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LODI UNIFIED SCHOOL DISTRICT

Technology Plan2009-2012

Lodi Unified School District

Table of Contents

1. Technology Plan Duration 3

2. Stakeholder Description 4

3. Curriculum 5

4. Professional Development 29

5. Infrastructure, Hardware, Technical Support, and Software 44

6. Funding and Budget 58

7 Monitoring and Evaluation 60

8. Collaboration with Adult Literacy 61

9. Effective, Research-Based Methods and Strategies 62


Lodi Unified School DistrictDistrict Technology Plan

July 1, 2009 – June 30, 2012

1. Technology Plan Duration

1a. The Technology Plan will cover 3 years, from July 1, 2009 to June 30, 2012. We are optimistic that we will be able to blend technology into the daily process of education that will improve our student’s achievement.

Lodi Unified School District serves 31,000+ students encompassing two diverse cities (Stockton and Lodi) and is the 26th largest district in the State. The student population consists of 37% Hispanic, 29% White, 17% Asian, 9% African-American, and 5% Filipino. Lodi Unified covers 350 square miles and is located in an agriculture area in the Central Valley. Our district is in Program Improvement and we will focus our technology plan in assisting district staff to meet the goals of the Local Education Agency (LEA) Plan Addendum (revised June 2008).

Our district is 350 square miles of mostly rural agricultural land and has the ability to handle a tremendous amount of growth in future years. There have been projections in the past few years that our district could add 60,000 homes in the next 10 to 20 years. This growth could add up to 90,000 students. We currently have 4 traditional high schools, 2 continuation and one early college high school program. There are 5 traditional middle schools and 1 community day school. Elementary schools include 33 traditional and 2 that house 7th and 8th graders. Over 1600 teachers are employed to educate our students and 1500 support staff are here to assist them in this endeavor.

We have wired all classrooms in the district for Internet connections and have placed a minimum of four data connections in each classroom. The student to computer ratio is 10:1 in the elementary and middle schools and a 4.75:1 in the high schools. Our computer inventory is aging quickly to the point where 75% of our computers are 4 years or more. We have just completed a Wide Area Network (WAN) upgrade that has given most elementary sites 10MB access back to the district office and most middle and high schools are 100MB (all sites used to have 1 T1 or 1.55MB). The connection to the Internet remains at 40MB and has not been a limitation as of yet (current maximum usage has been at 25MB).


2. Stakeholder Description

Our current technology plan is set to expire at the end of the 08-09 fiscal year. We will be updating the old plan with some new goals and objectives, while continuing to work on areas we weren’t able to accomplish over the past three years. Due to the time frame of completing the new technology plan and using some of the past goals and objectives, we have decided to have a smaller focus group assist in updating the plan. The technology plan will be presented to the Board of Education for approval.

Community and business members will be involved with the ongoing evaluation of the plan. We will look for participants to play a role from each group in modifying the plan as necessary and becoming members of our Technology Steering Committee. This is an important part of creating a plan that meets the needs of our community stakeholders. Community and business need to have input into this plan in order for it to work effectively for all.

Name TitleCathy Nichols-Washer SuperintendentDale Munsch Director of Technology ServicesDan Faith PrincipalEdith Holbert Technology Network & Systems SupervisorIvie Gonsalves Student Health CoordinatorKathryn Odell Technology CoachLinda Brandt LibrarianLisa Hayes Director of Educational Support ServicesLisa Cranford Technology Support SupervisorMartha Snider Technology CoachMatt Hummel Technology CoachMitch Slater Director of Maintenance & OperationsMonika Rose TeacherNeil Young PrincipalPete Bugno Personnel Systems AnalystRandy Malandro PrincipalRobert Seymour TeacherSam Sakai-Miller Curriculum CoordinatorSusan Hitchcock PrincipalSusan Martin Technology Operations SupervisorBrenda Jackson LibrarianDeborah Goble Teacher


3. Curriculum

3a. Current Access to Technology Tools Description of teachers’ and students’ current access to technology tools.

Currently, all LUSD students have access to technology in their classrooms, libraries, and school computer labs. Additionally, some sites have mobile labs or COWS (computers on wheels) for whole class activities. As the number and age of computers and machines steadily increase, a reasonable maintenance and refresh plan must be considered. District use of the UTV (Urban Technology Van) is being re-evaluated as the Title I schools being served shift from a pullout technology model to a teacher coaching relationship and gas becomes more affordable. We will look to other forms of funding the UTV in order to provide services to other non Title I sites. Regardless of their level, all student groups are expected to utilize the tools of technology to further their learning. Our Special Education department has specialists who work to insure that students with disabilities have access to appropriate assistive technologies.

At some sites, technology is also available to students before and after school, as well as during quarterly breaks. Efforts have been made to offer opportunities to the community to utilize the site technology. Numerous sites offer English as a second language classes after school utilizing technology and programs such as Rosetta Stone. We have an after school program funded by the After School Education and Safety (ASES) grant that uses Destination Success software as a technological tool to assist students with math and English language arts. This program operates at most of our elementary and middle schools. Several schools offer parent technology nights in order to introduce parents to the applications and strategies that their children use in their academic program.

Elementary Schools: Student access occurs in a limited fashion in each classroom. Most classrooms have 1 computer dedicated for teacher use and 2-3 for student use. In this plan we will be moving away from utilizing thin clients for teachers and replacing them with PC/Mac’s to take advantage of the new curriculum based technology that comes with new adoptions. Greater student access occurs in computer labs which are available at 95% of our elementary sites. Most labs contain 30-35 computers and are scheduled to allow access to all Lodi Unified School District classes. We continue to lower the student to computer ratio through the use of grant money (most recently with EETT Round 6). Many sites utilize their computer labs before and after school for intervention support as well as teaching English to parents via the CBET program.

Middle Schools: Access to technology at this level is greater than at the elementary schools. We have used funding from three EETT grants that have increased student and teacher access at most of the middle school sites. The influx of machines and printers purchased with this source has decreased the student to computer ratio to a respectable 6:1. Most classrooms have 4-6 computers. All middle schools have an accessible permanent computer lab for teacher access. Some sites have a technology career lab for use as an exploratory class, but due to the condition of the machines most of these classes have been suspended. Most middle schools have at least one mobile lab to expand access in the individual classroom. Teachers have access to a workstation in their classroom. Many science and social science teachers have laptops provided through the EETT grants. Most sites utilize their computer labs before and after school for intervention support (i.e. Read 180, Accelerated Reader, and Rosetta Stone) as well as teaching English to parents via the CBET program.

High Schools: The student to computer ratio at these sites is approximately 4.5 to 1. Funding from Digital High School and AB2882 programs over 5 years ago provided much needed technology. However, most of the technology is now becoming obsolete. As part of this plan, we need to create a funding source to refresh our obsolete equipment. Teachers all have access to a dedicated machine for instruction, Internet access, productivity tools, etc. At one of our 6 high schools, laptops have been distributed to all teachers to allow access to local files anytime, anywhere. Most of the traditional high schools maintain computer labs with approximately 30 computers and libraries with a comparable number of machines. There is a mix of Windows-based machines and Macs to accommodate student needs. Special needs students and EL students have at least the same access and in some cases greater as at some schools where specific EL or Special Education labs exist to provide increased access to specific populations. Read 180 is in place at most of our high schools for migrant ed students as a technology-based reading intervention. Many sites utilize their computer labs before and after school for student projects, intervention support as well as teaching English to parents via the CBET program.


Software that is typically installed on every computer includes Microsoft Office, Internet browser, Citrix, and standard system applications. Technology components of District-adopted textbooks are installed on teacher computers or designated student computer, if the teacher computer is a thin client. Several school sites have also purchased additional software and subscribe to online tools, such as Curriculum Companion (K-6, will expand to 7-12 in next ELA adoption), Study Island, Discovery Education Streaming, Atomic Learning, Measuring Up, Infotrac, etc. District-wide installation of Kidspiration and Inspiration is planned for 2008-09.

3b. Current Use of Technology to Support Teaching and LearningDescription of the district’s current use of technology to support teaching and learning.

In what ways and to what degree do teachers use technology tools (computers, video, Internet, and hand-held devices) to (number of responses, and relative percentage):

Daily 2-4 days a weekBetween once a

week and monthly

Less than monthly Never Total Responses

Create instructional materials 397 29% 461 34% 308 23% 111 8% 69 5% 1,346

Deliver classroom instruction 250 19% 328 24% 368 27% 211 16% 189 14% 1,346

Manage student grades and attendance 739 55% 135 10% 147 11% 106 8% 220 16% 1,347

Communicate with colleagues 1,036 77% 195 14% 69 5% 27 2% 20 1% 1,347

Communicate with parents or students 385 29% 366 27% 321 24% 107 8% 167 12% 1,346

Gather information for planning lessons 322 24% 472 35% 336 25% 136 10% 81 6% 1,347

Access model lesson plans and best practices 214 16% 328 24% 415 31% 236 18% 153 11% 1,346

Teachers are using technology on a regular basis to enhance the learning of their students, communicate with colleagues and parents, improve classroom management, and research for best practices. Some of the tools that are available to teachers for enhanced learning are new curriculum for math (K-6), Curriculum Companion (2-12), Algebra (7-10), Science (K-12), Social Science (K-6), CAHSEE Intervention (9-11), and online classes for Independent Study (9-12).

Our secondary teachers all use Pinnacle for their electronic grade book to record period attendance, track homework assignments, grades, and communicating this information to parents via the Internet. New schools in the district have projectors in each classroom that teachers use to provide instruction and many of the older schools have projectors that are shared.

Library Media specialists at high schools help students learn about online searching, using OPAC, databases, and research methodology. They facilitate senior project revisions, formatting and promote information literacy.

As the chart below indicates, teacher use of technology varies widely in the District. Most teachers use technology to communicate with colleagues, whereas less than 20% use technology to deliver classroom instruction or access model lessons and best practices.The District supports teacher use of technology tools and integration strategies through Instructional technology coaches. The coaches have been integral to implementation of technology grants, site support of teachers, technology professional development workshops, and rollouts of various technology resources.

Students utilize word processing and presentation software, especially at the middle and high school, in the development of required projects. Individual subject areas have implemented special software to their discipline. Industrial technology, graphic arts, and science probeware are examples of current utilization by discipline. Research skills regarding electronic media are the expectation of each subject area. The implementation of productivity tools and the infusion of Internet-based activities that are focused on curricular areas, will continue to be utilized exponentially. We provide teachers with a plethora of Internet resources for lessons as well as sites for student use. The student sites are presented by grade level and subject area on the home page of each school's web


site. These sites have been thoroughly researched by LUSD technology coaches for their relation to the standards, degree of engagement and ease of use. They are selected and reviewed semi-annually and updated as needed. In this manner we provide equity of access to all students and are not software dependent.

The chart below reflects the frequency with which teachers assign students technology-related assignments.

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

Daily 2-4 days a weekBetween once a

week and monthly

Less than monthly Never Total Responses

Word processing 82 6% 166 12% 453 34% 268 20% 379 28% 1,348

Reinforcement and practice 114 8% 211 16% 454 34% 223 17% 346 26% 1,348

Research, using the Internet and/or CD-ROMs 60 4% 130 10% 428 32% 311 23% 417 31% 1,346

Creating reports or projects 49 4% 98 7% 402 30% 370 27% 429 32% 1,348

Demonstrations or simulations 42 3% 76 6% 289 21% 328 24% 613 45% 1,348

Correspondence with experts, authors, students from other schools, etc., via email or Internet

32 2% 38 3% 136 10% 256 19% 885 66% 1,347

Solving problems or analyzing data 64 5% 71 5% 260 19% 293 22% 660 49% 1,348

Graphically presenting information 48 4% 59 4% 235 17% 313 23% 693 51% 1,348

3c. District’s Curricular GoalsSummary of the district’s curricular goals that are supported by this plan.

In response to the board goals listed below, technology is a tool utilized to increase student achievement, enhance assessment efficiency, and increase communication.

2008-09 DISTRICT GOALS

Goal A: Lodi Unified School District will meet Program Improvement requirements as all groups of students improve their performance and make progress to eliminate the Achievement Gap.

Goal B: Lodi Unified School District will improve the engagement of parents/guardians as partners in their children’s education.

Goal C: Lodi Unified School District will support an environment where diversity is valued.

Goal D: Lodi Unified School District will maximize resources to improve the achievement of students in a safe and positive learning environment.

Just as technology is vital to achieving District Goals, it is pivotal to the implementation of the three key action items of the Revised LEA Plan Addendum: (1) Core Instruction, (2) Assessment, and (3) Intervention. For example, District-adopted core curriculum includes embedded technology components, assessment is evaluated using a database-driven student information system, and students have access to technology-based intervention programs.

The Instructional Technology staff will continue to work with school site staffs to effectively implement the Content and Performance Standards for Technology through an emphasis on authentic applications of technology within the classroom-learning environment in grades K-12. They will also recommend standards changes to the Board of Trustees in order to insure that the LUSD Standards match the National Educational Technology Standards (NETS for students). Technology is not seen as an end in and of itself, but as a means to an end. This resulting end is an increased level of student achievement as this relates to mastering academic content standards.


Technology is being utilized to bring relevance to these standards as well as providing a learning mechanism that is more conducive to today's digital native students.

The District has been in Program Improvement status for four years, so it is critical that technology is harnessed as a tool to improve student performance and that technology goals are aligned with District strategies for exiting PI3 status. Three key action items identified in the 2008 LEA Plan Addendum are (1) Core Instruction, (2) Assessment, and (3) Intervention. Technology support for core instruction is outlined in section 3d, assessment in 3i, and intervention in 3d. Goals, objectives, and activities vital to student proficiency in Information, Communication, and Technology (ICT) are outlined in section 3e.

3d. Technology Goals and Objectives to Support Curricular GoalsList 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.

To support District curriculum goals and improve teaching and learning through the use of technology, this plan identifies three key goals that are aligned with the LEA Plan.

Goal 1: Fully access and utilize technology components of curriculum-adopted materials to improve teaching and learning.

Goal 2: Students will construct meaning and demonstrate understanding of state standards through the use of technology.

Goal 3: Students will have access to intervention tools both at school and beyond the school day.

Goal 1: Fully access and utilize technology components of curriculum-adopted materials to improve teaching and learning.

Objective 1 of 3: K-12 teachers will utilize technology components of curriculum-adopted materials to effectively provide initial instruction and differentiation through whole group instruction and student-directed activities.

Year 1 Activities & Benchmarks:75% of teachers will utilize the technology components that support curriculum-adopted materials. Classrooms will be equipped with LCD projectors, speakers, DVD players, and projection screens in order to utilize multimedia presentations and print material for whole group instruction. As funds are available, instructional tools, such as Elmos, Smart Boards, student response systems (clickers), will be added. The District will install software components included in the adoptions or provide teachers the means to install software before the adoption period begins. Printer access will be available to teachers for use with curriculum and assessment materials.




Evaluation Instrument(s) and Data to be Collected:Ed Tech Profile;Site Administrator Observations;State Tech Survey

Schedule for Evaluation: Annually

Objective Analysis and Modification Process:Site administrator observations will determine that teachers are using the curriculum components and that each classroom is equipped with LCD projectors, speakers, DVD players, and projections screens.Technology Services will ensure that technology components are installed.

Objective 2 of 3: Students will demonstrate understanding of state standards by accessing curricula using technology.

Year 1 Activities & Benchmarks: 50% of students will access and implement student-directed, technology-related activities prescribed in curriculum adoptions.

Year 2 Activities & Benchmarks:65% of students will access and implement student-directed, technology-related activities prescribed in curriculum adoptions.


Evaluation Instrument(s) and Data to be Collected:Examples of student use of technology related activities

Schedule for Evaluation: Quarterly

Objective Analysis and Modification Process:Classroom teachers will be responsible for assigning and assessing technology related activities.

Objective 3 of 3: Students will have extended access to curricula beyond the school day.

Year 1 Activities & Benchmarks: Students and District learning community (parents, guardians, after-school tutors, etc.) will have extended access to curriculum-adopted materials through online collaborative environments (i.e., Moodle, Ning, etc.) and publishers’ websites.

Year 2 Activities & Benchmarks:Continue with Year 1 Activities.Students will access online courses to extend access to curricula and learning opportunities.

Year 3 Activities & Benchmarks:Continue with Year 1 & 2 Activities.Students will participate in the global learning community through online collaborative tools, Ports’ Project, video conferencing, etc.


Evaluation Instrument(s) and Data to be Collected:Publisher’s websites linked from District, site, and individual teachers’ websites; Enrollment data from online courses.


Objective Analysis and Modification Process:Technology Services will monitor web links;Web portal administrator and school registrars will monitor online courses.

Goal 2: Students will construct meaning and demonstrate understanding of state standards through the use of technology.

Objective 1 of 1: Students will demonstrate understanding of curricular concepts using technology as mediating tools. Students will demonstrate their understanding of curriculum by creating grade-appropriate curricular projects such as word processed documents, multimedia presentations, etc.

Year 1 Activities & Benchmarks:All K-12 students will create at least one grade-appropriate project using technology tools.Example: Third grade students will be able to word process grade-appropriate stories that include a diagram they created using simple drawing tools.

Year 2 Activities & Benchmarks:All K-12 students will create at least two grade-appropriate projects using technology tools.Example: Fourth grade students will be able to research information on the Internet and word process grade-appropriate reports that include at least one image. All images and resources will be properly cited.

Year 3 Activities & Benchmarks:All K-12 students will create at least three grade-appropriate projects using technology tools.Example: Fifth grade students will be able to research information on the Internet and create a multimedia presentation to report on their topic of research. All images and resources will be properly cited.

Evaluation Instrument(s) and Data to be Collected:Student examples of projects;Project rubrics.


Objective Analysis and Modification Process:Teachers and site administrators will evaluate student projects and make modifications.


Objective 1 of 2: Students will have access to District-approved, teacher-directed interventions to ensure universal access to the curricula.

Year 1 Activities & Benchmarks:Students will utilize age-appropriate interventions, such as Destination Success and Measuring Up, based on benchmark assessments, California State Tests, curriculum embedded assessments, and teacher recommendation.

Year 2 Activities & Benchmarks:Continue Year 1 activities as appropriate for each student.

Year 3 Activities & Benchmarks:Continue Year 2 activities as appropriate for each student.

Evaluation Instrument(s) and Data to be Collected:DataDirector reports of benchmark performance and Universal Access Time lesson plans



Objective Analysis and Modification Process:Teachers and site administrators will analyze student progress and monitor use of intervention programs.

Objective 2 of 2: Students will have access to student-directed interventions beyond the school day with the assistance of parents, tutors, educators, paraprofessionals, after school programs, Urban Technology Vehicle (UTV), etc.

Year 1 Activities & Benchmarks:District will develop a website to facilitate and simplify student access to interventions beyond the school day. A plan to utilize the UTV to promote awareness for and use of the interventions portal will be developed simultaneously.

Year 2 Activities & Benchmarks:Students will have access to intervention activities and technologies through a District-created interventions web portal. The UTV will be used to promote awareness for and use of the interventions portal.

Year 3 Activities & Benchmarks:Provide parental/learning community training to support student use of web-based interventions portal. The UTV will be used to promote parent/learning community awareness for the interventions portal and training for its use.

Evaluation Instrument(s) and Data to be Collected:Creation of web portal and continued monitoring of use. Sign-in sheets for UTV


Objective Analysis and Modification Process:Annual evaluation by Technology Steering Committee.

3e. Student Acquisition of Technology Skills and Information LiteracyList 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.

The singular goal described in this section pertains to how and when students will acquire the technology skills and information literacy skills they will need to succeed in the classroom and the workplace. This goal reflects the curricular goals established in 3d and focus on student use of technology.

Goal 1: All students will have the necessary information, communication, and technology skills to use the curriculum-adopted materials. Student achievement of this technology goal will guarantee compliance with the LEA Plan Corrective Actions.

Objective 1 of 2: K-12 students will utilize the technology components of curriculum-adopted materials through whole or small group activities.

Year 1 Activities & Benchmarks: 75% of the students will utilize the technology components that support curriculum-adopted materials.




Evaluation Instrument(s) and Data to be Collected: Observation of site administratorsEdTech Profile (Student) in grants


Objective Analysis and Modification Process: Teachers and Site Administrators

Objective 2 of 2: Students will construct meaning and demonstrate understanding of state standards through the use of technology.

Year 1 Activities and Benchmarks: Students will create at least one grade-appropriate technology project that demonstrates their understanding of curriculum. Projects will incorporate the following grade-specific technology skills: Grades K-2:

- Understand basic computer vocabulary, - Demonstrate basic computer knowledge, - Type grade-appropriate words and sentences, - Create simple original computer art, and - Observe information found on the web as displayed by the teacher. Students will use grade-level appropriate intervention tools.

Grades 3-6:

- Word process grade appropriate stories, poems and letters, - Create diagrams with labels using simple computer art tools, - Enter data, - Browse the Internet at teacher selected sites/bookmarks and retrieve information - Create desktop published documents, import images, - Create grade-appropriate multimedia reports, - Conduct effective searches for information using an electronic encyclopedia or the Internet, taking notes from this

information, and - Begin to understand information literacy. At 4th grade, students will be introduced to keyboarding which will continue through 6th grade. By the end of 6th grade, students will be introduced to: Internet safety; electronic mail, information sharing, and online collaboration; electronic quizzes/assignments; and copyright. Students will use grade-level appropriate intervention tools.

Grades 7-8:

- Demonstrate understanding of Internet safety, information literacy, and copyright- Demonstrate proficient use of electronic mail,- Use information sharing and online collaboration sites, - Word process efficiently and use desktop publishing tools;- Create spreadsheets and databases; - Use curriculum-embedded software; - Create multi-media presentations (digital photography, video, and podcasting); and- Complete electronic quizzes/assignments.


Students will use grade-level appropriate intervention tools.Grades 9-12:

- Use technology in all curriculum content areas, - Demonstrate understanding of Internet safety, information literacy, and copyright- Demonstrate proficient use of electronic mail,- Use information sharing and online collaboration sites, - Word process efficiently and use desktop publishing tools;- Create spreadsheets and databases; - Use curriculum-embedded software;

Create multi-media presentations (digital photography, video, and podcasting); and- Complete electronic quizzes/assignments.- Participate in an online course.Students will use grade-level appropriate intervention tools.

Year 2 Activities and Benchmarks: Students will create at least two grade-appropriate technology project that demonstrates their understanding of curriculum. Projects will incorporate the following grade-specific technology skills: Grades K-2:


Grades 3-6:



Grades 7-8:

- Demonstrate understanding of Internet safety, information literacy, and copyright- Demonstrate proficient use of electronic mail,- Use information sharing and online collaboration sites, - Word process efficiently and use desktop publishing tools;- Create spreadsheets and databases; - Use curriculum-embedded software; - Create multi-media presentations (digital photography, video, and podcasting); and- Complete electronic quizzes/assignments.


Students will use grade-level appropriate intervention tools.

Grades 9-12:

- Use technology in all curriculum content areas, - Demonstrate understanding of Internet safety, information literacy, and copyright- Demonstrate proficient use of electronic mail,- Use information sharing and online collaboration sites, - Word process efficiently and use desktop publishing tools;- Create spreadsheets and databases; - Use curriculum-embedded software; - Create multi-media presentations (digital photography, video, and podcasting); and- Complete electronic quizzes/assignments.- Participate in an online course.Students will use grade-level appropriate intervention tools.

Year 3 Activities and Benchmarks: Students will create at least three grade-appropriate technology projects that demonstrate their understanding of curriculum. Projects will incorporate the following grade-specific technology skills: Grades K-2:


Grades 3-6:



Grades 7-8:

- Demonstrate understanding of Internet safety, information literacy, and copyright- Demonstrate proficient use of electronic mail,- Use information sharing and online collaboration sites, - Word process efficiently and use desktop publishing tools;- Create spreadsheets and databases; - Use curriculum-embedded software; - Create multi-media presentations (digital photography, video, and podcasting); and


- Complete electronic quizzes/assignments. Students will use grade-level appropriate intervention tools.

Grades 9-12:

- Use technology in all curriculum content areas, - Demonstrate understanding of Internet safety, information literacy, and copyright- Demonstrate proficient use of electronic mail,- Use information sharing and online collaboration sites, - Word process efficiently and use desktop publishing tools;- Create spreadsheets and databases; - Use curriculum-embedded software; - Create multi-media presentations (digital photography, video, and podcasting); and- Complete electronic quizzes/assignments.- Participate in an online course.Students will use grade-level appropriate intervention tools.

Evaluation Instrument(s) and Data to be Collected: Student examples of projects;Registrars’ lists of online course completion, transcripts;EdTech Profile (Student) as part of grant requirement;CST scores;DataDirector Reports


Objective Analysis and Modification Process: Teachers and Site Administrators

3f. Appropriate and Ethical Use of Information TechnologyList 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; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism (AB 307)

While the district has an Acceptable Use policy that mandates appropriate use of the Internet, it is important that this information be effectively disseminated to our students. The goal in this section integrate with goals in sections 3d and 3e to ensure that while students are developing projects to support curriculum and technology goals, they do so in an appropriate and ethical manner.

Goal 1: K-12 students will demonstrate appropriate and ethical use of information technology as they develop their technology-infused projects which show their understanding of state standards and curricula.

Objective 1: K-12 teachers will provide grade level appropriate lessons on lawful use of the Internet, including the meaning of copyright and fair use, proper MLA citation, and how to differentiate lawful from unlawful file sharing.

Year 1 Activities & Benchmarks: Students will learn and review grade level appropriate lessons on lawful use of the Internet, including the meaning of copyright and fair use, proper MLA citation, and how to differentiate lawful from unlawful file sharing. Students will demonstrate their understanding in the development of their technology-infused projects


Year 2 Activities & Benchmarks: Continue Year 1 activity.


Evaluation Instrument(s) and Data to be Collected: Project examples, including citations and bibliographies.


Objective Analysis and Modification Process: Teachers and administrators will analyze projects using rubrics annually.

Objective 2: K-12 students will demonstrate understanding of lawful use of the Internet, including the meaning of copyright and fair use, and how to differentiate lawful from unlawful file sharing through the development of their projects.

Year 1 Activities and Benchmarks: Students will create at least one project that demonstrates their ability to: K-2: at the end of grade 2, log on to their accounts on the school network without assistance as they type grade appropriate words and sentences, create simple original computer art. Students will be able to safely access teacher-selected websites. 3-6: create desktop published documents, import images, create grade-appropriate multimedia reports, conduct effective searches for information using an electronic encyclopedia or the Internet, taking notes from this information, and begin understanding information literacy. Including basic MLA citation. By the end of 6th grade, students will be introduced to: Internet safety; electronic mail, information sharing, and online collaboration; electronic quizzes/assignments; and copyright. 7-8: demonstrate proficiency in: Internet safety; information literacy; proper MLA citation, electronic mail, information sharing, and online collaboration; word processing; electronic publishing; spreadsheets and databases; courseware; related curriculum software; multi-media presentation (digital photography, video, and podcasting); electronic quizzes/assignments; and copyright. 9-12: use technology in all content curriculum, demonstrating proficiency in: Internet safety; information literacy, proper citation, copyright; electronic mail, information sharing, and online collaboration; word processing; electronic publishing; spreadsheets and databases; courseware; related curriculum software; multi-media presentation (music, digital photography, video, and podcasting); and, electronic quizzes/assignments and online courses.



Evaluation Instrument(s) and Data to be Collected: Project examples, including citations and bibliographies.


Objective Analysis and Modification Process: Teachers and administrators will analyze projects using rubrics annually.


3g. Internet SafetyList 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.

The goal in 3f addressed students’ responsibility for demonstrating appropriate and ethical use of information technology. The goal in this section addresses the Districts’ responsibility to ensure Internet safety for all students.

Goal 1: The District will ensure Internet safety for all students.

Objective 1: Educators will provide grade-level appropriate lessons on Internet safety to all students.

Year 1 Activities and Benchmarks: District administrators will disseminate information about the requirement to teach Internet safety lessons. District educators will create and maintain Internet Safety web pages for the District web site to support Internet safety lessons.



Evaluation Instrument(s) and Data to be Collected: Internet safety lessons and lesson plans


Objective Analysis and Modification Process: Site administrators will observe Internet safety lessons and/or review lesson plans that include Internet safety instruction.

Objective 2: The District will install and maintain equipment and services, such as filters, that protect students and monitors appropriate use by all network users.

Year 1 Activities and Benchmarks: The District installs and maintains equipment and services, such as filters, that protects students and monitors appropriate use by all network users.

Year 2 Activities & Benchmarks: The District maintains equipment and services, such as filters, that protects students and monitors appropriate use by all network users.

Year 3 Activities & Benchmarks: Maintain Year 2 activity.

Evaluation Instrument(s) and Data to be Collected: Installed filters

Schedule for Evaluation:


Annually

Objective Analysis and Modification Process: Director of Technology will report to Associate Superintendent.

3h. Equitable Access to TechnologyDescription of the district policy or practices that ensure equitable technology access for all students.

The District curriculum goals and action items in the LEA Plan Addendum apply to all students in Lodi Unified School District, and as stated in prior sections of this plan (3d), technology is a key tool for achieving those goals. It is, therefore, critical that access to technology is equitable for all students. The singular goal in this section mirrors to Goal 1 in 3d and ensures that all students have full access to the technology components of curriculum-adopted materials in order to improve learning by providing technology resources for (1) initial instruction and differentiation, (2) student creation of technology-infused projects, and (3) extended access to curricula beyond the school day.

Goal 1: All K-12 students will fully access and utilize technology components of curriculum-adopted materials to improve teaching and learning.

Objective 1 of 3: K-12 teachers will utilize technology components of curriculum-adopted materials to effectively provide initial instruction and differentiation through whole group instruction and student-directed activities.




Evaluation Instrument(s) and Data to be Collected:Ed Tech Profile (Student) as part of grant requirement;Site Administrator Observations;State Tech Survey


Objective Analysis and Modification Process:Site administrator observations will determine that teachers are using the curriculum components and that each


classroom is equipped with LCD projectors, speakers, DVD players, and projections screens.Technology Services will ensure that technology components are installed.

Objective 2 of 3: Students will have access to computers so they can demonstrate understanding of state standards by accessing curricula using technology.

Year 1 Activities & Benchmarks: 50% of students will access and implement student-directed, technology-related activities prescribed in curriculum adoptions.

- Intermediate elementary classrooms will have an average student to computer ratio of at least 10:1 with Internet access and access to a nearby printer that is available to all students during the school day. Adaptive hardware and software will be provided as needed.

- Middle school classrooms will have an average student to computer ratio of at least 7:1 with Internet access and access to a nearby printer that is available to all students during the school day. Adaptive hardware and software will be provided as needed.

- High school classrooms will have an average student to computer ratio of at least 5:1 with Internet access and access to a nearby printer that is available to all students during the school day. Adaptive hardware and software will be provided as needed.









Evaluation Instrument(s) and Data to be Collected:Examples of student use of technology related activities


Objective Analysis and Modification Process:Classroom teachers will be responsible for assigning and assessing technology related activities.


Objective 3 of 3: Students will have extended access to curricula beyond the school day.

Year 1 Activities & Benchmarks: Students and District learning community (parents, guardians, after-school tutors, etc.) will have extended access to curriculum-adopted materials through online collaborative environments (i.e., Moodle, Ning, etc.) and publishers’ websites.

Year 2 Activities & Benchmarks:Continue with Year 1 Activities.Students will access online courses to extend access to curricula and learning opportunities.

Year 3 Activities & Benchmarks:Continue with Year 1 & 2 Activities.Students will participate in the global learning community through online collaborative tools, Ports’ Project, video conferencing, etc.

Evaluation Instrument(s) and Data to be Collected:Publisher’s websites linked from District, site, and individual teachers’ websites;Enrollment data from online courses.


Objective Analysis and Modification Process:Technology Services will monitor web links;Web portal administrator and school registrars will monitor online courses.

3i. Student Record Keeping and AssessmentList of clear goals, measurable objectives, annual benchmarks, and an implementation plan to utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs.

As the amount of information that the district gathers has grown, it has become increasingly important to have useful tools to store and retrieve this data, so as to more effectively make informed educational decisions. Administrative and office staff can access this information through the Student Information System (SIS). Lodi Unified School District will be adopting a new, more efficient SIS (eSchoolPLUS) in the 2009-10 school year. Student demographic and assessment data will roll from the SIS to DataDirector on a daily basis. Teachers can access this information through their DataDirector accounts. Additionally, special education staff have an online program (SEIS) to create and record IEP information.

Through access to this granular data from individual students, to whole class and eventually entire school data, teachers and administrators can determine areas of academic need and use this data to inform instruction. This will create a greater focus of effect and support differentiated instruction with the goal of increased academic achievement.

We will continue to provide in-services, through our Testing & Evaluation Department, which will assist teachers in interpreting this data to more efficiently serve our students. The goals in this section support the assessment component of the revised LEA Plan.

Goal 1: Classroom teachers will use DataDirector to record student achievement results on district benchmark assessments, analyze assessment results, and create reports. Teachers will have access to student demographic information and state test score results to assist them in meeting the instructional needs of their students. While DataDirector was in the 2008-09 school year, support will continue to be provided so that full implementation can take place.

Goal 2: Classroom teachers will use an online grade book and take attendance electronically to make record keeping more efficient.



Goal 1: Classroom teachers will use DataDirector to record student achievement results on district benchmark assessments, analyze assessment results, and create reports. Teachers will have access to student demographic information and state test score results to assist them in meeting the instructional needs of their students. While DataDirector was introduced in the 2008-09 school year, support will continue to be provided so that full implementation can take place.

Objective 1 of 2: By the end of year 3, 100% of K-12 teachers will use DataDirector to record student achievement results on district benchmark assessments, analyze assessment results, and create reports.

Year 1 Activities and Benchmarks: Teachers were trained in using DataDirector during the 2008-09 school year. Continue to support teachers with online tutorials, phone support, and classes. By the end of year 1, 80% of K-12 teachers will use DataDirector to record student achievement results on district benchmark assessments, analyze assessment results, and create reports.

Year 2 Activities and Benchmarks: Continue to support teachers with online tutorials, phone support, and classes. By the end of year 2, 90% of K-12 teachers will use DataDirector to record student achievement results on district benchmark assessments, analyze assessment results, and create reports.

Year 3 Activities and Benchmarks: Continue to support teachers with online tutorials, phone support, and classes. By the end of year 3, 100% of K-12 teachers will use DataDirector to record student achievement results on district benchmark assessments, analyze assessment results, and create reports.

Evaluation Instrument(s) and Data to be Collected:DataDirector will be used to analyze district benchmark assessments, state test results, and other assessments.


Objective Analysis and Modification Process:Coordinator of Assessment, Research, and Evaluation will report analysis and modifications of DataDirector to the Associate Superintendent of Education Services.

Objective 2 of 2: K-6 teachers will use the Report Card report in DataDirector to create their quarterly reports for parents.

Year 1 Activities and Benchmarks: The District will support teachers with online tutorials, phone support, and classes. By the end of Year 1, 70% of K-6 teachers will use the Report Card report in DataDirector to create their quarterly reports for parents.




Evaluation Instrument(s) and Data to be Collected: Class sign in sheets, report cards, and District reports in DataDirector showing results by teacher, list of links to web pages offering online support


Objective Analysis and Modification Process: Curriculum and Technology departments will meet to determine usage and plan appropriate response.

Goal 2: Classroom teachers will use an online grade book and take attendance electronically to make record keeping more efficient.

Objective 1 of 2: 100% of elementary, middle, and high school teachers will take attendance electronically with our new Student Information System, eSchoolPLUS.

Year 1 Activities and Benchmarks: 7-12 teachers will be trained to take attendance using eSchoolPLUS. By the end of Year 1, 100% of middle and high school teachers will take attendance electronically with our new Student Information System, eSchoolPLUS.

Year 2 Activities and Benchmarks: Teachers will receive online and phone support for taking attendance using eSchoolPLUS. By the end of Year 2, 100% of elementary, middle, and high school teachers will take attendance electronically with our new Student Information System, eSchoolPLUS.

Year 3 Activities and Benchmarks: Teachers will receive online and phone support for taking attendance using eSchoolPLUS. By the end of Year 3, 100% of elementary, middle and high school teachers will take attendance electronically with our new Student Information System, eSchoolPLUS.

Objective 2 of 2: 90% of 7th-12th grade teachers will use the electronic grade book to record class grades.

Year 1 Activities and Benchmarks: 7-12 teachers will be trained to use eSchoolPLUS's electronic grade book. By the end of Year 1, 70% of 7th-12th grade teachers will use the electronic grade book to record class grades.

Year 2 Activities and Benchmarks: Teachers will receive online and phone support for taking attendance using eSchoolPLUS. By the end of Year 2, 80% of 7th-12th grade teachers will use the electronic grade book to record class grades. K-6 teachers trained and using grade book.

Year 3 Activities and Benchmarks: Teachers will receive online and phone support for taking attendance using eSchoolPLUS. By the end of Year 3, 90% of 7th-12th grade teachers will use the electronic grade book to record class grades.

Evaluation Instrument(s) and Data to be Collected: Track the number of teachers using the grade book on a daily basis for grades and attendance, and number of hits on our grade book web page.


Schedule for Evaluation: Monthly

Objective Analysis and Modification Process: Technology, and Business departments, in conjunction with the eSchoolPLUS Systems Analyst, will meet to determine effectiveness and formulate an appropriate response plan.

3j. Communication between Home and SchoolList of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school.

Parents, guardians, and the school community are essential partners in the success of each student, and technology is a vital tool that needs to be employed in improving and expanding communication between home and school. This partnership is a priority of the District, as evidenced by Goal B of the District Goals for 2008-09, “Lodi Unified School district will improve the engagement of parents/guardians as partners in their children’s education.”

Previous sections of this plan refer to parent/guardian involvement and are encapsulated in the following goals, as they align with the three key action items of the Revised Lea Plan Addendum: (1) Core Instruction, (2) Assessment, and (3) Intervention.

Goal 1: Extend access to and utilization of technology components of curriculum-adopted materials to parents and guardians to improve student learning.

Goal 2: Technology tools will be used to improve two-way communication regarding concerns, student progress, and assessment results.

Goal 3: Parents and guardians will have access to intervention tools to continue support to students beyond the school day.

Goal 1: Extend access to and utilization of technology components of curriculum-adopted materials to parents and guardians to improve student learning.

Objective 1 of 1: Students and District learning community (parents, guardians, after-school tutors, etc.) will have extended access to curricula beyond the school day.

Year 1 Activities & Benchmarks: Students and District learning community (parents, guardians, after-school tutors, etc.) will have extended access to curriculum-adopted materials through links to publishers’ websites on teacher and District websites.

Year 2 Activities & Benchmarks:Continue with Year 1 Activities.The District will engage the learning community in an awareness program to promote student access to online courses that extend access to curricula and learning opportunities beyond the school day. Teachers will be trained on how to use callout messaging system for communicating class information to parents.

Year 3 Activities & Benchmarks:Continue with Year 1 & 2 Activities.

Evaluation Instrument(s) and Data to be Collected:


Publisher’s websites linked from District, site, and individual teachers’ websites;Communication/fliers regarding online classes;Enrollment data from online courses.


Objective Analysis and Modification Process:Technology Services will monitor web links;9-12 Technology Coach will collect evidence of communication/fliers regarding online courses;Web portal administrator and school registrars will monitor online courses.

Goal 2: Technology tools will be used to improve two-way communication regarding concerns, student progress, and assessment results.

Objective 1 of 2: K-6 teachers will use the Report Card report in DataDirector to create their quarterly reports for parents.




Evaluation Instrument(s) and Data to be Collected: Class sign in sheets, report cards, and District reports in DataDirector showing results by teacher, list of links to web pages offering online support


Objective Analysis and Modification Process: Curriculum and Technology departments will meet to determine usage and plan appropriate response.

Objective 2 of 2: 90% of 7th-12th grade teachers will use the electronic grade book to record class grades.

Year 1 Activities and Benchmarks: K-12 teachers will be trained to use eSchoolPLUS's electronic grade book. By the end of Year 1, 70% of 7th-12th grade teachers will use the electronic grade book to record class grades. Parents and guardians will be able to monitor student grades throughout the grading period if the teacher chooses to post grades online.


Year 2 Activities and Benchmarks: Teachers will receive online and phone support for taking attendance using eSchoolPLUS. By the end of Year 2, 80% of 7th-12th grade teachers will use the electronic grade book to record class grades. Parents and guardians will be able to monitor student grades throughout the grading period if the teacher chooses to post grades online.

Year 3 Activities and Benchmarks: Teachers will receive online and phone support for taking attendance using eSchoolPLUS. By the end of Year 3, 90% of 7th-12th grade teachers will use the electronic grade book to record class grades. Parents and guardians will be able to monitor student grades throughout the grading period if the teacher chooses to post grades online.

Evaluation Instrument(s) and Data to be Collected: Track the number of teachers using the grade book on a daily basis for grades and attendance, and number of hits on our grade book web page.

Schedule for Evaluation: Monthly

Objective Analysis and Modification Process: Technology, and Business departments, in conjunction with the eSchoolPLUS Systems Analyst, will meet to determine effectiveness and formulate an appropriate response plan.

Goal 3: Parents and guardians will have access to intervention tools to continue support to students beyond the school day.

Objective 1 of 1: Students will have access to student-directed interventions beyond the school day with the assistance of parents, tutors, educators, paraprofessionals, after school programs, Urban Technology Vehicle (UTV), etc.

Year 1 Activities & Benchmarks:District will develop a website to facilitate and simplify student access to interventions beyond the school day. A plan to utilize the UTV to promote awareness for and use of the interventions portal will be developed simultaneously.

Year 2 Activities & Benchmarks:Students will have access to intervention activities and technologies through a District-created interventions web portal. The UTV will be used to promote awareness for and use of the interventions portal. Use other funding sources for the UTV in order to provide services to non Title I sites.

Year 3 Activities & Benchmarks:Provide parental/learning community training to support student use of web-based interventions portal. The UTV will be used to promote parent/learning community awareness for the interventions portal and training for its use. Use other funding sources for the UTV in order to provide services to non Title I sites.

Evaluation Instrument(s) and Data to be Collected:Creation of web portal and continued monitoring of use. Sign-in sheets for UTV


Objective Analysis and Modification Process:Annual evaluation by Technology Steering Committee.

3k. Monitoring and Evaluation of ActivitiesDescribe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities.


The benchmarks and timelines for implementing the Curricular Components are included with each goal statement in Sections 3d-3j. The following chart is a compilation of the yearly activities and trainings from this section to help guide the District through the monitoring process. People responsible for the implementation of activities have been listed next to each activity. They will be responsible for monitoring implementation in the stated periods, while the Technology Steering Committee will do an overall evaluation of the activities on an annual basis.

Year 1 Activities: 2009-10 Person(s) Responsible75% of teachers will utilize the technology components that support curriculum-adopted materials. Classrooms will be equipped with LCD projectors, speakers, DVD players, and projection screens in order to utilize multimedia presentations and print material for whole group instruction. As funds are available, instructional tools, such as Elmos, Smart Boards, student response systems (clickers), will be added. The District will install software components included in the adoptions or provide teachers the means to install software before the adoption period begins. Printer access will be available to teachers for use with curriculum and assessment materials.

To be monitored: Annually

Site administrators,Teachers,Technology Services

Students will create at least one grade-appropriate technology project that demonstrates their understanding of curriculum. Projects will incorporate grade-specific technology skills. Students will use grade-level appropriate intervention tools.


Teachers,Site Administrators

Students and District learning community (parents, guardians, after-school tutors, etc.) will have extended access to curriculum-adopted materials through online collaborative environments (i.e., Moodle, Ning, etc.) and publishers’ websites.


Technology Services,Web portal administrator,Registrars

Students will utilize age-appropriate interventions, such as Destination Success and Measuring Up, based on benchmark assessments, California State Tests, curriculum embedded assessments, and teacher recommendation.

To be monitored: Quarterly


District will develop a web-based portal to facilitate and simplify student access to interventions beyond the school day. A plan to utilize the UTV to promote awareness for and use of the interventions portal will be developed simultaneously.


Technology Services, Technology Steering Committee

K-12 students will demonstrate understanding of lawful use of the Internet, including the meaning of copyright and fair use, and how to differentiate lawful from unlawful file sharing through the development of their projects.



The District installs and maintains equipment and services, such as filters, that protects students and monitors appropriate use by all network users.


Technology Services

Teachers were trained in using DataDirector during the 2008-09 school year. Continue to support teachers with online tutorials, phone support, and classes. By the end of Year 1, 70% of K-6 teachers will use the Report Card report in DataDirector to create their quarterly reports for parents.


Coordinator of Assessment, Research, and Evaluation; Curriculum Department, Technology Services

K-12 teachers will be trained to take attendance using eSchoolPLUS. Teachers will receive online and phone support for taking attendance using eSchoolPLUS. By the end of Year 2, 100% of elementary, middle, and high school teachers will take attendance electronically with our new Student Information System, eSchoolPLUS.


Teachers, Site Administrators, Technology Systems, Business Department





Students will create at least two grade-appropriate technology project that demonstrates their understanding of curriculum. Projects will incorporate grade-specific technology skills. Students will use grade-level appropriate intervention tools.



Students and District learning community (parents, guardians, after-school tutors, etc.) will have extended access to curriculum-adopted materials through online collaborative environments (i.e., Moodle, Ning, etc.) and publishers’ websites.

Students will access online courses to extend access to curricula and learning opportunities.


Technology Services,Web portal administrator,Registrars




Students will have access to intervention activities and technologies through a District-created interventions web portal. The UTV will be used to promote awareness for and use of the interventions portal.



K-12 students will review grade level appropriate lessons demonstrate understanding of lawful use of the Internet, including the meaning of copyright and fair use, and how to differentiate lawful from unlawful file sharing through the development of their projects.



The District maintains equipment and services, such as filters, that protects students and monitors appropriate use by all network users.


Technology Services

The District will continue to support teachers with online tutorials, phone support, and classes. By the end of year 2, 90% of K-12 teachers will use DataDirector to record student achievement results on district benchmark assessments, analyze assessment results, and create reports. By the end of Year 2, 80% of K-6 teachers will use the Report Card report in DataDirector to create their quarterly reports for parents.



Teachers will receive online and phone support for taking attendance using eSchoolPLUS. By the end of Year 2, 100% of elementary, middle, and high school teachers will take attendance electronically with our new Student Information System, eSchoolPLUS.







Students will create at least three grade-appropriate technology projects that demonstrate their understanding of curriculum. Projects will incorporate grade-specific technology skills. Students will use grade-level appropriate intervention tools.



Students and District learning community (parents, guardians, after-school tutors, etc.) will have extended access to curriculum-adopted materials through online collaborative environments (i.e., Moodle, Ning, etc.) and publishers’ websites.Students will access online courses to extend access to curricula and learning opportunities.Students will participate in the global learning community through online collaborative tools, Ports’ Project, video conferencing, etc.


Technology Services,Web Portal Administrator,Registrars




Provide parental/learning community training to support student use of web-based interventions portal. The UTV will be used to promote parent/learning community awareness for the interventions portal and training for its use.



Students will learn and review grade level appropriate lessons on lawful use of the Internet, including the meaning of copyright and fair use, proper MLA citation, and how to differentiate lawful from unlawful file sharing. Students will demonstrate their understanding in the development of their technology-infused projects.



The District maintains equipment and services, such as filters, that protects students and monitors appropriate use by all network users.


Technology Services

The District will continue to support teachers with online tutorials, phone support, and classes. By the end of year 3, 100% of K-12 teachers will use DataDirector to record student achievement results on district benchmark assessments, analyze assessment results, and create reports.



Teachers will receive online and phone support for taking attendance using eSchoolPLUS. By the end of Year 3, 100% of elementary, middle and high school teachers will take attendance electronically with our new Student Information System, eSchoolPLUS.




4. Professional Development

In order to fully implement any technology plan to enhance student learning through the use of technology, it is imperative that the plan to include professional development for teachers and administrators. Teachers must have expertise and technology skills to guide students through lessons and projects. Administrators must also have parallel expertise and technology skills in order to provide for and understand the needs of teachers and technology-enhanced learning environments.

Section 4a. summarizes the current level of technology skills of teachers and administrators in Lodi Unified School District, as well as their respective professional development needs. Section 4b. is a prioritization and implementation plan for the identified needs as they relate to the activities for Years 1 – 3 in sections 3d through 3j. Section 4c. is a description of the process that will be used to monitor the implementation of activities listed in Section 4b.

4a. Teachers’ and Administrator’s Technology SkillsSummary of teachers’ and administrators’ current technology skills and professional development needs

The current level of technology proficiency and the skills needed to implement the activities described in sections 3d – 3j serve to determine the content, priority, and audience for technology professional development in the District. Section 4a. is a summary of skills and needs of the District as a whole, teachers, and administrators, respectively.

Overall District technology proficiency self-assessment:

The chart below lists the proficiency levels for the seven categories of computer knowledge and skills that are surveyed in the Ed Tech Profile.

When the percentage for each category is scaled for proficiency level, it is possible to get an idea of the relative areas of strengths and weaknesses in the District. The percentage for each category was multiplied as follows: NA = 0, Beginning=2, Intermediate=3, Proficient=4.

In descending order, the skills for the District ranked as follows:#1 – Word processing skills (321)#2 – Email skills (297)#3 – General computer knowledge and skills (294)#4 – Internet skills (285)#5 – Presentation software skills (226)#6 – Spreadsheet software skills (224)#7 – Database software skills (194)


The same data is displayed below in a side by side comparison chart of proficiency levels by categories.

District Technology Proficiencies

2 3 3 2

1917

28

24

30

24

16

3539

37

5047

43

39

24

30

242421

30

43

21

1412

0

10

20

30

40

50

60

Generalcomputer

knowledge andskills

Internet skills Email skills Wordprocessing

skills

Presentationsoftware skills

Spreadsheetsoftware skills

Databasesoftware skills

Category

Perc

enta

ge

NA Beginning Intermediate Proficient

Teachers’ Proficiency Levels and Professional Development Needs

Technology Proficiency Levels

The technology proficiency levels of teachers in the District will determine to what extent the activities described in Sections 3d – 3j can be implemented. Teacher responses to the EdTech Profile are shown below for each category.

81% of teachers in the District rated themselves as intermediate or proficient in the area of general computer knowledge and skills.


69% of teachers in the District rated themselves as intermediate or proficient in the area of Internet skills.

73% of teachers in the District rated themselves as intermediate or proficient in the area of Email skills.

81% of teachers in the District rated themselves as intermediate or proficient in the area of word processing skills.

The key action items of the LEA Plan Addendum call for full implementation of curriculum embedded presentation materials, data-driven intervention, and assessment. They involve the last three technology skills that teachers in the District assessed as being areas of weakness.

46% of teachers in the District rated themselves as intermediate or proficient in the area of presentation software skills.


41% of teachers in the District rated themselves as intermediate or proficient in the area of spreadsheet software skills.

32% of teachers in the District rated themselves as intermediate or proficient in the area of database software skills.

Use of Technology in the Classroom

In addition to District-reported teacher proficiency in computer knowledge and skills, responses from teachers to Standard 9: Use of Technology in the Classroom provide data for planning technology professional development for teachers. The two lowest areas were in 9g and 9h.

9g: Each candidate chooses software for its relevance, effectiveness, alignment with content standards, and value added to student learning.

9h: Each candidate demonstrates competence in the use of electronic research tools and the ability to assess the authenticity, reliability, and bias of the data gathered.


The chart below shows how the District’s teachers rated themselves in each of the sub-categories in CCTC Program Standard 9 and a description of each sub-category.

Using Technology to Support Student Learning

CCTC Program Standard 16 identifies other technology-infused practices that support student learning. The District rated itself at the beginning level on 16b and 16g.

16b: Each participating teacher interacts and communicates with other professionals through a variety of methods, including the use of computer-based collaborative tools to support technology enhanced curriculum.


16g: Each participating teacher demonstrates competence in evaluating the authenticity, reliability, and bias of the data gathered, determines outcomes, and evaluates the success or effectiveness of the process used. He/she frequently monitors and reflects upon the results of using technology in instruction and adapts lessons accordingly.

The chart below shows how the District’s teachers rated themselves in each of the sub-categories in CCTC Program Standard 16 and a description of each sub-category.


Administrators’ current technology skills and professional development needs:

Often times, the technology proficiency levels of administrators in the District will determine to what extent administrators can anticipate the kind of support they will need to provide teachers and students. A technology-rich environment supports the key action items of the LEA Plan and the activities described in Sections 3d – 3j. Administrators’ responses to the EdTech Profile are shown below for each category.

89% of administrators in the District rated themselves as intermediate or proficient in the area of computer knowledge and skills.

72% of administrators in the District rated themselves as intermediate or proficient in the area of Internet skills.

88% of administrators in the District rated themselves as intermediate or proficient in the area of email skills.

94% of administrators in the District rated themselves as intermediate or proficient in the area of word processing skills.

Although not as disparate as teacher ratings, administrators rated themselves lowest in the same three skills: presentation software, spreadsheet software, and database software skills.


59% of administrators in the District rated themselves as intermediate or proficient in the area of presentation software skills.

60% of administrators in the District rated themselves as intermediate or proficient in the area of spreadsheet software skills.

54% of administrators in the District rated themselves as intermediate or proficient in the area of database software skills.

Staff Development NeedsIn addition to identifying content for staff develop based on proficiencies, the following charts help to summarize needs identified by teachers. - 52% of teachers participated in 0-8 hours of formal training on computers and Internet during the last 3 years- 62% of teachers stated that they needed professional development regarding integrating technology into the

classroom- 62% of teachers preferred technology training in small groups, as opposed to online (18%) and one-on-one

informal training (20%)- Teachers almost equally preferred training during school (35%) or after school (36%)


4b. Professional Development OpportunitiesList of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals (sections 3d through 3j).

Activities for Year 1 – 3, as summarized in section 3k are listed below. Technology proficiencies that need to be covered during professional development for each activity is listed to the right.

Professional development opportunities will include the following formats: site-based coaching, onsite trainings, grant cohorts, district-wide workshops, asynchronous online training, publisher trainings, follow up portfolio, etc.


Goal 1: Teachers will be trained to use technology for instruction, assessment and intervention.

Objective 1: Teachers will be trained to utilize technology components that support curriculum adopted materials.

Year 1 Activities and Benchmarks 75% of teachers will be trained to utilize the technology components that support curriculum-adopted materials. Classrooms will be equipped with LCD projectors, speakers, DVD players, and projection screens in order to utilize multimedia presentations and print material for whole group instruction. As funds are available, instructional tools, such as Elmos, Smart Boards, student response systems (clickers), will be added and teacher training will be addressed for these items as well. The District will install software components included in the adoptions or provide teachers the means to install software before the adoption period begins.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, District-wide workshops, asynchronous online

training, publisher trainingAudience: K-12 teachers, administratorsFrequency: Ongoing as needed

Venue: District lab, school sites50% of teachers trained in the activity above will assist students in creating at least one grade-appropriate technology project that demonstrates their understanding of curriculum. Projects will incorporate grade-specific technology skills. Trainings will include General Computer Skills, Internet Skills, Email skills, Word Processing, Presentation, Spreadsheet, and Database skills. Students will use grade-level appropriate intervention tools.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, grant cohorts, District-wide workshops,

Portfolio/practicumAudience: K-12 teachers, administratorsFrequency: Ongoing as needed

Venue: District lab, school sitesStudents and District learning community (parents, guardians, after-school tutors, etc.) will have extended access to curriculum-adopted materials through online collaborative environments (i.e., Moodle, Ning, etc.) and publishers’ websites. Teachers will be trained to utilize these online collaborative environments.

Training Logistics:Types of Trainings: Onsite trainings, District-wide workshopsAudience: K-12 teachers, administratorsFrequency: Ongoing as neededVenue: District lab, school sites

Teachers will be trained to assist students in utilizing age-appropriate interventions, such as Destination Success and Measuring Up, based on benchmark assessments, California State Tests, curriculum embedded assessments, and teacher recommendation.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, District-wide workshopsAudience: K-12 teachers, administratorsFrequency: Ongoing as neededVenue: District lab, school sitesDistrict will develop a web-based portal to facilitate and simplify student access to interventions beyond the school day. Teachers will be trained to instruct students in access of the portal. A plan to utilize the UTV to promote awareness for and use of the interventions portal will be developed simultaneously.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, District-wide workshops, Audience: K-6 Title I teachers, administrators, parents/guardiansFrequency: Ongoing as neededVenue: School sites


Teachers will be trained to assist K-12 students in developing understanding of lawful use of the Internet, including the meaning of copyright and fair use, and how to differentiate lawful from unlawful file sharing through the development of their projects.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, grant cohorts, District-wide workshops, asynchronous online trainingsAudience: K-12 teachers, administratorsFrequency: Ongoing as neededVenue: District lab, school sitesTeachers were trained in using DataDirector during the 2008-09 school year. Continue to support teachers with online tutorials, phone support, and classes. By the end of Year 1, 70% of K-6 teachers will be trained to use the Report Card report in DataDirector to create their quarterly reports for parents.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, District-wide workshops, asynchronous online trainingAudience: K-12 teachers, administratorsFrequency: Ongoing as neededVenue: District lab, school sites

Year 2 Activities and Benchmarks: 90% of teachers will be trained to utilize the technology components that support curriculum-adopted materials. Classrooms will be equipped with LCD projectors, speakers, DVD players, and projection screens in order to utilize multimedia presentations and print material for whole group instruction. As funds are available, instructional tools, such as Elmos, Smart Boards, student response systems (clickers), will be added and teacher training will be addressed for these items as well.. The District will install software components included in the adoptions or provide teachers the means to install software before the adoption period begins.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, District-wide workshops, asynchronous online training,

publisher trainingAudience: K-12 teachers, administratorsFrequency: Ongoing as neededVenue: District lab, school sites

65% of teachers trained in the activity above will assist students in creating at least two grade-appropriate technology project that demonstrates their understanding of curriculum. Projects will incorporate grade-specific technology skills. Training will include General Computer Skills, Internet Skills, Email skills, Word Processing, Presentation, Spreadsheet, and Database skills. Students will use grade-level appropriate intervention tools.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, grant cohorts, District-wide workshops, Portfolio/practicumAudience: K-12 teachers, administratorsFrequency: Ongoing as neededVenue: District lab, school sites

Students and District learning community (parents, guardians, after-school tutors, etc.) will have extended access to curriculum-adopted materials through online collaborative environments (i.e., Moodle, Ning, etc.) and publishers’ websites.Students will access online courses to extend access to curricula and learning opportunities.Teachers will continue to be trained to utilize these online collaborative environments.



Teachers will be trained to help students utilize age-appropriate interventions, such as Destination Success and Measuring Up, based on benchmark assessments, California State Tests, curriculum embedded assessments, and teacher recommendation.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, District-wide workshopsAudience: K-12 teachers, administratorsFrequency: Ongoing as neededVenue: District lab, school sites

Continue training in the District-created interventions web portal. Students will have access to intervention activities and technologies through a District-created interventions web portal. The UTV will be used to promote awareness for and use of the interventions portal.


Teachers will be trained to assist K-12 students in reviewing grade level appropriate lessons demonstrate understanding of lawful use of the Internet, including the meaning of copyright and fair use, and how to differentiate lawful from unlawful file sharing through the development of their projects.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, grant cohorts, District-wide workshops, asynchronous online

trainingsAudience: K-12 teachers, administratorsFrequency: Ongoing as neededVenue: District lab, school sites

The District will continue to support teachers with online tutorials, phone support, and classes. By the end of year 2, 90% of K-12 teachers will use DataDirector to record student achievement results on district benchmark assessments, analyze assessment results, and create reports. By the end of Year 2, 80% of K-6 teachers will use the Report Card report in DataDirector to create their quarterly reports for parents.


Teachers will receive online and phone support for taking attendance using eSchoolPLUS. By the end of Year 2, 100% of elementary, middle, and high school teachers will take attendance electronically with our new Student Information System, eSchoolPLUS.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, District-wide workshops, Audience: K-12 teachers, administratorsFrequency: Ongoing as neededVenue: District lab, school sites


Year 3 Activities and Benchmarks: 100% of teachers will be trained to utilize the technology components that support curriculum-adopted materials. Classrooms will be equipped with LCD projectors, speakers, DVD players, and projection screens in order to utilize multimedia presentations and print material for whole group instruction. As funds are available, instructional tools, such as Elmos, Smart Boards, student response systems (clickers), will be added and teacher training will be addressed for these items as well. The District will install software components included in the adoptions or provide teachers the means to install software before the adoption period begins.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, District-wide workshops, asynchronous online training,

publisher trainingAudience: K-12 teachers, administratorsFrequency: Ongoing as neededVenue: District lab, school sites

80% of teachers trained in the activity above will assist students in creating at least three grade-appropriate technology projects that demonstrates their understanding of curriculum. Projects will incorporate grade-specific technology skills. Training will include General Computer Skills, Internet Skills, Email skills, Word Processing, Presentation, Spreadsheet, and Database skills. Students will use grade-level appropriate intervention tools.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, grant cohorts, District-wide workshops, Portfolio/practicumAudience: K-12 teachers, administratorsFrequency: Ongoing as neededVenue: District lab, school sites

Students and District learning community (parents, guardians, after-school tutors, etc.) will have extended access to curriculum-adopted materials through online collaborative environments (i.e., Moodle, Ning, etc.) and publishers’ websites.Students will access online courses to extend access to curricula and learning opportunities.Students will participate in the global learning community through online collaborative tools, Ports’ Project, video conferencing, etc.Teachers will continue to be trained to utilize online collaborative environments.


Teachers will be trained to help students utilize age-appropriate interventions, such as Destination Success and Measuring Up, based on benchmark assessments, California State Tests, curriculum embedded assessments, and teacher recommendation.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, District-wide workshopsAudience: K-12 teachers, administratorsFrequency: Ongoing as needed

Venue: District lab, school sitesTeachers will get advance knowledge and training so they can be included in providing parental/learning community training to support student use of web-based interventions portal. The UTV will be used to promote parent/learning community awareness for the interventions portal and training for its use.



Teachers will be trained to assist K-12 students in reviewing grade level appropriate lessons on lawful use of the Internet, including the meaning of copyright and fair use, proper MLA citation, and how to differentiate lawful from unlawful file sharing. Students will demonstrate their understanding in the development of their technology-infused projects.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, grant cohorts, District-wide workshops, asynchronous online

trainingsAudience: K-12 teachers, administratorsFrequency: Ongoing as neededVenue: District lab, school sites

The District will continue to support teachers with online tutorials, phone support, and classes. By the end of year 3, 100% of K-12 teachers will use DataDirector to record student achievement results on district benchmark assessments, analyze assessment results, and create reports.


Teachers will receive online and phone support for taking attendance using eSchoolPLUS. By the end of Year 3, 100% of elementary, middle and high school teachers will take attendance electronically with our new Student Information System, eSchoolPLUS.

Training Logistics:Types of Trainings: Site-based coaching, onsite trainings, District-wide workshops, Audience: K-12 teachers, administratorsFrequency: Ongoing as neededVenue: District lab, school sites

Evaluation Instrument(s) and Data to be Collected:Sign in Sheets, Training evaluationsSchedule for Evaluation:Ongoing with TrainingObjective Analysis and Modification Process:Tech coaches, instructional technology coordinator, and Director of Technology will work together to analyze and modify the professional development process.


4c. Evaluating and Monitoring Professional DevelopmentDescription of the process that will be used to monitor whether the professional development goals are being met and whether the planned professional development activities are being implemented.

The monitoring of professional development goals will depend on the type of opportunity. Professional development opportunities to include: site-based coaching, onsite trainings, grant cohorts, district-wide workshops, asynchronous online training, publisher trainings, follow up portfolio, etc.

PD Opportunity Audience Presenter of PDMethod of Monitoring

Person(s) Responsible for Monitoring

Site-based coaching Focal teachers Technology coach Tech coach reports progress to site administrator

Onsite trainings Staff Technology coach;Content area coaches;Technology support staff

Teacher evaluations andAdministrator observations at each training.Progress on Ed Tech Profile

Grant cohorts Focal teachers Technology coach Teacher evaluations and tech coach reports to grant monitoring administratorsProgress on Ed Tech Profile

District-wide workshops Teachers,Administrators

Technology coaches Participant evaluations

Asynchronous online training Teachers, Administrators

Technology coaches Participant evaluations/feedback

Publisher training Teachers, Administrators

Publishers’ trainers; Content Coordinators as facilitators

Participant evaluations/feedback; Content Coordinators’ feedback

Portfolio / practicum Teachers Professional Development Coordinator/ Site administrator

Portfolio submission form


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 could be used to support the Curriculum and Professional Development Components of the plan.

Our current technology consists of a mix of Apple and Intel based computers with the majority of systems being Apple. There are approximately 10,000 computers for students and staff to use throughout the district. We have over 2,000 networked printers and a number of stand alone printers. The district standard for the past 3 years is to have a projector in the classroom. We have around 500 projectors in the 1,488 classrooms in the district. There are digital cameras, probeware, smartboards, and elmo’s in varying degrees at school sites to enhance the educational experience.

One of our biggest challenges is to get every system to a consistent version of the operating system. We are still running some OS 9 and Windows NT systems in the district. This creates a number of problems with running applications and security risks. Two thirds of our computers are 4+ years old and will require some upgrades (memory or Operating System) in order to run the latest software that comes with our adopted curriculum.

The Internet access for each site is available through the District Office via a 45MB connection. We have 100MB connections for high schools and most middle schools, 10MB for most elementary schools, and 1.55MB for the schools that we could not get CSME (fiber) from AT&T.

We have a number of software products being used at sites to stimulate student learning:

High School – Microsoft Office Suite, CAD, Rosetta Stone, A Plus, Cyber High, Destiny, DataDirectorMiddle School – Microsoft Office Suite, CAD, Rosetta Stone, Inspiration, Destination Success (K-8), A Plus, Carnegie Learning, Cyber High, Renaissance Learning, Scholastic Reading Inventory, Destiny, DataDirector.Elementary School –Mavis Beacon, Inspiration, Accelerated Reader, Scholastic Reading Inventory, Read Naturally, Reading Counts, Destination Success (K-8), Rosetta Stone, Curriculum Companion, Destiny, DataDirector.

Technical support for all of the technology mentioned above is divided into 4 areas.1. Support Services – field technicians and help desk technicians2. Systems and Network – systems administrators, network technicians, Internet technicians, telecommunications

technician, and data wiring technicians3. Operations – Financial systems analysts, Student Information Systems analyst, Applications analyst, and CSIS

analysts4. Instructional Technology Coaches – train teaching staff on curriculum technology applications

The chart below gives a recap of the number of computers by school and indicates the critical nature of a refresh plan to cycle out the older equipment (almost 80% that will be 4+ years by the end of 2009):

High Computer 2007-08 2006-07 2005-06 2004-0504 &

Earlier No of Schools Totals 0-1 yrs

old1-2 yrs

old2-3 yrs

old3-4 yrs

old4+ yrs

oldStudents

Bear Creek High 768 4 3 1 119 641 2006Lodi High 755 50 26 7 12 660 2081Liberty High 110 3 3 4 100 379McNair High 869 2 867 2088Middle College 248Plaza Robles 75 9 21 45 327Tokay High 642 33 55 513 1965

Subtotals 3219 59 62 61 1078 1959 9094


Middle Computer 2007-08 2006-07 2005-06 2004-0504 &

Earlier No of Schools Totals 0-1 yrs

old1-2 yrs

old2-3 yrs

old3-4 yrs

old4+ yrs

oldStudents

Delta Sierra 273 1 1 29 242 545Henderson 98 77 21 384Lodi Middle 248 2 5 34 207 936McAuliffe 354 60 40 179 75 890Millswood 277 1 7 179 90 790Morada 344 12 23 19 290 861

Subtotals 1594 73 43 113 440 925 4406

Elementary Computer 2007-08 2006-07 2005-06 2004-0504 &

Earlier No of Schools

Totals0-1 yrs

old1-2 yrs

old2-3 yrs

old3-4 yrs

old4+ yrs

old StudentsAnsel Adams 183 2 181 860Beckman 195 31 49 58 57 647Borchardt 102 2 16 84 804Clairmont 112 1 56 25 30 462Clements 24 3 2 19 79Creekside 237 3 42 30 162 664Davis 131 13 31 8 79 334Elkhorn 86 2 35 49 93Heritage 116 33 66 17 457Houston 101 28 7 66 168Lakewood 86 86 426Larson 167 1 1 108 57 690Lawrence 155 75 42 38 550Live Oak 109 14 59 11 25 256Lockeford 77 1 18 58 257Julia Morgan 183 15 24 4 140 717George Mosher 206 22 184 546John Muir 131 34 12 85 693Needham 207 12 3 33 39 120 312Nichols 93 9 5 39 40 407Oakwood 180 12 41 13 114 583Parklane 131 6 9 41 11 64 549Podesta 170 170 196Reese 115 32 3 32 26 22 649Joe Serna 139 24 56 18 36 5 273Manlio Silva 167 1 166 774Sutherland 185 1 14 15 155 396Tokay Colony 21 3 18 119Turner 53 20 25 8 64Victor 60 9 1 50 235Vinewood 153 19 1 31 102 545Wagner Holt 154 1 26 127 585Washington 165 29 3 5 128 503Westwood 169 13 25 2 129 583Woodbridge 127 443 3.49

Subtotals 4690 474 398 636 867 2315 15919


Other Computer 2007-08 2006-07 2005-06 2004-0504 &

Earlier No of

Schools Totals 0-1 yrs old

1-2 yrs old

2-3 yrs old

3-4 yrs old

4+ yrs old

Students

Adult ED 7 7 N/ACareer Center 25 1 24 N/AChildren Center 10 2 1 7 8Mahin N/A

Subtotals 42 0 3 0 1 38 Total 9545 606 506 810 2386 5237 29419

This chart recaps the computers, servers per site, Internet Access (connection to the District), electronic learning resources, and the tech support per site.

Site Computers Hardware Internet Access Electronic Learning Resources Technology Support FTE

Elementary SitesAdams 183 Servers - 1 10

MbpsDestination Success, Office, Paint, photo & video editing, Destiny

PC Support Tech - .06 Instruct. Tech Coach - .03

Beckman 195 Servers - 1 10 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Scholastic Reading Inventory, Reading Counts and Mavis Beacon

System Admin - 0.09 PC Support Tech - .13Instruct. Tech Coach - .03

Borchardt 102 Servers - 1 10 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Scholastic Reading Inventory, Reading Counts and Read Naturally


Clairmont 112 Servers - 1 10 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Accelerated Reader, Star and Read Naturally

System Admin - 0.09 PC Support Tech - .13 Instruct. Tech Coach - .03

Clements 24 Servers - 0 1.544 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny


Creekside 237 Servers - 1 1.544 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Scholastic Reading Inventory, Reading Counts, Help me to Learn and Mighty Math Series


Davis 131 Servers - 1 1.544 Mbps

Destination Success , Office, Paint, photo & video editing, Destiny, Scholastic Reading Inventory and Reading Counts


Elkhorn 86 Servers - 1 100 Mbps



Heritage Pri 116 Servers - 1 10 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Rosetta Stone


Houston 101 Servers - 2 100 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Rosetta Stone


Lakewood 86 Servers - 1 10 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Accelerated Reader and Star


Larson 167 Servers - 1 1.544 Mbps


System Admin - 0.09 PC Support Tech - .06 Instruct. Tech Coach -.03



Elementary Sites ContinuedLawrence 155 Servers - 1 10

MbpsDestination Success, Office, Paint, photo & video editing, Destiny, Rosetta Stone


Live Oak 109 Servers - 1 1.544 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Scholastic Reading Inventory, Reading Counts and Read 180

System Admin - 0.09 PC Support Tech - .13 I Instruct. Tech Coach - .03

Lockeford 77 Servers - 1 1.544 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Scholastic Reading Inventory


Morgan 183 Servers - 1 10 Mbps



Mosher 206 Servers - 1 1.544 Mbps



John Muir 131 Servers - 1 1.544 Mbps



Needham 207 Servers - 1 10 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Scholastic Reading Inventory and Reading Counts


Nichols 93 Servers - 1 10 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Scholastic Reading Inventory


Oakwood 180 Servers - 1 1.544 Mbps



Parklane 131 Servers - 1 10 Mbps



Podesta 170 Servers - 1 1.544 Mbps

Office, Paint, photo & video editing, Destiny


Reese 115 Servers - 1 10 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Scholastic Reading Inventory, Reading Counts and Mavis Beacon


Serna 139 Servers - 1 10 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Mavis Beacon, Carnegie Learning and Type to Learn


Silva 167 Servers - 1 10 Mbps



Sutherland 185 Servers - 1 10 Mbps

Destination Success , Office, Paint, photo editing, video editing, Destiny, Accelerated Reader and Star


Tokay Colony 21 Servers - 0 1.544 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny,


Turner 53 Servers - 0 1.544 Mbps



Victor 60 Servers - 1 1.544 Mbps





Elementary Sites ContinuedVinewood 153 Servers - 1 10

MbpsDestination Success, Office, Paint, photo & video editing, Destiny, Accelerated Reader


Wagner Holt 154 Servers - 1 10 Mbps



Washington 165 Servers - 1 10 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Accelerated Reader, Star and Mavis Beacon


Westwood 169 Servers - 1 10 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, Scholastic Reading Inventory and Reading Counts


Woodbridge 127 Servers - 1 1.544 Mbps



Middle SchoolsDelta Sierra 273 Servers - 1 1.544

MbpsDestination Success, Office, Paint, photo & video editing, Destiny, music creation, science probeware, database, Mavis Beacon Typing, Rosetta Stone and A Plus


Henderson 98 Servers - 1 10 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, music creation, science probeware, database, Cyber High, A Plus and Carnegie Learning


Lodi Middle 248 Servers - 1 100 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, music creation, science probeware, database, Rosetta Stone, Read 180, Scholastic Reading Inventory and Mavis Beacon Typing


McAuliffe 354 Servers - 1 100 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, music creation, science probeware, database, Scholastic Reading Inventory, Reading Counts, Rosetta Stone and Mavis Beacon


Millswood 277 Servers - 1 100 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, music creation, science probeware, database, Renaissance Learning, Rosetta Stone and A Plus


Morada 344 2 1.544 Mbps

Destination Success, Office, Paint, photo & video editing, Destiny, music creation, science probeware, database, Read 180, Mavis Beacon Typing and Renaissance Learning




High SchoolsBear Creek 768 6 100

MbpsOffice, photo & video editing, Destiny, music creation, science probeware, Web design, CAD, database, Read 180


Lodi 755 10 100 Mbps

Office, photo & video editing, Destiny, music creation, science probeware, Web design, CAD, database, Read 180 and Rosetta Stone


Liberty 110 2 100 Mbps

Office, photo & video editing, Destiny, music creation, science probeware, Web design, CAD, database, Scholastic Reading Inventory and A Plus


McNair 869 7 100 Mbps

Office, photo & video editing, Destiny, music creation, science probeware, Web design, CAD, database, Read 180, Mavis Beacon Typing, and Rosetta Stone


Middle College

1.544 Mbps

Office, photo & video editing, Destiny, music creation, science probeware, Web design, CAD, database,

Plaza Robles 75 Servers - 1 100 Mbps

Office, photo & video editing, Destiny, music creation, science probeware, Web design, CAD, database, A Plus


Tokay High 642 7 100 Mbps

Office, photo & video editing, Destiny, music creation, science probeware, Web design, CAD, database, Read 180


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.

HardwareThe first step is to make sure each teacher has a multi-media capable computer with the most current operating system to ensure the ability to deliver instruction. Our district is in the process of adopting new curriculum and with it comes software to enhance the teaching of the subject matter. This has become a challenge at some of our sites where we have thin clients for the teacher’s workstations. Secondarily, projectors need to be purchased for each classroom in order for the teacher to share content with the students that is engaging. We will be looking to the Internet for more resources to provide valuable additions to teaching the curriculum and new methods of delivery. The use of online collaborative tools will be a focus for teachers to share ideas and content with their peers.

Our district desperately needs to implement a technology refresh plan so the technology use in the classroom can continue without any disruption of service. It is becoming more critical that technology be part of the learning process for both the teacher and the students. Teachers are using it for classroom management (attendance, assignments, grading, seating charts, and discipline) and instruction support. Students at this time are consumed by technology in their daily life and in order to keep them focused and motivated we need to provide technology in the classroom to keep them engaged.

Electronic Learning ResourcesAs the school district adopts core curriculum with rich technology tools, we will be installing them for each teacher and on the student computers as necessary. This will be a main focus for the Technology Services department to insure this is completed in a timely manner. The district will be purchasing Inspiration and Kidspiration for all schools to use for students and staff. This tool along with photo editing, video editing and the Internet tools provide


will create a robust environment for students to learn. Destination Success will be used in all elementary and middle school sites for use in instruction as well as intervention. Cyber High is an online curriculum that will be used for independent study and with migrant students at the high school level. The library will use database resources (Infotrac, Proquest, Gale, SIRS, and online encyclopedia) to provide students access to learning resources. Our plan is to implement a new Student Information System that will provide teachers, students and parents a better way of communicating to each other about the progress of each student.

Networking and Physical PlantTeachers are becoming more mobile and there are a growing number of laptop computers that teachers are using. They are expressing the desire to take the computers home so they can continue their work. The ability to use the laptop at home on their own personal network and getting Internet access is seen as a benefit to them and their ability to teach their students. We will evaluate the Network Access Control (NAC) solutions to provide staff with this ability. Providing an easier access to our network for guests is becoming more important as presenters and vendors need the ability to get Internet access to present. Our NAC solution will give us the option to make connectivity for our guests friendlier. The NAC solution will require each computer requesting access on our network to authenticate by user name and password. If the person is a student, it will place them on the student Virtual Local Area Network (VLAN). If a staff person attempts to logon, it will place them on the employee VLAN. If it is a guest, it will place them on the restricted Internet only VLAN. This will allow us to switch from a static IP environment to a Dynamic Host Configuration Protocol. We spend hours changing data jacks from one VLAN to another and this would minimize if not eliminate this process.

Teachers are requiring the ability to move around the room and in some cases the site with their computer. More and more teachers are being provided a laptop as their workstation which can provide them with the mobility they desire. We need to implement a secure method of accessing the Local Area Network (LAN) wirelessly. As part of our plan, we will purchase network switches that access points will connect and provide adequate security for the network.

The availability of the Internet, server storage and access to applications will be critical to enhance the education of our students. In order to provide this type of availability in our centralized model, we need to purchase a Uninterruptible Power Supply (UPS) and generator for the data center. This will provide power to the critical resources we use every day and make them available to sites even if the District Office which houses the data center loses power. It will also prolong the lifespan of our equipment by eliminating the spikes or dips in power, as well as keeping the air conditioning running during the power outage.

Technical SupportTeachers will need to be well trained on the technology tools they use in the classroom as well as on the electronic learning resources they will embed into their lessons. In order to provide each teacher with the appropriate training, we will need to find a number of delivery methods to meet their needs. One specifically that we will look to deploy is a video conference or WebEx style of delivery. We want to be able to record the sessions and make them available via the Intranet so they can be reviewed, so that teachers can take the class at a time the best fits their schedules. With limited resources, it makes sense to provide a method where the class sizes can be larger than just a physical room. Providing recorded sessions also minimizes the need for one-on-one trainings for new employees. The requirements for more technology classes will only increase as we add more technology.

As the demand for technology in the district grows for teachers, students, administrators and management, we will need to be able to support those needs. Part of the solution is additional staffing, and some of the answer can be addressed through technological tools that assist existing staff to monitor and maintain current and new systems. We need the capability to remotely manage the majority of our systems. Being able to be proactive allows us to fix a problem before it occurs and keeps the uptime on the technology to its maximum. Additional staff will be required to support existing and new projectors as they are installed to replace bulbs and clean as necessary. More coaches/trainers will be needed to empower staff with the tools they need to use technology in the classroom on a daily basis. They will work with teachers to make them proficient with the different technologies and help them create lessons that can be shared throughout the district. The coaches/trainers will be a major part of implementing the Professional Development mentioned earlier in this plan.


Communicating to our stakeholders is very important and the vehicle we will be looking to assist us is the Web. We need to staff appropriately so we can meet the demands of the district. Slowly it will become a part of each site and department to maintain their own web site, but right now it is important to get information available to make all of us more productive. This will require additional staff to help create the websites and monitor them for time sensitive material. The online collaborative environment will require expertise in web development if we are to house the content internally. It will be a very productive tool for teachers to use and save them time in developing meaningful lessons for their students.

Telecommunication InfrastructureWe will be exploring the possibility of getting most of the elementary sites up to a 10MB connection to the district office and traditional middle and high schools to 100MB. The smallest elementary sites will be monitored and provided an additional T1 as needed. In order to increase the bandwidth for the more remote sites, we may need to explore using wireless WAN connections. The needs of the district to implement Sections 3 and 4 are summarized in the chart below:


Elementary SitesAdams No Change No Change No Change Inspiration/Kidspiration,

music creation, adopted curriculum software

System Admin - 0.09 PC Support Tech - .08 Inst. Tech Coach - .07

Beckman No Change No Change No Change Inspiration/Kidspiration, music creation, adopted curriculum software

PC Support Tech - .08 Inst. Tech Coach - .07

Borchardt No Change No Change No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Clairmont 112 Servers - 1 No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Clements 24 No Change 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


Creekside No Change No Change 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


Davis 131 Servers - 1 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


Elkhorn No Change No Change No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Heritage Pri 116 Servers - 1 No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Houston 101 Servers - 2 No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Lakewood 86 Servers - 1 No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Larson No Change No Change 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software



Site Computers Hardware Internet Access

Electronic Learning Resources Technology Support FTE

Elementary Sites ContinuedLawrence No Change No Change No Change Inspiration/Kidspiration,



Live Oak 109 Servers - 1 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


Lockeford 77 Servers - 1 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


Morgan 183 Servers - 1 No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Mosher No Change No Change 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


John Muir 131 Servers - 1 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


Needham 207 Servers - 1 No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Nichols 93 Servers - 1 No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Oakwood 180 Servers - 1 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


Parklane No Change No Change No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Podesta No Change No Change 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


Reese 115 Servers - 1 No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Serna No Change No Change No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Silva No Change No Change No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Sutherland 185 Servers - 1 No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Tokay Colony 21 Servers - 0 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


Turner 53 Servers - 0 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


Victor 60 Servers - 1 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


Vinewood 153 Servers - 1 No Change Inspiration/Kidspiration, music creation, adopted curriculum software



Site Computers Hardware Internet Access

Electronic Learning Resources Technology Support FTE

Elementary Sites ContinuedWagner Holt 154 Servers - 1 No Change Inspiration/Kidspiration,



Washington No Change No Change 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


Westwood 169 Servers - 1 No Change Inspiration/Kidspiration, music creation, adopted curriculum software


Woodbridge No Change No Change 10 Mbps Inspiration/Kidspiration, music creation, adopted curriculum software


Middle SchoolsDelta Sierra 273 Servers - 1 100 Mbps Inspiration/Kidspiration,

adopted curriculum softwarePC Support Tech - .16 Inst. Tech Coach - .02

Henderson 98 Servers - 1 No Change Inspiration/Kidspiration, adopted curriculum software


Lodi Middle 248 Servers - 1 No Change Inspiration/Kidspiration, adopted curriculum software


McAuliffe No Change No Change No Change Inspiration/Kidspiration, adopted curriculum software


Millswood No Change No Change No Change Inspiration/Kidspiration, adopted curriculum software


Morada 344 Servers - 2 100 Mbps Inspiration/Kidspiration, adopted curriculum software


High SchoolsBear Creek 768 Servers - 6 No Change Inspiration/Kidspiration,

adopted curriculum softwareInst. Tech Coach - .02

Lodi 755 Servers - 10 No Change Inspiration/Kidspiration, adopted curriculum software

Inst. Tech Coach - .02

Liberty 110 Servers - 2 No Change Inspiration/Kidspiration, adopted curriculum software


McNair No Change No Change No Change Inspiration/Kidspiration, adopted curriculum software


Middle College No Change No Change 100 Mbps Inspiration/Kidspiration, adopted curriculum software

Provided by Delta College

Plaza Robles 75 Servers - 1 No Change Inspiration/Kidspiration, adopted curriculum software


Tokay High 642 Servers - 7 No Change Inspiration/Kidspiration, adopted curriculum software


5c. Benchmarks and timeline for obtaining the needed hardware, infrastructure, learning resources and technical support

There are four goals that Lodi Unified School District will focus on in order to meet the needs of sections 3 and 4 of this plan.


Goal 1: Staff and students will have proper technology to provide and receive enriched instruction.

Objective 1 of 4: Provide all teachers with a multi-media computer

Year 1 Activities and Benchmarks: Replace all teacher thin clients with a fat client

Year 2 Activities and Benchmarks: Maintain computer inventory for teachers to all have an updated computer

Year 3 Activities and Benchmarks: Maintain computer inventory for teachers to all have an updated computer

Evaluation Instrument(s) and Data to be Collected: Teacher survey and Computer Inventory

Schedule for Evaluation: Annual

Objective Analysis and Modification Process: Director of Technology Services will meet with Principals to ensure teachers computers are working properly and Supervisor of Technology Support Services will review teacher work orders.

Objective 2 of 4: Install video projectors in all classrooms

Year 1 Activities and Benchmarks: Purchase and install video projectors in 75% of district classrooms



Evaluation Instrument(s) and Data to be Collected: Computer Inventory


Objective Analysis and Modification Process: Director of Technology Services will meet with Principals to ensure teachers computers are working properly and Supervisor of Technology Support Services will review teacher work orders.

Objective 3 of 4: Install curriculum adopted technology material

Year 1 Activities and Benchmarks: Install technology tools provide as part of the adopted curriculum on all teacher computers and student computers as necessary.



Evaluation Instrument(s) and Data to be Collected: Computer Inventory


Objective Analysis and Modification Process: Director of Technology Services will meet with Supervisor of Support Services and Instructional Technology Coordinator to insure software is tested prior to adoption.

Objective 4 of 4: Create refresh plan for replacing obsolete technology equipment

Year 1 Activities and Benchmarks: Purchase equipment to replace systems at 20% of sites. Any systems that still have a useful life will be redeployed to sites that have obsolete equipment. This may include mobile carts to maintain student to computer ratios.

Year 2 Activities and Benchmarks: Purchase equipment to replace obsolete equipment at another 20% of sites. This may include mobile carts to maintain student to computer ratios.


Year 3 Activities and Benchmarks: Purchase equipment to replace obsolete equipment at another 20% of sites. This may include mobile carts to maintain student to computer ratios.

Evaluation Instrument(s) and Data to be Collected: Computer Inventory and removal of obsolete equipment requests.


Objective Analysis and Modification Process: Director of Technology Services will meet with Assistant Superintendents of Education to ensure computers are being cycled appropriately.

Goal 2: Allow staff and students to use technology in a mobile environment.

Objective 1 of 2: Purchase and install a Network Access Control (NAC) system to allow protection and access to district resources.

Year 1 Activities and Benchmarks: Install centralized NAC solution with vendor’s assistance, and install access points (allowing for the use of DHCP for IP addresses) at 20% of the school sites.

Year 2 Activities and Benchmarks: Install access points to 60% of sites

Year 3 Activities and Benchmarks: Install access points to 100% of sites

Evaluation Instrument(s) and Data to be Collected: Inventory of installation of access points.


Objective Analysis and Modification Process: Survey of teachers using technology

Objective 2 of 2: Purchase and install a Remediation server to keep all systems updated with security and operating system patches for resource protection.

Year 1 Activities and Benchmarks: Research the best tools to provide upgrades to systems that leave the LUSD network and come back to reconnect.

Year 2 Activities and Benchmarks: Implement system district wide

Year 3 Activities and Benchmarks: Make any necessary adjustments to improve staff’s experience

Evaluation Instrument(s) and Data to be Collected: Survey staff to ensure process does not hamper use of technology


Objective Analysis and Modification Process: The system will be monitored by staff in the Technology Services department to ensure system can handle all users and make modifications as necessary.

Goal 3: Provide online methods of training staff to increase the number of participants and opportunities for training.

Objective 1 of 1: Implement video conference system to provide live trainings for large number of staff with the ability to record sessions for later viewing.

Year 1 Activities and Benchmarks: Research and install video conference system with ability to record sessions.

Year 2 Activities and Benchmarks: Create library of trainings available online for staff to review anytime and anywhere. Purchase additional video conference equipment to host at other sites.

Year 3 Activities and Benchmarks: Purchase server to store growing content. Purchase additional video conference equipment to host at other sites.


Evaluation Instrument(s) and Data to be Collected: Review Professional Development system for staff participation in classes and view log of number of times stored sessions are viewed.


Objective Analysis and Modification Process: We will assess the surveys from staff who participate in the live video conference sessions to see if changes need to be made in order to improve experience.

Goal 4: Increase the number of support staff.

Objective 1 of 2: Increase the number of coaches/trainers to provide staff the skills necessary to improve education for students and efficiency for support staff.

Year 1 Activities and Benchmarks: Hire 1 coach/trainer



Evaluation Instrument(s) and Data to be Collected: Personnel posting, interviews, and hiring of staff


Objective Analysis and Modification Process: Director of Technology Services will work with Personnel department to get positions approved by Board of Education.

Objective 2 of 2: Hire backend and field support staff to reduce the technician to computer ratio.Year 1 Activities and Benchmarks: Hire PC Support TechnicianYear 2 Activities and Benchmarks: Hire Web Developer for collaborative environment, Network Technician for support of video conferencing systems, 2 PC Support Technicians (Middle and Elementary sites)Year 3 Activities and Benchmarks: Hire Programmer and 2 PC Support Technicians (Middle and Elementary sites)Evaluation Instrument(s) and Data to be Collected: Personnel posting, interviews, and hiring of staffSchedule for Evaluation: AnnuallyObjective Analysis and Modification Process: Director of Technology Services will work with Personnel department to get positions approved by Board of Education.

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

The Technology Steering Committee will monitor the implementation of the Technology Plan during their quarterly meetings. They will assess the progress being made to implement the plan and address any challenges that may occur. Any changes or recommendations from the Committee will be taken to the Superintendent’s Cabinet for resolution/action.


This chart shows the activities, the benchmarks and the person(s) responsible for achieving our goal of realizing the benefits of this Technology Plan.

Component Activity Start Date Completion Date Person Responsible

Hardware Replace all teacher workstations with a multi-media capable computer

July 2009 Dec 2009 Lisa Cranford, Supervisor Tech Services Support

All classrooms have a projector and screen

July 2009 June 2012 Edith Holbert, Supervisor Network & Systems

Refresh Plan for all technology equipment

July 2009 June 2012 Dale Munsch, Dir of Tech ServicesSuperintendent’s Cabinet

Video Conference equipment

July 2009 July 2012 Edith Holbert, Supervisor Network & SystemsLisa Cranford, Supervisor Tech Services Support

Infrastructure Network Access Control system to allow mobility and provide security

July 2009 Dec 2010 Edith Holbert, Supervisor Network & Systems

Web portal for students, staff, and parents

July 2010 June 2012 Edith Holbert, Supervisor Network & Systems

UPS and generator July 2011 Dec 2011 Edith Holbert, Supervisor Network & Systems

Internet Access Upgrade remaining sites to minimum 10MB connection

July 2009 Dec 2010 Edith Holbert, Supervisor Network & Systems

Upgrade Internet Connection to 100MB

July 2010 July 2010 Edith Holbert, Supervisor Network & Systems

Electronic Learning Resources

Online collaborative environment

July 2009 June 2012 Sam Sakai-Miller, Instructional Tech CoordinatorDale Munsch, Dir of Tech Services

Online courses July 2010 June 2012 Sam Sakai-Miller, Instructional Tech CoordinatorDale Munsch, Dir of Tech Services

Support Staff Hire additional staff to support new technologies

July 2009 June 2012 Dale Munsch, Dir of Tech ServicesSuperintendent’s Cabinet


6. Funding and Budget

6a. List of established and potential funding sources.

Lodi Unified School District has participated in many grants and other programs in order to fund technology. We have used Enhancing Education Through Technology (EETT), Erate, and Microsoft K-12 Voucher programs in recent years to provide technology for students, teachers, and administrative staff the tools to perform their work. Sites have used categorical funds as well as general fund dollars to add technology at their locations. Technology Services has spent its budget on Internet access, centralized servers, and support services for all.

The District will continue to use these resources as well as looking to partner with companies to provide the best value for our technology resources. The Superintendent’s Cabinet and the Board of Education will continue to monitor the budgetary needs to fund technology appropriately to maximize its benefit to the education of our students. We feel that funding technology is becoming a necessity and as such we should create a plan to fund it similar to the deferred maintenance for maintaining facilities. Slowly implementing a plan to reach a 3% of the general fund will provide the funding necessary to create a refresh plan and maintain the systems we have.

Another option to funding technology is putting a bond on the ballot to address the needs. This is much like a grant in that it provides one time funding to address severe problems we have in the technology arena. It would help us solve the immediate problems and give us more time to develop the long range goal of maintaining the technology needed for instruction.

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

Year1000

CertificatedEmployees

2000ClassifiedEmployees

3000EmployeeBenefits

4000Materials

& Supplies

5000Other

Services&

OperatingExpenses

6000Equipment Total

1Plan Budget* $40,000 $30,000 $17,500 $3,174,158 $25,000 $190,000 $3,476,658Existing Budget** $200,000 $1,356,593 $1,848,444 $34,353 $1,178,891 $63,839 $4,256,567

2Plan Budget* $80,000 $180,000 $65,000 $2,915,883 $25,000 $300,000 $3,565,883Existing Budget** $206,000 $1,396,916 $1,907,397 $34,353 $1,178,891 $63,839 $4,361,843

3Plan Budget* $120,000 $300,000 $105,000 $3,025,883 $25,000 $0 $3,575,883Existing Budget** $212,180 $1,438,448 $1,967,969 $34,353 $1,178,891 $63,839 $4,470,127Justification for Expenses

Coach/trainer (4) salaries

PC Support Tech (5), Web Dev (1), Network Tech (1), Programmer (1) salaries

Benefits for positions above

Refresh for workstations and network equipment, software purchases, video projectors, wireless access points, Inspiration/Kidspiration, replacement bulbs, supplies

Technical training for staff

Video conference equipment, Network Access Control (NAC) equipment, Generator/UPS system.

* Plan budget - is increases to resources to address the Technology Plan needs. ** Existing budget - is the general funded Technology Services budget

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

Grants and site funding have been used to replace obsolete site computers, Microsoft K-12 Voucher and district funds have been used to replace/upgrade core switches for the sites, and district general fund money out of the Technology Services department have replaced centralized server and software purchases.


We are working on a plan to refresh all technology in the district through a centralized fund in order to take advantage of discount opportunities. This fund will be similar to the facilities deferred maintenance fund. We are studying the technology purchases of sites to have a portion of their site budgets allocated to a central technology fund. At the same time, we will look to incrementally increase the same fund with general fund dollars moving towards a 3% allocation.

Our equipment would be replaced as it no longer is able to run the current operating system available by the vendor. This will extend the life span possibly beyond the 5 years we have been using for obsolescence. Printers (3-5 years), servers (3-5 years), and network equipment (5-7 years) would have their own life cycles monitored to use them as long as possible prior to removing them from production. We feel this is a reasonable balance between usefulness and obsolescence.

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.

Once the Plan is approved by the Board of Education, the Director of Technology Services will begin applying the Microsoft K-12 Voucher funds to meet the requirements of this plan. The Technology Steering Committee will review the needs at their quarterly meeting to insure any funding is applied appropriately to meet the goals of this plan. We will use the resources of the district grant writer to find funding for our technology needs. The Director of Technology Services will work with businesses and other outside organizations to create partnerships in meeting the technology needs of the district.


7. Monitoring and Evaluation

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

This plan will take a number of years to be totally implemented and so our process will be to track the sites we begin deploying equipment, learning resources, and staff development to those sites that are scheduled for a later implementation. We will use the district benchmarks as one measure to compare student performance at early implementation sites. The training sessions will be monitored to ensure staff is attending the necessary professional development and we will have our Instructional Technology coaches make site visits to assist with incorporating the technology into the curriculum.

Our work order system will be used to monitor the length of time it takes to fix or repair the technology in the classroom through monthly reports. The software that will be used to inventory the computers and their software will be evaluated on a monthly basis to insure the installation of software and equipment is occurring as scheduled.

Finally, we will use the Standardized Testing and Reporting (STAR) results to compare the growth in learning for those sites that were implemented during each year of the Technology Plan.

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

The plan will be evaluated five times a year using the results from the district benchmarks assessments and the STAR (as is available). The time frame for this evaluation will be in October, January, April, June, and August (STAR). Our Technology Steering Committee will be responsible for reviewing the initial data and recommending modifications as necessary to the plan.

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

As the data is gathered for the Technology Steering Committee review, this data will be presented to the Curriculum and Instruction Administrative Director and the Associate Superintendent by the Director of Technology Services, Instructional Technology Coordinator and the Director of Assessment, Research, and Evaluation (ARE). This will occur on the five evaluation periods mentioned in 7b. We will schedule meetings with the Instructional Team (Associate Superintendent, Assistant Superintendent of Elementary Ed, Assistant Superintendent of Secondary Ed, Administrative Director of Curriculum and Instruction, Director of Categorical Programs, Assistant Superintendent of Special Services, and Coordinator of Community Relations) and Principal meetings on a quarterly basis to provide updates.

Annual updates will be provided to the Local Education Association (LEA) and its executive members and the Board of Education. We will publish on the district’s website our progress towards reaching the goals of the Technology Plan.


8. Collaboration with Adult Literacy

8a. Description of how the program will be developed in collaboration with those providers.

The Lodi Unified School district has worked collaboratively with local organizations to promote adult literacy. These efforts have resulted in an adult literacy program network that has three public agencies offering services, as well as, the district’s Adult Education Program. Both the Lodi Library and the San Joaquin County Public Library offer an Adult Literacy Program to teach English-speaking adults how to read. The program provides one-on-one services, twice a week for one and a half-hours per day. The tutoring is conducted by volunteers who have participated in a Tutor Training Program sponsored by the library.

The Lodi Unified School District Adult Education Program has a number of classes that are offered to the community. Literacy classes are located at fourteen sites (school campuses and the Lincoln Technical Academy) throughout the district. English as a Second Language (ESL) classes and the ESL Community Based English Tutoring (CBET) programs operate at a variety of days and times to accommodate the busy schedules of adults. Lincoln Technical Academy was formerly known as Adult Education and Career/ROP Center.

In addition, the Garden Acres Community Center (sponsored by the San Joaquin WorkNet and the Employment and Economic Development Department of San Joaquin County) operates adult literacy classes between the hours of 8:00 AM and 5:00 PM, Monday through Friday. Tutoring on a one-to-one basis is also available.

In summary, the Lodi Unified School District strives to meet the delivery system specified by the Adult Education and Family Literacy Act. Strong efforts have resulted in a collaborative system of adult literacy opportunities. And, it has been a priority to advertise these services utilizing web sites, newsletters, fliers, annual school report cards etc. Research has already proven that adult learners receive a higher level of competency when real world problem based learning can be applied and transferred to everyday life. With that in mind, future goals include continued work with partners to meet the literacy needs through the use of technology and distance learning. Some of the possibilities include: workplace literacy programs, literacy learning environments at home, and literacy rich environments in the community. After this technology plan is approved by, the LUSD technology committee will meet with adult literacy providers to share information about our technology plan, to learn how they are currently incorporating technology into their classes, and to discover how we may collaborate to better provide services to our students, our parents and the general community. Possible assistance may include providing facilities so that classes may be offered locally, providing ideas and assistance so that technology may be integrated into their curriculum, collaboratively pursuing adult literacy funding sources, offering technology professional development courses to adult literacy staff, and assisting them in locating online adult literacy providers such as ESL and GED classes.


9. Effective, Research-Based Methods and Strategies

9a. Relevant ResearchSummarize the relevant research and describe how it supports the plan’s curricular and professional development goals.

Curricular GoalsFour themes of research-based strategies underpin the curricular goals of this plan: 1. Technology-infused instructional materials improve student engagement. 2. Integrating technology into the framework enhances information literacy skills.3. Students construct meaning and demonstrate understanding using technology as a mediating tool.4. Drill and practice software assists students needing intervention.

Technology-Infused Instruction & EngagementOur students live in a media-rich environment and instructional materials must rival this richness in order to compete effectively for students’ attention. Studies by the Kaiser Family Foundation (2005) and Prensky (2005) support this need to infuse technology components into instructional materials, that are included in our core content adoptions.

Kaiser Family foundation. (2005). Generation m: Kaiser Family Foundation.Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8-13.

Carstens and Beck (2005) further assert that children today learn differently due to the influence of video games and instructional strategies need to be modified to accommodate this phenomenon.Carstens, A., & Beck, J. (2005). Get ready for the gamer generation. Tech Trends: Linking Research & Practice to Improve Learning, 49(3), 22-25.

Engagement is a critical component of learning. The ACOT study found that student engagement remained highest when technology was integrated into the larger framework. Moore, R., & Miller, I. (1996). How the use of multimedia affects student retention and learning. Journal of College Science Teaching. 25(4), 289-293.Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.

Integrating Technology to Enhance Information Literacy SkillsUsing technology within the curricular framework is important to students in academic and workplace settings. They need to be able to locate and access information, organize and synthesize data, and create persuasive arguments. Critical issue: Using technology to improve student achievement. (1999). Retrieved March 12, 2001, from North Central Regional Educational Laboratory Web site: http://www.ncrel.org/sdrs/areas/issues/methods/ technlgy/te800.htmPartnership for 21st Century Skills. (2006). The road to 21st century learning: Policymakers’ guide to 21st century skills. Washington, D.C.: Partnership for 21st Century Skills.

Constructing Meaning with Mediating ToolsResearch on project-based learning and constructivism show that learning is improved through the use of technology-infused mediating tools that help students construct meaning and demonstrate their understanding. Jonassen, D. H. (2006). A constructivist’s perspective on functional contextualism. Educational Technology Research & Development, Vol. 54, No. 1(February 2006), 43-47.Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York: Basic Books.Wang, Y.M. (2006). Technology projects as a vehicle to empower students. Educational Media International, Vol. 43, No. 4 (December 2006), 315-330.


http://www.ncrel.org/sdrs/areas/issues/methods/

Drill and Practice SoftwareIntervention is a significant part of the program improvement plan, and computer-assisted drill-and-practice will fill part of that need. Research by Kulik (1994) and Sivin-Kachala & Bialo (2000) demonstrate that computer-assisted instruction and drill-and-practice software can “significantly improve students’ scores on standardized achievement tests in all major subjects.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

Research by Silverstein, Frechtling, and Miyoaka (2000) indicate that technology is an important tool for students with special needs. Improvement in their scores are key to the District exiting Program Improvement.Silverstein, G., Frechtling, J., & Miyoaka, A. (2000). Evaluation of the use of technology in Illinois public schools: Final report (prepared for Research Division, Illinois State Board of Education). Rockville, MD: Westat.

Professional development goalsTwo themes for research-based strategies are the basis of the plan’s professional development:1. Effective use of technology improves student achievement.2. Teachers need long-term support to build interest and confidence in using technology tools

Effective Use of Technology in the Classroom to Improve Student AchievementStudent improvement is at the heart of the curricular and professional development goals. Research ties the amount of training in use of educational technology with student performance. Sivin-Kachala & Bialo (2000) report that:“…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.”These gains in achievement were replicated in studies by Schacter (1999), who stated that, “…the greatest gains in student achievement occurred when teachers were trained in the use of technology.” According to Schacter (1999), professional development in the use of technology should include opportunities for hands-on, active learning and exploration.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.Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Retrieved from the Milken Family Foundation Web site: http://www.mff.org/pubs/ME161.pdf

Teacher Support to Build Interest and ConfidenceRakes, Fields & Cox (2006) emphasized the need for teachers to have technology-related skills to use tools in order for technology tools to positively affect teaching methods, and consequently, student learning. The District’s plan for professional development relies on the use of coaches who serve as mentors, providing long-term support. Zhao, Pugh, Sheldon & Byers (2002) state that “Mentors who can help teachers adapt technology applications to their classroom needs are important to the success of innovative uses of technology.” Teachers need “considerable time for collaborative learning and practice (Coley, Cradler, & Engel; 1997) and long-term ongoing support to infuse curricula with technology (Wetzel, Zambo, buss, & Padgett, 2001).

Rakes, G. C., Fields, V. S., & Cox K. E. (2006). The influence of teachers’ technology use on instructional practices. Journal of Research on Technology in Education, 39(4), 409-424.Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482–515.Coley, R. J., Cradler, J., & Engel, P. K. (1997). Computers and classrooms: The status of technology in U.S. schools (Policy Information Report). Princeton, NJ: Educational Testing Service.Wetzel, K., Zambo, R., & Padgett, H. (2001). A picture of change in technology-rich K-8 classrooms. International Society for Technology in Education.

9b. Distance LearningDescribe 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.


http://www.mff.org/pubs/ME161.pdf

The District Technology Plan calls for the utilization of distance-learning technologies to extend access to curricula and learning opportunities in several ways:1. Continue current use of online classes for Independent Study (9-12). 2. Use online collaborative environments (i.e., Moodle, Ning, etc.) to extend access to curriculum-adopted

materials (3d. Curricular goals: Goal 1: Objective 3 of 3: Year 1).3. Expand access to online courses to extend access to curricula and learning opportunities, specifically AP, Pre-

AP Pathway courses. (3d. Curricular goals: Goal 1: Objective 3 of 3: Year 2)4. Extend access to curricula beyond the school day to students and District learning community (parents,

guardians, after-school tutors, etc.). (3j. Communication between home and school: Goal 1: Objective 1 of 1: Years 1, 2, 3).


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