smuhsd tech plan

8/14/2019 SMUHSD Tech Plan

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Appendix J Technology Plan Contact Information

Education Technology Plan Review System (ETPRS)Contact Information

County & District Code: 41 - 69047School Code (Direct funded charters only): _ _ _ _ _ _ _LEA Name: San Mateo Union High School District

*Salutation: Mr.*First Name: Kyle*Last Name: Brumbaugh*Job Title: District Technology Coordinator*Address: 650 N. Delaware*City: San Mateo

*Zip Code: 94401*Telephone: (650) 558-2220 Ext:2780Fax:*E-Mail: [email protected]

Please provide backup contact information.1st Backup Name: Patricia Kurtz1st Backup E-Mail: [email protected] Backup Name:2nd Backup E-Mail:

*Required information in the ETPRS

San Mateo Union High School District District Technology Plan 2008-2011


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EDUCATIONTECHNOLOGY

PLANJULY 1,2008JUNE 30,2012



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Table of Contents

District Summary and Plan Duration (Criteria Item 1) ......................... 4

Stakeholders Involvement (Criteria Item 2) .......................................... 5

Curriculum Driven Technology Goals(Criteria Item 3) ....................................................................................... 6

Professional Development and Implementation(Criteria Item 4)...................................................................................... 24

Infrastructure, Hardware, Technical Support, and Software(Criteria Item 5)...................................................................................... 37

Funding and Budget

(Criteria Item 6)...................................................................................... 43

Monitoring and Evaluation(Criteria Item 7)...................................................................................... 46

Effective Collaborative Strategies With Adult Literacy Providers toMaximizethe Use of Technology Criterion(Criteria Item 8)...................................................................................... 48

Effective, Research-Based Methods, Strategies, and Criteria

(Criteria Item 9)...................................................................................... 49

Appendix C: Criteria for EETT Funded Education Technology Plans 55



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District Overview

The San Mateo Union High School District is located in central San MateoCounty and serves the communities of San Mateo, Burlingame, Millbrae, FosterCity, Hillsborough and San Bruno. The district currently serves 8,250 students in

6 comprehensive high schools (Aragon, Burlingame, Capuchino, Hillsdale, Millsand San Mateo) and a continuation school. (Peninsula) The SMUHSDdemographics vary from school to school and there is representation from mostethnic groups and socio-economic levels.

The San Mateo Union High School District believes that all students need toaccess information, manipulate data, synthesize concepts and express theirideas creatively using text, graphics, audio and video media.

The district technology plan serves as the framework within which a technology-enriched curriculum in SMUHSD schools will support stated District goals for

student achievement over the next three years.

The plan will help the Board of Trustees, administrators, teachers, students,parents and community members commit the necessary resources and gaugethe success of our efforts during this period.

Having a current State-certified technology plan qualifies the district to receiveFederal Formula funding under the Enhancing Education Through Technology(EETT) grant. A certified technology plan also fulfills basic State requirements forE-Rate discounts for telecommunication products and services.



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1. PLAN DURATION

The benchmarks and timelines in this technology plan will guide San MateoUnion High School District use of technology from July 1, 2008 to June 30, 2012

Technology can connect the world to our students and provide a depth andwealth of experiences in instruction that can reach students of all learningmodalities. Students become architects of their own knowledge acquisition andintegration, using vast resources at their fingertips by keyboard, mouse, orremote control to bring personal meaning, perspective and expression to theknowledge they acquire.

Technology also serves as a tool to dramatically improve the presentation,management and assessment functions of education. As teachers increase theiruse of performance-based assessment as a tool to continuously improve studentlearning, the power of technology can facilitate designing of student standards-

based activities and projects while incorporating better tracking of students' workand progress. Teachers will be able to guide students to activities and projectsthat assist each student in mastering the state content standards in addition toproviding career skills, while at the same time allowing students to become thearchitects of their own learning.

The district technology plan serves as the framework within which a technology-enriched curriculum in SMUHSD schools will support stated District goals forstudent achievement over the next four years.

The plan will help the Board of Trustees, administrators, teachers, students,

parents and community members commit the necessary resources and gaugethe success of our efforts during this period.

Having a current State-certified technology plan qualifies us to receive FederalFormula funding under the Enhancing Education Through Technology (EETT)grant. A certified technology plan also fulfills basic State requirements for E-Ratediscounts for telecommunication products and services.



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2. STAKEHOLDERS

- Dominic Bigue, Technology Coordinator, Capuchino High School- Kyle Brumbaugh, Technology Coordinator, SMUHSD- Mandy Clothier, Technology Coordinator, Peninsula High School

- Steve Erle, Technology Coordinator, Burlingame High School- Kathleen Ferenz, CTAP Liaison / California Technology Assistance Project- Patsy Fergusson, Technology Coordinator, San Mateo High School- Marvin Gin, Technology Coordinator, San Mateo High School- Richard Hardt, Director of Technology, San Mateo Union High School District- Martha Jones, Librarian, Burlingame / Hillsdale High Schools- Dan Kiely, Librarian, San Mateo High School- Patricia Kurtz, Director of Curriculum Development- Anna Lapid, Librarian, Aragon / Capuchino High Schools- George Pleasant, Technology Coordinator, Mills High School- Kennet Santana, Technology Coordinator, Hillsdale High School

- Jim Smith, Technology Coordinator, Aragon High School

The initial data collection process was established through the work of school siteTechnology Coordinators and Librarians. These stakeholders arerepresentatives of all seven district schools and collected information from theteachers and administrators at each school site. This group met a total of twelvehours to synthesize the data from all schools to create a comprehensive plan thatmeets the needs of all seven district schools.

As part of the process, stakeholders created a public collaborative document,with the assistance of a CTAP liaison, using Google Docs and Spreadsheets

during an initial brainstorming session. Later, the group moved the information toa public wiki to provide for a transparent process to allow all teachers andadministrators to provide input to the process during the formulation of the plan.



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3. CURRICULUM COMPONENT

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

Currently, all SMUHSD students and teachers have access to technology in theirschools. Each site has a computer lab as part of the Library / Media Center,accessible to students before and after school, as well as during lunch. Eachschools Library / Media Center provides a variety of online resources forstudents through subscription services to assist students in research.(Encyclopedia Britannica, World Book Encyclopedia, NewsBank, Issues andControversies and WebFeet) These resources are available to students oncampus and at home. Each SMUHSD school has a variety of computersavailable for general use or specialized programs, computers are deployedbased on the program needs of each school. In most instances, computers aredeployed in large classroom sized labs or in 4 to 8 station mini-labs. At all levels,

students are expected to utilize the tools of technology to further their learning.The Special Education specialists ensure that students with disabilities areprovided access to appropriate assistive technologies. GATE and EnglishLearners have additional access in their classrooms and in numerous labs andmedia centers on each school site. Currently, the ratio of students to computer isless than 5 to 1 district wide

All classrooms in the SMUHSD have a connection to the local area network(LAN) and the Internet. There is at least one computer in every teaching stationfor teachers and students to use. Teachers also have access to the local areanetwork through workstations in faculty work rooms and laptops. The number of

teachers with laptops varies from school to school. Generally, teachers use theworkstation in the classroom to connect with parents and students via e-mail andone of the district communication tools (School Loop or Edline), to create lessonsand conduct research

3b. Description of the districts current use of hardware and software tosupport teaching and learning.

The use of technology by teachers increases annually. Technology tools havenow become the predominate way in which teachers create instructionalmaterials, manage grades and attendance, communicate with colleagues andparents, and gather information for planning lessons. As illustrated in Table 1,the use of technology tools has allowed teachers to become better prepared andmore connected to their colleagues, students and their parents. Teachers haveaccess to numerous curriculum tools, shared department storage, online gradebooks and collaboration space and student information systems.

The use of technology tools supports student learning in a variety of ways.Students have access technology based learning tools in most subject areas to



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Table 2: Teachers Assigning of Work Using Technology Tools

Teachers assign students work that involves using technology (computers, video,Internet, and hand-held devices) with the following frequency (number of responses,and relative percentage):

Daily2-4 daysa week

Betweenonce aweekand

monthly

Lessthan

monthlyNever

TotalResponses

Word processing 37 13% 68 24% 113 40% 49 17% 14 5% 281

Reinforcement andpractice

29 10% 45 16% 73 26% 74 26% 60 21% 281

Research, using the

Internet and/or CD-ROMs 18 6% 40 14% 125 44% 75 27% 23 8% 281

Creating reports orprojects

14 5% 36 13% 131 47% 80 28% 20 7% 281

Demonstrations orsimulations

9 3% 24 9% 91 32% 88 31% 69 25% 281

Correspondence withexperts, authors,students from otherschools, etc., via email

or Internet

11 4% 11 4% 48 17% 76 27% 135 48% 281

Solving problems oranalyzing data

16 6% 36 13% 79 28% 69 25% 81 29% 281

Graphically presentinginformation

15 5% 35 12% 76 27% 74 26% 81 29% 281

3c. Summary of the districts curricular goals that are supported by thistech plan.

In 2004-05, the SMUHSD moved to a new academic core to support theacademic achievement of students and giving them 'real choices' toward highereducational opportunities or other training programs. As part of the academiccore, technology literacy will be embedded into the curriculum of the coursestaught in the first two years of high school. Support courses have beenestablished to assist and remediate students who are having difficulty meetingthe goals outlined in the academic core, technology tools are often used in these



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classes to accelerate student improvement and differentiate instructionalpractices.

The Academic Core Plan that has been adopted by the SMUHSD has thefollowing elements. All 9th and 10th grade students will be programmed into the

following required courses: 2 years of English, 1 year of Algebra, 1 year ofGeometry, 1.5 years of Social Science, 1 year of d level Science by grade 10, 1year of World Languages by grade 10, 1 year of Arts in grades 9-12, 1 year of PEin grade 9, one additional year of PE in grades 10-11. As part of each of thesecourses, technology skills will be integrated into the subject matter to assiststudents in developing expertise in the use of technology tools.

As students move past the first two years of high school, their use of technologywill enhance learning and prepare them for post-secondary educationalopportunities. Students from the time they enter the SMUHSD, will begin tocollect artifacts to document their use of technology as part of the educational

process. Students will create a 'digital portfolio.' The digital portfolio will containwork from each of the technology literacy skills in the Academic Core.

To support student achievement and the Academic Core, the SMUHSDestablished a 7 period day at all six comprehensive high schools in 2006. The 7period day was designed to help each student prepare themselves for college orother post high school training and increase the number of students passing thehigh school exit exam. The 7 period day also provides students additionalopportunities to take enrichment classes which will enhance their use oftechnology tools.

In 2000, the voters passed an initial District Modernization Bond (Measure D) torefurbish and replace outdated facilities. As part of this process, all new facilitieswere wired with Category 6 cabling to support current and future networking andtechnology needs. A new phone system, using Voice of Internet Protocol (VoIP)technology, was installed. The new phone system will allow the district tointegrate voice, video and data technologies in the future. Specialized facilities atseveral high schools were built to support the use of technology in theeducational process. Reading, Publications and Video Production labs were builtat several schools. In 2006, the voters passed a supplemental bond (MeasureM) to finish and increase the number of modernization projects initiallyundertaken through Measure D. As part of Measure M, new facilities will be builtand others will be renovated, in both cases, new facilities will have infrastructureto support new and future technologies which will in turn support studentacademic achievement.

The SMUHSD, in collaboration with the Regional Occupational Program (ROP),has several Career / Technical Education programs which use technology tosupport student achievement. There are currently programs in Biotechnology,Child Growth and Development, Graphic Arts, Information Technology, Robotics,



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Video Production. In many of these programs, students areusing state-of-the-art technology to acquire marketable skills and training towardpossible careers. Many courses have received approval from the University ofCalifornia as approved electives. Most programs have articulation agreementswith local community colleges.

With the establishment of the Academic Core and the 7 period day, each schoolsite adopted a weekly schedule which provided for embedded time for teachersto collaborate and participate in professional development activities. There isalso time within the school day for teachers to work individually or in smallcollaborative groups on a variety of projects, including technology integration.

To coordinate school site and district goals there is a Technology Coordinatorsgroup that meets monthly to develop district wide strategies for technologyintegration. Each school then develops their own technology integration planthrough site councils using a variety of resources.

State & Federal district-wide student achievement data: State Content and Performance Standards The district LEA Plan The Districts program for English Language Learners. Current District Technology Plan

These plans are reviewed and modified annually at each school through theirSingle Plan for Student Achievement and aligned to this plan and other districtplanning guidelines.



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3d. List of clear goals, measurable objectives, annual benchmarks, and animplementation plan for using technology to improve teaching and learningby supporting the district curricular goals and academic contentstandards.

Goal 1: Students and teachers will use a variety of technologies to infuse 21stCentury information literacy skills into teaching and learning.

Objective 1.1: By June 30, 2012, 90% of existing courses will be updated and willintegrate new technologies that infuse 21st century information literacy skills intoteaching and learning.

Year 1 Benchmark: By the school year 2009, 40% of course offerings will have aproject that infuses new technologies and 21st Century information literacy skillsinto teaching and learning.




Implementation Plan: This is the plan to assure progress on the goal, objectiveand benchmarks

Activities TimelinePerson(s)Responsible

Monitoring & Evaluation

Districtcurriculumcouncils will

evaluate courseofferings forlevel of newtechnologyintegration.

2008-2009 CurriculumCouncils

District curriculum, technologyadministrators, and school siteadministrators track the developmentand implementation of all activitiesand accomplishments monthly and

report progress at regular district/siteadministration meetings.Modifications to our district activitieswill be made as needed in order toensure that we meet or exceedmeasurable objectives.

Identify current 2008- Curriculum See above



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21st Centuryinformationliteracy skillsand include incourse

curriculumdescriptions.

2009 andagain in2011-2012

Councils

Integrate 21stCenturyinformationliteracy skillsinto courseofferings.

2008-2009

Teachers See above

Evaluate courseofferings fortechnologyintegration bysubject area

AnnuallyCurriculum

CouncilsSee above

Skills survey ineach courserelating totechnologyintegration.

Annuallyin May

DepartmentChairs andCurriculumCouncils ineachacademicdiscipline

Collection of all school surveys bythe Curriculum Council in eachacademic discipline. Report back tothe District Technology Coordinatorand Instruction Council.

3e. List of clear goals, measurable objectives, annual benchmarks, and animplementation plan as to how and when students will acquire technologyand information literacy skills needed to succeed in the classroom and theworkplace.

Changes in the workplace require students and citizens who, as lifelong learners,can take responsibility for their own learning. To achieve meaningful educationreform requires adequate and appropriate infusion of technology to support aneducation system, which will meet the demands of the 21st century. "TheDepartment of Labor projects that people will hold on average 10.2 jobs betweenthe ages of 18 and 38..." Fletcher, An Eye on the Future, T.H.E. Journal, July

2007.

At the end of four years, it is our vision that San Mateo Union High School Districtgraduates will be better prepared academically, socially and technologically toassume a successful and fulfilling role in society. The SMUHSD is committed tohelp all students achieve mastery of the State Academic Content Standardswhile developing critical thinking, problem solving and interpersonal skills that areessential for academic and workplace success.

http://www.thejournal.com/articles/20928http://www.thejournal.com/articles/20928


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The SMUHSD currently has one approved course, titled GlobalCommunications, which focuses on 21st Century skills. The ISTE NETSstandards and the Digital Citizenship curriculum at Kansas State University havebeen instrumental in the development of this course. Through the duration of thistech plan, current and future course offerings will review using these documents

as a template to integrate these skills into SMUHSD course work.

Information Literacy and 21st Century learning skills have been identified asdistrict goals through the implementation of the academic core and the 7 periodday. To meet these goals teachers will need additional professionaldevelopment activities to integrate these skills into the curriculum. In researchingthese skills, work from a variety of sources has been identified as critical tomeeting these needs. Also, the need for variety of professional developmentdelivery strategies has been identified as a necessary component to the plan.

Goal 2: Students will use digital resources, including but not limited to online

content and research tools to meet content area standards and district curriculargoals.

Objective 2.1: By June 2012, all students will learn with and use 21st Centurytechnology skills and information literacy skills for effective communication,research, and computations.

Year 1 Benchmark: By 2009, 40% of students will learn with and use 21stCenturytechnology skills and information literacy skills for effectivecommunication, research, and computations.





Monitoring and Evaluation

Evaluate online 2009 Curriculum Statistics on text book



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textbooks anddatabases such asGale Thomson andNewsbank to integratetechnology resources

into a standards-basedcurriculum

Councils adoptions and theirconnections to the StateContent Standards.

Provide professionaldevelopment on usingdigital resources toenhance standards-based curriculum

Annual

Director ofTechnology,TechnologyCoordinators,and Librarians

Usage statistics from TechSupport Wiki and sign insheets from ProfessionalDevelopment sessions.Statistics from EdTechProfileto gauge teacher technologyintegration.

Freshmen studentlibrary introduction tolearn what onlineresources anddatabases areavailable tosupplement corecurriculum.

AnnualLibrarians andFreshmenEnglish Teachers

Site Librarians and AssistantPrincipals of Instruction.Librarian and Teacherassignments and rubrics.

Students will useInformation Literacyand 21st Centurytechnology skills toevaluate the validity ofInternet resources.

AnnualEnglish andSocial ScienceTeachers

Use of Turnitin.com forstudent written work.Collection of Teacherassignments, grading rubrics

and student work.

Conduct studentsurvey relating to theintegration and infusionof technology into thecore curriculum.

Annuallyin May

All CoreCurriculumteachers, SchoolTechnologyCoordinators

Tabulation of survey dataand feedback to teachers.Report back to TechnologyCoordinators Council andcalculate district level data.

3f. List of goals and an implementation plan that describe how the district

will address ethical use of information technology so they can distinguishlawful from unlawful uses of copyrighted works, including: the concept andpurpose of copyright and fair use; lawful and unlawful downloading andpeer-to-peer file sharing; and avoiding plagiarism.

The San Mateo Union High School District firmly believes that all students needto be prepared to meet the challenges of an ever expanding amount ofinformation that is accessible using technology tools. As part of our technology



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plan we have identified several resources dealing with cyberethics and digitalcitizenship for teachers to use in their classrooms.

Goal 3: Teachers will address the appropriate and ethical use of informationtechnology in the classroom so that students can distinguish lawful from unlawful

uses of technology.

Objective 3.1: By June 30, 2012, 90% of teachers will include digital citizenshipskills as part of all courses in the core curriculum.

Year 1 Benchmark: By the year 2009, research netiquette and other digitalcitizenship best practices

Year 2 Benchmark: By the year 2010, 40% of teachers will include digitalcitizenship skills as part of all courses in the core curriculum.



Implementation Plan

This is the plan to assure progress on the goal, objective and benchmarks

Activities TimelinePerson(s)

ResponsibleMonitoring & Evaluation

Digital citizenshipskills will beresearched andstaffdevelopment

programplanned.

2008-2009

Director ofCurriculumServices

District curriculum,technology administrators,and school siteadministrators track thedevelopment andimplementation of allactivities andaccomplishments monthlyand report progress atregular district/site

administration meetings.Modifications to our districtactivities will be made asneeded in order to ensurethat we meet or exceedmeasurable objectives.

Teachers and 2009- Director of Same as above



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staff will betrained inincorporatingdigital citizenshipskills into

curriculum.

2010 ProfessionalDevelopment,SiteAdministrators

Each siteincorporatesdigital citizenshipskills as part oftheir academicintegrity policy.

2009-2010

SiteAdministrators

Same as above

Revisit digitalcitizenship skillsand updatecurriculums asneeded.

2011-2012

Director ofProfessionalDevelopment

Same as above

Supplementinitial trainingwith new digitalcitizenshipinformation.

2011-2012

Director ofProfessionalDevelopment,SiteAdministrators

Same as above

Conduct surveyof all courses toidentify specificskills relating to

technologyintegration

Annuallyin May

SchoolTechnologyCoordinators andAssistant

Principals ofInstruction

Tabulation of survey dataand report back toTechnology Coordinators

council.

3g. List of clear goals and an implementation plan that describe how thedistrict will address Internet safety, including how to protect online privacyand avoid online predators. 3g is optional (but strongly encouraged) for2007- 08. It is required July 1, 2008 when AB 307 comes into law).

Delineates clear goals outlining how students will be educated about Internetsafety (as stated in AB 307).

Goal 4: Develop a relationship with the district and county safe school planningteam to provide training for students and parents on Internet Safety, predator andprivacy issues.

Objective 4.1: By June 30, 2012, 90% of teachers will integrate and modelresponsible online behavior into all courses, including cybersafety issues.



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Year 1 Benchmark: By the 2009 school year, best practices of teachingresponsible online behavior and cybersafety will be identified.

Year 2 Benchmark: By the 2010 school year, 40% of teachers will integrate andmodel responsible online behavior and cybersafety into all courses.



Implementation Plan


Activities Timeline Person(s)Responsible


Researchexisting digitalcitizenshipprograms.

2008-2009

CurriculumCouncils

District curriculum, technologyadministrators, and school siteadministrators track thedevelopment and implementationof all activities andaccomplishments monthly andreport progress at regulardistrict/site administrationmeetings and to the Homeland

Security Department. Modificationsto our district activities will bemade as needed in order toensure that we meet or exceedmeasurable objectives.

Work withregional CTAPcybersafety andinformationliteracy team.

2008-2009

TechnologyCoordinators,Classroomteachers

Clearly delineated plan developedfor the teaching of cybersafety andinformation literacy in all subjects.

Develop specificboard policies oncyber-bullying,threats, etc.beyond theAcceptable UsePolicy (AUP).

2009-2010

TechnologyCoordinators,Managing PolicyGroup (MPG),Board

District curriculum, technologyadministrators, and school siteadministrators track thedevelopment and implementationof all activities andaccomplishments monthly andreport progress at regulardistrict/site administration



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meetings and to the HomelandSecurity Department. Modificationsto our district activities will bemade as needed in order toensure that we meet or exceed

measurable objectives.

Create a forumfor parenteducation ondigitalcitizenship.

2010-2011

SiteAdministrators,TechnologyCoordinators

District curriculum, technologyadministrators, and school siteadministrators track thedevelopment and implementationof all activities andaccomplishments monthly andreport progress at regulardistrict/site administrationmeetings and to the HomelandSecurity Department. Modifications

to our district activities will bemade as needed in order toensure that we meet or exceedmeasurable objectives.

Provide a safeinternetexperiencethrough the use

of contentfilteringprograms andmonitoringsoftware.

2010-

2011

Director of

Technology andIT Staff

District curriculum, technologyadministrators, and school siteadministrators track thedevelopment and implementationof all activities andaccomplishments monthly andreport progress at regular

district/site administrationmeetings and to the HomelandSecurity Department. Modificationsto our district activities will bemade as needed in order toensure that we meet or exceedmeasurable objectives.

Revisit current

digital citizenshipprograms andimplement intoexistingcurriculum.

2011-2012

CurriculumCouncils

District curriculum, technologyadministrators, and school siteadministrators track thedevelopment and implementationof all activities andaccomplishments monthly andreport progress at regulardistrict/site administrationmeetings and to the HomelandSecurity Department. Modificationsto our district activities will be



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made as needed in order toensure that we meet or exceedmeasurable objectives.

3h. Describe district policy, practices or goals that ensure equitable

technology access for all students.

All SMUHSD schools have a computer in each classroom as well as the LibraryMedia Center for students to use before and after the school day, as well as thelunch break. Adult supervision in the form of teacher tutors, parent volunteersLibrarians and Library Aides is present whenever students are accessingtechnology. Our district has taken measures to provide computer access tostudents who do not have them through the Digital Bridge Program. In thisprogram, the district takes donated workstations and renovates them, with theuse of student interns and then distributes them to students in need. In addition,corporate sponsors provide funding for home Internet access for some students

who are on free and reduced lunch.

Currently, language learners' access to technology resources is limited due to thelack of primary language materials. The district identifies this as a studentpopulation in need of more equitable access.

3i. List clear goals, measurable objectives, annual benchmarks, and animplementation plan to utilize technology to make student record keepingand assessment more efficient and supportive of teachers efforts to meetindividual student academic needs.

The SMUHSD has recently purchased the DataDirector information managementsystem to make the data from standardized testing and district level formativeand summative assessments available to teachers. Each curriculum council hasdeveloped common formative and summative assessments for each course inthe core curriculum and aligned these tests to the state benchmark standards.Teachers, in turn will use the data to monitor student progress, guideinstructional practice and identify specific state benchmarks where remediationmay be needed. The SMUHSD is currently providing professional developmentactivities for teachers and administrators after school in a computer lab to assistthem in using the DataDirector system. Teachers are paid a workshop rate fortheir attendance.

Goal 5: Teachers and staff will use DataDirector to guide instructional practicesand meet the academic needs of students.

Objective 5.1: All staff (Teachers, Administrators and other certificatedpersonnel) will have access to Data Director and 100% of teachers will accessand utilize Data Director to monitor student progress and drive instructionalpractice.



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Year 1 Benchmark: By June 2009, 30% of all teachers will access and utilizeDataDirector to monitor student progress and drive instructional practice.

Year 2 Benchmark: By June 2010, 60% of all teachers will access and utilizeData Director to monitor student progress and drive instructional practice.



Evaluation of benchmarks:

Measure Date Person responsibleData Director Log In records Semi-

AnnuallyinNovemberandMarch

Director of Technology,

District TechnologyCoordinator and Directorof ProfessionalDevelopment

Analysis of student achievement dataon district-wide assessments andstandardized tests. Revision of district-wide common assessments.

Annuallyin Octoberforpreviousyearsdata.

Curriculum Council ineach academicdiscipline.

Implementation Plan



Monitoring &Evaluation

Provide professionaldevelopmentopportunities forteachers

2009-Ongoing

Director of

Technology, TechCoordinators,Assistant Principal forInstructional Services

Attendance sheets

from professionaldevelopment sessionsand participantsurveys.

Provide professionaldevelopment in theuse of test banks

2010Director ofTechnology, TechCoordinators,

Attendance sheetsfrom professionaldevelopment sessions



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Assistant Principal forInstructional Services

and participantsurveys.

Teach staff to usedata thoughtfully;

sustain a culture ofcontinuousimprovement throughdata driven decisionmaking

2009 -Ongoing

Superintendent, SitePrincipals

Attendance sheetsfrom professionaldevelopment sessions

and participantsurveys. Collectbenchmarkassessments createdby SMUHSD teachers.

Gather details on theprocess in whichteachers aredifferentiatinginstruction in responseto students who needadditional support

2008-

2010

Director ofTechnology, SitePrincipals

Evidence collectedfrom teachers usingdata to guideinstructional practice.Benchmarkassessments createdby SMUHSD teachers.Item analysis ofbenchmarkassessments overtime.

3j. List clear goals, measurable objectives, annual benchmarks, and animplementation plan to use technology to improve two-way communicationbetween home and school.

The SMUHSD provides tools to allow parents, teachers and students tocommunicate with each other using the Internet. School Loop and Edline are thetwo applications SMUHSD schools use to facilitate (e-mail and message boards)communication among all of the different groups within the school. Each of theseapplications also allows teachers to post homework assignments and grades forparents and students to have reference to at school and home.

Goal 6: Teachers / administrators will have access to communication tools topromote home - school communication.

Objective 6.1: By 2012, 90% of teachers / administrators will use School Loop orEdline to communicate with students and parents.

Year 1 Benchmark: By 2009, 50% of teachers / administrators will usecommunication tools to promote student home / school communication.




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Year 4 Benchmark: By 2012, 90% of teachers / administrators will usecommunication tools to promote student home / school communication


Measure Date Person responsibleSchool Loop and Edline usage statistics Semi-

AnnuallyinDecemberand May

Director of Technology,District TechnologyCoordinator, SchoolTechnology Coordinators

Number of Loop Mails and e-mails sentusing Edline to students and parents by

teachers.

Semi-Annually

inDecemberand May

Site Principals andTechnology Coordinators

Implementation Plan




New teachers aretrained in theusage of home-schoolcommunicationtools.

2009-2012

DistrictTechnologyCoordinator,TechnologyCoordinators

District curriculum, technology

administrators, and school siteadministrators track the developmentand implementation of all activitiesand accomplishments monthly andreport progress at regular district/siteadministration meetings.Modifications to our district activitieswill be made as needed in order toensure that we meet or exceedmeasurable objectives.

Train departmentchairs as expertsin the usage ofhome-schoolcommunicationtools.

2009-2010

DistrictTechnologyCoordinator,TechnologyCoordinators

District curriculum, technologyadministrators, and school siteadministrators track the developmentand implementation of all activitiesand accomplishments monthly andreport progress at regular district/siteadministration meetings.Modifications to our district activities



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will be made as needed in order toensure that we meet or exceedmeasurable objectives.

Provide ongoingtraining andsupport in theusage of home-schoolcommunicationtools.

2010-2011

DepartmentChairs

District curriculum, technologyadministrators, and school site

administrators track the developmentand implementation of all activitiesand accomplishments monthly andreport progress at regular district/siteadministration meetings.Modifications to our district activitieswill be made as needed in order toensure that we meet or exceedmeasurable objectives.

3k. Description of the process that will be used to monitor whether thestrategies and methodologies utilizing technology are being implementedaccording to the benchmarks and timeline.

Each campus in the SMUHSD has a Technology Coordinator that is releasedone period per day. The role of the Technology Coordinator is to assist teachersin the integration of appropriate technologies into the learning process. EachTechnology Coordinator will collect data from a variety of sources. The CDE'sEdTech Profile, daily usage statistics from computer labs on campus, SchoolLoop / Edline usage statistics and attendance at professional developmentevents are examples of data that will be collected. There is also a District

Technology Coordinator that facilitates monthly meetings and collects data fromeach school site and is responsible for monitoring the implementation of allaspects of this plan. The Director of Curriculum Services is responsible for allchanges to the plan and will act as a liaison to the Technology Coordinatorscommittee to implement any changes.



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4. PROFESSIONAL DEVELOPMENT COMPONENT

This section should establish the methods and schedule for training teachers,administrators, classified staff, parents, and community members (whereapplicable) to support the Curriculum Component of the plan.

4a. Summary of the teachers and administrators current technology skillsand needs for professional development.

All SMUHSD teachers and administrators complete the EdTech Profile on anannual basis. Each school also completes the EdTech Survey each March. Thecurrent findings show that teachers and administrators have basic technologyintegration skills, but lack the skills to incorporate higher order thinking andanalysis into student work and projects. The data also shows that many teachersare at multiple points on the professional development continuum with regards totechnology use and integration. All teachers need additional professional

development opportunities to increase their personal skill set and enhance theeducational process for their students. The extent of these opportunities varies,but creating a system of skill building activities that teachers can useindependently from formal professional development workshops shows promise.

SMUHSD Teachers Basic Skills

1. General computer knowledge and skills.2. Internet skills3. Email skills4. Word processing skills5. Presentation software skills6. Spreadsheet software skills7. Database software skills



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SMUHSD Teachers CCTC Standard 9

1. Each candidate considers the content to be taught and selects appropriate technologicalresources to support, manage, and enhance student learning in relation to prior experiences andlevel of academic accomplishment.2. Each candidate analyzes best practices and research findings on the use of technology anddesigns lessons accordingly.3. Each candidate uses computer applications to manage records and to communicate throughprinted media.4. Each candidate interacts with others using e-mail and is familiar with a variety of computer-based collaborative.5. Each candidate examines a variety of current educational technologies and uses establishedselection criteria to evaluate materials, for example, multimedia, Internet resources,telecommunications, computer-assisted instruction, and productivity and presentation tools. (SeeCalifornia State guidelines and evaluations.)6. Each candidate chooses software for its relevance, effectiveness, alignment with contentstandards, and value added to student learning.7. Each candidate demonstrates competence in the use of electronic research tools and theability to assess the authenticity, reliability, and bias of the data gathered.8. Each candidate demonstrates knowledge of copyright issues and of privacy, security, safetyissues and Acceptable Use Policies.



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SMUHSD Teachers CCTC Standard 16

1. Each participating teacher communicates through a variety of electronic media.2. Each participating teacher interacts and communicates with other professionals through avariety of methods, including the use of computer-based collaborative tools to support technologyenhanced curriculum.3. Each participating teacher uses technological resources available inside the classroom or inlibrary media centers, computer labs, local and county facilities, and other locations to createtechnology enhanced lessons aligned with the adopted curriculum.4. Each participating teacher designs, adapts, and uses lessons which address the students'needs to develop information literacy and problem solving skills as tools for lifelong learning.5. Each participating teacher uses technology in lessons to increase students' ability to plan,locate, evaluate, select, and use information to solve problems and draw conclusions. He/shecreates or makes use of learning environments that promote effective use of technology alignedwith the curriculum inside the classroom, in library media centers or in computer labs.6. Each participating teacher uses computer applications to manipulate and analyze data as atool for assessing student learning and for providing feedback to students and their parents.7. Each participating teacher demonstrates competence in evaluating the authenticity, reliabilityand bias of the data gathered, determines outcomes, and evaluates the success or effectivenessof the process used. He/she frequently monitors and reflects upon the results of using technologyin instruction and adapts lessons accordingly.

The current data shows teachers need additional professional development

activities in two major areas: Personal and Academic Content related skills. Anadditional area of emphasis that needs to be addressed is the area ofcybersafety and cyber bullying, as outlined by AB309. Many of these issues arerelated to the content related skills and will be integrated into all futureprofessional development sessions.



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- Personal Skills:

- Parent Communication Tools- Data Analysis and Disaggregation of data- Student Information System usage

- Content Related Skills:

- Copyright- Cyber bullying- Plagiarism- Personal and professional privacy issues- Assessment and the evaluation of digital content- Information relating digital content to state content standards

The data also shows that teachers vary greatly in their current level of proficiency

and need a variety of professional development options. These options wouldinclude all or some of the following activities.

- District workshops- Small group workshops- Self-paced online instruction- Off site or outside training programs

4b. List clear goals, measurable objectives, annual benchmarks, and animplementation plan for providing professional development opportunitiesbased on the needs assessment and the Curriculum Component objectives

(sections 3d 3j.)

Goal 7: Teachers will become proficient with the same general technology skills,integration skills and information literacy skills required of students and proficientthe use of data to guide instructional practice.

Objective 7.1: By 2012, 80% of teachers and administrators will develop personalexpertise in the use 21st Century skills and will use what has been learned in theclassroom.

Year 1 Benchmark: By 2009, a list of 21st Century skills for teachers and

administrators to implement will be identified. This is an activity in the action planrather than a benchmark.

Year 2 Benchmark: By 2010, 30% of all teachers and administrators willdemonstrate proficiency in 21st Century skills to guide instructional practice.




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Implementation Plan This is the plan to assure progress on the goal, objectiveand benchmarks



Identification of21st Centuryskills

2009TechnologyCoordinators

Creation of skill sets list forteachers. Development ofprofessional developmentprograms.

Offer annualprofessionaldevelopmentprograms inAugust andJanuary.

2008 -2012

Director ofCurriculum,TechnologyCoordinators,District TechnologyCoordinator.

Participant surveys andprofessional portfolios

Provideopportunities forteachers to

attend Off site /outside trainingprograms. e.g.:Krause Center,CTAP, etc.

2008 -2012

AssociateSuperintendent -Human Resources,Director of

CurriculumServices,TechnologyCoordinators,District TechnologyCoordinator

Participant grades, satisfactionsurveys and professionalportfolios. District pre-approval ofappropriate course work foradvancement.

Provideopportunities forthe use of self-paced onlinetutorials on the

SMUHSDProfessionalDevelopmentwiki.

2008 -

2012

Director ofCurriculumService,Technology

Coordinators,District TechnologyCoordinators

Participant curriculum developed,surveys and professional

portfolios.



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Assess teacherandadministratorproficiency to

measurebenchmarkprogress

Annually

Site TechnologyCoordinators,District TechnologyCoordinator

Statistics from the EdTech Profile

Goal 8: Teachers and administrators will know how to disaggregate data toguide instructional practice.

Objective 8.1:By 2012, 80% of all teachers and administrators will demonstrateproficiency in the use of Data Director and data interpretation to guideinstructional practice.

Year 1 Benchmark: By 2009, 30% of all teachers and administrators willdemonstrate proficiency in the use of Data Director and data interpretation toguide instructional practice.


Year 3 Benchmark: By 2011, 65% of all teachers and administrators willdemonstrate proficiency in the use of Data Director and data interpretation to

guide instructional practice.



Measure Date Person responsibleData Director usage records Annually

in JuneDirector of Technology

Training sign in sheets Semi-annuallyinJanuaryand June

Director of Technology



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Implementation Plan


Activities TimelinePerson(s)

ResponsibleMonitoring & Evaluation

Identification ofessentialDataDirectorinterpretationskills.

2008TechnologyCoordinators, SitePrincipals,

Creation of essentialDataDirector skill sets.Development of professionaldevelopment activities that teachuse of Data Director and datainterpretation skills.

Offer annualprofessionaldevelopmentprograms inAugust andJanuary.

2008 -2012

Director ofCurriculum,TechnologyCoordinators,District TechnologyCoordinator.

Participant surveys andprofessional portfolios ofstandards based assessmentsand disaggregating of data.

Provideopportunities forteachers to

attend Off site /outside trainingprograms. e.g.:Krause Center,CTAP, etc.

2008 -2012

AssociateSuperintendent -HumanResources,

Director ofCurriculumServices,TechnologyCoordinators,District TechnologyCoordinator

Participant grades, satisfaction

surveys and professionalportfolios. District pre-approval ofappropriate course work foradvancement.

Provideopportunities forthe use of self-paced online

tutorials on theSMUHSDProfessionalDevelopmentwiki.

2008 -2012

Director ofCurriculumService,

TechnologyCoordinators,District TechnologyCoordinators

Participant curriculum andstandards based assessmentsdeveloped, surveys andprofessional portfolios.



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Data Directortraining andusage byteachers

Annually

Site TechnologyCoordinators,District TechnologyCoordinators

DataDirector usage statistics andtraining sign in sheets

Evaluation ofDataDirectortraining sessions

At theend ofeach

session

Director ofProfessionalDevelopment andDistrict TechnologyCoordinator

Surveys collected at the end ofeach training session.

Goal 9: Teachers and administrators will know how to use School Loop orEdline to improve two-way communication between home and school.

Objective 9.1:By 2012, 90% of all teachers and administrators will demonstrateproficiency in the use of School Loop or Edline.

Year 1 Benchmark: By 2009, 30% of all teachers and administrators willdemonstrate proficiency in the use of School Loop or Edline.





Measure Date Person responsibleSchool Loop usage records Annually

in JuneDirector of Technology

Training sign in sheets Semi-annuallyin

Director of Technology



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Januaryand June

Implementation Plan




New teachers aretrained in theusage of home-school

communicationtools.

2009-2012

DistrictTechnologyCoordinator,

TechnologyCoordinators

District curriculum, technologyadministrators, and school siteadministrators track thedevelopment and implementation ofall activities and accomplishmentsmonthly and report progress atregular district/site administration

meetings. Modifications to ourdistrict activities will be made asneeded in order to ensure that wemeet or exceed measurableobjectives.

Train departmentchairs as expertsin the usage ofhome-schoolcommunicationtools.

2009-2010

DistrictTechnology

Coordinator,TechnologyCoordinators

District curriculum, technologyadministrators, and school siteadministrators track thedevelopment and implementation ofall activities and accomplishmentsmonthly and report progress atregular district/site administrationmeetings. Modifications to ourdistrict activities will be made asneeded in order to ensure that wemeet or exceed measurableobjectives.

Provide ongoingtraining and

support in theusage of home-schoolcommunicationtools.

2010-2011

DepartmentChairs

District curriculum, technologyadministrators, and school siteadministrators track thedevelopment and implementation of

all activities and accomplishmentsmonthly and report progress atregular district/site administrationmeetings. Modifications to ourdistrict activities will be made asneeded in order to ensure that wemeet or exceed measurableobjectives.



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Teachers will useSchool Loop orEdline tocommunicate withstudents and

parents

Ongoing

SiteTechnologyCoordinatorsand DistrictTechnology

Coordinator

School Loop and Edline usagestatistics.

Teachers andadministrators willbe trained in theuse of SchoolLoop or Edline

OngoingSiteTechnologyCoordinators

Training sign in sheets andimprovement in teachers proficiencyusing the EdTech Profile.

4c. Description of the process that will be used to monitor the ProfessionalDevelopment (Section 4b) goals, objectives, benchmarks and plannedimplementation activities including roles and responsibilities.

Currently, the SMUHSD uses a Peer Assistance and Review method ofevaluating teachers. As part of this process, a panel made up of teachers andadministrators, review and modify the standards used to evaluate teachers.SMUHSD Standard 3.5 states, Teachers will use materials, resources andtechnologies to make the subject matter accessible to students. Evidence ofthese practices will become part of each teachers professional teaching portfolio.

New teachers, as they enter the SMUHSD, go through a two year BeginningTeacher Support and Assessment program (BTSA), specifically to meetStandard 16. As part of this program, teachers develop personalized plans to

guide their professional development. Integration of technology into theirteaching repertoire is a requirement of this program.

At the end of each school year, SMUHSD teachers complete the EdTech Profile,which provides valuable feedback in the need for additional professionaldevelopment activities. The district Technology Coordinator, who is responsiblefor technology professional development, can use the data generated from thesesurveys to address success of the current professional development programand the needs for future activities of district teachers.



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5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT ANDSOFTWARE COMPONENT

5a. Describe the existing hardware, Internet access, electronic learningresources, 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.

The SMUHSD is a 7 school district that is interconnected to a district networkoperations center (NOC). Each campus connects to the district NOC through avariety of leased lines varying in bandwidth from 3.0 to 6.0 mbps. The DistrictNOC is connected to the Internet through a T3 (44.7 mbps) connection to theCounty Office of Education. The district is currently in the initial fact-findingstages to identify current and future bandwidth needs for the district schools.The SMUHSD has recently completed an initial phase of modernization of alldistrict schools, as part of this program, a new Voice over Internet Protocol

(VoIP) phone system was installed and new networking equipment was installedat all school sites. Through this initial round, all modernized facilities hadCategory 6 cable installed and the required infrastructure to install wirelessaccess points in the future. Presently, the district is entering a second round ofmodernization and will be upgrading the network access in areas that were notaddressed in the initial round of modernization.

All of the schools in the SMUHSD have a variety of technology assets availableto students and staff. Each campus has at least two servers to manage data forAdministrators, Teachers, Staff and Students. Everyone using the technologyassets of the SMUHSD must authenticate themselves through a Novell NetWare

system. The current student to computer ratio is 4.1 to 1, yet this numberfluctuates between 2.9 to 1 and 5.0 to 1 dependent upon the school. As you cansee from the Computer Age chart below, the technology assets of the SMUHSDhave reached an age where a large scale overhaul of district computers isnecessary. Each comprehensive high school is supported through a full-timeTechnology Support Specialist and a period per day release time by a



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Technology Coordinator. At the present time the district is evaluating differentoptions to retire and replace technology assets.

As part of this process, Technology Coordinators will work with the districtadministration to develop a policy and a funding plan that will provide an

equitable and on-going replacement program for all SMUHSD schools.

Each school has the autonomy to employ different electronic learning resourcesto meet the learning needs of their students. The current types of electroniclearning resources range from installed managed learning systems to standalone applications and Internet based resources. Managed learning systems likePLATO, and CCC Reading Development software are in use at two schools.(San Mateo and Capuchino) All schools have access to stand alone applicationslike Green Globs and Graphing Equations, Fathom and Geometers Sketch Pad.All schools also have access to subscription based resources like; EncyclopediaBritannica, World Book Encyclopedia and Web Feet.

Each SMUHSD school employs traditional computer applications in their subjectareas. Teachers at all schools require students to word process formal reportsand use other applications for students to apply the skills taught in class.

AcademicDiscipline

WordProcessing

/ ReportAuthoring

Spreadsheets/ Databases

MessageBoards /e-mail

SearchStrategies

andEvaluatingWeb Sites

Web Pages /Presentation

Software

Art X X X X

English X X X X

Mathematics X X X X

PhysicalEducation

X X X X

Science X X X X X

Social

ScienceX X X X

WorldLanguages

X X X X



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5b. Describe the technology hardware, electronic learning resources,networking and telecommunications infrastructure, physical planmodifications, and technical support needed by the districts teachers,students, and administrators to support the Curriculum and ProfessionalDevelopment Components of the plan.

The SMUHSD, through its modernization program has met many of theinfrastructure and internal networking needs. The most pressing need forAdministrators, Teachers, Staff and Students is greater bandwidth to access theelectronic resources within and outside the SMUHSD network. As teachers andstudents have expanded their use of technology the need for additionalbandwidth has risen significantly. The SMUHSD is in the process of a fact-finding process to develop a process to expand the available bandwidth toSMUHSD schools. Opt-e-man and other services are currently underconsideration by the SMUHSD to increase the available bandwidth to SMUHSDschools.

The professional development program to support the access to the electroniclearning resources will take on a variety of forms, including: wiki's, video,podcasts, face to face sessions and hands-on training. District TechnologyCoordinators and other resources will provide access to these resources at theirspecific school, as well as providing access to professional developmentprograms at home via the Internet. As the amount of electronic learningresources continues to expand, the SMUHSD is in the process of investigatingstorage and presentation options for these resources, including Google Apps forYour Domain and purchasing additional servers to host video, podcasts andother online materials to make them accessible to teachers and students during

and after the school day.

As part of the most recent bond measure (Measure M) passed by local voters,the district is in the process of investigating the use of these funds to replaceoutdated hardware. It is anticipated that the district may be able to fundapproximately $200,000 per year from this source.

5c. List of clear annual benchmarks for obtaining the hardware,infrastructure, learning resources and technical support required tosupport the other plan components.

Implementing the curriculum and professional growth components of this planrequires a variety of technologies and technology resources which are describedbelow. Provisions of this section will be analyzed on a priority basis relating toavailable funding resources.



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Infrastructure and Networking:

RecommendedActions/Activities

Timeline Person(s)Responsible

Monitoring andEvaluation

Upgrade of School infrastructurewith Cat 6 cabling 2008-2011 Director ofTechnology School Survey ofcabling to eachclassroom

Increase available bandwidth toeach school site and from thedistrict to the County Office ofEducation.

2008 inJune/July

Director ofTechnology,TechnologyManagementGroup

Bandwidthsurveys forconnections toeach school siteand from thedistrict survey

Install wireless access points inall SMUHSD libraries.

2008-2009

Director ofTechnology

and DistrictTechnologyCoordinator

Site survey of allSMUHSD schools

for availablewirelessconnections.Collect usagestatistics.

Hardware and Electronic Resources:Annual 2009-2012 Benchmark:This plan is revised annually through each schools Single Plan for Student

Achievement.

RecommendedActions/Activities

Timeline Person(s)Responsible

Monitoring andEvaluation

District computers will bereplaced annually based oncomputer age and therequirements of the softwareused in each location guided byour replacement policy.

2008-2011 inJune

Director ofTechnology,DistrictTechnologyCoordinator,SiteTechnology

Coordinators

Survey of schoolcomputers todecrease studentto computer ratioto 4.5 to 1 district-wide

Purchase additional routers andswitches to provide networkaccess to all teaching facilities

2010 inJune

Director ofTechnology

Survey of eachschool site todocumentavailableconnections.

Purchase and maintainsubscriptions to online

2008-2012

Director ofCurriculum

Documentsubscriptions of



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databases, parent-teachercommunication tools andelectronic resources

Services,DistrictTechnologyCoordinator

electronic learningresources at eachschool site.

Tech Support:Annual 2009-2012 Benchmark:Each school has a Technology Coordinator with a single period of release timedaily to coordinate the use of technology and assess future needs. Each schoolalso has a full time Technology Support Specialist to maintain the technology

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

The SMUHSD will on an annual basis, as part of the CBEDS enrollment data and

Annual State Technology Survey, inventory and review the technology assets ofthe district. The site Technology Coordinators will meet to review progresstoward the annual benchmarks set forth in this Tech Plan and the current statusof district technology assets. Technology Coordinators will identify district needsfor the coming year and report back to the Associate Superintendent forCurriculum Services. The Director of Technology, District TechnologyCoordinator, Associate Superintendent for Curriculum Services and the Directorof Curriculum Services (Tech Management Group) will review therecommendations of the Technology Coordinators and create a priority list ofactivities for the coming school year. Projects on the priority list will be fundedbased on available district funding sources.

The Technology Coordinator at each school site, in collaboration with the DistrictTechnology Coordinator and Technology Support Specialist will implementprojects at their respective school sites. As part of this process, the siteTechnology Coordinator will report back to the Technology CoordinatorsCommittee annual progress toward annual benchmarks and implementationprojects.

August Start projects for the current school year. Technology Coordinatorsand the District Technology Coordinator will review timeline and implementationtoward completing projects and meeting benchmarks.

October CBEDS initial inventory competed and submitted to the Director forCurriculum Services. Initial progress report toward annual benchmarks andcurrent year projects submitted by site Technology Coordinators.

December Mid year status report on annual benchmarks and current yearprojects completed and submitted to the District Technology Coordinator.



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February Report on the status of current year projects and progress towardannual benchmarks by site Technology Coordinators to the TechnologyCoordinators Committee.

March Review of current inventory by each school site as identified by the

EdTech Survey. Proposals for projects to be undertaken during the next schoolyear submitted to Technology Coordinators Committee.

April Final report on the status of current year projects and progress towardbenchmarks to be submitted to Associate Superintendent for CurriculumServices. Tech

May Finalization of projects to be undertaken during the next school year andreport back from Tech Management Group.



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6. FUNDING AND BUDGET COMPONENT

6a. List of established and potential funding sources and cost savings,present and future.

The SMUHSD is currently looking into a variety of funding sources to retire andreplace technology assets. Potential sources include Measure M bond moniesand reallocation of current district resources. The district has already seensignificant cost savings in their telephone bills through the implementation of aVoice-Over-Internet-Protocol (VoIP) phone system. The district, through thetransition of a new Superintendent is in the process of investigating new fundingsources and redefining district priorities relating to technology services andinfrastructure.

The reallocation of Measure M funds has been identified as one potential fundingsource, particularly to purchase new hardware to modernize the districts aging

fleet of computers. The K-12 Voucher program is another potential source offunding to replace aging hardware and update existing software applications.Currently, all seven high schools are eligible for K-12 Voucher monies. E-ratefunding has not traditionally been available to the SMUHSD, we have been usingthe California Teleconnect Fund to provide access to the County Office ofEducation. EETT funding has been available, but is limited because of the lowpercentage of students qualifying for free or reduced lunch.

6b. Estimate implementation costs for the term of the plan (3-5 years).

Component 2008-

2009

2009-

2010

2010-

2011

2011-

2012

Possible

FundingSourceCurriculum $10,000 $10,000 $10,000 $10,000 General Fund /

InstructionalServicesDepartment

ProfessionalDevelopment

$15,000 $15,000 $15,000 $15,000 EETT Fundingand GeneralFund

Infrastructure $50,000 $50,000 $50,000 $50,000 General Fund /Bond

RevenuesHardware $200,000 $200,000 $200,000 $200,000 General Fundand BondRevenues

ElectronicResources

$25,000 $25,000 $25,000 $25,000 General Fundand ParentGroups

Technical $240,000 $240,000 $240,000 $240,000 General Fund



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the funding request of the school. The Single Plan for Student Achievement isalso a component of the School Accountability Report Card. (SARC)



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7. MONITORING AND EVALUATION COMPONENT

The District Technology Coordinators will provide overall coordination andoversight of the technology planning process. Coordination will include theimplementation of goals and objectives set forth in this plan to integrate

technology to meet core curriculum goals. Oversight of the plan will includemonitoring of implementation activities to enable adjustments to be made asneeded in order to provide a learning environment that enables students toachieve 21st century skills. The Director of Technology and TechnologyCoordinators will provide information and oversight to guide the infrastructureplan and issues. The Associate Superintendent for Business Services and staffwill provide coordination and oversight of technology funds and budget issues.Site principals will provide site-based updates on tech plan implementation andneeds; site based training support; input on efforts, outcomes and needs tosupport implementation of the plan to meet district curricular goals. Thiseducational technology plan is meant to be a living document that will guide

district decision making over the three-year duration of the plan. It will bemonitored, evaluated and revised by the district technology committee asneeded. The revised plan will be presented to the board of trustees annually.

7a. Describe the process for evaluating the plans overall progress andimpact on teaching and learning.

Every effort will be made to collect relevant hard or objective data that can bedocumented, referenced and reviewed. In the case of monitoring and evaluationour district technology plan, such data will include (but will not be limited to):

- Surveys

- Classroom observations- Academic performance data- Sociological data- CBEDS data- CELDT Data- Local benchmarks in DataDirector- Technology inventory data- Correlations to State or National standards- Teacher proficiency data- Professional development evaluation data- Documentation of staff development plans & objectives

7b. Schedule for evaluating the effect of plan implementation.

The District Technology Coordinators meet monthly to review progress inmeeting technology plan benchmarks for each goal and objective in sections 3-5.The Technology Coordinators make recommendations for modifications to the



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plan as needed. The plan is revisited and modified on an annual basis. Siteadministrators and site technology facilitators will be part of the evaluation team.When midcourse corrections are necessary, the Director of Technology and siteTechnology Coordinators will have the authority to request, approve and allocateresources to effect change in technology initiatives.

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

Information obtained through monitoring and evaluation of this plan will be usedto do the following:

- Update the technology plan- Inform district decision makers and stakeholders- Make technology purchase recommendations (including hardware,

software and infrastructure- Guide the adoption of emerging technologies- Integrate technology into single site plans for the coming year- Plan future technology professional development- Determine technical support needs

The District Technology Coordinator will prepare an implementation status reporton the progress toward the plan goals and the completion of activities and willsubmit the report and budget recommendations. This report will be forwarded tothe Superintendent and the Technology Management Group. It will also be usedto prioritize future technology spending.



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8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULTLITERACY PROVIDERS TO MAXIMIZE THE USE OFTECHNOLOGY

8a. If the district has identified adult literacy providers, there is a

description of how the program will be developed in collaboration withthose providers.

The San Mateo Union High School District is a medium-sized, suburban unionhigh school district. The SMUHSD Adult School is operated as an adjunct to theSMUHSD and does provide some adult literacy services. The SMUHSD Adultschool has representation on the SMUHSD Technology Coordinators group andregularly coordinates with several SMUHSD schools. Several schools in theSMUHSD also have Regional Occupational Program (ROP) classes on theircampuses. The SMUHSD and ROP work closely with each other to provideservices to adults in the community.

The San Mateo Community College District offers Adult Computer LiteracyCourses open to adults in our community. Eligibility requirements are that theparticipants are eighteen years old. Courses offered include a variety ofcomputer literacy classes to assist participants in acquiring basic proficiency tomore advanced learning. Support for Spanish-speaking community members andcommunity members with special needs are available.



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9. EFFECTIVE, RESEARCHED-BASED METHODS ANDSTRATEGIES

9a. Summarize the relevant research and describe how it supports theplans curricular and professional development goals.

The goals, objectives, benchmarks and timelines presented or described in theprevious sections of the plan are derived from proven strategies and methods forstudent learning, teaching and technology management and are based onrelevant research and effective practices. The SMUHSD, through theTechnology Coordinators council, teachers and administrators contribute to thisprocess by piloting new initiatives and modeling best practices. The researchsupports three major SMUHSD initiatives: the academic core, the 7-period dayand the development of new courses that support the application of skills learnedin the academic core. The integration of technology enhances each of theseinitiatives and allows teachers greater flexibility in delivering the subject matter to

students. Another byproduct has been increased teacher collaboration, whichwas identified and a goal of the 7-period day.

Technology PlanningThe CEO Forum on Education and Technology (2001) studied the impact oftechnology over a five-year period to inform educational decision makers abouteffective uses of educational technology. The CEO Forum report recommendsthat schools develop strategic technology and educational plans that ensurealignment across the curriculum, learning standards and objectives. Technologycan have the greatest impact whenintegrated into the curriculum to achieveclear, measurable educational objectives.The CEO Forum included 21st

Century Skills as a new set of skills necessary to prepare students for life andwork in the digital age. These skills include digital literacy, inventive thinking,effective communication and high productivity abilities. CEO Forum onEducation and Technology, June 2001. The CEO Forum School Technology andReadiness Report: Key Building Blocks for Student Achievement in the 21stCentury. Retrieved August 27, 2007 fromhttp://www.ceoforum.org/downloads/report4.pdf

1. Service Learning ProjectsMichigan Learn and Serve Study (Billig & Klute, 2003; Klute & Billig,2002)

Service-learning students in Grades 7-12 reported more cognitiveengagement in English/language arts (e.g., paying more attention toschoolwork, putting forth effort) than non-participants. For students in Grades 2-5, students who participated in service-learningreported greater levels of behavioral, affective, and cognitive engagementin school than their nonparticipating peers, showing statistically significantdifferences in the effort they expended, paying attention, completinghomework on time, and sharing what they learned with others.



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Service-learning students in the 5th grade demonstrated significantlyhigher test scores on the state assessment than their nonparticipatingpeers in the areas of writing, total social studies, and three social studiesstrands: historical perspective, geographic perspective, andinquiry/decision making.

The two aspects of service-learning that were most closely associatedwith positive results were linkage with curriculum and direct contact withthose being served. (Meyer, Hofschire, & Billig, 2004) On the MEAP, 5th-grade service-learning students outperformed theirnon-participating counterparts on the overall science and social studiesscores. For older students, significant differences were found for three of thenine student engagement variables. Aspects of program quality, such as teacher ratings of service-learningquality, student ratings of their service learning experiences, andindicators of service-learning quality moderated the impact of service-

learning.

New England CO-SEED Sites (Klute, 2002) RMC Research evaluated a service-learning program focused on theenvironment in several New England schools. Participating students showed that sixth grade service-learningparticipants in New Hampshire demonstrated statistically significant gainsin achievement scores on state assessments relative to their ownperformance in the past. Vermont 6th-grade and 2nd-grade students scored higher in reading andword analysis though the data were not statistically significant. Nodifferences were found for students in other grade levels.

The SMUHSD, with the introduction of the 7-period day and the partnerships ithas established with other educational entities (Regional Occupational Programand Community College District) has created space in student schedules to allowthem to enroll in additional courses which provide service learning opportunities.Many of the new courses established in the SMUHSD over the past severalyears have included a service learning component, where students areresponsible for following a production schedule and working collaboratively.Many of these courses (Art of Video, Digital Animation, Computer SystemsDesign, Art and Multimedia and Cisco Networking) combine service learning withtechnology skills acquisition. Through this process, students are able to developprofessional/academic portfolios of their work, which they can use to springboardthemselves into the work force.

2. Professional Development/TeachingTeaching with Technology: Creating Student-Centered Classrooms(Apple Classrooms of Tomorrow [ACOT]) Judith



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Haymore Sandholtz, Cathy Ringstaff, David C. Dwyer, Apple Computer,Inc. (1997)Findings from the first 10 years of the project include:

As teachers became more comfortable and competent with thetechnology, they began working in teams and across disciplines.

Classrooms became a mix of traditional and constructivistinstruction. Students became more collaborative. Teachers altered their classrooms and daily schedules to permitstudents more time to work on projects. Teachers began to develop new forms of assessment that wereperformance- and portfolio based. Technology encouraged student-centered, cooperative learning. Technology often inspires teachers to use more complex tasksand materials in their instruction The influence of technology on teaching and learning occurs over

an extended period of time.

Changing how and what children learn in school with computer-based technology.Teachers are motivated to develop their own technology skills whenprofessional development links technology applications to specificcurriculum goals. A literature review by Roschelle et al., [2000] reports that"numerous literature surveys link student technology achievement toteachers' opportunities to develop their own computer skills" (p.90). Asystem of support and reinforcement that embeds the use of technology"in a broader education reform movement"(p.76) is critical to a school'scapacity to change. Roschelle, et al. also identify the ways technologycontributes to relations among teachers: By networking with mentors andother teachers electronically, teachers can overcome the isolation of theclassroom, share insights and resources, support one another's efforts,and engage in collaborative projects with similarly motivated teachers(p.91).

Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B.M. Children and Computer Technology, (2000)