tech use plan - alsd.k12.ca.us · alta loma elementary july 1, 2013 - june 30, 2016 page i table of...

Technology Plan

Alta Loma Elementary

July 1, 2013 - June 30, 2016

01/24/2013 (revised 05/02/2013)

This plan is for EETT and E-Rate.

Alta Loma Elementary July 1, 2013 - June 30, 2016 Page i

Table of Contents Background and Demographic Profile - Optional ........................................................................................ 1

1. Plan Duration ............................................................................................................................................ 3

2. Stakeholders .............................................................................................................................................. 4

3. Curriculum ................................................................................................................................................ 7

3a. Current access by teachers and students ............................................................................................. 7

3b. Current use of technology to support teaching and learning ............................................................... 7

3c. District curricular goals to support plan .............................................................................................. 9

3d. Teaching and learning goals (Measurable Objectives, Benchmarks) ............................................... 10

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

................................................................................................................................................................ 12

3f. Ethical use.......................................................................................................................................... 13

3g. Internet safety .................................................................................................................................... 14

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

3i. Student record keeping ...................................................................................................................... 16

3j. Two way home-school communication ............................................................................................. 17

3k. Curriculum Monitoring Process ........................................................................................................ 19

4. Professional Development ...................................................................................................................... 21

4a. Summary of Teacher and Administrator Skills and Needs ............................................................... 21

4b. Providing PD Opportunities (Measurable Objectives, Benchmarks)................................................ 22

4c. Professional Development Monitoring ............................................................................................. 24

5. Infrastructure, Hardware, Technical Support, and Software ................................................................... 26

5a. Existing Resources ............................................................................................................................ 26

5b. Needed Resources ............................................................................................................................. 29

5c. Annual Benchmarks and Timeline for obtaining resources .............................................................. 31

5d. Process to Monitor 5b ....................................................................................................................... 32

Alta Loma Elementary July 1, 2013 - June 30, 2016 Page ii

6. Funding and Budget ................................................................................................................................ 34

6a. Established and Potential Funding Sources ...................................................................................... 34

6b. Annual implementation costs ............................................................................................................ 34

6c. District replacement policy ............................................................................................................... 36

6d. Budget monitoring ............................................................................................................................ 36

7. Monitoring and Evaluation ..................................................................................................................... 38

7a. Overall progress and impact evaluation ............................................................................................ 38

7b. Evaluation schedule .......................................................................................................................... 39

7c. Communicating evaluation results .................................................................................................... 41

8. Collaborative Strategies with Adult Literacy Providers ......................................................................... 42

9. Effective, Researched-Based Methods and Strategies ............................................................................ 43

9a. Research Summary, District Application .......................................................................................... 43

9b. Technology to Deliver Rigorous Curriculum ................................................................................... 47

Appendix A - Technology Grade Level Expectations……………………………………………………………………………….48

Appendix C - Criteria for EETT Technology Plans.................................................................................... 59

Appendix J - Technology Plan Contact Information .................................................................................. 68

Alta Loma Elementary July 1, 2013 - June 30, 2016 Page 1

Background and Demographic Profile

Alta Loma School District is located in the western end of San Bernardino County in the City of

Rancho Cucamonga. We are one of seven elementary districts that feed into Chaffey Joint Union

High School District. Alta Loma is experiencing a period of declining enrollment. Our 2011-12

CBEDS enrollment of 6264 is 130 students below that of 2010-11. District ethnicity is as

follows: Asian, 5.2%; Pacific Islander, .7%; Filipino, 1.3%; Hispanic/Latino, 38.6%;

African-American, 8.4%; White, 44.3%; Multiple, 0.7%. We have 5.8% English learners

representing 21 different languages. Our free/reduced lunch rate ranges from 18.4% to 50.1%

with a district wide average of 33.7%. Three of our ten schools are identified as Title I Targeted

Assistance schools.

In 1999, in collaboration with parents, certificated and classified staff, students, and community

members, the Alta Loma Board of Trustees adopted the following mission statement, beliefs,

values, and goals as part of our Strategic Plan. The Strategic Plan is reviewed and updated

semi-annually.

Mission Statement

The Alta Loma School District, in partnership with parents and community, provides a safe and

supportive environment where students develop a solid foundation to become productive,

responsible citizens and life-long learners.

Our beliefs...the statements of our fundamental convictions and character.

• Students are our highest priority.

• All students are capable of learning and worthy of our best efforts.

• All students are to be respected for their uniqueness.

• All students need the skills, motivation, and positive self-esteem to become lifelong

learners.

• All students should have access to a balanced, rigorous, and challenging curriculum

delivered through a quality instructional program.

• Students benefit when the home and school work together as a team.

Our shared values are...the long-term measurable goals we strive to achieve.

• Excellence in Student Learning

It is the goal of the Alta Loma School District to provide a balanced, challenging, and rigorous

curriculum and learning environment that allows for differences in learning styles. Our strong

academic focus will be standards-based and will emphasize mastery of basic skills and

problem-solving, fully integrating arts, humanities, and technology. The curriculum will provide

the skills essential for lifelong learning.


• Safe and orderly School Environments

It is the goal of the Alta Loma School District to provide a safe and orderly educational

environment for all students.

• Active Parent, School, and Community Involvement

It is the goal of the Alta Loma School District to improve interaction and involvement among

student, parent, school, community, business, and higher education to address financial needs,

exchange information, and develop a strong communication system.

• Responsible Citizenship

It is the goal of the Alta Loma School District to provide and promote an environment where

responsibility for self and positive attitudes toward others is achieved. Students are encouraged

to appreciate diversity and individuality among others, be critical thinkers and problem solvers,

and develop social skills to be responsible citizens.

• Maximization of District Resources

It is the goal of the Alta Loma School District to practice sound fiscal and human resource

management by effectively and efficiently maximizing, prioritizing, and allocating district

resources.

Our strategies for success are...the means by which we will achieve our shared values.

• We will create educational programs that meet the interests and needs of the whole child

and provide access to the best instructional tools, including technology.

• We will implement a system of assessment based on district standards aligned with a

rigorous and relevant curriculum.

• We will identify, organize, and develop district resources to support a safe environment

for learning where pupils are valued and respected.

• We will communicate effectively in order to engage the entire community in the

education of our students.

District goals and objectives are reviewed and updated annually. Alta Loma School District’s

2012 API is 876. Of our eight elementary and two junior high schools, nine have API’s in the

800’s, and one elementary has an API over 900. While statewide rankings are high, 7 to 10,

some similar schools rankings are not. The district continues to show high achievement in the

Standardized Testing and Reporting(STAR) California Standards Tests(CSTs).


1. Plan Duration

July 1, 2013 - June 30, 2016

The Alta Loma School District Educational Technology Use Plan continues to be a working

document, which will guide the district’s use of educational technology for the next three years:

July 1, 2013 to June 30, 2016. The District recognizes the need for students to be trained in the

application of technology in both their personal and professional lives. Furthermore, technology

can assist in the instruction of traditional subjects and provide alternate learning schemas for

students. The purpose of this plan is to provide students, staff and community members with a

systematic approach to the integration of technology in the classroom and throughout the

District. As such, the following guiding principles were established:

• Provide students with access to technology and curricular activities which incorporate

technology resources. These resources will support the instructional goals of the District

and the State-adopted content and performance standards.

• Provide ongoing professional development in order to support the use of technology

resources.

• Ensure adequate infrastructure and support to provide highly dependable, relevant and

meaningful technological services.

• Maintain responsible fiscal management throughout the technology program.

• Continue to monitor and evaluate all aspects of the technology program to ensure

progress within this plan and with all other curricular objectives.


2. Stakeholders

Stakeholders

Name Position CDS

Rick Brindle Technology Support Staff San Bernardino


Ho Lee Technology Support Staff San Bernardino


Mike Whisenand District Administrator San Bernardino


Gail Tangeman District Administrator San Bernardino


Steve Thomas District Administrator San Bernardino


Carol Whitaker District Administrator San Bernardino


Stephanie deVisser Site Administrator San Bernardino



Jaymi Abusham Site Administrator San Bernardino


Banyan Elementary

Joan Sanders Site Administrator San Bernardino


Carnelian Elementary

Michele Rachielles Site Administrator San Bernardino


Deer Canyon Elementary

Susanne Melton Site Administrator San Bernardino


Hermosa Elementary

Sue Geddes Site Administrator San Bernardino


Jasper Elementary

Sandra Rose Site Administrator San Bernardino


Floyd M. Stork Elementary

Lynda Hoppe Site Administrator San Bernardino


Victoria Groves Elementary

Melinda Early Site Administrator San Bernardino


Alta Loma Junior High

Catharine Perry Site Administrator San Bernardino


Vineyard Junior High

Charron Rodriguez Site Administrator San Bernardino




Terry Chiever Classroom Teacher San Bernardino



Lisa Walsh Classroom Teacher San Bernardino



Linda Honaker Classroom Teacher San Bernardino


Banyan Elementary

Jessica Chavez Classroom Teacher San Bernardino



Victoria Celis-Castillo Classroom Teacher San Bernardino



Melissa Reyes Classroom Teacher San Bernardino


Deer Canyon Elementary

Amber Arreguin Classroom Teacher San Bernardino


Hermosa Elementary

Laura Stoddard Classroom Teacher San Bernardino


Jasper Elementary

Mark MacKenzie Classroom Teacher San Bernardino


Floyd M. Stork Elementary

Stacy Harrell Classroom Teacher San Bernardino


Victoria Groves Elementary

Donna Rickman Classroom Teacher San Bernardino


Alta Loma Junior High

Andy Bailey Classroom Teacher San Bernardino


Vineyard Junior High

Brad Buller Board Member San Bernardino


Rebecca Davies Board Member San Bernardino


Sandra Oerly Board Member San Bernardino


Caryn Payzant Board Member San Bernardino


Dave Roberts Board Member San Bernardino


Curriculum Council Educational Group San Bernardino


Superintendant Parent

Group

Parent Group San Bernardino


Gregg Legutki County CTAP Representative San Bernardino


Input from all stakeholders in Alta Loma School District is vital to a sustainable, reasonable, and

successful plan. These individuals assisted and contributed to the development, review, and

modification of the district’s 2013-2016 plan.

* District Curriculum Council includes two teacher representatives from each school site, a

special education teacher, elementary administrator, junior high administrator, and the Assistant

Superintendent Ed Services.

** Superintendent’s Parent Group includes a Site Council representative from each site,

PTA/PTSA/PFSA president from each site, and Alta Loma Council PTA Board members. Junior

High Site Councils include student representatives.


3. Curriculum

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

school day and outside of school hours.

3a.Current Access and Use for Students and Teachers

Throughout the school day, Alta Loma School District students have access to computers and the

Internet in labs, classrooms, and libraries. Students in grades Kindergarten through sixth have a

weekly 30-minute session in their site’s computer lab, during which time they practice academic

skills and learn grade-specific skills aligned with the District’s Technology Grade Level

Expectations. Students in grade 7 may take a one-trimester technology elective, and those in

grade 8, a year-long elective course. With the adoption of new Social Studies, Math, and Science

textbooks, students in grades 1-8 have the text on CD and it is available online. Study Island is a

computer-assisted program utilized during school as well as in the after-school program for math

and language arts. Special Education stimulus funds are being used to support training for the

Voyager Intervention Program which is a Web based language arts program that provides

diagnostic and prescriptive instruction to help students. Each site also gives additional computer

access in the lab or in classrooms during lunch on an “as needed” basis.

Teachers have access to classroom, library, and lab computers before, during, and after school.

All classrooms contain at least one computer which is used by teachers for Microsoft Office,

lessons, use electronic gradebooks, and report cards. Teachers also use available technology to

conduct Internet research for lesson planning, create teacher websites, analyze student data on

Illuminate, and communicate via e-mail. Through an academic agreement with Microsoft,

teachers are able to check-out Microsoft Office to install on their home computers, so they are

compatible with school programs. They are also able to check out equipment for use at home

over the summer to assist with lesson development and planning. An employee purchase

program is always available through District-approved vendors.

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

learning.

3b. Current Use of Technology to Support Teaching and Learning

Charts 3b-1 and 3b-2 report District Technology Survey data related to the current teacher skill

level and student use of technology use across the District.

Chart 3b-1 Teacher Use of Technology


Chart 3b-2 Student Use of Technology

For reinforcement and practice district-wide, Accelerated Reader or Reading Counts is used to

reinforce reading comprehension instruction. Renaissance / STAR is utilized to determine

individual reading levels. Rosetta Stone software has been purchased to assist English learners

develop their vocabulary. Available at some school sites is Thinking Maps, a graphic organizer


software that allows students to sort and organize information for a variety of purposes, such as

report writing or developing presentations. Web-based Study Island is used to assist in mastering

Language Arts and Math standards in multiple grade levels. Publisher websites and instructional

CD’s from state adopted programs such as McMillian / McGraw-Hill, Holt, Glencoe and

Houghton-Mifflin, help facilitate enrichment of lessons and student learning. California

Streaming and Vu-Safe are used in many classrooms as an enhancement and support of lessons

and standards taught through multi-media presentations. Illuminate Data System is a useful tool

which allows for immediate assessment results to aide and guide assessment and re-instruction of

concepts in any assessed area of the curriculum. Many teacher websites also incorporate

Microsoft PowerPoint tutoring lessons and homework help links to guide re-instruction.

Individual schools have purchased additional programs to meet specific site needs as identified

in their Single Plan for Student Achievement.

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

3c. Curricular Goals and Academic Content Standards

Included in Alta Loma School District’s Local Education Agency (LEA) Plan, District Strategic

Plan, and site Single Plans for Student Achievement is an Excellence in Student Learning goal.

Specifically, the District’s students will achieve annual progress toward proficiency in the core

content areas of math, reading, writing, history/social science, and science, utilizing technology

both as a tool in support of educational goals and as an independent learning objective. To meet

these expectations, Alta Loma School District offers a curriculum that is challenging,

developmentally appropriate, and culturally relevant. The curriculum is chosen on the basis of its

alignment to the Common Core State Standards (CCSS) and its rigor as an instructional program.

The success of the instructional program is determined by the extent to which the district and its

schools:

• Meet yearly Adequate Yearly Progress (AYP) goals

• Meet yearly Academic Performance Index (API) growth targets

• Meet yearly Annual Measurable Achievement Objectives (AMAO’s) for English learners

• Increase the achievement performance of all students (EL, GATE, Title I, Special Ed,

etc.) in reading, language arts, and math on state tests

• Increase the percentage of all students (EL, GATE, Title I, Special Ed, etc.) achieving

proficient on district grade level benchmark assessments

Alta Loma School District utilizes multiple measures to assess academic achievement goals and

student outcomes and uses the results to drive instructional programs. These measures include:

• API which includes STAR Testing Program.


• AYP which indicates progress made toward NCLB / CCSS.

• CELDT (California English Language Development Test), which indicates the degree of

effectiveness of English language development for EL students and provides information

on the ELD level of students to guide instruction to further proficiency.

• District Benchmark tests for language arts and math, which measure student skill mastery

and district created benchmarks for history/social science (grades 4-8), and science

(grades 4-8).

• Comprehensive grade level pacing plans, which include a process for continuous

assessment and adjustments to meet student learning needs.

• Teacher observation, rubrics, classroom assignments, daily student performance, and

content area assessments, which provide daily on-going evaluation of student work.

Alta Loma School District’s technology is aligned to these academic content standards, goals,

and assessment methods as described above, in the District’s LEA Plan, and in each site’s Single

Plan for Student Achievement.

3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan

for using technology to improve teaching and learning by supporting the district curricular

goals.

Technology is and will continue to be used to support Alta Loma School District’s goals for

academic learning and teaching with an emphasis on mathematics and language arts. Primary

students and some upper grade and junior high students regularly use Accelerated Reader or

Reading Counts to support improvements in reading and reading comprehension. A smaller

percentage of students also access and use Accelerated Math. Another intervention program

(Study Island) is available online for improving language arts and mathematics skills. The

Voyager Intervention Program will be available for comprehensive reading intervention that

meets the needs of all struggling readers.

Additionally, students are involved in class activities and group projects which utilize classroom

learning centers and the Internet, e.g. WebQuests and virtual field trips. The Math, Social

Studies, and Science adopted materials include Internet, CD-ROM, video, and DVD resource

material. Alta Loma School District recognizes that meeting district goals and realizing gains in

student academic performance can be best achieved through greater utilization of existing

resources and the integration of technology into current student activities and projects.

Goal 3d.1: Alta Loma School District Students Will Reach High Standards, at a Minimum,

Attaining Proficiency or Better in English/Language Arts, by 2015-2016 (as stated in the

District’s LEA Plan).

Objective 3d.1.1: By May 2016, 100% of students will meet/exceed state-mandated performance

levels in English/Language Arts, as measured by the state-mandated testing requirements.


Benchmarks:

• Year 1: By May 2014, 83.5% of students will meet/exceed state-mandated performance




• Year 3: By May 2016, 100% of students will meet/exceed state-mandated performance


Implementation Plan

Activity Timeline Person(s)

Responsible

Monitoring &

Evaluation

Evaluation

Instrument Students will use district

purchased educational

software

2014-2016 Teachers, Special

Education

Collect and review

student produced

documents; assess

student achievement;

and make

recommendations for

program modifications

Student Projects,

Teacher Observation,

Report Card Data

State testing and district

assessments

2014-2016 Site Administrators,

teachers, Special

Education

Review assessment data

for all student

populations; make

recommendations; and

implement program

modifications.

Grade Level

Benchmark

Assessments, Report

card data, STAR

English-Language Arts

state-mandated testing

results, District data

assessment software,

CELDT results

Goal 3d.2: Alta Loma School District Students Will Reach High Standards, at a Minimum,

Attaining Proficiency or Better in Mathematics, by 2015-2016 (as stated in the District’s

LEA Plan).

Objective 3d.2.1: By May 2016, 100% of students will meet/exceed state-mandated performance

levels in Mathematics, as measured by the state-mandated testing requirements.

Benchmarks:





• Year 3: By May 2016, 100% of students will meet/exceed state-mandated performance


Implementation Plan



Responsible

Monitoring &

Evaluation

Evaluation

Instrument Students will use district

purchased educational

software

2014-2016 Teachers, Special

Education

Collect and review

student produced

documents; assess

student achievement;

and make

recommendations for


Student Projects,

Teacher Observation,

Report Card Data

State testing and district

assessments

2014-2016 Site Administrators,

teachers, Special

Education

Review assessment data

for all student

populations; make

recommendations; and

implement program

modifications.

Grade Level

Benchmark

Assessments, Report

card data, STAR

English-Language Arts

state-mandated testing

results, District data

assessment software

3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan

detailing how and when students will acquire the technology skills and information literacy

skills needed to succeed in the classroom and the workplace.

Alta Loma School District has established Technology Grade Level Expectations (TGLEs),

which delineate what technology and information literacy skills students should master by the

end of each grade level. Technology skills are currently taught by engaging students in a variety

of project activities in the classroom and lab. Students learn basic technology skills, such as

word-processing and graphics by using Microsoft Office Suite and the Internet. CCSS

preparation is also imbedded in technology instruction.

The District’s junior high schools offer 7th and 8th grade students an elective class in basic

computer skills in which they learn productivity applications, such as newsletters, reports, and

spreadsheets. Both introductory and advanced classes are available to students. Students are

learning technology skills using project based assignments to create an end product which is then

used as an assessment.

Goal 3e.1: All Alta Loma School District Students Will Have the Necessary Grade Level

Technology and Information Literacy Skills to Succeed Academically and to be Productive

Independent Learners.

Objective 3e.1.1: By May 2016, 100% of students will achieve the technology and information

literacy grade level objectives outlined in the Technology Grade Level Expectations.

Benchmarks:

• Year 1: By May 2014, 100% of students will achieve the technology and information






literacy grade level objectives outlined in the Grade Level Expectations.

Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument Students at each grade

level will create at least

one work project per

trimester to show

competency on

Technology Grade

Level Expectations.

Trimester Teachers Teacher will evaluate

work samples and

modify instruction as

needed.

Project results

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

appropriate and ethical use of information technology in the classroom so that students can

distinguish lawful from unlawful uses of copyrighted works, including the following topics:

the concept and purpose of both copyright and fair use

Goal 3f.1: Goal 3f: All students and teachers will be able to 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.

Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument Update present Internet

Acceptable Use Policy

to include copyright,

plagiarism, and unlawful

downloading. Parents,

students, and teachers

sign each year.

Annually IT Director Review of AUP

Principal / Designee

attend RIMS CTAP

train the trainer

Information

Literacy/Internet Safety

workshop.

Fall 2014 Principal / Designee Attendance Verified



deliver teacher training

and student lessons on

Information

Literacy/Internet Safety.

Annually,

Each January

Principal / Designee Lesson plans and

training logs.

Students receive lessons

on copyright, fair use,

plagiarism, and unlawful

downloading from

classes

Annually,

Anually Each

Fall

Grades K-8 teachers Principal review of

lesson plans

Students incorporate

appropriate copyright

and fair use into their

projects.

Ongoing Grades K-8 teachers Teacher and

administrators review

projects.

Staff collects examples

of student projects and

review for use of

appropriate and ethical

use and copyright.

Annually,

each Spring

Staff & Admin Student technology

work is reviewed and

assessed by staff and

admin.

Teachers will be trained

to implement an

Information

Literacy/District-wide

curriculum, which

includes copyright and

fair use and ethical uses

of technology.

Fall 2013 Staff & Administrators Principal will review

teacher participation.

Students will take the

Information Literacy

Program quiz.

Annually

each

Aug/Sept

Teachers and

Administrators

Student work is

reviewed and monitored

by staff.

Annually, district will

evaluate the student

post-assessment data to

determine modifications

to the instructional

program to better ensure

understanding of

copyright and fair use,

legal and illegal

downloading and P2P

file sharing, and

avoiding plagiarism.

Annually,

every spring

Assistant Superintendant

Educational Services

Principal will review

student data and lead

staff in program

modification.

3g. List of goals and an implementation plan that describe how the district will address Internet

safety, including how to protect online privacy and avoid online predators. (AB 307)

Goal 3g.1: All students and teachers will be able to apply Internet safety rules, including

how to protect their online privacy and avoid online predators and cyberbullies when they

are using the Internet.


Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument Update present Internet

Acceptable Use Policy

to include online safety.

Parents, teachers, and

students sign each year

Annually,

Each August

IT Director Review of AUP


attend RIMS CTAP

train the trainer

Information

Literacy/Internet Safety

workshop

Fall 2013 Principal / Designee Attendance Verified


deliver teacher training

and student lessons on

Information

Literacy/Internet Safety.

Annually,

Each January

Principal / Designee Lesson plans and

training logs.

Students will receive

lessons which integrate

principles in internet

safety throughout the

curriculum.

Ongoing Teachers Lesson plans

Students use myCTAP

Cybersafety resources

available online

Ongoing Teachers Lesson plans

Teachers will be trained

to implement an

Information

Literacy/District-wide

curriculum, which

includes internet safety,

online privacy, and how

to avoid online

predators.

Fall 2013 Staff & Administrators Principal will review

teacher participation in


Program training

Students will take the


Program quiz.

Annually

each

Aug/Sept

Teachers and

Administrators

Student work is

reviewed and monitored

by staff

Annually, district will

collect and evaluate data

to determine

modifications to the

instructional program to

better ensure

understanding of

internet safety, online

privacy, and avoiding

online predators.

Annually Assistant Superintendant

Educational Services

Observations, student

data, lesson plans

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

students.


Technology will be used to support the progress of all students, including special education

students, advanced students, and English language learners. Technology goals apply to all

students. Programs and methods for achieving the goals will be adapted to meet individual

student needs. The Site Technology Leaders, Site Administrators, and Assistant Superintendent

Ed Services will annually review support of individual special needs groups to ensure the district

and schools continue to meet expectations.

Technology assists teachers and staff to differentiate instruction for all students. The technology

requirements of special needs students are met through the District and/ Special Education Local

Plan Area (SELPA). All classrooms meet the requirements of the Americans with Disabilities

Act.

In accordance with the Child Internet Protection Act, the District has adopted an Acceptable Use

Policy which is reviewed and updated annually per section 3g.

3i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan

to use technology to make student record keeping and assessment more efficient and

supportive of teachers’ efforts to meet individual student academic needs.

Alta Loma School District contracts with Illuminate; a program that collects student data on a

frequent basis, using existing classroom assessments, district trimester benchmark tests, and state

assessments as well as our student information system. This allows teacher/administrator online

access to data to determine individual student needs throughout the school year. Illuminate

aggregates and disaggregates student data based on teacher/administrator needs.

Teachers and administrators at the elementary level access and use Report Card Maker for

grading information for students; whereas, at the junior high level, they access and use the

student information system containing personal data and grading information for students.

Teachers throughout the district utilize a variety of electronic gradebooks to collect grades

throughout the year. Teachers and administrators also receive training in the use of diagnostic,

prescriptive applications used for measuring student performance (Accelerated Reader, Reading

Counts, Study Island, Accelerated Math and Destination Math).

Goal 3i.1: Alta Loma School District Teachers and Administrators Will Effectively Utilize

Technologies That Assist With Student Record Keeping and Assessment to Drive

Classroom Instruction.

Objective 3i.1.1: By May 2016, 100% of Certificated and Instructional Staff will use data from

Common Assessments working together in professional learning communities to evaluate and

increase student achievement.


Benchmarks:

• Year 1: End of Year 1: By May 2014, 70% of certificated and administrative instructional

staff will work together to use student data to create and implement a plan to increase

student performance.

• Year 2: End of Year 2: By May 2015, 85% of certificated and administrative instructional

staff will work together to use student data to create and implement a plan to increase

student performance.

• Year 3: End of Year 3: By May 2016, 100% of certificated and administrative

instructional staff will work together to use student data to create and implement a plan to

increase student performance.

Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument Train teachers and site

administrators to

productively utilize

district wide data

management software

system

Ongoing Site Technology

Leaders and principals

Periodic review and

evaluation

Review training sign-in

sheets and evaluations

Using data, teachers will

plan appropriate

instruction to support

the goals of this plan

Ongoing Teachers, Site

Administrators, Assoc.

Supt. Ed Services

Teachers and Site

Administrators review

and discuss student

achievement data

Illuminate

3j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan

to use technology to improve two-way communication between home and school.

3j. Two Way Communication Between Home and School

Also included in Alta Loma School District’s Strategic Plan is an emphasis on active parent,

school, and community involvement; to provide numerous opportunities to increase parents’

involvement in the education of their students; and to continue to improve the interaction of

students, staff, home and community through effective and open communication (including

interaction via technology). This begins with parents involving themselves in the initial

introduction to the school through registration, to attending regular meetings with teachers,

administrators, and others, and by availing themselves of the myriad of programs and services

offered which are designed to help parents with their students. It also involves soliciting input

from parents (through an annual survey) about the effectiveness of District technology in

enhancing ongoing parent-school communication.

The district and all sites maintain Websites which provide information about the schools,

programs, and gains in performance. All school sites also offer additional information with

teacher classroom pages and parent links to websites for mathematics, social studies, language

arts, and science enrichment and intervention. Some teachers utilize the Blog module on their


Website which allows interactive two way communication about posted topics or items of

discussion between teachers, students, and parents. Many teachers also provide on-line access for

grades with a link to email the teacher if questions or concerns come up. Parents and students are

provided log-in information to insure student privacy.

The Alta Loma School District has an open door policy with communication and supports that

with the following technologies. All teachers and administrators share their district assigned

e-mail address and encourage communication with parents and students. The school sites and

district also utilize the Global Connect automated telecommunication system not only for

announcements and alerts, but can receive feedback from the parents by using a numeric

response feature for answering simple questions. For more in depth questions and answers the

Website solution has many more options from yes or no to open ended essay type responses. The

combination of these resources provides multiple ways to keep an open line of communication

between administration, teachers, students, parents, and community.

Goal 3j.1: Alta Loma School District Will Make Effective use of Technology as a Two-Way

Communication Tool With Parents and Community Members to Continue Ongoing

Communication.

Objective 3j.1.1: By 2016, 100% of administration and teachers will use technology to enhance

two-way communication with parents.

Benchmarks:

• Year 1: 2014: 85% of staff will utilize multiple district technology resources to improve

home to school communication.





Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument Assign all new staff an

Outlook e-mail address

Yearly IT Director Yearly Review Work orders

Ensure all district

schools have the

hardware, infrastructure,

and training needed to

implement the programs

such as Illuminate,

Global Connect Calling

System

August IT Director District Review Work orders, training

agendas, sign-in sheets


Ensure that all parents

are aware of

communication

programs such as AR

Home Connect,

Illuminate Parent Portal,

and Global Calling

System and how they

are accessed.

Ongoing Teachers and site

administrators

District Review Annual Parent

Technology Survey

Fund and maintain

district and school

websites where news,

announcements, staff

contact information,

teacher class

information, events, etc.

are communicated with

students and parents via

teacher and district

websites.

Ongoing Teachers and site

administrators

District Review Budget items

Provide classroom based

web publishing software

training opportunities

for teachers to learn to

publish/ communicate

on their school web site.

Site

Technology

Leader

Site Administrator will

review Web sites at least

once a trimester

Ongoing Work orders, training


Provide Word and

Desktop publishing

training to teachers and

classified staff to learn

to publish professional/

attention getting

documents to improve

communication between

home, school, and

community.

Ongoing Site Technology Leader District Review Work orders, training


3k. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j)

goals, objectives, benchmarks and planned implementation activities including roles and

responsibilities.

Guiding Principle: Ensure the effectiveness of the technology program through consistent

monitoring and evaluation including, but not limited to, funding, curriculum and staff

development.

To ensure our technology program is effective, we begin by collecting data. The data will come

from Benchmark assessments, CST results and parent surveys as referenced in section 3d. After

we have collected the data, we will analyze the data through Illuminate and the Tech Plan

Survey. At each site, implementations will be adjusted based on results, and trainings will be

provided as needed (section 4). These trainings will be provided by Principals, Site Technology


Leader (STL)’s or other site designees. Teachers and other instructional providers will

implement adjusted programs as necessary. These programs could include Study Island,

Accelerated Reader, Reading Counts, as well as state adopted publisher websites and CD’s.

Monitoring of these implementations and adjustments will begin with teachers. In-class

assessments will provide on-going adjustments. Principals and teachers will discuss changes that

may need to be made, with final discussions between principals, Curriculum Council, and

Assistant Superintendent Educational Services determining future trainings and implementations.

Persons monitoring and evaluating each activity will report the results listed in the goals and

objectives stated above to the Assistant Superintendent Educational Services for evaluation and

plan modification. At the conclusion of each school year, multiple assessments such as District

Benchmarks and CST test results will be analyzed.

Teachers and site administrators will complete the Tech Plan Survey. Additionally, parents will

complete an annual technology survey. The results of the surveys will be compiled by the

District Network Specialist and reported to the Assistant Superintendent Educational Services.

With the District Network Specialist, Site Technology Leaders will review the results

semiannually (Fall and Spring), and as necessary, make recommendations to the Curriculum

Council and Assistant Superintendent Educational Services for implementation. The Assistant

Superintendent Educational Services will provide an annual report for the Board on the progress

toward meeting the goals and objectives specified in the District’s Educational Technology Use

Plan.


4. Professional Development

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

professional development.

In order for students to master technology and be able to use it in alignment with curriculum

goals, all staff in Alta Loma School District will need to be provided with the necessary training

and support to learn and utilize technology in the classroom.

Over the last several years, the District has identified targeted, site-specific, professional

development as a method to increase the effectiveness of training. While still providing

wide-range district-wide training in a variety of subjects, the District has fostered Site

Technology Leaders (STL), established as a part of the Peer Assistance and Review (PAR)

program, and empowered these teachers to meet site needs. Through a district technology survey,

discussions and observations, Site Technology Leaders are able to gauge specific areas of need

in all areas of technology. Using this information, they are able to craft training sessions

designed to meet the specific needs. These training sessions involve as few as one other person

and as many as the entire staff, depending on the target audience.

Alta Loma School District teaching staff and administrators completed their District Technology

Survey in October of 2012. During the technology planning meetings, the Technology

Committee reviewed the results and identified current staff technology proficiencies.This chart

represents the assessment summary for 225 teachers and administrators. It is important to note

that this includes both fully completed and partially completed assessments.

Upon analysis of the 2012 District Technology Survey, over 90 percent of Alta Loma School

District teachers and administrators currently have a general understanding of and can

consistently use internet, email, and word processing, with the remaining teachers self-ranking

themselves at a beginner level. They understand the basic parts of the computer but need to be

more comfortable manipulating the applications. The survey shows that because 59 percent were

not proficient in spreadsheets and 39 percent were not proficient in presentation software,

trainings on site should be focused on the areas of the use of presentation software and

spreadsheets to help teachers build their skill levels in an effort to reach proficient status by

2016. These trainings would consist of, but not be limited to, Microsoft Office Suite, Publisher

Software, Illuminate training and general computer skills workshops.

Survey results:


4b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan

for providing professional development opportunities based on your district needs

assessment data (4a) and the Curriculum Component objectives (sections 3d through 3j) of

the plan.

The District will plan and implement specific professional development based upon the needs of

the staff and will utilize STL led trainings, conferences, online professional development, and

other opportunities, e.g., CTAP-provided training and customized on-site workshops. Trainings

will include, but not be limited to, Illuminate, Accelerated Reading and Math, Reading Counts,

Voyagers, and Microsoft Office Suite Products. Teachers will have trainings specific to programs

that can be utilized in the classroom such as presentation and spreadsheet software, multi-media

programs, utilizing the software that the district already owns. This will help to meet our goal of

100% of teachers at Intermediate or Proficient level by 2016 in computer knowledge and skills.

District staff and CTAP will collaborate for additional professional development. Once trained,

staff will be responsible for implementing skills obtained.

District staff will be responsible for working together to design and implement rubrics to assess

student work on a district wide level. Trainings take place each year for utilizing and revising the

current writing rubric to best suit the needs of the students.

In regards to Internet Safety, each Principal/ Designee will have the opportunity to attend

trainings such as RIMS CTAP Train the Trainer workshop. Each year at the first staff meeting,


the Principal/ Designee will lead an Information Literacy Program training which includes online

privacy and teaches students how to avoid online predators. This will include handouts that are

appropriate for the school site level. During weekly computer instruction, teachers will integrate

principles of internet safety and acceptable use policies.

The monitoring process is included on the chart below in Goal 4b.1. It describes who is

responsible and what will be done to make program modifications. At the end of each school

year, school staff members and students will complete a technology evaluation form developed

from information on the benchmarks and timeline grid. The evaluation form will be developed

and implemented within the time frame of this technology plan. This data will be passed on to

administrators at the school and District levels. Administrators and leadership teams will be

responsible for reviewing evaluation data and making recommendations for program

modifications.

Training will be provided to staff on an on-going, flexible basis, utilizing internal and external

trainers, and be integrated into other staff development programs, as appropriate.

Goal 4b.1: All Alta Loma School District Teachers Will Utilize Technology in Support of

the Curricular Goals for Students.

Objective 4b.1.1: By June 2016, 100% of certificated and instructional staff will have training

necessary to integrate technology into instruction.

Benchmarks:

• Year 1: By June 2014, 80% of certificated and instructional staff members will have

training necessary to integrate technology into instruction.





Implementation Plan


Responsible

Monitoring &

Evaluation

Evaluation

Instrument Training will be

provided to teachers and

administrators on the

Microsoft Office Suite

Ongoing Site administrators,

District Network

Specialist, and Assoc.

Supt. Ed Services

Administrators and

leadership teams will be

responsible for

reviewing evaluation

data and making

recommendations for


District Tech Survey

and Sample lessons

that integrate

technology resources to

support curriculum


Training will be

provided to teachers and

administrators on the

Common Core State

Standards, including

technology integration

in the CCSS.

Ongoing Assoc. Supt. Ed

Services, Site

Administrators

Administrators and


responsible for


data and making

recommendations for



Training will be

provided to teachers,

administrators and staff

as needed in the Website

management software

Ongoing Network Specialist, Site

Tech Leaders and site

administrators

Administrators and


responsible for

reviewing Websites


Training will be

provided to teachers,

administrators and staff

as needed in the student

information system and

the data and assessment

software

Ongoing Site administrators,

District Network

Specialist, and Assoc.

Supt. Ed Services

Administrators and


responsible for


data and making

recommendations for



4c. Describe the process that will be used to monitor the Professional Development (Section

4b) goals, objectives, benchmarks, and planned activities including roles and

responsibilities.

With the purpose of verifying that the trainings are beneficial, data will be collected and

analyzed. This will start with teacher feedback from the trainings based on surveys and the

District Tech Survey annually. Principals, Site Technology Leaders, and District Network

Specialists will collect and analyze the data and determine where further training needs to occur

for each site.

Implementation will be adjusted based on these results and will vary at each site. The trainings

will be provided by Principals, Site Technology Leaders, Computer Aides, or external experts if

needed. These trainings can include, but not be limited to, Illuminate, Reading Counts,

Accelerated Reading and Math, Voyager, district website training, and Microsoft Office Suite

Products. Monitoring of these implementations will be designated to the Principals at each site.

Principals will discuss with the Assistant Superintendant of Educational Services the data

collected and make changes as needed to better prepare the district staff in utilizing technology

in the classroom.

Each site will monitor the training of its staff, and at the end of each school year the Site

Technology Leaders will gather all resources and present recommendations for improvement to

administration. This monitoring information will come from the evaluation from each of the

activities listed above. Staff that continues to need further training will be directed resources

within the district so that their professional development needs are being met. All other district

staff will be required to maintain or increase their intermediate to proficient levels of technology

by attending annual trainings provided by the district. By 2016, it is the goal of the district to

have 100% of district teachers in the intermediate to proficient levels when surveyed by District

Tech Survey.


Teachers will take the District Tech Survey annually in March, prior to Spring break. This will

provide data to plan appropriate professional development and to analyze progress toward

district goals and objectives. Data will then be reported to the Site Technology Leaders by the

last meeting of the school year in May as part of the evaluation and monitoring process described

in section 4c and 7b. Additional monitoring processes will include checking teacher websites,

lessons compiled on the district server, and both teachers and site administrators observing

technology lessons.

At the end of each school year the Site Technology Leaders and District Network Specialist will

gather all resources and present recommendations for improvement to administration.


5. Infrastructure, Hardware, Technical Support, and Software

5a. Describe the existing hardware, Internet access, electronic learning resources, and technical

support already in the district that will be used to support the Curriculum and Professional

Development Components of the plan.

Existing Hardware: Guiding Principle: Ensure that all technology initiatives are supported

with appropriate equipment, personnel and infrastructure.

The Alta Loma School District has approximately 1,538 computers available for instructional

use (about 4.0 students per computer). Chart 5a-1 gives a breakdown of the computer inventory

that is currently available at each particular school site. Of these 1,538 computers, 994 are less

than four years old, raising the student to computer ratio to 6.2:1. Alta Loma also has

approximately 100 computers available for non-instructional programs. Computers are primarily

PC-based with Microsoft Windows operating systems. Each school site has at least one computer

lab available for student use. The eight elementary school labs are staffed by part-time computer

instructional aides to assist with lesson plans, and the two junior high schools each have a

full-time teacher instructing a computer elective class.

Chart 5a-1 Site Computer Inventory

2012-13 Age of Computers

School Total # <1 year 1-2 years 2-3 years 3-4 years 4 yrs +

Alta Loma

Elementary

208 94 38 16 3 57

Alta Loma

Junior

High

160 1 35 26 39 59

Banyan

Elementary

101 7 10 11 8 65

Carnelian

Elementary

180 67 42 28 3 40

Deer

Canyon

Elementary

186 73 14 32 3 64

Hermosa

Elementary

94 2 5 23 4 60

Jasper

Elementary

102 5 8 3 8 78

Stork

(Floyd M.)

Elementary

182 7 27 43 15 90


Victoria

Groves

Elementary

113 0 21 5 8 79

Vineyard

Junior

High

212 4 10 7 46 145

The District provides its own e-mail services, spam filtering, Internet-content filtering, Intrusion

Protection Service, anti-virus, spyware, malware, and firewall protection that provides privacy

and security to our internal network. A content filtering solution has been in place since 1999

and fully meets the requirements of the Children’s Internet Protection Act. The District Office

uses a combination of Microsoft 2003 and 2008 servers to provide e-mail services, web services,

and other services as necessary.

Each school site, along with the District Office, has an Ethernet LAN that allows access to the

network and the Internet from every classroom. Every classroom has at least one network

connection, with some schools having an average of four network connections in each

classroom. Additionally, at six of our ten school sites, there is an 804.11x Wireless Local Area

Network (WLAN), which adds additional connectivity to the network for areas where cabling is

difficult, as well as for portable computers/devices. We are expanding this functionality to all ten

sites and the District Support Center. Category 5 cabling connects each classroom to an

Independent Distribution Frame (IDF) located within 100 meters of the classroom. Each IDF on

the campus is connected through multimode fiber-optic cable back to the Main Distribution

Frame (MDF) located in the communications room at the school.

Every classroom has at least one Internet-capable multimedia computer. The District has

implemented the use of thin client computing that started with a case study roll out at one of the

elementary sites in an attempt to reduce equipment cost while lowering the student to computer

ratio. The network software managing the network at each site is also a combination of Windows

2003 and 2008 servers. A minimum of one server is provided at each site, which combine to

manage school resources and library services. Additional servers are deployed for specific

functions, such as a video streaming and computer lab applications where needed.

Existing Internet Access: Every school site is connected to the District Office by a 100 Mbps

network connection. The District Office is peripherally connected to Chaffey Joint Union High

School District with direct access to the California K-12 High Speed Network. Currently this

connection is a circuit using 100 Mbps of bandwidth. This high-speed connection allows the

District to provide adequate bandwidth for all its computers. It will also allow the district to

pursue the implementation of high-speed applications, such as video streaming and

teleconferencing. Data and communication upgrades will be investigated as the need for more

bandwidth becomes probable with the increase of Internet and streaming media use in the

classroom.


Existing Electronic Learning Resources: For reinforcement and practice district wide,

Accelerated Reader or Reading Counts is used to reinforce reading comprehension instruction

and Destination Math and/or Study Island is used diagnostically as part of our math intervention

program. Rosetta Stone software has been purchased to assist English learners develop their

vocabulary. The Voyager Intervention Program will be available for comprehensive reading

intervention that meets the needs of all struggling readers. Available at all school sites is

Kidspiration (K-3) and Inspiration (4-8), a graphic organizer software that allows students to sort

and organize information for a variety of purposes, such as report writing or developing

presentations. Individual schools have purchased additional programs to meet specific site needs

as identified in their Single Plan for Student Achievement.

Student Information Systems, Parent/Teacher Portals, and Other Administrative Software

Every school district needs a method of accounting for student attendance. Generally,

computerized systems that meet this need also provide a number of other features that allow for

robust tracking and management of student data. The Alta Loma School District uses the

Illuminate Student Information System for this purpose. Illuminate manages a large amount of

information regarding the students of this District, including basic student information, program

participation, attendance, grades, test data, and health information. We have opened a parent

portal to allow access for the parents to receive real time attendance and grade book data for the

junior highs, with plans to move forward on elementary-level implementation in the near future.

The Alta Loma School District relies heavily on this program for day-to-day operations, and this

is reflected in the careful management of the system.

Daily backups are performed, security is monitored, and ongoing training occurs in order to

ensure that the data is reliable, safe and correct. Additional demands are placed on the integrity

of the data as the school district participates in the CALPADS program for the state of

California. This program allows for electronic submission of critical state reports, as well as

records transfers between participating school districts.

In addition to using Illuminate to communicate with parents, the Alta Loma School District uses

multiple other portals for teacher-to-parent communication. The district utilizes a Web hosting

service for the District Website as well as for teacher sites which open multiple avenues for

parents to receive feedback on their children as well as communicate with their child’s teacher. A

dial-in homework hotline is in use at one of the junior high schools to allow parents to stay

up-to-date with their children’s studies. Alta Loma also uses Global Connect, a Web based voice

messaging system for communications from the district and school sites to send a personalized

message via telephone or email to parents.

Existing Technical Support: District wide, technical support is provided by two full-time

district employees, a Network Specialist and a Computer Technician. They are supported by one


Site Technology Leader (a stipend teacher) per school site for approximately 40 to 60 hours per

school year. Additionally, at the elementary level, a part-time Computer Aide provides some

support and assists teachers with lesson plans in the school computer lab. Each junior high has

one FTE teacher who instructs students taking the 7th or 8th grade computer elective course.

Expansion of the district technical support staff will be explored as the need for technical support

grows and if the availability of funding exists.

5b. Describe the technology hardware, electronic learning resources, networking and

telecommunications infrastructure, physical plant modifications, and technical support

needed by the district's teachers, students, and administrators to support the activities in the

Curriculum and Professional Development Components of the plan.

Hardware Needed: It is also important to keep technology current. The reliability and stability

of technology is often directly related to the age of the equipment. In addition, as software

improves the requirements for running the software increase. If we are to have a successful

technology program, we need to ensure that the equipment in the classrooms is capable of

operating without interruption and at a minimum level to operate software without frustration. To

this end, the District has implemented a five-year support cycle for computers. Computers may

operate in the classroom beyond the five-year window, but they will only receive tech support

and replacement parts when it is determined economically feasible. These computers will not be

counted as modern technology equipment on surveys used for replacement purposes.

To assist sites with the monitoring of current equipment, a Computer Replacement Schedule will

be given to Principals once per year. This schedule will detail the age of on-site technology,

number of computers outside of the five-year support window, and the estimated cost of

replacing outdated computers. It will also include information regarding the cost of additional

computers to either reach or maintain a 6:1 student to computer ratio in each Model Classroom.

Computers used to calculate these ratios will be less than 4 years old. Based on our 2012

in-house computer survey data, the student-computer ratio is 6.2:1. In order to close that gap, the

district will need to acquire additional computers to achieve the district wide student to computer

ratio. Thin client computing is being utilized at multiple sites to aide with meeting the 6:1

student to computer ratio goals while reducing the cost of replacement equipment and electrical

costs. Purchasing one computer, the thin clients and the licensing, four workstations can be

installed for the price of two computers.

To stay with the goal of a 6:1 student to computer ratio by the year 2016 there will need to be

approximately 900 computers purchased district wide over that time span. This number is based

on the current student population and might vary with the possible addition of thin client

computing. The computer ratio would then be a combination of actual computers and thin client

workstations.


Electronic Learning Resources Needed: The vision of the Alta Loma School District is to

equip all educators with the ability to effectively use technology to support the instructional

program. The District recognizes that the appropriate equipment may change over time, but also

believes that it is important to develop the concept of a “Model Classroom” in order to provide

guidance to staff in the outfitting of classrooms. The Model Classroom is an ambitious, yet

realistic, goal set forth in this document and intended to be updated on a regular basis.

The model classroom includes:

• One teacher computer, used for organization, administration and lesson presentations

• Adequate student computers, to establish a 6:1 student to computer ratio in the classroom

• One network-attached all-in-one printer/scanner/copier, allowing print access from all

classroom computers

• One document camera

• One television, minimum size of 32”, and multi-media projector, with appropriate

equipment to allow the computer screen to be displayed

• Wireless slate, interactive white board, or tablet type device to allow the teacher access to

teach while interacting with the students throughout the classroom

• One DVD player/burner or drive

• A set of multi-media speakers and microphone for possible Web distance learning and

lecture amplification

• License to digital streaming media service to incorporate video/music snippets into daily

lesson plans

• Software to support instruction and Technology Grade Level Expectations. This currently

includes the following:

• Electronic Textbook Material

• Microsoft Office Suite

• Thinking Maps

• Type-to-Learn

• Anti-Virus Program

• Internet Explorer

• Additional software/Web Services, which varies by site and can include reading

diagnostic software such as Accelerated Reader and Reading Counts.

Currently all sites have at least 10 Model Classrooms and plans are to have all Model

Classrooms ready by 2016. Projectors are already in place in over 80% of the classrooms district

wide as a step toward integrating technology in the classroom following the Model Classroom

guidelines. The school site administration along with the site teachers will determine the order in

which the Model Classrooms will be completed. Some guiding factors will be grade level,

training, and both teacher and student technical ability. Additional equipment to complete the

classrooms will be purchased as funds allow to stay on pace with our goal of having all sites

completed by 2016.

Networking and Telecommunications Infrastructure Needed: Hardware, infrastructure, and

the support of resources are critical components of an effective technology program. One of the


cornerstones of current technology use is the Internet. Many programs in place across the District

use network resources to deliver content. Reading and math diagnostic software is highly

dependent on the accessibility of data throughout a school. All of these initiatives require a

reliable, robust network. The network equipment and bandwidth will be monitored, evaluated,

and upgraded utilizing available funding to maintain these standards.

Physical Plant Modifications Needed: Supporting resources, such as, increased electrical

capacity, network cabling, and wireless access will be installed as needed with available funds.

We are working with thin client solutions to reduce the need for physical plant modifications.

Technical Support Needed: In order to ensure that diverse technological resources are available

as needed and that confidence fosters participation, the Alta Loma School District recognizes the

need for capable support technicians. The District technology support staff consists of a Network

Specialist and a Computer Technician. The District will continue to evaluate the need for

additional support and provide such, as funding allows.

5c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure,

learning resources and technical support required to support the other plan components as

identified in Section 5b.

Year 1 Benchmark: Continue to purchase equipment to complete Model Classrooms at each

site and specific technology found needed by the SBAC Technology Readiness Survey.

Recommended Actions/Activities Timeline Person(s) Responsible

Use surveys and site inventories along with

budget predictions to determine purchase of

specific technology found needed by the SBAC

Technology Readiness Survey.

2014-2016 Management Team

Purchase equipment to add 2 Model Classrooms

per site.

2013-2014 Network Specialist and principals

Year 2 Benchmark: Look to expand technical support personnel to continue to provide

adequate support for technology to maintain our Model Classrooms by adding an additional

support staff member. Continue to purchase equipment to support Model Classroom and specific

technology found needed by the SBAC Technology Readiness Survey.



Use surveys, results and budget predictions to

determine economic feasibility and necessity of

hiring additional personnel and additional specific

technology found needed by the SBAC


2015-2016 Management Team

Purchase equipment to add 2 Model Classrooms

per site.

2014-2015 Network Specialist and principals

Look at adding an additional Computer

Technician to support district technology.

2014-2015 Network Specialist, management and principals

Year 3 Benchmark: Look to expand technical support personnel to continue to provide

adequate support for technology to maintain our Model Classrooms. Continue to purchase

equipment to support Model Classroom and specific technology found needed by the SBAC



Use surveys, results and budget predictions to

determine economic feasibility and necessity of

hiring additional personnel and additional specific

technology found needed by the SBAC


2016 Management Team

Purchase equipment to add last final Model

Classrooms per site.

2016 Network Specialist and principals

Look at adding an additional Computer

Technician to support district technology.

Ongoing Network Specialist, management and principals

5d. Describe the process that will be used to monitor Section 5b and the annual benchmarks

and timeline of activities including roles and responsibilities.

To ensure that we have the infrastructure, equipment, and software that would be required to

effectively implement the District Educational Technology Use Plan we will begin by collection

of data. The data will come from multiple sources including site computer inventories, classroom

equipment inventories, SBAC Technology Readiness Survey, electrical evaluations and network

monitoring reports. After we have collected the data we will analyze the data. At each site,

implementations will be adjusted based on results, and purchases will be made as needed.

Monitoring of these implementations and purchases at site level will begin with site computer

inventories. The annual inventory results will be compiled and used to determine the computer

replacement schedule by the district Information Technology Department. At the beginning of

each year teachers will fill out classroom equipment inventories that will monitor progress

toward the Model Classroom goals. The district Network Specialist will meet with the Assistant

Superintendent Educational Services and principals to evaluate these results and plan


accordingly. The associate Superintendent of Business Services, along with the principal, will

monitor work orders and equipment installs to account for adequate facilities. On a district level,

the Information Technology Department will monitor network usage and consult with the

Assistant Superintendent Business Services about voice and data system and service upgrades.

The Assistant Superintendent Educational Services will provide an annual report for the Board

on the progress toward meeting the goals and objectives specified in the District’s Educational

Technology Use Plan.


6. Funding and Budget

6a. List of established and potential funding sources.

Established Funding Sources: District Funding Sources

• General Fund

• SB1311 Supplemental English Learner Materials

• BTSA

• PAR

• Special Education

• Special Education Stimulus Funds

School Funding Sources

• General Fund

• Title I

• ELAP

• School Based Coordinated Plan (SBCP)

• Special Education

Potential Funding Sources: District Potential Funding Sources

• Grants

• E-Rate

• Block Grants

• Community/Business Partners

• Donations/Fundraisers

School Potential Funding Sources

• Grants

• Block Grants

• Community/Business Partners

• Donations/Fundraisers

• PTA/PFSA/PTSA

6b. Estimate annual implementation costs for the term of the plan.

Item Description Year 1 Year 2 Year 3 Funding Source

Including E-Rate


1000-1999 Certificated Salaries

Technical Support - STL

Stipends

$15,000 $15,000 $15,000 PAR, General Fund

2000-2999 Classified Salaries

Technical Support - District

Technology Admin Salaries 2

FTE possible addition of 1FTE

$160,000 $210,000 $260,000 General Fund

4000-4999 Materials and Supplies

Miscellaneous Equipment $15,000 $15,000 $15,000 General Fund

Presentation Equipment -

Document Cameras and

Projectors

$30,000 $30,000 $30,000 General Fund, Donations,

PTA/PFSA/PTSA, SBCP

Computers 300 @ $600 per $60,000 $60,000 $60,000 General Fund,

PTA/PFSA/PTSA, SBCP, Title

1, Special Education, Donations

Thin Client Workstations 600 @

$300 per

$60,000 $60,000 $60,000 General Fund,


1, Special Education, Donations

Office Productivity Software $15,000 $15,000 $15,000 General Fund, Donations,

PTA/PFSA/PTSA, SBCP

5000-5999 Other Services and Operating Expenses

Reading Practice Software -

Accelerated Reader, Reading

Counts

$15,000 $15,000 $15,000 General Fund, SB1311,


1

Math Practice Software -

Destination Math, Study Island

$8,000 $8,000 $8,000 General Fund, SB1311,


1, Special Education

Voyager Intervention Program $5,000 $5,000 $5,000 Special Education Stimulus

Funds

E-Source $7,000 $7,000 $7,000 General Fund, SBCP

Miscellaneous Software Support

for Adoptions

$10,000 $10,000 $10,000 General Fund, SBCP

Professional Developement $60,000 $60,000 $60,000 General Fund, SB1311,


1, Special Education

Network Support $14,000 $14,000 $14,000 General Fund

Website Service $10,000 $10,000 $10,000 General Fund, E-Rate

Electronic Resources and

Information Systems

$51,000 $51,000 $51,000 General Fund

County Support Costs $50,000 $55,000 $60,000 General Fund

6000-6999 Equipment


Network Hardware and Servers $30,000 $30,000 $30,000 General Fund

Totals: $615,000 $670,000 $725,000

6c. Describe the district's replacement policy for obsolete equipment.

Alta Loma School District applies an overall five-year lifespan for computers in order to

maintain student-to-computer ratios and continue to achieve academic objectives related to

technology, although some are still in use beyond the five year mark. Once equipment surpasses

its lifetime, the cost of ownership rises quickly in technical support costs.

Within the first three years of life, warranties often cover the costs of repair. Beyond the first

three years of life, the technical support for computers will be limited to units that are not beyond

economic repair. Typically, this decision is made by the district technical support staff based on

availability of parts or extensive time to fix the problem. For example, any damage to a

computer’s motherboard or serious damage to a laptop’s LCD panel would be considered cost

prohibitive to fix. Issues such as drive replacement, however, would still be supported by the

District within the lifespan of the unit. Beyond the five-year lifespan of the unit, Alta Loma

School District will determine on a case-by-case basis for equipment between five and eight

years of age whether they can still be used or should be considered obsolete. Once equipment is

considered obsolete, Alta Loma declares the equipment surplus and disposes of it in accordance

with District/Board policies.

6d. Describe the process that will be used to monitor Ed Tech funding, implementation costs

and new funding opportunities and to adjust budgets as necessary.

The process of monitoring the budget will be a multiple step procedure. The progression will

start with analyzing our existing expenditures and what will be needed for growth. The next step

will be to explore new funding opportunities and resources. The final step will be to determine

which solutions fit within the scope of our overall technology plan and to make the budget

adjustments accordingly.

At the site level the principals will meet in August and May, or as needed with their Site

Technology Leader and analyze what programs are in place and where they are in relevance to

the technology plan. They will then determine what steps will be taken to keep the site on their

target goal and if they have the resources to achieve that goal or if there needs to be additional

funding procured. Steps will then be taken to adjust the budget or timelines accordingly in

relation to the plan. Principals and Site Technology Leaders will also meet as needed with the

Network Specialist and Associate Superintendent Educational Services to discuss objectives and

revisions.


On a district level, the Network Specialist will meet monthly with the Associate Superintendent

Educational Services to report on the existing district office technology on where it is and where

it needs to be in accordance with the plan. Any purchases or changes in the budget will be

brought to the Associate Superintendent Business Services for funding or resource assistance.

Annually, the Network Specialist and Associate Superintendent Educational Services will meet

with the Site Technology Leaders to review the district wide budget goals and objectives to make

revisions where needed. The Associate Superintendent Educational Services will provide an

annual report for the Board on the progress toward meeting the goals and objectives specified in

the District’s Educational Technology Use Plan.


7. Monitoring and Evaluation

7a. Describe the process for evaluating the plan's overall progress and impact on teaching and

learning.

In order to maintain the accuracy and relevance of our Educational Technology Use Plan, it is

essential to monitor and, if necessary, revise each component of this plan on an ongoing basis.

The collection of data and the use of that data to inform decision-making is embedded into each

objective in our tech plan components under the Monitoring and Evaluation Activities section in

components 3, 4, and 5. Each identified objective in our plan will be reviewed and evaluated at

least annually (or more frequently, if so stipulated in the plan) by the Assistant Superintendent,

Educational Services, the District Network Specialist, and the Site Technology Leaders. Ongoing

dialogue about plan implementation and modifications will occur at the monthly Site Technology

Leader meetings, chaired by the District Network Specialist.

Benchmark assessments, State-mandated testing results and parent surveys will be collected

annually as referenced in section 3. Additionally, 5th and 8th grade students will take the Student

Survey Section of the District Technology Survey annually. After we have collected the data, we

will analyze the data through Illuminate and the District Technology Survey (section 3i). At each

site, implementations will be adjusted based on results, and trainings will be provided as needed.

Monitoring of these implementations and adjustments will begin with teachers. In-class

assessments will provide on-going adjustments. Principals and teachers will discuss changes that

may need to be made, with final discussions between principals, Curriculum Council, and

Assistant Superintendent Educational Services determining future trainings and implementations.

At the conclusion of each school year, multiple assessments such as District Benchmarks and

State-mandated testing test results will be analyzed.

Each site will monitor the training of its staff, and at the end of each school year the Site

Technology Leaders will gather all resources and present recommendations for improvement to

administration. This monitoring information will come from the evaluation from each of the

activities listed in section 4.

Teachers and site administrators will complete the District Technology Survey annually.

Additionally, parents will complete an annual technology survey. The results of the surveys will

be compiled by the District Network Specialist and reported to the Assistant Superintendent

Educational Services. With the District Network Specialist, Site Technology Leaders will review

the results semiannually (Fall and Spring), and as necessary, make recommendations to the

Curriculum Council and Assistant Superintendent Educational Services for implementation. The

Assistant Superintendent Educational Services will provide an annual report for the Board on the

progress toward meeting the goals and objectives specified in the District’s Educational


The site administrator and Site Technology Leader, with input from staff, will be responsible for

developing a three-year site technology plan that includes goals and resource needs. The site

technology plan will focus on site-specific goals and implementation in alignment with the


District plan. Each site will update their three-year technology plan annually in conjunction with

the Single Plan for Student Achievement and submit it to the Assistant Superintendent,

Educational Services.

At the beginning of each year teachers will fill out classroom equipment inventories that will

monitor progress toward the Model Classroom goals. The district Network Specialist will meet

with the Assistant Superintendent Educational Services, and principals to evaluate these results

and plan accordingly. The Director of Maintenance and Transportation along with the principal

will monitor work orders and equipment installs to account for adequate facilities. On a district

level, the Information Technology Department will monitor network usage and consult with the

Assistant Superintendent Business Services about voice and data system and service upgrades.

The Assistant Superintendent Educational Services will provide an annual report for the Board

on the progress toward meeting the goals and objectives specified in the District’s Educational


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

Implementation timelines for curriculum, professional development and infrastructure goals are

listed in the respective sections of the District’s plan. Annually, the District Network Specialist

and Site Technology Leaders will review the implementation timelines and make any necessary

recommendations for modifications to the Assistant Superintendent Ed Services.

Teachers, Site Administrators, and District Personnel will utilize Illuminate for State-mandated

testing results, District Benchmark assessments, and in-class assessments on an as needed basis

throughout the year.

Chart 7b-1 Implementation Responsibilities


7c. Describe the process and frequency of communicating evaluation results to tech plan

stakeholders.


The District Network Specialist, Assistant Superintendent Educational Services, and Site

Technology Leaders will meet monthly to review data gathered and discuss trainings and

implantation of on-site technology. Information will be given to stakeholders to track the

progress of the District’s Educational Technology Use Plan. Updates will be given by the

Network Specialist and the Assistant Superintendent Educational Services about implementation

at site and district levels during monthly management meetings as needed which will be attended

by principals and district office management. The Superintendent will give updates to the Parent

Group when goals and objectives are made. Curriculum council will be given reports by the

Assistant Superintendent Educational Services at monthly meetings and semi-annual reports will

be given to the District Board by the Assistant Superintendent Educational Services on the

evaluation of the District’s Educational Technology Use Plan.

Annual Review of Goals Year One:

Annual Review of Goals Year Two:

Annual Review of Goals Year Three:


8. Collaborative Strategies with Adult Literacy Providers

Alta Loma School District offers a Community-Based English Tutoring (CBET) program for

parents and community members. Additionally, the District annually hosts an event called Parent

University which offers the opportunity for parents to gain knowledge and expertise from

teachers, administrators, and presenters in reading, writing, math, technology, and more. Other

adult literacy programs are primarily provided through our affiliation with the Chaffey Joint

Union High School District, which is the district in which promoted students from our district

attend high school. The Rancho Cucamonga Public Library offers an adult tutoring program, and

the Chaffey Community College also offers literacy classes.

As our district technology plan is reviewed and revised on an ongoing basis, we will collaborate

with and solicit input from the various adult literacy providers in our community. When

appropriate, we will direct members of our community to these resources through

communication via the website, newsletters or personal communication.


9. Effective, Researched-Based Methods and Strategies

9a. Summarize the relevant research and describe how it supports the plan's curricular and

professional development goals.

The Alta Loma School District Technology Plan lists clear goals and strategies for integrating

technology into the curriculum to improve student learning in the specific areas of reading,

writing, and math. The learning objectives are based on the California State Academic Content

Standards. The following relevant research supports the integration of education technology into

the curriculum and the benefits for all students’ learning. It also emphasizes the importance of

staff development in implementing an education technology plan.

How the research has been and will be used:

Ertmer, Peggy (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology

integration?, Educational Technology Research and Development, 53(4), 25-39.

Previous researchers have noted the influence of teachers' beliefs on classroom instruction

specifically in math, reading, and science, yet little research has been done to establish a similar

link to teachers' classroom uses of technology. In this article, the author argues for the

importance of research and presents a conceptual overview of teacher pedagogial beliefs as a

vital first step. After defining and describing the nature of teacher beliefs, including how they are

likely to impact teachers' classroom practice the author describes important implications for

teacher professional development and offer suggestions for future research.

Hughes, Katherine (2008). A mixed methods case study of the influence of teacher professional

development for technology integration on subsequent student achievement. Doctoral Thesis.

THE UNIVERSITY OF OKLAHOMA, 2008, 188 pages; 3304229

The findings of this study imply that more professional development on how to effectively

integrate technology needs to occur. Current methods of technology training do not facilitate and

focus on the importance and need for technology integration. Rather than simply being taught

how to use computers, teachers need to be taught how to use technology as a tool to support

teaching and learning. The t-test for the OCCT reading scores (M = 729.79, SD = 87.74) was

significant and the average difference in student reading performance between the two groups

was significant.

Gray, L., Thomas, N., Lewis, L. (2009). Teacher’s Use of Educational Technology in US Public

Schools First Look, 2010. Report; National Center for Education Statistics.

This report provides national data on the availability and use of educational technology among

teachers in public elementary and secondary schools during the winter and spring of 2009.

Guerensey, Lisa (2012). Technology in Early Education: Building Platforms for Connections and

Content that Strengthen Families and Promote Success in School. The Progress of Education

Reform, Vol 13, Number 4. (Education Commission of the States)


Touch-screen technologies, on demand multi-media and mobile devices are prompting a

re-thinking of education. In the world of increasing fiscal constraints, state leaders are under

pressure to capitalize on these new technologies to improve productivity and help students excel.

This research helps us to make informed decisions with technology purchases.

Jobe, Holly. (UNDATED). Why Technology in Schools?. Available:

http://www.edtechactionnetwork.org/why-technology-in-schools. Last accessed 18th Oct 2012.

This report tells us that in states, school districts and schools across the country, there is

substantial evidence that technology has become a vital component for the success of the entire

educational enterprise by:

• Improving learning and achievement among urban, suburban and rural students of all ages and

abilities and aids all students to meet high standards

• Helping new and aspiring teachers to become “highly qualified” and experts in their subject

area

• Providing administrators with better data that can improve decision-making and policy

implementation

A review of research, data and case studies published within the past five years conducted by the

International Society for Technology in Education (ISTE) and the Consortium for School

Networking (CoSN), confirms that technology use in education yields a broad array of

meaningful results.

Kelley, Loretta, Ringstaff, Cathy (2002). The learning return on our educational technology

investment. A review of finds from research. San Francisco, CA: West Ed

This paper summarizes major research findings related to educational technology use and

suggests implications for how to make the most of technology resources. The distinctions

between learning “from” computers and learning “with” computers are delineated. The findings

of the research focus on adequate and appropriate teacher training, changing teacher beliefs

about learning and teaching, sufficient and accessible equipment including adequate

computer-to-student ratio, long-term planning, and technical and instructional support.

Means, Barbara. (2010). Transforming American Education: Learning Powered by Technology.

Available: http://www.ed.gov/technology/netp-2010. Last accessed 18th Oct. 2012.

The National Education Technology Plan, Transforming American Education: Learning Powered

by Technology, calls for applying the advanced technologies used in our daily personal and

professional lives to our entire education system to improve student learning, accelerate and

scale up the adoption of effective practices, and use data and information for continuous

improvement.

It presents five goals with recommendations for states, districts, the federal government, and

other stakeholders. Each goal addresses one of the five essential components of learning powered

by technology: Learning, Assessment, Teaching, Infrastructure, and Productivity.


Metiri Group. (1992-2006). Technology in Schools: What the Research Says. Available:

http://www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsReport.pdf. Last

accessed 18th Oct. 2012.

Three decades after the first computer was introduced into school classrooms, educational

technology remains surprisingly controversial. This paper provides a forum for informed use of

technology in the context of emergent research from the learning sciences.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: Association for Supervision and Curriculum

Development.

Integration of researched based instructional strategies presented by Robert Marzano in

Classroom Instruction That Works with technology to increase student achievement.

Consistent with the citations listed above, Alta Loma School District’s Educational Technology

Use Plan has been designed to address the benefits and rationale for not only learning “from”

technology to enable/reinforce student skill acquisition, but also “with” technology to enhance

the student learning process by integrating technology into the curriculum. Our Technology

Grade Level Expectations have been developed around this integration concept.

Brooks-Gunn, Jeanne and Donahue, Elisabeth Hirschhorn (2008). Children and Electronic

Media. The Future of Children, VOLUME 18 NUMBER 1

The report states that electronic media is an integral part of children’s lives in the 21st century.

The world of electronic media, however, is changing dramatically. Television, until recently the

dominant media source, has been joined by cell phones, iPods, video games, instant messaging,

social networks on the Internet, and e-mail. Schools and teachers should implement

research-based programs that use electronic media to enhance classroom curricula and teach

students how to use electronic media constructively. Teachers should also receive training in the

uses of new technologies and in how to manage the private use of electronic media in schools to

decrease distractions, bullying, and cheating.

CEO Forum on Education and Technology. (2001, June). The CEO Forum School Technology

and Readiness Report: Key Building Blocks for Student Achievement in the 21st Century.

Retrieved February 21, 2002 from http://www.ceoforum.org/downloads/report4.pdf.

This report concludes that effective uses of technology to enhance student’s achievement are

based on four elements: alignment to curricular standards and objectives, assessment that

accurately and completely reflects the full range of academic and performance skills, holding

schools and districts accountable for continuous evaluation and improvement strategies, and an

equity of access across geographic, cultural, and socio-economic boundaries. Technology can

also analyze and provide immediate feedback on performance, and can suggest modifications in

instruction where necessary to improve student achievement. It can also allow gifted students to

work at their own pace and explore subjects in more depth than the basic curriculum provides.

Johnson, Roger A. and Howard, Carol A. (2003) The Effects of the Accelerated Reader Program

on the Reading Comprehension of Pupils in Grade Three, Four, and Five The Reading Matrix

Vol.3. No.3

http://www.ceoforum.org/downloads/report4.pdf


This study investigated the effect of the AR program on the reading achievement and vocabulary

development of 755 third, fourth, and fifth graders from a low socio-economic, urban

environment. Students categorized as “high AR users” gained significantly more on reading

comprehension than those students categorized as “average and/or low users.” The results

indicate that the AR program can be quite effective if the participating students are willing to do

supplemental reading. Participants in all three usage groups improved their reading skills as

measured by the Gates-MacGinitie Reading Test. In statistical language significant main effects

occurred in concurrence with the degree of AR usage (Wilks’ Lambda = .9428, F = 11.13, p <

.0001). Students who read the most (High Participants) gained 2.24 years on the

Gates-MacGinitie Reading Test. The Average Participants gained 1.52 years; and the Low

Participants gained .73 of a year. The High AR Participants exceeded normal expectations for

gains by an additional one year and two months.

O'Dwyer, Russell, Bebell, and Tucker-Seeley (2005). Examining the Relationship Between

Home and School Computer Use and Students’ English/ Language Arts Test ScoresThe Journal

of Technology, Learning, and Assessment Volume 3, Number 3 • January 2005

The authors found that, while controlling for both prior achievement and socioeconomic status,

fourth-grade students who reported greater frequency of technology use at school to edit papers

were likely to have higher total English/language arts test scores and higher writing scores on

fourth grade test scores on the Massachusetts Comprehensive Assessment System (MCAS)

English/Language Arts test.

Sivin-Kachala, J., & Bialo, E. (2000). 2000 Research Report on the Effectiveness of Technology

in Schools (7th ed.). Washington, DC: Software and Information Industry Association

As a result of these meta-analyses, many conclude that computer-assisted instruction and

drill-and practice software can significantly improve students’ scores on standardized

achievement tests (Kulik, 1994; Sivin- Kachala & Bialo, 2000), in all major subject areas,

preschool through higher education (Coley, 1997). “...results of over 300 studies of technology

use, authors concluded that teacher training was the most significant factor influencing the

effective use of educational technology to improve student achievement. Specifically, the report

states that students of teachers with more than ten hours of training significantly outperformed

students of teachers with five or fewer training hours.”

Consistent with the citations listed above, the District carefully analyzes learning resources,

instructional practices, and student work products for alignment with the State Content Standards

and for the ability to measure growth/achievement on those standards in a variety of ways.

Through ongoing data collection and analysis, administrators and teachers will continuously

monitor attainment of the goals and objectives of the District’s Educational Technology Use Plan

and will report the results annually to the Superintendent, the Board of Trustees and the

community. The District pays close attention to providing equitable access to all students in our

community, including students in special populations.

9b. Describe the district's plans to use technology to extend or supplement the district's

curriculum with rigorous academic courses and curricula, including distance-learning

technologies.


Alta Loma School District is exploring the use of distance learning with students. Our district

uses other online resources to enhance and extend the basic curriculum and course offerings. We

will take advantage of information technology to bring heretofore unavailable educational

resources to our district. For example, we will draw upon the Internet and resources of CLRN

(California Learning Resource Network) for supplemental electronic learning resources. One

example was in a first grade class that was tracking and communicating with a mountain climber

scaling Mt. Everest in the classroom through the Internet. Internet-based learning activities such

as WebQuests, distance learning, and virtual field trips, will be integrated into the curriculum to

lead students toward higher level thinking skills.

Our staff development program will take advantage of our County Office of Education and

CTAP Region 10 resources for technology training in curriculum integration. As our staff

successfully implements this plan and grows in its ability to use instructional technology,

students will continue to receive the best possible education through our staff’s increased ability

to integrate technology and differentiate instruction.

The Alta Loma School District is dedicated to providing equal access to the technology program

for all students. All teachers in the District, regardless of the subject they teach, have access to

technology resources to help develop technology-based lessons and activities. Students are also

provided the opportunity to use technology in their classroom and labs, as well as at home.

In addition, the District will provide extended learning opportunities to train teachers in the use

of the Internet and develop websites. Teachers will be trained and encouraged to provide daily or

weekly website updates that complement classroom instruction. These websites allow teachers to

post student grades and homework assignments, inform parents of student progress, and provide

additional content, including links to other websites that coincides with specific classroom

curricular objectives.

In partnership with the Chaffey Joint Union High School District, the District will encourage

participation in extended technology learning opportunities through the Chaffey Adult Education

Program. We will provide information regarding location, time and subject-matter through our

website. The Alta Loma School District will work closely with the Adult Education program at

Chaffey to ensure that our community is offered classes that are relevant and timely.


Appendix A

Alta Loma School District

Technology Grade Level Expectations


KINDERGARTEN

TECHNOLOGY THEME

INTRODUCTION

Introduction to Computing; Basic Keyboarding Skills; Basic Program Operation; Identifying the Components of a

Computer; Using a Keyboard and Mouse; Basic Care and Appropriate Behavior Around Computers

Kindergarten is a time for all students to become familiar with the processes of school. This includes the operation

of computers and care of the equipment. Students in Kindergarten will become familiar with turning on and off the

computer, navigating the operating system, starting and quitting programs and using the keyboard and mouse. In

addition, students will be taught proper usage of the computer, including how to handle the components, how to

avoid damaging equipment and appropriate behavior around computers.

MASTERY SKILLS

1st Trimester 2nd Trimester 3rd Trimester

Student will have a basic mastery of the mouse and be able to click icons to start programs.

Student will be able to identify the parts of a computer.

Student will understand proper behavior while around a computer.

Student will be able to use the keyboard to type his/her name into a word processor.

Student will be able to double-click icons when appropriate.

Student will begin using grade-level appropriate programs.

Student will have an understanding of the layout of the keyboard and the purpose of many of the keys.

Student will be able to type basic words into a word processor.

Student will be able to turn on a computer and its peripherals and shut down properly.

Student will be able to start and operate a variety of grade-level appropriate programs.

Student will be able to identify the basic programs that allow work to be done on a computer, including, but not limited to, the operating system, a word processor and a web browser.

Student will be able to open the web browser and navigate to a web site.

GOALS

By the end of Kindergarten, all students should be able to identify the components of a computer and have a basic

understanding of program operation. They should be ready for more advanced versions of these skills that will be

introduced in first grade. All students should be able to care for the computer and ensure that it is used properly at

all times.

SAMPLE WORK

Students can draw pictures of the various parts of the computer and associate them with the correct names.

Students can participate in a “scavenger hunt” to locate certain keys, programs or features of a computer.

Students can visit web sites that are grade-appropriate and practice skills they began learning in the classroom.


Continued Development of Basic Computer Skills; Emphasis on Creating Various Types of Documents; Using a

Variety of Applications to Illustrate These Documents; Acquisition of More Advanced Keyboarding Skills

Students will be introduced to various programs including, but not limited to, Microsoft Word, Publisher, and

PowerPoint, as well as Kidspiration concept-mapping software. They will be introduced to a variety of software that

will support and enhance curricular objectives. Students at this grade level will develop skills to be able to use

appropriate software independently and collaboratively. They will also develop stronger typing skills.

By the end of the first grade, students will be comfortable working with a variety of software, including the Internet,

and will be able to create a variety of documents. Keyboarding skills should be advancing at this point and students

should be able to work independently on many of the applications that they have been introduced to. These skills

should prepare them for second grade, where they will apply these skills to more advanced applications.

Students can write several sentences describing their house. Later in the year, this can be accompanied by a basic

illustration or clip-art image.

Students can access grade-level appropriate websites and participate in skill building exercises.

Students can create a basic holiday card in a word processor.

MASTERY SKILLS

1st Trimester 3rd Trimester 2nd Trimester

FIRST GRADE

Student will be able to independently turn a computer on and off and use basic computer vocabulary.

Student will be able to open and close programs and operate mouse.

Student will type a word list into a word processor.

Student will be able to access Internet websites appropriate to the grade-level curriculum.

Student will be able to type a short sentence

Student will be able to type more than one sentence using capitalization, punctuation and appropriate spacing.

Student will be able to save, name and print a document or file.

Student will learn about and master special keys such as arrows, delete, backspace, caps lock and number lock.

Student will illustrate using various methods (paint, draw, clip art).

Student will be able to work independently on basic computer tasks, such as creating a document.

Student will be able to create one frame for a multimedia presentation including text, graphics and sound.

Student will be able to design a sign or card with varied fonts, sizes and styles.

Student will understand user name and password usage as necessary for appropriate network login and Internet usage.

Student will be able to copy a hand-written document into a word processor.

TECHNOLOGY THEME

SAMPLE WORK

GOALS

INTRODUCTION


Improving Computer Operation Skills; Mastering the Saving and Retrieving of Files; Increasing Internet Usage;

Becoming Comfortable with Multiple Program Usage

In second grade, students will continue to improve on the skills learned in previous grades. These skills include

logging into the network, navigating the operating system, double-clicking, and file access. Students will start to

save to different locations, and they will be introduced to more advanced skills in word processing. They will also

become more advanced users of the Internet.

By the end of second grade, a student should feel comfortable navigating several different programs, identifying

their purpose and creating documents or graphics within these programs. They should be able to open, close, save,

copy and delete files from local drive and from the network. While most of this will occur within a word processing

program, students should be ready to transfer these skills to other programs.

Students can write a letter to the Principal about their impression of the school. They should use a word processor

and should be able to save the file and continue it at a later time.

Students can, independently, start the computer, log in to the network, start a word processor, type an assignment

for class, save the file, print the file, exit the program and shut down the computer.

MASTERY SKILLS


SECOND GRADE

Student will be comfortable operating a typing skills program.

Student will demonstrate keyboarding ability by typing several sentences into a word processor.

Student will be able to save and delete files from hard drive.

Student will demonstrate the ability to open and use a program from the Start Menu in Windows.

Student will demonstrate the ability to use advanced keyboard techniques, such as: correct punctuation on all sentences, incorporating the shift key to capitalize and the caps lock key, and using all of the special characters such as the asterisk, the pound sign and the ampersand.

Student will be able to write a letter in a word processor.

Student will create a graphic using the basic paint tools.

Student will demonstrate the ability to save a project to a subfolder on a network drive.

Student will demonstrate the ability to log on to the computer, start a web browser, type in a web address and begin basic research.

Student will be able to perform very basic exporting and importing of files and graphics between programs.

Student will be able to identify network drives, open files and save files to network drives and explain the purpose of a network drive.

Student will be able to copy a file from one location to another.

TECHNOLOGY THEME

SAMPLE WORK

GOALS

INTRODUCTION


Advanced Word Processing Skills; Refining and Improving Keyboarding Skills; Advancing Internet Skills

The primary focus of third grade is to improve typing skills and develop a high level of comfort within a word

processing program. Internet usage will also increase, and students will be expected to navigate websites with

ease. Other skills may be touched upon, but typing skills should be heavily focused on.

By the end of third grade, all students should be able to type a minimum of 10 words per minute with 80% accuracy.

This will be tested in the last month of school. In addition, all students should be comfortable creating documents

with intermediate level formatting, including font style changes, alignment changes and bulleting or numbering.

These skills should set a foundation for all future typed reports and assignments.

All students will be taught internet safety behaviors to protect online privacy and avoid online predators. All

students will learn the appropriate and ethical use of information technology so that students can distinguish lawful

from unlawful uses of copyrighted works.

Students will write a letter, formatted correctly, using a minimum of four icons on the “Standard” and “Formatting”

tool bars.

Students will use Internet to research an animal or city and write a two-paragraph paper with at least six facts, and

an illustration “inserted” into the document.

Students will create a “How to” document with specific steps, utilizing bullets or numbering.

MASTERY SKILLS


THIRD GRADE

Student will utilize a typing program to learn proper typing skills.

Student will write a paragraph to demonstrate mastery of choosing appropriate fonts, sizes and styles of text.

Student will utilize a search engine such as “Google” or “Yahoo” to locate information about an assigned topic.

Student will use the “cut” and “paste” method to save facts to a Microsoft Word document.

Student will type at least one sentence at 80% accuracy without looking at the keyboard.

Student will write and print a short paragraph with at least two of the following: bold fonts, italics, underlining, numbers or bullets, graphics.

Student will select at least three different nouns and type them on a document, then find and insert an appropriate graphic by each word.

Student will be able to access websites using search engines or by bookmarking websites.

Student will type a minimum of 10 wpm with 80% accuracy.

Student will write and print a friendly letter with at least four of the following: bold fonts, italics, underlining, numbers or bullets, centered text, alternate line spacing, or graphic insertion.

Student will demonstrate the ability to utilize the Internet to research a topic and then use Microsoft Word to write a short (minimum two paragraphs) document with at least one graphic.

TECHNOLOGY THEME

SAMPLE WORK

GOALS

INTRODUCTION


Using the Internet for Research; Critically Analyzing Websites to Determine Accuracy; Understanding Copyrights,

Piracy, Plagiarism and Correct Citation of Web-based Content; Creating Publications.

Fourth grade students will be taught to use search engines such as Yahooligans®, and Google® to locate

information. Special attention will be placed on how to find reliable and valid information in addition to properly

citing sources. Students will be taught Fair Use of information and how to avoid plagiarism. Students will utilize

their skills from Word while creating documents such as brochures and websites with the Microsoft Publisher

Wizard tool.

By the end of fourth grade, students should be able to effectively use the Internet for research. A student should be

a sophisticated search engine user and understand that web sites may handle and display information in different

ways. Proper citations should also be used in any work that the students does. The fourth grade student should also

be able to create publications and websites using the available templates and wizards in Microsoft Publisher. All

students will be taught internet safety behaviors to protect online privacy and avoid online predators. All students

will learn the appropriate and ethical use of information technology so that students can distinguish lawful from

unlawful uses of copyrighted works.

Students can participate in an Internet scavenger hunt.

Students can create an informational brochure on the Gold Rush using Microsoft Publisher.

Students can create a basic website on the changes in California history using Microsoft Publisher.

MASTERY SKILLS


FOURTH GRADE

Student will be able to use Internet search engines to locate information, including the use of keywords

Student will save images from the Internet to use later in publications.

Student will have a basic understanding of the difference between a word processor and a publications program.

Student will use compare and contrast techniques to denote differences between web pages about the same subject.

Student will improve typing skills by using appropriate typing posture, positioning and style.

Student will understand the need to determine validity of information using several sites and sources.

Student will use the Microsoft Publisher Wizard tool to create basic, two-page publications.

Student will use proper citations and adhere to Fair Use guidelines when using information from the Internet.

Student will demonstrate the ability to move files and information with relative ease.

Student will be able to type 15 wpm with 80% accuracy.

Student will be able to transfer information, using cut-and-paste techniques, between multiple sources, including the Internet, word processing documents and publications.

Student will be a sophisticated operating system user, using skills previously learned, and be able to handle many file types, file operations and file management.

TECHNOLOGY THEME

SAMPLE WORK

GOALS

INTRODUCTION


Presenting Information to a Large Group; Using Microsoft PowerPoint to Illustrate Ideas; Using a Spreadsheet to

Organize Numerical Data.

In fifth grade, students will begin to organize their research into a presentation for the whole class. PowerPoint

usage will include the ability to create a multi-slide presentation. Students will also be able to create basic charts and

graphs and simple math formulas in Microsoft Excel. Students will be expected to create their own presentations

using the technology skills they have learned so far.

By the end of fifth grade, the student should be comfortable presenting information, created on a computer, to their peers.

These presentations should include Microsoft PowerPoint slides or other documents that help illustrate the information being

presented. Students should also understand the concept of a spreadsheet and should be able to perform basic calculations with

it. All students will be taught internet safety behaviors to protect online privacy and avoid online predators. All students will

learn the appropriate and ethical use of information technology so that students can distinguish lawful from unlawful uses of

copyrighted works. All students will avoid unlawful downloading and peer to peer file sharing and avoiding plagiarism.

Students can create a book report in the form of a 10-12 slide presentation with information about the beginning, middle,

and end of the book. The presentation will also include a title page, information about the author page, and your rating of

the book and why you liked it.

Students can create a PowerPoint presentation as part of a state report.

Students can create a multiple-program presentation about a body system.

MASTERY SKILLS


FIFTH GRADE

Student will know how to create new slides in a PowerPoint slide show.

Student will be able to use the different design templates in PowerPoint

Student will know how to insert text into a slide.

Student will be familiar with the basics of the PowerPoint toolbar.

Student will be able to identify cells and navigate in Microsoft Excel.

Student will be able to enter text and numbers in cells.

Student will be able to do a simple sort in Excel.

Student will know how to change font, text, size, and row height and column width in an Excel document.

Student will be able to use the chart wizard to create charts, graphs, and tables.

Student will be able to import clip art and other graphics into their PowerPoint presentations.

Student will be able to view their PowerPoint presentations using slide transitions and viewing their slide shows in different settings.

Student will be able to create a 5 slide presentation.

Student will be able to type 20 words per minute with 80% accuracy.

Student will know how to format cells in Excel.

Student will know how to import or export information to and from Excel.

Student will know how to import graphics from the Internet into a PowerPoint document.

Student will know how to hyperlink in PowerPoint.

Student will know how to use custom animations in their PowerPoint presentations.

Student will be able to create a 10-12 slide presentation using all of the skills they have learned so far.

TECHNOLOGY THEME

SAMPLE WORK

GOALS

INTRODUCTION


Developing Multimedia Skills; Mastering Inter-Program Data Sharing; Reviewing and Improving Skills Learned in

Previous Grades; Understanding Technology as a Component of Learning

In sixth grade, multimedia skills are emphasized. The students will also be reviewing word processing, spreadsheet,

presentation and publishing skills learned in earlier grades. The sixth grade student will become skilled at

exchanging data between programs, i.e. merging an Excel chart into a Word document. Keyboarding skills will also

continue to improve. Review of Internet usage, determining validity of information, plagiarism, and copyright

infringement will also be an aspect of this grade level.

By the end of sixth grade, the student should be familiar with and comfortable using most office productivity

applications, as well as the PC operating systems. Students will be able to operate multimedia equipment, including

digital cameras, scanners and associated software on the computer. Students will also understand appropriate

behavior when using the Internet, including the issues around plagiarism and piracy. All students will be taught

internet safety behaviors to protect online privacy and avoid online predators. All students will learn the

appropriate and ethical use of information technology so that students can distinguish lawful from unlawful uses of

copyrighted works.

Book report presentation using Power Point with text merged from Word. Presentation should be 10-15 slides.

Ancient Civilization reports, which merge charts and data from Excel into Publisher or other presentation media.

MASTERY SKILLS


SIXTH GRADE

Student will be able to use skills previously learned and be able to demonstrate competency with them.

Student will be able to create a project with two or more prog-rams for later integration; i.e. report in Word/chart in Excel.

Student will understand Digital Citizenship such as appropriate formatting of communications and proper use of Internet resources.

Student will demonstrate an intermediate level of competency with PowerPoint and Publisher.

Student will be able to merge an Excel chart into a Word document.

Student will be able to recite how to determine validity of information using several sites and sources.

Student will demonstrate an intermediate level of knowledge of multimedia equipment, uploading pictures, etc.

Student will be able to type 25-30 wpm with 80% accuracy.

Student will demonstrate a mastery of merging Word documents, clip art, charts, etc. into PowerPoint presentations and/or Publisher.

Student will be comfortable with the use of webliographies and source citing, and be able to state the purpose of such activities.

Student will be able to demonstrate application and multimedia skills through the presentation of a project utilizing all previously learned skills.

TECHNOLOGY THEME

SAMPLE WORK

GOALS

INTRODUCTION


Review of all previously learned skills; continuing development in Basic Computer Operation and Program Usage;

Review of appropriate usage of computers; Review of applicable copyright and piracy issues; Integration of computer

applications with Core Curricular subjects

In Seventh Grade, the student will continue to build competencies in all areas of technology learned in previous

grades. In addition, the student will integrate the tools of technology into other curricular areas in order to

demonstrate their competency in those areas (e.g. the student may produce multimedia presentations and published

documents to demonstrate their understanding in areas of science, social studies, language arts and/or math). The

student will demonstrate an understanding of technology of all types as a tool that will make them a more productive

citizen and lifelong learner.

The student will create various products that demonstrate their basic competency in areas of technology that they

have previously studied. The student will create integrated technology products in multiple formats that

demonstrate their understanding of curricular material in at least two different areas. Student will correctly choose

and cite the best sources of information for integrated technology projects. Student will express an understanding of

how technology fits into lifelong learning and responsibility. All students will be taught internet safety behaviors to

protect online privacy and avoid online predators. All students will learn the appropriate and ethical use of

information technology so that students can distinguish lawful from unlawful uses of copyrighted works.

The student will create a document using all appropriate formatting tools.

The student will create a PowerPoint presentation to demonstrate ability to design, animate and transition slides.

The student will create an Excel document demonstrating an ability to create graphs, charts, and tables.

The student will create integrated projects that incorporate multimedia to demonstrate understanding of

curricular materials and use and cite appropriate sources of information for the projects.

MASTERY SKILLS

SEVENTH GRADE ELECTIVE

Over the course of one trimester, the seventh grade student will demonstrate competency in the following areas:

Ability to use word processing, spreadsheet, and presentation software. This includes the ability to transfer data between programs, such as importing a chart into a document, as well as the ability to create complex layouts and use advanced formatting within each program.

Ability to operate with ease on the Internet. All students should be able to conduct research using Internet resources. The students will understand and practice appropriate behavior when using the Internet, including issues around plagiarism and piracy.

The student will be able to type at a rate of 30-35 words per minute with a 90% accuracy rate. The student will understand the different manifestations of multimedia content within documents,

spreadsheets and presentations. The student will also be able to incorporate multimedia content, either from pre-existing stores of content or from self-generated music, picture, or movie files, into appropriate locations in created documents.

TECHNOLOGY THEME

SAMPLE WORK

GOALS

INTRODUCTION


Review all previously learned skills; continuing development in Computer Operation and Program Usage; Review of

appropriate usage of computers; Review and practice the applicable copyright and piracy issues; advanced use of

computer applications with Core Curricular subjects.

In Eighth Grade, the student will continue to build competencies in all areas of technology learned in previous grades.

The student will integrate the tools of technology into curricular areas in order to demonstrate their competency in

those areas (e.g. the student may produce multimedia presentations and published documents to demonstrate their

understanding in areas of science, social studies, language arts and/or math). The eighth grade technology curriculum

will promote students to a high achievement level and prepare them for high school technology challenges.

The eighth grade student will be able to operate at a high level of skill when using a computer. The student will create

various products that demonstrate their competency in areas of technology that they have previously studied. The student

will create integrated technology products in multiple formats that demonstrate their understanding of curricular material

in at least three different areas. Students will correctly choose and cite the best sources of information for integrated

technology projects. Students will express an understanding of how technology fits into lifelong learning and responsibility.

The students will be prepared for high school technology requirements. All students will be taught internet safety

behaviors to protect online privacy and avoid online predators. All students will learn the appropriate and ethical use of

information technology so that students can distinguish lawful from unlawful uses of copyrighted works.

MASTERY SKILLS

EIGHTH GRADE ELECTIVE

During the course of the eighth grade elective, the eighth grade student will demonstrate competency in the following

areas:

Ability to use word processing, spreadsheet and presentation software. This includes the ability to transfer data between programs, as well as the ability to create complex layouts and use advanced formatting within each program.

Ability to operate with ease on the Internet. All students will conduct research using Internet resources, including the correct citation of Internet sites in a bibliography. The students will have a thorough understanding of copyright laws and the necessity of citation. The students will practice appropriate behavior when using the Internet, including issues concerning plagiarism and piracy.

The student will be able to type at a rate of 35-40 words per minute with a 95% to 100% accuracy rate.

The student will understand the different manifestations of multimedia content within documents, spreadsheets and presentations. The student will also be able to incorporate multimedia content, graphics, pictures or movie files into appropriate locations in created documents.

TECHNOLOGY THEME

GOALS

INTRODUCTION

The student will create documents using all appropriate formatting tools. The student will create PowerPoint

presentations to demonstrate ability to design, animate and transition slides and follow basic presentation rules

supported by extended notes on subject.

The student will create integrated projects that demonstrate understanding of Core Curriculum (Science, Social

Studies, Language Arts and/or Math) and use and cite appropriate sources of information for the projects.

SAMPLE WORK


SEVENTH AND EIGHTH GRADE

JUNIOR HIGH INTEGRATED PROGRAM

Reviewing and Improving skills learned in previous grades; developing multi-media skills; review and practice of

applicable copyright and piracy issues; understanding Technology as a component of learning.

In 7th and 8th grades, multimedia skills will be emphasized through the core curriculum areas to maintain their

competency in technology use. The students will use word processing, spreadsheets, presentation and publishing skills

learned in earlier grades. Validity of information, plagiarism and copyright infringement will be stressed with Internet

use.

MASTERY SKILLS

Over the course of the two years in junior high, seventh and eighth graders will demonstrate competency in the

following areas when completing projects in the core curriculum classes:

Ability to use word processing, spreadsheet and presentation software.

Ability to operate with ease on the Internet. All students will conduct research using Internet resources, including the correct citation of Internet sites in a bibliography. The students will have a thorough understanding of copyright laws and the necessity of citation. The students will practice appropriate behavior when using the Internet, including issues concerning plagiarism and piracy.

Ability to integrate the tools of technology into curricular areas in order to demonstrate their competency.

TECHNOLOGY THEME

INTRODUCTION

The seventh and eighth grade students will create projects in core curricular classes to demonstrate their competency in

technology use. The students will create integrated technology products in multiple formats that demonstrate their

understanding of curricular material in at least three different areas. By the end of 8th grade, students will be prepared

for high school technology requirements.

Working in their core curricular classes:

The students will create documents using all appropriate formatting tools.

The students will create PowerPoint presentations to demonstrate their ability to design, animate and transition slides.

The students will create integrated projects that incorporate multimedia to demonstrate understanding of curricular materials and use and cite appropriate sources of information for the projects.

SAMPLE WORK

GOALS


Appendix C - Criteria for EETT Technology Plans

(Completed Appendix C is REQUIRED in a technology plan)

In order to be approved, a technology plan needs to "Adequately Addressed" each of the

following criteria:

• For corresponding EETT Requirements, see the EETT Technology Plan Requirements

(Appendix D).

• Include this form (Appendix C) with “Page in District Plan” completed at the end of your

technology plan.

1. PLAN DURATION

CRITERION

Page in

District

Plan

Example of Adequately

Addressed

Example of Not

Adequately Addressed

The plan should guide the

district's use of education

technology for the next

three to five years. (For a

new plan, can include

technology plan

development in the first

year)

3 The technology plan

describes the districts use

of education technology for

the next three to five years.

(For new plan, description

of technology plan

development in the first

year is acceptable). Specific

start and end dates are

recorded (7/1/xx to

6/30/xx).

The plan is less than three

years or more than five

years in length.

Plan duration is 2008-11.

2. STAKEHOLDERS

CRITERION

Corresponding EETT

Requirement(s): 7 and 11

(Appendix D).

Page in

District

Plan


Addressed

Example of Not


Description of how a

variety of stakeholders

from within the school

district and the

community-at-large

participated in the

planning process.

4 The planning team

consisted of representatives

who will implement the

plan. If a variety of

stakeholders did not assist

with the development of the

plan, a description of why

they were not involved is

included.

Little evidence is included

that shows that the district

actively sought

participation from a variety

of stakeholders.


3. CURRICULUM

COMPONENT

CRITERIA Corresponding EETT

Requirement(s): 1, 2, 3, 8,

10, and 12 (Appendix D).

Page in

District

Plan


Addressed

Example of Not


a. Description of teachers'

and students' current

access to technology tools

both during the school

day and outside of school

hours.

7 The plan describes the

technology access available

in the classrooms,

library/media centers, or

labs for all students and

teachers.

The plan explains

technology access in terms

of a student-to-computer

ratio, but does not explain

where access is available,

who has access, and when

various students and

teachers can use the

technology.

b. Description of the

district's current use of

hardware and software to

support teaching and

learning.


typical frequency and type

of use (technology

skills/information and

literacy integrated into the

curriculum).

The plan cites district

policy regarding use of

technology, but provides no

information about its actual

use.

c. Summary of the

district's curricular goals

that are supported by this

tech plan.

9 The plan summarizes the

district's curricular goals

that are supported by the

plan and referenced in

district document(s).

The plan does not

summarize district

curricular goals.

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 The plan delineates clear

goals, measurable

objectives, annual

benchmarks, and a clear

implementation plan for

using technology to support

the district's curriculum

goals and academic content

standards to improve

learning.

The plan suggests how

technology will be used,

but is not specific enough

to know what action needs

to be taken to accomplish

the goals.


e. List of clear goals,




detailing how and when

students will acquire the

technology skills and

information literacy skills

needed to succeed in the

classroom and the

workplace.


goals, measurable

objectives, annual

benchmarks, and an

implementation plan

detailing how and when

students will acquire

technology skills and

information literacy skills.


students will acquire

technology skills, but is not

specific enough to

determine what action

needs to be taken to

accomplish the goals.

f. List of goals and an

implementation plan that

describe how the district

will address the

appropriate and ethical

use of information

technology in the

classroom so that students

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

13 The plan describes or

delineates clear goals

outlining how students and

teachers will learn about

the concept, purpose, and

significance of the ethical

use of information

technology including

copyright, fair use,

plagiarism and the

implications of illegal file

sharing and/or

downloading.

The plan suggests that

students and teachers will

be educated in the ethical

use of the Internet, but is

not specific enough to

determine what actions will

be taken to accomplish the

goals.

g. List of goals and an

implementation plan that

describe how the district

will address Internet

safety, including how

students and teachers will

be trained to protect

online privacy and avoid

online predators.

14 The plan describes or

delineates clear goals

outlining how students and

teachers will be educated

about Internet safety.

The plan suggests Internet

safety education but is not

specific enough to

determine what actions will

be taken to accomplish the

goals of educating students

and teachers about internet

safety.


h. Description of or goals

about the district policy

or practices that ensure

equitable technology

access for all students.


policy or delineates clear

goals and measurable

objectives about the policy

or practices that ensure

equitable technology access

for all students. The policy

or practices clearly support

accomplishing the plan's

goals.

The plan does not describe

policies or goals that result

in equitable technology

access for all students.

Suggests how technology

will be used, but is not

specific enough to know

what action needs to be

taken to accomplish the

goals.

i. List of clear goals,




to use technology to make

student record keeping

and assessment more

efficient and supportive of

teachers' efforts to meet

individual student

academic needs.


goals, measurable

objectives, annual

benchmarks, and an


using technology to support

the district's student

record-keeping and

assessment efforts.






the goals.

j. List of clear goals,




to use technology to

improve two-way


home and school.


goals, measurable

objectives, annual

benchmarks, and an


using technology to

improve two-way


home and school.






the goals.

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.

19 The monitoring process,

roles, and responsibilities

are described in sufficient

detail.

The monitoring process

either is absent, or lacks

detail regarding procedures,

roles, and responsibilities.

4. PROFESSIONAL

DEVELOPMENT

COMPONENT



(Appendix D).

Page in

District

Plan


Addressed

Example of Not



a. Summary of the

teachers' and

administrators' current

technology proficiency

and integration skills and

needs for professional

development.

21 The plan provides a clear

summary of the teachers'

and administrators' current

technology proficiency and

integration skills and needs

for professional

development. The findings

are summarized in the plan

by discrete skills that

include Commission on

Teacher Credentialing

(CTC) Standard 9 and 16

proficiencies.

Description of current level

of staff expertise is too

general or relates only to a

limited segment of the

district's teachers and

administrators in the focus

areas or does not relate to

the focus areas, i.e., only

the fourth grade teachers

when grades four to eight

are the focus grade levels.

b. List of clear goals,




for providing professional

development

opportunities based on

your district needs

assessment data (4a) and

the Curriculum

Component objectives

(Sections 3d - 3j) of the

plan.


goals, measurable

objectives, annual

benchmarks, and an


providing teachers and

administrators with

sustained, ongoing

professional development

necessary to reach the

Curriculum Component

objectives (sections 3d - 3j)

of the plan.

The plan speaks only

generally of professional

development and is not

specific enough to ensure

that teachers and

administrators will have the

necessary training to

implement the Curriculum

Component.

c. Describe the process


monitor the Professional

Development (Section 4b)

goals, objectives,

benchmarks, and planned

implementation activities

including roles and

responsibilities.




detail.



detail regarding who is

responsible and what is

expected.

5. INFRASTRUCTURE,

HARDWARE,

TECHNICAL SUPPORT,

AND SOFTWARE

COMPONENT



(Appendix D).

Page in

District

Plan


Addressed

Example of Not



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.

26 The plan clearly

summarizes the existing

technology hardware,

electronic learning

resources, networking and

telecommunication

infrastructure, and technical

support to support the

implementation of the

Curriculum and


Components.

The inventory of equipment

is so general that it is

difficult to determine what

must be acquired to

implement the Curriculum

and Professional

Development Components.

The summary of current

technical support is missing

or lacks sufficient detail.

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


components of the plan.

29 The plan provides a clear

summary and list of the

technology hardware,

electronic learning

resources, networking and

telecommunications

infrastructure, physical

plant modifications, and

technical support the

district will need to support

the implementation of the

district's Curriculum and


components.

The plan includes a

description or list of


and other technology

necessary to implement the

plan, but there doesn't seem

to be any real relationship

between the activities in the

Curriculum and


Components and the listed

equipment. Future technical

support needs have not

been addressed or do not

relate to the needs of the

Curriculum and


Components.

c. List of clear annual

benchmarks and a

timeline for obtaining the


learning resources and

technical support

required to support the

other plan components

identified in Section 5b.

31 The annual benchmarks and

timeline are specific and

realistic. Teachers and

administrators

implementing the plan can

easily discern what needs to

be acquired or repurposed,

by whom, and when.

The annual benchmarks and

timeline are either absent or

so vague that it would be

difficult to determine what

needs to be acquired or

repurposed, by whom, and

when.

d. Describe the process


monitor Section 5b & the

annual benchmarks and

timeline of activities

including roles and

responsibilities.




detail.





expected.


6. FUNDING AND

BUDGET COMPONENT


Requirement(s): 7 & 13,

(Appendix D)

Page in

District

Plan


Addressed

Example of Not


a. List established and

potential funding sources.

34 The plan clearly describes

resources that are available

or could be obtained to

implement the plan.

Resources to implement the

plan are not clearly

identified or are so general

as to be useless.

b. Estimate annual

implementation costs for

the term of the plan.

34 Cost estimates are

reasonable and address the

total cost of ownership,

including the costs to

implement the curricular,

professional development,

infrastructure, hardware,

technical support, and

electronic learning resource

needs identified in the plan.

Cost estimates are

unrealistic, lacking, or are

not sufficiently detailed to

determine if the total cost

of ownership is addressed.

c. Describe the district's

replacement policy for

obsolete equipment.

36 Plan recognizes that

equipment will need to be

replaced and outlines a

realistic replacement plan

that will support the

Curriculum and


Components.

Replacement policy is

either missing or vague. It

is not clear that the

replacement policy could

be implemented.

d. Describe the process


monitor Ed Tech funding,

implementation costs and

new funding

opportunities and to

adjust budgets as

necessary.




detail.





expected.

7. MONITORING AND

EVALUATION

COMPONENT


Requirement(s): 11

(Appendix D).

Page in

District

Plan


Addressed

Example of Not



a. Describe the process for

evaluating the plan's

overall progress and

impact on teaching and

learning.


process for evaluation using

the goals and benchmarks

of each component as the

indicators of success.

No provision for an

evaluation is included in

the plan. How success is

determined is not defined.

The evaluation is defined,

but the process to conduct

the evaluation is missing.

b. Schedule for evaluating

the effect of plan

implementation.

39 Evaluation timeline is

specific and realistic.

The evaluation timeline is

not included or indicates an

expectation of unrealistic

results that does not support

the continued

implementation of the plan.

c. Describe the process

and frequency of

communicating

evaluation results to tech

plan stakeholders.


process and frequency of

communicating evaluation

results to tech plan

stakeholders.

The plan does not provide a

process for using the

monitoring and evaluation

results to improve the plan

and/or disseminate the

findings.

8. EFFECTIVE

COLLABORATIVE

STRATEGIES WITH

ADULT LITERACY

PROVIDERS TO

MAXIMIZE THE USE

OF TECHNOLOGY

CRITERION Corresponding EETT

Requirement(s): 11

(Appendix D).

Page in

District

Plan


Addressed

Example of Not


If the district has

identified adult literacy

providers, describe how

the program will be

developed in

collaboration with them.

(If no adult literacy

providers are indicated,

describe the process used

to identify adult literacy

providers or potential

future outreach efforts.)

42 The plan explains how the

program will be developed

in collaboration with adult

literacy providers. Planning

included or will include

consideration of

collaborative strategies and

other funding resources to

maximize the use of

technology. If no adult

literacy providers are

indicated, the plan

describes the process used

to identify adult literacy

providers or potential future

outreach efforts.

There is no evidence that

the plan has been, or will be

developed in collaboration

with adult literacy service

providers, to maximize the

use of technology.


9. EFFECTIVE,

RESEARCHED-BASED

METHODS,

STRATEGIES, AND



(Appendix D).

Page in

District

Plan


Addressed

Example of Not


a. Summarize the relevant

research and describe

how it supports the plan's

curricular and

professional development

goals.


relevant research behind the

plan's design for strategies

and/or methods selected.

The description of the

research behind the plan's

design for strategies and/or

methods selected is unclear

or missing.

b. Describe the district's

plans to use technology to

extend or supplement the

district's curriculum with

rigorous academic

courses and curricula,

including

distance-learning

technologies.


process the district will use

to extend or supplement the

district's curriculum with

rigorous academic courses

and curricula, including

distance-learning

opportunities (particularly

in areas that would not

otherwise have access to

such courses or curricula

due to geographical

distances or insufficient

resources).

There is no plan to use

technology to extend or

supplement the district's

curriculum offerings.


Appendix J - Technology Plan Contact Information

(Required)

Education Technology Plan Review System (ETPRS)

Contact Information

County & District Code: 36 - 67595

School Code (Direct-funded charters only):

LEA Name: Alta Loma School District

*Salutation: Mr.

*First Name: Rick

*Last Name: Brindle

*Job Title: Network Specialist

*Address: 9390 Base Line Rd.

*City: Alta Loma

*Zip Code: 91701-5821

*Telephone: 909-484-5151

Fax: 909 484-5170

*E-mail: [email protected]

Please provide backup contact information.

1st Backup Name: Gail Tangeman

E-mail: [email protected]

2nd Backup Name: Mike Whisenand

E-mail: [email protected]

* Required information in the ETPRS