Smuhsd Tech Plan

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Appendix J – Technology Plan Contact Information Education Technology Plan Review System (ETPRS) Contact Information County & District Code: 41 - 69047 School Code (Direct funded charters only): _ _ _ _ _ _ _ LEA Name: San Mateo Union High School District *Salutation: Mr. *First Name: Kyle *Last Name: Brumbaugh *Job Title: District Technology Coordinator *Address: 650 N. Delaware *City: San Mateo *Zip Code: 94401 *Telephone: (650) 558-2220 Ext:2780 Fax: *E-Mail: [email protected] Please provide backup contact information. 1st Backup Name: Patricia Kurtz 1st Backup E-Mail: [email protected] 2nd Backup Name: 2nd Backup E-Mail: *Required information in the ETPRS

San Mateo Union High School District

District Technology Plan 2008-2011

EDUCATION TECHNOLOGY PLAN JULY 1, 2008 – JUNE 30, 2012

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District Technology Plan 2008-2012

Table of Contents District Summary and Plan Duration (Criteria Item 1) ......................... 4 Stakeholders Involvement (Criteria Item 2) .......................................... 5 Curriculum Driven Technology Goals (Criteria Item 3) ....................................................................................... 6 Professional Development and Implementation (Criteria Item 4)...................................................................................... 24 Infrastructure, Hardware, Technical Support, and Software (Criteria Item 5)...................................................................................... 37 Funding and Budget (Criteria Item 6)...................................................................................... 43 Monitoring and Evaluation (Criteria Item 7)...................................................................................... 46 Effective Collaborative Strategies With Adult Literacy Providers to Maximize the Use of Technology Criterion (Criteria Item 8)...................................................................................... 48 Effective, Research-Based Methods, Strategies, and Criteria (Criteria Item 9)...................................................................................... 49 Appendix C: Criteria for EETT Funded Education Technology Plans 55

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District Technology Plan 2008-2012

District Overview The San Mateo Union High School District is located in central San Mateo County and serves the communities of San Mateo, Burlingame, Millbrae, Foster City, Hillsborough and San Bruno. The district currently serves 8,250 students in 6 comprehensive high schools (Aragon, Burlingame, Capuchino, Hillsdale, Mills and San Mateo) and a continuation school. (Peninsula) The SMUHSD demographics vary from school to school and there is representation from most ethnic groups and socio-economic levels. The San Mateo Union High School District believes that all students need to access information, manipulate data, synthesize concepts and express their ideas creatively using text, graphics, audio and video media. The district technology plan serves as the framework within which a technologyenriched curriculum in SMUHSD schools will support stated District goals for student achievement over the next three years. The plan will help the Board of Trustees, administrators, teachers, students, parents and community members commit the necessary resources and gauge the success of our efforts during this period. Having a current State-certified technology plan qualifies the district to receive Federal Formula funding under the Enhancing Education Through Technology (EETT) grant. A certified technology plan also fulfills basic State requirements for E-Rate discounts for telecommunication products and services.

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District Technology Plan 2008-2012

1. PLAN DURATION The benchmarks and timelines in this technology plan will guide San Mateo Union High School District use of technology from July 1, 2008 to June 30, 2012 Technology can connect the world to our students and provide a depth and wealth of experiences in instruction that can reach students of all learning modalities. Students become architects of their own knowledge acquisition and integration, using vast resources at their fingertips by keyboard, mouse, or remote control to bring personal meaning, perspective and expression to the knowledge they acquire. Technology also serves as a tool to dramatically improve the presentation, management and assessment functions of education. As teachers increase their use of performance-based assessment as a tool to continuously improve student learning, the power of technology can facilitate designing of student standardsbased activities and projects while incorporating better tracking of students' work and progress. Teachers will be able to guide students to activities and projects that assist each student in mastering the state content standards in addition to providing career skills, while at the same time allowing students to become the architects of their own learning. The district technology plan serves as the framework within which a technologyenriched curriculum in SMUHSD schools will support stated District goals for student achievement over the next four years. The plan will help the Board of Trustees, administrators, teachers, students, parents and community members commit the necessary resources and gauge the success of our efforts during this period. Having a current State-certified technology plan qualifies us to receive Federal Formula funding under the Enhancing Education Through Technology (EETT) grant. A certified technology plan also fulfills basic State requirements for E-Rate discounts for telecommunication products and services.

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District Technology Plan 2008-2012

2. STAKEHOLDERS - Dominic Bigue, Technology Coordinator, Capuchino High School - Kyle Brumbaugh, Technology Coordinator, SMUHSD - Mandy Clothier, Technology Coordinator, Peninsula High School - Steve Erle, Technology Coordinator, Burlingame High School - Kathleen Ferenz, CTAP Liaison / California Technology Assistance Project - Patsy Fergusson, Technology Coordinator, San Mateo High School - Marvin Gin, Technology Coordinator, San Mateo High School - Richard Hardt, Director of Technology, San Mateo Union High School District - Martha Jones, Librarian, Burlingame / Hillsdale High Schools - Dan Kiely, Librarian, San Mateo High School - Patricia Kurtz, Director of Curriculum Development - Anna Lapid, Librarian, Aragon / Capuchino High Schools - George Pleasant, Technology Coordinator, Mills High School - Kennet Santana, Technology Coordinator, Hillsdale High School - Jim Smith, Technology Coordinator, Aragon High School The initial data collection process was established through the work of school site Technology Coordinators and Librarians. These stakeholders are representatives of all seven district schools and collected information from the teachers and administrators at each school site. This group met a total of twelve hours to synthesize the data from all schools to create a comprehensive plan that meets the needs of all seven district schools. As part of the process, stakeholders created a public collaborative document, with the assistance of a CTAP liaison, using ‘Google Docs and Spreadsheets’ during an initial brainstorming session. Later, the group moved the information to a public wiki to provide for a transparent process to allow all teachers and administrators to provide input to the process during the formulation of the plan.

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District Technology Plan 2008-2012

3. CURRICULUM COMPONENT 3a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours. Currently, all SMUHSD students and teachers have access to technology in their schools. Each site has a computer lab as part of the Library / Media Center, accessible to students before and after school, as well as during lunch. Each school’s Library / Media Center provides a variety of online resources for students through subscription services to assist students in research. (Encyclopedia Britannica, World Book Encyclopedia, NewsBank, Issues and Controversies and WebFeet) These resources are available to students on campus and at home. Each SMUHSD school has a variety of computers available for general use or specialized programs, computers are deployed based on the program needs of each school. In most instances, computers are deployed in large classroom sized labs or in 4 to 8 station mini-labs. At all levels, students are expected to utilize the tools of technology to further their learning. The Special Education specialists ensure that students with disabilities are provided access to appropriate assistive technologies. GATE and English Learners have additional access in their classrooms and in numerous labs and media centers on each school site. Currently, the ratio of students to computer is less than 5 to 1 district wide All classrooms in the SMUHSD have a connection to the local area network (LAN) and the Internet. There is at least one computer in every teaching station for teachers and students to use. Teachers also have access to the local area network through workstations in faculty work rooms and laptops. The number of teachers with laptops varies from school to school. Generally, teachers use the workstation in the classroom to connect with parents and students via e-mail and one of the district communication tools (School Loop or Edline), to create lessons and conduct research 3b. Description of the district’s current use of hardware and software to support teaching and learning. The use of technology by teachers increases annually. Technology tools have now become the predominate way in which teachers create instructional materials, manage grades and attendance, communicate with colleagues and parents, and gather information for planning lessons. As illustrated in Table 1, the use of technology tools has allowed teachers to become better prepared and more connected to their colleagues, students and their parents. Teachers have access to numerous curriculum tools, shared department storage, online grade books and collaboration space and student information systems. The use of technology tools supports student learning in a variety of ways. Students have access technology based learning tools in most subject areas to

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District Technology Plan 2008-2012

enhance and support the skills taught in class. For those students who require additional support or remediation, there are technologies available to assist them in acquiring those skills. Special Education students have access to assistive technologies to allow them to utilize district technology assets. Students have home access to grades, homework assignments and online discussions through the use of specialized applications. (School Loop and Edline) New courses have been adopted to increase the use of technologies to collaborate and communicate with other students and experts via the Internet. Table 1: Teacher’s Use of Technology Tools In what ways and to what degree do teachers use technology tools (computers, video, Internet, and hand-held devices) to (number of responses, and relative percentage):

Daily

Create instructional materials Deliver classroom instruction

Between once a 2-4 days week a week and monthly

Less than monthly

147 52% 76 27% 45 16% 11

Never

Total Responses

4%

6

2%

285

61 21% 73 26% 88 31% 47 16%

16

6%

285

Manage student 177 62% 58 20% 24 grades and attendance

8%

5

2%

21

7%

285

Communicate with colleagues

241 85% 27

4%

3

1%

4

1%

285

Communicate with parents or students

164 58% 75 27% 33 12%

7

2%

4

1%

283

Gather information for planning lessons

95 33% 92 32% 67 24% 21

7%

10

4%

285

Access model lesson plans and best practices

47 16% 55 19% 95 33% 70 25%

18

6%

285

San Mateo Union High School District

9% 10

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District Technology Plan 2008-2012

Table 2: Teachers Assigning of Work Using Technology Tools Teachers assign students work that involves using technology (computers, video, Internet, and hand-held devices) with the following frequency (number of responses, and relative percentage):

Daily

Between once a 2-4 days week a week and monthly

Less than monthly

Never

Total Responses

Word processing

37 13% 68 24% 113 40% 49 17%

14

5%

281

Reinforcement and practice

29 10% 45 16%

60 21%

281

Research, using the Internet and/or CDROMs

18

6% 40 14% 125 44% 75 27%

23

8%

281

Creating reports or projects

14

5% 36 13% 131 47% 80 28%

20

7%

281

Demonstrations or simulations

9

3% 24

9%

91 32% 88 31%

69 25%

281

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

11

4% 11

4%

48 17% 76 27% 135 48%

281

Solving problems or analyzing data

16

6% 36 13%

79 28% 69 25%

81 29%

281

Graphically presenting information

15

5% 35 12%

76 27% 74 26%

81 29%

281

73 26% 74 26%

3c. Summary of the district’s curricular goals that are supported by this tech plan. In 2004-05, the SMUHSD moved to a new academic core to support the academic achievement of students and giving them 'real choices' toward higher educational opportunities or other training programs. As part of the academic core, technology literacy will be embedded into the curriculum of the courses taught in the first two years of high school. Support courses have been established to assist and remediate students who are having difficulty meeting the goals outlined in the academic core, technology tools are often used in these San Mateo Union High School District

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District Technology Plan 2008-2012

classes to accelerate student improvement and differentiate instructional practices. The Academic Core Plan that has been adopted by the SMUHSD has the following elements. All 9th and 10th grade students will be programmed into the following required courses: 2 years of English, 1 year of Algebra, 1 year of Geometry, 1.5 years of Social Science, 1 year of “d” level Science by grade 10, 1 year of World Languages by grade 10, 1 year of Arts in grades 9-12, 1 year of PE in grade 9, one additional year of PE in grades 10-11. As part of each of these courses, technology skills will be integrated into the subject matter to assist students in developing expertise in the use of technology tools. As students move past the first two years of high school, their use of technology will enhance learning and prepare them for post-secondary educational opportunities. Students from the time they enter the SMUHSD, will begin to collect artifacts to document their use of technology as part of the educational process. Students will create a 'digital portfolio.' The digital portfolio will contain work from each of the technology literacy skills in the Academic Core. To support student achievement and the Academic Core, the SMUHSD established a 7 period day at all six comprehensive high schools in 2006. The 7 period day was designed to help each student prepare themselves for college or other post high school training and increase the number of students passing the high school exit exam. The 7 period day also provides students additional opportunities to take enrichment classes which will enhance their use of technology tools. In 2000, the voters passed an initial District Modernization Bond (Measure D) to refurbish and replace outdated facilities. As part of this process, all new facilities were wired with Category 6 cabling to support current and future networking and technology needs. A new phone system, using Voice of Internet Protocol (VoIP) technology, was installed. The new phone system will allow the district to integrate voice, video and data technologies in the future. Specialized facilities at several high schools were built to support the use of technology in the educational process. Reading, Publications and Video Production labs were built at several schools. In 2006, the voters passed a supplemental bond (Measure M) to finish and increase the number of modernization projects initially undertaken through Measure D. As part of Measure M, new facilities will be built and others will be renovated, in both cases, new facilities will have infrastructure to support new and future technologies which will in turn support student academic achievement. The SMUHSD, in collaboration with the Regional Occupational Program (ROP), has several Career / Technical Education programs which use technology to support student achievement. There are currently programs in Biotechnology, Child Growth and Development, Graphic Arts, Information Technology, Robotics,

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District Technology Plan 2008-2012

Video Production. In many of these programs, students are using state-of-the-art technology to acquire marketable skills and training toward possible careers. Many courses have received approval from the University of California as approved electives. Most programs have articulation agreements with local community colleges. With the establishment of the Academic Core and the 7 period day, each school site adopted a weekly schedule which provided for embedded time for teachers to collaborate and participate in professional development activities. There is also time within the school day for teachers to work individually or in small collaborative groups on a variety of projects, including technology integration. To coordinate school site and district goals there is a Technology Coordinators group that meets monthly to develop district wide strategies for technology integration. Each school then develops their own technology integration plan through site councils using a variety of resources. • State & Federal district-wide student achievement data: • State Content and Performance Standards • The district LEA Plan • The District’s program for English Language Learners. • Current District Technology Plan These plans are reviewed and modified annually at each school through their ‘Single Plan for Student Achievement’ and aligned to this plan and other district planning guidelines.

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District Technology Plan 2008-2012

3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards. Goal 1: Students and teachers will use a variety of technologies to infuse 21st Century information literacy skills into teaching and learning. Objective 1.1: By June 30, 2012, 90% of existing courses will be updated and will integrate new technologies that infuse 21st century information literacy skills into teaching and learning. Year 1 Benchmark: By the school year 2009, 40% of course offerings will have a project that infuses new technologies and 21st Century information literacy skills into teaching and learning. Year 2 Benchmark: By the school year 2010, 60% of course offerings will have a project that infuses new technologies and 21st Century information literacy skills into teaching and learning. Year 3 Benchmark: By the school year 2011, 80% of course offerings will have a project that infuses new technologies and 21st Century information literacy skills into teaching and learning. Year 4 Benchmark: By the school year 2012, 90% of course offerings will have a project that infuses new technologies and 21st Century information literacy skills into teaching and learning. Implementation Plan: This is the plan to assure progress on the goal, objective and benchmarks Activities

Timeline

Person(s) Responsible

District curriculum councils will evaluate course offerings for level of new technology integration.

20082009

Curriculum Councils

Identify current

2008-

Curriculum

San Mateo Union High School District 11

Monitoring & Evaluation District curriculum, technology administrators, and school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at regular district/site administration meetings. Modifications to our district activities will be made as needed in order to ensure that we meet or exceed measurable objectives. See above

District Technology Plan 2008-2012

2009 and Councils 21st Century again in information 2011literacy skills 2012 and include in course curriculum descriptions. Integrate 21st Century 2008information Teachers 2009 literacy skills into course offerings. Evaluate course offerings for Curriculum technology Annually Councils integration by subject area Department Chairs and Skills survey in Curriculum each course Annually Councils in relating to in May each technology academic integration. discipline

See above

See above

Collection of all school surveys by the Curriculum Council in each academic discipline. Report back to the District Technology Coordinator and Instruction Council.

3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan as to how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace. Changes in the workplace require students and citizens who, as lifelong learners, can take responsibility for their own learning. To achieve meaningful education reform requires adequate and appropriate infusion of technology to support an education system, which will meet the demands of the 21st century. "The Department of Labor projects that people will hold on average 10.2 jobs between the ages of 18 and 38..." Fletcher, An Eye on the Future, T.H.E. Journal, July 2007. At the end of four years, it is our vision that San Mateo Union High School District graduates will be better prepared academically, socially and technologically to assume a successful and fulfilling role in society. The SMUHSD is committed to help all students achieve mastery of the State Academic Content Standards while developing critical thinking, problem solving and interpersonal skills that are essential for academic and workplace success.

San Mateo Union High School District 12

District Technology Plan 2008-2012

The SMUHSD currently has one approved course, titled “Global Communications,” which focuses on 21st Century skills. The ISTE NETS standards and the Digital Citizenship curriculum at Kansas State University have been instrumental in the development of this course. Through the duration of this tech plan, current and future course offerings will review using these documents as a template to integrate these skills into SMUHSD course work. Information Literacy and 21st Century learning skills have been identified as district goals through the implementation of the academic core and the 7 period day. To meet these goals teachers will need additional professional development activities to integrate these skills into the curriculum. In researching these skills, work from a variety of sources has been identified as critical to meeting these needs. Also, the need for variety of professional development delivery strategies has been identified as a necessary component to the plan. Goal 2: Students will use digital resources, including but not limited to online content and research tools to meet content area standards and district curricular goals. Objective 2.1: By June 2012, all students will learn with and use 21st Century technology skills and information literacy skills for effective communication, research, and computations. Year 1 Benchmark: By 2009, 40% of students will learn with and use 21st Century technology skills and information literacy skills for effective communication, research, and computations. Year 2 Benchmark: By 2010, 60% of students will learn with and use 21st Century technology skills and information literacy skills for effective communication, research, and computations. Year 3 Benchmark: By 2011, 80% of students will learn with and use 21st Century technology skills and information literacy skills for effective communication, research, and computations. Year 4 Benchmark: By 2012, 100% of students will learn with and use 21st Century technology skills and information literacy skills for effective communication, research, and computations.

Activities

Timeline

Evaluate online

2009

Person(s) Responsible Curriculum

San Mateo Union High School District 13

Monitoring and Evaluation Statistics on text book

District Technology Plan 2008-2012

textbooks and databases such as Gale Thomson and Newsbank to integrate technology resources into a standards-based curriculum

Councils

Provide professional development on using digital resources to enhance standardsbased curriculum

Director of Technology, Technology Coordinators, and Librarians

Freshmen student library introduction to learn what online resources and databases are available to supplement core curriculum. Students will use Information Literacy and 21st Century technology skills to evaluate the validity of Internet resources. Conduct student survey relating to the integration and infusion of technology into the core curriculum.

Annual

Annual

Annual

adoptions and their connections to the State Content Standards.

Usage statistics from Tech Support Wiki and sign in sheets from Professional Development sessions. Statistics from EdTechProfile to gauge teacher technology integration.

Site Librarians and Assistant Principals of Instruction. Librarians and Librarian and Teacher Freshmen English Teachers assignments and rubrics.

English and Social Science Teachers

All Core Curriculum Annually teachers, School in May Technology Coordinators

Use of ‘Turnitin.com’ for student written work. Collection of Teacher assignments, grading rubrics and student work. Tabulation of survey data and feedback to teachers. Report back to Technology Coordinators Council and calculate district level data.

3f. List of goals and an implementation plan that describe how the district will address ethical use of information technology so they can distinguish lawful from unlawful uses of copyrighted works, including: the concept and purpose of copyright and fair use; lawful and unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism. The San Mateo Union High School District firmly believes that all students need to be prepared to meet the challenges of an ever expanding amount of information that is accessible using technology tools. As part of our technology

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District Technology Plan 2008-2012

plan we have identified several resources dealing with ‘cyberethics’ and digital citizenship for teachers to use in their classrooms. Goal 3: Teachers will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of technology. Objective 3.1: By June 30, 2012, 90% of teachers will include digital citizenship skills as part of all courses in the core curriculum. Year 1 Benchmark: By the year 2009, research netiquette and other digital citizenship best practices Year 2 Benchmark: By the year 2010, 40% of teachers will include digital citizenship skills as part of all courses in the core curriculum. Year 3 Benchmark: By the year 2011, 60% of teachers will include digital citizenship skills as part of all courses in the core curriculum. Year 4 Benchmark: By the year 2012, 90% of teachers will include digital citizenship skills as part of all courses in the core curriculum. Implementation Plan This is the plan to assure progress on the goal, objective and benchmarks Activities

Timeline

Person(s) Responsible

Digital citizenship skills will be researched and staff development program planned.

20082009

Director of Curriculum Services

Teachers and

2009-

Director of

San Mateo Union High School District 15

Monitoring & Evaluation District curriculum, technology administrators, and school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at regular district/site administration meetings. Modifications to our district activities will be made as needed in order to ensure that we meet or exceed measurable objectives. Same as above

District Technology Plan 2008-2012

2010 Professional staff will be Development, trained in Site incorporating Administrators digital citizenship skills into curriculum. Each site incorporates digital citizenship 2009- Site 2010 Administrators skills as part of their academic integrity policy. Revisit digital Director of citizenship skills 2011Professional and update 2012 Development curriculums as needed. Director of Supplement Professional initial training 2011Development, with new digital 2012 Site citizenship Administrators information. School Conduct survey Technology of all courses to identify specific Annually Coordinators and skills relating to in May Assistant Principals of technology Instruction integration

Same as above

Same as above

Same as above

Tabulation of survey data and report back to Technology Coordinators council.

3g. List of clear goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. 3g is optional (but strongly encouraged) for 2007- 08. It is required July 1, 2008 when AB 307 comes into law). Delineates clear goals outlining how students will be educated about Internet safety (as stated in AB 307). Goal 4: Develop a relationship with the district and county safe school planning team to provide training for students and parents on Internet Safety, predator and privacy issues. Objective 4.1: By June 30, 2012, 90% of teachers will integrate and model responsible online behavior into all courses, including ‘cybersafety’ issues.

San Mateo Union High School District 16

District Technology Plan 2008-2012

Year 1 Benchmark: By the 2009 school year, best practices of teaching responsible online behavior and ‘cybersafety’ will be identified. Year 2 Benchmark: By the 2010 school year, 40% of teachers will integrate and model responsible online behavior and ‘cybersafety’ into all courses. Year 3 Benchmark: By the 2011 school year, 60% of teachers will integrate and model responsible online behavior and ‘cybersafety’ into all courses. Year 4 Benchmark: By the 2012 school year, 90% of teachers will integrate and model responsible online behavior and ‘cybersafety’ into all courses. Implementation Plan This is the plan to assure progress on the goal, objective and benchmarks Activities

Timeline

Person(s) Responsible

Monitoring & Evaluation

Research existing digital citizenship programs.

2008- Curriculum 2009 Councils

District curriculum, technology administrators, and school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at regular district/site administration meetings and to the Homeland Security Department. Modifications to our district activities will be made as needed in order to ensure that we meet or exceed measurable objectives.

Work with regional CTAP ‘cybersafety’ and information literacy team.

Technology 2008- Coordinators, 2009 Classroom teachers

Clearly delineated plan developed for the teaching of cybersafety and information literacy in all subjects.

Develop specific board policies on cyber-bullying, threats, etc. beyond the Acceptable Use Policy (AUP).

District curriculum, technology administrators, and school site Technology administrators track the Coordinators, development and implementation 2009Managing Policy of all activities and 2010 Group (MPG), accomplishments monthly and Board report progress at regular district/site administration

San Mateo Union High School District 17

District Technology Plan 2008-2012

Create a forum for parent education on digital citizenship.

Site 2010- Administrators, 2011 Technology Coordinators

Provide a safe internet experience through the use of content filtering programs and monitoring software.

Director of 2010Technology and 2011 IT Staff

Revisit current digital citizenship programs and implement into existing curriculum.

2011- Curriculum 2012 Councils

San Mateo Union High School District 18

meetings and to the Homeland Security Department. Modifications to our district activities will be made as needed in order to ensure that we meet or exceed measurable objectives. District curriculum, technology administrators, and school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at regular district/site administration meetings and to the Homeland Security Department. Modifications to our district activities will be made as needed in order to ensure that we meet or exceed measurable objectives. District curriculum, technology administrators, and school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at regular district/site administration meetings and to the Homeland Security Department. Modifications to our district activities will be made as needed in order to ensure that we meet or exceed measurable objectives. District curriculum, technology administrators, and school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at regular district/site administration meetings and to the Homeland Security Department. Modifications to our district activities will be

District Technology Plan 2008-2012

made as needed in order to ensure that we meet or exceed measurable objectives. 3h. Describe district policy, practices or goals that ensure equitable technology access for all students. All SMUHSD schools have a computer in each classroom as well as the Library Media Center for students to use before and after the school day, as well as the lunch break. Adult supervision in the form of teacher tutors, parent volunteers Librarians and Library Aides is present whenever students are accessing technology. Our district has taken measures to provide computer access to students who do not have them through the Digital Bridge Program. In this program, the district takes donated workstations and renovates them, with the use of student interns and then distributes them to students in need. In addition, corporate sponsors provide funding for home Internet access for some students who are on free and reduced lunch. Currently, language learners' access to technology resources is limited due to the lack of primary language materials. The district identifies this as a student population in need of more equitable access. 3i. List clear goals, measurable objectives, annual benchmarks, and an implementation plan to utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs. The SMUHSD has recently purchased the DataDirector information management system to make the data from standardized testing and district level formative and summative assessments available to teachers. Each curriculum council has developed common formative and summative assessments for each course in the core curriculum and aligned these tests to the state benchmark standards. Teachers, in turn will use the data to monitor student progress, guide instructional practice and identify specific state benchmarks where remediation may be needed. The SMUHSD is currently providing professional development activities for teachers and administrators after school in a computer lab to assist them in using the DataDirector system. Teachers are paid a workshop rate for their attendance. Goal 5: Teachers and staff will use DataDirector to guide instructional practices and meet the academic needs of students. Objective 5.1: All staff (Teachers, Administrators and other certificated personnel) will have access to Data Director and 100% of teachers will access and utilize Data Director to monitor student progress and drive instructional practice.

San Mateo Union High School District 19

District Technology Plan 2008-2012

Year 1 Benchmark: By June 2009, 30% of all teachers will access and utilize DataDirector to monitor student progress and drive instructional practice. Year 2 Benchmark: By June 2010, 60% of all teachers will access and utilize Data Director to monitor student progress and drive instructional practice. Year 3 Benchmark: By June 2011, 80% of all teachers will access and utilize Data Director to monitor student progress and drive instructional practice. Year 4 Benchmark: By June 2012, 100% of all teachers will access and utilize Data Director to monitor student progress and drive instructional practice. Evaluation of benchmarks: Measure Data Director Log In records

Analysis of student achievement data on district-wide assessments and standardized tests. Revision of districtwide common assessments.

Date SemiAnnually in November and March Annually in October for previous years data.

Person responsible Director of Technology, District Technology Coordinator and Director of Professional Development Curriculum Council in each academic discipline.

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

Activities Provide professional development opportunities for teachers Provide professional development in the use of test banks

Person(s) Responsible Director of Technology, Tech 2009Coordinators, Ongoing Assistant Principal for Instructional Services Director of 2010 Technology, Tech Coordinators,

Timeline

San Mateo Union High School District 20

Monitoring & Evaluation Attendance sheets from professional development sessions and participant surveys. Attendance sheets from professional development sessions

District Technology Plan 2008-2012

Assistant Principal for and participant Instructional Services surveys. Attendance sheets Teach staff to use from professional data thoughtfully; development sessions sustain a culture of 2009 - Superintendent, Site and participant continuous surveys. Collect Ongoing Principals improvement through benchmark data driven decision assessments created making by SMUHSD teachers. Evidence collected from teachers using data to guide Gather details on the instructional practice. process in which Benchmark Director of teachers are 2008assessments created Technology, Site differentiating 2010 by SMUHSD teachers. Principals instruction in response Item analysis of to students who need benchmark additional support assessments over time. 3j. List clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. The SMUHSD provides tools to allow parents, teachers and students to communicate with each other using the Internet. School Loop and Edline are the two applications SMUHSD schools use to facilitate (e-mail and message boards) communication among all of the different groups within the school. Each of these applications also allows teachers to post homework assignments and grades for parents and students to have reference to at school and home. Goal 6: Teachers / administrators will have access to communication tools to promote home - school communication. Objective 6.1: By 2012, 90% of teachers / administrators will use School Loop or Edline to communicate with students and parents. Year 1 Benchmark: By 2009, 50% of teachers / administrators will use communication tools to promote student home / school communication. Year 2 Benchmark: By 2010, 60% of teachers / administrators will use communication tools to promote student home / school communication.

San Mateo Union High School District 21

District Technology Plan 2008-2012

Year 3 Benchmark: By 2011, 70% of teachers / administrators will use communication tools to promote student home / school communication. Year 4 Benchmark: By 2012, 90% of teachers / administrators will use communication tools to promote student home / school communication Evaluation of benchmarks: Measure School Loop and Edline usage statistics

Number of “Loop Mails” and e-mails sent using Edline to students and parents by teachers.

Date SemiAnnually in December and May SemiAnnually in December and May

Person responsible Director of Technology, District Technology Coordinator, School Technology Coordinators Site Principals and Technology Coordinators

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

Timeline

Person(s) Responsible

New teachers are trained in the usage of homeschool communication tools.

District Technology 2009Coordinator, 2012 Technology Coordinators

Train department chairs as experts in the usage of home-school communication tools.

District Technology 2009Coordinator, 2010 Technology Coordinators

San Mateo Union High School District 22

Monitoring & Evaluation District curriculum, technology administrators, and school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at regular district/site administration meetings. Modifications to our district activities will be made as needed in order to ensure that we meet or exceed measurable objectives. District curriculum, technology administrators, and school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at regular district/site administration meetings. Modifications to our district activities

District Technology Plan 2008-2012

Provide ongoing training and support in the usage of homeschool communication tools.

2010- Department 2011 Chairs

will be made as needed in order to ensure that we meet or exceed measurable objectives. District curriculum, technology administrators, and school site administrators track the development and implementation of all activities and accomplishments monthly and report progress at regular district/site administration meetings. Modifications to our district activities will be made as needed in order to ensure that we meet or exceed measurable objectives.

3k. 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. Each campus in the SMUHSD has a Technology Coordinator that is released one period per day. The role of the Technology Coordinator is to assist teachers in the integration of appropriate technologies into the learning process. Each Technology Coordinator will collect data from a variety of sources. The CDE's EdTech Profile, daily usage statistics from computer labs on campus, School Loop / Edline usage statistics and attendance at professional development events are examples of data that will be collected. There is also a District Technology Coordinator that facilitates monthly meetings and collects data from each school site and is responsible for monitoring the implementation of all aspects of this plan. The Director of Curriculum Services is responsible for all changes to the plan and will act as a liaison to the Technology Coordinators committee to implement any changes.

San Mateo Union High School District 23

District Technology Plan 2008-2012

4. PROFESSIONAL DEVELOPMENT COMPONENT This section should establish the methods and schedule for training teachers, administrators, classified staff, parents, and community members (where applicable) to support the Curriculum Component of the plan. 4a. Summary of the teachers’ and administrators’ current technology skills and needs for professional development. All SMUHSD teachers and administrators complete the EdTech Profile on an annual basis. Each school also completes the EdTech Survey each March. The current findings show that teachers and administrators have basic technology integration skills, but lack the skills to incorporate higher order thinking and analysis into student work and projects. The data also shows that many teachers are at multiple points on the professional development continuum with regards to technology use and integration. All teachers need additional professional development opportunities to increase their personal skill set and enhance the educational process for their students. The extent of these opportunities varies, but creating a system of skill building activities that teachers can use independently from formal professional development workshops shows promise. SMUHSD Teachers Basic Skills

1. General computer knowledge and skills. 2. Internet skills 3. Email skills 4. Word processing skills 5. Presentation software skills 6. Spreadsheet software skills 7. Database software skills

San Mateo Union High School District 24

District Technology Plan 2008-2012

SMUHSD Teachers – CCTC Standard 9

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

San Mateo Union High School District 28

District Technology Plan 2008-2012

SMUHSD Teachers – CCTC Standard 16

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

The current data shows teachers need additional professional development activities in two major areas: Personal and Academic Content related skills. An additional area of emphasis that needs to be addressed is the area of cybersafety and cyber bullying, as outlined by AB309. Many of these issues are related to the content related skills and will be integrated into all future professional development sessions.

San Mateo Union High School District 29

District Technology Plan 2008-2012

- Personal Skills: - Parent Communication Tools - Data Analysis and Disaggregation of data - Student Information System usage - Content Related Skills: - Copyright - Cyber bullying - Plagiarism - Personal and professional privacy issues - Assessment and the evaluation of digital content - Information relating digital content to state content standards The data also shows that teachers vary greatly in their current level of proficiency and need a variety of professional development options. These options would include all or some of the following activities. - District workshops - Small group workshops - Self-paced online instruction - Off site or outside training programs 4b. List clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component objectives (sections 3d – 3j.) Goal 7: Teachers will become proficient with the same general technology skills, integration skills and information literacy skills required of students and proficient the use of data to guide instructional practice. Objective 7.1: By 2012, 80% of teachers and administrators will develop personal expertise in the use 21st Century skills and will use what has been learned in the classroom. Year 1 Benchmark: By 2009, a list of 21st Century skills for teachers and administrators to implement will be identified. This is an activity in the action plan rather than a benchmark. Year 2 Benchmark: By 2010, 30% of all teachers and administrators will demonstrate proficiency in 21st Century skills to guide instructional practice. Year 3 Benchmark: By 2011, 65% of all teachers and administrators will demonstrate proficiency in 21st Century skills to guide instructional practice.

San Mateo Union High School District 30

District Technology Plan 2008-2012

Year 4 Benchmark: By 2012, 80% of all teachers and administrators will demonstrate proficiency in 21st Century skills to guide instructional practice. Implementation Plan –This is the plan to assure progress on the goal, objective and benchmarks Activities

Identification of 21st Century skills

Timeline

2009

Person(s) Responsible

Monitoring & Evaluation

Technology Coordinators

Creation of skill sets list for teachers. Development of professional development programs.

Offer annual professional development programs in August and January.

Director of Curriculum, Participant surveys and 2008 - Technology professional portfolios 2012 Coordinators, District Technology Coordinator.

Provide opportunities for teachers to attend Off site / outside training programs. e.g.: Krause Center, CTAP, etc.

Associate Superintendent Human Resources, Director of 2008 - Curriculum 2012 Services, Technology Coordinators, District Technology Coordinator

Provide opportunities for the use of selfpaced online tutorials on the SMUHSD Professional Development wiki.

Director of Curriculum Participant curriculum developed, Service, 2008 surveys and professional Technology 2012 portfolios. Coordinators, District Technology Coordinators

San Mateo Union High School District 31

Participant grades, satisfaction surveys and professional portfolios. District pre-approval of appropriate course work for advancement.

District Technology Plan 2008-2012

Assess teacher and Site Technology administrator Coordinators, Statistics from the EdTech Profile Annually proficiency to District Technology measure Coordinator benchmark progress

Goal 8: Teachers and administrators will know how to disaggregate data to guide instructional practice. Objective 8.1: By 2012, 80% of all teachers and administrators will demonstrate proficiency in the use of Data Director and data interpretation to guide instructional practice. Year 1 Benchmark: By 2009, 30% of all teachers and administrators will demonstrate proficiency in the use of Data Director and data interpretation to guide instructional practice. Year 2 Benchmark: By 2010, 50% of all teachers and administrators will demonstrate proficiency in the use of Data Director and data interpretation to guide instructional practice. Year 3 Benchmark: By 2011, 65% of all teachers and administrators will demonstrate proficiency in the use of Data Director and data interpretation to guide instructional practice. Year 4 Benchmark: By 2012, 80% of all teachers and administrators will demonstrate proficiency in the use of Data Director and data interpretation to guide instructional practice. Evaluation of benchmarks: Measure Data Director usage records Training sign in sheets

San Mateo Union High School District 32

Date Annually in June Semiannually in January and June

Person responsible Director of Technology Director of Technology

District Technology Plan 2008-2012

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

Identification of essential DataDirector interpretation skills.

Timeline

2008

Person(s) Responsible

Monitoring & Evaluation

Creation of essential DataDirector skill sets. Technology Development of professional Coordinators, Site development activities that teach Principals, use of Data Director and data interpretation skills.

Offer annual professional development programs in August and January.

Director of Curriculum, 2008 - Technology 2012 Coordinators, District Technology Coordinator.

Participant surveys and professional portfolios of standards based assessments and disaggregating of data.

Provide opportunities for teachers to attend Off site / outside training programs. e.g.: Krause Center, CTAP, etc.

Associate Superintendent Human Resources, Director of 2008 Curriculum 2012 Services, Technology Coordinators, District Technology Coordinator

Participant grades, satisfaction surveys and professional portfolios. District pre-approval of appropriate course work for advancement.

Provide opportunities for the use of selfpaced online tutorials on the SMUHSD Professional Development wiki.

Director of Curriculum Service, 2008 Technology 2012 Coordinators, District Technology Coordinators

Participant curriculum and standards based assessments developed, surveys and professional portfolios.

San Mateo Union High School District 33

District Technology Plan 2008-2012

Data Director training and usage by teachers

Site Technology DataDirector usage statistics and Coordinators, Annually District Technology training sign in sheets Coordinators

Evaluation of DataDirector training sessions

Director of At the Professional Surveys collected at the end of end of Development and each training session. each District Technology session Coordinator

Goal 9: Teachers and administrators will know how to use School Loop or Edline to improve two-way communication between home and school. Objective 9.1: By 2012, 90% of all teachers and administrators will demonstrate proficiency in the use of School Loop or Edline. Year 1 Benchmark: By 2009, 30% of all teachers and administrators will demonstrate proficiency in the use of School Loop or Edline. Year 2 Benchmark: By 2010, 60% of all teachers and administrators will demonstrate proficiency in the use of School Loop or Edline. Year 3 Benchmark: By 2011, 75% of all teachers and administrators will demonstrate proficiency in the use of School Loop or Edline. Year 4 Benchmark: By 2012, 90% of all teachers and administrators will demonstrate proficiency in the use of School Loop or Edline. Evaluation of benchmarks: Measure School Loop usage records Training sign in sheets

San Mateo Union High School District 34

Date Annually in June Semiannually in

Person responsible Director of Technology Director of Technology

District Technology Plan 2008-2012

January and June Implementation Plan This is the plan to assure progress on the goal, objective and benchmarks Activities

Timeline

New teachers are trained in the usage of homeschool communication tools.

20092012

Train department chairs as experts in the usage of home-school communication tools.

20092010

Provide ongoing training and support in the usage of homeschool communication tools.

20102011

Person(s) Responsible

Monitoring & Evaluation

District curriculum, technology administrators, and school site administrators track the development and implementation of District all activities and accomplishments Technology monthly and report progress at Coordinator, regular district/site administration Technology meetings. Modifications to our Coordinators district activities will be made as needed in order to ensure that we meet or exceed measurable objectives. District curriculum, technology administrators, and school site administrators track the development and implementation of District all activities and accomplishments Technology monthly and report progress at Coordinator, regular district/site administration Technology meetings. Modifications to our Coordinators district activities will be made as needed in order to ensure that we meet or exceed measurable objectives. District curriculum, technology administrators, and school site administrators track the development and implementation of all activities and accomplishments Department monthly and report progress at regular district/site administration Chairs meetings. Modifications to our district activities will be made as needed in order to ensure that we meet or exceed measurable objectives.

San Mateo Union High School District 35

District Technology Plan 2008-2012

Site Teachers will use Technology School Loop or Coordinators Edline to Ongoing and District communicate with Technology students and Coordinator parents Teachers and Site administrators will Ongoing Technology be trained in the Coordinators use of School Loop or Edline

School Loop and Edline usage statistics.

Training sign in sheets and improvement in teachers’ proficiency using the EdTech Profile.

4c. Description of the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks and planned implementation activities including roles and responsibilities. Currently, the SMUHSD uses a Peer Assistance and Review method of evaluating teachers. As part of this process, a panel made up of teachers and administrators, review and modify the standards used to evaluate teachers. SMUHSD Standard 3.5 states, “Teachers will use materials, resources and technologies to make the subject matter accessible to students.” Evidence of these practices will become part of each teacher’s professional teaching portfolio.

New teachers, as they enter the SMUHSD, go through a two year Beginning Teacher Support and Assessment program (BTSA), specifically to meet Standard 16. As part of this program, teachers develop personalized plans to guide their professional development. Integration of technology into their teaching repertoire is a requirement of this program. At the end of each school year, SMUHSD teachers complete the EdTech Profile, which provides valuable feedback in the need for additional professional development activities. The district Technology Coordinator, who is responsible for technology professional development, can use the data generated from these surveys to address success of the current professional development program and the needs for future activities of district teachers.

San Mateo Union High School District 36

District Technology Plan 2008-2012

5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE COMPONENT 5a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components (sections 3 & 4) of the plan. The SMUHSD is a 7 school district that is interconnected to a district network operations center (NOC). Each campus connects to the district NOC through a variety of leased lines varying in bandwidth from 3.0 to 6.0 mbps. The District NOC is connected to the Internet through a T3 (44.7 mbps) connection to the County Office of Education. The district is currently in the initial fact-finding stages to identify current and future bandwidth needs for the district schools. The SMUHSD has recently completed an initial phase of modernization of all district schools, as part of this program, a new Voice over Internet Protocol (VoIP) phone system was installed and new networking equipment was installed at all school sites. Through this initial round, all modernized facilities had Category 6 cable installed and the required infrastructure to install wireless access points in the future. Presently, the district is entering a second round of modernization and will be upgrading the network access in areas that were not addressed in the initial round of modernization. All of the schools in the SMUHSD have a variety of technology assets available to students and staff. Each campus has at least two servers to manage data for Administrators, Teachers, Staff and Students. Everyone using the technology assets of the SMUHSD must authenticate themselves through a Novell NetWare system. The current student to computer ratio is 4.1 to 1, yet this number fluctuates between 2.9 to 1 and 5.0 to 1 dependent upon the school. As you can see from the Computer Age chart below, the technology assets of the SMUHSD have reached an age where a large scale overhaul of district computers is necessary. Each comprehensive high school is supported through a full-time Technology Support Specialist and a period per day release time by a

San Mateo Union High School District 37

District Technology Plan 2008-2012

Technology Coordinator. At the present time the district is evaluating different options to retire and replace technology assets. As part of this process, Technology Coordinators will work with the district administration to develop a policy and a funding plan that will provide an equitable and on-going replacement program for all SMUHSD schools. Each school has the autonomy to employ different electronic learning resources to meet the learning needs of their students. The current types of electronic learning resources range from installed managed learning systems to stand alone applications and Internet based resources. Managed learning systems like PLATO, and CCC Reading Development software are in use at two schools. (San Mateo and Capuchino) All schools have access to stand alone applications like Green Globs and Graphing Equations, Fathom and Geometer’s Sketch Pad. All schools also have access to subscription based resources like; Encyclopedia Britannica, World Book Encyclopedia and Web Feet. Each SMUHSD school employs traditional computer applications in their subject areas. Teachers at all schools require students to word process formal reports and use other applications for students to apply the skills taught in class.

Academic Discipline

Search Word Message Strategies Web Pages / Processing Spreadsheets Boards / and Presentation / Report / Databases e-mail Evaluating Software Authoring Web Sites

Art

X

X

X

X

English

X

X

X

X

Mathematics

X

X

X

X

Physical Education

X

X

Science

X

X

Social Science World Languages

X

X

X

X

X

X

X

X

X

X

X

X

X

San Mateo Union High School District 38

District Technology Plan 2008-2012

5b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plan modifications, and technical support needed by the district’s teachers, students, and administrators to support the Curriculum and Professional Development Components of the plan. The SMUHSD, through its modernization program has met many of the infrastructure and internal networking needs. The most pressing need for Administrators, Teachers, Staff and Students is greater bandwidth to access the electronic resources within and outside the SMUHSD network. As teachers and students have expanded their use of technology the need for additional bandwidth has risen significantly. The SMUHSD is in the process of a factfinding process to develop a process to expand the available bandwidth to SMUHSD schools. Opt-e-man and other services are currently under consideration by the SMUHSD to increase the available bandwidth to SMUHSD schools. The professional development program to support the access to the electronic learning resources will take on a variety of forms, including: wiki's, video, podcasts, face to face sessions and hands-on training. District Technology Coordinators and other resources will provide access to these resources at their specific school, as well as providing access to professional development programs at home via the Internet. As the amount of electronic learning resources continues to expand, the SMUHSD is in the process of investigating storage and presentation options for these resources, including Google Apps for Your Domain and purchasing additional servers to host video, podcasts and other online materials to make them accessible to teachers and students during and after the school day. As part of the most recent bond measure (Measure M) passed by local voters, the district is in the process of investigating the use of these funds to replace outdated hardware. It is anticipated that the district may be able to fund approximately $200,000 per year from this source. 5c. List of clear annual benchmarks for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components. Implementing the curriculum and professional growth components of this plan requires a variety of technologies and technology resources which are described below. Provisions of this section will be analyzed on a priority basis relating to available funding resources.

San Mateo Union High School District 39

District Technology Plan 2008-2012

Infrastructure and Networking:

Recommended Actions/Activities Upgrade of School infrastructure with Cat 6 cabling

Timeline 20082011

Person(s) Responsible Director of Technology

Increase available bandwidth to each school site and from the district to the County Office of Education.

2008 in June/July

Director of Technology, Technology Management Group

Install wireless access points in all SMUHSD libraries.

20082009

Director of Technology and District Technology Coordinator

Monitoring and Evaluation School Survey of cabling to each classroom Bandwidth surveys for connections to each school site and from the district survey Site survey of all SMUHSD schools for available wireless connections. Collect usage statistics.

Hardware and Electronic Resources: Annual 2009-2012 Benchmark: This plan is revised annually through each school’s ‘Single Plan for Student Achievement.’ Recommended Actions/Activities District computers will be replaced annually based on computer age and the requirements of the software used in each location guided by our replacement policy.

Timeline

Purchase additional routers and switches to provide network access to all teaching facilities

2010 in June

Person(s) Responsible Director of Technology, District Technology Coordinator, Site Technology Coordinators Director of Technology

Purchase and maintain subscriptions to online

20082012

Director of Curriculum

20082011 in June

San Mateo Union High School District 40

Monitoring and Evaluation Survey of school computers to decrease student to computer ratio to 4.5 to 1 districtwide

Survey of each school site to document available connections. Document subscriptions of

District Technology Plan 2008-2012

databases, parent-teacher communication tools and electronic resources

Services, District Technology Coordinator

electronic learning resources at each school site.

Tech Support: Annual 2009-2012 Benchmark: Each school has a Technology Coordinator with a single period of release time daily to coordinate the use of technology and assess future needs. Each school also has a full time Technology Support Specialist to maintain the technology 5d. Describe the process that will be used to monitor Section 5b & the annual benchmarks and timeline of activities including roles and responsibilities. The SMUHSD will on an annual basis, as part of the CBEDS enrollment data and Annual State Technology Survey, inventory and review the technology assets of the district. The site Technology Coordinators will meet to review progress toward the annual benchmarks set forth in this Tech Plan and the current status of district technology assets. Technology Coordinators will identify district needs for the coming year and report back to the Associate Superintendent for Curriculum Services. The Director of Technology, District Technology Coordinator, Associate Superintendent for Curriculum Services and the Director of Curriculum Services (Tech Management Group) will review the recommendations of the Technology Coordinators and create a priority list of activities for the coming school year. Projects on the priority list will be funded based on available district funding sources. The Technology Coordinator at each school site, in collaboration with the District Technology Coordinator and Technology Support Specialist will implement projects at their respective school sites. As part of this process, the site Technology Coordinator will report back to the Technology Coordinators Committee annual progress toward annual benchmarks and implementation projects. August – Start projects for the current school year. Technology Coordinators and the District Technology Coordinator will review timeline and implementation toward completing projects and meeting benchmarks. October – CBEDS initial inventory competed and submitted to the Director for Curriculum Services. Initial progress report toward annual benchmarks and current year projects submitted by site Technology Coordinators. December – Mid year status report on annual benchmarks and current year projects completed and submitted to the District Technology Coordinator.

San Mateo Union High School District 41

District Technology Plan 2008-2012

February – Report on the status of current year projects and progress toward annual benchmarks by site Technology Coordinators to the Technology Coordinators Committee. March – Review of current inventory by each school site as identified by the EdTech Survey. Proposals for projects to be undertaken during the next school year submitted to Technology Coordinators Committee. April – Final report on the status of current year projects and progress toward benchmarks to be submitted to Associate Superintendent for Curriculum Services. Tech May – Finalization of projects to be undertaken during the next school year and report back from Tech Management Group.

San Mateo Union High School District 42

District Technology Plan 2008-2012

6. FUNDING AND BUDGET COMPONENT 6a. List of established and potential funding sources and cost savings, present and future. The SMUHSD is currently looking into a variety of funding sources to retire and replace technology assets. Potential sources include Measure M bond monies and reallocation of current district resources. The district has already seen significant cost savings in their telephone bills through the implementation of a Voice-Over-Internet-Protocol (VoIP) phone system. The district, through the transition of a new Superintendent is in the process of investigating new funding sources and redefining district priorities relating to technology services and infrastructure. The reallocation of Measure M funds has been identified as one potential funding source, particularly to purchase new hardware to modernize the districts aging fleet of computers. The K-12 Voucher program is another potential source of funding to replace aging hardware and update existing software applications. Currently, all seven high schools are eligible for K-12 Voucher monies. E-rate funding has not traditionally been available to the SMUHSD, we have been using the California Teleconnect Fund to provide access to the County Office of Education. EETT funding has been available, but is limited because of the low percentage of students qualifying for free or reduced lunch. 6b. Estimate implementation costs for the term of the plan (3-5 years). Component

Curriculum

Professional Development Infrastructure

Hardware

Electronic Resources Technical

20082009

20092010

Possible Funding Source $10,000 $10,000 $10,000 $10,000 General Fund / Instructional Services Department $15,000 $15,000 $15,000 $15,000 EETT Funding and General Fund $50,000 $50,000 $50,000 $50,000 General Fund / Bond Revenues $200,000 $200,000 $200,000 $200,000 General Fund and Bond Revenues $25,000 $25,000 $25,000 $25,000 General Fund and Parent Groups $240,000 $240,000 $240,000 $240,000 General Fund

San Mateo Union High School District 43

20102011

20112012

District Technology Plan 2008-2012

Support

6c. Description of the district’s replacement policy for obsolete equipment. Computers will be replaced based upon the age and the software used on each machine. The district replacement policy is based on available funds. As funds for replacement become available, the oldest and most obsolete computers are replaced. The SMUHSD has identified Measure M bond revenues and K-12 Voucher funding as potential sources of revenue to replace obsolete equipment. All seven of the SMUHSD schools are eligible for K-12 Voucher monies, the Technology Coordinators council, working with the district Curriculum Services department, is developing a process to spend these funds to improve the current status district hardware and software. It is hoped that all district hardware will be replaced over the next three to four years. On page 37 of this plan contains a graphic charting out the age of computers in the SMUHSD. 6d. Describe the process that will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary. The Director of Technology manages the budget for all infrastructure purchases relating to technology. On an ongoing basis, the Director works with the Associate Superintendent for Business Services to develop a budget for infrastructure purchases for each academic year. At each school site, the Technology Coordinator works with the school principal to develop a school site technology plan, which becomes a component of the ‘Single Plan for Student Achievement.’ Each school develops their own technology budget based on their ‘Single Plan for Student Achievement’ and funding from their own sources. These funding sources could be grants, School Improvement Program monies or parent donations / gifts to the schools. Capuchino High School receives monies from the School Improvement Program and from a Specialized Secondary Program grant. Aragon, Burlingame and Mills High Schools have replaced some aging hardware through parent donations. San Mateo High School has replaced some hardware using funding from the San Mateo High School Foundation. Hillsdale High School has used monies from their Smaller Learning Communities grant to purchase some new hardware. This document is reviewed annually by the School Site Council (SSC) at each school. The SSC has representation from students, teachers, administrators, classified staff and community members. The SSC can also change and modify

San Mateo Union High School District 44

District Technology Plan 2008-2012

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

San Mateo Union High School District 45

District Technology Plan 2008-2012

7. MONITORING AND EVALUATION COMPONENT The District Technology Coordinators will provide overall coordination and oversight of the technology planning process. Coordination will include the implementation of goals and objectives set forth in this plan to integrate technology to meet core curriculum goals. Oversight of the plan will include monitoring of implementation activities to enable adjustments to be made as needed in order to provide a learning environment that enables students to achieve 21st century skills. The Director of Technology and Technology Coordinators will provide information and oversight to guide the infrastructure plan and issues. The Associate Superintendent for Business Services and staff will provide coordination and oversight of technology funds and budget issues. Site principals will provide site-based updates on tech plan implementation and needs; site based training support; input on efforts, outcomes and needs to support implementation of the plan to meet district curricular goals. This educational technology plan is meant to be a “living” document that will guide district decision making over the three-year duration of the plan. It will be monitored, evaluated and revised by the district technology committee as needed. The revised plan will be presented to the board of trustees annually. 7a. Describe the process for evaluating the plan’s overall progress and impact on teaching and learning. Every effort will be made to collect relevant “hard” or objective data that can be documented, referenced and reviewed. In the case of monitoring and evaluation our district technology plan, such data will include (but will not be limited to): - Surveys - Classroom observations - Academic performance data - Sociological data - CBEDS data - CELDT Data - Local benchmarks in DataDirector - Technology inventory data - Correlations to State or National standards - Teacher proficiency data - Professional development evaluation data - Documentation of staff development plans & objectives

7b. Schedule for evaluating the effect of plan implementation. The District Technology Coordinators meet monthly to review progress in meeting technology plan benchmarks for each goal and objective in sections 3-5. The Technology Coordinators make recommendations for modifications to the

San Mateo Union High School District 46

District Technology Plan 2008-2012

plan as needed. The plan is revisited and modified on an annual basis. Site administrators and site technology facilitators will be part of the evaluation team. When midcourse corrections are necessary, the Director of Technology and site Technology Coordinators will have the authority to request, approve and allocate resources to effect change in technology initiatives. 7c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders. Information obtained through monitoring and evaluation of this plan will be used to do the following: - Update the technology plan - Inform district decision makers and stakeholders - Make technology purchase recommendations (including hardware, software and infrastructure - Guide the adoption of emerging technologies - Integrate technology into single site plans for the coming year - Plan future technology professional development - Determine technical support needs The District Technology Coordinator will prepare an implementation status report on the progress toward the plan goals and the completion of activities and will submit the report and budget recommendations. This report will be forwarded to the Superintendent and the Technology Management Group. It will also be used to prioritize future technology spending.

San Mateo Union High School District 47

District Technology Plan 2008-2012

8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY 8a. If the district has identified adult literacy providers, there is a description of how the program will be developed in collaboration with those providers. The San Mateo Union High School District is a medium-sized, suburban union high school district. The SMUHSD Adult School is operated as an adjunct to the SMUHSD and does provide some adult literacy services. The SMUHSD Adult school has representation on the SMUHSD Technology Coordinators group and regularly coordinates with several SMUHSD schools. Several schools in the SMUHSD also have Regional Occupational Program (ROP) classes on their campuses. The SMUHSD and ROP work closely with each other to provide services to adults in the community. The San Mateo Community College District offers Adult Computer Literacy Courses open to adults in our community. Eligibility requirements are that the participants are eighteen years old. Courses offered include a variety of computer literacy classes to assist participants in acquiring basic proficiency to more advanced learning. Support for Spanish-speaking community members and community members with special needs are available.

San Mateo Union High School District 48

District Technology Plan 2008-2012

9. EFFECTIVE, RESEARCHED-BASED METHODS AND STRATEGIES 9a. Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals. The goals, objectives, benchmarks and timelines presented or described in the previous sections of the plan are derived from proven strategies and methods for student learning, teaching and technology management and are based on relevant research and effective practices. The SMUHSD, through the Technology Coordinators council, teachers and administrators contribute to this process by piloting new initiatives and modeling best practices. The research supports three major SMUHSD initiatives: the academic core, the 7-period day and the development of new courses that support the application of skills learned in the academic core. The integration of technology enhances each of these initiatives and allows teachers greater flexibility in delivering the subject matter to students. Another byproduct has been increased teacher collaboration, which was identified and a goal of the 7-period day. Technology Planning The CEO Forum on Education and Technology (2001) studied the impact of technology over a five-year period to inform educational decision makers about effective uses of educational technology. The CEO Forum report recommends that schools develop strategic technology and educational plans that ensure alignment across the curriculum, learning standards and objectives. “Technology can have the greatest impact when integrated into the curriculum to achieve clear, measurable educational objectives.” The CEO Forum included 21st Century Skills as a “new set of skills necessary to prepare students for life and work in the digital age. These skills include digital literacy, inventive thinking, effective communication and high productivity abilities.” CEO Forum on Education and Technology, June 2001. The CEO Forum School Technology and Readiness Report: Key Building Blocks for Student Achievement in the 21st Century. Retrieved August 27, 2007 from http://www.ceoforum.org/downloads/report4.pdf 1. Service Learning Projects Michigan Learn and Serve Study (Billig & Klute, 2003; Klute & Billig, 2002) • Service-learning students in Grades 7-12 reported more cognitive engagement in English/language arts (e.g., paying more attention to schoolwork, putting forth effort) than non-participants. • For students in Grades 2-5, students who participated in service-learning reported greater levels of behavioral, affective, and cognitive engagement in school than their nonparticipating peers, showing statistically significant differences in the effort they expended, paying attention, completing homework on time, and sharing what they learned with others.

San Mateo Union High School District 49

District Technology Plan 2008-2012

• Service-learning students in the 5th grade demonstrated significantly higher test scores on the state assessment than their nonparticipating peers in the areas of writing, total social studies, and three social studies strands: historical perspective, geographic perspective, and inquiry/decision making. • The two aspects of service-learning that were most closely associated with positive results were linkage with curriculum and direct contact with those being served. (Meyer, Hofschire, & Billig, 2004) • On the MEAP, 5th-grade service-learning students outperformed their non-participating counterparts on the overall science and social studies scores. • For older students, significant differences were found for three of the nine student engagement variables. • Aspects of program quality, such as teacher ratings of service-learning quality, student ratings of their service learning experiences, and indicators of service-learning quality moderated the impact of servicelearning. New England CO-SEED Sites (Klute, 2002) • RMC Research evaluated a service-learning program focused on the environment in several New England schools. • Participating students showed that sixth grade service-learning participants in New Hampshire demonstrated statistically significant gains in achievement scores on state assessments relative to their own performance in the past. • Vermont 6th-grade and 2nd-grade students scored higher in reading and word analysis though the data were not statistically significant. No differences were found for students in other grade levels. The SMUHSD, with the introduction of the 7-period day and the partnerships it has established with other educational entities (Regional Occupational Program and Community College District) has created space in student schedules to allow them to enroll in additional courses which provide service learning opportunities. Many of the new courses established in the SMUHSD over the past several years have included a service learning component, where students are responsible for following a production schedule and working collaboratively. Many of these courses (Art of Video, Digital Animation, Computer Systems Design, Art and Multimedia and Cisco Networking) combine service learning with technology skills acquisition. Through this process, students are able to develop professional/academic portfolios of their work, which they can use to springboard themselves into the work force. 2. Professional Development/Teaching Teaching with Technology: Creating Student-Centered Classrooms (Apple Classrooms of Tomorrow [ACOT]) Judith

San Mateo Union High School District 50

District Technology Plan 2008-2012

Haymore Sandholtz, Cathy Ringstaff, David C. Dwyer, Apple Computer, Inc. (1997) Findings from the first 10 years of the project include: • As teachers became more comfortable and competent with the technology, they began working in teams and across disciplines. • Classrooms became a mix of traditional and constructivist instruction. • Students became more collaborative. • Teachers altered their classrooms and daily schedules to permit students more time to work on projects. • Teachers began to develop new forms of assessment that were performance- and portfolio based. • Technology encouraged student-centered, cooperative learning. • Technology often inspires teachers to use more complex tasks and materials in their instruction • The influence of technology on teaching and learning occurs over an extended period of time. Changing how and what children learn in school with computerbased technology. Teachers are motivated to develop their own technology skills when professional development links technology applications to specific curriculum goals. A literature review by Roschelle et al., [2000] reports that "numerous literature surveys link student technology achievement to teachers' opportunities to develop their own computer skills" (p.90). A system of support and reinforcement that embeds the use of technology "in a broader education reform movement"(p.76) is critical to a school's capacity to change. Roschelle, et al. also identify the ways technology contributes to relations among teachers: By networking with mentors and other teachers electronically, teachers can overcome the isolation of the classroom, share insights and resources, support one another's efforts, and engage in collaborative projects with similarly motivated teachers (p.91). Roschelle, J. M., Pea, R. D., Hoadley, C. M., Gordin, D. N., & Means, B. M. Children and Computer Technology, (2000). 10(2), 76–101. Retrieved April 9, 2002, from http://www.futureofchildren.org/pubs-info2825/pubsinfo.htm?doc_id=69787

A Critical View of Technology-Enhanced Learning and Instruction In the Digital Age. Kinshuk, Demetrios G. Sampson, Pedro Isaías, J. Michael Spector, Lynne Schrum Journal of Research on Technology in Education, Vol 40, Fall 2007.

San Mateo Union High School District 51

District Technology Plan 2008-2012

Technology In The Schools: What the Research Shows (2006) Technology does provide a small, but significant, increase in learning when implemented with fidelity. While this statistic is encouraging, the real value lies to research lies in the identification of those technology interventions that get sufficiently positive results to warrant the investment. Most educators are looking for the value proposition that will significantly advance learning, teaching, and school system efficiencies. Taking advantage of these leverage points requires serious review of specific research studies that specifically address the needs and challenges of specific schools and serious attention paid to leadership development, professional development for teachers, school culture, curricular redesign, and teacher preparation. Metiri Group – commissioned by Cisco System 2006 http://www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsR eport.pdf Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Research into which teaching strategies raise student outcomes allows teachers to operate at advanced levels of effectiveness (Marzano, 2003; Marzano, Pickering, and Pollock, 2001). EnGauge 21st Century Skills: Literacy in the Digital Age Lemke, Cheryl, etal. (2003), North Central Regional Educational Laboratory: Retrieved from http://www.meteri.com on August 30, 2006. 3. Students and Technology The digital disconnect: The widening gap between internet-savvy students and their schools. A study of the attitudes of Internet-using public middle and high school students toward “use of the Internet for schoolwork and the broader learning that can take place online.” Levin, D, & Arafeh, S. (2002) American Institutes for Research for Pew Internet & American Life Project. Washington, DC. Retrieved January 3, 2003, from: http://www.pewinternet.org/PPF/r/67/report_display.asp

Why use technology? Technology can foster an increase in the quantity and quality of students' thinking and writing. Productivity tools such as databases, spreadsheets, computer-assisted design, graphics programs and multimedia authoring programs (programs for creating computer-based presentations or lessons) allow students to independently organize, analyze, interpret, develop, and evaluate their own work. Several features of word processors seem to reduce the phobia often associated with writing and

San Mateo Union High School District 52

District Technology Plan 2008-2012

enable high school graduates to be proficient at accessing, evaluating, and communicating information. Educational technologies can, by design, provoke students to raise searching questions, enter debates, formulate opinions, engage in problem solving and critical thinking, and test their views of reality. Educational Leadership, 51(7), 11-15. Retrieved February 5, 2003, from http://www.ascd.org/readingroom/edlead/9404/peck.html During the investigation of expanding the SMUHSD schedule to a 7-period day was the benefit of embedding additional time within the school day for teachers to collaborate and participate in professional development activities. In many cases teachers have established interdisciplinary ‘learning teams,’ where cohorts of students have been grouped and shared with a small team of teachers. Hillsdale High School has established ‘Smaller Learning Communities’ on a campus wide level, while other schools have grouped students in different ways. Capuchino High School’s Global Communications program, which has a technology skills emphasis, is one example of a cohort of students sharing a small team of teachers. Teachers through the process of collaboration and additional professional development time have been able to collaborate on educational activities which integrate technology into the curriculum. This process will create a supportive environment for the infusion of technology into the current courses offered in the SMUHSD.

9b. Describe the district’s plans to use technology to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance learning technologies (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources). Technology is often used to assist in the delivery of academic content: broadcast television, virtual field trips, podcasts, wikis, blogs and web sites are all used to assist students in meeting state and district core curriculum standards. Virtual Field Trips and Teleconferencing The availability of free teleconferencing software like, Skype, make the world at large much more accessible to students and teachers. Projects like the ‘Flat Classroom Project,’ a collaboration between a classroom in the United States and another in Bangladesh bring far greater depth and richness to the curriculum. Currently, the Global Communications course at Capuchino High School is piloting the use of these technologies and is planning a ‘Flat Classroom’ project with a class in Italy during the Spring 2008 semester. As more is learned about these tools, the SMUHSD Technology Coordinators will develop professional development activities to assist teachers in using these tools.

San Mateo Union High School District 53

District Technology Plan 2008-2012

Podcasts, Wikis, Blogs and Web sites Teachers are increasingly using podcasts, wikis, blogs, and web sites to deliver and support academic learning. These resources provide students with access to real-time data, resource links and opportunities for critical thinking and application of 21st century skills. Many teachers have modeled the use of these technologies for their students by creating blogs and podcasts to disseminate information and instructions to their classes. As teachers become more comfortable with using 21st Century tools, the amount of integration will rise dramatically. The SMUHSD is supporting this through different Technology Integration sessions offered twice annually. .

San Mateo Union High School District 54

District Technology Plan 2008-2012

San Mateo Union High School District

1. PLAN DURATION

CRITERION The plan should guide the district’s use of education technology for the next three to five years. (For a new plan, can include technology plan development in the first year)

2. STAKEHOLDERS

CRITERION Corresponding EETT Requirement(s): 7 and 11 (Appendix D).

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San Mateo Union High School District 55

Example of Adequately Addressed The technology plan describes the districts use of education technology for the next three to five years. (For new plan, description of technology plan development in the first year is acceptable). Specific start and end dates are recorded (7/1/xx to 6/30/xx). The 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.

District Technology Plan 2008-2012

3. CURRICULUM

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COMPONENT CRITERIA Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, and 12 (Appendix D). a. Description of the district’s current use of hardware and software to support teaching and learning. b. Summary of the district’s curricular goals that are supported by this tech plan.

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c. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals.

d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace.

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San Mateo Union High School District 56

The plan describes the typical frequency and type of use (technology skills/information literacy/integrated into the curriculum). The plan summarizes the district’s curricular goals that are supported by the plan and referenced in district document(s). The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the district’s curriculum goals and academic content standards to improve learning.

The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.

District Technology Plan 2008-2012

e. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of technology and copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism (AB 307, optional in 200708 tech plan, required in all tech plans 2008-09 and after) f. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307, optional in 200708 tech plan, required in all tech plans 2008-09 and after) g. Description of or goals about the district policy or practices that ensure equitable technology access for all students.

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San Mateo Union High School District 57

The plan describes or delineates clear goals outlining how students will learn about the concept, purpose, and significance of the ethical use of information technology including copyright, fair use, plagiarism and the implications of illegal file sharing and/or downloading (as stated in AB 307).

The plan describes or delineates clear goals outlining how students will be educated about Internet safety (as stated in AB 307).

The plan describes the policy or delineates clear goals and measurable objectives about the policy or practices that ensure equitable technology access for all students. The policy or practices clearly support accomplishing the plan’s goals.

District Technology Plan 2008-2012

h. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual student academic needs. i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two-way communication between home and school. j. Describe the process that will be used to monitor the Curricular Component (Section 3d-3j) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities.

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The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to support the district’s student recordkeeping and assessment efforts.

The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for using technology to improve twoway communication between home and school. The monitoring process, roles, and responsibilities are described in sufficient detail.

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San Mateo Union High School District 58

District Technology Plan 2008-2012

4. PROFESSIONAL

DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 and 12 (Appendix D). a. Summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development.

b. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for providing professional development opportunities based on your district needs assessment data (4a) and the Curriculum Component objectives (Sections 3d through 3j) of the plan. c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities.

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The plan provides a clear summary of the teachers’ and administrators’ current technology proficiency and integration skills and needs for professional development. The findings are summarized in the plan by discrete skills that include CTC Standard 9 and 16 proficiencies. The plan delineates clear goal(s), measurable objective(s), annual benchmarks, and an implementation plan for providing teachers and administrators with sustained, ongoing professional development necessary to reach the Curriculum Component objectives (sections 3d through 3j) of the plan. The monitoring process, roles, and responsibilities are described in sufficient detail.

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San Mateo Union High School District 59

District Technology Plan 2008-2012

5. INFRASTRUCTURE,

a.

b.

c.

d.

HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Corresponding EETT Requirement(s): 6 and 12 (Appendix D). Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components (Sections 3 & 4) of the plan. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district’s teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components as identified in Section 5b. Describe the process that will be used to monitor

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San Mateo Union High School District 60

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 plan provides a clear summary and list of the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support the district will need to support the implementation of the district’s Curriculum and Professional Development Components.

The annual benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom, and when. The monitoring process, roles, and responsibilities are

District Technology Plan 2008-2012

Section 5b & the annual benchmarks and timeline of activities including roles and responsibilities.

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San Mateo Union High School District 61

District Technology Plan 2008-2012

6. FUNDING AND BUDGET

COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix D) a. List established and potential funding sources.

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implementation costs for the term of the plan. 43

c. Describe the district’s

replacement policy for obsolete equipment.

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d. Describe the process that

will be used to monitor Ed Tech funding, implementation costs and new funding opportunities and to adjust budgets as necessary.

Example of Adequately Addressed

The plan clearly describes resources that are available or could be obtained to implement the plan. Cost estimates are reasonable and address the total cost of ownership, including the costs to implement the curricular, professional development, infrastructure, hardware, technical support, and electronic learning resource needs identified in the plan. 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, roles, and responsibilities are described in sufficient detail.

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San Mateo Union High School District 62

District Technology Plan 2008-2012

7. MONITORING AND

EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix D). a. Describe the process for evaluating the plan’s overall progress and impact on teaching and learning. b. Schedule for evaluating the effect of plan implementation. c. Describe the process and frequency of communicating evaluation results to tech plan stakeholders.

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San Mateo Union High School District 63

The plan describes the process for evaluation using the goals and benchmarks of each component as the indicators of success. Evaluation timeline is specific and realistic. The plan describes the process and frequency of communicating evaluation results to tech plan stakeholders.

District Technology Plan 2008-2012

8. EFFECTIVE

COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION Corresponding EETT Requirement(s): 11 (Appendix D). If the district has identified adult literacy providers, describe how the program will be developed in collaboration with them. (If no adult literacy providers are indicated, describe the process used to identify adult literacy providers or potential future outreach efforts.)

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San Mateo Union High School District 64

The plan explains how the program will be developed in collaboration with adult literacy providers. Planning included or will include consideration of collaborative strategies and other funding resources to maximize the use of technology. If no adult literacy providers are indicated, the plan describes the process used to identify adult literacy providers or potential future outreach efforts.

District Technology Plan 2008-2012

9. EFFECTIVE,

RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 and 9 (Appendix D). a. Summarize the relevant research and describe how it supports the plan’s curricular and professional development goals. b. Describe the district’s plans to use technology to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distancelearning technologies.

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San Mateo Union High School District 65

The plan describes the relevant research behind the plan’s design for strategies and/or methods selected.

The plan describes the process the district will use to extend or supplement the district’s curriculum with rigorous academic courses and curricula, including distance learning opportunities (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).

District Technology Plan 2008-2012