Fullerton Joint Union High School District Technology Plan 2013-2016.doc

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 l

Fullerton Joint Union High School District

District Technology Plan

July 1, 2013 – June 30, 2016

TABLE OF CONTENTS

Section 1.a - Duration

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 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

Section 3.c – Summary of the District’s curricular goals that are supported by this

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.

10

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.

13

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.

14

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.

17

Section 3.h - Description of goals about the District policy or practices that

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 4 – PROFESSIONAL DEVELOPMENT

Section 4.a - Summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development. 24

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

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 6 - FUNDING AND BUDGET COMPONENT CRITERIA

Section 6.a - List established and potential funding sources. 41

Section 6.b – Estimated Annual Implementation Costs for the Term of the

SECTION 7 - MONITORING AND EVALUATION COMPONENT CRITERIA

Section 7.a - Describe the process for evaluating the plan’s overall progress

Section 7.b. – Schedule for evaluating the effect of plan implementation 47

Section 7.c - Describe the process and frequency of communicating

SECTION 8 – EFFECTIVE COLLABORATIVE STRATEGIES WITH

ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY

The Fullerton Joint Union High School District, hereinafter referred to as "District," serves over15,132 students in grades 9-12 The District includes six comprehensive high schools (BuenaPark (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 Districtstudent 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 AngelesCounty and small portions of neighboring Orange County cities The demographics of theDistrict’s student population reflect the diversity of southern California: American Indian – 3percent; Asian – 18 percent; Native Hawaiian or Pacific Islander Filipino – 3.2 percent; Hispanic– 52.8 percent; African American – 2.1 percent; White – 21.3 percent Eighteen percent ofDistrict students are English language learners who speak 41 primary languages Studentsentering the District’s high schools come from four feeder elementary school districts with sevenjunior high or middle schools

The District’s six comprehensive high schools and continuation and alternative high schools areworking to meet the goals and objectives that have been adopted by the Board of Trustees Thesegoals and objectives were established with input from students, teachers, parents, communitymembers, and administrative staff They reflect the District’s commitment to every studentattending 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 ofknowledge and skills to continue formal education and/or enter a productive occupation upongraduation

• 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 theDistrict The purpose of technology in the schools is to support the learning process andacademic achievement of students This three-year plan covers July 1, 2013, through June 30,

2016, and outlines the needs, current resources, and goals of the following areas of technologyuse and support:

 Curriculum

 Professional Development

 Infrastructure, Hardware, Technical Support, and Software

 Funding and Budget

 Monitoring and Evaluation

of the DTP This participation included, but was not limited to, reviewing the plan, offeringinput and advice, and assisting with the actual writing of the DTP.

Section 2.b) Stakeholders

Students

Andrew Fraga, Student Board Member

Ceylon Dugas, SAC Vice Chair

Jessica Lim, BPHS ASB President

Grace Marshall, FUHS ASB President

Hanna Sanchez, LHHS ASB President

Colleen Jacobsen, SOHS ASB President

Patrick Kyung, SHHS ASB President

Ryan Daliwal, TRHS ASB President

Angelina Olabarria, LVHS ASB President

Lucia Carrillo, LVHS ASB President

Teachers

TRHS (continued) NOCROP Administrators

Jason Bradbury

John Oldenburg, SOHS Principal

Technicians Judy Fancher, SHHS Principal

Scott MacIntyre, TRHS APIO

Community at-large Leaders/Parents Marwan Nabi, TRHS APPS

Anne Sinek, Fullerton PTA Council President

Christina Chavez, La Habra PTA Council President Business Leaders

Diana Zamudio, BPHS PTA President Jack Mele, Data Impressions

Jennifer Gala, FUHS PTA President

Connie Cronin, LHHS PTA President

Maria Rojo, SOHS PTA President

Tricia Lively, SHHS PTA President

Luz Howchin, TRHS PTA Co-President

Melinda Rathmell, TRHS PTA Co-President

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 of Administrative Services, FJUHSD

Carl Samantello, Director of Technology, FJUHSD

Assisted by:

Sylvia Kaufman, Assistant Superintendent, Education/Assessment Services, FJUHSDCarmen 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 is4.75 to 1; meaning that for approximately every five students there is one computer available foruse The location of these computers on each campus varies depending on each school site’sSingle 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 bestpractices and experiment with technology to enhance their current teaching efforts and effectivecommunication with students and parent/guardians

Teachers and students in the District have access to technology tools during school and school hours including zero periods in early morning and after regular school hours Teachersand students use technology as a tool to promote learning Students have access to technology invarious settings, including classrooms, libraries, media centers, specialized computer labs, andCareer Centers

after-Libraries, computer labs, math labs, and media centers are equipped with banks of computerswhich 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 exploreresources 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 schooland 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 inthe Career Center, plus five open computer labs; students at LSHS and LVHS have access to theuse of laptops housed in the school’s library for use with homework and research; students atLHHS have access in the Library and a wireless MAC lab; students at SOHS also use theLibrary, a computer lab, and individual computers made available in teacher classrooms;students at SHHS have access in the Lyceum, computers located in the school office for studentand parent use, and in various classrooms; and students with special needs at all campuses haveaccess 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 atcommunity centers The Boys and Girls Clubs of Fullerton and La Habra provide after- schoolcomputer learning programs for local students of all ages The La Habra community-basedorganization, Rosie’s Garage, supports after-school programs for student remedial learningprograms and tutoring activities, including computer-based learning

To expand access beyond the school day, the District has implemented a Secure Sock LayerVirtual Private Network (SSL VPN) This technology creates a secure and encrypted networkconnection from any Internet-connected computer to District resources Teachers, students, andstaff members gain 24-hour access to District resources such as student and teacher file shares,

the District’s Aeries student information system, Illuminate, My Big Campus, teacher Webpages, SEIS, APEX online curriculum, 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, medicalcareers, the arts, Heritage of the Americas, ELD and Gateways reading intervention, theEngineering Pathway Innovative Change (EPIC), Digital Arts, Digital Media, 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 all of theDistrict Internet, educational, and business traffic, including application-specific traffic like

United Streaming, Accelerated Math, Read 180, APEX, and ABI/Aeries.net, the District’s student

information system

Alexandria Library System is used throughout the District to organize and maintain the multipletypes 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 inthe District as well as from outside the District, which enhances students’ ability to research andretrieve electronic resources and materials

Each classroom within the District has at least one multimedia, Internet-connected computeravailable for teacher and student use Each of these computers arrives in the classroom with thelatest 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 to-speech (Cicero), voice recognition (Dragon), visual magnification (ZoomText XTRA), andBraille translators (Braille Beginner)

text-Schools utilize technology and software in a wide variety of ways, dependent upon the gradelevel and content area Throughout grades 9-12, technology tools are used as a basis for studentlearning English and social science classes focus on the development of research, reading, andwriting skills Students in Economics classes check stock information bi-weekly through Internetresources English classes use Turnitin.com Student communication and presentation skills areenhanced through the creation of PowerPoint presentations These presentations are displayedthrough the teachers’ computer- to-ceiling mounted projectors installed in each classroom.Material from United Streaming, YouTube, My Big Campus, and Ted Talk are used tosupplement and enhance course curriculum In mathematics and science classes, students usecomputers, specialized software, Probeware, Google Earth, and graphing calculators to improvetheir comprehension of mathematical and scientific theories and concepts The EPIC programuses technology to calculate various component dimensions and stress test the robots used for thevarious robotics competitions 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 Specializedcurricular software is used in a wide variety of ways dependent upon site-based needs of theindividual populations at each school District wide, the District recommends and supports the

use of specific curricular-based software that includes: APEX, Riverdeep, Accelerated Math, and

Mind Research Institute for mathematics; Accelerated Reader and Read 180 for language arts;

and the use of Presi online preservation software and Microsoft Office for word processing,database, and presentation activities Some teachers use during class, or encourage the students

to view outside of class, lessons posted on the Internet by such groups as the Kahn Academy and

TedTalk 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 alsoimplemented the Special Education Information System (SEIS), a Web-based program thatrequires all Individualized Education Program (IEP) team members to input IEPs on-line Thissystem facilitates the recording and monitoring of IEPs and interfaces with the County Office toprovide 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 during the summer, but technology lessons are woven into academicsubject area classes throughout the school year when appropriate There is a level of expectationthat student proficiency will improve as the student progresses from ninth grade toward twelfthgrade and graduation The basic computer proficiencies are integrated into the curriculum,particularly within the four core content areas of language arts, mathematics, social science, andscience Subject-area instructors teach and practice information literacy skills to support studentmastery of the core content standards within each content area

When students enter District schools in ninth grade, Language Arts teachers and Library Mediatechnicians provide Freshman Library Orientations These orientations focus on the basicconcepts of information literacy, including task definition, information seeking strategies,location and access of information, use of information, synthesis, and evaluation Corecurricular research projects undertaken in the library media centers, labs, Career Centers andclassrooms reinforce student skills in information literacy through the use of Internet-based andresources 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 graduationprogress This system allows administrators to immediately review student records for gradechecks, improve attendance, transfer to schools within the District, and parental contactinformation Teachers have access to these electronic records via a Web-based interface to the

Aeries System known as Aeries Browser Interface (ABI) and Aeries.net.

The District infrastructure provides parents with access to teaching and administrative staffmembers through District and site-specific Web sites, telephones, cell phones, voice mail, email,and ABI/Aeries.net 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 andadministrative staff The District provides a telephone in each classroom and office Cellphones are available to management and other key staff members Many of the cell phones areavailable with access to data services and Internet The District has wireless access available andsome administrators have access to wireless broadband cards for their computers The Districtrelies on single-measured business lines, PRI circuits, and Fiber Optic Ethernet-based circuits toconnect all of the telephone and data systems

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 atelecommunication service (TeleParent), which sends a call to parents once per day to informthem of their student’s absence from school BPHS, FUHS, LHHS, LSHS, LVHS, and SOHSutilize the TeleParent telecommunication service, which also includes notification of studentbehavior, homework assignments, and class projects SHHS and TRHS use Edulink Aeries ABIprovides 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 My BigCampus (MBC), a Web browser-based “Facebook” type application that allows teachers topublish resources that contain student assignments, classroom syllabi and rules, and electronic

learning resources District schools, in conjunction with their Web-hosting service Edlio, are

using teacher-created Web pages, a voluntary program for which the site technician providestechnical support Teacher Web pages contain photos, samples of student work, studentassignments, classroom syllabi and rules, and electronic learning resources

Based on 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 thebenefits of education technology and encourage the District to expand technology use within theinstructional environment At each District school’s “Back-to-School Night,” school staffmembers share information with parents about the school’s informational Web site and staffemail addresses Additionally, school newsletters that are mailed to all parents contain Web siteinformation for parents to access school information from home through the Internet Parenteducation in the use of technology-based resources and tools is fostered by education and classessponsored by LSHS and school site-based ROP programs that provide adult education in use oftechnology, including the Internet and email

As part of the remediation plan, high schools offer technology-based math labs and providecomputer-based tutoring support before and after school hours, including evening hours at someschools The District offers two specially-designed courses to enhance student success with theCAHSEE, 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 onmathematics modules that are areas of strength as well as those that require additionalreinforcement

English language learners benefit from the use of computers using English languagedevelopment software Technology-based instruction in math labs facilitates learning for lower-achieving students, and graphing calculators are available for use by math students, particularlyfor 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 andspecialized 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

The District maintains a minimum computer specification that is reviewed every six months bythe Director of Technology and site technicians This review determines: 1) if the currentspecifications meet the technological demands of software use both current and foreseeable, and2) if prices for the current computer specification need to be renegotiated with vendors TheDistrict requires that all computers be purchased with a three-year onsite warranty and that anadditional 20 percent of the total cost be reserved for future computer replacement

in 1983 with broad-based community and staff participation The continued evolution since thattime has produced a set of objectives that constitute the core goals and objectives for reportingDistrict progress and status in a consistent manner and on an annual basis throughout the SSP.The District’s curricular mission is “to provide high-quality programs of sufficient breadth anddepth so that students, upon graduation, will have reached or surpassed District achievementstandards and will have a satisfactory level of knowledge and skills to continue their formaleducation and/or enter a productive education.”

The Board of Trustees continues to support the priority to address the CAHSEE graduationproficiency by providing appropriate opportunities and support programs for students to besuccessful with the exam Course outlines in English and mathematics are standards based onthe respective standards covered on the CAHSEE in both content areas

Schoolwide Adequate Yearly Progress (AYP) targets for improvement in student achievementare being met; however, sub-groups have not On an annual basis, each District school developsacademic priorities with a site-based, Single School Plan for Student Achievement The Planfocuses on academic and instructional strategies to meet or exceed a specific API ranking and toraise the level of student achievement on the annual norm reference test, the California StandardsTest (CST), 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, Illuminate and ABI/Aeries.net student records data are critical to this review, assessment, and analysis

process related to students’ academic needs

As accountability demands from the State level are implemented, the Aeries Student

Administration System and Illuminate update software to incorporate accountability measures

such as the CAHSEE onto each individual student record This allows administrators andteachers to instantaneously view and review student progress toward graduation and their current

standing within the accountability framework By utilizing the Aeries system and Illuminate,

administrators are able to easily query the database to identify those students who have not yetsuccessfully completed the CAHSEE or one of its modules As electronic versions ofaccountability measures become available from the State, such as CalPads, the District quicklyadopts 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 Common Core content standards District teachers will infuse lesson plans using Internet resources, electronic media, specialized software, and other technologies such as tablets, iPads, student response systems, and projectors

Objective 1 of 3:

Utilize Read 180 program or Gateways at select sites to support students learning and

reading skills of English Language Learners

Action Plan: Benchmark: Use Read 180 program for students scoring

below basic and far below basic in English Language Arts

 Evaluate site-established

benchmark data

 Utilize Illuminate monitor

data

 Coordinate efforts to use

data for educational

decisions

 Utilize data to appropriately

place students in courses

using Read 180 or Gateways

reading intervention

 Utilize achievement data for

instructional and educational

decision

 As students’ progress to

targeted goals, transition

students out of Read 180 or

Gateways class when

appropriate

July 1, 2013 - June 30, 2014 July 1, 2014 - June 30, 2015 July 1, 2015 - June 30, 2016

50%

60%

70%

Evaluation Instrument(s)

Data To Be Collected Schedule forEvaluation Program Analysis and Modification Process and Position(s) Responsible

Review Read 180 or Gateways

utilization logs, student

enrollment, and evaluate

site-established benchmark data

Quarterly Site administrator will review student

enrollment and achievement to determine the proper placement of students the in program

Objective 2 of 3:

Enrich History/Social Science lessons with multimedia resources from multiple sources

such as: United Streaming, Edu.YouTube, and My Big Campus to enhance student learning

and achievement

Action Plan: Benchmark: Increase in student achievement over the 2012 base.

 Retain 2012 baseline data by

 Plan for expanded use of

United Streaming and

Edu.YouTube as utilization

increases

 Use History/Social Science

curriculum committee to

develop bank of established

lessons as a resource for

teaching staff

 Utilize Illuminate to track

student achievement data

 Utilize achievement data for

instructional and educational

decisions

July 1, 2013 - June 30, 2014 July 1, 2014 - June 30, 2015 July 1, 2015 - June 30, 2016

assessments develop by this

plan.) Staff’s creation of

United Streaming

multimedia-based lessons and lesson plans

that include standards-based

content

Quarterly Site administrator will review student

achievement using standardized instruments Site administrator will also review History/Social Science

curriculum lessons and lesson plans

encouraging the use of United Streaming and Edu.YouTube multimedia.

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 2012.

 Coordinate efforts to use data

for educational decisions

 Utilize data to appropriately

place students in CAHSEE

classes

 Utilize achievement data for

instructional and educational

decisions

 As students’ progress to

targeted goals, transition

students out of CAHSEE

class use when appropriate

July 1, 2013 - June 30, 2014

40%

July 1, 2014 - June 30, 2015

50%

July 1, 2016 - June 30, 2016

Quarterly Site administrator will review student

enrollment and achievement to determine the proper placement of students the in program

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.

Action Plan: Benchmark: Student achievement based on annual assessment

measure developed by this 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 2012 baseline data by site

 Evaluate site data annually.

 Coordinate efforts to use data for

educational decisions.

July 1, 2013 June 30, 2014 July 1, 2011 - June 30, 2015 July 1, 2015 - June 30, 2016

Data To Be Collected Schedule forEvaluation Program Analysis and Modification Process and Position(s) Responsible

Student test score results and individual

classroom-based assessments develop

by this plan Assessment will include

English Language Arts and Social

Studies lesson plans Student orientation

exit survey Student research projects

and works cited in projects.

Within two months of completion of 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 of 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 3:

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

 Review District Acceptable

Use of Technology

documents for appropriate

language

 Add samples as needed

 Obtain Board approval

 Distribute acceptable use

documents

 Collect, review, and store

signed documents

July 1, 2013 - June 30, 2014

85%

July 1, 2014 - June 30, 2015

95%

July 1, 2015 - June 30, 2016

100%

Evaluation Instrument(s) Data To Be Collected Schedule forEvaluation Program Analysis and Modification Process and Position(s) ResponsibleReview of signed documents Every six months Site administrators review number of

signed documents within their sites to ensure the dissemination of

information

Objective 2 of 3:

District teachers, administrators, and staff members will attend an inservice meeting where

District-approved Internet acceptable use material will be distributed and discussed

 Review and Update Internet

acceptable use material and

lesson plans

 Incorporate District-approved

material into in service meet

 Establish 2012 baseline data

100%

July 1, 2014 - June 30, 2015

100%

July 1, 2015 - June 30, 2016

100%

Evaluation Instrument(s) Data To Be Collected Schedule forEvaluation Program Analysis and Modification Process and Position(s) ResponsibleAnalysis of use of District-

provided English language arts lessons including data gathered from self-reporting process

Annually Site administrators review number of

teachers using District-provided English language arts lessons

Evaluation Instrument(s)

Data To Be Collected Schedule forEvaluation Program Analysis and Modification Process and Position(s) ResponsibleAnalysis of use of District-

provided acceptable use of

technology lessons for English

Language Arts including data

gathered from self-reporting

process

Annually Site administrators review number of

teachers completing delivery of District-provided acceptable use of technology English Language Arts lessons

Objective 3 of 3:

All students will receive specific instruction each school year related to appropriateuse of technology including specific instruction related to unlawful uses of copyrightedworks, including the following topics: the concept and purpose of both copyright and fairuse; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; andavoiding plagiarism All District teachers will incorporate the District-provided lessons foreach grade level in to their English/Language Arts plans and curriculum

Action Plan: Benchmark: Increase in percentage of teachers whoupdate their lesson plans with District-approved

English/Language Arts curriculum over the 2012 base

 Review and Update Internet

acceptable use material and

lesson plans

 Incorporate District-provided

lessons into English/Language

Arts at 9, 10, 11, and 12 grade

 Develop process to monitor

data including a teacher

self-reporting processes

July 1, 2013 - June 30, 2014

80%

July 1, 2014 - June 30, 2015

90%

July 1, 2015 - June 30, 2016

100%

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 andresources in to their English/Language Arts plans and curriculum

Action Plan: Benchmark: Increase in percentage of teachers who update their lesson plans with District-approved

English/Language Arts curriculum over the 2012 base

 Review and Update Internet

safety material and lesson

plans

 Incorporate District-approved

lessons into English/Language

Arts at 9, 10, 11, and 12 grade

 Develop process to monitor

data including a teacher

self-reporting processes

July 1, 2013 - June 30, 2014

80%

July 1, 2014 - June 30, 2015

90%

July 1, 2015 - June 30, 2016

100%

Evaluation Instrument(s)

Data To Be Collected Schedule forEvaluation Program Analysis and Modification Process and Position(s) Responsible

Analysis of use of

District-approved Health and English

language arts lessons including

data gathered from

self-reporting process

Every six months 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.

be preloaded with the standard software outlined in this plan and will be capable of runningspecial software identified in this plan and accommodate the Common Core assessmentsscheduled for 2014/15

Action Plan: Benchmark: Lab availability during scheduled hours

 Set site library computer lab

availability schedules to

include time before, during,

and after school

 Analyze existing use of

facilities to ensure that all

sites are meeting the

objective

 Repair or replace

non-functioning 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

July 1, 2013 - June 30, 2014

Buena ParkFullerton

Objective 2 of 2:

During modernization, the District adopted a practice of updating technology in eachclassroom As a minimum setup, each classroom will contain at least one teacher and fivestudent-networked computer workstations, a DVD player, and a mounted LCD projectorthat will be connected to the teacher computer and the DVD player Each computerworkstation will be preloaded with the standard software outlined in this plan and will becapable of running special software identified in this plan

Action Plan: Benchmark: Percent of classrooms with standardizedtechnology setup

 Review modernization plans

to ensure each classroom July 1, 2013 - June30, 2014 July 1, 2014 - June30, 2015 July 1, 2015 - June30, 2016

receives the minimum

technology setup

 Verify that

previously-modernized rooms continue

to meet the minimum

standard

 Install equipment in

previously- modernized

rooms as needed

 Verify that all required

equipment id fully operable

and available to students and

teachers

 Use District survey to

determine student and teacher

activities Annually Site administrators review site classrooms to determine if they meet

the minimum district standard District administrators review site-based surveys 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 Illuminate 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

 Site administration will evaluate

current use of Illuminate.

 Teachers will receive Illuminate

training as needed.

 Use of Illuminate will be monitored

on a regular basis and data will be

shared with the Assistant

Superintendent of Education and

Assessment Services.

July 1, 2013- June 30, 2014 July 1, 2014 – June 30, 2015 July 1, 2015 - June 30,2016

90%

  95%  100% 

Evaluation Instrument(s)

Data To Be Collected Schedule forEvaluation Program Analysis and Modification Process and Position(s) Responsible

Illuminate utilization statistics 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 or Aeries.net 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/

Aeries.net.

 Teachers will receive ABI Gradebook/

Aeries.net training as needed.

 Use of ABI Gradebook/Aeries.net

will be monitored on a regular basis

and data will be shared with

Assistant Superintendent of

Education/Assessment Services.

July 1, 2013 – June 30, 2014 July 1, 2014 - June 30,2015 July 1, 2015 – June 30, 2016

90%

  95%  100% 

Evaluation Instrument(s)

Data To Be Collected Schedule forEvaluation Program Analysis and Modification Process and Position(s) Responsible

Aeries.net utilization statistics Three to four times

per year Site administrators will receive reports during 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.

Action Plan: Benchmark: All District staff members will utilize telephony and email

technologies to communicate with staff, students, parents, and the

community.

 Principals will review and report

on training or support needs for

the use of email and telephone

systems at each campus.

 On-line and self-guided training

materials will be updated as

needed.

 District will review utilization

report annually

July 1, 2013 – June 30, 2014 75%

July 1, 2014 – June 30, 2015 85%

July 1, 2015 - June 30,

2016 95%

Benchmark: Teachers will utilize the District and school site Web pages and

Web applications such as My Big Campus to communicate with students

and parents making class assignments and schedules available through an easily- accessed Web interface.

 My Big Campus training needs

will be assessed by site.

 Peer coaches will be identified

along with model lessons by

content area at each site.

 Demonstrations and specific

content training will utilize My

Big Campus at every

District-sponsored opportunity.

20%

  30%  40% 

Benchmark: Teachers will utilize TeleParent or EduLink 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.

Benchmark: Percentage of Parents/Students with ABI Accounts

 Review current ABI/Aeries.net

utilization and identify any

perceived areas of concern

 Notify parents and students

(yearly through the summer

mailer) of the ability to use

ABI/Aeries.net to view student

grades and attendance.

 Continue to provide quick link

on District Web page for

parent and student access to

ABI/Aeries.net.

 Mail ABI/Aeries.net flyers

home.

 Schedule ABI/Aeries.net

demonstrations during

back-to-school night activities.

 Encourage teachers to promote

ABI/Aeries.net to parents and

Data To Be Collected Schedule forEvaluation Program Analysis and Modification Process and Position(s) Responsible

Review use of home/school email

communication

Monitor and review of My Big

Campus, TeleParent/Edulink, and

ABI/Aeries.net utilization logs

Monthly Site administrator survey staff members on the

use of email, My Big Campus, and

TeleParent/Edulink Technology Services and

Communications will review ABI/Aeries.net

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 theachievement of technology goals annually During the regular school year, the Director ofTechnology and Communications Services, Director of Administrative Services, and theAssistant Superintendent of Education and Assessment Services will meet quarterly with theAssistant Principals of Instruction and Operations (APIOs) to review the progress of the goalsand 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 Superintendentand the Board of Trustees

SECTION 4 - PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA

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

Through observation by site-level administration, site-identified assessment surveys, and sitetechnology committee feedback, 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 annual reviews and ongoing feedback This data issubjective, descriptive, and qualitative rather than quantitative; however the data has proven to

be very reliable in determining the technology related professional development needs of Districtteachers and administrators The data provides a site-based and District profile of staffmembers’ technology proficiency in the following basic computer skills:

1 General computer knowledge and skills

2 Internet skills

3 Electronic communication skills

4 Word processing and data manipulation skills

5 Electronic presentation skills

6 Integration of technology in the classroom

7 Integration of technology in the curriculum

8 Integration of technology in state Common Core assessments

The teacher demand for professional development in technology is high Based on the datateacher use of technology that is fully integrated within the curriculum indicated most staffmembers practicing full integration on a regular basis Most staff members evaluate themselves

as proficient using technology in the classroom and using technology to support student learning.Professional development must address these desires to fully integrate technology tools withinthe content-standards curriculum The future activities of site-based staff training must includeprofessional development that assists teachers with building upon their basic proficienciestoward the integration of technology use within the instructional process This plan necessitates

a continued focus on proficiencies, including the use of nascent hardware and software, asappropriate, and steps toward increased technology integration Priorities for District-levelprofessional development activities from September, 2013, through June, 2016, include anemphasis on the Common Core subject areas, commencing with English and mathematics thatare strategic to student success, then science and social science, and, finally, electives

The District provides professional development to meet the needs of the teachers andadministrators as identified through needs assessments and established curriculum priorities.Since formal surveys are no longer conducted due to budget reductions, the District will utilizeelectronic “survey monkey” type products to gather data related to teacher and administrativetechnology professional development needs Included in this survey are areas related to theintegration of technology use within the curriculum and State Common Core standards and thetechnology support needed to maintain the use of that technology The result of this survey will

be used to guide the focus of the District’s annual professional development plan

The District’s annual professional development plan is implemented in a variety of ways in orderthat teachers, administrators, and technical support staff members can frequently be involvedwith training that builds competencies and supports opportunities to apply those computercompetencies to the workplace Training plans are coordinated with the Technology andCommunications Services division District curriculum committees meet monthly and provideguidance in identifying ongoing professional development needs for Common Core standards-based curricular workshops, including the importance of professional development in writing,reading, and mathematics Site administrators and each site’s Technology Coordinator areresponsible for a site professional development plan, based upon site needs and the TechnologyImplementation Plan In a collaborative process, instructional staff members at each school play

a leadership role as they the plan three professional development days (as release days) eachyear In addition, school site staff members, both certificated and classified, are offeredtechnology training opportunities which may occur during the work day or after school hours.When professional development funds become available, staff member training opportunities aremade more accessible by the site or the District providing substitute teachers or hourly pay forthose staff members participating in the training

Staff members participating in professional development have access to the technology toolsthey need to apply new skills immediately following the training Because of DiscretionarySchool Site Block Grants and other site and District funds for technology, each District teacherhas a minimum of one computer to individually practice newly-acquired technology skills and toapply the skills in the classroom On-site technology specialists, including TechnologyCoordinators, ad hoc mentors, and technology support staff, are available to address staffmember needs at each campus

As new technologies become available and are deemed applicable for District teaching andlearning, instructional hardware and software are upgraded As has been the case with

Accelerated Math 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 forinstruction that improves teaching and learning in a standards-based curriculum In addition,classroom management strategies are guided by District-level policies and practices that provideteachers with clear directives related to the appropriate use of technology, including gradingguidelines, course outline expectations, and the District’s Acceptable Use of Technology Policyand 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 providingprofessional development opportunities based on annual District and site needs assessments,District priorities for teaching and learning a standards-based curriculum, and the District’sProfessional Development Plan

Action Plan: Benchmark: Increase Over the 2012 site-based surveys and

Survey Money data

 Establish District committees to

help determine preferred

technology by curricular area.

 Establish baseline data 2012

site-based survey and Survey Monkey

data

 Provide regularly-scheduled

training for District staff members

to acquire proficiency in the use of

the established preferred

 Develop and expand a peer support

system to assist faculty in the use of

Data To Be Collected Schedule forEvaluation Program Analysis and Modification Process and Position(s) Responsible

Self-evaluation, staff development

records, employee annual reviews,

site-based survey, and Survey Monkey

data

Self-evaluation surveys at the end of each training class, annual staff dev

records, employee annual reviews, site Principal or APs verify teacher use.

The Director of Technology and Director of Administrative Services 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 English/Language Arts, Mathematics, Science, and Social Science teachers will be trained in the use and integration of technology to utilize during the State Common Core assessments.

Action Plan: Benchmark: Proficiency based on self-evaluation

 Develop and expand a peer

support system to assist

faculty in the use of software

development records, site-based

survey, and Survey Monkey

data

Self-evaluation surveys at the end

of each training class, annually Staff development records, and Survey Monkey data

The Director of Technology and Director of Administrative Services 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

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.

 Develop and expand a peer

support system to assist

faculty in identifying cyber

July 1, 2014 - June

30, 2015

100%

July 1, 2015 - June

30, 2016

100%

Evaluation Instrument(s)

Data To Be Collected Schedule forEvaluation Program Analysis and Modification Process and Position(s) ResponsibleReview of staff survey, staff

training records, staff annual

peer reviews, and workshop

evaluation records and review

of teacher/classroom Web sites

Survey –Staff Peer Review - Annually Staff Training records - At the end

of training and every three months

The Assistant Superintendent of Education and Assessment Services, Technology and Communications Services Division staff members, and principals review staff annual survey, staff training records, and workshop evaluation records

Objective 2 of 2:

All teachers will attend training to help them understand appropriate use of copyrightedmaterial

 Develop and expand a peer

support system to assist

July 1, 2014 - June

30, 2015100%

July 1, 2015 - June

30, 2016100%

Evaluation Instrument(s)

Data To Be Collected Schedule forEvaluation Program Analysis and Modification Process and Position(s) ResponsibleReview of staff survey, staff

training records, staff annual

peer reviews, and workshop

evaluation records and review

of teacher/classroom Web sites

Survey – Staff Peer Review - Annually Staff Training records - At the end

of training and every three months

The Assistant Superintendent of Education and Assessment Services, Technology and Communications Services Division staff members, and principals review staff annual survey, staff training records, and workshop 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 2:

All teachers will be trained in technology-based student assessment, classroom

management tools such as IlluminateED, Aeries ABI Student Information System including

ABI Gradebook, My Big Campus, TeleParent and EduLink home communications systems, and State Common Core Assessments.

Action Plan:

 Schedule Technology Lab

training for IlluminateED,

Aeries ABI, My Big Campus,

TeleParent and Edulink, and

State Common Core

Assesments.

 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 IlluminateED and

July 1, 2014 June 30, 2015

-100%

July 1, 2015 June 30, 2016

-100%  

Evaluation Instrument(s)

Data To Be Collected Schedule forEvaluation Program Analysis and ModificationProcess and Position(s) ResponsibleReview of staff survey data, staff

training records, staff annual peer

reviews, and workshop evaluation

records and review of

teacher/classroom Web sites

Survey –Staff Peer Review - Annually Staff Training records - At the end

of training and every three months

The Assistant Superintendent of Education and Assessment Services, Technology and Communications Services Division staff members, and principals review staff annual survey, staff training records, and workshop evaluation records

Objective 2 of 2:

Selected iSierra teachers will be trained in Apex Online Learning Management System

Action Plan:

 Schedule Technology Lab

training for Apex Online

Learning System

 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 Apex Online

July 1, 2014 June 30, 2015

-100%

July 1, 2015 June 30, 2016

-100%  

Evaluation Instrument(s)

Data To Be Collected Schedule forEvaluation Program Analysis and ModificationProcess and Position(s) ResponsibleReview of staff survey data, staff

training records, staff annual peer

reviews, and workshop evaluation

records

Survey –Staff Peer Review - Annually Staff Training records - At the end

of training and every three months

The Assistant Superintendent of Education and Assessment Services, Technology and Communications Services Division staff members, and principals review staff annual survey, staff training records, and workshop 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 tomonitor whether the professional development strategies and methodologies utilizing technologyare being implemented according to benchmarks and timelines Designated staff members ateach school site are responsible for monitoring progress toward the stated objectives Ongoingstaff surveys, professional development surveys immediately following training workshops, andinformal feedback, as a result of professional development activities, provide significant input tostaff members who are responsible for program implementation Course corrections,modifications, or deletions to the five-year plan for District professional development arepossible consequences of staff input

The Director of Technology, Director of Administrative Services, the Assistant Superintendent

of Education and Assessment Services monitor and review the annual District ProfessionalDevelopment Survey, the District Survey Monkey results, and the District Three-YearTechnology Plan for information and guidance that is critical to decision making about theappropriate direction of subsequent professional development Issues to be considered arewhether the Action Plans and Timeline are on-track as planned and if all planned aspects of theprofessional development program are implemented or, if not, why they are not; whether or notteachers and administrators feel supported after initial training when questions or new situationsarise; if teachers and administrators use what is taught; and if the professional developmentprogram results in changes in instruction over time that have a positive effect on studentlearning

The status of implementation of the Professional Development component is reported to theSuperintendent at weekly Cabinet and Administrative Council meetings as necessary Statusreports about professional development are given to the Board of Trustees on an ongoing basisthrough Weekly Board Letters (WBLs) The Board of Trustees also is formally presented withinformation about the status of professional development that is incorporated into formal Boardpresentations The Superintendent makes recommendations for any necessary modifications toDistrict practice as a result of both the ongoing informal and the formal reporting processes

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

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 by100Mbps Fiber Optic circuits For Internet access, the District is connected to the OrangeCounty Department of Education (OCDE) via a 250Mbps Fiber Optic circuit This allows theDistrict to utilize Internet resources including downloading full-motion video for professionaldevelopment, using distance education software, video conferencing, or receiving streamingvideo

This current network infrastructure accommodates all District Internet and business application

traffic, including application-specific traffic like Apex Online Learning Management Systems,

My Big Campus, Accelerated Math, Read 180 and Alexandria Library System The District’s

business activities such as BITECH financial accounting system, Payroll, Special Education

Student Information System (SEIS), 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 anissue that he or she cannot solve, they either contact District technicians or their colleaguetechnicians at other sites This assistance “network” is strengthened through monthly meetingsheld with all site technicians and District technology staff members To supplement the needs ofthe site technicians, the District employs three full-time computer/network technicians

The District maintains a minimum computer specification that is reviewed every six months bythe Director of Technology and site technicians This review determines: 1) if the currentspecifications meet the technological demands of software use both current and foreseeable, and2) if prices for the current computer specification need to be renegotiated with vendors TheDistrict requires that all computers be purchased with a three-year onsite warranty and that anadditional 20 percent of the total cost be reserved for future computer replacement

Each classroom within the District has at least one multimedia, Internet-connected computeravailable for teacher use and some classrooms have five computers for student use Each ofthese computers arrives in the classroom with the latest revision of the Microsoft Officeproductivity suite and a network card that allows Internet access Within the District, only threepercent of the computers are Macintosh, the rest are IBM compatible PCs IBM-compatible PCsutilize 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 ofthose labs being reserved for math instruction Computer placement beyond these parameters isleft to individual site-based 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 (ZoomTextXTRA), and Braille translators (Braille Beginner).

Increasing access to appropriate learning resources through the effective use of technology is one

of the District’s highest priorities At the same time, the District has taken measures to assurethat 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 includespolicies relating to copyright, plagiarism, pornography, cyber bullying, and other issues Alsoincluded are Web-publishing guidelines for staff members, teachers, and students To preventand/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 includingCisco ASA firewall, Barracuda Email SPAM filter, and Lightspeed URL filter and trafficmonitor

Deepfreeze, an operating system protection package, and Trend Micro anti-virus protection are

installed on selected District workstations to reduce the number of trouble incidences and toincrease the ability of the technicians to recover damaged systems Anti-virus software is alsoused to protect the District’s email and networked servers Student administration system filesare backed up daily at both the site and District level Data is secured from unauthorized accessthrough the security measures offered through Windows 2008R2 network operating systeminfrastructure

The District is always searching for ways in which it can remove any excess, ongoing costsassociated with technology District and site personnel attend seminars to investigate softwareand hardware solutions that could reduce the total cost of ownership (TCO) associated with thepurchase, upkeep, and upgrading of computers Some of the technologies that the Districtcurrently deploys to lower TCO are virtual servers, virtual desktops, 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 appropriateeducational and administrative software In order to reach and maintain the curriculum goalsoutlined 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 itemsneeded to support this plan Telephone systems, wired and wireless 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 ofcommunication throughout the District The District is looking at the benefits of implementingincreased use of iPads and tablet devices at the high school level to capitalize on the increaseduse of technology and handheld devices at the feeder middle schools Technology purchases willfocus on the hardware and software needed to implement and support the following:

 Illuminate Ed

 iSierra (Apex Learning Management System)

 Special Education Information System (SEIS)

 My Big Campus

 Read 180

 Accelerated Math

 Aeries Browser Interface (ABI)

 Teleparent and EduLink home notification systems

 Alexandria Library System

 Smart Boards/Projectors/DVD players

As the use of Teleparent and EduLink increases, more emphasis will be placed on

telecommunication In order to support this increase of reliance on the District’s telephonesystems over the next three years, the telephone switching and voicemail equipment will beupgraded The District’s Cisco Call Manager and Cisco Unity voicemail servers will be upgraded

to increase capacity and maintain reliability These upgrades will allow teachers to have largervoicemail boxes, thereby allowing more and longer messages and access to voicemail from aweb interface, making it easier to take notes and compose responses to parent inquires

Bandwidth management hardware and software will be upgraded to more accurately determinethe bandwidth needs Bandwidth utilization is the key to the success of the entire technology

plan All aspects of the plan, including Apex Online Learning, Common Core Assessments,

Illuminate Ed, Read 180, and Aeries Browser Interface rely heavily on a robust network

backbone with sufficient bandwidth To ensure that network bandwidth keeps pace with thegrowing demand, the Director of Technology will review statistics to assure the networkcontinues to meet site classroom and administrative needs As network utilization reaches sixtypercent, 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-artequipment form the basis of the network backbone Cisco 3750 L3 Stackable Ethernet Switchesand Cisco 3560 L2 Ethernet Switches will be used to replace current aging network equipmentand configured to utilize bandwidth effectively and efficiently, allowing for maximumthroughput for applications such as BiTech, Illuminate Ed, Read 180, and ABI

As network connection demands grow, the District will add new Category 6 or better cable runs for workstations and Fiber Optic cable runs to interconnect Intermediate DistributionFrame (IDF) and Main Distribution Frame (MDF) wiring cabinets As demand requires, oldIDFs will be rewired or new IDFs will be installed

copper-To address the increasing need of Bring Your Own Device (BYOD) and possible use withCommon Core Assessments, the District will introduce secured wireless network access using avariety of standards such as 802.11b, 802.11g, 802.11n, and 802.1x The District will take athoughtful and careful approach to the safe use of wireless technology and wireless technologydevices After a careful assessment of need, depending on the findings, wireless access pointsmay be placed at District school sites in strategic areas to maximize coverage for students andteachers All access points will be connected to the District backbone and managed through acentral system that allows the District to enforce and maintain District acceptable use andnetwork access policies

Server hardware will be purchased to support network infrastructure like Domain NamesServices (DNS), Dynamic Host Configuration Protocol (DHCP), Active Directoryauthentication, and Web services for ABI Servers will also be purchased to support the storageneeds of teachers, students, applications such as My Big Campus, Read 180, and e-mail As theteachers are trained on these respective systems, additional servers and network services will beadded to handle the increased loads

Computer hardware and software will be purchased, as needed, to support the District curriculargoals The following standard software packages will be installed on each new computer:Current versions of Microsoft Windows Operating System, Microsoft Office Professionalincluding Power Point for presentations, Smart Board software, multimedia presentationsoftware such as WinDVD and Windows Media Player, Antivirus software (Trend Micro),power management software (Power Save), and computer support and management software(Deep Freeze and Dameware)

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 staffmembers will be encouraged to use this Web interface to report and track technical andtechnology based problems This system will help site and District technology staff membersorganize, prioritize, and track requests for technical support A network of site and Districttechnicians will continue to support and maintain technology throughout the District as long asfunding permits This network of technicians includes a single technician at each site and threeDistrict-level technicians Technical personnel at the school sites and the District will receiveWindows Vista, Windows 7, Windows 2008 and 2012 Server, Microsoft Office 2010, Cisco IOStraining, HP hardware maintenance training, and other necessary training to stay current withtechnological advances