By 2013, 20% of school site data technicians will use online enrollment in eSchool plus for student record keeping.

Responsible

Evaluation Instrument Training of high school

data technicians

Years 1-2 Technology department staff

Director of Technology observation, program data

Training of middle school data technicians

Year 3 Technology department staff

Training of elementary office staff

Year 4-5 Technology department staff

Goal 3i.2: Core teachers in grades 3-12 will utilize DSAT (Desert Sands Assessment Tool) to capture student achievement data.

Objective 3i.2.1: By 2017, 80% of core teachers in grades 3-12 will utilize DSAT to capture student achievement data.

Benchmarks:

• Year 1: By 2013, 60% of core teachers in grades 3-12 will utilize DSAT to capture student achievement data.

Responsible

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Targeted training in the use of DSAT and data collection to schools in program improvement.

Year 1 Technology Teachers on Assignment

Director of Technology program data

Targeted training in the use of DSAT and data collection to schools at risk of being in program improvement.

Training for new staff and/or refresher training as needed.

Years 1-5 Technology Teachers on Assignment

Goal 3i.3: Counselors and administrators will use DSIT (Desert Sands Improvement Tool) for student intervention to prevent dropouts.

Objective 3i.3.1: By 2017, 100% of counselors and administrators will use DSIT (Desert Sands Improvement Tool) for student intervention to prevent dropouts.

Benchmarks:

• Year 1: By 2013, 20% of counselors and administrators will use DSIT (Desert Sands Improvement Tool) for student intervention to prevent dropouts.

Responsible

Evaluation Instrument Targeted training in the

use of DSIT and data collection to schools in program improvement.

Year 1 Technology Counselor on Assignment,

Technology Teachers on Assignment

Targeted training in the use of DSIT and data collection to schools at risk of being in program improvement.

Year 2 Technology Counselor on Assignment,

Training for new staff and/or refresher training as needed.

Years 1-5 Technology Counselor on Assignment,

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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.

Desert Sands has the following in place for home to school communication: SynreVoice call-out system, Home Access Center, email, and District webpage.

Goal 3j.1: Administrative and classified personnel will use SynreVoice for school wide messages home.

Objective 3j.1.1: By May of each year, 100% of administrative and classified staff will issue weekly messages regarding: attendance, general announcements, and emergency messages. Benchmarks:

• Year 1: By May of 2013, 100% of administrative and/or office classified staff will issue weekly messages regarding: attendance, general announcements, and emergency

messages.

Responsible

Evaluation Instrument Train administrative and

classified staff. Within the first 2 months of each school year, with ongoing training as needed.

IT Programmer Director of Technology SynreVoice use statistics.

Goal 3j.2: Teachers will publish gradebook assignments to the Home Access Center, the web accessible component of Pentamation standardized electronic grade book, for students and parents to view from home.

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Objective 3j.2.1: By 2017, 90% of teachers will publish assignments to the Home Access Center monthly.

Benchmarks:

• Year 1: By the end of 2013, 50% of teachers will publish assignments to the Home Access Center monthly.

Responsible

Evaluation Instrument Make available training

materials (Multilingual hand-outs, video) to all school sites for Back-to-School Nights and/or Parent Newsletters. September/Oc tober of each school year. Technology Teachers on Assignment

Site Principals Director of Technology

Observation

Voluntary training in eSchool gradebook will be provided to school sites. Year 1-5 Quarterly or as needed by new staff or as a refresher Technology Teachers on Assignment

Targeted training in eSchool gradebook and publishing to Home Access Center will be provided to all program improvement schools.

Targeted training in eSchool gradebook and publishing to Home Access Center will be provided to all schools at risk of entering program improvement.

Goal 3j.3: Teachers will use email within eSchool to correspond with parents.

Objective 3j.3.1: By 2017, 50% of teachers will use email within eSchool to correspond with parents.

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Benchmarks:

• Year 1: By the end of 2013, 10% of teachers will use email within eSchool to correspond with parents.

Responsible

Evaluation Instrument Train teachers on email

capability within eSchool. Yearly, and as needed. Technology Teachers on Assignment

Director of Technology Attendance logs.

Continue to collect/update student/parent email address for insertion into SIS.

Ongoing. Data technicians at school sites.

Classroom Teachers. email kickbacks.

Goal 3j.4: The DSUSD web coordinator will maintain the district web page with appropriate links to information for parents and the community regarding district programs.

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.

EdTechProfile will be a form of assessment. The evaluation will look at the extent to which professional development and technical support are provided by the district, how classroom learning is impacted, and how these activities support the school district’s standardization efforts. Case studies will be performed at selected schools to assess the effectiveness of teacher training, district support, and the results of using technology on student learning/performance.

The evaluation will produce information that teachers, principals, administrators, and community members can use to review the technology plan’s progress and make appropriate modifications. The DSUSD Technology Advisory Committee will also meet to further guide curriculum development in response to technology changes and student needs.

The Board of Education will receive a yearly progress report of the Master Technology Plan prepared by the Technology Department.

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4. Professional Development

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

DSUSD has a teacher population of approximately 1,400 teachers. Approximately 90% of the population has participated in technology staff development training over the past five years. Past and current training offered teachers and administrators the opportunity to improve their basic technology proficiency and use skills, as well as develop technology-based lessons that are aligned to state academic standards to be implemented into the classroom. Training focus includes the improvement of technology proficiency skills, technology use and integration support. The graph below reflects the teacher proficiency levels.

All DSUSD teachers are required to complete the EdTechProfile Proficiency Assessment Survey on a yearly basis and/or as defined by current grants and programs. Completion of this survey assists in targeting specific technology staff development needs.

In evaluating the EdTechProfile data, teachers and administrators of DSUSD are at an

intermediate level in a wide variety of technology skills. Due to a range of DSUSD technology training, teachers and administrators are at an intermediate level of competence in performing tasks. Teachers are proficient in their General Computer Knowledge and Word Processing skills. According to the areas listed in the EdTechProfile graph they are also at an intermediate level in understanding and demonstrating the successful implementation of technology as part of their curriculum. In addition, teachers and administrators are able to evaluate and assess students’ achievement through technology integration.

With the evaluation of EdTechProfile surveys and current correspondence with administration, it can be said that, over all, the district is at an intermediate level of technology proficiency, use, and

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integration. Teachers are demonstrating that they are capable of many technology skills and applications. DSUSD has provided numerous trainings for teachers to learn the basic skills of using and integrating technology.

Current Teacher Training:

Desert Sands Unified School District utilizes EdTechProfile proficiency levels to help guide teachers in the development of their technology skills. One of the main components of this plan is to formalize and standardize a comprehensive program of education technology staff development that will produce high quality staff training and support. Teachers and staff need continuous support in their efforts to transform their classrooms into 21st century learning centers. All training or staff development opportunities in technology strongly reinforce the skills and methods of how technology is implemented seamlessly into the curriculum. Technology is not taught in isolation of the curriculum. The technology training provides the opportunity for teachers to learn not only the skills but the opportunity to practice classroom management strategies for technology integration. Administrators receive support and training during monthly principal meetings as well as

one-on-one training with technology teachers on assignment. In 2011, they will be receiving tablet computers to allow for greater mobility and access. These trainings will also be conducting in a one-on-one setting. Additionally, most administrators attend site based trainings. They are always welcome to attend district office trainings as well.

Utilizing the EdTechProfile surveys, individualized trainings (face-to-face and online) will be developed to meet the specific needs of staff. Hands-on integration support will also be provided to raise EdTechProfile proficiency levels. District supported trainings offer continuing education units through California State University. The courses are designed to move teachers through various computer applications, leading to technology proficiency and use for classroom integration.

Needs

The Staff Development Needs identified by the EdTechProfile are:

• Integrating technology into the curriculum.

• A majority (62%) prefer small group trainings; however, one-on-one and online trainings will also be developed and provided.

• While a majority prefer school day and after school trainings (which are currently

available), 19% would like opportunities during the summer. Online courses will allow for this type of flexibility.

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.

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Objective 4b.1.1: By 2017, one-on-one, small group, and online trainings will be available for teachers in how to integrate technology into their curriculum.

Benchmarks:

• Year 1: By 2013, one-on-one and small group trainings will be offered in MS Office, teacher websites, podcasting, SMART slates, online software, streaming video, responders, online assessment, gradebook, Web 2.0, and presentation tools.

• Year 2: By 2014, in additional to 2013 courses, online courses will be available in MS Office.

• Year 3: By 2015, in addition to 2013 and 2014 courses, online courses will be available in gradebook, responders, and SMART slates.

• Year 4: By 2016, online courses in Web 2.0 and other online resources will be added.

• Year 5: By 2017, online courses in podcasting, online assessment, and presentation tools will be added.

Responsible Monitoring & Evaluation Evaluation Instrument Technology teachers on

assignment will attend the online course development workshop provided by CTAP.

completed by Summer 2012

TOSAs CTAP, Director of Technology

Attendance records

Develop online courses ongoing as described in benchmarks

TOSAs Director of Technology Courses made available.

Create calendar for training

ongoing TOSAs Director of Technology attendance records

Specific Implementation Plan:

• Past and current staff development trainings will continue to be offered so that teachers may have the opportunity to go back and refresh their knowledge or become proficient in that area.

• This training will also be promoted so that teachers will be better prepared to participate in the next level of training, which involves the development of technology based lesson for implementation which meets the benchmarks.

• Continued Implementation:

• Survey the schools and work with principals to get site representatives.

• Prepare an Administrator training program.

• Include monthly principal training.

• The superintendent will encourage completion of administrative training and teacher training in regular principal meetings.

• Provide training in samples of how to integrate the Internet, PowerPoint and publishing software in the state academic standards.

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• Provide training on the Benchmarks and how to use the technology available and the required applications for that grade level.

• Provide support to less experienced staff with coaches and expert teachers that can

demonstrate and assist in the development of Benchmark activities to be used in a specific grade level classroom.

• Provide opportunities for teachers to participate in web based learning projects and have training so that the projects are implemented to meet the state academic standards.

• Provide training to all teachers in the aligned technology and state academic standards at each grade level in order to meet the benchmarks that build on each other throughout K-12 grades.

Goal 4b.2: Increase teacher and administrator attendance at district, site, and online technology trainings.

Objective 4b.2.1: By the end of 2017, 100% of administrators will attend at least one technology training per year.

Benchmarks:

• Year 1: In 2013, 100% of administrators will attend at least one technology training.

• Year 5: In 2017, 100% of administrators will attend at least one technology training. Implementation Plan

Activity Timeline Person(s) Responsible Monitoring & Evaluation Evaluation Instrument Technology Teachers on

Assignment will provide training throughout the year (during principals' meetings, at DEC, on site, or online).

August-May Technology Teachers on Assignment,

Administrators

Director of Technology Attendance log

Objective 4b.2.2: By the end of 2017, 90% of teachers will attend at least one technology training per year.

Benchmarks:

• Year 1: In 2013, 90% of teachers will attend at least one technology training.

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Responsible Monitoring & Evaluation Evaluation Instrument Technology Teachers on

Assignment will provide training throughout the year (during principals' meetings, at DEC, on site, or online).

August-May Technology Teachers on Assignment, teachers

Director of Technology Attendance logs

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.

Technology teachers on assignment will keep accurate logs of all trainings sessions and participants. Training calendar will be available on the district website. Skill growth will be monitored using the annually updated EdTechProfile. The Director of Technology will oversee the technology teachers on assignment.

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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: General: Desert Sands Unified School District has designed, developed, and implemented a Technology Infrastructure that is the foundation for the administration of the school district, and that is an integral component of the delivery of curriculum at each of the school sites. The main components of the hardware are divided into:

a. Network Hardware: Switches, Routers, Video servers, Video on Demand

software-hardware components (Vbrick), VOIP phones and Call Management System. b. Classroom Hardware: projectors in every classroom, teacher computers in every

classroom, AV receiver in every classroom, student computers in some classrooms, Smart Slate in every classroom, thin client computers in some 4th and 5th grade classrooms, Renaissance Responders in the majority of classrooms used for online assessments, document cameras in many classrooms, video conference equipment available for every site to use.

Centralization: A key feature of the DSUSD Technology Infrastructure is the establishment of the district office site as a central point of signal distribution, electronic communication, and content delivery. A centralized system of this type serves to integrate the needs of all sites, and provide for cost efficiency not possible with a highly distributed system. The efficiencies are experienced in manpower, infrastructure, and equipment utilization. Although provision is made for the use of local content/file service at each of the school sites (which may be dependent upon the capability of the network serving the site), the primary path for content is via the district office. Additional local connections to services may be provided, but only for small-scale use, such as emergency failure (i.e. 911 phone services, alarms).

General: The district office and each school site have defined set resource requirements needed to support the centralized Technology Infrastructure. The district office has a unique set of

requirements because it is defined as the center of the networking system, and because it is the primary delivery, storage, and distribution point for data and content.

Existing Internet Access: DSUSD has a Technology Infrastructure that currently supports 34 school sites and the district office, utilizing the centralized network approach. All Internet access is directed to the district office for filtering and load balancing. Electronic learning resources are provided with centralized district office equipment and with distributed systems at the school sites. Existing Electronic Learning Resources: Curriculum Delivery Systems: A number of

curriculum-based systems are used at DSUSD to support the teaching process. Many have become integral components of the teaching process. Each classroom at DSUSD has at least six network drops, and some classrooms have up to 10 or more drops per classroom. The Internet is available to every workstation in the school district. Content to each school site is filtered and inappropriate sites are blocked.

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Currently the following ELRs are being used in Desert Sands: DSAT (Desert Sands Assessment Tool), eSchoolPlus gradebook, DSAM (Desert Sands Achievement Manager), Renaissance Accelerated Reader and Accelerated Math, CMS (Content Management System), Microsoft SharePoint Portal, Renaissance Responders, ALEKS, Destiny, SuccessMaker, Microsoft; Office, PORTS video conferencing, United Streaming, Learn 360, CaliQity, Education City, BrainPop, English in a Flash, Waterford.

Existing Technical Support: A staff of sixteen technical professionals is deployed to serve each school site to insure that the network and the attached equipment including servers and

workstations are in good working order. In addition data professionals and teachers on assignment provide user assistance, data management and administration, and training. Four computer system specialists work directly with Pentamation/eSchoolPlus (student records).

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: Technology Hardware

The set of technology hardware used to support electronic learning resources, networking and telecommunications infrastructure, and other data-related systems undergo a design, installation, monitoring, management, and replacement process that is on-going and continuous. The physical wiring and fiber infrastructure has been updated at each school site and across interconnections between sites. Network Electronics is kept repaired via the use of yearly maintenance contracts with manufacturers, primarily Cisco Smartnet. Network Electronics are updated via the use of E-rate funding at applicable sites and via the use of modernization and other equipment funding at the remainder of sites. Core and critical systems-servers are obtained with five-year warranties utilizing applicable departmental and district funding. Other technology hardware systems, needed to operate the data-network, are also obtained and managed in a similar manner. The five-year warranty cycle is staggered across a variety of the system-types, so that hardware refresh dates do not occur at the same year. System control, file service, email, learning systems, portal, and student-information systems are refreshed on separate-year cycles.

Computers are obtained in a wide-variety of methods. Sites purchase computers, both desktop and portable, from site funds, from specialty grant and categorical funding, and from other sources such as donations. Computer types are standardized through the purchasing process to ensure continuity of use and maintenance. Computers are obtained with a minimum of three-year manufacturer warranty. Teacher computers are replaced by a district

Teacher-Computer-Replacement program when needed to ensure continuity and availability of operation. Computers that are displaced by replacement are refurbished and redeployed to remove the oldest of the existing computer stock. Once computers have exceeded their useful life they are retired and removed from service.

Electronic Learning Resources Needed: DSUSD utilizes a number of electronic learning systems that support curriculum needs. DSUSD exercises a continuous-cycle of upgrade and expansion of these systems. Microsoft Office desktop products are purchased with each desktop