Palo Alto Unified School District (CA) Technology Plan (2006-2011)

PALO ALTO UNIFIED SCHOOL DISTRICT
EDUCATION TECHNOLOGY PLAN

JULY 1, 2006 JUNE 30, 2011
County Name: Santa Clara County District Name: Palo Alto Unified School District CDS Code: 43 69641 District Phone Number: 650-329-3700 Ed Tech Plan Contact Name: Marie Scigliano Contact Title: Director of Technology Contact Address: 25 Churchill Avenue Contact City & Zip Code: Palo Alto, CA 94043 Contact Phone Number: 650-329-3776 Contact FAX#: 650-326-7463 Contact Email: mscigliano@pausd.org
ACKNOWLEDGMENTS
School Board of Trustees
Mandy Lowell, President Camille Townsend, Vice-President Barbara Mitchell Gail Price Dana Tom
District Technology Planning Team

District Personnel
Marie Scigliano, Director of Technology Andrew Hannah, Network Administrator Christopher Grant, Systems Administrator Terry Young, Desktop Support Technician Paula Hundley, Teacher on Special Assignment for Technology Eileen Dunn, Testing Coordinator Carol Piraino, Principal, Walter Hays Elementary School Carmen Giedt, Principal, Terman Middle School Charles Merritt, Assistant Principal, Palo Alto High School
Site Administrators
Teachers
Joe Young, Nixon Elementary School Leslie Goldman, Jordan Middle School Lettie Weinmann, Gunn High School Robert Drazovich, Elementary Glenn Krassner, Middle School Erwin Morton, High School Diana Paradise, CTAP Region 5, Educational Technology Plan Coordinator Annie Folger, Midpeninsula Community Media Center Glenn Trewitt, Google, Inc
Parents
Government Agencies
Community Group & Businesses
PAUSD Technology Plan
July 2006-June 2011
TABLE OF CONTENTS
Appendix I, Required: Benchmark Review Form...........................................................................................1 District Profile, Overview and Plan Duration (Criteria Item 1) .......................................................................3 Stakeholders and Process (Criteria Item 2)......................................................................................................5 Curriculum Driven Technology Goals (Criteria Item 3) ..................................................................................7 Professional Development and Implementation (Criteria Item 4) ...............................................................43 Infrastructure, Hardware, Software, and Technical Support (Criteria Item 5)...........................................53 Ed Tech Funding and Budget (Criteria Item 6) ..............................................................................................63 Monitoring and Evaluation of Plan (Criteria Item 7)......................................................................................67 Adult Literacy Technology (Criteria Item 8) ...................................................................................................69 Effective, Research-Based Strategies (Criteria Item 9) ................................................................................70 Appendices........................................................................................................................................................73 District Appendices Appendix A: Student/Staff Standards & Competencies............................................................74 Appendix B: Appendix D: Appendix E: Appendix F: Appendix G: Technology Professional Development ...............................................................76 Network Architecture & Services ..........................................................................77 District Technology Use Policies ..........................................................................84 Guidelines for Innovative Projects........................................................................86 Glossary of Terms ..................................................................................................88
State-Required Appendices Appendix H: Certification Requirements.....................................................................................89 Appendix J: Appendix C: Technology Plan Contact Information..................................................................92 Criteria for EETT-Funded Education Technology Plans....................................93
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July 2006-June 2011
APPENDIX I
Educational Technology Plan Benchmark Review

For the grant period ending June 30, 2006
IDENTIFYING INFORMATION: CDS # 43 69641 Applicant Name: Palo Alto Unified School District The No Child Left Behind Act requires Enhancing Education Through Technology (EETT) grant recipients to measure the performance of their educational technology implementation plan. To adhere to these requirements, describe the progress towards the goals and benchmarks in your education technology plan as specified below. The information provided will enable the technology plan reviewer better to evaluate the revised technology plan and will serve as a basis should the District be selected for a random EETT review. Include this signed document with your revised education technology plan submitted to your regional California Technology Assistance Project (CTAP) office. 1. Describe your Districts progress in meeting the goals and specific implementation plan for using technology to improve teaching and learning as described in Section 3.d., Curriculum Component Criteria, of the EETT technology plan criteria described in Appendix C. (1-3 paragraphs) The Palo Alto Unified School District has met all its goals and work plans except for five items: Replacement of obsolete school site hardware Online database of curriculum resources Plans for SASI to the desktop Plans for K-5 technology coaches Professional development series for classified support staff
Our revised technology plan for 2006-2011 attempts to address these goals again.
2.
Describe your Districts progress in meeting the goals and specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks and timeline as described in Section 4.b., Professional Development Component Criteria, of the EETT technology plan criteria described in Appendix C. (1-3 paragraphs) PAUSD has met all its goals and work plans in this area except for: The development and implementation of a professional development series for classified support staff Providing technology coaching for K-5 (beyond the work of the one District Teacher on Special Assignment)
July 2006-June 2011
1. 1a.
DISTRICT PROFILE, OVERVIEW AND PLAN DURATION District Profile
The Palo Alto Unified School District is located about 25 miles south of San Francisco in the Silicon Valley. The following data offers a snapshot of our District during the 2004-05 school year from the Ed Data (http://www.ed-data.k12.ca.us/welcome.asp) and Dataquest (http://data1.cde.ca.gov/dataquest/) web sites.
Palo Alto Unified School District 2004-05 School Data

Elementary Middle High School K-12 Alternative Continuation Number of Schools 13 3 2 0 1 0 19 Enrollment 4,783 2,305 3,429 n/a 36 n/a 10,553 Full-Time Equivalent Teachers 268.7 141.5 180.4 n/a 4.0 n/a Pupil-Teacher Ratio 17.8 16.3 10.0 n/a 9.0 n/a 17.7
Total
Palo Alto Unified School District, Students by Ethnicity 2004-05

Enrollment American Indian Asian Pacific Islander Filipino Hispanic African American White Multiple/No Response Total 18 2,489 63 67 830 364 5,810 912 10,553 District Percent of Total 0.2% 23.6% 0.6% 0.6% 7.9% 3.4% 55.1% 8.6% 100%
Palo Alto Unified District, Student & Teacher Data 2004-05

English Learners Fluent-English-Proficient Students Students Redesignated FEP Graduates (prior year) UC/CSU Eligible Grads (prior year) Dropouts (prior year, grade 9-12) 1 Yr Drop Rate (prior year, grade 9-12) 4 Yr Drop Rate (prior year, grade 9-12) % Fully Credentialed Teachers Pupil Teacher Ratio Avg. Class Size Free or Reduced Price Meals CalWORKs (formerly AFDC) PAUSD Technology Plan 790 2169 1118 776 564 11 0.3% 1.3% 93.8% 16.9 to 1 24 to 1 630 67
July 2006-June 2011
1b.
Education Technology Plan Overview
The Palo Alto Unified School District is widely recognized as a leader in educational excellence and reform, offering varied and innovative programs. PAUSD prides itself on providing students with an education that enriches their lives and prepares them for the future. The Board of Education has developed the following Mission Statement:
PAUSD Mission Statement

Our mission is to enable all students to: 1. Strive for academic excellence 2. Acquire the knowledge and skills that support learning 3. Value creativity and life-long learning 4. Demonstrate respect for self and others 5. Participate meaningfully in our democratic society and interdependent global community PAUSD recognizes that such a commitment to excellence in education requires state-of-the-art technology and ongoing professional development opportunities. The District works with sites to develop implementation strategies for new technologies that support teaching and learning. National and foreign educators and dignitaries often visit the District's schools to learn about technology integration efforts. In this District, technology is core to our work. PAUSD uses technology to support teaching and learning, to improve staff workflow, and to promote better collaboration and home-school communication. Technology provides students and teachers a variety of enriching ideas and experiences that foster intellectual curiosity, achievement and a pattern of continual learning. Technology also can be a key tool to help teachers differentiate instruction to meet the needs of all students. This revised technology plan is a collaborative effort by members of the Technology Planning Team. Additionally, site technology committees, principals, representative students, and local civic and community leaders reviewed the plan. We have made great strides towards the goals set forth in the original plan that was submitted in 2001. The technology plan is intended to be a living document that is reviewed and revised annually by the District Technology Planning Team and the Board of Education. With a plan to guide our focus and the flexibility to meet the changing landscape in technology, the District is poised to provide powerful learning experiences for students and a productive work environment for staff.
1c. Plan Duration

The Palo Alto Unified School District technology plan covers five years, from July 1, 2006 through June30, 2011. It will serve as the primary tool to guide the Districts work in technology, including acquisitions, sustainability, and instructional integration to support the Districts curricular goals. The plan will be monitored by District administrators and reviewed periodically by site administrators, teachers, and library-medial specialists. The Superintendent will receive regular updates through Cabinet meetings, and the Board of Education will receive regular communication about the plan via Board Updates and regular Board meetings.
July 2006-June 2011
2. STAKEHOLDERS AND PROCESS

Key stakeholder groups participated in the development of the 2006-2011 Palo Alto Unified District Technology Plan. Teachers, students, parents, site administrators, District technologists, plus local business, non-profit and civic leaders contributed to this plan. The 16-member Technology Planning Team participated throughout the entire planning process. This team consisted of the Director of Technology, the Network and Systems Administrators, the District technology professional developer, one desktop support technician, District testing coordinator, three site administrators, three teachers, and three parents. Activities included but were not limited to: brainstorming, developing goals and objectives, determining work plans, and reviewing ongoing versions of the plan. Others reviewing the plan included: representative teachers from our 17 schools, District and City library-media specialists, site principals, a group of high school students, a member of the local non-profit Media Center, a city representative for the local Institutional Network (I-Net), and technology directors from four area school districts. The Planning Team developed a broad overview of accomplishments from the 2001-06 plan, current trends and projects within the District, and future-looking goals and objectives. Additionally, the team organized and developed aspects of a new plan based on this initial overview. Various team members wrote sections of the plan that the full Planning Team and Technology Advisory Committee evaluated. Input was incorporated into the plan and resubmitted twice for review. The final plan will be submitted to the Superintendent and Board of Education in Fall 2006.
Stakeholder Groups
District Personnel
Director of Technology Network Administrator Teacher on Special Assignment for Technology Systems Administrator Testing Coordinator Desktop Support Technician
Design & Implementation Roles: District representatives on the Technology Planning Team promote, facilitate, develop and monitor the new plan. They seek direct input from a variety of other school community groups and fashion the collective ideas into a working vision for the District. This group not only develops the plan but also takes responsibility for overseeing its implementation District-wide. Central coordination allows the team to collaborate on delivering the necessary resources to meet the plans overall goals and objectives in the support of student learning.
Site Administration
Elementary Principal Middle School Principal High School Assistant Principal Design & Implementation Roles: Site administrators contribute site perspectives and projected needs over the next five years. They focus on ways to integrate technology into the instructional practice of teachers and workflow of all staff members. Site Improvement Plans at all schools have a technology component, and site administrators report annually on their progress to the Board and community. They provide continued input on how the District technology plan can better support student learning
Site Teachers
Elementary Teacher Middle School Teacher High School Teacher Design & Implementation Roles: These teacher representatives provide input on appropriate instructional uses of technology to support teaching and learning. They use information about best practices to anticipate future classroom needs. In the long run, teachers implement much of the technology plan as it relates to student learning, and they provide ongoing reflection regarding the use of technology to meet academic standards.
July 2006-June 2011
Parents
Parents of students enrolled in one elementary school, one middle school, and one high school. Design & Implementation Roles: Parent representatives provide information about technology in the home setting and how they see District and site efforts to integrate technology in the classroom setting. They provide additional input on possibilities for improved home-school communication using technology.
Government Agencies
Representative from the California Technology Assistance Project (CTAP) Region 5. Design & Implementation Roles: The CTAP representative offers advice and technical assistance with: revision of our goals and objectives, professional development planning, EETT Formula Funding, E-Rate and compliance issues.
Community Groups & Businesses

Media Center Executive Director (Midpeninsula Community Media Center) Technology sector advisor (Google, Inc.) Design & Implementation Roles: The media center and technology sector advisors offer assistance in identifying and planning for new technologies, both for the classroom and network infrastructure. The Palo Alto Unified School District continues to solicit and expand our partnerships with stakeholders to enhance the infusion of educational technology into the curriculum. Our District recognizes that schools alone do not have the resources or expertise to keep pace with rapidly changing technology. We believe that these partnerships will help us serve the growing needs of an increasingly technical and global education system and society.
July 2006-June 2011
3. CURRICULUM-DRIVEN TECHNOLOGY GOALS

Technology is key to our work with students. Curriculum planning, instructional practice, assessment, and home-school communication all rely on critical technology components. Progress on the current technology plan, plus state and local achievement results and ED TECH PROFILE teacher assessments have served to guide the development of our technology goals. The following goals meet our students need to acquire and refine their technology and information literacy skills in order to master the core content standards and to participate in an increasingly digital society. Goal 1: Teachers and staff will use technology to support the District curricular goal of ALLstudents attaining proficiency or better with ELA and Math content standards by the 2013-14 school year. Distance learning opportunities will expand content offerings and provide cross-District access to online courses. District principals and teachers will use diagnostic tools to analyze student performance and to inform instruction. All District students will acquire the Palo Alto Unified School District technology grade level standards for students (based on NETS) to support achievement of the academic standards in the classroom, District curricular goals, and ultimately for lifelong learning and success in our digital society. All District students will have equal access to technology to support achievement of the academic standards in the classroom, District curricular goals, and ultimately for lifelong learning and success in our digital society. All teachers and appropriate staff will have equal access to technology to support instruction, District curricular goals, and workflow. The District will support District and site use of technology to improve student achievement data collection, analysis, reporting, and research/data-driven decision-making. The District and schools will use technology to improve two-way communication between home and school.
Overview
Goal 2: Goal 3: Goal 4:
Goal 5 :
Goal 6: Goal 7: Goal 8 :
3a. Current Technology Access

The following describes the technology access available in classrooms, library/media centers, or labs for all students, including special education, GATE, English Language Learners, both during and after school hours. Access to appropriate site-based technology resources has been evaluated through District inventory records and annual California School Technology Survey data. Technology tools are currently available to all students in the District during school hours and in some cases for a period of time before and after school. Every classroom in the District has at least one online computer. Each library has full Internet access and multiple computer stations for the online card catalog; most libraries also have mini-labs for general network access. At the elementary level, computer resources tend to be located in each classroom, but several elementary schools also have central computer labs. At the secondary level, sites have one online computer in each classroom plus multiple desktop labs and mobile laptop carts. Laptop carts are also making their way into elementary schools. Peripherals vary from school to school, but all of them have printers, digital cameras, digital video cameras and LCD projectors.
July 2006-June 2011
Teachers at each site have a computer that is considered the "teacher computer." At the elementary schools, these tend to be desktops. At the middle schools, teachers have laptops. High school teachers have a mix of desktops and laptops. Staff work areas tend to have printers, copiers, and a computer station. Peripherals again vary, but are available for checkout to staff at each site. Technology tools are available to all students, not just certain groups like GATE. The degree to which students use these tools depends on teacher use and planning, subject area, and student preference. District access does not differ based on student subpopulations. At all secondary schools, the library is open after school for at least a half hour. Our middle schools host after-school "homework clubs" student study centers so that students have access to network resources for up to 90 minutes after school three to four days a week. Additionally, almost all of our students have access to technology in their homes. Such access is also available in city libraries and in some community centers. Every effort is made to ensure that students have appropriate technology to support their learning needs and that teachers have appropriate technology to support their instructional needs. For example: Special day classes at all levels have their own computer resources in the classroom. Also assistive technologies are available for disabled students, including but not limited to voice recognition software and digitized text.
Elementary Schools
Addison Elementary School
All Students, including Special Ed, ELL, and GATE students, have equal access to technology in the following areas:
Total # of computers* 4 years old or newer (*instructional use) Total # of computers* 4 years old or newer with Internet access # of computers* in Classrooms # of computers* in Library/media centers # of computers* in Computer Labs # of computers on mobile Laptop Carts Available times for Student access to computers before and after school
17 17 46 8 13 0 N/A School hours only
Barron Park Elementary School

July 2006-June 2011
Juana Briones Elementary School

Duveneck Elementary School

El Carmelo Elementary School

Escondido Elementary School

July 2006-June 2011
Fairmeadow Elementary School

Walter Hays Elementary School

10 10 76 45 16 22
N/A School hours only
Hoover Elementary School

48 48 89 6 0 25
Nixon Elementary School

40 40 52 8 29 0
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July 2006-June 2011
Ohlone Elementary School

7 7 74 7 0 16
Palo Verde Elementary School

31 31 72 9 0 22
Middle Schools
J.L. Stanford Middle School
160 160 154 22 68 87

7:45-8:15am, 12:25-1pm, plus 3-4pm M, T, Th
Jordan Middle School

188 188 77 16 75 160

3 4:30pm, M, T, Th
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July 2006-June 2011
Terman Middle School

147 147 35 20 45 48
7:30 8:05am / 3:05 4:30pm
Comprehensive High Schools

Henry M. Gunn High School
135 135 160 38 93 42

7:30 8am / 3 4pm
Palo Alto High School

159 159 177 29 300 21

7:30 am 4:00 pm in Library
3b. Current Technology Integration in Curriculum

A snapshot of hardware/software use and technology/information literacy skills integrated in the curriculum can be gained from the 2004-05 EdTech Profile certificated staff survey data. Students use technology in the classroom (42%), the computer lab (31%), and the library-media center (27%). The degree to which technology is used, especially computer resources, varies by level. Early elementary students (K-3) use basic computer tools like learning applications on CD-ROMs and simple word processing programs like The Writing Center. Also they use creative applications, such as KidPix, for self-expression and experimentation. They also explore teacher-selected, child-friendly Internet sites.
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July 2006-June 2011
Upper grade elementary students (Grades 4-5) learn keyboarding skills and use word processing more often. They use digital tools to create assignments, such as slide presentations, and they work with simulation software like OregonTrail. They begin to use District-purchased content databases, such as WorldBook Online and SIRS, to conduct research, as well as use child-oriented search engines for Internet research. Middle school students become proficient with word processing skills, access District and Internet electronic resources, and use varied digital tools to create school assignments and share information. Their work with multimedia tools such as PowerPoint or webpages increases, and they work with a variety of media such as video, audio and graphics. High school students use more sophisticated electronic reference tools and create more advanced products for assignments. They are more likely to use email, network storage spaces, and digital drop boxes. The District has established levels of proficiency in technology by grade clusters. This document can be found in Appendix A of this technology plan. Though not mandated, these proficiencies are available to guide schools sites in the development of their own technology planning. At the elementary level, they are clearly woven into the regular classroom. At the secondary level, we find a combination of technology in the regular academic classroom as well as specialized elective classes. The most recent ED TECH PROFILE survey indicates trends in student use of technology. In general, many students use computers regularly. Thirty-two percent use a computer at least 2-4 times a week for school assignments. Another 40% use computers from once a week to once a month. This corresponds with the survey's report that 57%of students do word processing at least once a month, with 28% doing so at least 2-4 times a week. The next biggest use is Internet research, where 47% do online research at least once a month. Other areas and uses plummet by comparison. For example, 42% of teachers say they never assign video projects, with another 28% report less than monthly use. Similar figures are reported for video-based tools like CD-ROMs and DVDs. Assignments requiring electronic presentations, correspondence with experts, problem-solving, data analysis, and graphic presentation of information also are used minimally, with an average of 27% reporting less than monthly and another 50% reporting never. Handhelds, such as PDAs, are mostly unavailable in our schools. Information literacy skills are a key thrust for our schools and particularly our library-media specialists. Starting with young elementary students, our teachers and librarians begin the process of teaching youngsters how to find and evaluation information. At the secondary level, we find a larger thrust toward evaluating websites and the ethical use of information and images. Library-media specialists teach about the District-provided information databases, as well as effective Internet search on age-appropriate search engines. Evaluating information becomes key to the secondary core teachers as well, as they assign reports and Internet research. Palo Alto Unified District School Software: Microsoft Office Suite, Macromedia Suite, Inspiration and Kidspiration, Photoshop Elements, webpage publishing software (Netscape Composer, Adobe PageMill or Dreamweaver), Easybook, KidPix, HyperStudio, Type to Learn, Internet resources, World Book Online, SIRS Discover, Gale Resources, GraphClub, GraphMaster, Blackboard eEducation for grades 6-12, a variety of grading programs such as Gradekeeper and EasyGrade Pro, and site-selected curriculum based software The District has access to the following school data online from EdTechProfile iAssessmenthttp://Ed Tech Profile.iAssessment.org
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July 2006-June 2011
EdTechProfile: Personal Use Section Questions 1-10

2-4 days a week 19% 15% 7% 15% 8% 3% Between once a week and monthly 9% 32% 22% 12% 3% 4% Less than monthly 3% 25% 27% 6% 2% 6% Available, but I never use it 6% 14% 32% 7% 8% 12%
How often do teachers use the following technology tools for classroom instruction? Computers and Peripherals (scanner, printers, etc.) Video based presentation devices (VCR/DVD, laser disc player, LCD projector, etc.) Video based creation tools (video camera, digital camera, etc.) Internet Email Hand-held electronic devices (PDA, GPS, heart monitor, etc.)
Daily 60% 7% 2% 59% 78% 6%
Not available 3% 7% 10% 1% 1% 69%
EdTechProfile: Personal Use section questions 11-21

2-4 days a week 15% 11% 8% 13% 2% 4% 1% 2% 1% 1% 2% Between once a week and monthly 23% 16% 18% 18% 6% 8% 2% 3% 2% 2% 3% Less than monthly 9% 14% 13% 12% 10% 11% 3% 4% 3% 2% 4% Available, but I never use it 8% 13% 10% 9% 23% 19% 18% 16% 16% 18% 16%
How often and in what subject areas teachers use technology tools for instruction. Reading/Language Arts Mathematics Science History/Social Science PE/Health Fine Arts Business/Computer Science Foreign Language Home Economics Industrial Arts Careers
Daily 10% 5% 7% 4% 2% 2% 2% 3% 1% 1% 2%
Not available 35% 41% 44% 44% 57% 56% 75% 73% 77% 77% 73%

In what ways and to what degree teachers use technology tools (computers, video, Internet, and handheld devices) at their school. Create instructional materials Deliver classroom instruction Manage student grades and attendance Communicate with parents or students Gather information for planning lessons Access model lesson plans and best practices Between once a week and monthly 21% 29% 16% 15% 29% 33%
Daily 38% 12% 22% 46% 23% 10%
2-4 days a week 27% 22% 19% 29% 28% 15%
Less than monthly 8% 16% 4% 5% 12% 24%
Never 6% 21% 38% 5% 7% 18%
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July 2006-June 2011

To what degree do teachers use the following technology tools at your school to support and improve home/school communication? Voice Mail School web site with class related information, such as assignments, grades, upcoming events, parental information, etc. Video Conferencing Electronic Grading System Online Student Assessments Between once a week and monthly 22% 22% Less than monthly 13% 12%
Daily 22% 27%
2-4 days a week 25% 16%
Never 18% 23%
13% 3%
18% 5%
1% 7% 5%
2% 5% 10%
97% 57% 77%
EdTechProfile: Student Use section question 1

Teachers have their students use technology tools (computers, video, Internet, and hand-held devices) for classroom assignments in the following locations. My students use technology tools in Classroom or other instructional areas 42% My students don't use technology tools. n/a
Library media center 27%
Computer Lab 31%
Total Responses 602
EdTechProfile: Student Use section questions 2,5, 6 & 7

2-4 days a week 22% 12% 3% 1% Between once a week and monthly 40% 28% 8% 3% Less than monthly 6% 24% 20% 6% Available, but I never use it 16% 21% 45% 21%
How often teachers require students to use technology tools for classroom assignments. Computers and peripherals (scanner, printer, etc.) Internet Email Hand-held electronic devices (EX: PDA, GPS, heart monitor, etc.)
Daily 10% 9% 9% 1%
No Access 6% 6% 15% 68%
EdTechProfile: Student Use section questions 8-11

Between once a week and monthly 29% 23% 32% 33%
How often teachers assign students in their typical classroom, work that involves using technology tools. Word processing Reinforcement and practice Research, using the Internet and/or CD-ROMs Creating reports or projects
Daily 7% 6% 4% 4%
2-4 days a week 21% 16% 11% 9%
Less than monthly 19% 19% 29% 31%
Never 24% 36% 24% 23%
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July 2006-June 2011
EdTechProfile: Student Use section questions 12 - 15

2-4 days a week 4% 2% 4% 4% Between once a week and monthly 19% 12% 16% 17%
How often teachers assign students in their typical classroom, work that involves using technology tools. Demonstrations or simulations Correspondence with experts, authors, students from other schools, etc., via email or Internet Solving problems or analyzing data Graphically presenting information
Daily 3% 1% 3% 3%
Less than monthly 29% 28% 27% 29%
Never 45% 57% 50% 47%
3c. Summary of Districts Curricular Planning Documents

The PAUSD Strategic Plan drives curricular goals. The current plan runs through 2007; its primary goal addresses educational excellence and states: GOAL AREA 1: Educational Excellence 1A Ensure academic growth and achievement and appropriate challenge for all students so that every student makes at least one year's growth each year. 1B Close the achievement gap among students in different racial/ethnic groups by 20% each year, as measured by individual student gains on multiple measures. 1C Foster social-emotional-physical health and resilience in every student as measured by improved student behaviors. 1D Provide diverse avenues for student success that honor the unique talents and abilities of each child. Each year the Board of Education reviews progress in achieving these goals in a special study session and sets priorities for the next school year. The study session also includes discussion about data related to each of the goals and identification of areas needing greater attention. For example, the 2005-06 school year focuses on Goals 1A and 1B by using the "Kid by Kid" process and by focusing on K-12 writing programs. The District has in place several intervention programs that help students meet standards and ultimately pass the High School Exit Exam. The middle school level Academy program provides assistance and tutoring for students after school and on Saturdays. The high schools have special Study Skills and Focus on Success programs to support students in their efforts to meet standards and pass the exit exam. Beginning in 2006, the summer school program will include a CAHSEE Prep course. K-8 school site plans and high school WASC reviews often include technology components to support school improvement efforts. Technology integration to support teaching and learning, to differentiate instruction, and to promote better home-school communication are often noted. For example, a current goal at all five secondary schools revolves around the implementation of the InClass system, PAUSD's online eEducation site which provides an all-on-one tool to post assignments, class materials, and grades for home-school communication, but also allows teachers to use the system instructionally via discussion boards and other digital tools.
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July 2006-June 2011
The District has established clear curricular goals that are monitored by various District and site-based processes, and referenced in District planning documents and efforts. The common underlying purpose of all our District and site improvement plans is to improve student achievement. Our 2004-05 student achievement data indicates that our rigorous academic goals and objectives, aligned with the California Adopted Academic Content Standards and Frameworks, are having a positive impact at our schools. (See graphs below.)
Progress on the Academic Performance Index (API) 2004-05 Reporting Cycle

District: County:
Data Resource:
Palo Alto Unified School District Santa Clara

http://ayp.cde.ca.gov/reports/page2.asp?subject=AYP&level=District&submit1=Submit
2005 AYP Criteria Summary

District: County: Palo Alto Unified School District Santa Clara
Our District met all of the 2005 Adequate Yearly Progress (AYP) Criteria.
Data Resource: http://ayp.cde.ca.gov/reports/page2.asp?subject= AYP&level=District&submit1=Submit
AYP Components
Met 2005 AYP Criteria
Participation Rate .......................................................................Yes Percent Proficient (AMOs) .........................................................Yes API as additional indicator .........................................................Yes Graduation Rate .........................................................................Yes
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July 2006-June 2011
English - Language Arts
Mathematics
Met 2005 AYP Criteria
Annual Measurable Objectives (AMOs) 2004-05 DISTRICT PERCENT PROFICIENT

Data Resource: http://ayp.cde.ca.gov/reports.asp LEA-wide African American or Black (not of Hispanic origin) American Indian or Alaska Native Asian Filipino Hispanic or Latino Pacific Islander White (not of Hispanic origin) Socio-economically Disadvantaged English Learners Students with Disabilities
Percent At or Percent At or Above Above Met 2005 Proficient Proficient AYP Criteria
99 98 100 99 100 99 100 99 99 99 97
Yes Yes n/a Yes n/a Yes n/a Yes Yes Yes Yes
98 98 100 99 100 98 98 98 98 99 96
Yes Yes n/a Yes n/a Yes n/a Yes Yes Yes Yes
Palo Alto Unified School District Curricular Goals

The school board adopts key curricular goals annually, which are tied to and support the District Strategic Plan. Each of our schools ties its curricular goals directly to the Districts LEA Plan and school boards key goals in site-based comprehensive school plans and School Accountability Report Cards (SARC). Based on our student data, federal and state mandates, best practices and strategic planning, the Districts current key curricular/student goals include: 1A - Ensure academic growth and achievement and appropriate challenge for all students so that every student makes at least one year's growth each year. 1a.1 Offer a well-articulated and challenging curriculum to support teaching and learning. 1a.2 Provide staff with training, instructional materials, technology, and support to appropriately challenge each student. 1a.3 Monitor individual student progress to inform instructional decision-making and to ensure a years growth or more each year. 1a.4 Recruit and retain high quality teachers. 1B - Close the achievement gap among students in different racial/ethnic groups by 20% each year, as measured by individual student gains on multiple measures. 1b.1 Ensure high expectations and promote expanded learning opportunities. 1b.2 Foster outreach and communication with parents of underrepresented minority students and the community. 1C - Foster social-emotional-physical health and resilience in every student as measured by improved student behaviors. 1c.1 Coordinate school and community initiatives that support students. 1c.2 Encourage positive connections among students and between students and adults. 1D - Provide diverse avenues for student success that honor the unique talents and abilities of each child. 1d.1 Recognize a broad range of student strengths and accomplishments.
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July 2006-June 2011
The Districts 2002-2007 Strategic Plan represents a working document to guide improvement of student achievement and instructional practice. The plan includes measurable strategies to integrate state standards and assessment, improve teaching and learning, provide high quality professional development, provide equitable access to technology, nurture home-school-community relations and to provide governance, funding, evaluation and accountability. To meet the Districts Strategic Plan goals and objectives, each school site develops a School Improvement plan that targets specific curricular goals and is tied to the Districts goals and includes an action plan and evaluation component to measure success. Sites report their progress and next steps to the Board of Education annually. Additionally, sites report progress to the community vial a School Accountability Report Card (SARC). Beginning with the 2003-2004 planning cycle, each school site included a technology component in their SIP Plan that identifies the sites focus in relation to technology integration, implementation, and professional development. Other District and site planning documents and data that establish and/or guide our curriculum include:
The State Content Standards for K-12 The District LEA plan No Child Left Behind compliance / implementation documentation CDE and Federal District-wide school achievement data from annual AYP, API, and STAR results The CDEs Academic Performance Survey (APS) and District Assessment Survey (DAS) The Districts Master Plan for English Language Learners (ELL) The Districts Gifted and Talented (GATE) Plan The Policy and Procedures handbook which details the Districts philosophy and goals, and policy and procedures regarding students, instruction, promotion and retention, equity, administration, personnel, community relations, business, and much more. Sitebased Single Plans for Student Achievement, SARC, WASC and CPM self study reviews and actions plans. School Improvement Program (SIP), categorical programs, and other program goals, which vary from site to site. Our current District Educational Technology Plan.
3d. - 3h. Curricular Driven Technology Goals and Implementation Plans 3i. - 3j. Benchmarks, Timelines, Monitoring, and Evaluation
All of the Curriculum Component Criteria 3d-3j elements are included in the curricular driven action plan charts in the Component 3 pages that follow. Our curricular driven technology plans include clear, specific, realistic goals and measurable objectives that will support the Districts curriculum goals and student achievement. Here is a summary of our curricular driven Educational Technology goals. The details can be found in the charts that follow.
3d. To Improve Teaching and Learning

Goal 1: Teachers and staff will use technology to support the District curricular goal of ALL students attaining proficiency or better with ELA and Math content standards by the 2013-14 school year. Goal 2: Distance learning opportunities will expand content offerings and provide cross-District access to online courses. Goal 3: District principals and teachers will use diagnostic tools to analyze student performance and to inform instruction.
3e. For Student Acquisition of Technology and Information Literacy Skills.

Goal 4: All District students will acquire the Palo Alto Unified School District technology grade level standards for students (based on NETS) to support achievement of the academic standards in the classroom, District curricular goals, and ultimately for lifelong learning and success in our digital society.
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July 2006-June 2011
3f. For Appropriate Access to Technology for All Students and Teachers
Goal 5 All District students will have equal access to technology to support achievement of the academic : standards in the classroom, District curricular goals, and ultimately for lifelong learning and success in our digital society. Goal 6: All teachers and appropriate staff will have equal access to technology to support instruction, District curricular goals, and workflow.
3g. To Make Student Record Keeping & Assessment More Efficient and Useful
Goal 7 The District will support District and site use of technology to improve student achievement data : collection, analysis, reporting, and research/data-driven decision-making.
3h. To Make Teachers and Administrators More Accessible to Parents.

Goal 8: The District and schools will use technology to improve two-way communication between home and school.
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July 2006-June 2011
District Technology Action Plan July 1, 2006 June 30, 2011 (sections 3d, 3i-j)
3d. IMPROVE TEACHING AND LEARNING
Goal 1:
English/Language Arts, Math & Technology
Teachers and staff will use technology to support the District curricular goal of ALL students attaining proficiency or better with ELA and Math content standards by the 2013-14 school year. *Target Group: Underrepresented minority students
*Note: Other PAUSD students already meet state standards for proficiency. Example: Only 55 students currently enrolled in grades 9-12 have not passed the High School Exit Exam.
Specific Measurable Objective by June 30, 2011
Objective 1a: By the 2010-11 school year, a minimum of 70% of all underrepresented minority students will score proficient or above on the English-Language Arts and Math portions of the STAR/CST test supported by state and District approved instructional resources, technology-based supplemental resources, professional development, student achievement data analysis, and collaboration time. Year 4: minimum of 60% in the 2009 -2010 school year Year 5: minimum of 70% in the 2010-2011school year
Annual Benchmarks Year 1: minimum of 40% in the 2006-07 school year Year 2: minimum of 45% in the 2007-08school year Year 3: minimum of 50% in the 2008-09 school year
Evaluation Instrument(s) & Data
Instruments......... Annual STAR/CST test results in English/Language Arts and Math; CAHSEE Data...................... Percentage scoring proficient or above
Instrument........... ERB Writing Assessment Data...................... Percentage scoring proficient or above
Instrument........... California High School Exit Exam (CAHSEE) Data...................... Percentage of passing scores
Instrument........... Kid-by-Kid learning plans Data...................... Site administrators and teachers assessment of individual progress
Data reviewers.... District curriculum, data, and technology administrators and school administrators annually analyze data after the state releases it. (Objective 1a - Continued on next page)
July 2007 June 2011
Goal 1: Objective: 1a E/LA, Math & Technology Implementation Action Steps
Use of Technology
Adopted Text Supplemental Tech resources including publisher software and websites.
Annually, purchase and ensure that state adopted instructional materials (K-8 ), standards-aligned textbooks (9-12) and supplemental curriculum-based technology resources are being used in the classroom.
Annually, provide professional development on adopted curriculum and technology resources.
CLRN and District approved curriculum software such as Inspiration, Kidspiration, Easybook, Graph Club, Graph Master, Continue to provide professional development on District/ CLRN approved curriculum software and online resources as Geometers Sketchpad, iMovie, Macromedia, FrontPage, Dreamweaver, needed. Track usage with annual software survey. web publishing software, a grading Continue to leverage funding to increase access to technology resources, hardware, and peripherals for students and program such as Gradekeeper, Web-based teachers. student eEducation portal InClass (Blackboard). Continue to monitor targeted intervention strategies for the lowest performing students. Microsoft Office and other productivity software.
By fall 2007, create and distribute a matrix of CLRN approved E/LA and Math curriculum and intervention software that is supported by the District.
By June 2006, fully credentialed Highly Qualified Teachers in all classrooms.
Ongoing District support and professional development opportunities on the integration of E/LA and Math skills and Internet Resources standards across the curriculum. Peripherals such as LCD projectors, digital cameras, video cameras, and printers.
Monitoring
Description: District curriculum, data, and technology administrators and school site administrators track the development and implementation of all activities and accomplishments report progress at both administrative and Board of Education meetings. Modifications to District activities will be assessed annually.
Timeline: Most of the above actions are already underway annually in the District and will continue to be planned for and implemented after annual data driven needs assessments and data analyses take place for each school, annually no later than October 1.
Person(s) responsible: District and school site administrators, the District Technology Director, and teachers are responsible for the planning, development, implementation, and evaluation of all the aforementioned activities. Teachers are responsible for completing all necessary professional development and ensuring their instruction is based on standards-aligned objectives and research based programs, practices and arrangements.
July 2007 June 2011
Teachers and staff will use technology to support the District curricular goal of ALL students attaining proficiency or better with ELA and Math content standards by the 2013-14 school year. Target Group: K-12 core subject area teaching staff
Goal 1:
Objective 1b: By the 2010-11 school year, all core subject area teachers (English/Language Arts, Math, Science, Social Studies) plus appropriate elective teachers will use technology software tools and/or online resources to help all students meet or exceed grade-level standards. Year 4: minimum of 90% in the 2009 -2010 school year Year 5: minimum of 100% in the 2010-2011school year
Annual Benchmarks Year 1: minimum of 60% in the 2006-07 school year Year 2: minimum of 70% in the 2007-08school year Year 3: minimum of 80% in the 2008-09 school year
Instrument........... Annual CTAP-squared iAssessment, as required by specific funding mechanisms Data...................... Teachers self assessed technology and integration skills
Instrument........... District-created technology use survey for all K-5 teachers and core subject area teachers in grades 6-12 Data...................... Percentage using various technology tools, broken down by software, online resources, and student activities
Instrument........... Ongoing Classroom Observations by site administrators aligned with teachers evaluation schedule Data...................... Teachers use of technology tools as part of instructional practice
Data reviewers.... District technology administrators and school administrators will review annually in late May after surveys are finished. (Objective 1b - Continued on next page)
July 2007 June 2011
Goal 1: Objective 1b Teachers Use of Technology Tools Implementation Action Steps
Use of Technology
Annually, approximately 70 full-day workshops will be offered to assist teachers in their use of technology software tools Adopted Text Supplemental Tech and online resources to support instruction. resources including publisher software and websites. Annually, a summer weeklong intensive technology workshop will be offered, especially focused at beginners. CLRN and District approved curriculum Annually, New Teacher Technology Orientations (elementary and secondary) will familiarize new teachers with District software such as Inspiration, Kidspiration, technology resources and opportunities. GraphClub, iMovie, Dreamweaver, and a The Technology Teacher on Special Assignment (TOSA) will collect and distribute curricular-related and recommended variety of grading programs such as Gradekeeper and EasyGrade Pro. online resources for elementary, middle, and high school levels. (Ongoing)
By fall 2007, the Technology TOSA will conduct site sessions after school for elementary staffs and secondary Microsoft Office and other productivity software. departments, as planned with site administrators and technology support personnel. Internet Resources Peripherals such as LCD projectors, digital cameras, video cameras, and printers.
By fall 2007, the Technology TOSA will design an annual site usage survey to be used beginning spring 2008.
By fall 2007, District technology staff will formalize a method for principals to give feedback on teacher use of technology
Continue to support onsite mentors at the secondary schools at a minimum of 20% position and up to 60% as funding CTAP Online Professional Development allows. Survey Beginning fall 2007, develop a plan to provide site coaching for elementary schools.
By fall 2008, develop a knowledge base wiki for lessons and resources to be developed and shared by teachers across the District.
Monitoring
Description: District technology personnel and school site administrators track the participation of teachers in workshops and on-site sessions. Teachers self-report on technology use in the classroom.. Modifications to our District activities will be made as needed.
Timeline: Most of the above actions are already ongoing programs that are planned for each year. Remaining items will be initiated no later than fall 2008.
Person(s) responsible: District technology personnel are responsible for providing and tracking professional development activities sponsored by the District. Site administrators and technology personnel are responsible for tracking participate in site activities related to technology. Teachers are responsible for complete whatever professional development is necessary to use technology tools and resources to help students meet or exceed standards.
July 2007 June 2011
Goal 2:
Distance learning opportunities will expand content offerings and provide cross-District access to online courses. Target Group: All students including special education, English Learner, and GATE students.
Objective 2a: By fall 2010, distance learning opportunities and online courses will increase by 25% as compared to June 2006. Annual Benchmarks Year 1: minimum of 5% in the 2006-07 school year Year 4: minimum of 20% in the 2009 -2010 school year Year 2: minimum of 10% in the 2007-08 school year Year 5: minimum of 25% in the 2010-2011school year Year 3: minimum of 15% in the 2008-09 school year
Instrument........... Comparative data on Advanced Placement offerings Data...................... Percentage of increase over time Instrument........... Listing of cross-District online courses available in InClass (Blackboard system) Data...................... Percentage of increase over time Data reviewers.... District curriculum and technology administrators
Goal 2: Objective 2a Distance Learning Implementation Action Steps
Use of Technology
InClass, Districts eEducation portal (Blackboard system) Internet resources
Fall 2006, collect data on current offerings to establish baseline.
Spring 2007, develop a minimum of two online courses and two cross-District InClass courses.
During the 2007-2008 school year, pilot the four above courses and evaluate (student and teacher evaluations).
During 2008-2009, continue pilot classes (if successful) and plan for a District Online School. Work with teachers, site Server devoted to online school, as needed administrators and counselors to develop course selections.
During 2008-2009, conclude any negotiations necessary to implement online school.
Monitoring
Description: District technology personnel, plus site administrators, counselors, and teachers develop InClass courses and other online offerings, track use, and develop online school. Timeline: A limited number of online AP classes are already offered each year and will continue and expand. Additional, local and cross-District courses will be developed and piloted over the next five years. Person(s) responsible: District technology personnel provide the resources and infrastructure to develop/maintain online courses, and teachers develop and pilot them. District and site administrators track usage.
July 2007 June 2011
Goal 3:
District administrators and teachers will use diagnostic tools to analyze student performance and to inform instruction.
Target Group: K-12 teaching staff and site/District administrators
Objective 3a: By June 2011, all District principals and core subject area teachers will use diagnostic tools to analyze student performance and to inform instruction so that all students meet or exceed standards. Annual Benchmarks Year 1: minimum of 20% in the 2006-07 school year Year 4: minimum of 80% in the 2009 -2010 school year Year 2: minimum of 40% in the 2007-08 school year Year 5: minimum of 100% in the 2010-2011school year Year 3: minimum of 60% in the 2008-09 school year
Instrument........... District-developed principal survey Data...................... Information about amounts and type of use
Instrument........... District-developed teacher survey (as part of overall Technology Use Survey) Data...................... Information about amounts and type of use
Instrument........... Professional Development Participation Data...................... List of staff with access to diagnostic tools; participant lists for training on diagnostic tools
Data reviewers.... District curriculum and technology administrators; site administrators
Goal 3: Objective 3a Use of Diagnostic Tools Implementation Action Steps
Use of Technology
Cruncher, module of SASI
By June 2007, team of District and site administrators pilot use of diagnostic tool (Cruncher software)
By June 2008, all principals are trained in and actively use diagnostic tool
By June 2008, team of teachers from across the District pilot the use of Cruncher software
By June 2010, all K-5 and core subject area teachers in grades 6-12 are trained to use Cruncher software
By June 2011, ongoing use of diagnostic tool implemented and additional training available as needed
Monitoring
Description: Cruncher software tool is new to the District and will require both a series of pilots and training for administrators and teachers. Timeline: Two years to pilot software, plus three years to train and implement
Person(s) responsible: District and site administrators plus teachers are responsible to provide and/or participate in training to enable the ability to disaggregate data to inform instruction. District staff will provide training.
July 2007 June 2011
3e. STUDENT ACQUISITION OF TECHNOLOGY AND INFORMATION LITERACY SKILLS
Goal 4:
Students will demonstrate proficiency in technology and information literacy skills. Target Group: All students including special education, English Learner, and GATE students
Objective 4a: By June 2011, all students will acquire the Palo Alto Unified School District technology grade level standards (based on NETS) to support achievement of the academic standards in the classroom, curricular goals, and ultimately for lifelong learning and success in a digital society. Annual Benchmarks Year 1: minimum of (n/a) in the 2006-07 school year Year 4: minimum of 80% Gr 8 students in the 2009 -2010 school year Year 2: minimum of 80% Gr 3 students in the 2007-08 school year Year 5: minimum of 100% Gr 3, 5, 8 12 students in the 2010-2011school year Year 3: minimum of 80% Gr 5 students in the 2008-09 school year
Instruments......... Grade level competency reviews, by grade levels 3, 5, 8 and 12 Data...................... Percent of students meeting standards Data reviewers.... Teachers, site administrators, and District curriculum and technology administrators
Goal 4: Objective 4a Tech & Info Literacy Skills Implementation Action Steps
Use of Technology
Software and Internet tools and resources as defined by District grade level outcomes
2006-2007: Review and revise District technology outcomes for grades 3, 5, 8 and 12. Develop evaluation tool for Grade 3. 2007-2008: Administer Grade 3 Competency Review and develop same for Grade 5
2008-2009: Administer Grade 3 and 5 Competency Reviews and develop same for Grade 8
2009-2010: Administer Grade 3, 5 and 8 Competency Reviews and develop same for Grade 12
2010-2011: Administer Grade 3, 5, 8 and 12 Competency Review. Hereafter, ongoing for these four grades.
Monitoring
Description: District curriculum and technology administrators, plus site administrators, track the development and implementation of all activities. Progress is reported annually to the Board of Education. Timeline: The District has had recommended grade level outcomes for over five years. Shifting to requiring assessment of student skills will require an initial review of the benchmark skills and subsequent development of competency reviews for grades 3, 5, 8 and 12. Person(s) responsible: District administrators, site administrators and teachers develop evaluation tools. Administrators track overall progress and teachers implement site plans and monitor their own students progress.
July 2007 June 2011
3f. APPROPRIATE ACCESS TO TECHNOLOGY FOR ALL STUDENTS AND TEACHERS Goal 5: All students will have equal access to technology to support achievement of the academic standards in the classroom, District curricular goals, and
ultimately for lifelong learning and success in a digital society. Target Group: All students including special education, English Learner, and GATE students.
Objective 5a: Establish specifications for classroom instructional hardware, software, and peripherals and reach those targets in 50% of all classrooms by 2011. Year 4: minimum of 40% in the 2009 -2010 school year Year 5: minimum of 50% in the 2010-2011school year
Annual Benchmarks Year 1: minimum of N/A in the 2006-07 school year Year 2: minimum of 20% in the 2007-08 school year Year 3: minimum of 30% in the 2008-09 school year
Instruments......... Site inventories Data...................... Compare site inventories to target specifications for classrooms
Data reviewers.... District technology administrators and site administrators
Goal 5: Objective 5a Classroom Specifications Implementation Action Steps
Use of Technology
N/A
By June 2007, work with site and District representatives to develop target specifications for classroom/school equipment for elementary and secondary classrooms.
Fall 2007, share the above targets with all District funding groups as well as local education foundations and grant groups.
Beginning fall 2007, work with sites to develop plans to reach target technology for each classroom.
Ongoing, re-evaluate specifications over time, as needed.
Monitoring
Description: District and site administrators and technology staff establish standards, oversee purchasing and plan development.
Timeline: After target plans are created, ongoing progress will be monitored by District technology staff, with annual report to the Board of Education.
Person(s) responsible: District and site technology staff
July 2007 June 2011
3f. APPROPRIATE ACCESS TO TECHNOLOGY FOR ALL STUDENTS AND TEACHERS
Goal 5:
All students will have equal access to technology to support achievement of the academic standards in the classroom, District curricular goals, and ultimately for lifelong learning and success in a digital society. Target Group: All students including special education, English Learner, and GATE students.
Objective 5b: By June 2011, reach a student to computer ratio of 3:1 for computers less than 4 years old. Year 4: minimum of 4:1 in the 2009 -2010 school year Year 5: minimum of 3:1 in the 2010-2011school year
Annual Benchmarks Year 1: minimum of 7:1 in the 2006-07 school year Year 2: minimum of 6:1 in the 2007-08 school year Year 3: minimum of 5:1 in the 2008-09 school year
Instruments......... District and site computer inventories Data...................... Use inventories to determine student to computer ratios, broken down by both totals and computers less than 4 years old
Goal 5: Objective 5b Computer Ratios Implementation Action Steps
Use of Technology
Excel (or other database software)
Set parameters for A, B, C computers (with A being less than 1 year old)
Establish central database to house site inventories
Update database throughout the year as purchases are made
Over the next five years, consider working towards 1:1 access for grades 6-12. Research options and discuss with various stakeholders, especially parents.
Monitoring
Description: The District currently has a 4:1 ratio for total computers, but many are very old. A focus on upgrading equipment will depend on District, site and grant funding resources.
Timeline: Over the next five years, District computer resources will be upgraded to reflect a 3:1 ratio of computers less than four years old.
Person(s) responsible: District technology personnel maintain database, monitor, and report status. Site and District administrators purchase computer resources as funding allows.
July 2007 June 2011
Goal 5:
All students will have equal access to technology to support achievement of the academic standards in the classroom, District curricular goals, and ultimately for lifelong learning and success in a digital society. Target Group: All students including special education, English Learner, and GATE students.
Objective 5c: All schools will develop and implement plans to use technology to make instructional resources available to students beyond the regular school day. Annual Benchmarks Year 1: N/A in the 2006-07 school year Year 4: minimum of 100% of elementary schools in the 2009 -2010 school year Year 2: all secondary schools in the 2007-08 school year Year 5: Ongoing plans and annual revisions, as needed in the 2010-2011 school year Year 3: minimum of 50% of elementary schools in the 2008-09 school year
Instruments......... Site Plans Data...................... Descriptions of resources available beyond the regular school day
Goal 5: Objective 5c Appropriate Access to Technology
Use of Technology
Fall 2006, determine and report on current practice at all schools. Fall 2006, distribute information throughout the District about online databases available after school and at home.
During the 2006-2007 school year, update secondary file servers that house student resources.
Ongoing, train secondary teachers to use InClass to provide 24/7 access to posted resources for students.
During the 2007-2008 school year, work with secondary schools to extend/modify practice to improve overall access, including after school access to computers. During the 2008-2010 school year, work with elementary schools to extend/modify practice to improve overall access, including after school access to computers and home access to student documents.
Computer labs Laptop carts InClass File servers District eLibrary databases
Monitoring
Description: Schools already have some plans in place that extend access to resources for students. Over the next five years, this goal seeks to improve that access and ensure home access to appropriate resources.
Timeline: Many of these items are ongoing such as site servers at secondary schools. Consistent access across the District will be the goal over the next five years.
Person(s) responsible: District and site administrators; in some cases teachers are responsible for example, posting materials to InClass.
July 2007 June 2011
Goal 5:
All students will have equal access to technology to support achievement of the academic standards in the classroom, District curricular goals, and ultimately for lifelong learning and success in a digital society.
Target Group: All students including special education, English Learner, and GATE students.
Objective 5d: By June 2011, a District plan to allow secondary students to connect their own devices for Internet access will be implemented. Year 4: High schools in the 2009 -2010 school year Year 5: Middle schools in the 2010-2011school year
Annual Benchmarks Year 1: minimum of N/A in the 2006-07 school year (planning) Year 2: minimum of N/A in the 2007-08 school year (pilot) Year 3: minimum of N/A in the 2008-09 school year (final planning)
Instrument........... Pilot Evaluation Data...................... Data about access, speed, network issues, etc to inform the final planning.
Instrument........... List of schools and degree of access for students Data...................... Number of students using service
Data reviewers.... District technology administrators plus site administrators and technology personnel
Goal 5: Objective 5d Student Network Access Implementation Action Steps
Use of Technology
To be determined
By June 2007, District and site staff create initial plan for network access for student private computers.
Fall 2007, select one or more pilot schools. Complete evaluation of pilot(s) by June 2008 and finalize plans.
2008-2009, provide full access at both high schools
2009-2010, provide full access at all three middle schools.
Ongoing, monitor and make changes as needed.
Monitoring
Description: District technology administrators will monitor implementation of this new service for students.
Timeline: Actual timing of implementation will be determined by a combination of need and available resources to support this new service.
Person(s) responsible: District network administrator will develop the plan that will be implemented by site technology personnel. The director of technology will monitor the entire process.
July 2007 June 2011
3f. APPROPRIATE ACCESS TO TECHNOLOGY FOR ALL STUDENTS AND TEACHERS Goal 5: All students will have equal access to technology to support achievement of the academic standards in the classroom, District curricular goals, and
ultimately for lifelong learning and success in a digital society. Target Group: All students including special education, English Learner, and GATE students.
Objective 5e: By June 2011, computers will be available for home use to all economically disadvantaged students in grades 3-12, as defined by state law and as needed. Annual Benchmarks Percent reporting access to technology resources Year 1: minimum of N/A in the 2006-07 school year Year 4: minimum of 80% in the 2009 -2010 school year Year 2: minimum of 50% in the 2007-08 school year Year 5: minimum of 100% in the 2010-2011school year Year 3: minimum of 65% in the 2008-09 school year
Instrument........... Student information database Data...................... Number of students who qualify for computer checkout
Instrument........... Student-Parent Survey Data...................... Information about availability and success of program
Data reviewers.... District and site administrators
Goal 5: Objective 5e Loan-to-Home Implementation Action Steps
Use of Technology
Desktop and laptop computers District eLibrary resources District software library
2006-2007: Extend use of computer labs after hours at school sites. Plan for checkout program. Make available file server access for secondary schools and home access to eLibrary resources. 2007-2008: Implement plan for overnight laptop checkouts.
2007-2008: Parent kiosk at each site to access information available online
By 2008-2011, phase in a computer Loan-to-Home program for families who qualify (free/reduced lunch)
2008-2009: August boot camp for students who receive a computer loan and Parent Education series
Beginning spring 2009, ongoing evaluation of Loan-to-Home program with adjustments to program as warranted.
Monitoring
Description: District and site administrators, plus counselors and technology staff, will develop and implement the program and report annually to the Board of Education on its status. Timeline: The first two years will focus on making resources available while developing the Loan-to-Home program. Beginning fall 2008, focus shifts to efforts to support Loan-to-Home. Person(s) responsible: District and site administrators, plus counselors and technology staff. Teachers may be called upon to help identify students.
July 2007 June 2011
Goal 6:
All teachers (and appropriate support staff) will have equal access to technology to support instruction, District curricular goals, and work flow.
Target Group: Instructional staff
Objective: 6a: All instructional staff members with a minimum 50% position will have a District provided laptop that is less than 3 years old. Year 4: minimum of 85% in the 2009 -2010 school year Year 5: minimum of 100% in the 2010-2011school year
Annual Benchmarks Year 1: minimum of 40% in the 2006-07 school year Year 2: minimum of 55% in the 2007-08 school year Year 3: minimum of 70% in the 2008-09 school year
Instruments......... District and site inventories Data...................... Ongoing data about staff computers
Goal 6: Objective 6a Technology Access Implementation Action Steps
Use of Technology
N/A
During 2006-2007, develop site priority plans with principals. Develop recommended purchasing specifications for both Macintosh and PC platforms.
As teachers move to laptops. provide ongoing orientation sessions to assist transition.
Monitoring
Description: Middle school and some elementary and high school teachers already have laptops. Site administrators will shift staff to laptops, as appropriate, as funding is available.
Timeline: Over the next five years, shift teachers from desktops to laptops.
Person(s) responsible: Site and District administrators, as funding is available.
July 2007 June 2011
Goal 6:
All teachers (and appropriate support staff) will have equal access to technology to support instruction, District curricular goals, and work flow.
Objective 6b: Establish specifications for classroom instructional hardware, software, and peripherals and reach those targets in 50% of all classrooms by 2011. (Same objective as 5a for student access to technology) Year 4: minimum of 40% in the 2009 -2010 school year Year 5: minimum of 50% in the 2010-2011school year
Annual Benchmarks Year 1: minimum of N/A in the 2006-07 school year Year 2: minimum of 20% in the 2007-08 school year Year 3: minimum of 30% in the 2008-09 school year
Instruments......... Site inventories Data...................... Compare site inventories to target specifications for classrooms
Goal 6: Objective 6b Classroom Specifications Implementation Action Steps
Use of Technology
To be determined.
By June 2006, work with site and District representatives to develop target specifications for classroom/school equipment for elementary and secondary classrooms.
Fall 2007, share the above targets with all District funding groups as well as local education foundations and grant groups.
Beginning fall 2007, work with sites to develop plans to reach target technology for each classroom.
Ongoing, re-evaluate specifications over time, as needed. By June 2006, work with site and District representatives to develop target specifications for classroom/school equipment for elementary and secondary classrooms.
Monitoring
Description: District and site administrators and technology staff establish standards, oversee purchasing and plan development.
Timeline: After target plans are created, ongoing progress will be monitored by District technology staff, with annual report to the Board of Education.
Person(s) responsible: District and site technology staff

July 2007 June 2011
3g. STUDENT RECORD KEEPING & ASSESSMENT MORE EFFICIENT AND USEFUL
Goal 7:
The District will support District and site use of technology to improve student achievement data collection, analysis, reporting and research/data-driven decision-making.
Objective 7a: By June 2011, all teachers will be able to transfer grades and other assessment data directly into the District student information system (SASI). Year 4: 50% in the 2009 -2010 school year (secondary schools & training) Year 5: 100% in the 2010-2011school year (elementary schools & training)
Annual Benchmarks Year 1: minimum of N/A in the 2006-07 school year Year 2: minimum of N/A in the 2007-08 school year Year 3: 10% in the 2008-09 school year (District pilot)
Instrument........... Report from SASI personnel Data...................... Status and accuracy of grade exports
Data reviewers.... SASI personnel, District and site administrators plus site SASI personnel
Goal 7: Objective 7a Assessments to SASI Implementation Action Steps
Use of Technology
InClass (potentially) SASI Other software modules as needed and acquired
2006-2007: Determine variety of assessment data and how it is currently reported by sites to District.
2007-2008: Research and evaluate mechanisms to allow direct export of data to SASI; select package.
2008-2009: Pilot selected software and evaluate.
2009-2010: Train secondary teachers and implement.
2010-2011: Train elementary teachers and implement.
Monitoring
Description: Currently assessment data is reported using a variety of mechanisms, some manually and some using scantrons. This goal seeks to transition report of assessment data to electronic mechanisms. A variety of staff both administrators and teachers will help evaluate software, pilot it, and implement new procedures.
Timeline: This goal requires three years to develop and pilot plus two years of training to implement.
Person(s) responsible: District technology personnel will research potential software solutions and implement the selected product. Teachers will participate in professional development to use the software, and site administrators will monitor teachers use.
July 2007 June 2011
3g. STUDENT RECORD KEEPING & ASSESSMENT MORE EFFICIENT AND USEFUL Goal 7: The District will support District and site use of technology to improve student achievement data collection, analysis, reporting and research/data-driven
decision-making.
Objective 7b: By June 2011, all District principals and core subject area teachers will use diagnostic tools to analyze student performance and to inform instruction so that all students meet or exceed standards. (Same as Goal 3, Objective 3a) Annual Benchmarks Year 1: minimum of 20% in the 2006-07 school year Year 4: minimum of 80% in the 2009 -2010 school year Year 2: minimum of 40% in the 2007-08 school year Year 5: minimum of 100% in the 2010-2011school year Year 3: minimum of 60% in the 2008-09 school year
Instruments......... District-developed principal survey Data...................... Information about amounts and type of use
Instrument........... District-developed teacher survey (as part of overall Technology Use Survey) Data...................... Information about amounts and type of use
Instrument........... Professional Development Participation Data...................... List of staff with access to diagnostic tools; participant lists for training on diagnostic tools
Data reviewers.... District curriculum and technology administrators; site administrators
Goal 7: Objective 7b Use of Diagnostic Tools Implementation Action Steps
Use of Technology
Cruncher, module of SASI
By June 2007, team of District and site administrators pilot use of diagnostic tool (Cruncher software).
By June 2008, all principals are trained in and actively use diagnostic tool.
By June 2008, team of teachers from across the District pilot the use of Cruncher software.
By June 2010, all K-5 and core subject area teachers in grades 6-12 are trained to use Cruncher software.
By June 2011, ongoing use of diagnostic tool implemented and additional training available as needed.
Monitoring
Description: Cruncher software tool is new to the District and will require both a series of pilots and training for administrators and teachers. Timeline: Two years to pilot software, plus three years to train and implement. Person(s) responsible: District and site administrators plus teachers are responsible to provide and/or participate in training to enable the ability to disaggregate data to inform instruction. District staff will provide training.
July 2007 June 2011
3h. TEACHERS AND ADMINISTRATORS MORE ACCESSIBLE TO PARENTS
Goal 8:
The District and schools will use technology to improve two-way communication between home and school.
Target Group: Instructional staff and administrators
Objective 8a: By June 2011, 90% of secondary teachers will use InClass (Blackboard) to provide parent access to course information, including assignments, announcements, course materials and grades. Year 4: minimum of 80% in the 2009 -2010 school year Year 5: minimum of 90% in the 2010-2011school year
Annual Benchmarks Year 1: minimum of 50% in the 2006-07 school year Year 2: minimum of 60% in the 2007-08 school year Year 3: minimum of 70% in the 2008-09 school year
Instruments......... District technology use survey Data...................... Teacher self-report about use
Instrument........... Report on Teacher Use Administrative Oversight Data...................... System administrator report on teacher usage
Data reviewers.... District and site administrators and District technology personnel
Goal 8: Objective 8a InClass Use Implementation Action Steps
Use of Technology
InClass (Blackboard)
Summer, school year work day, after school (ongoing), provide special InClass training.
Beginning fall 2006, provide parent nights to demonstrate InClass, as requested by schools and parent groups.
Monitoring
Description: Special training is already offered and will continue to be supported. Parent nights will be a new phase to encourage communication. Annual reports to the board on InClass implementation and ongoing uses.
Timeline: Mostly ongoing, with parent nights beginning fall 2006 and then ongoing.
Person(s) responsible: Site administrators and District technology staff members provide training and monitor use. Teachers are responsible for attending professional development to facilitate their use of the system.
July 2007 June 2011
Goal 8:
Objective 8b: By June 2011, 60% of elementary teachers will use a K-5 version of InClass (or other selected system) to provide parents information about class activities, homework, and student progress. Year 4: minimum of 50% in the 2009 -2010 school year Year 5: minimum of 60% in the 2010-2011school year
Annual Benchmarks Year 1: minimum of N/A in the 2006-07 school year Year 2: minimum of N/A in the 2007-08 school year Year 3: minimum of 40%% in the 2008-09 school year
Instruments......... District technology use survey Data...................... Teacher self-report about use
Instrument........... Report on Teacher Use Administrative Oversight Data...................... System administrator report on teacher usage
Data reviewers.... District and site administrators and District technology personnel
Goal 8: Objective 8b Elementary InClass Implementation Action Steps
Use of Technology
Online eEduation portal for K-5 teachers (InClass or other)
2006-2007: Research and evaluate InClass-type options/products for K-5. 2007-2008: Pilot one or more solutions, evaluate, and adopt one system.
2008-2011: Train elementary teachers and implement in this order: Gr 4-5, then Gr 2-3, and then Gr K-1.
Monitoring
Description: Currently, InClass is only used at the secondary level. District technology personnel need to locate and evaluate elementary options and then follow an implementation plan and monitor use.
Timeline: Two years to research, pilot and evaluate. Then three years to train all District K-5 staff.
Person(s) responsible: District and site technology staff, administrators, and teachers recommend product and evaluate pilot. District staff provides variety of training options and overall implementation plan. Teachers taking training and implement solution.
July 2007 June 2011
Goal 8:
Objective 8c: By June 2011, the District will provide assistance to sites, as needed, to help them development websites that have standard policies & guidelines and provide current information to parents and community. Annual Benchmarks Year 1: minimum of N/A in the 2006-07 school year Year 4: minimum of 100% elementary schools in the 2009 -2010 school year Year 2: secondary schools in the 2007-08 school year Year 5: ongoing support mechanisms in the 2010-2011school year Year 3: minimum of 50% elementary schools in the 2008-09 school year
Instruments......... Site and District reports Data...................... Information on school website development and maintenance
Data reviewers.... District and site administrators and webmasters
Goal 8: Objective 8c Parental Access Implementation Action Steps
Use of Technology
Dreamweaver
2006-2007: Determine current practice at all 17 sites.
2006-2007: Provide needed software to sites to develop and maintain their websites. Also provide training as needed on Web servers this software for webmasters at sites.
2007-2008: Work with District and secondary sites to modify as needed and formalize process for web development and maintenance.
2008-2010: Work with District and elementary sites to modify as needed and formalize process for web development and maintenance.
Beginning fall 2010, ongoing support mechanisms in place. Evaluation and modifications, as needed.
Monitoring
Description: District technology staff will assist schools in developing mechanisms to support web work and to monitor progress on keeping sites up-to-date. Timeline: Some mechanisms are already in place (especially at the secondary level); however, they are not formalized with the District, so this needs some attention over the next two years. Elementary schools will need longer to develop plans since currently community volunteers do much of the work. Person(s) responsible: District technology staff and site administrators and web masters.
July 2007 June 2011
Goal 8:
Objective 8d: By June 2011, 100% of classrooms will have telephones and 100% of teachers and administrators will use email both to provide communication avenues for parents. Annual Benchmarks Year 1: minimum of 80% in the 2006-07 school year Year 4: minimum of 95% elementary schools in the 2009 -2010 school year Year 2: minimum of 85% in the 2007-08 school year Year 5: minimum of 100% in the 2010-2011school year Year 3: minimum of 90% elementary schools in the 2008-09 school year
Instruments......... Site and District reports Data...................... Facilities reports for systems in classrooms and server logs for email usage.
Goal 8: Objective 8d Parental Access Implementation Action Steps
Use of Technology
2006-2007: Determine which classrooms/staff areas still need phone lines. Prepare and implement plan to install phone lines Telephones & voice mail and phone equipment. Email clients & server 2006-2007: Include email management in workshops on personal productivity tools. Also work with site principals to identify teachers who do not use email regularly or at all. Establish peer coaching plan to assist these teachers.
2007-2011: Continue individual and small group work at sites on email management.
Monitoring
Description: District facilities staff and site administrators will work together to ensure that all classroom teachers have telephone/voicemail access in their classrooms. Additionally, technology staff will provide workshops and coaching on email management and monitor progress.
Timeline: Telephones are currently in most classrooms and most teachers and all administrators currently use email. This goal with work toward 100% benchmarks in these areas over the next five years.
Person(s) responsible: District technology staff and site administrators.
July 2007 June 2011
Goal 8:
Objective 8e: By June 2011, all District email will be encrypted so that emails with parents can provide confidential information in a secure, private environment. Year 4: minimum of 50% elementary schools in the 2009 -2010 school year Year 5: minimum of 100% of all schools in the 2010-2011school year
Annual Benchmarks Year 1: minimum of N/A in the 2006-07 school year Year 2: minimum of N/A in the 2007-08 school year Year 3: minimum of 100% secondary schools in the 2008-09 school year
Instruments......... Site and District reports Data...................... Reports from District System Administrator
Goal 8: Objective 8e Parental Access Implementation Action Steps
Use of Technology
Email clients & server Email encryption software (TBD)
2006-2008: Research, evaluate, pilot and adopt email encryption software to use District-wide.
2008-2009: Deploy software at all five secondary schools.
2009-2010: Deploy software at half of the elementary schools (six sites)
2010-1011: Deploy software at remaining schools for 100% compliance
Monitoring
Description: District technology staff will research and evaluate encryption software. One school, or department, will pilot the software, which will then be deployed at each site in a systematic manner, with teacher training and information for parents.
Timeline: At this time, District email is not encrypted. We will spend two years evaluating options and no more than three years deploying the selected software at sites.
Person(s) responsible: District technology staff
July 2007 June 2011
Goal 8:
Objective 8f: By June 2011, parents will be able to subscribe to a variety of RSS feeds that provide information about school/District calendars, events, and news. This objective encompasses technology that is rapidly expanding and technology staff members expect capabilities to grow each year.
Annual Benchmarks Year 1: minimum of N/A in the 2006-07 school year Year 4: minimum of 50% elementary schools with RSS in the 2009 -2010 school year Year 2: minimum of District RSS in the 2007-08 school year Year 5: minimum of 100% of all schools with RSS in the 2010-2011school year Year 3: minimum of 100% secondary schools with RSS in the 2008-09 school year
Instruments......... Site and District reports Data...................... RSS feed content by school and District
Goal 8: Objective 8f Parental Access Implementation Action Steps
Use of Technology
Web servers w/RSS feeds Various digital functions that can be pushed out with RSS such as calendars and news
2006-2007: Research, assess and pilot RSS feed options especially, for school and/or District calendars.
2007-2008: Deploy District RSS feed for calendar, events, and news.
2008-2009: Deploy similar or expanded RSS feed at all five secondary schools.
2009-2010: Deploy similar or expanded RSS feed at half of the elementary schools (six sites).
2010-1011: Deploy similar or expanded RSS feed at remaining schools for 100% compliance.
Monitoring
Description: District technology staff will research and evaluate capabilities for RSS feed content and then deploy first at the District level. In subsequent years, schools will have their own unique RSS feeds for parent subscription.
Timeline: At this time, the District does not use RSS feeds; a handful of teachers have experimented with this technology. We will spend one year evaluating options, then deploy at the District level, and then continue work at sites over three years.
Person(s) responsible: District technology staff.

July 2007 June 2011
4.
PROFESSIONAL DEVELOPMENT AND IMPLEMENTATION
4a. Summary of District Teachers & Administrators Technology Skills

Our District reviews EdTech Profile survey data and teacher input annually in the spring to plan for the next years District-sponsored technology professional development. Additionally, we review the years workshops to determine those that were most subscribed as we make plans. Schools use teacher input, in conjunction with proposed District activities, to plan for site-based professional development needs. Technology Skills Teachers and administrators vary in their use of technology and levels of proficiency. According to EdTech Profile survey results, the majority of certificated staff members are proficient in the areas of general computer skills, word processing, Internet use and email. They tend to be at the intermediate level for presentation software and at either the beginner or intermediate levels for databases and spreadsheets. The latter two tend to track along subject area instruction; for example, in general, math teachers tend to know more about spreadsheets than social studies teachers. Ninety-two percent of teachers report that they have attended some form of technology professional development over the past three years: 1-8 hours ......... 35% 9-20 hours ....... 25% 21-40 hours ..... 16% 40+ hours ........ 16%
Similar data is not disaggregated for administrators. However, several workshops have been specifically created for site administrators, as requested. For example, an introduction to District technology resources for administrators new to PAUSD and another on classroom technology trends for middle school administrative and support staff members. Again there exists a wide range in the ability of teachers to utilize technology. In matching the EdTech Profile survey to the "Matrix of Professional Teachers' Proficiency in Computer-Based Technology," the following trends are noted: Communication & Collaboration: Teachers communicate regularly with other teachers, library-media specialists, and District personnel. They primarily use email to communicate with others. Very few (only 18%) participate in listservs or other online communities. Planning, Designing & Implementing Learning Experiences: Over the past five years in the PAUSD, we have seen a major shift toward increased use of technology to enhance learning. Better equipment, a reliable network, and increased professional development have led to these changes. Sixty-four percent of teachers say they actively use the technology resources available to them, and 58% feel they can create an effective learning environment that incorporates technology. The great majority of teachers - some 82% - see themselves as helping students to develop information literacy skills. Teachers report less confidence in their ability to use educational resources to address varied learning needs and styles; 48% say they are aware of resources but only 36% report active use of resources to address diverse needs. Additionally, only 45% of teachers report that they find and use best practices for technology-enhanced opportunities. Using technology resources to support problem-solving skills is another area of weakness; 43% report occasional work in this area, while only 31% actively use technology resources to promote problem-solving skills. Finally, most teachers (85%) are familiar with state and federal law regarding technology use as well as being knowledgeable about the District Appropriate Use Policies. Assessment & Evaluation: A majority of secondary teachers use electronic gradebooks to record and report student progress whereas very few elementary teachers do so. The use of online testing and reporting is minimal to-date. Teachers tend to focus their evaluations and reflections on curriculum content rather than technology use. Therefore, very few (36%) report an attempt to judge the impact of technology on the learning process. Fifty percent, however, evaluate the quality of student products as a result of the use of technology resources. Clearly, attempts to measure the impact of technology on instruction are few. 43
July 2006 June 2011
Overall skill levels are shown in the chart below from the ED TECH PROFILE site:
1 General computer knowledge and skills (Includes 113 in calculation) 2 CCTC Program Standard 9: Using Technology in the Classroom (Includes 91 in calculation) 3 CCTC Program Standard 16: Using Technology to Support Student Learning (Includes 91 in calculation)
Technology Professional Development Needs The following training preferences came from 2005 EdTech Profile survey data for the District.
(EdTechProfile: Staff Development section question 2) Teacher needs and preferences regarding the type or level of technology training at their school. I need opportunities to participate in educational technology staff development focused on: Basic computer/ technology skills 29% Integrating technology into the curriculum 71%
The Implication As for the past five years, we will continue to offer both basic personal productivity and more advanced workshops. However, all workshops are grounded in the curriculum and projected uses in and for the classroom.
(EdTechProfile: Staff Development section question 3) Teacher needs and preferences regarding technology training format at their school. The training format I prefer is:
One-on-one technology training 28%
Small group training 60%
Web-based technology training 12%
The Implication We will continue to offer small group technology training supported by online web-based resources and provide oneon-one technology coach site-based support, meeting all three identified needs. As interest in web-based training increases, we will develop increased online options.
44
July 2006 June 2011
(EdTechProfile: Staff Development section question 4) Teacher needs and preferences regarding technology training availability at their school. I prefer technology training to be offered:
During the school day 41%
After school 27%
In the evening 4%
On the weekend 3%
During the summer/ off track 25%
The Implication We will continue to offer a range of options for technology professional development. Some professional development (some 70 workshops) will occur during the school day with substitutes provided. Additionally, afterschool options will be fine-tuned for individual sites or small groups, and our one-week summer PowerUp for Technology workshops will continue. Identified areas/skills to target for professional development include: Basic computer technology skills, as needed by individuals Technology integration into specific core content areas Use of technology resources to differentiate instruction Incorporating anytime-anywhere access into instructional practice Technology tools to support literacy: video storytelling, blogging, podcasting District resources for home-school communication: InClass (Blackboard.com) Sharing best practices with electronic resources Guiding student learning with digital resources What every administrator should see in the classroom Technology resources for administrators and site-based decision-making
45
July 2006 June 2011
4b-d. Professional Development Goals, Benchmarks, Timelines, Monitoring, and Evaluation.

All of the Professional Development Criteria 4b-d elements are included in the professional development action plan charts in the Component 4 pages that follow. Our professional development action plans are based on needs indicated by the EdTech Profile survey and staff input and include clear, specific, realistic goals, and measurable objectives that will provide our teachers and administrators with sustained, ongoing professional development necessary to implement the curriculum component of our plan. Our three primary technology professional development goals for the next five years are: Goal 1: All teachers and administrators will become proficient with general technology and productivity tools as well as technology integration and information literacy skills matched to the content they teach or community they serve. Goal 2: All K-5 and Gr 6-12 core subject area teachers and administrators in the District will become proficient in the use of technology to analyze student performance, to inform instruction, and to collect and report data. District administrators and teachers will become proficient in the use of technology to improve two-way communication between home and school.
Goal 3:
Our professional development plan is based on the analysis of our teachers and administrators technology skills and needs as well as our Districts curricular goals. The District will offer a variety of training options such as face-to-face training & collaboration time and one-on-one coaching to support the Districts goals and objectives for curriculum, instruction, intervention and assessment. Our technology professional development program will provide a multifaceted approach to develop staff skills, meeting their needs and preferences. Annually, we will offer approximately 70 full day workshops and provide substitutes for participating teachers. Topics will include: o Personal productivity training on District-specified technology skills, including general computer knowledge, Internet, email, word processing skills, presentation software, and spreadsheet/ database software Technology integration skills, including information literacy, online resources, adopted software resources, District software and eLibrary databases, project-based technology projects for the classroom, and evaluation New and emerging technologies for classroom use, such as blogging, podcasting, and other multimedia applications.
Each August at least one weeklong PowerUp for Technology workshop will be offered, especially for teachers with beginning technology skills. Annually as needed, we will offer InClass orientation and workshops for secondary teachers. InClass is an online environment for teachers, students, and parent observers. Special August orientations will be held for teachers new to the District as well as veteran teachers who want to work with InClass before school starts. During the school year, a combination of all-day workshops and site meetings will be held to assist teachers as they implement this system. (At such time when a K-5 web-based solution is in place, similar training will be provided for elementary teachers.)
46
July 2006 June 2011
The technology mentor program for secondary schools will continue, and these mentors will provide mini-workshops, staff-meeting demonstrations, and just-in-time support for their colleagues. The Technology Teacher on Special Assignment (TOSA) will work with elementary school principals to provide one or more technology-related activities on site each year. The Technology TOSA will provide one-on-one and/or small group coaching at sites, as requested and maintain an online listing of tutorials and web-based materials. District technology staff will establish a wiki so that teachers across the District can easily share and access exemplary lessons, activities, and projects.
Changes and/or additions to the program will be based on EdTech Profile and District Technology Use surveys as well as mentor and teacher input. All of the Professional Development Criteria 4b-d elements are included in the professional development action plan charts in the Component 4 pages that follow.
47
July 2006 June 2011
District Professional Development Plan July 1, 2006 June 30, 2011 (sections 4b-4d)
4b. District Technology Professional Development
Goal 1:
Teachers and administrators will become proficient with general technology and productivity tools as well as technology integration and information literacy skills matched to the content they teach or community they serve.
Target Group: Certificated teachers and administrators
Supports Curriculum Driven Technology Goals 1, 2, 3 & 4 in Component 3 of this plan
Specific Measurable Objectives by June 30, 2011
By June 2011, 80% of teachers and administrators will become proficient with general technology knowledge and skills, classroom productivity tools, and information literacy skills aligned to the District technology standards for staff and students. All District ELD and Special Education teachers will become proficient in assistive tools for their subgroup populations. Annual Benchmarks Year 1: minimum of 40% in the 2006-07 school year Year 3: minimum of 60% in the 2008-09 school year Year 5: minimum of 80% in the 2010-11 school year Year 2: minimum of 50% in the 2007-08 school year Year 4: minimum of 70% in the 2009-10 school year
Objective: 1a:
Object 1b: By June 2011, all schools will have a trained technology mentor on-site to coach teachers, either full-time or part-time, depending on funding. Annual Benchmarks Year 1: minimum of 3 schools in the 2006-07 school year Year 4: minimum of 13 schools in the 2009-2010 school year Year 2: minimum of 5 schools in the 2007-08 school year Year 5: minimum of 17 schools in the 2010-2011 school year Year 3: minimum of 9 schools in the 2008-09 school year
Goal 1: Objective 1a and 1b Evaluation Instrument(s) & Data
Instrument......... EdTech Profile completed for all District-sponsored technology workshops, as required by funding sources Data.................... Administrators and teachers self assessed technology and integration skills
Instrument......... District-created technology skills assessment for all instructional staff and administrators Data.................... Administrators and teachers self-assessment of technology and integration skills
Instrument......... District and site-based training agendas and records Data.................... Professional development participation correlated with survey needs analysis
Data reviewers.. District curriculum, data, and technology administrators and school administrators will analyze benchmark data annually in late spring to assist planning for the following year.
(Objective 1a and 1b - Continued on next page)
July 2006 June 2011
Goal 1: Technology Proficiency, Objectives 1a & 1b, Implementation Action Steps
Use of Technology
1.
Annually, require administrator and teacher completion of EdTech Profile survey, as required by funding sources
2.
Microsoft Office Suite, Annually, require a representative sampling of instructional staff and administrators to take District Technology Skills and Use e-mail, Internet, other productivity software Survey.
3.
Annually, in June, analyze above assessment to plan for professional development offerings during the next year.
4.
5.
6.
Peripherals such as LCD projectors, digital cameras, Annually, provide approximately 70 full day workshops (subs provided) in areas of personal productivity, technology integration, video cameras, and and emerging technologies. printers. Annually in the summer, provide a weeklong intensive workshop, geared especially for novice users. District curriculum-based Continue, improve and refine the technology mentor program at the secondary level. software and resources EdTech Profile District Tech Skills Survey
7.
Determine ways to provide technology mentors/coaches at all elementary schools.
8.
Annually, Technology TOSA will provide on-site technology activities/mini-training sessions at all elementary schools. Also provide one-on-one and small group coaching at all sites, as requested.
Monitoring
Description: District curriculum, data, and technology administrators and school site administrators track the development and implementation of all activities and accomplishments. Modifications to our District activities will be made as needed in order to insure that we meet or exceed this measurable objective.
Timeline: The timeline calls for annual activities to support teacher training, most of which are already in progress.
Person(s) responsible: District technology personnel, school site administrators, and site mentors are responsible for the planning, development, implementation, and evaluation of all the aforementioned activities. Site administrators and teachers are responsible for completing all necessary professional development needed to assist students in meeting technology and information literacy goals.
July 2006 June 2011
4b. District Technology Professional Development
All K-5 and Grade 6-12 core subject area teachers and administrators in the District will become proficient in the use of technology to analyze student performance, to inform instruction, and to collect and report data. Target Group: Certificated teachers and administrators
Goal 2:
Supports Curriculum Driven Technology Goals 3 in Component 3 of this plan
Objective 2a:
By June 2011, 100% of K-5 and Grade 6-12 core subject area teachers and administrators will use District diagnostic tools (Cruncher) to analyze assessment data make data-driven decisions to meet individual student academic needs and target student intervention needs. Annual Benchmarks Year 1: minimum of 20% in the 2006-07 school year Year 4: minimum of 80% in the 2009-10 school year Year 5: minimum of 100% in the 2010-11 school year Year 2: minimum of 40% in the 2007-08 school year Year 3: minimum of 60% in the 2008-09 school year
Instrument......... Annual District Technology Skills and Use Survey Data.................... Teachers and administrators self-assessment of skills and use of Cruncher software module
Instrument......... District sponsored training records, usage records and site-based mentor support records Data.................... Percent of teachers and administrators trained and proficient.
Data reviewers.. District curriculum, data, and technology administrators and school administrators will analyze benchmark data annually in late spring and make any necessary modifications in order to meet our objectives.
Goal 2: Diagnostic Tools, Objective 2a, Implementation Action Steps
Use of Technology
SASI Cruncher module District Technology Survey
1. Annually, in the fall, schedule and promote District-sponsored workshops for administrators and teachers on Cruncher and its uses.
2. Annually, in June, require targeted staff to self-assess Cruncher skills and ongoing use.
3. Annually by September, plan professional development opportunities for the year that focus on using data-driving decisions to target individual student academic growth and necessary interventions. Promote opportunities to teachers and administrators through all available communication conduits and provide a variety of venues.
Monitoring
Description: District data and technology personnel track the development and implementation of all activities. Modifications will be made as needed.
Timeline: The timeline for the aforementioned actions are included in the Action Steps listed above.
Person(s) responsible: District data and technology personnel are responsible for the planning, development, implementation, and evaluation of all the aforementioned activities. Site administrators and teachers are responsible for completing all necessary professional development.
July 2006 June 2011
4b. District Technology Professional Development Goal
Goal 3:
District principals and teachers will become proficient in the use of technology to improve two-way communication between home and school. Target Group: Certificated teachers and administrators Supports Curriculum Driven Technology Goal 8 in Component 3 of this plan
Objective 3a: By June 2011, 90% of Grade 6-12 core subject area teachers will use InClass to supplement coursework and to communicate with parents. Annual Benchmarks Year 1: minimum of 50% in the 2006-07 school year Year 3: minimum of 70% in the 2008-09 school year Year 5: minimum of 90% in the 2010-11 school year Year 2: minimum of 60% in the 2007-08 school year Year 4: minimum of 80% in the 2009-10 school year
Objective 3b: By June 2011, 60% of elementary teachers will use a K-5 version of InClass (or other selected system). Annual Benchmarks Year 1: minimum of N/A in the 2006-07 school year Year 3: minimum of 40%% in the 2008-09 school year Year 5: minimum of 60% in the 2010-11school year Year 2: minimum of N/A in the 2007-08 school year Year 4: minimum of 50% in the 2009 -2010 school year
Objective 3c: By June 2011, 100% of teachers and administrators will use electronic tools to communicate with parents, such as email, electronic newsletters, web pages, InClass or other emerging technologies. Annual Benchmarks Year 1: minimum of 60% in the 2006-07 school year Year 3: minimum of 80% in the 2008-09 school year Year 5: minimum of 100% in the 2010-11 school year Year 2: minimum of 70% in the 2007-08 school year Year 4: minimum of 90% in the 2009-10 school year
Goal 3: Objectives 3a, b, c Evaluation Instrument(s) & Data
Instruments....... District records of the number of teachers trained to use InClass and number actually using the system; Site parent surveys Data.................... Percent of teachers trained and percent using the system; percent of parents using InClass and their input about its usefulness
Instruments....... Once K-5 solution is established, the same evaluation will be used as above for InClass Data.................... Same as above for InClass
Instrument......... District Technology Skills and Use Survey; records of teachers attending training electronic tools specified above Data.................... Percent of teachers using electronic tools of various kinds to communicate with parents
Data reviewers District curriculum and technology administrators and site administrators will analyze benchmark data annually in late spring and make any .. necessary modifications in order to meet our objectives.
(Objectives 3a, b, c - Continued on next page)
July 2006 June 2011
Goal 3: Communication, Objectives 3a, 3b & 3c, Implementation Action Steps

InClass K-5 version of InClass (or other solution) Electronic tools such as email, web pages, electronic newsletters
Use of Technology
1. Annually, provide special InClass training sessions in a variety of ways: summer, school day, after school.
2. Solicit parent input on communication and InClass via annual site surveys in conjunction with the School Improvement Plan evaluations.
3. Once a K-5 solution is in place, develop an implementation plan and begin training similar to that for InClass.
4. Annually, require administrators and teachers to complete the District Technology Skills and Use Survey and plan the next years training program according to assessed needs.
5. Annually in the fall, schedule and promote District-sponsored technology workshops for administrators and for teachers during the school year on electronic tools for communicating with parents.
Monitoring
Description: District curriculum and technology personnel and school site administrators track the development and implementation of all. Modifications will be made as needed in order to insure that we meet or exceed this measurable objective.
Timeline: Most of the above activities are already ongoing and planned for annually. The District Technology Survey and a K-5 InClass-type solution will be developed and or found over the next two years.
Person(s) responsible: District technology personnel, school site administrators, and site are responsible for the planning, development, implementation, and evaluation of the above activities. Site administrators and teachers are responsible for completing all necessary professional development to use these technology resources effectively.
July 2006 June 2011
5.
INFRASTRUCTURE, HARDWARE, SOFTWARE & TECHNICAL SUPPORT
5a & 5b. Summary of current District technology hardware, electronic learning resources, networking and telecommunication infrastructure, physical plant modifications, and technical support and anticipated needs to support our tech plan objectives.
Current District Hardware

Existing hardware and electronic resources at each of our sites is included in Component 3a: Current Technology Access in this plan. This data comes from CBEDS data, annual California School Technology Surveys, and District inventories. The total number of internet-connected multi-media computers for instructional use number 2,863 of which 37% are less than four years old. Computers less than 4 years old are summarized, by site, in the chart below.
Elementary Schools 12 Middle Schools 3 High Schools 2 K-12 Ind. Study & Spec. Ed. 0 District Total 17
District Equipment Replacement Chart

# of current Instructional Multimedia computers / thin clients 4 years or newer in 2005 -06 CA. Tech Survey 2005-06 Enrollment (Unofficial CBEDs) # of new computers needed to reach/ maintain goal of 3:1 in five years less than 4 years old per District objective. 135 99 94 153 120 159 127 163 123 137 138 122 292 294 220 581 570 # of new computers needed to reach 7:1 less that 4 years old or better by June 2007 42 19 9 55 34 57 49 60 7 23 53 24 28 6 11 147 108
School Name
Addison Elementary Barron Park Elementary Briones Elementary Duveneck Elementary El Carmelo Elementary Escondido Elementary Fairmeadow Elementary Hays Elementary Hoover Elementary Nixon Elementary Ohlone Elementary Palo Verde Elementary J.L. Stanford Middle School Jordan Middle School Terman Middle School Gunn High School Palo Alto High School
405 296 282 457 358 476 379 487 369 410 414 364 876 882 660 1743 1709
17 28 40 12 26 16 9 10 48 40 7 31 160 188 147 135 159
TOTALS
10,567
53
1,073
732
3,527
July 2006 June 2011
District Hardware Needs During the Next Five Years

Improving student to computer ratios of up-to-date multi-media equipment is always a moving target. Each year, as schools purchase new computers, they retire others, making it difficult to get an exact fix on the need at each school. Additionally, student enrollment changes each year, again making a set student to computer ratio difficult to track. However, the numbers in the above chart indicate the need for a large investment in hardware over the next five years. As funding allows, we will replace old computers and add to the numbers at each site to improve our student to computer ratios through new purchases that meet the CDE minimum recommended standards for new desktops, laptops, and thin client servers. We will also work with local grants and initiatives to provide hardware to the schools. To meet our goal of a 3:1 student to computer ratio of computers less than four years, the following targets will need to be reached: 732 new computers (4years or newer in Spring 2007) to meet 7: 1 student to computer ratio 882 new computers (4years or newer in Spring 2008) to meet 6: 1 student to computer ratio 882 new computers (4years or newer in Spring 2009) to meet 5: 1 student to computer ratio 882 new computers (4years or newer in Spring 2010) to meet 4: 1 student to computer ratio 882 new computers (4years or newer in Spring 2011) to meet 3: 1 student to computer ratio 4,260 = Total number of new computers needed over the next five years: 2006-2011
(See chart on previous page for details.)
Current District Software

Elementary School Software:
Microsoft Office Suite, GraphClub, GraphMaster, Easybook, KidPix, Hyperstudio, Type to Learn, WorldBook Online, SIRS Discoverer, Internet resources, SASIxp, and site-selected curriculum based software titles
Middle School Software:

Microsoft Office Suite, iMovie, iDVD, Macromedia Suite, Dreamweaver, GraphMaster, Photoshop Elements, World Book Online, SIRS Discover, Internet resources, InClass (Blackboard eEducation portal for grades 6-12), SASIxp, a variety of grading programs such as Gradekeeper and EasyGrade Pro, and site-selected curriculum based software titles
High School Software:

Microsoft Office Suite, Internet resources, World Book Online, Gale Resources, iMovie, iDVD, Final Cut Pro, Macromedia Suite, Dreamweaver, InClass (Blackboard eEducation portal for grades 6-12), SASIxp, a variety of grading programs such as GradeQuick and Grade Machine, and site-selected curriculum based software titles
District Software Needs During the Next Five Years

Additional approved curriculum, intervention software and online services for all K-12 grade levels. Additional adopted textbook companion technology resources (eg, for English/Language Arts and Math) Ongoing subscriptions to online research resources such as World Book and SIRS CLRN approved assistive software as identified by Special Education teachers and by the District Upgrades to existing software versions as needed Emerging technologies and software
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Current District Infrastructure, Site Networks, and Connectivity

Total Number of District schools.............................................................................................................................................17 Total Number of District schools connected to the Internet by a permanent (non-dial-up) connection ...............................17 Total Number of District schools connected to the Internet by: Full T-1 ............................................................................................................................................................................16 Fractional T-1....................................................................................................................................................................0 ISDN...............................................................................................................................................................................n/a DSL.................................................................................................................................................................................n/a Microwave ......................................................................................................................................................................n/a Wireless (not microwave) .................................................................................................................................................7 Other, please specify .....................................................................................................................................................n/a Total number of schools in the District that are NOT connected to the Districts LAN ........................................................n/a Average # of drops per classroom..........................................................................................................................................10 What percentage of schools is served by the following Internet service provider? District office...............................................................................................................................................................100% County Office of Education............................................................................................................................................n/a California State University/University of California .......................................................................................................n/a Commercial provider (e.g., Earthlink, MCI, Sprint, etc.) ...............................................................................................n/a What percentage of classrooms in the District do not have a phone service in the classroom? ........................................0% What percentage of classrooms in the District do not have voicemail service? ..................................................................n/a
District Infrastructure Needs During the Next Five Years

Bandwidth:
Increased bandwidth o Increased LAN bandwidth o Increased WAN bandwidth. Addition of Voice over IP services to the network Wireless access at all sites Separate wireless network available for student devices (eg, student-owned laptops) VPN technology added to wireless networks to increase student/teacher access Major network systems upgrades Standardized hardware to improve compatibility and reduce administrative costs and time Hardware refresh plan covering from AT&T to the desktop Software refresh plan covering from AT&T to the desktop New and expanded InClass server
VOIP:

Wireless:
Refresh and Upgrades:
Current District Tech Support

District support includes a Director of Technology, a Network Administrator, a Systems Administrator, six full-time District Computer Technicians, one Desktop Supervisor, and one Technology Teacher on Special Assignment (TOSA). The technicians report to sites five days a week to provide desktop support for the hardware, software, and network issues.
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We also have both an online and voice HelpDesk and two full-time Central Attendance employees who answer questions about the SASI software. We provide consultations for site technology purchases as well as transact said purchases on behalf of the sites. Type Of District Support Provided Ongoing equipment maintenance, repair, and technical support, 8:00am 4:30pm Desktop support supervision and purchasing Network and Systems Administration Technology Integration Support Supervision of all Information Technology, Education Technology, and Libraries Type Of Site Support Provided Ongoing equipment maintenance and repair and technical support during school hours Technology Integration Support Individuals Responsible District Computer Technicians (6 FTE) District Desktop Supervisor (1 FTE) District Network and Systems Administrators (2 FTE) Technology Teacher on Special Assignment (1 FTE) Director of Technology (1 FTE) Individuals Responsible Secondary schools1 FTE/proportion each on site Elementary schools none on site, provided by District Computer Technicians Tech Mentors (secondary only), Library/Media Specialists, peer coaches (some sites)
District Tech Support Needs Over the Next Five Years

Additional Computer Technicians to support expanding technology in the District, as needed and as funding allows Each secondary school needs a fulltime on-site technology support technician, as funding allows Elementary schools need a minimum of two days of assigned Computer Technician time The secondary technology mentor positions need to return to their previous mark of 60% FTE (currently down to 20%) Elementary sites need designated technology mentor positions, which may be shared between one or more schools, as funding allows Computer technicians as well as the network and systems administrators need to pursue training to stay current
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5. C & D Benchmarks, timelines, and monitoring process for hardware, infrastructure, software and technical support.
5 a & b - District Infrastructure, Hardware, Software and Technical Support
Goal 1:
All students will have access to up-to-date computers and software that supports achievement of academic standards in the classroom and District curricular goals while promoting lifelong learning and success in a digital society. (Aligns to curriculum goals #1,2 & 4 in Component 3)
Objective 1a: By June 2011, reach a student to computer ratio of 3:1 for computers less than 4 years old with appropriate software. Annual Benchmarks Year 1: minimum of 7:1 in the 2006-07 school year Year 4: minimum of 4:1 in the 2009 -2010 school year Year 2: minimum of 6:1 in the 2007-08 school year Year 5: minimum of 3:1 in the 2010-2011school year Year 3: minimum of 5:1 in the 2008-09 school year
Monitoring and Evaluation Instrument(s) & Data
Instrument..............Annual CBEDS, Annual California Online Tech Survey, and District inventory Data.........................Average student to computer ratio by school and District wide
Instrument..............Annual District technology software survey Data.........................% of classrooms with using approved software
Monitoring and Evaluation Process The District Technology Director, school site administrators, and site technology coordinators and District technology personnel will track the development and implementation of all appropriate access activities, inventories and accomplishments monthly and report progress annually to the Board of Education. Modifications to our District activities will be made as needed in order to insure that we meet or exceed this measurable objective.
July 2006 June 2011
5. C & D Benchmarks, timelines, and monitoring process for hardware, infrastructure, software and technical support. 5. C & D Benchmarks, timelines, and monitoring process for new hardware, infrastructure, and software acquisitions.
Goal 2:
The District will provide a network infrastructure that is reliable, secure, and affordable. (Aligns to curriculum goals #5, 6 & 8 in Component 3)
Objective: 2a. By 2011, the District will upgrade the District network infrastructure. This will include routers, switches, and other devices that comprise network routing and switching. Improvements will occur, as funding is available. Year 4: LAN switches upgraded/replaced by June 2010 Year 5: Network Upgrade Completed by June 2011
Annual Benchmarks and Timeline Year 1: Network Topology plan by June 2007 Year 2: Hardware researched and implementation plan by June 2008 Year 3: Network Routers upgraded/replaced by June 2009
Objective: 2b. Increase District bandwidth (LAN and WAN). This objective is directly paired with the upgrade of the District network equipment. Bandwidth, LAN and WAN, cannot be increased without the presence of new hardware. However, the physical cabling plant may need improvement for an increase in LAN bandwidth, and new WAN connections will be required for increased site-to-site and site-to-Internet bandwidth. Current LAN specifications are 100Mbps using the IEEE 802.3 standard. WAN specifications are single to multiple T1 carrier lines. Future specifications may involve IEEE 802.3ab, IEEE 802.3z, and future technologies. Year 4: Site LAN bandwidth upgraded by June 2010 Year 5: Core-to-Internet WAN bandwidth upgraded by June 2011
Annual Benchmarks and Timeline Year 1: Metric analysis and upgrade plan by June 2007 Year 2: Core-to-site WAN bandwidth upgraded by June 2008 Year 3: Core LAN bandwidth upgraded by June 2009
Instrument..............Network Topology Refurbishment Plan Data.........................Current District inventory and performance metrics.
Monitoring and Evaluation Process The District Technology Director and Network Administrator will track the development and implementation of all appropriate access activities, inventories and accomplishments monthly and report progress at monthly meetings. Modifications to District activities will be made as needed in order to insure that we meet or exceed this measurable objective. District Technology Director and Network Administrator will analyze end of school year results annually in June.
July 2006 June 2011
5. C & D Benchmarks, timelines, and monitoring process for new hardware, infrastructure, and software acquisitions.
Goal 3:
The District will increase and improve wireless coverage for sites.
Objective: 3a. By 2011, the District will extend wireless coverage to all sites, with increased security technologies to provide a variety of access levels, based on the sensitivity of the data being accessed. This may include, but not restricted to, VPN technologies, enhanced encryption, and strong authentication. Annual Benchmarks and Timeline Year 1: 20% of sites by June 2007 Year 4: 80% of sites by June 2010 Year 2: 40% of sites by June 2008 Year 5: 100% of sites by June 2011 Year 3: 60% of sites by June 2009
Objective: 3b. By 2011, the District will create a separate wireless network for student wireless devices. This may, or may not, be connected to the District network and is dependant on availability of funds. Annual Benchmarks and Timeline Year 1: Research completed by June 2007 Year 4: Student wireless availability at all secondary sites by June 2010 Year 2: Test network completed by June 2008 Year 5: District-wide wireless access by June 2011 Year 3: Limited deployment of student accessible wireless by June 2009
Instrument..............Signal analysis devices Data.........................Wireless coverage maps at sites
July 2006 June 2011
5. C & D Benchmarks, timelines, and monitoring process for new hardware, infrastructure, and software acquisitions.
Goal 4:
Voice over IP will be made available District-wide.
Objective 4a. By June 2011, the District will research and implement a VoIP/Video Teleconferencing solution. This will be dependant on funding. Year 4: VOIP for administrative service by June 2010 Year 5: 100% VOIP conversion by June 2011
Annual Benchmarks and Timeline Year 1: Research completed by June 2007 Year 2: Limited VOIP networks in service by June 2008 Year 3: Test VOIP system by June 2009
Instrument..............District ITS Polices and Procedures handbook Data.........................Standardized work order process and security standards for computers and networks.
July 2006 June 2011
Goal 5:
The District will provide reliable, secure and affordable systems to support the work of staff and students. (Aligns to curriculum goals #5, 6 & 8 in Component 3)
Objective: 5a. To ensure reliability for all users, servers will be replaced throughout the District as they approach the four-year mark. Annual Benchmarks and Timeline Year 1: Replace all 20 SASI, majordomo, Meetingmaker, and Filemaker servers by June 2007 Year 2: Replace mail, cruncher, and web (Intra, extra, and staff) servers by June 2008 Year 3: Replace help desk, InClass, DHCP, and fuji by June 2009 Year 4: Replace DNS and LDAP by June 2010 Year 5: Replace all 20 SASI, majordomo, Filemaker servers by June 2011
Objective: 5b. As SASI is rolled out to desktop level users, computers will be upgraded to accommodate the client server model. Year 1: Replace all computers more than four years old by June 2007, as funds become available Year 2: Replace all computers more than four years old by June 2008, as funds become available Year 3: Replace all computers more than four years old by June 2009, as funds become available Year 4: Replace all computers more than four years old by June 2010, as funds become available Year 5: Replace all computers more than four years old by June 2011, as funds become available
Objective: 5c. In order to ensure smooth workflow, backups will be extended to the desktop level. Year 1: Purchase disk array for backups and roll out backup to desktop by June 2007 Year 2: Purchase replacement tapes by June 2008 Year 3: Replace backup server and buy tapes by June 2009 Year 4: Purchase replacement tapes by June 2010 Year 5: Purchase replacement tapes by June 2011
Instrument............. Server and computer upgrade lists/purchases Data........................ Age of servers and computers
Monitoring and Evaluation Process The District Technology Director, District Systems Administrator, and site technology coordinators will track the development and implementation of all activities and report progress at our monthly IT meetings and annually to the Board of Education. Modifications will be made as needed and in accordance with budget.
July 2006 June 2011
Goal 6:
All school sites will have access to timely District technical support so teachers and students have access to technology needed to support standards in the classroom, District curricular goals, and ultimately for lifelong learning and success in a digital society. (Aligns to curriculum goals #4, 5 & 6 in Component 3)
Objective: 6a. By June 2011, all desktop support technical staff will have attended additional training to maintain and update skills. This goal will be ongoing and continuous. Annual Benchmarks and Timeline Year 1: 20% of IT staff by June 2007 Year 4: 80% of IT staff by June 2010 Year 2: 60% of IT staff by June 2009 Year 5: 100% of IT staff by June 2011 Year 3: 40% of IT staff by June 2008
Objective: 6b. By June 2010, software and hardware tools needed to maintain District equipment will be updated, including but not limited to virus protect, remote access and computer maintenance tools. Annual Benchmarks and Timeline Year 1: Hardware tools by June 2007 Year 3: Virus protection by June 2008 Year 2: Remote access tools by June 2009 Year 4: Ongoing by June 2010
Objective: 6c. By June 2011, expand the number of department members to match the growth in numbers of computers throughout the District. Annual Benchmarks and Timeline Year 1: Full or partial FTE increase as needed and budget allows Year 4: Full or partial FTE increase as needed and budget allows Year 2: Full or partial FTE increase as needed and budget allows Year 5: Full or partial FTE increase as needed and budget allows Year 3: Full or partial FTE increase as needed and budget allows
Instrument..............Attendance at technical training, hardware & software purchases, list of department members and their assignments Data.........................Types of training, support tools purchased, department personnel
Monitoring and Evaluation Process The District Technology Director will track the development and implementation of activities and report to the superintendent and Board of Education as needed. Modifications to District activities will be made as needed.
July 2006 June 2011
6.
ED TECH FUNDING & BUDGET
Economic conditions in California and the nation will continue to impact K-12 education budgets and grants through the duration of our 5-year technology plan. Therefore, established and potential funding sources to implement our Educational Technology Plan may be impacted as well. In developing the budget for EETT-Formula Tech Plan, we took into consideration the Palo Alto Unified School District Strategic Plan and annual curricular goals for all students. Generally speaking, the District General Fund pays for: The salaries and benefits for the Information Services staff, including desktop support The salaries and benefits for support staff at sites, based on a District formula Network infrastructure and District-wide systems SASI implementation & growth of application of components Equipment/tools used by the Information Services department Technology professional development personnel and lab Selected software titles to support teaching and learning Online databases to support student research Instructional materials center operations In some cases, school site budgets pay for site-specific technical support, educational software, computers and peripherals. Discounts from the California Teleconnect Fund (DAS) and E-Rate grants pay for infrastructure upgrades, electronics and data circuits. Other local grants provide funding for teacher created technology projects. The EETT-Formula budget pays for facilitation, mentoring, and stipends for: A portion of teacher technology staff development to meet curricular goals (basic and integration proficiencies) A portion of Blackboard costs (a portal for students, teachers, and parents) CTAP provides in-kind coordinator time to assist with Technology Plan development. CTAP also offers fall and spring after-school technology workshops (for a fee). The biggest budget challenges for technology in our District are the continued need for up-to-date student and staff computers (4 years old or newer) and for additional site technical support. District and site budgets from various sources help pay for needed hardware. Budget Assumptions District-paid and site-paid technical support will continue at the same level. DAS/CPUC/CA Teleconnect Fund and the Federal E-Rate program will continue throughout the duration of this technology plan. EETT Formula grant funds will continue at approximately the same funding rate throughout the duration of this technology plan. EETT Competitive grant continues to be available to grades 4-8, and the District is eligible to apply. There will not be any state or District budget freezes for the duration of the plan. School site budgets, Title 1 and local grants funds will fund some of the site-specific hardware, software, professional development, and tech support outlined in the plan. The District will seek and win approval for an 18-year bond with $1.6 million per year earmarked to support infrastructure and hardware. Technology funding and budget planning will take place on an ongoing basis guided by the goals and objectives of this plan. 6A. Established and Potential Funding Sources List of established and potential funding sources and cost savings, present and future. (See chart on following page)
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6A. Established and Potential Funding Sources

Pays for Salaries, bandwidth Hardware, software Annual maintenance fees, in-service, data systems Various, including hardware & software Telecommunications Discounts only In-service, Blackboard Tech infrastructure and hardware Infrastructure x varies x $391,667 x N/A x $10,000 EETT formula $1,666,666 $391,667 varies x $113,000 $115,260 x $29,879 $29,879 x varies varies varies $29,879 $118,718 EETT formula $1,666,666 $391,667 varies x $14,000 $14,420 $14,853 x $57,000 $57,000 $57,000 $57,000 $15,299 x $900,000 936,000 $973,440 $1,012,378 Ongoing 1-time Potential Y1 Y2 Y3 Y4 Y5 $1,052,873 $57,000 $15,758
Source
District General Fund
Dist Ed Tech Budget
CSIS
Site Budgets
varies $29,879 $121,092 EETT formula $1,666,666 $391,667 varies
varies $29,879 $123,514 EETT formula $1,666,666 $391,667 varies
Cal Teleconnect
E-Rate
EETT-Fund
Local Bond Measure
Capital improvement Fund
Other Grants Local Education Foundation
*Funding amounts are estimates only
July 2006 June 2011
6B. Estimate of Tech Plan Implementation Costs for Districts Five-Year Plan.
Estimated Yr 1 Cost Estimated Yr 2 Cost Estimated Yr 3 Cost Estimated Yr 4 Cost Estimated Yr 5 Cost E-Rate Eligible Total Cost Estimate Yr 1 Years 1-5
With funding limited and unpredictable funding sources, the budget plan is designed to project total costs of the five-year plan.
Description Item/Category Cost
Substitutes and stipends for staff development $605,000 $185,000 $240,000 $2,000,000 $125,000 $70,000 $128,750 $78,400 $132,612 $87,808 $136,590 $98,345 $2,060,000 $2,134,890 $2,188,637 $90,000 $70,000 $40,000 $140,000 $2,254,296 $140,688 $110,146 $194,250 $203,962 $214,160 $224,868 $635,250 $667,012 $700,362 $735,380 0 0 0 0 0
$45,000
$47,250
$49,612
$52,092
$54,697
$248,651 $3,343,004 $1,022,240 $580,000 $10,637,823 $663,640 $444,699
Tech Support
Benefits for certificated and classified
Misc. Infrastructure
Category 1000-1999 Certificated Salaries 2000-2999 Classified Salaries 3000-3999 Employee Benefits 4000-4999 Books and Supplies
1100 Computers
$15,000
$17,700
$20,886
$64,645
$76,282
$194,513
100 Printers ELRs (Electronic Learning Resources) InfoTrak Online ELARs (Electronic Learning Assessment Resources) Staff Development Training $110,000 $115,500 $121,275 $127,339
$137,706
$611,820
5000 -5999 Services, operating expenses, travel 6000-6999 Capital
Capital Outlay if over $10,000 purchased at one time TOTALS $3,435,000
$40,000
$40,000
$440,000
$1,200,000
$240,000
$1,960,000
$3,407,100
$3,928,057
$4,822,170
$4,114,063
$19,706,390
We will implement our five-year technology plan with our known annual technology budget and new funding opportunities that may arise. We plan to set aside a minimum of 25% of our annual technology plan budget for professional development with the remaining 75% going toward hardware, software, infrastructure, and technical support.
July 2006 June 2011
6c. Level of Ongoing District Technical Support

The District has 6 FTE computer technicians offering tech support to schools, one FTE for every 700 computers. Additionally, the District has network and systems administrators as well as a desktop support supervisor who also manages equipment purchases. The District pays a portion of the salaries of site-based tech support at the secondary schools and provides 20% FTE mentors at these sites.
6d. Districts Replacement Policy for Obsolete Equipment

The District maintains an equipment database to monitor the age and type of all computers. Principals work with the District and school technology committees to review inventories at the school and to prioritize needs, as funding becomes available. Currently, the District has developed but not implemented a replacement policy. It is hoped that a local bond measure will fund our proposed policy for obsolete equipment on a four-year cycle.
6e. Districts Budget and Funding Monitoring Process

Our District is committed to a dependable and sustainable technology plan that ensures funding for reliable infrastructure, hardware, technical support, professional development, and software for all District sites. The District Director of Technology has the primary responsibility and access to appropriate budgets to meet goals and objectives specified in this plan. The Director of Technology takes budget recommendations and revisions to Cabinetlevel meetings and the School Board as needed. Routine District budget analyses and funding opportunities are tracked to ensure optimal leveraging of funds. Site technology budgets are the domain of site principals and school site councils. District technology support and site-based technology staff provide the District Director of Technology ongoing data on technology replacement, upgrade, maintenance, and technical support needs including the annual California School Survey data provided by all sites in the District.
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7.
MONITORING & EVALUATION OF PLAN
7. a. Description of how technologys impact on student learning and attainment of the Districts curricular goals, as well as classroom and school management, will be evaluated. 7. b. Schedule for evaluating the effect of plan implementation. 7. c. Description of how the information obtained through the monitoring and evaluation will be used. Since a five-year Education Technology Plan is a working document, it is essential to monitor and revise each component part on an ongoing basis. Data collection and the use of that data to inform decision-making is embedded into each objective in the technology plan components under the monitoring and evaluation sections in plan Criteria Components 3, 4, & 5. Each identified objective in the technology plan will be reviewed and evaluated quarterly by the District Director of Technology, who has the overarching responsibility for ensuring that the goals and objectives are monitored, adjusted as necessary, and accomplished. The Districts core Technology Monitoring Team is comprised of the District Director of Technology, District Technology TOSA, Network and Systems Administrators, Desktop Support Supervisor, Testing Coordinator, school site administrators, site-based technology mentors, and teachers. This group will track the development and implementation of all activities and accomplishments. Technology planning issues, successes and setbacks will be communicated between the team members via email and voicemail on an ongoing basis. Data, progress, and any needed revisions to the plan will be reviewed annually after data is collected each spring. In addition, progress reports on the District Technology Plan objectives will continue to be an agenda item, as needed, at District Cabinet meetings as well as elementary and secondary principal meetings.
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The following chart specifies who is responsible for the monitoring and evaluation activities and an approximate amount of monthly work contract time to be spent on the activities.
Monthly FTE Time Estimate
Job Title(s) of Responsible Individual(s)
Responsibilities
District Director of Technology Technology Teacher on Special Assignment (TOSA) Technology Teacher on Special Assignment (TOSA)
Provide overall Tech Plan management and coordination Manage, coordinate, and assess curriculum-based technology staff development Assess, plan, implement, monitor, and evaluate technology integration staff development aligned to curriculum. Provide support to site-based technology coaches. Standardize, develop, manage, monitor, and revise as necessary network, hardware, infrastructure, software, and technical support specifications, policies, and procedures. Collect staff development data on technology proficiencies through the completion of the EdTechProfile.(iAssessment) Coordinate ongoing partner involvement with community and private schools. Collect and analyze data regarding K-12 students computer skills and students academic achievement Provide and / or facilitate necessary Ed Tech professional development for the District based on data. Collect data regarding staff development focused on teaching students computer and information literacy skills Collect data regarding staff development focused on integration of technology into the curriculum to improve academic achievement Use collected data to monitor and evaluate progress toward benchmarks and the timeline and to plan and make modifications. Collect annual California School Technology Survey data and assist with pre and post iAssessment completion.
.20 .10 .20
District Technology Director / District Desktop Support Supervisor/ Network & System Administrator Technology Teacher on Special Assignment (TOSA) District Director of Technology Site Technology Mentors, District Technology TOSA, Designated grade level teachers, site administrator District Technology TOSA
3.0
.05
.05 .70 + sites
.40
Site Technology Mentors, District Technology TOSA, Designated grade level teachers, site administrator Site Technology Mentors, District Technology TOSA, Designated grade level teachers, site administrators District Director of Technology, District Curriculum and site administrator Site Technology Mentors, District Technology TOSA
.05 + sites
.05 + sites
.10
.05 + sites
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8. ADULT LITERACY AND TECHNOLOGY

Criteria 8: Effective Collaborative Strategies with Adult Literacy Providers to Maximize the Use of Technology The Palo Alto Unified School District provides adult literacy instruction at Palo Alto High School, Barron Park Elementary School, and several community sites. Currently, the community sites have few computer facilities and no Internet access. The Adult School intends to solve this latter problem in the coming year. Adults use computers to improve literacy at Barron Park School. At Palo Alto High School, they currently do not use the computer resources available. However, by September 2006, the Adult School expects to have in place computerassisted language learning for adult ESL students and to have online GED preparation. Additionally, this provider also teaches fee-based computer software classes on the Palo Alto High School campus to improve technology and information literacy. During Fall 2006, the Director of Technology or his/her designee will meet with the Adult School director to share information about the new technology plan, to learn more about how the Adult School Program is currently incorporating technology into its classes, and to discover how we may better collaborate to maximize the use of technology.
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9. EFFECTIVE, RESEARCH-BASED STRATEGIES

9a. Description of how education technology strategies and proven methods for student learning, teaching, and technology management are based on relevant research and effective practices; 9b. Description of thorough and thoughtful examination of externally or locally developed education technology models and strategies. The PAUSD technology plan lists clear goals and strategies for integrating technology into the curriculum. The following relevant research was examined and is reflected in our plan. The research we selected emphasizes best practices for technology integration in the curriculum, Total Cost of Ownership, and important factors that contribute to successful staff development. PAUSDs philosophy is that the use of technology should be integrated into the curriculum at all levels in order to improve student achievement. Technology should not be a separate content taught for its own sake. Technology improves student performances when the application directly supports the curriculum objectives being assessed. A survey of 465 teachers in California resulted in 92% affirming that the starting point in infusing technology into the curriculum is having information about the specific content of a program or use of an application that aligns with stateadopted curriculum standards. A number of respondents indicated that an online resource that profiles electronic learning resources with the specific skills and knowledge in areas that align with the content standards would facilitate the selection of programs enabling the integration of technology with the curriculum (Cradler & Beuthel, 2001) In an ACOT study student engagement remained highest when technology use was integrated into the larger curricular framework, rather than being an add-on to an already full curriculum (Sandholz et al, 1997). Research suggests that when technology is integrated into the larger instructional framework, students gain both technical expertise and content knowledge (Silverstain et al, 2000). Moreover, using technology within the curricular framework can enhance important skills valued in the workplace, such as locating and accessing information, organizing and displaying data, and creating persuasive arguments (Sandholtz et al, 1997; Critical Issue, 1999). While our District does offer some basic technology courses, technology integration will continue to be the overarching goal. Staff development has and will continue to emphasize the use of technology as a powerful teaching and learning tool that engages students while addressing content standards within the curricular, instructional framework and adopted curriculum. The Learning Return On Our Educational Technology Investment: A Review of Findings from Research, WestED (Ringstaff and Kelley, June 2002) is an extensive report that examines many studies related to educational technology and school reform. Several key factors are identified as crucial elements for successfully using technology: Technology is best used as one component in a broad-based reform effort Teachers must be adequately trained to use technology Teachers may need to change their beliefs about teaching and learning Technological resources must be sufficient and accessible Effective technology use requires long-term planning and support Technology should be integrated into the instructional framework
These key elements are addressed in several places in our Technology Plan. They are best found in the areas aligning technology with curricular and professional development goals emphasizing technology-enhanced curricular lessons and units.
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Our revised Education Technology Plan 2006-2011 includes research-based best practices integrated in:
The EETT Technology Plan research-based requirements for formula and competitive grant applications for Title II, Part D in No Child Left Behind. http://www.ed.gov/policy/elsec/leg/esea02/pg35.html#sec2414 Education Technology Planning: A Guide for School Districts. California's research-based guidelines for District-level educational technology planning. http://www.cde.ca.gov/ls/et/rd/edtechguide.asp COSN, Total Cost of Ownership (TCO) TCO Tool offers schools a formalized process for assessing the costs of managing their technology investments. Costs for wireless communications, voice/data integration and e-learning. http://classroomtco.cosn.org/gartner_intro.html
Professional development is a primary focus of our technology plan. Our goal is to provide high quality professional development opportunities for staff that will, in turn, impact student engagement and achievement. Becker, J.H., and Riel, M.M. (2000). Teacher professional engagement and constructivist-compatible computer use, Center for Research on Information Technology and Organizations. Retrieved September 23, 2002, online http://www.crito.uci.edu/tlc/findings/report_7/startpage.html This report describes a number of aspects of the professional engagement of teachers. It also examines relationships between professional engagement and teaching practice, including instruction involving computer use. We defined professional engagement as a teacher taking effort to affect the teaching that occurs in classrooms other than his or her own. We measured professional engagement by (1) the frequency that a teacher had informal substantive communications with other teachers at their school, (2) the frequency and breadth of professional interactions with teachers at other schools, and (3) the breadth of involvement in specific peer leadership activities-mentoring, workshop and conference presentations, and teaching courses and writing in publications for educators. Our Education Technology Plan is consistent with the Becker research in the following ways: (1) Teachers collaborate with various staff to produce and practice technology integrated technology activities. (2) Teachers are provided with the opportunity to attend sessions that cover basic-to-advanced uses of technology; and (3) Technology proficient teachers, mentors and TOSAs are involved in leadership activities such as coaching, facilitating and modeling the effective use of instructional technology. Marzano, R, Pickering, D., and Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Virginia: Association for Supervision and Curriculum Development. This book summarizes the research supporting a variety of instructional strategies with proven successes in improving student achievement. The research-based strategies include: Identifying similarities and differences Summarizing and note-taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advance organizers.
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A variety of instructional strategies and technologies will be used to assist teachers and students in acquiring information and technology literacy skills and all content areas. As described in the research, the use of nonlinguistic representations such as graphic organizers are effective tools for supporting understanding of key concepts, and graphic representations are highly effective tools for supporting new concepts and vocabulary. Simulation software allows students to generate and test hypotheses quickly and efficiently. Using presentation software to organize information, coupled with using a printed copy of the presentation to assist in note-taking skills, helps students to better identify key concepts and summarize critical information. Consistent with the research, our curricular and staff development goals include the use of Inspiration and other mind-mapping tools, the use of simulation software and probe-ware, and PowerPoint handouts to guide students in note-taking. Silvernail, David, and Lane, Dawn. (2004). Impact of Maines One-to-One Laptop Program on Middle School Teachersand Students. Maine Education Policy Research Institute, University of Southern Maine. Retrieved online February 15, 2006 at: http://www.usm.maine.edu/cepare/pdf/mlti/MLTI%20Phase%20One%20Evaluation%20Report%201.pdf. This report examines the Maine 1:1 laptop initiative wherein all 7th and 8th grade students have received laptops. The evidence collected for this evaluation indicates that a large majority of Maines middle schools have successfully implemented the one-to-one laptop program, and there is already substantial self-reported evidence that student learning has increased and improved. Key findings include: Teachers use laptops in a variety of ways but especially developing instructional materials and communicating with colleagues Students use laptops most frequently for finding and organizing information Teachers report that laptops help them to more effectively meet curriculum goals and to differentiate the curriculum to meet student needs Students are more engaged in their learning and produce better quality work Teachers and principals reported considerable anecdotal evidence that the laptops have had a very positive impact on student attendance, behavior, and achievement. The PAUSD technology plan dovetails with this report since we aim to investigate ways to implement one-to-one access in our secondary schools. Current research will be incorporated as appropriate to ensure that the education technology program in the District is consistent with current scientifically based research regarding technology, teaching and learning. 9c. Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distance-learning technologies. The Palo Alto Unified School District is examining ways to deliver curriculum and professional development using new, innovative, technology-based tools. Our technology plan integrates the development of innovative strategies for using technology, including easy to use eEducation portals (such as Blackboard); teacher web publishing software; increased use of video; and web logs and audio podcasts. Our District is committed to increasing course offerings through the use of technology. The District already uses online AP courses for high school students, and will expand intra-District course offerings over the next five years. The District is also investigating video conferencing capabilities at school sites in order to enhance instruction through collaborative learning projects, to deliver courses from different sites, to allow for students and teachers to collaborate with peers and experts.
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DISTRICT APPENDICES
Appendix A Student/Staff Standards & Competencies Appendix B Technology Professional Development Appendix D Network Architecture & Services Appendix E District Technology Use Policies Appendix F Guidelines for Innovative Projects Appendix G Glossary of Terms
STATE-REQUIRED APPENDICES
Appendix H Certification Requirements Appendix J Technology Plan Contact Information Appendix C EETT Page References for Readers
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APPENDIX A
Student/Staff Standards & Competencies

STUDENT OUTCOMES
At the end of Grade 3, students will: Use basic computer tools and commands (e.g., the mouse and the print command) Use simple computer learning applications Use simple word processing programs Use simple applications for self-expression Save files to specific locations and retrieve them Explore child-friendly sites on the Internet At the end of Grade 5, students will: Master basic keyboarding skills Write and revise using word processing Use production tools to create school assignments Use more advanced simulation programs Use an electric encyclopedia Use the electronic card catalog Use telecommunications for class projects to communicate with each other, their teachers, and others in and outside PAUSD Use child-oriented search engines to do research on the Internet Demonstrate responsible use of school technology resources At the end of Grade 8, students will: Edit and revise written work for all subject areas Use electronic library reference tools and online databases Use spreadsheets and databases to assist in the interpretation of raw data Use email and telecomputing to gather and share information Use multimedia tools to create products Work with a variety of media, such as video, audio, and graphics Use a variety of Internet resources and research tools Demonstrate information literacy skills and knowledge of the ethical use of electronic resources Operate basic peripherals such as scanners and digital cameras Troubleshoot basic operational difficulties Demonstrate responsible use of school technology resources At the end of Grade 12, students will: Evaluate and use sophisticated electronic reference tools and online databases Integrate into a project the use of spreadsheets and databases for a data analysis Use e-mail and telecommunication for distant collaboration Use multimedia tools to create products for a class presentation Use advanced search techniques in Internet research Use correct form to cite Internet and other electronic resources and seek permission for their use when necessary Use network storage spaces to save and distribute work Work comfortably with two or more computer platforms Demonstrate responsible use of school technology resources
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APPENDIX A PAUSD EMPLOYEE SKILL SETS

Skill Competencies for Instructional Staff Basic computer hardware and software terminology Basic production tools for word processing and presentations Email communication and organization Regular use of online instructional resources Use of electronic research tools Administrative tasks such as student progress reports, class records, and newsletters Skill with peripheral technologies like cameras and scanners Integrate curricular content with the best technological resources available to support, manage, and enhance learning Legal and ethical issues involved in network use for selves/students Identification of authenticity, reliability, and bias on the Internet SASI skills to input student data and to aggregate data about current classes Simple troubleshooting and HelpDesk access Knowledge of staff and student use agreement contracts Skill Competencies for Administrative Staff: Basic computer hardware and software terminology Basic production tools for word processing and presentations Email communication and organization SASI skills to access and aggregate student data Information access on the Internet Simple troubleshooting and HelpDesk access Knowledge of the legal and ethical issues involved in network use Knowledge of staff and student use agreement contracts Basic knowledge of the site LAN Basic understanding of techniques to integrate technology into curriculum Skill Competencies for Classified Support Staff: Level I: Activate computer Send and reply to email Basic word processing, if needed Information access on the Internet HelpDesk access Level II (in addition to Level I skills): Basic computer hardware and software terminology Advanced word processing skills to create school and District documents File management on computers and intranets Email communication and organization Information access on the Internet Use of spreadsheets and databases Access to data systems to input and export data, to manage and print reports, and to perform other tasks demanded by specific job needs
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APPENDIX B
Technology Professional Development

A comprehensive technology staff development program provides activities that help new and veteran staff effectively integrate technology into teaching, learning, management and workflow. Over 400+teachers and staff attend workshops each year. As funding becomes available, the District will focus on tasks to meet staff development requests.
TITLE
New Teacher Orientation K-12 Technology Workshops
PROJECTS
A two-hour orientation workshop provides general information about email, District technology resources, eLibrary services and support systems. Approximately 70 all-day workshops are offered during the school year on various topics, such as personal productivity, online curricular resources, presentation and Webpage software, and curriculum development with technology integration. Special focus on staff training during implementation for this new secondary program. Workshop (one-week in August) on instructional topics such as basic computer skills, presentation software, Internet research and resources. Tutorial topics include: Internet research, search engines for kids, Netscape Composer, PageMaker, PhotoShop, PowerPoint, and WebMail. Curriculum resources for elementary, middle and high school teachers. Technology mentor periods assigned to some schools. Site mentors at five secondary schools at 20% FTE. Ongoing education for IT staff regarding network, systems and operations equipment.
TIMELINE
Ongoing
FUNDING SOURCE
District Professional Development funds District Professional Development funds
Ongoing, as funding permits
InClass Power-Up for Classroom Technology Online Teacher Tools
Ongoing Ongoing. as funding permits Ongoing
NCLB funds District Professional Development funds No cost
Just in Time Support Offsite Seminars for IT Staff
Ongoing, as funding permits Ongoing, as funding permits
District funds
IT
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APPENDIX D
Network Architecture & Services

PAUSD NETWORK OVERVIEW FEBRUARY 2006
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APPENDIX D
PAUSD ELEMENTARY SCHOOL LOGICAL NETWORK ARCHITECTURE FEBRUARY 2006
Administrative Network
T1 to PAUSD Channelized DS3
Academic Network
July 2006 June 2011
APPENDIX D
PAUSD MIDDLE SCHOOL LOGICAL NETWORK ARCHITECTURE FEBRUARY 2006
DMZ Network
Administrative Network Wireless Network
T1s to PAUSD Channelized DS3
Academic Network
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APPENDIX D
PAUSD HIGH SCHOOL LOGICAL NETWORK ARCHITECTURE FEBRUARY 2006

DMZ Network
Wireless Network
Administrative Network
Subnet A
Connection to PAUSD District Office
/29 Router Network
Subnet B
Subnet C...
Subnet ...Z
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APPENDIX D NETWORK DIAGRAM LEGEND FEBRUARY 2006

Layer 2 VLAN Layer 3 Routing 802.1q Trunk 802.3 Ethernet Connection
Denotes Fiber Optic Connections
Router
Multilayer Switch w/MSFC (performs Layer 2 switching and Layer 3 routing)
Workgroup Switch
Wireless Access Point
WAN Connection
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APPENDIX D PAUSD SERVER AND SERVICES LIST

addison-sasixp ............................ Addison site student data augustine..................................... Meetingmaker calendar azul.............................................. Secondary LDAP directory bailey ........................................... Domain controller and file backups for SASI domain banana ........................................ Primary DNS barron-sasixp .............................. Barron site student data briones-sasixp............................. Briones site student data capulin ......................................... Intranet web server duveneck-sasixp ......................... Duveneck site student data elcarmelo-sasixp ......................... El Carmelo site student data escondido-sasixp ........................ Escondido site student data fairmeadow-sasixp...................... Fairmeadow site student data FMPro.......................................... District wide filemaker pro database server fuji ................................................ District wide file server glass ............................................ BIND 9 replacement primary DNS gunn-sasixp................................. Gunn site student data hays-sasixp ................................. Hays site student data hekla............................................ DHCP hoover-sasixp.............................. Hoover site student data HR Filemaker .............................. Human Resources personnel database hudson......................................... Primary LDAP directory jls-sasixp...................................... JLS site student data jordan-sasixp............................... Jordan site student data K2 ................................................ Blackboard student collaboration system laki ............................................... Majordomo listserv makalu......................................... Patch Management manaslu....................................... Trend Micro Antivirus molokai ........................................ External web mombacho .................................. Professional Development Filemaker Pro Database server montblanc.................................... Teacher web server nixon-sasixp ................................ Nixon site student data ns01............................................. Secondary DNS, primary internal resolver
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APPENDIX D PAUSD SERVER AND SERVICES LIST (CONTINUED)

ohlone-sasixp.............................. Ohlone site student data paloverde-sasixp......................... Palo Verde site student data paly-sasixp .................................. Palo Alto High School site student data pausd-sasixp ............................... District central student data server pavlof........................................... Blackboard test server pilot.............................................. IT help desk, project management system pitt................................................ New Human Resources Personnel database Retrospect................................... Staff desktop backup server rowan........................................... Library catalogue server salton........................................... Student data disaggregation server Software Library.......................... District central software library taskserv ....................................... Student data controller terman-sasixp.............................. Terman site student data teton............................................. New district backup server vancouver.................................... District backup server yew .............................................. Library catalogue server palomar ....................................... RADIUS and TACACS+ authentication dante............................................ Central monitoring and security resources for wireless devices and networks kilauea ......................................... Intrusion Detection System asama.......................................... DHCP, tftp, RDBMS repository, and network monitoring rook.............................................. Internal Firewall churchill-FW ................................ External Firewall pelican ......................................... Student Grades archimedes.................................. SunRay Server diablo........................................... Token based authentication azuma.......................................... Traffic Shaping and reporting
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APPENDIX E
District Technology Use Policies

(Excerpted from PAUSD Board Policy) TECHNOLOGY USE POLICY
The Board of Education provides electronic information services to employees and students in order to promote educational excellence, creativity, efficiency and effective workplace skills. Access to resources, such as Intranet, Internet and e-mail, have significant implications for the instructional program, operational efficiency of the District and professional development opportunities. While access to local, national and international sources of information are vital to the work of students and staff, electronic information resources carry with them the responsibility to respect and protect the rights of users and providers. Staff members and students are expected to act in a responsible, ethical and legal manner in accordance with the mission and policies of the PAUSD, and of state and federal laws. Before using online services, the student and parent/guardian shall sign the Districts use agreement indicating that the student understands and agrees to abide by specific user obligations and responsibilities. The Superintendent shall establish administrative regulations governing the use of the Districts electronic information systems. These regulations shall prohibit access to harmful matter on the Internet, which may be obscene or pornographic and preclude other misuses of the system. Misuse of the systems may result in disciplinary action, revocation of the user account or disciplinary legal action as appropriate.
ADMINISTRATIVE PROCEDURES STUDENT USE OF DISTRICT ELECTRONIC INFORMATION SYSTEMS

Students are authorized to use the District's Electronic Information Systems in accordance with user obligations and responsibilities specified below. a. Before using District electronic information systems, students and their parents or guardians will sign a use agreement. Students and their parent/guardian will be asked to sign a new use agreement each time the student enrolls in a different school or if the Districts use agreement form changes significantly. b. Students and parents/guardians shall receive a handbook that will introduce the Districts electronic information systems and explain the code of conduct and safety rules that each student must follow in order to use District electronic information systems and the Internet. c. Students may use District electronic information systems when directed by their teachers and for school business and incidental personal use. Students will use these systems in accordance with specified user obligations and responsibilities that are found in the student handbooks. d. The use of the Districts electronic information systems is a privilege, not a right, and inappropriate use shall result in a withdrawal of that privilege or disciplinary act ion. e. Distribution of private or personal information about self or others, including home addresses, phone numbers, age, sex, or other personal information, over PAUSD electronic information systems is prohibited. Because the release of personal information over the electronic information systems may violate state and federal law, may violate individual or family privacy, and may jeopardize student safety, an individual user may not release personal information about self or others, including home addresses, phone numbers, age, sex, or other personal information over PAUSD electronic information systems. f. The PAUSD electronic information systems shall not be used to: (1) Solicit, send, post, publish, store, or access harmful matter or material that is abusive, threatening, obscene, pornographic, or sexually explicit, or that could be construed as harassment or disparagement of others on the basis of race, national origin, sex, sexual orientation, age, religion, or disability. Harmful matter includes matter, taken as a whole, which to the average person, applying contemporary statewide standards, appeals to the prurient interest, and is matter which depicts or describes in a patently offensive way sexual conduct, and which lacks serious literary, artistic, political or scientific value for minors. (Penal Code 313.)
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APPENDIX E
(2) Encourage the use of drugs, alcohol, or tobacco, or promote any activity that PAUSD policy or the law prohibits. (3) Transmit material over PAUSD electronic information systems in violation of any federal or state laws, including, but not limited to, pornography and copyright laws. Copyrighted material may not be placed on the system without the authors permission. Users may download copyrighted material for their own use only. (4) Urge the support or defeat of any ballot measure or candidate on PAUSD Electronic Information Systems. g. District staff may monitor curricular materials students are authorized to access by use of District Electronic Information Systems to ensure that the materials are age-appropriate.
ADMINISTRATIVE PROCEDURES EMPLOYEE USE OF DISTRICT ELECTRONIC INFORMATION SYSTEMS

Employees are authorized to use the Districts electronic information systems in accordance with user obligations and responsibilities specified below. a. The employee in whose name an online services account is issued is responsible for its proper use at all times. Users shall keep personal account numbers, home addresses and telephone numbers private. They shall use the system only under their own account password. b. Employees shall use the system only for instructional purposes, school District business, and incidental personal use. Commercial and political use is strictly prohibited. The District reserves the right to monitor any online communications for improper use. c. Classified and certificated instructional personnel who utilize District electronic information systems in an instructional setting will take reasonable precautions to ensure that students do not engage in activity prohibited by this Administrative Procedure or that threatens systems security. d. Violations of user obligations or responsibilities may result in the cancellation of user or other disciplinary action. Violations include uploading, downloading or creating computer viruses and/or any malicious attempt to harm or destroy District equipment or materials or the data of any other user. e. Users shall not read other users mail or files; they shall not attempt to interfere with other users ability to send or receive electronic mail, nor shall they attempt to delete, copy, modify or forge other users mail. f. Users shall report any security problem or misuse of the network to the Superintendent/designee. g. The PAUSD electronic information systems shall not be used to: (1) Solicit, send, post, publish, store, or access harmful matter or material that is abusive, threatening, obscene, pornographic, or sexually explicit, or that could be construed as harassment or disparagement of others on the basis of race, national origin, sex, sexual orientation, age, religion, or disability. Harmful matter includes matter, taken as a whole, which to the average person, applying contemporary statewide standards, appeals to the prurient interest, and is matter which depicts or describes in a patently offensive way sexual conduct, and which lacks serious literary, artistic, political or scientific value for minors. (Penal Code 313.) (2) Encourage the use of drugs, alcohol, or tobacco, or promote any activity that PAUSD policy or the law prohibits. (3) Transmit material over PAUSD electronic information systems in violation of any federal or state laws, including, but not limited to, pornography and copyright laws. Copyrighted material may not be placed on the system without the authors permission. Users may download copyrighted material for their own use only. (4) Urge the support or defeat of any ballot measure or candidate on PAUSD Electronic Information Systems.
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APPENDIX F
Guidelines for Innovative Projects

KEY CONCEPTS
Innovative projects to support teaching and learning have long been a part of the PAUSD culture. The purpose of an innovative project is to support and enhance Strategic Plan Goals. Individuals or sites may develop innovative projects with approval, as long as guidelines are followed. Guidelines for innovative projects will help to ensure that necessary planning has taken place before projects are initiated. The guidelines apply only to those projects that have the possibility of requiring large amounts of ongoing resources from their District allocated school budgets.
KEY QUESTIONS TO GUIDE PLANNING

RELATIONSHIP TO THE DISTRICT STRATEGIC PLAN 1. How does the project support the District Strategic Plan? STAFF 2. Will additional staff be needed? 3. Are expectations for staff consistent with negotiated employee agreements? RESOURCES 4. Do financial resources currently exist to support the project? 5. If financial resources do not exist, how will funds be obtained? 6. Has a short and long-term fiscal plan been developed to support the project? 7. If fundraising activities are being considered, are the efforts consistent with Board policy? STAFF DEVELOPMENT 8. Has a staff development plan reflecting best practices (e.g., training, opportunities for practice, coaching, etc.) been developed? 9. What plans have been made for future training to develop the capacity to sustain the innovative project? COMMUNICATION 10. Have the principals and the School Site Council been involved in the planning of this innovative project? 11. For secondary school projects: Have the Educational Council and appropriate Steering Committee been involved? 12. Has the Associate Superintendent for Educational Services been involved? EVALUATION 13. How will the project be evaluated? 14. Will a control group be used? 15. How are students selected to participate? UNINTENDED CONSEQUENCES 16. In considering the above questions, what are unintended consequences that might occur as a result of this project, e.g., equity within a school or among schools?
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APPENDIX F KEY STEPS

PHASE 1: INNOVATIVE PROJECTS To initiate an innovative project, the sponsor must: 1. Identify the purpose of the project. 2. Obtain the necessary resources to ensure success. 3. Identify the students who will participate in the project. 4. Identify all resources required to successfully complete the project, including but not limited to personnel, training, equipment, and technology. 5. Agree to capture all costs associated with the project. 6. Ensure that the effort will not erode the purpose of the instructional programs, but will expand and support the efforts of teaching and learning. 7. Prepare formative and summative evaluation mechanisms related to the purpose of the project prior to initiation. 8. Prepare and use a formal calendar that specifies timelines for initiation and completion of the project. 9. Obtain approval from the Cabinet. PHASE 2: EXPANDED INNOVATIVE PROJECTS Successful projects that have proven to have value may be replicated, as appropriate with more students, based on the evaluation of the project and with approval of the Cabinet. Considerations include: 1. Funding at the site has been identified. 2. Desired outcomes and expectations have been defined. 3. A process for evaluating continued effectiveness has been established.
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APPENDIX G
Glossary of Terms
ASAP ................................................................................ Administrative Software Applications Program B4E ................................................................................... Building for Excellence Blog ................................................................................... A web log, or online journal BTSA ................................................................................. Beginning Teacher Support & Assistance CAD .................................................................................. Computer-Aided Design CIPA .................................................................................. Childrens Internet Protection Act DHCP ................................................................................ Dynamic Host Configuration Protocol DNS .................................................................................. Domain Name Server ELD ................................................................................... English Language Development ESLRs ............................................................................... Expected Student Learning Results FTE ................................................................................... Full-time Employee FTP ................................................................................... File Transfer Protocol GATE ................................................................................ Gifted and Talented Education HR ..................................................................................... Human Resources IFAS .................................................................................. Interactive Fund Accounting System IMC ................................................................................... Instructional Materials Center Intranet .............................................................................. An internal computer network IT ....................................................................................... Information Technology iPac ................................................................................... Internet Public Access Catalog LAN ................................................................................... Local Area Network LCD ................................................................................... Liquid Crystal Display LDAP ................................................................................. Lightweight Directory Access Protocol MRTG ............................................................................... Multi-Router Traffic Grapher NOVA ................................................................................ Payroll Software PAIX .................................................................................. Palo Alto Internet Exchange PAR .................................................................................. Peer Assistance and Review PASNet ............................................................................ Palo Alto Schools Network PAUSD.............................................................................. Palo Alto Unified School District PC...................................................................................... Personal Computer Podcasts ........................................................................... Audio files that users can subscribe to via an RSS feed PTA ................................................................................... Parent Teacher Association PTSA ................................................................................. Parent Teacher Student Association QSS .................................................................................. Quintessential School Systems QSP .................................................................................. Quality School Portfolio R & D ................................................................................ Research and Development SASI .................................................................................. Student Administration Student Information SASIxp ............................................................................. Student Admin Student Information Cross Platform SDAIE ............................................................................... Specially Designed Academic Instruction in English SIP .................................................................................... School Improvement Plan STORES .......................................................................... District Warehouse TOSA ................................................................................ Teacher on Special Assignment VTP ................................................................................... Voluntary Transfer Program WAN .................................................................................. Wide-Area Network Web .................................................................................. World Wide Web Wiki............................................................................ Resource to which users add/edit content collectively
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APPENDIX H
Certification Requirements Certification Regarding Lobbying, Debarment, Suspension and Other Responsibility Matters, and Drug-Free Workplace Requirements
Applicants should refer to the regulations cited below to determine the certification to which they are required to attest. Applicants should also review the instructions for certification included in pertinent regulations before completing this form. Signature of this form provides for compliance with certification requirements under 34CFR Part 82, New Restrictions on Lobbying, and 34 CFR Part 85, Government-Wide Debarment and Suspension (non procurement) and Government-Wide Requirements for Drug-Free Workplace (grants). Thecertifications shall be treated as a material representation of fact upon which reliance will be placed when the Department of Education determines to award the covered transaction, grant, or cooperative agreement. 1. LOBBYINGThis certification is required by Section 1352, Title 31, of the U.S. Code, and 34 CFR Part 82, for persons entering into a grant or cooperative agreement over $100,000 as defined at 34 CFR Part 82, Sections82.105 and 82.110. a. The applicant certifies that: (1) No federal appropriated funds have been paid or will be paid by, or on behalf of, the undersigned to any person for influencing or attempting to influence an officer or employee of an agency, a member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the making of any federal grant; the entering into of any cooperative agreement; or the extension, continuation, renewal, amendment, or modification of any federal grant or cooperative agreement. (2) If any funds other than federal appropriated funds have been, or will be, paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this federal grant or cooperative agreement, the undersigned shall complete and submit Standard Form -LLL, Disclosure Form to Report Lobbying, in accordance with its instructions. (3) The undersigned shall require that the language of this certification be included in the award documents for all sub-awards at all tiers (including sub-grants, contracts under grants and cooperative agreements, and subcontracts) and that all sub-recipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, Title 31, U.S. Code. 2. DEBARMENT, SUSPENSION, AND OTHER RESPONSIBILITY MATTERSThis certification is required by executive Order 12549, Debarment and Suspension, and other responsibilities implemented at 34 CFR Part 85, for prospective participants in primary covered transactions, as defined at 34 CFR Part 85, Sections 85.105 and 85.110. a. The applicant certifies that it and its principals: (1) Are not presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from covered transactions by any federal department or agency. (2) Have not within a three-year period preceding this application been convicted of, or had a civil judgment rendered against them, for commission of fraud or a criminal offense in connection with obtaining, attempting to obtain, or performing a public (federal, state, or local) transaction or contract under a public transaction; violation of federal or state antitrust statutes or commission of embezzlement, theft, forgery, bribery, falsification or destruction of records, making false statements, or receiving stolen property. (3) Are not presently indicted for, or otherwise criminally or civilly charged by, a governmental entity (federal, state, or local) with commission of any of the offenses enumerated in paragraph (a) (2) of this certification.
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APPENDIX H
(4) Have not within a three-year period preceding this application had one or more public transactions (federal, state, or local) terminated for cause or default. b. Where the applicant is unable to certify to any of the statements in this certification, he or she shall attach an explanation to this application.
3. DRUG-FREE W ORKPLACE (GRANTEES O THER THAN INDIVIDUALS)This certification is required by the Drug-Free Workplace Act of 1988, and implemented at 34 CFR Part 85, Subpart F, for grantees, as defined at 34 CFR Part 85, Sections 85.605 and 85.610. a. The applicant certifies that he or she will continue to provide a drug-free workplace by: (1) Publishing a statement notifying employees that the unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance is prohibited in the grantees workplace and specifying the actions that will be taken against employees for violation of such prohibition. (2) Establishing an ongoing drug-free awareness program to inform employees about: (a) (b) (c) (d) The danger of drug abuse in the workplace. The grantees policy of maintaining a drug-free work place. Any available drug counseling, rehabilitation, and employee assistance programs. The penalties that may be imposed upon employees for drug-abuse violations occurring in the workplace.
(3) Making it a requirement that each employee engaged in performance of the grant be given a copy of the statement required by paragraph (1). (4) Notifying the employee in the statement required by paragraph (1) that, as a condition of employment under the grant, the employee will (a) abide by the terms of the statement; and (b) notify the employer in writing of his or her conviction for a violation of a criminal drug statute occurring in the workplace no later than five calendar days after such conviction. (5) Notifying the agency, in writing, within 10 calendar days after receiving notice under subparagraph (4)(b) from an employee or otherwise receiving actual notice of such conviction. The grantee must provide notice, including position title, to: Director, Grants, and Contracts Service, U.S. Department of Education, 400 Maryland Avenue, S.W. (Room 3124, GSA Regional Office Building No. 3), Washington, D.C. 202024571. Notice shall include the identification number(s) of each affected grant. (6) Taking one of the following actions, within 30 calendar days of receiving notice under subparagraph (4), with respect to any employee whom is so convicted: (a) Taking appropriate personnel action against such an employee, up to and including termination, consistent with the requirements of the Rehabilitation Act of 1973, as amended; or (b) Requiring such employee to participate satisfactorily in a drug abuse assistance or rehabilitation program approved for such purposes by a federal, state, or local health, law enforcement, or other appropriate agency. (7) Making a good-faith effort to continue to maintain a drug-free workplace through implementation of paragraphs (1), (2), (3), (4), (5), and (6). b. The grantee may insert in the space provided below the site(s) for the performance of work done in connection with the specific grant: Place of performance (street address, city, county, state, zip code): 25 Churchill Avenue, Palo Alto Santa Clara County California 94306
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APPENDIX J
Technology Plan Contact Information

Education Technology Plan Review System (ETPRS) Contact Information County & District Code............................................................................ 43 - 69641 School Code (Direct funded charters only) ........................................................N/A LEA Name .............................................................Palo Alto Unified School District Primary Contact Marie Scigliano Director of Technology 25 Churchill Avenue Palo Alto, CA 94043 Telephone: (650) 329-3776 Fax: (650) 329-7463 E-Mail: mscigliano@pausd.org First Backup Paula Hundley E-Mail: phundley@pausd.org Second Backup Collene Bliss E-Mail: cbliss@pausd.org
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APPENDIX C
In order to be approved, a technology plan needs to have Adequately Addressed each of the following criteria:
1. PLAN DURATION CRITERION a. The plan should guide the Districts use of education technology for the next three to five years. 2. STAKEHOLDERS CRITERION Corresponding EETT Requirement(s): 7 & 11 (Appendix F) a. Description of how a variety of stakeholders from within the school District and the community-at-large participated in the planning process. 3. CURRICULUM COMPONENT CRITERIA Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, & 12 (Appendix F) a. Description of teachers and students current access to technology tools both during the school day and outside of school hours. b. Description of the Districts current use of hardware and software to support teaching and learning. Summary of the Districts curricular goals and academic content standards in various District and site comprehensive planning documents. List of clear goals and a specific implementation plan for using technology to improve teaching and learning by supporting the District curricular goals and academic content standards. List of clear goals and a specific implementation plan detailing how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace. 6 Title Cover, 6 7 Example of Adequately Addressed The education technology plan describes the Districts use of education technology for the next three to five years. Example of Adequately Addressed The planning team consisted of representatives who will implement the plan. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included. Example of Adequately Addressed Example of Not Adequately Addressed The plan is less than three years or more than five years in length. Not Adequately Addressed
Criteria for EETT-Funded Education Technology Plans
7-8
Little evidence is included that shows that the District actively sought participation from a variety of stakeholders. Example of Not Adequately Addressed
9-43
9-14
The plan describes the technology access available in the classrooms, library/media centers, or labs for all students and teachers. The plan describes the typical frequency and type of use (technology skills/information literacy/integrated into the curriculum). The plan references other District documents that guide the curriculum and/or establish goals and standards. The plan delineates clear, specific, and realistic goals and target groups for using technology to support the Districts curriculum goals and academic content standards to improve learning. The implementation plan clearly supports accomplishing the goals. For the focus areas, the plan delineates clear, specific and realistic goals for using technology to help students acquire technology and information literacy skills. The implementation plan clearly supports accomplishing the goals.
14-17
The plan explains technology access in terms of a student-to-computer ratio, but does not explain where access is available, who has access, and when various students and teachers can use the technology. The plan cites District policy regarding use of technology, but provides no information about its actual use. The plan does not reference District curriculum goals.
c.
17-20
d.
20-21, 22-26
The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.
e.
21, 28
The plan suggests how technology will be used, but is not specific enough to determine what action needs to be taken to accomplish the goals.
93
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APPENDIX C
f.
needed to succeed in the classroom and the workplace. List of clear goals and a specific implementation plan for programs and methods of utilizing technology that ensure appropriate access to all students. List of clear goals and a specific 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. List of clear goals and a specific implementation plan to utilize technology to make teachers and administrators more accessible to parents. List of benchmarks and a timeline for implementing planned strategies and activities.
21, 29-35
g.
21, 36-37
implementation plan clearly supports accomplishing the goals. For the focus areas, the plan delineates clear, specific and realistic goals for using technology to support the progress of all students. The implementation plan clearly supports accomplishing the goals. The plan delineates clear, specific and realistic goals for using technology to support the Districts student record-keeping and assessment efforts. The implementation plan clearly supports accomplishing the goals. The plan delineates clear, specific and realistic goals for using technology to facilitate improved two-way communication between home and school. The implementation plan clearly supports accomplishing the goals. The benchmarks and timeline are specific and realistic. Teachers, administrators and students implementing the plan can easily discern what steps will be taken, by whom, and when. The monitoring process is described in sufficient detail so that who is responsible, and what is expected is clear.
h.
21, 38-43
i.
22-43 (tables)
The benchmarks and timeline are either absent or so vague that it would be difficult to determine what should occur at any particular time. The monitoring process is either absent, or lacks detail regarding who is responsible and what is expected.
j.
Description of the process that will be used to monitor whether the strategies and methodologies utilizing technology are being implemented according to the benchmarks and timeline. 4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 & 12 (Appendix F) a. Summary of the teachers and administrators current technology skills and needs for professional development.
22-43 (tables)
44-53
Example of Adequately Addressed
Example of Not Adequately Addressed
44-46
The plan provides a clear summary of the teachers and administrators current technology skills and needs for professional development. The findings are summarized in the plan by discrete skills to facilitate providing professional development that meets the identified needs and plan goals.
Description of current level of staff expertise is too general or relates only to a limited segment of the Districts teachers and administrators in the focus areas or does not relate to the focus areas, i.e., only the fourth grade teachers when grades four to eight are the focus grade levels.
94
July 2006 June 2011
APPENDIX C
b.
List of clear goals and a specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks, and timeline. List of benchmarks and a timeline for implementing planned strategies and activities.
47-53
c.
49-53 (tables)
d.
Description 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 in accordance with the benchmarks and timeline. 5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA a. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the Districts teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan.
49-53 (tables)
The plan delineates clear, specific and realistic goals for providing teachers and administrators with sustained, ongoing professional development necessary to implement the Curriculum Component of the plan. The implementation plan clearly supports accomplishing the goals. The benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what steps will be taken, by whom, and when. The monitoring process is described in sufficient detail so that who is responsible and what is expected is clear.
The plan speaks only generally of professional development and is not specific enough to ensure that teachers and administrators will have the necessary training to implement the Curriculum Component. The benchmarks and timeline are either absent or so vague that it would be difficult to determine what steps will be taken, by whom, and when. The monitoring process is either absent, or lacks detail regarding who is responsible and what is expected.
54-63
Example of Adequately Addressed The plan clearly summarizes the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support proposed to support the implementation of the Districts Curriculum and Professional Development Components. The plan also includes the list of items to be acquired, which may be included as an appendix. The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to support the implementation of the Curriculum and Professional Development Components. The current level of technical support is clearly explained. The benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom, and when.
Example of Not Adequately Addressed The plan includes a description or list of hardware, infrastructure and other technology necessary to implement the plan, but there doesnt seem to be any real relationship between the activities in the Curriculum and Professional Development Components and the listed equipment. Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components. The inventory of equipment is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development Components. The summary of current technical support is missing or lacks sufficient detail.
54-57
b. 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.
54-57
c. List of clear benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components.
58-63 (tables)
The benchmarks and timeline are either absent or so vague that it would be difficult to determine what needs to be acquired or repurposed, by whom, and when.
July 2006 June 2011
95
APPENDIX C
required to support the other plan components. d. Description of the process that will be used to monitor whether the goals and benchmarks are being reached within the specified time frame. 6. FUNDING AND BUDGET COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix F) a. List of established and potential funding sources and cost savings, present and future. b. Estimate implementation costs for the term of the plan (three to five years). c. Description of the level of ongoing technical support the District will provide.
58-63 (tables)
needs to be acquired or repurposed, by whom, and when. The monitoring process is described in sufficient detail so that who is responsible and what is expected is clear. Example of Adequately Addressed
by whom, and when. The monitoring process is either absent, or lacks detail regarding who is responsible and what is expected. Example of Not Adequately Addressed
64-68
66
67
The plan clearly describes resources* that are available or could be obtained to implement the plan. The process for identifying future funding sources is described. Cost estimates are reasonable and address the total cost of ownership. The plan describes the level of technical support that will be provided for implementation given current resources and describes goals for additional technical support should new resources become available. The level of technical support is based on some logical unit of measure. Plan recognizes that equipment will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components. The monitoring process is described in sufficient detail so that who is responsible, and what is expected is clear. Example of Adequately Addressed
Resources to implement the plan are not identified or are so general as to be useless. Cost estimates are unrealistic, lacking, or are not sufficiently detailed to determine if the total cost of ownership is addressed. The description of the ongoing level of technical support is either vague or not included, is so inadequate that successful implementation of the plan is unlikely, or is so unrealistic as to raise questions of the viability of sustaining that level of support. Replacement policy is either missing or vague. It is not clear that the replacement policy could be implemented. The monitoring process is either absent, or lacks detail regarding who is responsible and what is expected. Example of Not Adequately Addressed
68
d. Description of the Districts replacement policy for obsolete equipment.
68
e. Description of the feedback loop used to monitor progress and update funding and budget decisions. 7. MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix F) a. Description of how technologys impact on student learning and attainment of the Districts curricular goals, as well as classroom and school management, will be evaluated. b. Schedule for evaluating the effect of plan implementation.
68
69-70
69-70
The plan describes the process for evaluation utilizing the goals and benchmarks of each component as the indicators of success. Evaluation timeline is specific and realistic.
69-70
No provision for an evaluation is included in the plan. How success is determined is not defined. The evaluation is defined, but the process to conduct the evaluation is missing. The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan.
July 2006 June 2011
96
APPENDIX C
c. Description of how the information obtained through the monitoring and evaluation will be used.
69-70
8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement(s): 11 (Appendix F) a. If the District has identified adult literacy providers, there is a description of how the program will be developed in collaboration with those providers.
71
The plan describes a process to report the monitoring and evaluation results to persons responsible for implementing and modifying the plan, as well as to the plan stakeholders. Example of Adequately Addressed
The plan does not provide a process for using the monitoring and evaluation results to improve the plan and/or disseminate the findings. Example of Not Adequately Addressed
71
9. EFFECTIVE, RESEARCHEDBASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 & 9 (Appendix F) a. Description of how education technology strategies and proven methods for student learning, teaching, and technology management are based on relevant research and effective practices. b. Description of thorough and thoughtful examination of externally or locally developed education technology models and strategies. c. Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distancelearning technologies (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).
72-75
The plan explains how the program will be developed in collaboration with adult literacy providers. Planning included or will include consideration of collaborative strategies and other funding resources to maximize the use of technology. If no adult literacy providers are indicated, the plan describes the process used to identify adult literacy providers. Example of Adequately Addressed
There is no evidence that the plan has been, or will be developed in collaboration with adult literacy service providers, to maximize the use of technology.
Not Adequately Addressed
72-74
The plan describes the relevant research behind the plans design for strategies and/or methods selected.
The description of the research behind the plans design for strategies and/or methods selected is unclear or missing.
72-74
The plan describes references to research literature that supports why or how the model improves student achievement. The plan describes the process for development and utilization of strategies to use technology to deliver specialized or rigorous academic courses and curricula, including distance learning.
No research is cited.
75
There is no plan to utilize technology to extend or supplement the Districts curriculum offerings
* In this document, the term resources means funding, in-kind services, donations, or other items of value.
97
July 2006 June 2011

Palo Alto Unified School District (CA) Technology Plan (2006-2011)

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Palo Alto Unified School District (CA) Technology Plan (2006-2011)

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PALO ALTO UNIFIED SCHOOL DISTRICT

EDUCATION TECHNOLOGY PLAN

District Technology Planning Team

Community Group & Businesses

PAUSD Technology Plan

July 2006-June 2011

PAUSD Technology Plan

July 2006-June 2011

Educational Technology Plan Benchmark Review

PAUSD Technology Plan

July 2006-June 2011

DISTRICT PROFILE, OVERVIEW AND PLAN DURATION District Profile

Palo Alto Unified School District 2004-05 School Data

Palo Alto Unified School District, Students by Ethnicity 2004-05

Palo Alto Unified District, Student & Teacher Data 2004-05

July 2006-June 2011

Education Technology Plan Overview

PAUSD Mission Statement

1c. Plan Duration

PAUSD Technology Plan

July 2006-June 2011

2. STAKEHOLDERS AND PROCESS

PAUSD Technology Plan

July 2006-June 2011

Community Groups & Businesses

PAUSD Technology Plan

July 2006-June 2011

3. CURRICULUM-DRIVEN TECHNOLOGY GOALS

Goal 2: Goal 3: Goal 4:

Goal 6: Goal 7: Goal 8 :

3a. Current Technology Access

PAUSD Technology Plan

July 2006-June 2011

17 17 46 8 13 0 N/A School hours only

Barron Park Elementary School

28 28 70 7 0 14 N/A School hours only

PAUSD Technology Plan

July 2006-June 2011

Juana Briones Elementary School

40 40 111 6 0 22 N/A School hours only

Duveneck Elementary School

12 12 92 2 24 14 N/A School hours only

El Carmelo Elementary School

26 26 130 4 0 0 N/A School hours only

Escondido Elementary School

16 16 88 10 29 0 N/A School hours only

PAUSD Technology Plan

July 2006-June 2011

Fairmeadow Elementary School

9 9 60 16 0 0 N/A School hours only

Walter Hays Elementary School

Hoover Elementary School

Nixon Elementary School

PAUSD Technology Plan

July 2006-June 2011

Ohlone Elementary School

Palo Verde Elementary School

160 160 154 22 68 87

Jordan Middle School

188 188 77 16 75 160

PAUSD Technology Plan

July 2006-June 2011

Terman Middle School

Comprehensive High Schools