School Project Application Packet

for:
SY 2014-2015
Integrating Technology in the Classroom
Proposal for Promethean Board

D.L. Perez Elementary School

400 Gayinero Drive
Yigo, Guam 96929
Fanihis Soaring Through Technology

Academic Subject Area to be addressed:

Grade(s) to be serviced:
Project End Date:

Kindergarten-5

continuous

Educational Technology
Project Start Date:

January 5, 2015 Monday

# of Instructional Days:

continuous

Total Student Enrollment for SY 2014-2015:

714

Total Classroom Teachers for SY 2014-2015:

47

Julie T. Mendiola
Principal (Print Name)

September 15, 2014

Date

Finance, Student, Administration and Information Services (FSAIS)

Tiyan, Building E
Barrigada, Guam 96913

Equipment Funded with Guam Education Trust Funds

Enhancing Education through Technology: Gateway to Success

Fanihis Soaring Through Technology |

II.

Program Narrative:
A. Consultation:
Fanihis Soaring through Technology was planned and designed for the school community by the members of D. L.
Perez Elementary School Technology Team and Accreditation Focus Group D. The members used the Technology Plan
which provided guidance for this project. The Principal and Accreditation Leadership Team provided the WASC Progress
Report, School Action Plan (SAP), and School Library Media Program Plan (Library Plan). The WASC report has
information on student experience with computers. The WASC report, the SAP, and Library Plan also outline the goals
and objectives for this project. The Assistant Principal provided information about mobile cart usage. The school faculty
and staff completed a survey on how technology is used in the classroom. Parents have submitted the Acceptable Use
Policy permitting their children to learn and to use the existing technology in a responsible manner.

B. Needs Assessment:
Demographics
D. L. Perez Elementary has 714 students which includes English language Learners, students serviced by the
Special Education Program, and students eligible for free or reduced breakfast or lunch with the School Breakfast
Program and National School Lunch Program.
Based on the Accreditation student survey, approximately a third of D. L. Perez Elementary students do not have
access to computers at home.
Computer Usage
Student Survey School Year 2013-2014
Do you use computers at school?
Do you use computers at home?

Grades Kindergarten 1st

Yes
No
91%
9%
80%
20%

Grades 2nd 5th

Yes
82%
72%

No
18%
28%

Curricular Programs
The school implements the district curriculum and provides extracurricular programs to support the academic
achievement of all learners.
1.
2.
3.
4.
5.
6.
7.
8.

Common Core State Standards Curriculum with Computer Education, K-5

After School Program for Instruction, Remediation and Enrichment (ASPIRE), K-5
Gifted and Talented Education (GATE) Technology Extensions, K-5
Special Education Program, K-5
Guidance Counselors Special Groups (i.e. Crisis Groups)
Professional Development (Technology Supports), K-5 Students/Teachers & Support Staff Workshops
Preparing 5th Graders for Middle School Technology, 100+ D.L.P.E.S. 5th graders
Summer School Program Utilizing Web-Based Literacy Programs, K-5

Technology Equipment
The ARRA funding brought into D. L. Perez Elementary two mobile computer labs, nine digital document
cameras, four interactive white boards, ten multimedia projectors, and digital camera(s). Partnership with local
community organizations and businesses helped establish a school computer lab with fifteen stations. The Passport
funding regularly distributed to GDOEs libraries, was used to purchase six digital TVs, three multimedia projectors, and
ten computer stations for the library. D.L. Perez Elementary funded the IPEVOs which are also recently available for use.
Technology Usage
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Administrators, faculty, and staff utilize the existing equipment on a regular basis. Teachers sign out the mobile
computer labs or the smaller carts which have a digital document camera and or a multimedia projector. Table 1 shows
how often the mobile computer labs were used through most of School Year 2013-2014. Most notable is the 100% usage
during the last three months shown. The information for March to May is currently being tabulated by FSAIS. Table 2
shows the total usage count for each equipment in School Year 2013-2014.

Table 1. School Year 2013-2014: Laptop Mobile Cart Usage

Technological Equipment
Usage Count for School Year 2013-2014
Multimedia Projectors
998
Elmos
806
Presenter Carts
938
Mobile lap tops
105
Table 2. School Year 2013-2014: Usage Count by Technological Equipment
Parents have the opportunity to know how well their children are progressing by accessing the Power Teacher
portal. Power Announcements also keep parents informed about their childrens attendance.
By planning lessons with the technology equipment available and with the Technology Vision and Mission
Statements guiding the Technology Plan, the faculty, staff, and parents serve as role models of life-long learning and thus
effectively support the students in attaining high standards and succeeding in their 21 st century world.
Technology in the School Library
The elementary school library is traditionally regarded as the place to check out books, videos, and audiovisual
equipment, however, this viewpoint must radically merge with the demands of the 21 st century for the benefit of the
students as well as the school community. Print and digital resources, computer education, media and information literacy,
creative and critical thinking strategies, communication and collaboration skills are part of the 21 st century learning
experiences. The library at DLP Elementary is in a unique position to support classroom instruction through technology
but more importantly to take the lead in teaching information literacy how to search efficiently, assess effectively, and
use information appropriately to pursue academic and personal goals.
Since School Year 2010-2011, school librarians have set up the School Library Media Program Plan and opened
the doors to access books, videos, and audiovisual equipment but continuity of personnel has not been realized. As part of
the school improvement process and the acquisition of state of the art digital equipment, the Technology Team and
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Fanihis Soaring Through Technology |

Accreditation Focus Group D have established the schools Technology Plan and updated the School Library Media
Program Plan. A fully certified teacher-librarian with long-term intentions to be part of the D. L. Perez Elementary can
help implement the technology goals.
Purpose for Promethean Interactive Whiteboard
D.L. Perez Elementary is rich with technological equipment and Internet access. The Promethean interactive
whiteboard will enhance the use of the schools resources. The teacher-librarian with the Promethean interactive
whiteboard will help implement the plans [1] to teach information literacy and computer literacy in support of academic
achievement for all students and [2] to improve the capacity of administrators, faculty, staff and parents. The plans focus
on the following major strategies:
Expanding the resources for teaching and learning in the classroom;
Equipping teachers to use technology effectively to help students achieve high academic standards; and
Providing all students with technology and information skills they need to graduate from high school prepared for
post-secondary education and or the workforce.
School Year 2013-2014 WASC Report
Objective I: To continuously provide and manage the resources needed for high academic achievement while
ensuring equal access for all students
Action Steps:
1. Conduct a needs assessment for resources
2. Establish a technology/computer skills curriculum
3. Implement an on-going training program for faculty and staff
4. Enhance school website
5. Develop a library skills curriculum
6. Develop best reading enhancement and literature appreciation activities
7. Equip the library with state-of-the art technology
8. Establish a resource collection inventory with an automated system to access information
The school improvement process as structured by the accreditation process has compiled the Technology Plan and
School Library Media Program Plan to reflect the schools overall objective to maximize resources.
School Technology Plan
D. L. Perez Elementary has a comprehensive Technology Plan which is aligned to the No Child Left Behind
(NCLB) goals for Title II, Part D: Enhancing Education Through Technology and the Guam Department of Educations
Educational Technology Plan. The Technology Plan lists three goals which are fully outlined in its action plan.
Goal 1: To create a school environment where all stakeholders are technologically literate in order to improve
and support teaching and learning;
Goal 2: To improve students academic performance by using technology as a tool in providing effective and
engaging learning experiences;
Goal 3: To ensure that the process of becoming a school powered by technology is successful.
With these goals, D. L. Perez Elementary seeks to provide on-going training for its faculty, staff, and parents; to
broaden learning experiences for the students based on the standards set by the Common Core and GDOE; and to partner
with community organizations and businesses for the maintenance of its technological resources.
School Library Plan
Part 2 of the School Library Media Program establishes the purchase of multi-media equipment, software, DVD
players, and other equipment to meet five objectives.
Objective 1: To provide technological hardware, software, [and internet access] for student and teacher use;
Objective 2: To introduce students to [basic] computer components and skills;
Objective 3: To introduce students to programs and accessories that enhance learning exploration;
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Fanihis Soaring Through Technology |

Objective 4: To expose students to technology that will be useful in future academic and careers;
Objective 5: To encourage the use of technology and learning practices.
With these objectives, D. L. Perez Elementary seeks to support the use of technology in the classroom by
providing basic computer education and also providing opportunities to teach information literacy through research
projects and literary experiences.

C. Roles and Responsibilities

Stakeholders
Principal
Assistant Principal

Funding Source
Local

Before
Provide time and
resources in
preparation of grant
acquisition

Office Personnel

Local

Classroom Teachers

Local

Provide information
or inventory of
existing technology
Complete survey of
how technology is
currently used and
digital resources
regularly accessed
for lessons

Teacher-Librarian

Local

Assess resources
currently available in
the library
Prepare computer
education and
information literacy
skills and or lessons

During
Oversee
implementation of
lesson plans, skills list
Provide human and
physical resources as
needed
Provide administrative
support of resources as
needed
Compile the baseline
information on student
computer and
information literacies;
analyze for gaps
Integrate lesson
planning,
implementation,
assessment, and
reflection
Collaborate with
classroom teachers on
student and teacher
needs
Implement instruction,
assessment and
reflection on strengths
& weakness of
teaching & learning

After
Evaluate the quantity
and quality of use of
the digital equipment
and accompanying
academic resources
Monitor inventory and
maintenance of
equipment
Report on the
quantitative effect and
qualitative aspect of
the use and pursuit of
knowledge through
lesson assessment and
surveys
Monitor inventory and
maintenance of
equipment

D. Program Design:
Academic Standard
Common Core Implementation

GDOE Educational Technology Standards and Performance Indicators

Common Core State Standards
American Association of School Librarians Library Standards
Alignment of Computer Education skills with ESLRs per grade level
The standards from Guam DOE, Common Core State Standards, and AASL set the goal as well as the guide in
preparing students for the 21st century. The requisite skills for each standard guides how lessons and opportunities
can be designed. AASL has already aligned its standards with the CCSS. GDOE Educational Technology standards
will need to be aligned.
Resources
AASL Standards aligned with CCSS http://www.ala.org/aasl/standards-guidelines/crosswalk
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Fanihis Soaring Through Technology |

Scope

Phase 1: Computer Education, Information Organization & Search Process,

Internet Safety
Phase 2: Evaluation of Internet Sites, Evaluation of Information
Baseline information will be obtained with pre-test of computer knowledge and information literacy for each grade
level. A post-test at the end of instruction will guide planning for each grade level and or class. Independent or
group projects can be designed for students with more advanced knowledge and skills.
Curriculum and Instructional
Project-based: Knowledge Building Centers,
Approach
Integrated Curriculum, Cooperative Learning
Regular library schedules are weekly, fifteen minutes sessions during the English Language Arts time. Instructional
schedules will be designed in collaboration with classroom teachers to maximize use of resources and allotted
content schedule. Primary grades may focus on library skills and large group instruction of information literacy.
Intermediate grades may focus on research or content area projects dependent on results of pre-tests.
Learning Activities

Individual, pairs, small groups

Content-based or personal interests

Teacher Lesson Plans

Cooperative learning activities will be main structure of instruction. Content area topics will serve as the theme of
information literacy instruction. Students and teachers will have specific knowledge to research while utilizing the
information and or computer literacy skills as needed.
Learning Materials

Internet, Computer stations, Research sources, Research process materials,

CD resources, Hardware instructional manuals
Faculty & Staff: Use of technological resources will be demonstrated through professional development
workshops or professional learning communities or common planning time. Special schedules can be determined
in collaboration with teachers.
Students: Use of technological resources will be demonstrated through instruction in the library. Special schedules
can be determined in collaboration with teachers.
Academic Assessment Methods
Completed projects, Skills Checklist, Computer education grades
Pre-test/Post-test: Skills checklists based on standards
Throughout instruction, exit tickets and other formative assessments will be utilized after the learning sessions
At the end of the unit or quarter, students will submit completed projects, e.g. research posters or papers or
websites.
Management Activities

Inventory, Schedules, Forms usage for technology resources, Lesson

Plans
The Teacher-Librarian will schedule instruction in the library with each classroom. The instructional plans and
lessons designed with classroom teachers will be compiled for reference of skills taught. Assessment activities will
be included to reflect progress of skills and knowledge.
Staff Activities

Professional Development, Faculty meetings, Common Planning Time,

Professional Learning Communities
Teachers and or staff will participate during library instruction to learn alongside students and to reinforce lessons
in the regular classroom.
Technology instruction will be scheduled as needed or planned for professional development days.
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Fanihis Soaring Through Technology |

Monitoring Procedures

Learning: Lesson Plan Evaluation, Mid-quarter Progress

Reports, Quarterly Reports, GDOE Progress Report Card
Equipment: Sign in Sheets, System maintenance, Annual Focus D

report, Annual Focus A report

An online survey has been conducted to establish baseline information on how technology is used at DLP. An end
of the year survey will be conducted to establish progress. Exit tickets or lesson reflections will be gathered at the
end-of-the unit or projects.
The Promethean interactive whiteboard will be checked after each use for proper shutdown, quarterly check with
FSAIS or Dimension Systems while under warranty. Future maintenance will be determined by FSAIS and or
Guam DOE.

E. Evaluation:
Equipment
Evidence of use of Promethean interactive whiteboard will include the library instruction schedule, lesson plans for
computer and information literacy, teacher reflection on lessons, student reflection on lessons.
Evidence of system maintenance will include reports to Dimension Systems and or FSAIS and or federal program.
Curriculum
Evidence of development will include schedule of alignment of computer skills across Guam Content Standards, Common
Core State Standards, AASL Standards, binder of aligned skills, binder of library instruction, binder of sample lesson
plans in the classroom.
Teachers
Evidence of increase of instructional technology in the classroom will include samples of classroom lessons, teacher post
survey on use of technology, tally of technology sign in sheets, Computer Education skills list and or grades.
Evidence of proficiency with computer skills and application will include reflection sheets after professional development
and or training workshops and follow up survey on use of technology in the classroom, sample lesson plans on use of
technology in lesson plans
Students
Evidence of proficiency with computer skills and use of technology will include pre-post test results of computer skills,
information literacy, and completed projects and or report of Internet programs, computer education grades, Annual Focus
B reports, Annual grade level reports.

Fanihis Soaring Through Technology |

F. Management Plan and Timelines:

F. PROJECT MANAGEMENT PLAN & TIMELINES

Project Name:

Fanihis Soaring through Technology

Administering School/Unit:

D.L. Perez Elementary School

Objective

Strategy

A. Provide equal access to information and communication technology to administrators,

faculty, staff, students; and
B. Provide instruction to develop skills in using technological resources.
C. Provide students with academic instruction based on the adopted GDOE Educational
Technology Standards; and
D. Provide teachers with professional development opportunities that will enable them to
integrate technology in their academic instruction and student assessment.
E. Establish a monitoring system that will ensure periodic and consistent review and
update of the Technology Plan to address the current needs of the school community.
F. Develop mutually beneficial partnerships and support networks with both public and
private entities
Evidence of
Evidence of
Person(s)
Results/
Activity
Activities/
Results/
Responsible
Impact
Outputs
Outcomes

Develop, implement,
monitor, and evaluate a
technology /computer
skills curriculum that is
aligned with the ESLRs
and the GDOE Core
Content Standards
Provide ongoing teacher
training in utilizing
technological resources
available

Meetings

Librarian
Technology
Team
Focus Group D

Use in library
and classroom
instruction

Curriculum Lesson
Plan Binder

Evidence on
lessons in sample
lesson plans

Training,
meetings

Focus D, Tech
Team,
Administrators
, Librarian

Ongoing

Evidence of
increase of
instructional
technology in the
classroom

Provide students with

ongoing academic
instruction on the use of
technological hardware and
software in the Primary and
Extended Support
Programs

Lessons, Teacher
Training, Projects

Focus D, Tech
Team,
Administrators
, Librarians,
Counselor

Ongoing

Provide training on the use

of the technological
resources available to
students, teachers, and
other stakeholders

Training

Focus D, Tech
Team,
Administrators
, Librarian
Parent Teacher
Organization

Ongoing

Develop lesson plans,

assessments and grading
rubrics for Computer
Education skills

Common Planning
Time (CPT),
Professional
Learning

Grade level
teachers

Ongoing

Instructional
manuals, online
resources, Annual
Focus D report,
Annual Focus A
report, Training
sessions sign in
sheets
Teacher checkout
data
Instructional
manuals, online
resources Annual
Focus D report,
Annual Focus A
report, Teacher
Lesson Plans,
Computer
education grades
Instructional
manuals, online
resources Annual
Focus D report,
Annual Focus C
report, Teacher
Lesson Plans, sign
in sheets
Computer
Education skills
per quarter
document from

Students are more

proficient and
fluent in use of
equipment and
programs

Teachers and
parents are more
proficient in
computer skills
and application

Effective use of
technology in
lesson plans

Communities
(PLC)

Implement lessons,
assessments and provide
mid quarterly/quarterly
grades for Computer
Education

Grade level
teachers

Ongoing

Fanihis Soaring Through Technology |

each grade level
Alignment of
Computer
Education skills
with ESLRs
document from
each grade level
Written/online
teacher resources
GDOE Progress
Report Card
Annual grade
level reports
Annual Focus B
reports
Documentation of
grade level lesson
plans,
assessments and
rubrics
Grade level lesson
Mid-quarterly /
plans,
quarterly
assessments,
Computer
rubrics, GDOE
Education grades
Progress Card
for students

Fanihis Soaring Through Technology |

1. Property Management Certification:

1. Property records shall be maintained accurately and provide for: (i) a description of the property; (ii)
manufacturer's serial number or other identification number; (iii) acquisition data and cost; (iv) source of the
property; (v) percentage of Federal funds used in the purchase of the property; (vi) location, use, and condition of
the property.
2. A physical inventory of property shall be taken and the results reconciled with the property records once a year to
verify the existence, current utilization, and continued need for the property.
3. A control system shall be in effect to insure adequate safeguards to prevent loss, damage, or theft of the property.
Any loss, damage, or theft of non-expendable property, i.e., property that has a useful life of over one year, shall be
investigated and fully documented. The recipient shall be responsible for replacing or repairing property which is
lost, damaged, or destroyed due to the negligence of the recipient.
4. Adequate maintenance procedures as recommended by the manufacturer shall be implemented to keep the property
in good condition.
5. Items acquired with federal funds should be clearly identifiable as property of the project and as having been
purchased with Title V-A funds. All items purchased should be marked with that Title V-A (or, Department of
Interior), a description and the fiscal year when it was acquired.
6. Should the project director be relieved of project responsibilities, he/she shall take a physical inventory prior to
leaving to verify the existence and utilization of property acquired under the project.

CERTIFICATION
I have read the Property Management Requirements and the Assurances and certify by my signature
that the project/school/unit will comply with them and other Title V-A or Department of Interior
requirements in the implementation of all Title V-A or DOI activities.
Fanihis Soaring Through Technology
Project Title
D. L. Perez Elementary School
School Name/Program Location
Femelyne C. Wesolowski
Project Managers Name

Signature

September 15, 2014

Date

Julie Mendiola
Program Directors Name

Signature

September 15, 2014

Date

10

Fanihis Soaring Through Technology |

2. Assurances: For Title V-A or Department of Interior

The Guam Department of Education makes the following assurances and provisions as required to meet the requirements
of the U.S. Public Law 107-110, Guam Department of Education; 34 CFR Subtitle A (7-1-04 Edition) 76.132; and
OMB Circular A102. The Guam Department of Education will operate its Consolidated Grant programs in accordance
with all of the required assurances listed below:
1. The Guam Department of Education, is responsible for the administration and supervision of the Consolidated
Grant, under the Title V-A;
2. The Guam Department of Education, shall follow policies and use administrative practices that will insure that
non-federal funds will not be supplanted by Federal funds made available under the authority of the programs in
the consolidated grant;
3. The Guam Department of Education, shall comply with the requirements in the authorizing statues and
implementing regulations for programs under which funds are to be used and administered;
4. The Guam Department of Education, shall provide for proper and efficient administration of funds in accordance
with the authorizing statues and implementing regulations for those programs under which funds are to be used
and administered;
5. The Guam Department of Education, shall provide for fiscal control and fund accounting procedures to assure
proper disbursement of and accounting for, Federal funds received under the consolidated or discretionary grant;
6. The Guam Department of Education, shall submit a quarterly report to the Guam Department of Education
(GDOE), Federal Programs Division (in the case of Title V-A activities) containing information covering the
program or programs for which the grant is used and administered, including the financial and program,
performance information required under 34 CFR 74.51-74.52 and 34 CFR 80.40-80.41;
7. The Guam Department of Education, assures to the GDOE, Federal Programs Division that funds received under
the consolidated grant will be under control of, and that the title to property acquired with these funds will be in, a
public agency, institution, or organization. The public agency shall administer these funds and property;
8. The Guam Department of Education, shall keep records, including a copy of the State Plan or application
document under which funds are to be spent, which show how the funds received under the consolidated grant
have been spent;
9. The Guam Department of Education, shall adopt and use methods of monitoring and providing technical
assistance to any agencies, organizations or institutions that carry out the programs under the consolidated grant
and enforce any obligations imposed on them under the applicable statues and regulations;
10. The Guam Department of Education, shall evaluate the effectiveness of these programs in meeting the purposes
and objectives in the authorizing statues under which program funds are used and administered;
11. The Guam Department of Education, shall conduct evaluations of these programs at intervals and in accordance
with procedures GDOE, Federal Program Division may prescribe;
12. The Guam Department of Education, shall provide appropriate opportunities for participation by local agencies,
representatives of the groups affected by the programs, and other interested institutions, organizations, and
individuals in planning and operating the programs;
13. The assurances noted will remain in effect for the duration of the program they cover.
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Fanihis Soaring Through Technology |

Applicable to Private, Non-profit Schools in addition to the above aforementioned assurances:

14. The Guam Department of Education further assures that our school is registered as a private, non-profit school.
15. The Guam Department of Education further assures that the Title V-A activities carried out at our school will be
for the benefit of the students and not for the school.
16. The Guam Department of Education further assures that Title V-A equipment and materials shall be used for
secular, neutral and non-ideological purposes.
17. The Guam Department of Education assures the Title V-A funds will be used only to supplement activities
normally offered by our school.

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Fanihis Soaring Through Technology |

I, undersigned authorized official of the Guam Department of Education, hereby submits this application for FY13
funds under the Consolidated Grant, Title V-A or Department of Interior Discretionary Funds.

Fanihis Soaring Through Technology

Project Title
D. L. Perez Elementary School
School Name/Program Location
Femelyne C. Wesolowski
Project Managers Name

Signature

September 15, 2014

Date

Julie T. Mendiola
Program Directors Name

Signature

September 15, 2014

Date

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Fanihis Soaring Through Technology |

3. General Education Provisions Act (GEPA) Assurances:

GENERAL EDUCATION PROVISIONS ACT (GEPA) ASSURANCES
(The purpose of this enclosure is to inform you about a new provision in the Department of Education's General
Education Provisions Act (GEPA) that applies to applicants for new grant awards under Department programs. This
provision is Section 427 of GEPA, enacted as part of the Improving America's Schools Act of 1994 (Pub. L. 103-382).
Section 427 requires each applicant for funds (other than an individual person) to include in its application a description
of the steps the applicant proposes to take to ensure equitable access to, and participation in, its Federally-assisted
program for students, teachers, and other program beneficiaries with special needs. This provision allows applicants
discretion in developing the required description. The statute highlights six types of barriers that can impede equitable
access or participation: gender, race, national origin, color, disability, or age. Based on local circumstances, you should
determine whether these or other barriers may prevent your students, teachers, etc. from such access or participation in,
the Federally-funded project or activity. The description in your application of steps to be taken to overcome these
barriers need not be lengthy; you may provide a clear and succinct description of how you plan to address those barriers
that are applicable to your circumstances. In addition, the information may be provided in a single narrative, or, if
appropriate, may be discussed in connection with related topics in the application.
Section 427 is not intended to duplicate the requirements of civil rights statutes, but rather to ensure that, in designing
their projects, applicants for Federal funds address equity concerns that may affect the ability of certain potential
beneficiaries to fully participate in the project and to achieve to high standards. Consistent with program requirements
and its approved application, an applicant may use the Federal funds awarded to it to eliminate barriers it identifies.)

Print Name & Signature:

Femelyne C. Wesolowski
Project Manager

September 15, 2014

Date

Print Name & Signature:

Julie T. Mendiola
Program Director

September 15, 2014

Date

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Fanihis Soaring Through Technology |

Appendix A
Daniel L. Perez Elementary School Technology Vision Statement
All students at Daniel L. Perez Elementary School will have equal access to state-of-the-art technology that will support
them in:
Becoming proficient in Reading, Language, Math and all other content areas;
Being prepared for the next level of education; and
Becoming independent users of technology that are network oriented and innovatively productive.
Daniel L. Perez Elementary School Technology Mission Statement
To realize its vision for high student achievement through technology, Daniel L. Perez Elementary School will address
the following critical target areas:
1. Academic instruction that develops technological literacy based on the adopted GDOE Educational Technology
Standards
2. Equal access for each person in the school community
3. Professional development
4. Assessments and administrative functions
5. Community partnerships

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Fanihis Soaring Through Technology |

Appendix B

Survey: How often does D.L. Perez Elementary use Technology?

26 of 47 faculty and staff members responded to the survey. The following table shows how often during the year each
equipment is used. Please note that the responses are based on the beginning of School Year 2014-2015 and lessons are
planned to include technology as the quarter progresses.

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