FJUHSD DTP by Christian Nguyen

Fullerton Joint Union High School District

District Technology Plan

July 1, 2010 â&#x20AC;&#x201C; June 30, 2013

TABLE OF CONTENTS INTRODUCTION

SECTION 1- PLAN DURATION Section 1.a. - Duration

SECTION 2 – STAKEHOLDERS

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Section 2.a. – Description of how a variety of stakeholders from within the District and the community-at-large participated in the planning process. Section 2.b. – Stakeholders

SECTION 3 – CURRCULUM COMPONENT CRITERIA Section 3.a. – Description of teachers’ and students’ current access to technology tools during the school day and outside of school hours. Section 3.b. – Description of the District’s current use of hardware and software to support teaching and learning. Section 3.c. – Summary of the District’s curricular goals that are supported by this tech plan. Section 3.d. – List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the District curricular goals. Section 3.e. – List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and workplace. Section 3.f. – List of goals and an implementation plan that describes how the District will address the appropriate and ethical use of information in the classroom so that students and teachers can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of copyright and fair use; distinguishing lawful and unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism. Section 3.g. - List of goals and an implementation plan that describes how the District will address Internet safety, including how students and teachers will be trained to protect online privacy and avoid online predators. Section 3.h. - Description of goals about the District policy or practices that ensure equitable technology access for all students. Section 3.i. - List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs. Section 3.j. - List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. Section 3.k. - Describe the process that will be used to monitor the curricular Component (Section 3d-3j) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities.

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SECTION 4 – PROFESSIONAL DEVELOPMENT Section 4.a - Summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development.

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

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

SECTION 5 - INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE

Section 5.a. - Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development components (Sections 3 & 4) of the plan. Section 5.b. - Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district’s teachers, students, and administrators to support the activities in the Curriculum and Professional Development components of the plan. Section 5.c. - List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components identified in Section 5b. Section 5.d. - Describe the process that will be used to monitor Section 5b and the annual benchmark and timeline of the activities including roles and responsibilities.

SECTION 6 - FUNDING AND BUDGET COMPONENT CRITERIA Section 6.a. - List established and potential funding sources. Section 6.b – Estimated Annual Implementation Costs for the Term of the Plan. Section 6.c – Describe the District’s Replacement Policy for Obsolete Equipment. Section 6.d - Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary.

SECTION 7 - MONITORING AND EVALUATION COMPONET CRITERIA Section 7.a. - Describe the process for evaluating the plan’s overall progress and impact on teaching and learning. Section 7.b. – Schedule for evaluating the effect of plan implementation. Section 7.c. - Describe the process and frequency of communicating evaluation results to tech plan stakeholders.

SECTION 8 – EFFECTIVE Collaborative Strategies with Adult Literacy Providers TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION

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SECTION 9 - EFFECTIVE RESEARCH-BASED METHODS, STRATEGIES, AND CRITERIA Section 9.a. - Summarize the relevant research and describe how it supports the District Technology Plan’s (DTP) curricular and professional development goals. Section 9.b. - Describe the district’s plans to use technology to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance-learning technologies.

REFERENCES

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APPENDIX A 62

INTRODUCTION The Fullerton Joint Union High School District, hereinafter referred to as "District," serves over 15,132 students in grades 9-12. The District includes six comprehensive high schools (Buena Park (BPHS), Fullerton Union (FUHS), La Habra (LHHS), Sonora (SOHS), Sunny Hills (SHHS), and Troy (TRHS), High Schools, La Vista Continuation High School (LVHS), and La Sierra High School (LSHS), the District’s alternative education high school. The District student enrollment is drawn primarily from three north Orange County cities: Buena Park, Fullerton, and La Habra. District schools also serve students residing in parts of Los Angeles County and small portions of neighboring Orange County cities. The demographics of the District’s student population reflect the diversity of southern California: Hispanic – 51 percent, White – 26 percent, Asian – 19 percent, African American – 3 percent, and Native American – 1 percent. Eighteen percent of District students are English language learners who speak 41 primary languages. Students entering the District’s high schools come from four feeder elementary school districts with seven junior high or middle schools. The District’s six comprehensive high schools and continuation and alternative high schools are working to meet the goals and objectives that have been adopted by the Board of Trustees. These goals and objectives were established with input from students, teachers, parents, community members, and administrative staff. They reflect the District’s commitment to every student attending school in the District. These goals form the basis of this District Technology Plan (DTP). In condensed form, they appear below: • Provide high quality programs of sufficient breadth and depth so that students will have achieved or surpassed District achievement standards and will have a satisfactory level of knowledge and skills to continue formal education and/or enter a productive occupation upon graduation. • Provide the environment and programs so that students will meet or exceed District standards in attendance and personal behavior. • Provide adequate, secure, well-maintained physical facilities, grounds, and equipment. • Provide sound management of District resources. • Provide effective internal and external communications. • Provide proper recognition of students, staff members, parents, and other community members for outstanding accomplishments and contributions to the District. • Provide programs and implement decisions so that parents, staff members, and students are satisfied with the support, quality, and characteristics of the schools/District.

SECTION 1 - PLAN DURATION Section 1.a - Duration The District uses technology within the instructional program and in the administration of the District. The purpose of technology in the schools is to support the learning process and academic achievement of students. This three-year plan covers July 1, 2010, through June 30, 2013, and outlines the needs, current resources, and goals of the following areas of technology use and support: ¾ Curriculum ¾ Professional Development ¾ Infrastructure, Hardware, Technical Support, and Software ¾ Funding and Budget ¾ Monitoring and Evaluation

SECTION 2 - STAKEHOLDERS Section 2.a) Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process. The process used to update the District Technology Plan (DTP) has been comprehensive and inclusive of all stakeholder groups. Multiple constituencies have participated and contributed to the design of DTP and the goals for the 2010-2013 DTP. The individuals and representatives of groups listed below participated or were provided opportunities to participate in the development of the DTP. This participation included, but was not limited to, reviewing the plan, offering input and advice, and assisting with the actual writing of the DTP. Section 2.b) Stakeholders Students Amanda Wong, Student Board Member Sara Ratican, SAC Vice Chair Lorraine Mosqueda, BPHS ASB President Spencer Owens, FUHS ASB President Chrystel Murrieta, LHHS ASB President Ashley Bencomo, SOHS ASB President Benison Choi, SHHS ASB President Alvin Kim, TRHS ASB President Paul Taylor, LVHS ASB President Brandon Saffel, LVHS ASB President Teachers Melanie Schlanger, BPHS Christine Markstrom, FUHS Christine Irwin, FUHS Stephen Imlay, LHHS Ted Erskin, SHHS Myra Diester, SHHS Steve Grock, TRHS Rich Liem, TRHS Randy Burch, LVHS Damien Hernandez, LSHS Technicians Ozzie Aguirre, BPHS Art Gamboa, FUHS Carlos Teves, LHHS Greg Longbotham, SOHS Weston Baughn, SHHS John Mara, TRHS John Gaudot, LSHS Chris Schiavi, LVHS

Management Sherine Smith, BPHS Interim Principal Cathy Gach, FUHS Principal Sylvia Kaufman, LHHS Principal John Link, LSHS/LVHS Principal Rich Peterson, SOHS Principal Judy Fancher, SHHS Principal Maggie Buchan, TRHS Principal Shari Brekenfeld, BPHS APIO Steve Zamora, FUHS APIO John Oldeburg, LHHS APIO Doug Prochaska, LVHS APIO Gary Day, SOHS APIO Danielle Kenfield, SHHS APIO Scott MacIntyre, TRHS APIO Community at-large Leaders/Parents Luz Howchin, Fullerton PTA Council President Su Craig, La Habra PTA Council President Jennifer Gala, FUHS PTA President Ceci Lozier, LHHS PTA President Nora Maldonado, SOHS PTA President Clementina Eley, SHHS PTA President Vicky Hodge, TRHS PTA President Business Leaders Jack Mele, Data Impressions Higher Education Leaders/CTAP Officials/Local District Leaders Ranjit Mayadas, CTAP Coordinator, Region 9, Orange County Office of Education Primary Authors of the Plan Jennifer Williams, Director Administrative Services, FJUHSD Carl Samantello, Director of Technology, FJUHSD Assisted by: Sherine Smith, Assistant Superintendent, Education and Assessment Services, FJUHSD Carmen Routledge, Director of Special Programs, FJUHSD

SECTION 3 – CURRICULUM COMPONENT CRITERIA Section 3.a) Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours. Currently, the student-to-computer ratio within the District and at each of the District schools is 4.75 to 1; meaning that for approximately every five students there is one computer available for use. The location of these computers on each campus varies depending on each school site’s Single School Plan for Student Achievement; but each classroom has at least one computer that is connected to a ceiling mounted projector and the Internet. It is the goal of the District to provide teachers with the appropriate equipment, software, training, and technical support necessary to allow educational professionals to incorporate best practices and experiment with technology to enhance their current teaching efforts. Teachers and students in the District have access to technology tools during school and afterschool hours including zero periods in early morning and after regular school hours. Teachers and students use technology as a tool to promote learning. Students have access to technology in various settings, including classrooms, libraries, media centers, specialized computer labs, and Career Centers. Libraries, computer labs, math labs, and media centers are equipped with banks of computers which provide students with before-school and after-school access, as well as lunch time access, to utilize computers, to write reports, to complete science lab assignments, or to explore resources on the Internet. Some specific examples of technology access in the District include, but are not limited to, BPHS students in the AAA program are assigned laptops for use at school and at home; TRHS English language learner students have access to laptop computers before, during, and after school; students at FUHS gain access before and after school to computers in the Career Center; students at LSHS and LVHS have access to the use of laptops housed in the school’s library for use with homework and research; and students with special needs at all campuses have access to assistive technology devices. Schools with Regional Occupational Programs (ROP) provide ROP computer-based classes during the school day, in the evenings, and on weekends. Many students have access to technology in their homes, in community libraries, and/or at community centers. The Boys and Girls Clubs of Fullerton and La Habra provide after- school computer learning programs for local students of all ages. The La Habra community-based organization, Rosie’s Garage, supports after-school programs for student remedial learning programs and tutoring activities, including computer-based learning. To expand access beyond the school day, the District has implemented a Secure Sock Layer Virtual Private Network (SSL VPN). This technology creates a secure and encrypted network connection from any Internet-connected computer to District resources. Teachers, students, and staff members gain 24-hour access to District resources such as student and teacher file shares, the District’s Aeries student information system, and District-provided email accounts.

Section 3.b) Description of the District’s current use of hardware and software to support teaching and learning. The District offers powerful learning opportunities through Specialized Academic Programs (SAP). These programs include academies in culinary arts, business and marketing, medical careers, the arts, and technology. Technology resources are integrated into all of these specialized programs and are often funded by SAP special funds. The current District network infrastructure accommodates most of the District Internet, educational, and business traffic, including application-specific traffic like United Streaming, Accelerated Math, Read 180, and Eagle Aeries, the District’s student information system. Alexandria Library System is used throughout the District to organize and maintain the multiple types of resources available at site libraries. Such resources include periodicals, reference books, and ProQuest electronic research material. This system can be accessed from any computer in the District as well as from outside the District, which enhances students’ ability to research and retrieve electronic resources and materials. Each classroom within the District has at least one multimedia, Internet-connected computer available for teacher and student use. Each of these computers arrives in the classroom with the latest revision of the Microsoft Office productivity suite and a network card that allows Internet access and access to network-based educational software like Read 180. As needed, District school sites provide assistive hardware and software to special education students including textto-speech (Cicero), voice recognition (Dragon), visual magnification (ZoomText XTRA), and Braille translators (Braille Beginner). Schools utilize technology and software in a wide variety of ways, dependent upon the grade level and content area. Throughout grades 9-12, technology tools are used as a basis for student learning. English and social science classes focus on the development of research, reading, and writing skills. Student communication and presentation skills are enhanced through the creation of PowerPoint presentations. These presentations are displayed through the teachers’ computerto-ceiling mounted projectors installed in each classroom. Material from United Streaming is used to supplement and enhance course curriculum. In mathematics and science classes, students use computers, specialized software, and graphing calculators to improve their comprehension of mathematical and scientific theories and concepts. Elective courses, such as art, use computer animation software; ELD courses use the RosettaStone language learning software; and agricultural courses make use of advanced spreadsheets to calculate and predict growth rates of new-born animals. Specialized curricular software is used in a wide variety of ways dependent upon site-based needs of the individual populations at each school. District wide, the District recommends and supports the use of specific curricular-based software that includes: Riverdeep, Accelerated Math, and Mind Research Institute for mathematics; Accelerated Reader and Read 180 for language arts; and the use of Microsoft Office for word processing, database, and presentation activities. To facilitate access to these and additional resources, all District computers are networked to provide access to the Internet and other educational networks. The District has also implemented the Special Education Information System (SEIS), a Web-based program that requires all Individualized Education Program (IEP) team members to input IEPs on-line. This system facilitates the recording and monitoring of IEPs and interfaces with the County Office to provide seamless services to special education students.

To assure that all students graduate with the necessary computer competency skills, students must pass a computer competency exam to graduate. Computer competency is primarily taught in stand-alone classes, but technology lessons are woven into academic subject area classes when appropriate. There is a level of expectation that student proficiency will improve as the student progresses from ninth grade toward twelfth grade and graduation. The basic computer proficiencies are integrated into the curriculum, particularly within the four core content areas of language arts, mathematics, social science, and science. Subject-area instructors teach and practice information literacy skills to support student mastery of the core content standards within each content area. When students enter District schools in ninth grade, media center staff members provide Freshman Library Orientations. These orientations focus on the basic concepts of information literacy, including task definition, information seeking strategies, location and access of information, use of information, synthesis, and evaluation. Core curricular research projects undertaken in the library media centers, labs, and classrooms reinforce student skills in information literacy through the use of Internet-based and CD-Rom software resources. At all grade levels, lessons in career exploration utilize career exploration software. Administratively, teachers and administrators use technology to promote effective classroom and school management. The District uses the Aeries student administration/information system to maintain student records related to students’ schedules, grades, attendance, and graduation progress. This system allows administrators to immediately review student records for grade checks, improve attendance, transfer to schools within the District, and parental contact information. Teachers have access to these electronic records via a Web-based interface to the Aeries System known as Aeries Browser Interface (ABI). The District infrastructure provides parents with access to teaching and administrative staff members through District and site-specific Web sites, telephones, cell phones, voice mail, email, ABI, and at the campuses. The District and each school maintain a Web site with up-to-date information on school activities and information on how to contact teachers and administrative staff. The District provides a telephone in each classroom and office. Cell phones are available to management and other key staff members. Many of the cell phones are available with access to data services and Internet. The District has wireless access available and some administrators have access to wireless broadband cards for their computers. The District relies on singlemeasured business lines, T1 Super Trunks circuits, Centrex, Data T1 circuits, and Fiber Optic Ethernet-based circuits to connect all of the telephone and data systems, but will be changing over during the summer of 2010 to high-speed fiber optic cabling. To update parents on school attendance, each school has a parent/student ABI portal and an “auto-dialer,” which is either a hardware/software combination (EduLink) or a telecommunication service (TeleParent), which sends a call to parents once per day to inform them of their student’s absence from school. BPHS, LHHS, LVHS, LSHS, and FUHS utilize the TeleParent telecommunication service which also includes notification of student behavior, homework assignments, and class projects. Aeries ABI provides parents and guardians with immediate information on attendance, grades, assignments, and many other items.

To further improve student/parent/school communication, the District has provided Moodle, a Web browser-based application that allows teachers to publish Web pages that contain student assignments, classroom syllabi and rules, and electronic learning resources. SHHS and the District Education Center, in conjunction with their Web-hosting service Schoolwires, are using teacher-created Web pages, a voluntary program for which the site librarian provides technical support. BPHS, FUHS, LHHS, LVHS, SOHS, and TRHS have the same ability to create teacher Web pages through Education Networks Web-hosting service. Teacher Web pages contain student assignments, classroom syllabi and rules, and electronic learning resources. Based on biannual District surveys of parents, school site council input, and the Parent/Teacher/ Student Association (PTSA) Council consisting of site PTSA presidents, parents are aware of the benefits of education technology and encourage the District to expand technology use within the instructional environment. At each District school’s “Back-to-School Night,” school staff members share information with parents about the school’s informational Web site and staff email addresses. Additionally, school newsletters that are mailed to all parents contain Web site information for parents to access school information from home through the Internet. Parent education in the use of technology-based resources and tools is fostered by education and classes sponsored by LSHS and school site-based ROP programs that provide adult education in use of technology, including the Internet and email. As part of the remediation plan, high schools offer technology-based math labs and provide computer-based tutoring support before and after school hours, including evening hours at some schools. Additionally, the District offers two specially-designed courses to enhance student success with the CAHSEE, the English Standards Review course and the Mathematics Standards Review course. Technology resources are integrated within these courses. For example, the Riverdeep software in mathematics class labs provides students with opportunities for individual feedback on mathematics modules that are areas of strength as well as those that require additional reinforcement. English language learners benefit from the use of computers using English language development software. Technology-based instruction in math labs facilitates learning for lowerachieving students, and graphing calculators are available for use by math students, particularly for use in upper-level math courses. Advanced Placement (AP), International Baccalaureate (IB), and other subject-area coursework require students to access resources through the Internet. To aid in the development of language arts skills, such as reading and writing, computers and specialized software programs are available to students in reading classes, English Language Development (ELD) classes, and special education classrooms. FUHS utilizes the product Mind Research, which is a computer-based math tutorial for remedial algebra. At LSHS, Opportunity Program students regularly utilize the Read 180 computer-based reading remedial program. ROP classes provided at school sites offer a wide variety of computer technology-based learning opportunities. The District maintains a minimum computer specification that is reviewed every six months by the Director of Technology and site technicians. This review determines: 1) if the current specifications meet the technological demands of software use both current and foreseeable, and 2) if prices for the current computer specification need to be renegotiated with vendors. The District requires that all computers be purchased with a three-year onsite warranty and that an additional 20 percent of the total cost be reserved for future computer replacement.

Section 3.c) Summary of the District’s curricular goals that are supported by this tech plan. The Board of Trustees has established clear goals and a specific implementation plan for using technology to improve teaching and learning to fulfill its vision that all students and staff members will use technology resources to have opportunities to learn; to improve communication; and to succeed and become effective, productive citizens of a global community. Various District and site comprehensive planning documents provide the basis for the District's curricular goals and strategic plans for assisting students to meet the State content standards and to pass the California High School Exit Examination (CAHSEE). The Board of Trustees uses the goals, objectives, and standards as the primary method to provide direction to the Superintendent and staff members. The goals, objectives, and standards have evolved over a period of years, starting in 1983 with broad-based community and staff participation. The continued evolution since that time has now produced a set of statements that constitute basic core goals and objectives for reporting District progress and status in a consistent manner and on a biennial basis. The District’s curricular mission is “to provide high-quality programs of sufficient breadth and depth so that students, upon graduation, will have reached or surpassed District achievement standards and will have a satisfactory level of knowledge and skills to continue their formal education and/or enter a productive education.” In school year 2001/02, the Board of Trustees established a priority to address the CAHSEE graduation proficiency by providing appropriate opportunities and support programs for students to be successful with the exam. Course outlines in English and mathematics are standards based and match the respective standards covered on the CAHSEE in both content areas. Adequate Yearly Progress (AYP) targets for improvement in student achievement are being met. On an annual basis, each District school develops academic priorities with a site-based, Single School Plan for Student Achievement. The Plan focuses on academic and instructional strategies to meet or exceed a specific API ranking and to raise the level of student achievement on the annual norm reference test, the California Standards Test (CST), District Writing Exam, and the CAHSEE. Strategies include staff members’ quarterly monitoring of the progress of students, particularly those performing at below basic and far below basic on CSTs, and reviewing appropriate student course placements, and providing academic support services, including tutoring. Technology-based resources such as Access data spreadsheets, Data Director, and Aeries student records data are critical to this review, assessment, and analysis process related to students’ academic needs. In addition, each site has chosen specific grading programs that meet the needs of their particular teachings staffs. As accountability demands from the State level are implemented, the Aeries Student Administration System updates its software to incorporate accountability measures such as the CAHSEE onto each individual student record. This allows administrators and teachers to instantaneously view and review student progress toward graduation and their current standing within the accountability framework. By utilizing the Aeries system, administrators are able to easily query the database to identify those students who have not yet successfully completed the CAHSEE or one of its modules. As electronic versions of accountability measures become available from the State, the District quickly adopts these methods to supply students with timely, direct feedback.

Section 3.d) List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the District curricular goals. Goal: All District teachers will effectively use appropriate technology resources as tools for teaching curricular content, based upon the established State Frameworks and content standards. District teachers will infuse lesson plans using Internet resources, electronic media, specialized software, and other technologies such as Smart boards and projectors.

Objective 1 of 3: Institute Read 180 program at select sites to support students learning in English Language Arts. Action Plan: Benchmark: Increase number of students who use Read 180 program for English Language Arts over the base of 2009 July 1, 2010 - June July 1, 2011 - June July 1, 2012 - June • Establish 2009 base of 30, 2011 30, 2012 30, 2013 students using Read 180 • Evaluate site-established benchmark data • Develop a process to monitor data • Coordinate efforts to use data for educational decisions 10% 20% 30% • Utilize data to appropriately place students in Read 180 classes • Utilize achievement data for instructional and educational decision • As students progress to targeted goals, transition students out of Read 180 class when appropriate Evaluation Instrument(s) Schedule for Program Analysis and Modification Data To Be Collected Evaluation Process and Position(s) Responsible Review Read 180 utilization Quarterly Site administrator will review student logs, student enrollment, and enrollment and achievement to evaluate site-established determine the proper placement of benchmark data. students the in program.

Objective 2 of 3: Enrich History/Social Science lessons with multimedia resources from United Streaming to enhance student learning and achievement. Benchmark: Increase in student achievement over the 2009 base. • Establish 2009 baseline data July 1, 2010 - June July 1, 2011 - June July 1, 2012 - June 30, 2011 30, 2012 30, 2013 by site • Evaluate site-established benchmark data • Develop process to monitor data by site • Establish self-evaluation and reporting procedures • Plan for expanded use of United Streaming as utilization increases • Use History/Social Science 10% 20% 30% curriculum committee to develop bank of established lessons as a resource for teaching staff. • Utilize Data Director to track student achievement data • Utilize achievement data for instructional and educational decisions. Evaluation Instrument(s) Schedule for Program Analysis and Modification Data To Be Collected Evaluation Process and Position(s) Responsible Quarterly Site administrator will review student Student test score results on achievement using standardized standardized instruments (CST, instruments. Site administrator will also CAHSEE, and Data Director review History/Social Science and individual classroom-based curriculum lessons and lesson plans assessments develop by this plan.) encouraging the use of United Streaming Staff’s creation of United multimedia. Streaming multimedia-based lessons and lesson plans that include standards-based content. Action Plan:

Objective 3 of 3: Institute Accelerated Math program at select sites to support students learning and achievement in Math Benchmark: Increase number of at risk students who use Accelerated Math program over the base of 2009. Action Plan: July 1, 2010 - June July 1, 2011 - June July 1, 2012 - June 30, 2011 30, 2012 30, 2013 • Establish 2009 baseline data by site • Evaluate site-established 10% 20% 30% benchmark data • Develop process to monitor data • Coordinate efforts to use data for educational decisions • Utilize data to appropriately place students in Accelerated Math classes • Utilize achievement data for instructional and educational decisions • As students progress to targeted goals, transition students out of Accelerated Math program use when appropriate Evaluation Instrument(s) Schedule for Program Analysis and Modification Data To Be Collected Evaluation Process and Position(s) Responsible Quarterly Site administrator will review student Student test score results on enrollment and achievement to standardized instruments (CST, determine the proper placement of CAHSEE, and Data Director students the in program. and individual classroom-based assessments develop by this plan.)

Section 3.e) List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and workplace. Goal: All students will develop Information Literacy skills necessary to access information needed for daily class work, research projects, and the workplace. Objective 1 of 1: All District students will demonstrate proficiency in information search and retrieval (access of information, synthesis, and evaluation) by graduation through the completion of research projects and classroom presentations. Action Plan: • Survey teachers to determine the extent to which students are receiving Information Literacy skills • Identify areas of weakness • Convene meeting of department chairs and program leaders to review curriculum for Information Literacy skills delivery • Develop lessons through specific subject areas to address student needs including incoming ninth- grade student technology needs • Develop annual assessment to measure student mastery of information search and retrieval skills • Establish 2009 baseline data by site • Evaluate site data annually • Coordinate efforts to use data for educational decisions

Evaluation Instrument(s) Data To Be Collected

Benchmark: Student achievement based on annual assessment measure developed by this plan July 1, 2010 July 1, 2011 - June July 1, 2012 - June June 30, 2011 30, 2012 30, 2013

50%

70%

90%

Schedule for Program Analysis and Modification Evaluation Process and Position(s) Responsible

Student test score results and individual Within two classroom-based assessments develop months of by this plan. Assessment will include completion of English Language Arts and Social projects. Studies lesson plans. Student orientation exit survey. Student research projects and works cited in projects.

Site and District administrators regularly review test scores and modify Single School Plans for Student Achievement

Section 3.f) List of goals and an implementation plan that describes how the District will address the appropriate and ethical use of information technology in the classroom so that students and teachers can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism. Goal: All District teachers and students will be informed to the appropriate use of technology through documents that outline ethical use of technology and detailed samples of copyright infringement and lawful and unlawful downloads of intellectual material. Objective 1 of 1: Every District student, teacher, administrator, and staff member will sign a set of acceptable use documents that outline the appropriate use of technology, which includes detailed samples of copyright infringement. Benchmark: Signed Documents Action Plan: • Review District Acceptable July 1, 2010 - June July 1, 2011 - June July 1, 2012 - June 30, 2011 30, 2012 30, 2013 Use of Technology documents for appropriate 85% 95% 100% language • Add samples as needed • Obtain Board approval • Distribute acceptable use documents • Collect, review, and store signed documents Evaluation Instrument(s) Schedule for Program Analysis and Modification Data To Be Collected Evaluation Process and Position(s) Responsible Review of signed documents

Every six months Site administrators review number of signed documents within their sites to ensure the dissemination of information.

Section 3.g) List of goals and an implementation plan that describes how the District will address Internet safety, including how students and teachers will be trained to protect online privacy and avoid online predators. Goal: All District teachers and students will be trained to understand, identify, and avoid inappropriate Internet communications, such as cyber bulling, online predators, and divulging private information. Objective 1 of 1: All District teachers will incorporate District-approved Internet safety material and resources in to their heath lesson plans and curriculum.

Action Plan: • Develop Internet safety material and lesson plans • Incorporate District-approved lessons into Health and freshman- level English language arts curriculum • Establish 2009 baseline data by site • Evaluate site established benchmark data • Develop process to monitor data including a teacher self reporting processes Evaluation Instrument(s) Data To Be Collected

Benchmark: Increase in percentage of teachers who update their lesson plans with District-approved Heath curriculum over the 2009 base July 1, 2010 - June July 1, 2011 - June July 1, 2012 - June 30, 2011 30, 2012 30, 2013 60%

Schedule for Evaluation

Analysis of use of DistrictEvery six months approved Health and English language arts lessons including data gathered from self reporting process.

80%

100%

Program Analysis and Modification Process and Position(s) Responsible Site administrators review number of teachers using District-approved Health and English language arts lessons.

Section 3.h) Description of goals about the District policy or practices that ensure equitable technology access for all students. Goal: All students will have equitable access to District technology during, before, and after school. Objective 1 of 2: Each school will support a library that contains 30 or more networked computer workstations available for student use before, during and after school, with extra emphasis on access during student lunch time. Each computer workstation will be preloaded with the standard software outlined in this plan and will be capable of running special software identified in this plan, such as Read 180 for schools that have identified the need and purchased the program. Benchmark: Lab availability during scheduled hours Action Plan: • Set site library computer lab July 1, 2010 - June July 1, 2011 - June July 1, 2012 - June 30, 2011 30, 2012 30, 2013 availability schedules to include time before, during, Fullerton Buena Park La Habra and after school Troy Sunny Hills Sonora • Analyze existing use of La Vista/La Sierra facilities to ensure that all sites are meeting the objective • Repair or replace nonfunctioning computer within two weeks of reported outage • Notify students of computer availability • Identify funding sources to expand program services • Explore partnership agreements with outside agencies • Library staff members evaluate and report lab availability to administration Evaluation Instrument(s) Schedule for Program Analysis and Modification Data To Be Collected Evaluation Process and Position(s) Responsible Analysis hours accessed at each Every six months site Review cost Analyze technical support issues

Site administrators review usage, access, and costs within their sites and modify access and availability as necessary.

Objective 2 of 2: During modernization, the District adopted a practice of updating technology in each classroom. As a minimum setup, each classroom will contain at least one teacher and five student-networked computer workstations, a VCR/DVD player, and a mounted LCD projector that will be connected to the teacher computer and the VCR/DVD player. Each computer workstation will be preloaded with the standard software outlined in this plan and will be capable of running special software identified in this plan, such as Read 180. Benchmark: Percent of classrooms with standardized Action Plan: technology setup • Review modernization plans July 1, 2010 - June July 1, 2011 - June July 1, 2012 - June 30, 2011 30, 2012 30, 2013 to ensure each classroom receives the minimum 80% 90% 100% technology setup • Verify that previouslymodernized rooms continue to meet the minimum standard • Install equipment in previouslymodernized rooms as needed Use District survey to determine student and teacher utilization Evaluation Instrument(s) Schedule for Program Analysis and Modification Data To Be Collected Evaluation Process and Position(s) Responsible Review District modernization activities and District’s Biannual survey.

Annually

Site administrators review site classrooms to determine if they meet the minimum district standard. District administrators review District Biannual survey to determine if staff members and students believe their facilities meet District minimum standards. Make repairs and modifications as necessary.

Section 3.i) List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs. Goal : District and site staff members will support the instructional process through the use of technology to assess student performance and to measure student achievement. Objective 1 of 2: All teachers will use Achieve Data’s Data Director as a record keeping and assessment tool to determine academic growth in the core content subject areas of individual students to plan for and address the individual learning needs of students. Action Plan: Benchmark: Percentage of teachers utilizing July 1, 2010- June 30, July 1, 2011 - June 30, July 1, 2012 - June 30, • Site administration will evaluate 2011 2012 2013 current use of Data Director • Teachers will receive Data Director training as needed • Use of Data Director will be monitored on a regular basis and 60% 80% 90% data will be shared with the Assistant Superintendent of Education and Assessment Services Evaluation Instrument(s) Data To Be Collected Data Director utilization statistics

Schedule for Evaluation

Program Analysis and Modification Process and Position(s) Responsible

Every three months Site administrators and the Assistant Superintendent Education and Assessment Services Division will monitor utilization reports to ensure teachers are accessing system on a regular basis.

Objective 2 of 2: All teachers will use ABI Gradebook as a record keeping and assessment tool to address the individual learning needs of students. Action Plan: Benchmark: Percentage of teachers utilizing • Site administration will evaluate current use of ABI Gradebook • Teachers will receive ABI Gradebook training as needed • Use of ABI Gradebook will be monitored on a regular basis and data will be shared with Assistant Superintendent of Education and Assessment Services Evaluation Instrument(s) Data To Be Collected ABI utilization statistics

July 1, 2010 - June 30, July 1, 2011 - June 30, July 1, 2012 - June 30, 2011 2012 2013

60%

Schedule for Evaluation

80%

90%

Program Analysis and Modification Process and Position(s) Responsible

Three to four times Site administrators will receive reports during per year AC meetings and the Assistant Superintendent of Education and Assessment Services and the Director of Administrative Services will monitor utilization reports to ensure teachers are accessing system on a regular basis.

Section 3.j) List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. Goal : District and site staff members will support the instructional process through the use of technology to expand communication among staff, students, and parents. Objective 1 of 1: Using technology, all staff members will communicate with staff, students, parents, and the community through a variety of media regarding the District’s curricula and expected levels of student accountability. Benchmarks will be set by adding a communication section to the District Biyearly staff, parent, and student survey. Action Plan: •

• •

• • •

Benchmark: All District staff members will utilize telephony and email technologies to communicate with staff, students, parents, and the community. July 1, 2012 - June 30, Principals will review and report July 1, 2010 - June 30, July 1, 2011 - June 30, 2011 2012 2013 on training or support needs for the use of email and telephone systems at each campus 70% 85% 95% On-line and self guided training materials will be updated as needed District will review utilization report annually Benchmark: Teachers will utilize the District and school site Web pages and Web applications such as Moodle to communicate with students and parents making class assignments and schedules available through an easilyaccessed Web interface. Moodle training needs will be assessed by site Peer coaches will be identified along with model lessons by 10% 15% 20% content area at each site Demonstrations and specific content training will utilize Moodle at every Districtsponsored opportunity Benchmark: Teachers will utilize TeleParent, at the school sites that have purchased it, to communicate with parents as measured by usage analysis.

• • •

Training and support needs will be analyzed by site Usage records by site will be analyzed and shared with leadership Parents will be surveyed on usefulness of technology by adding a communication section to the District bi-yearly staff, parent survey

20%

30%

40%

Benchmark: Percentage of Parents/Students with ABI Accounts

• •

•

• • • • •

Review current ABI utilization and identify any perceived areas of concern Notify parents and students (yearly through the summer mailer) of the ability to use ABI to view student grades and attendance Continue to provide quick link on District Web page for parent and student access to ABI Mail ABI flyers home Schedule ABI demonstrations during back-to-school night activities Encourage teachers to promote ABI to parents and students Review ABI utilization logs by site Develop Administrative Regulation for grading guidelines to include expectation to utilize ABI gradebook

Evaluation Instrument(s) Data To Be Collected

Review use of home/school email communication Monitor and review of Moodle, TeleParent, and Aeries ABI utilization logs

20%

Schedule for Evaluation

Monthly

35%

50%

Program Analysis and Modification Process and Position(s) Responsible

Site administrator survey staff members on the use of email, Moodle, and TeleParent. Technology Services and Communications will review Aeries ABI parent account and access statistics.

Section 3.k) Describe the process that will be used to monitor the curricular Component (Section 3d-3j) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities. The Assistant Superintendent of Education and Assessment Services will report on the achievement of technology goals annually. During the regular school year, the Director of Technology and Communications Services, Director of Administrative Services, and the Assistant Superintendent of Education and Assessment Services will meet quarterly with the Assistant Principals of Instruction and Operations (APIOs) to review the progress of the goals and action plans listed in this section, based on the established plan indicators. As necessary, modifications to this plan will be made or recommended for consideration by the Superintendent and the Board of Trustees.

SECTION 4 - PROFESSIONAL DEVELOPMENT Section 4.a - Summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development. With the EdTechProfile and the District’s biannual employee survey, District administration is able to determine staff technology skills and the needs for professional development. The technology proficiency levels of District teachers and administrators are gauged by the EdTechProfile and the District’s biannual survey. The results of the EdTechProfile (Appendix A) and the District’s biannual survey provide a site-based and District profile of staff members’ technology proficiency in the following basic computer skills: 1. 2. 3. 4. 5. 6.

General computer knowledge and skills Internet skills Email skills Word processing skills Electronic presentation skills Electronic spreadsheet skills 7. Electronic database skills 8. Integration of technology in the classroom 9. Integration of technology in the curriculum

The teacher demand for professional development in technology is high. Based on the results of the EdTechProfile and the District’s biannual employee surveys, teacher use of technology that is fully integrated within the curriculum is represented by a “Bell Curve” of activity, with few staff members practicing full integration on a regular basis. As indicated on the EdTechProfile Proficiency Analysis Report (Appendix A) 100 percent of the staff members surveyed evaluated themselves less then proficient using technology in the classroom and using technology to support student learning. Professional development must address these deficiencies and address the need to fully integrate technology tools within the content-standards curriculum. The future activities of site-based staff training must include professional development that assists teachers with building upon their basic proficiencies (EdTechProfile Computer Knowledge and Skills, Appendix A) toward the integration of technology use within the instructional process. This plan necessitates a continued focus on basic proficiencies, including the use of nascent hardware and software, as appropriate, and steps toward technology integration. Priorities for District-level professional development activities from September, 2010, through June, 2013, include an emphasis on the core subject areas, commencing with English and mathematics that are strategic to student success, then science and social science, and, finally, electives. The District provides professional development to meet the needs of the teachers and administrators as identified through needs assessments and established curriculum priorities. On a biannual basis, the Education and Assessment Services Division surveys teachers and technology support staff members regarding professional development needs. Included in this survey are areas related to the integration of technology use within the curriculum and State standards and the technology support needed to maintain the use of that technology. The result of this survey and the EdTechProfile are used to guide the focus of the District’s annual professional development plan.

The Districtâ&#x20AC;&#x2122;s annual professional development plan is implemented in a variety of ways in order that teachers, administrators, and technical support staff members can frequently be involved with training that builds competencies and supports opportunities to apply those computer competencies to the workplace. Training plans are coordinated with the Technology and Communications Services division. District curriculum committees meet monthly and provide guidance in identifying ongoing professional development needs for standards-based curricular workshops, including the importance of professional development in the subject areas of reading and mathematics. Site administrators and each siteâ&#x20AC;&#x2122;s Technology Coordinator are responsible for a site professional development plan, based upon site needs and the Technology Implementation Plan. In a collaborative process, instructional staff members at each school play a leadership role as they the plan four professional development days (as release days) each year. In addition, school site staff members, both certificated and classified, are offered technology training opportunities which may occur during the work day or after school hours. When professional development funds become available, staff member training opportunities are made more accessible by the site or the District providing substitute teachers or hourly pay for those staff members participating in the training. Staff members participating in professional development have access to the technology tools they need to apply new skills immediately following the training. Because of Discretionary School Site Block Grants and other site and District funds for technology, each District teacher has a minimum of one computer to individually practice newly-acquired technology skills and to apply the skills in the classroom. On-site technology specialists, including Technology Coordinators, ad hoc mentors, and technology support staff, are available to address staff member needs at each campus. As new technologies become available and are deemed applicable for District teaching and learning, instructional hardware and software are upgraded. As has been the case with Riverdeep mathematics software and Read 180 software, it is District practice for staff members to review and try out curricular software to determine the usefulness and appropriateness for instruction that improves teaching and learning in a standards-based curriculum. In addition, classroom management strategies are guided by District-level policies and practices that provide teachers with clear directives related to the appropriate use of technology, including grading guidelines, course outline expectations, and the Districtâ&#x20AC;&#x2122;s Acceptable Use of Technology Policy and Worldwide Web Publishing Guidelines, and Academic Honesty Policy.

Section 4.b: List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your district needs assessment data (4a) and the Curriculum Component objectives (Sections 3d - 3j) of the plan. The District has developed clear goals and a specific implementation plan for providing professional development opportunities based on annual District and site needs assessments, District priorities for teaching and learning a standards-based curriculum, and the District’s Professional Development Plan. Goal 1of 3: Staff members will be competent users of computer technology hardware and software for professional use. Objective 1 of 2: All District teachers will be trained and demonstrate proficiency in integrating technologies such as Internet resources, white boards, projectors, and other electronic presentation technologies into their lesson plans. Action Plan: • Establish District committees to help determine preferred technology by curricular area • Establish baseline data from 2008 CTAP Surveys • Provide regularly-scheduled training for District staff members to acquire proficiency in the use of the established preferred technologies • Provide training by department and curricular area • Coordinate training with site administrator • Develop and expand a peer support system to assist faculty in the use of technology • Periodically determine utilization levels

Evaluation Instrument(s) Data To Be Collected Self evaluation, staff development records, EdTechProfile and District biannual survey

Benchmark: Increase Over the CTAP 2009 Base Score July 1, 2010 - June 30, July 1, 2011 - June 30, July 1, 2012 - June 30, 2011 2012 2013

10%

Schedule for Evaluation Self-evaluation surveys at the end of each training class, annually Staff development records, EdTechProfile, and District biannual survey

20%

30%

Program Analysis and Modification Process and Position(s) Responsible The Director of Technology collects and analyzes data from multiple surveys and makes recommendations to the site Leadership Teams, and Assistant Superintendent of Education and Assessment Services for modifying staff member training programs

Objective 2 of 2: All District teachers will be trained in the use and integration of Read 180, Accelerated Math, and United Streaming into their lesson plans. Action Plan: • Establish self-evaluation process • Provide regularly-scheduled training for District staff members to acquire proficiency in the use of software • Provide training by department and curricular area • Coordinate training with site administrator • Develop and expand a peer support system to assist faculty in the use of software • Periodically determine utilization levels Evaluation Instrument(s) Data To Be Collected Self evaluation, staff development records, EdTechProfile and District biannual survey

Benchmark: Proficiency based on self evaluation July 1, 2010 - June July 1, 2011 - June July 1, 2012 - June 30, 2011 30, 2012 30, 2013

60%

Schedule for Evaluation Self-evaluation surveys at the end of each training class, annually Staff development records, EdTechProfile, and District biannual survey

70%

80%

Goal 2 of 3: District staff members will be trained to understand, identify, and avoid inappropriate Internet communications including cyber bulling and appropriate use of intellectual and copyrighted material. Objective 1 of 2: All teachers will attend training to help them understand, identify, and avoid inappropriate Internet communications including cyber bulling Action Plan:

Benchmark: Percentage of teachers trained July 1, 2010 - June July 1, 2011 - June July 1, 2012 - June 30, 2011 30, 2012 30, 2013

• Establish self-evaluation process • Provide training by department and curricular area 35% 70% 100% • Coordinate training with site administrator • Develop and expand a peer support system to assist faculty in identifying cyber bulling • Periodically determine utilization levels Evaluation Instrument(s) Schedule for Program Analysis and Modification Data To Be Collected Evaluation Process and Position(s) Responsible Survey – The Assistant Superintendent of Review of staff biannual Education and Assessment Services, survey, staff training records, Biannually Staff Technology and Communications staff annual peer reviews, and Peer Review Annually Services Division staff members, and workshop evaluation records principals review staff annual survey, and review of teacher/classroom Staff Training records - At the end staff training records, and workshop Web sites of training and evaluation records. every three months

Objective 2 of 2: All teachers will attend training to help them understand appropriate use of copyrighted material Action Plan: Benchmark: Percentage of teachers trained • Provide training by July 1, 2010 - June July 1, 2011 - June July 1, 2012 - June department and curricular 30, 2011 30, 2012 30, 2013 area • Coordinate training with site administrator 35% 70% 100% • Develop and expand a peer support system to assist faculty • Periodically determine utilization levels

Evaluation Instrument(s) Data To Be Collected

Schedule for Evaluation

Program Analysis and Modification Process and Position(s) Responsible

Review of staff biannual Survey – biannually The Assistant Superintendent of survey, staff training records, Staff Peer Review - Education and Assessment Services, staff annual peer reviews, and Annually Technology and Communications workshop evaluation records Staff Training Services Division staff members, and and review of teacher/classroom records - At the end principals review staff annual survey, Web sites of training and staff training records, and workshop every three months evaluation records.

Goal 3 of 3: District staff members will be proficient in technology tools that support the learning environment, management of the classroom, and that increase student achievement. Objective 1 of 1: All teachers will be trained in technology-based student assessment, classroom management tools such as Data Director, Aeries ABI Student Information System including ABI Gradebook, Moodle, TeleParent, and United Streaming. Action Plan: Benchmark: Percentage of teachers trained • Schedule Technology Lab July 1, 2010 - June July 1, 2011 - June July 1, 2012 - June training for Data Director, 30, 2011 30, 2012 30, 2013 Aeries ABI, Moodle, TeleParent, and United Streaming • Provide training by department and curricular 30% 60% 90% area • Coordinate training with site administrator • Develop and expand a peer support system to assist faculty in the use of Data Director • Periodically determine utilization levels Evaluation Instrument(s) Schedule for Program Analysis and Modification Data To Be Collected Evaluation Process and Position(s) Responsible Review of staff biannual Survey – biannually The Assistant Superintendent of survey, staff training records, Staff Peer Review - Education and Assessment Services, staff annual peer reviews, and Annually Technology and Communications workshop evaluation records Staff Training Services Division staff members, and and review of teacher/classroom records - At the end principals review staff annual survey, Web sites. of training and staff training records, and workshop every three months evaluation records.

Section 4.c - Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities. The District administration maintains a successful communication and assessment process to monitor whether the professional development strategies and methodologies utilizing technology are being implemented according to benchmarks and timelines. Designated staff members at each school site are responsible for monitoring progress toward the stated objectives. Ongoing staff surveys, professional development surveys immediately following training workshops, and informal feedback, as a result of professional development activities, provide significant input to staff members who are responsible for program implementation. Course corrections, modifications, or deletions to the five-year plan for District professional development are possible consequences of staff input. The Technology and Communications Services Division and the Education and Assessment Services Division monitor and review the annual District Professional Development Survey, sitebased EdTechProfile assessment results of teacher proficiency, the District Biannual Survey results, and the District Three-Year Technology Plan for information and guidance that is critical to decision making about the appropriate direction of subsequent professional development. Issues to be considered are whether the Action Plans and Timeline are on-track as planned and if all planned aspects of the professional development program are implemented or, if not, why they are not; whether or not teachers and administrators feel supported after an initial training when questions or new situations arise; if teachers and administrators use what is taught; and if the professional development program results in changes in instruction over time that have a positive effect on student learning. The status of implementation of the Professional Development component is reported to the Superintendent at weekly Cabinet and Administrative Council meetings as necessary. Status reports about professional development are given to the Board of Trustees on an ongoing basis through Weekly Board Letters (WBLs). The Board of Trustees also is formally presented with information about the status of professional development that is incorporated into the Goals and Objectives Report, based upon a biennial District survey of staff, students, and parents. The Superintendent makes recommendations for any necessary modifications to District practice as a result of both the ongoing informal and the formal reporting processes.

SECTION 5 - INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE Section 5.a) Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the District that will be used to support the Curriculum and Professional Development components (Sections 3 & 4) of the plan. At the time this plan was written, all District high schools and other District sites were connected to the District office on a high-speed WAN, each school being connected to the District office by 100Mbps Fiber Optic circuits or multiple T-1 lines. For Internet access, the District is connected to the Orange County Department of Education (OCDE) via a 100Mbps Fiber Optic circuit. This allows the District to utilize Internet resources including downloading full-motion video for professional development, using distance education software, video conferencing, or receiving streaming video. This current network infrastructure accommodates all District Internet and business application traffic, including application-specific traffic like United Streaming, Accelerated Math, Read 180 and Alexandria Library System. The District’s business activities such as BITECH (financial package), Payroll, Special Education reporting software, Aeries Student Information Systems, and Aeries Browser Interface (ABI) are given bandwidth priority over basic Internet traffic. Each comprehensive high school has a full-time technician who addresses technical needs. Site technicians use Assist, a Web-based trouble ticket system, to log and track requests for technical assistance, daily routine maintenance, and project related tasks. If a site technician confronts an issue that he or she cannot solve, they either contact District technicians or their colleague technicians at other sites. This assistance “network” is strengthened through monthly meetings held with all site technicians and District technology staff members. To supplement the needs of the site technicians, the District employs three full-time computer/network technicians. The District maintains a minimum computer specification that is reviewed every six months by the Director of Technology and site technicians. This review determines: 1) if the current specifications meet the technological demands of software use both current and foreseeable, and 2) if prices for the current computer specification need to be renegotiated with vendors. The District requires that all computers be purchased with a three-year onsite warranty and that an additional 20 percent of the total cost be reserved for future computer replacement. Each classroom within the District has at least one multimedia, Internet-connected computer available for teacher use and five computers for student use. Each of these computers arrives in the classroom with the latest revision of the Microsoft Office productivity suite and a network card that allows Internet access. Within the District, only three percent of the computers are Macintosh, the rest are IBM compatible PCs. IBM-compatible PCs utilize Windows XP or better and all Macintosh computers are equipped with OS 10.3 or better. Each comprehensive high school has at least three computer labs on its campus, with one of those labs being reserved for math instruction. Computer placement beyond these parameters is left to individual sitebased Student Achievement Plans that are reviewed annually. As needed, District school sites provide assistive hardware and software to special education students including text-to-speech

(Cicero), voice recognition (Dragon), visual magnification (ZoomText XTRA), and Braille translators (Braille Beginner). Increasing access to appropriate learning resources through the effective use of technology is one of the Districtâ&#x20AC;&#x2122;s highest priorities. At the same time, the District has taken measures to assure that computer technologies are not utilized in an inappropriate manner. All District students, teachers, and staff members are required to sign an Appropriate Use agreement that includes policies relating to copyright, plagiarism, pornography, cyber bullying, and other issues. Also included are Web-publishing guidelines for staff members, teachers, and students. To prevent and/or minimize intrusion and hacking, inappropriate use of technology, and accidental exposure to inappropriate material, the District deploys a series of firewalls, filters, and monitors including Cisco ASA firewall, Barracuda Email SPAM filter, 8e6 URL filter, and Vericept network traffic monitor. Deepfreeze, an operating system recovery package, and Trend Micro anti-virus protection are installed on selected District workstations to reduce the number of trouble incidences and to increase the ability of the technicians to recover damaged systems. Anti-virus software is also used to protect the Districtâ&#x20AC;&#x2122;s email and networked servers. Student administration system files are backed up daily at both the site and District level. Data is secured from unauthorized access through the security measures offered through Windows 2003 Server software. The District is always searching for ways in which it can remove any excess, ongoing costs associated with technology. District and site personnel attend seminars to investigate software and hardware solutions that could reduce the total cost of ownership (TCO) associated with the purchase, upkeep, and upgrading of computers. Some of the technologies that the District currently deploys to lower TCO are virtual servers, terminal services, disk-imaging software, remote-installation software, and centralized storage capacity.

Section 5.b) Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the District’s teachers, students, and administrators to support the activities in the Curriculum and Professional Development components of the plan. The successful implementation of the District Technology Plan requires a robust network, sufficient bandwidth, up-to-date workstations with current operating systems, and appropriate educational and administrative software. In order to reach and maintain the curriculum goals outlined in this plan, the District has set policies that will direct and focus the purchasing and use of technology. Through the plan duration, technology purchases will be focused first on infrastructure items needed to support this plan. Telephone systems, network equipment, phone/network bandwidth, bandwidth monitoring equipment, network and voice-mail servers, computer hardware and software will be purchased as needed to maintain a productive level of communication throughout the District. Secondly, technology purchases will focus on the hardware and software needed to implement and support the following: • • • • • • • •

Data Director United Streaming Read 180 Accelerated Math Aeries Browser Interface (ABI) Teleparent Alexandria Library System Smart Boards/Projectors/DVD players

As the use of Teleparent increases, more emphasis will be placed on telecommunication. In order to support this increase of reliance on the District’s telephone systems over the next three years, the telephone switching and voice mail equipment will be upgraded throughout the District. A new Cisco 3845 Multi-Port gateway router will be placed at each site adding Voiceover Internet Protocol (VoIP) telephone capabilities and redundant call routes. A Cisco Unity centralized voice mail system will replace the old Nortel Meridian systems. This upgrade will allow teachers to have larger voice mail boxes, thereby allowing more and longer messages and access to voice mail from the teacher’s e-mail, making it easier to take notes and compose responses to parent inquires. Bandwidth management hardware and software will be upgraded to more accurately determine the bandwidth needs. Bandwidth utilization is the key to the success of the entire technology plan. All aspects of the plan, including Data Director, United Streaming, and Aeries Browser Interface rely heavily on a robust network backbone with sufficient bandwidth. To ensure that network bandwidth keeps pace with the growing demand, the Director of Technology will review statistics to assure the network continues to meet site classroom and administrative needs. As network utilization reaches sixty percent, additional bandwidth will be purchased to meet the need.

Core network equipment at each site will be upgraded or replaced to ensure state-of-the-art equipment form the basis of the network backbone. Cisco 3750 L3 Stackable Ethernet Switches and Cisco 3560 L2 Ethernet Switches will be used to replace current aging network equipment and configured to utilize bandwidth effectively and efficiently, allowing for maximum throughput for applications such as BiTech, Data Director, United Streaming, and ABI. As network connection demands grow, the District will add new Category 6 or better coppercable runs for workstations and Fiber Optic cable runs to interconnect Intermediate Distribution Frame (IDF) and Main Distribution Frame (MDF) wiring cabinets. As demand requires, old IDFs will be rewired or new IDFs will be installed. Where appropriate, the District will introduce secured wireless network access using a variety of standards such as 802.11b, 802.11g, 802.11n, and 802.1x. Server hardware will be purchased to support network infrastructure like Domain Names Services (DNS), Dynamic Host Configuration Protocol (DHCP), Active Directory authentication, and Web services for ABI. Servers will also be purchased to support the storage needs of teachers, students, applications such as United Streaming and Read 180, and e-mail. As the teachers are trained on these respective systems, additional servers and network services will be added to handle the increased loads. Computer hardware will be purchased, as needed, to support the District circular goals. The following standard software packages will be installed on each new computer: Microsoft Windows Operating System, Microsoft Office Professional including Power Point for presentations, Smart Board software, multimedia presentation software such as WinDVD and Windows Media Player, Antivirus software (Trend Micro), power management software (Power Save), and computer support and management software (Deep Freeze). The District will continue to expand its use of Assist to log and track requests for technical assistance, daily routine maintenance, and project related tasks. Teachers and other staff members will be encouraged to use this Web interface to report and track technical and technology based problems. This system will help site and District technology staff members organize, prioritize, and track requests of technical support. A network of site and District technicians will continue to support and maintain technology throughout the District as long as funding permits. This network of technicians includes a single technician at each site and three District-level technicians. Technical personnel at the school sites and the District will receive Windows XP Professional, Windows Vista, Windows 2003 Server, Microsoft Office 2003 and 2010, Cisco IOS training, HP hardware maintenance training, and other necessary training to stay current with technological advances.

Section 5.c) List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components identified in Section 5b. The District will provide the necessary telephone and network infrastructure to support current and anticipated educational and administrative needs. Sufficient network bandwidth and hardware will be maintained, modified, or upgraded to meet educational and administrative application needs. As network utilization reaches sixty percent, additional bandwidth (Wide Area Network) or new/additional hardware and cable infrastructure (Local Area Network) will be purchased. The District and its schools will supply personnel and expertise necessary to provide efficient and timely technical hardware and software support to its teachers, staff, and administrators. Over the next three years, the District will replace all telephone switching and voice mail equipment throughout the District. Deployment Schedule July 1, 2010 - June July 1, 2011 - June July 1, 2012 - June 30, 2011 30, 2012 30, 2013 • Purchase and deploy Cisco Unity centralized voice mail system

District Office

• Purchase and deploy Cisco 3845 Gateway Router