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Cypress School District Education Technology Plan

July 1, 2014 - June 30, 2017

Table of Contents

District Background and Demographic Profile 1

1. Plan Duration 2

2. Stakeholders 2

3. Curriculum 3

3a. Current Access by Teachers and Students 3

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

3c. District Curricular Goals to Support Plan 5

3d. Teaching and Learning Goals 7

3e. Acquiring Technology Skills and Information Literacy Skills 10

3f. Ethical Use 11

3g. Internet Safety 13

3h. Description of Access for All Students 14

3i. Student Record Keeping 15

3j. Two Way Home-School Communication 17

3k. Curriculum Monitoring Process 18

4. Professional Development 19

4a. Summary of Teacher and Administrator Skills and Needs 19

4b. Providing PD Opportunities 21

4c. Professional Development Monitoring 25

5. Infrastructure, Hardware, Technical Support, and Software 25

5a. Existing Resources 25

5b. Needed Resources 28

5c. Annual Benchmarks and Timeline for Obtaining Resources 29

5d. Process to Monitor section 5b 31

6. Funding and Budget 31

6a. Established and Potential Funding Sources 31

6b. Annual Implementation Costs 32

6c. District Replacement Policy 33

6d. Budget Monitoring 34

7. Monitoring and Evaluation 35

7a. Overall Progress and Impact Evaluation 35

7b. Evaluation Schedule 35

7c. Communicating Evaluation Results 37

8. Collaborative Strategies with Adult Literacy Providers 37

9. Effective, Researched-Based Methods and Strategies 38

9a. Research Summary, District Application 38

9b. Technology to Deliver Rigorous Curriculum 40

Appendix C - Criteria for EETT Technology Plans 41

Appendix J - Technology Plan Contact Information 50

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District Background

The Cypress School District is located in a diverse suburban neighborhood nestled in northwest Orange County. The Cypress School District (CYPSD) was established on July 1, 1885, when 23 children enrolled in the new school in the area. Charles Lee Damron donated one acre of land, a building was built, and Miss Margaret "Daisy" Landell was hired as the first teacher. Cypress trees were planted around the school as a windbreak, so the school was named Cypress, and eventually the city adopted the name. From its early beginnings, CYPSD has prided itself on its commitment to a comprehensive academic program designed to meet the needs of all students. Achievement in the CYPSD is high with an overall API of 888. Currently, CYPSD has six schools serving approximately 3900 students. The student body is comprised of 33% Asian, 26% Hispanic, 26% White, 5% Filipino, 3% African American and 7% Other. There are a total of 29 languages spoken with the predominant language being Korean (37%), Spanish (26%), Vietnamese (8%), Arabic (5%), Filipino (5%), and Mandarin (14%) and Other (5%). 33% of the students are English Learners.

The vision of the Cypress School District is focused on universal high achievement that is standards based, with enhanced arts and P.E. programs, using best practices and accessible updated technology, with a long term enrollment plan and valued, involved stakeholders. CYPSD is in the process of modernizing its schools to support a 21st century classroom, including the infrastructure, to support the expected growth of technology in the classroom. The new Cypress School District Education Technology Plan establishes a renewed focus and emphasis on the support of curriculum and professional development by District departments to support the vision of the technology plan.

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1. Plan Duration

July 1, 2014 ‑June 30, 2017

The Cypress School District's Education Technology Plan is a comprehensive plan that is also used for E-Rate.

2. Stakeholders

Stakeholders Name Position Location Tim McLellan District Administrator District Office Tandy Taylor District Administrator District Office Marcos Rojas District Administrator District Office Julie Gautreau District Administrator District Office Carol Erbe Site Administrator Clara J. King Elementary Lori Hernandez Site Administrator Juliet Morris Elementary Ellen Basile Technology Support Staff District Office Aerin Mun Data Analyst/Technician District Office Vickie Ohlman School Administrative Secretary Clara J. King Elementary Lynn Currin Classroom Teacher Margaret Landell Elementary Ida Egenberger-Gutierrez

Classroom Teacher Juliet Morris Elementary

Tracy Holbert Classroom Teacher A. E. Arnold Elementary Kyle Hoodman Classroom Teacher Frank Vessels Elementary Margi Johnson Classroom Teacher Steve Luther Elementary Stacey Myers Classroom Teacher Clara J. King Elementary Mindy Pfafflin Classroom Teacher Margaret Landell Elementary Joann van der Putten Classroom Teacher Clara J. King Elementary Cynthia Trostler Parent Margaret Landell Elementary Seth Trostler Parent Margaret Landell Elementary Brian Gatlin Parent Clara J. King Elementary

The Technology Committee consists of a variety of stakeholders. The District Administrators include the Assistant Superintendent of Business Services, the Director of Curriculum, Instruction and Assessment, the Director of Technology Services, and the Coordinator of Instructional Technology. The Classroom Teachers currently hold positions that represent a variety of grade levels K-6. The Parent members have students attending different schools throughout the district. The Committee was established to design short and long range Technology Plan goals that align to the District vision, mission, and goals. The Committee will continue to monitor the progress of the Technology Plan implementation and to adjust the Plan as needed based on progress and

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data. The District will work collaboratively with the Cypress Education Foundation (CEF) and other community businesses to promote and fund technology. 3a. Description of teachers' and students' current access to technology tools both during the

school day and outside of school hours.

Every classroom in the Cypress School District has a SMART Board, document camera, teacher computer, and student computer station(s). Computers running Windows XP utilize the Microsoft Office 2003 Suite. Computers running Windows 7 utilize the Microsoft Office 2007 Suite. Each school has two Computers on Wheels (COW) carts with a total of 66 tablets (with keyboard and headset add-ons), a Technology Lab with 35 computers and a SMART Board, and a Media Center with student and staff computer stations. Staff has internet access through district WAN through fiber-optic lines and at least one Category-5 drop per classroom. Computer labs are also connected to the internet through Category-5 wiring enabling hardwired and wireless access.

Staff has access to technology before, during, and after school. This includes items such as computers, tablets, document cameras, SMART Boards, digital cameras.

All students have access to district technology during school hours. All site teachers and students, including Students with Disabilities (SWD) and English Learners (EL) and other historically underserved populations have equitable access to district technology. Additionally, CYPSD provides computer-aided instruction (CAI) and assistive devices to identified students. This may include iPods, iPads, and communication devices.

A Technology Survey was distributed to CYPSD families. Of the 450 families responding, almost 90% stated that their children have access to devices (computers, laptops, tablets, etc.) at home. Public access to computers and internet is also available at the local public library. Students attending after school programs through the Boys and Girls Club also have internet access, with adults available to provide support.

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

The Cypress School District provides all students with a rigorous academic curriculum to master the California Common Core State Standards (CCSS). CYPSD implements a strong academic program to best prepare students for an information-based society. As technology is a valuable resource for attaining that goal, each site has technology infused within their ELA and math goals within their Single Plan for Student Achievement (SPSA). The District Educational Technology Plan addresses the seamless integration of technology into core curriculum by using software applications and related media to access and evaluate information, analyze and solve problems, and support teaching and learning regardless of an individual’s learning style, special needs, socioeconomic background, culture, ethnicity, gender or geographic location. Specifically, greater access to computer hardware and software and other technologies will help CYPSD improve teaching and learning in the core content areas. Consistent with CYPSD’s technology goals, most students receive instruction from teachers using technology-based

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lessons specific to the content area and standard being addressed.

A wide variety of hardware and software resources are available to support teaching and learning in CYPSD. All software is available on the Lab computers, Lenovo tablets (Windows), and classroom computers. As appropriate, software is available through apps on other district devices such as iPads and iPod Touches.

Hardware Hardware Access

SMART Board Daily, as appropriate to the learning objective Document Camera Daily, as appropriate to the learning objective Tablets Periodically, as scheduled, and as appropriate to the learning

objective Computers (lab) 60 minutes 1 time a week

Software Software Purpose Who

Imagine It! Lesson design and instruction

Certificated Staff

Imagine It! Instructional activities

Students

Scholastic Reading Inventory

Determining Lexile Levels

Students

Scholastic Reading Counts!

Reading Comprehension

Students

Study Island CCSS mastery assessment

Students

Education City Instructional activities

Students

Discovery Education

Lesson design and instruction

Certificated Staff

Discovery Education

Research and other instructional activities

Students

Starfall Instruction Certificated Staff

Type to Learn Keyboarding skills Students Houghton-Mifflin Think Central

Instructional activities

Students

Microsoft Office Word, Excel, Access, PowerPoint, Publisher, Outlook

Students Certificated Staff Classified Staff

Aeries, Student Student Records Certificated Staff

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Information System (SIS

Classified Staff Parents

Educator’s Assessment Data Management System (EADMS)

Student Data Management System Assessment creation, online assessment, and assessment reports

Certificated Staff Classified Staff Parents

Students' use of technology is limited to one classroom computer and 60 minutes weekly in the computer lab. The recent addition of 66 tablets has provided for supplemental time, but is primarily used to prepare for the Smarter Balanced Online Assessment with minimal time used for research, projects, and presentations. Teachers have begun to integrate the use of the tablets into the instructional program.

For Students with Disabilities, the District provides a wide variety of support in hardware and software. The District provides identified students with assistive devices and instructional software as determined in the Individualized Educational Plan or 504 Plan to support the learning goals.

At each school, the staff creates a technology lab schedule. The time the students are in the lab may be used in a variety of ways to support the instructional program such as

• Teachers may provide direct instruction on a specific application. • Students may work on projects. • Students may do research. • Students may be working on specific academic goals (i.e Imagine It!, Education City). • Teachers may be assessing student learning (i.e SRI, Study Island).

CYPSD administrators will receive a tablet-like device in spring of 2014. The tablet will be utilized to promote effective classroom instruction and school management. Principals will be able to document classroom visits and keep necessary notes and information for two purposes: 1. Gathering of instructional data, and 2. Documentation to support teacher evaluation, aligned to California Standards for the Teaching Profession. Additionally, principals will have the ability to take pictures of student work samples and engagement opportunities

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

The Cypress School District provides a high quality, comprehensive educational program to prepare students for college and career. As an elementary school district, we lay the foundation in the necessary skill and strategies necessary to be productive citizens in a global economy. Literacy and mathematics proficiency are essential to a student's success. Local plans, LEA, LCAP, and the English Learner Master Plan have the same essential goals for literacy and mathematics.

Goal 1: All students will attain proficiency in English Language Arts (ELA).

1.1 Objective ‑ CYPSD will increase the number of students proficient/advanced in ELA by 1%

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annually as measured by state and local measures.

1.2 Objective ‑ To close the achievement gap, CYPSD will increase the number of students proficient/advanced for underperforming sub-groups in ELA by 3% annually as measured by state and local measures.

Goal 2: All students will attain proficiency in mathematics.

2.1 Objective ‑ CYPSD will increase the number of students proficient/advanced in math by 1% annually as measured by State and local measures.

2.2 Objective ‑ To close the achievement gap the CYPSD will increase the number of students proficient/advanced for underperforming sub-groups in math by 3% annually as measured by state and local measures.

Technology plays an integral role in achieving the district goals. Technology is no longer a computer in the corner, rather a tool used to augment and facilitate student achievement. To ensure that students in the Cypress School District are prepared to be lifelong learners in an information-based, interactive society, technology standards (based upon the California Common Core State Standards) are integrated into the educational program. Appropriate software applications and related media are used to access and evaluate information, to analyze and solve problems, and to communicate and present ideas, maximizing the instructional process.

AB484 Implementation

Assessment plans will be revised as needed on a yearly basis, depending on legislation and state requirements to address the assessment included in CAASPP, the State reporting system.

The Cypress School District will field test the Smart Balanced Online Assessment in 2014. The Technology Services Department used the Readiness Tool and has determined the CYPSD meets and exceeds the minimum standards. Staff has been in-serviced using the online practice and training tests provided through the California Department of Education. Students have been provided with whole, group and individual time familiarizing them with the Online Assessment. Individual time allows the student to use desktop, laptop, and tablets for both the ELA and math practices tests and performance assessments.

Beginning in 2015, the students will take the Online Assessment, creating a baseline of performance for individual, school, and District achievement. 2016 will be the first year of State measures to determine growth. In the interim, local benchmarks align to CCSS in ELA and Math will be utilized to measure progress. The District benchmarks will have an online option, allowing students to take their local assessment online, similar to the State assessment.

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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.

It is the vision of the CYPSD to provide a 21st Century classroom, which incorporates technology, through carefully crafted lessons which will include student use of technology by choosing the right tool for both teachers and students. Through a seamless integration of technology, students will be able to demonstrate their knowledge in a wide variety of ways.

Goal 3d.1: CYPSD students and teachers will increase their use of technology to improve teaching and learning of curriculum, aligned with Common Core State Standards, employing ongoing opportunities to use the tools of technology to enhance achievement and to meet or exceed the academic content standards.

Objective 3d.1.1: By June 2017, 100% of teachers will use technology tools daily in lesson design and delivery of instruction to enhance student learning of curriculum aligned with Common Core State Standards, as measured by classroom observations, lesson plans and technology survey results.

Benchmarks:

• Year 1: By June 2015, 65% of teachers will use technology tools daily in lesson design and delivery of instruction to enhance student learning of curriculum aligned with Common Core State Standards.

• Year 2: By June 2016, 80% of teachers will use technology tools daily in lesson design

and delivery of instruction to enhance student learning of curriculum aligned with Common Core State Standards.

• Year 3: By June 2017, 100% of teachers will use technology tools daily in lesson design and delivery of instruction to enhance student learning of curriculum aligned with Common Core State Standards.

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Implementation Plan

Activity Timeline Person(s) Responsible

Monitoring & Evaluation

Evaluation Instrument

1. Technology will become an integrated agenda item at site and district meetings, and Professional Learning Community meetings that all teachers participate in. 2. Teachers will share information on best practices and model effective strategies at collaboration meetings. 3. Site and district administrators will include discussion of technology integration at their regular meetings.

Monthly, September‑May

Julie Gautreau, site administrators, teachers

grade level meetings, agenda items

agendas, meeting notes

Teachers will use technology tools in the classroom that support student learning.

Daily, as appropriate

Principals and Tandy Taylor

Informal and formal observations and lesson plans.

Observation notes, lesson plans

Teachers will complete the annual Technology Survey designed to monitor the use of technology in instruction.

Annually, January

Julie Gautreau survey An analysis of results will be used to monitor progress.

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Objective 3d.1.2: CYPSD will implement school wide activities and projects that model the use of technology and develop descriptors for the effective, creative, enhanced use of technology as measured by project based modules and lessons available at each grade level.

Benchmarks:

• Year 1: By June 2015, each grade level will have 1-2 project based modules with lessons and activities that integrate technology.

• Year 2: By June 2016, each grade level will have 2-3 project based modules with lessons

and activities that integrate technology. • Year 3: By June 2017, each grade level will have 3-6 project based modules with lessons

and activities that integrate technology.

Implementation Plan




Design project based modules with performance tasks (at least 2 per year, per grade 3-6) with pacing guides that demand use of technology.

August 2014-June 2017 Grade level planning time

Julie Gautreau, Tandy Taylor, Teacher Committee

Agendas, student work sample evaluations using created rubrics.

Modules

Implementation of modules and follow pacing guides and lessons. The District will provide the training for these modules at regular scheduled minimum days and or PLC time.

August 2014-2017

Julie Gautreau, classroom teachers

Classroom visits, student work samples

Review of lesson plans and student work samples

Provide students with rubrics to assess and reflect on their individual performance.

Fall, 2014 and ongoing for the duration of the plan

Tech Coaches Classroom Teachers

Classroom visits Student reflections

Student work samples, rubrics

Annually review and revise pacing guides to adjust for technology needs aligned to instructional needs of students.

Annually June-August 2016-2017

Julie Gautreau, Tandy Taylor Committee of grade-level teachers

Meeting agendas and notes

Revised pacing guides as appropriate.

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Technology is integrated into our daily lives. In the CYPSD, students are expected to select and utilize the right tools to demonstrate their learning. The integration of technology into daily instruction will improve student learning. The establishment of the technology goals and objectives are based on the National Educational Technology Standards for Students (NETS*S) skills from the International Society for Technology in Education (ISTE) and the California Academic Content Standards. The NET*S focus on the importance of creativity and innovation, communication and collaboration, research and information fluency, critical thinking, problem-solving and decision-making, digital citizenship, and technology operations and concepts.

Students will be provided a variety of opportunities to engage in educational technology using programs such as Microsoft Office to write, calculate, and present learnings. Students will use standards-aligned software to learn and reinforce the CCSS.

Goal 3e.1: By June 2014, 90% of students will meet grade level appropriate technology skills and literacy standards, based on 21st Century Skills as defined by the district (based on NETS Standards), requiring them to conduct effective searches and demonstrate their ability to locate, access, and evaluate information and resources from the internet appropriate to each grade level.

Objective 3e.1.1: By June 2017, 90% of students in grades K-6 will meet grade level appropriate technology skills and literacy standards by creating at least one grade level appropriate project per trimester, requiring them to conduct effective searches and demonstrate their ability to locate, access, and evaluate information and resources from the internet appropriate to each grade level, as measured by teacher project evaluation and student feedback.

• Year 1: By June 2015, 60% of students will meet grade level appropriate technology skills and literacy standards.

• Year 2: By June 2016, 75% of students will meet grade level appropriate technology

skills and literacy standards. • Year 3: By June 2017, 90% of students will meet grade level appropriate .technology

skills and literacy standards.

3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace.

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Implementation Plan




Identify instructional needs for grade-level technology skills aligned to CCSS and College and Career Readiness Standards.

3-5 meetings July 2014‑January 2015

Julie Gautreau, Tandy Taylor, Technology Committee

Grade level scope and sequence

Student work samples, matrix

Design/align pacing guides that allow time for learning the technology skills and applications required for mastery of the CCSS with time for elementary students to master basic technology skills.

January. 2015-June 2017

Julie Gautreau, Tandy Taylor Committee of grade-level teachers

Grade level teams will review and make recommendations during PLC time.

Creation of the Pacing Guides

Teachers will develop project-based lesson modules that incorporate grade level appropriate Internet searches and demonstrate students’ abilities to locate, access, and evaluate information and resources from the Internet.

3 times a year, one per trimester

Tandy Taylor, Julie Gautreau, Site Administrators

Lesson plans Number of modules created, Number of student projects scoring acceptable or better on project rubric

Lesson plans, Lesson modules, Student work samples

As part of a comprehensive program, CYPSD students are taught about appropriate and ethical

3f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use

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use of published and copyrighted materials. All students and staff in the Cypress School District are in-serviced on the importance of respecting intellectual property rights and copyright law. Materials are posted on the Cypress intranet that gives resources for classroom instruction on this topic. All staff and students who utilize the internet are required to sign waivers that specify the restrictions on intellectual property rights. The Orange County Department of Education provides legal guidance regarding changes in federal and state laws relevant to these laws which are reviewed annually and provided to schools to adjust their presentations. The district also monitors piracy and copyright laws during Technology Lead and Administrative meetings to determine if additional expert training needs to occur in a specific class or school.

Goal 3f.1: 100% of CYPSD students will be able to distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism as appropriate to each grade level.

Implementation Plan




Provide training and information focusing on ethical use of information technology for teachers, instructional aides, and administrators.

Annually, each fall

Julie Gautreau, Marcos Rojas

Sign-in sheets sign-in sheets, agendas

Teachers implement a curriculum, such as Common Sense, which teaches students how to distinguish lawful from unlawful uses of copyrighted works including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism.

Annually, August‑ October 2014-2017, with follow-up as appropriate.

Julie Gautreau, Tandy Taylor, Marcos Rojas

Lesson plans, Classroom observations, Student work samples

Certifications, created by District Staff, which the teacher signs indicating completion by students

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Acceptable Use Policy (AUP)

The Cypress School District staff is encouraged to make innovative and creative use of information technologies in support of education and research. The AUP is annually reviewed and updated as appropriate for both the staff and students. Users of the district’s network (including faculty, staff, students, and guests) must accept the terms of the AUP before logging onto the network.

Web Content Filtering Software

The internet provides powerful resources for teaching and learning, and the district wants to make sure its students get the most of this valuable tool while being safe. While it is important to teach students how to effectively find safe and valid resources, it is also important to protect students from inappropriate content and maximize instructional time. The Technology Services Department manages web filtering software in order to meet this goal.

Communication and Education

Students will be taught to practice internet safety, including how to protect online privacy as well as avoid online predators. The best strategy to keep students safe online is to communicate and educate. The district will provide information on the safe use of the internet for students, parents, teachers, and administrators. The Curriculum, Instruction and Assessment Department approves and monitors curriculum websites and develops standards and guidelines for their use.

Teacher Professional Development

All teachers, principals and staff in the Cypress School District are annually in-serviced on the importance of internet safety, including how to protect online privacy and avoid online predators.

Goal 3g.1: All students in the district will be educated to be safe, responsible users of digital tools in the 21st century; students will be knowledgeable of internet safety including awareness and dangers of cyber bullying, protection against online predators, and how to maintain online privacy.

3g. List of goals and an implementation plan that describe how the district will address Internet safety, including how to protect online privacy and avoid online predators. (AB 307)

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Implementation Plan




Provide training and information focusing on internet safety for teachers, instructional aides, and administrators.

Annually Julie Gautreau, Marcos Rojas

Meeting agenda and notes

Meeting agenda and notes

All students will be provided with direct instruction on the eight areas of digital literacy: Internet Safety, Privacy and Security, Relationships and Communication, Cyberbullying, Digital Footprint and Reputation, Self‑image and Identity, Information Literacy, Creative Credit and Copyright.

Annually, August- October 2014-2017

Site Administrators, Julie Gautreau, Tandy Taylor, Marcos Rojas, teachers

Lesson plans, Classroom observations

Certifications, created by District Staff, which the teacher signs indicating completion.

Review and update (if needed) the CYPSD AUP. Administrators, along with the technology committee, will address the AUP in staff meetings and have every employee sign the agreement. Teachers and principals verify that each student has a signed AUP on file with parent or guardian signature.

Annually, July- September

Site Administrators, Jodi Novy, Marcos Rojas, Julie Gautreau, Tandy Taylor

SIS reports Signed AUPs, Parent handbook

CYPSD is ADA compliant and ensures equal and appropriate access to technology for all students. Should students require additional equipment or facilities to have equal access to technology tools, additional assistive technologies will be provided to meet their needs, as outlined in their IEPs or 504 Plans. Some assistive technologies including Special Education software is currently used. The District also provides special keyboards with large buttons as needed. The District learning management system allows for technologies such as podcasting and e-books to expand learning options for students. As appropriate to student needs, classrooms

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

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have amplification systems for teachers, which allow for maximum voice projection and hearing ability for students. These systems are especially helpful for the hearing impaired, students with attention and processing issues, and English Learners. All students are given a variety of times with Technology devices. Computer Labs and roving carts are scheduled to ensure equity and access for all students appropriate to the grade level and instructional needs. As stated in section 3b, a wide variety of instructional software is available to all students that provides both tools to support work (word processing/PowerPoint) and instructional programs. CYPSD provides additional differentiated software to meet the needs of special populations (English Learners, Special Ed., GATE), such as translation software, books on CD and Reading/Mathematics support software and adaptive software for intervention or acceleration and/or enrichment.

Beginning in July 2014, CYPSD will transition to a new student information system (SIS) and data warehouse system (DWS). These programs will enable CYPSD staff to effectively maintain student records and achievement data in an integrated system. District staff, site administrators, and teachers will utilize the systems to make data driven decisions. The District's new systems will support the management of student demographics, assessment data, grade book, report cards, food services, scheduling, health, attendance, and behavior records, with a parent/teacher portal for secured access from the home or office.

Goal 3i.1: By June 2017, 100% of teachers will use the Student Information System and Data Warehouse System to enter student grades electronically and manage student achievement information more efficiently.

Objective 3i.1.1: By June 2017, 100% of site administrators and teachers will access data electronically to inform instruction and monitor student progress, as measured by SIS and DWS usage and report statistics.

Benchmarks:

• Year 1: By June 2015, 100% of site administrators and teachers will access data to inform instruction and monitor student progress by generating shared and customized reports.

• Year 2: By June 2016, 100% of site administrators and teachers will access data to inform

instruction and monitor student progress by generating shared and customized reports.

• Year 3: By June 2017, 100% of site administrators and teachers will access data to inform instruction and monitor student progress by generating shared and customized reports.

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

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Implementation Plan




Create log-in accounts for all teachers on both the student management system and the data warehouse system and ensure all users have access.

August‑December 2014

Marcos Rojas, Julie Gautreau

Number of accounts accessed and reports created in both systems.

Accounts in SIS and DWS Usage reports from SIS and DWS

Provide initial and ongoing professional development on the Student Information System and Data Warehouse System to all staff on an annual basis.

July‑ October, and as needed throughout the year

Julie Gautreau Results, usage statistics from SIS and DWS

Agendas, Sign-in sheets, Training evaluations

Train district support team across all sites in most common user issues and how to support teachers’ daily usage of student information system and data warehouse system.

July-October 2014, with periodic follow-up as appropriate.

Marcos Rojas, Julie Gautreau, Tandy Taylor

Staff feedback results, Usage statistics from SIS and DWS

Participant evaluations, Training logs and schedules SIS and DWS usage statistics

Train staff to create customized reports.

September 2014-May 2015

Julie Gautreau Usage statistics from SIS and DWS

Administrator and teacher reports created

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

Educational Web Site

The ability to effectively and timely communicate is important to the CYPSD. The District has several options for two-way communication with staff via phone calls, e-mails, text messaging and meeting in person. Additionally, parents have multiple ways to access information, if personal contact is not needed. District and school administrators are able to use School Messenger, an automated phone, e-mail and texting service, to communicate with parents about their child’s attendance, upcoming events, and emergency situations. The system also assists schools to reduce the need for fliers and other written forms of communication saving paper, money, and time.

The CYPSD student information system utilizes a secured web-based student information system. The program allows teachers to access student information from home through the internet. The district will also be able to provide parents access from their home or office so that they can check up-to-date data on their child’s grades, attendance, lunch funds, state and local tests, along with current communication from their child’s teacher. In addition, administrators, teachers and parents use e-mail to communicate student progress and performance.

The current educational web site link on the District web page (www.cypsd.k12.ca.us) is updated on an “as needed” basis for use by parents, teachers and students outside the regular school day.

Goal 3j.1: Teachers and administrators will utilize district-provided e-mail accounts to make themselves more accessible to parents and community members.

Objective 3j.1.1: By June 2017, 100% of teachers and administrators will be accessible to parents and community members through e-mail, as measured by teacher and parent survey results.

Benchmarks:

• Year 1: By June 2015, 90% of teachers and administrators will be accessible to parents and community members through e-mail.

• Year 2: By June 2016, 95% of teachers and administrators will be accessible to parents

and community members through e-mail.

• Year 3: By June 2017, 100% of teachers and administrators will be accessible to parents and community members through e-mail.

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Implementation Plan




Provide refresher training to all staff on how to access and use their district e-mail software including attachments and address books through staff development sessions.

Annually, September


Use sign-in sheets and copies of school documents sent via e-mail.

Teacher survey

Survey staff and parents on e-mail usage following implementation on annual basis.

Annually, January


Surveys will be reviewed during the summer and a training plan will be developed to target the needs of teachers who are not utilizing e-mail on a regular basis.

Staff and Parent survey

Investigate parent option for access to the SIS and create a roll-out plan including Parent Education

2014-15 Tandy Taylor, Julie Gautreau

Resources provided by Aeries

Staff feedback Roll-out plan

Implement District plan for providing parent access to SIS

2015-17 Tandy Taylor, Julie Gautreau, Marcos Rojas, Site Admin. Teachers.

Parent logs/reports provided by SIS

Parent Surveys, logs/reports provided by SIS

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

Currently, all six schools have Single Plans for Student Achievement on file, with technology as a component. District staff will continue working with the principals, School Site Councils (SSC), site Technology Leads and faculty to ensure the continuity of these plans and to ensure

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the annual review and revision reflects the current District Educational Technology Plan. Monitoring and evaluation activities are also included in each section three objective.

The District Educational Technology Team meets quarterly to evaluate progress in completing the activities, meeting the benchmarks, and achieving the goals of the Educational Technology Plan. A yearly evaluation of progress in meeting these goals will be presented to the Cypress Board of Education at the end of each school year. At that time, goals, benchmarks, and timelines are adjusted as needed and added to the implementation plan.

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

Teachers’ and Administrators' Current Technology Skills

The teachers’ and administrators’ in the Cypress School District completed a Technology Profile in 2014 to rate their current technology skill levels. The survey was completed by 150 of 154 teachers reflecting 97% who took the survey. The survey was completed by 10 of 12 administrators reflecting 83% who took the Tech survey. The results of that survey are indicated in the chart below.

The following chart reports teachers’ and administrators' self-reported levels of computer knowledge and skills.

Rate your skill level ... NA 1 2 3 4 5 Average score

…in Internet functions. teacher results 1 7 31 65 46 3.99

administrator results 3 5 2 3.9 ...in general computer knowledge and functions.

teacher results 2 5 42 68 33 3.83 administrator results 2 6 2 4.0

...in Information Literacy. teacher results 8 9 17 39 50 27 3.33

administrator results 3 6 1 3.8 ...in Internet Safety.

teacher results 1 10 28 57 54 4.02 administrator results 1 6 3 4.2

...in E-mail functions. teacher results 5 27 72 46 4.06

administrator results 2 5 3 4.1 ...in Word Processing.

teacher results 4 21 60 65 4.24 administrator results 2 2 6 4.4

...in presentation software.

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teacher results 2 6 23 45 48 26 3.39 administrator results 3 5 2 3.9

...in spreadsheet software. teacher results 4 21 46 41 27 11 2.66

administrator results 3 2 4 1 3.3 ...in database software.


...understanding the ethical use of technology.


This survey of teacher competencies in computer/Internet knowledge and skills shows their greatest strength is in word processing, which can be linked to the district-wide standard that teachers use Microsoft Word for preparing and creating classroom materials. Word is installed on all networked computers in the District. The next greatest strengths are in Internet Safety and the ethical use of technology which can be contributed to the increased availability and use of web-based instruction, programs and projects. General computer functions and e-mail skills/knowledge also rated high which can be linked to the District standard that all teachers use the e-mail accounts provided on their networked classroom computers and via web-based access from home.

Professional development for teachers needs to continue in all areas, but most focused in the weaker areas such as presentation software, spreadsheet and database usage, and Information Literacy. The acquisition of a student Data Warehouse System (EADMS) will assist in the development of staff’s spreadsheet and database skills as training in provided. The implementation of student digital literacy program such as Common Sense will improve both staff and student understanding of Information Literacy.

The survey shows that Cypress School District administrators are most proficient in word processing, general computer knowledge, e-mail, Internet Safety and the ethical use of technology. As the instructional leaders, administrators are expected to have a high level of technology knowledge and skills, which are assessed as part of the recruitment and selection process when new administrators are hired in the Cypress School District.

Database, spreadsheets, and presentation software skills are the main areas for growth. The acquisition of a student Data Warehouse System (EADMS) will assist in the development of administrators’ spreadsheet and database skills as training in provided. To keep their skills current, and to improve them, they are encouraged and sometimes required to attend the same workshops provided to teachers.

Certificated, Administrative and Classified Professional Development

CYPSD is committed to provide quality professional development for certificated, administrative, and classified personnel. As appropriate to the job, staff is provided with training

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and ongoing support on District hardware and software. The Curriculum, Instruction and Assessment and Technology Departments conduct high-impact training and create training manuals/guides to assist District staff in the effective use of technology.

Training classes are offered at the beginning and intermediate levels in district. The courses include such topics as

Aeries (SIS) EADMS (SDWS), School Messenger, mass parent contact systems SMART Board; Student Response Systems Microsoft Office including Word, Excel, Access, PowerPoint, Publisher, Outlook

In addition to regular workshops, technology staff attends staff meetings on invitation to provide tutorials on various subjects. Most workshops are provided in small group settings during the school day or after school with fellow staff members, and they focus on integrating technology into the curriculum. International Society for Technology in Education (ISTE) provides guidelines for integrating technology, guiding curriculum and professional development. The California Resource Learning Network (CLRN) provides additional resources for preparation of training materials aligned to the State Board of Education academic content standards and linked to model lesson plans utilizing technology.

Staff development is provided in a variety of forums (e.g. trainer-of-trainers, one-to-one, large and small groups). Development of basic technology class curriculum is based on the knowledge of school operations and functions that the staff is required to perform. The curriculum is designed to enable them to perform their daily job duties in a more effective and efficient manner. As skill levels advance, specialty classes are created.

In addition, the State of California currently provides administrators with a centralized online web site for technology resources, Professional Development for Administrators (TICAL). Administrators may utilize the Administrator's Tool Kit focusing on Data-Driven Decision-Making that is provided on that site.

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

The Cypress School District aligns its Professional Development program with the State curriculum standards and National Educational Technology standards. The goal is to develop a higher skill level for all Cypress certificated personnel. Demonstrated competency in these areas will be required by the state for future teacher certification. The Curriculum, Instruction, and Assessment Department and Educational Technology Team will coordinate planning with the District’s Administrative Cabinet and subcommittees to revise the current plan for technology staff development. The professional development will be aligned to the needs assessments as well as the curricular component of this plan. The technology professional development training will be integrated into the District’s staff development plan. Training will take place in a variety

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of formats depending upon the need of teachers and specific training. Training may include but is not limited to trainer-of-trainers model, one-on-one, small and large group, site or district specific, web-based, and/or video conferencing. This training will focus on each subgroup of district certificated and classified personnel.

Goal 4b.1: All staff will participate in sustained, ongoing professional development in support of the Educational Technology Plan.

Objective 4b.1.1: Administrators, teachers, secretaries, and clerks will utilize technology tools such as a Student Information System and a Data Warehouse System to support student learning, as measured by program usage statistics.

Benchmarks:

• Year 1: By June 2015, 100% of staff be trained on the new student information system, Aeries

• Year 2: By June 2016, 100% of staff will be trained on the new Data Warehouse System,

EADMS.

• Year 3: By June 2017, 100% of staff will have reached the proficient level in using Aeries and EADMS according to the annual survey.

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Implementation Plan




All staff users of the student information system will be trained to access and input student data pertaining to their specific area of need. Teachers will be trained to use the system's attendance, demographic data, grade book and report card. Trainings will be designed according to personnel access and input needs.

Initial training 2014, ongoing support on an as needed basis

Tandy Taylor, Julie Gautreau, Marcos Rojas, Coaches, Site Administrators

Number of teachers using various components of the SIS Number of staff using various component of the SIS

Agendas, Training sign-ins SIS usage statistics

All staff users of the Student Data Management System, EADMS will be trained to access and input student data pertaining to their specific area of need. Teachers will be trained to create student achievement reports.

Initial training 2015, ongoing support on an as needed basis

Tandy Taylor, Julie Gautreau, Coaches, Site Administrators

Number of teachers using EADMS to plan instruction

Agendas, sign-ins Number of achievement reports created.

Goal 4b.2: All district teachers will be trained in utilizing the technological resources provided in district textbook adoptions as curriculum is approved by the State and purchased by the district. Teachers will be trained in how to incorporate these resources and any other technologies into their instructional planning across all content areas.

Objective 4b.2.1: 100% of teachers will incorporate technology resources into their instructional program across all content areas as measured by lesson plans and observations.

Benchmarks:

• Year 1: By June 2015, 60% of teachers will incorporate technology resources into their instructional program across all content areas.

• Year 2: By June 2016, 80% of teachers will incorporate technology resources into their

instructional program across all content areas.

• Year 3: By June 2017, 100% of teachers will incorporate technology resources into their instructional program across all content areas.

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Implementation Plan




All district teachers will be provided refresher and/or new training in utilizing the technological resources provided in district textbook adoptions as curriculum is approved by the State and purchased by the district. Teachers will be trained in how to incorporate these resources and any other technologies into their instructional planning across all content areas.

Ongoing for the duration of the plan

Julie Gautreau Analysis of teacher survey, Lessons, Classroom observations

Teacher survey Lesson plans

All certificated teaching staff will have access to a variety of professional development opportunities that will support the utilization of presentation and multimedia applications to instruct students in information literacy.


Julie Gautreau, Coaches, site Administrators

Analysis of training evaluations, Classroom observations

Training agendas, Lesson plans Training evaluations

All students and certificated teaching staff will receive Internet safety training.

Annually, fall




Teachers will have access to training that supports NETS instruction





District classroom teachers will be trained in curriculum planning for the integration of new

As needed, based on survey

Julie Gautreau Analysis of training evaluations, Classroom

Training agendas, Lesson plans

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technological resources chosen to address at-risk and EL students.

observations Training evaluations

4c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned activities including roles and responsibilities.

Monitoring and evaluation activities are included in each section four objective. District staff will monitor the progress of the implementation plan and meet to review and analyze the progress towards the goal. Teachers and administrators complete the annual technology surveys in January. The results from each year will be compared and contrasted with the results from the previous year(s) at both the site level and the district level.

The Curriculum, Instruction, and Assessment Department will evaluate data, and make recommendations and modifications as needed. Modifications to both the Professional Development calendar and the Cypress School District Education Technology Plan will be based on the conclusions drawn from that data and input from all sites within the district.

An analysis of the data and an evaluation of the progress in meeting the goals of the Education Technology Plan will be presented to the Cypress School District Board of Education.

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

technical support already in the district that will be used to support the Curriculum and Professional Development Components of the plan.

Existing Hardware:

1. Cisco ASA 5520 Firewall, Cisco 3800 router to connect PRI for phones, Cisco 3560g Layer III switch for school and internet connections along with a Cisco 2811 router at each school site. 2. 4 TB Buffalo NAS appliances have been installed at each school site and the District Office for increased network share capacity. 3. In 2013, the District acquired a VMware server to consolidate physical servers while improving performance and reliability. 4. In 2010, the District installed Cisco switches district-wide to support an IP phone system. 5. In 2010, the District installed a Cisco IP phone system. 6. Single Wire IP clock and bell system that includes paging. 7. Main Domain Controller – Functions as the global catalog server, DNS server, WINS server, DHCP server, PDC emulator, Intranet host, and Active Directory connector for Exchange. The current hardware consists of a HP ProLiant DL360, G3 Dual Xeon 3.2 GHz with 1 GB of RAM.

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8. Exchange Server ‑In 2010, the District installed Exchange 2007 e-mail services and Outlook Web Access. 9. Secondary District Office Domain Controller – In addition to the normal domain controller function it also provides access to shared-drives and acts as a printer server. 10. Six (6) school site domain controllers – In addition to normal domain controller functions the server also acts as a global catalog server, DNS server, WINS server, DHCP server, houses school site shares and houses school site network programs. The District has standardized on HP servers. 11. In 2012, the District contracted with School Loop for its web hosting needs. 12. ArcMail Defender – email archiving system. 13. In 2013, the District installed a Lightspeed Rocket web filtering and reporting system – consisting of a single appliance. 14. Barracuda Spam and virus wall – for e-mail spam and virus protection. 15. Barracuda Backup server – for local on-site and off-site backups. 16. Smart Call server for School Messenger application. 17. Two Cisco Call Managers for the IP phone system. 18. One Cisco Unity server for the voicemail component of the IP phone system. 19. Additional servers consists of a SubFinder system, a NutriKids server for food services, a technology work order server which also scans the network hardware, a maintenance work order server which also houses the Power-Save software, a back-up server to hold district wide e-mail archives until they are transferred off-site (recycled exchange server), a server for virus protection management using Avast for Education software and windows update management, a new district application server for district-wide applications (Reading Counts and Destiny library program), and an external DNS server. 20. There are approximately 750 network computers that have internet access with about a 65/35 mix of Windows 7 and Windows XP operating systems. 21. Every classroom has an interactive white board by SMART Technologies. We currently have approximately 175 in use across the District. 22. Document cameras have been installed in all modernized classrooms. Two schools have yet to be modernized, but will either undergo modernization or will receive the classroom technology used in modernized classrooms by the start of the 2014/15 school year. 23. Each site has two carts of 34 Lenovo tablets (Windows) that has Microsoft Office installed with support peripherals, keyboard, mouse and hub to connect additional peripherals as appropriate 24. Administrators and Coaches have tablets.

Existing Internet Access:

1. As of 2012, each school has fiber-optic lines capped at 30Mbps with options to increase bandwidth up to 1Gbps at each school.

2. As of 2012, fiber-optic lines capped at 100Mbps connect the District to the county office for internet services. These lines have the option of increased bandwidth of up to 1Gbps.

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Existing Electronic Learning Resources:

1. SMART Notebook software has been installed on all computers found in all general and Special Education classrooms District-wide as well as some special service areas.

2. Computers running Windows XP utilize the Microsoft Office 2003 Suite. Computers running Windows 7 utilize the Microsoft Office 2007 Suite. The new district standard is a Windows 7 based system with 4GB of RAM, 160GB hard-drive, an LCD monitor and Microsoft Office 2010.

3. Houghton-Mifflin Think Central, SRA Imagine It!, Scholastic Reading Counts!, Scholastic Reading Inventory, Education City, Type to Learn and Study Island are all instructional software programs available to the students and teachers in our school district.

4. SYNERGY Student Information System hosted by the San Diego County Office of Education.

5. Special Education Information System (SEIS) hosted by the San Joaquin County Office of Education.

6. Discovery Education Streaming provides rich media samples for student and teacher use. Through school usernames and passwords, students are able to avail themselves of the wide range of audiovisual resources provided by this membership. Outstanding research presentations and increased student achievement will result from the use of this resource.

7. Destiny Library Manager provides access to enriched, educator-reviewed digital content and tools for our students, librarians and educators.

Existing Technical Support: Help Desk In order to provide better support for technology users in the District, the Technology Services Department established a Help Desk in 1998. District technology users call the Help Desk when they experience software problems and minor hardware issues. The Help Desk has resolved a number of minor issues reducing the number of school site work requests for the technicians. For non-critical issues and as a secondary option, teachers can submit work orders through the SpiceWorks work order system's online portal. The program exists on two different servers that reside in the Technology Support Center. The program is accessible from the district network via the intranet for all schools and departments to use to enter work orders or check work order status. The system will notify end users once work orders have been assigned to a technician or have been completed. It also is used to assign work to maintenance and technology staff, tracks work orders, and helps evaluate completed work.

Field Services The three technology staff members are responsible for all field service support. This group can also provide quick in-service assistance, as time permits. Support turn-around time has been improved with the addition of Cisco's Meraki cloud-based software which provides the ability to create a shared remote-desktop session on the user's computer as well as allow for the remote-deployment of some forms of software. The current level of tech support is adequate, but will need to be monitored and reviewed periodically.

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5b. Describe the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support needed by the district's teachers, students, and administrators to support the activities in the Curriculum and Professional Development Components of the plan.

Hardware Needed:

1. Additional mobile devices are needed in order to advance student learning. Ideally, a 1-to-1 model would benefit the students which would require additional Tablet-type devices.

2. Replacement of all Windows XP network computers by the start of the 2014/15 school year as Microsoft will no longer support that Operating System. Replacement computers will need to support the Windows 7 Operating System.

3. Expand backup server space and include voicemail archiving.

4. Video cameras and related hardware to provide additional access for staff development training and collaboration with colleagues in other districts, counties, states, and countries.

5. We will upgrade electronic devices and infrastructure for all schools as needed to comply with Common Core State Standards. CYPSD currently has sufficient devices to meet and exceed the requirement for the State Online Assessments. Additional device needs will be evaluated upon completion of the Smarter Balanced Field test.

Electronic Learning Resources Needed:

1. A Learning Management System will be needed to allow students to work on assignments at school and complete them outside of school. The LMS will also serve to create a safe online environment for students to learn digital citizenship as well as serve as a platform for teachers and students to dialogue.

2. Teachers and students will need to move from MS Office 2007 to either MS Office 2010 or MS Office 2013 in order to remain current with the version predominantly in use.

3. We will evaluate a number of software and other electronic resources in order to meet CCSS goals.

Networking and Telecommunications Infrastructure Needed:

1. Infrastructure at all sites will be upgraded as needed to comply with the requirements of Common Core State Standards.

2. We will need to replace our current firewall in order to incorporate network Intrusion Detection/Prevention Services.

3. The District will need to increase the available network bandwidth on both wireless and wired networks at the District Office as well as at each school site. The District Office will need to increase its bandwidth to 300Mbps and each school site will need to increase

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its bandwidth to 100Mbps and will likely grow as we implement the various aspects of this plan. We will need to ensure that our connectivity allows us the needed flexibility to increase the bandwidth as needed.

Physical Plant Modifications Needed:

1. Landell ES will also need improved air conditioning in areas that will accommodate new servers and additional computers. Air conditioning funds will come from the general fund, not the technology budget. Modernized schools have already been upgraded in this regard.

Technical Support Needed:

1. We will need additional software to improve the automation of software distribution as well as the Technology Services Department's ability to quickly resolve the many technical issues encountered by teachers.

2. Additional training will be provided to help staff maintain and improve the skills required to perform their jobs effectively and to obtain professional certification, where appropriate. We will also monitor staffing needs throughout the Technology Plan’s term and adjust if necessary.

5c. List of clear annual benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components as identified in Section 5b.

Benchmarks:

• Year 1: By June 2015, all network-connected computing devices running Windows will have their version of MS Office software upgraded to either Office 2010 or Office 2013. All schools will have 100Mbps connections to the District Office and the District Office will connect to OCDE at 300Mpbs. Also, Aeries.NET and EADMS will be implemented across the District. The District will determine the particular LMS to be used as well.

• Year 2: By June 2016, a robust support infrastructure will be in place to support the

various types of device software listed in the Implementation Plan below. Network, support and facility needs will be re-evaluated and acted upon.

• Year 3: By June 2017, all necessary Network Management Software, additional switches, LAN/WAN upgrades will be in place.

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Note: The timeline that follows will depend heavily on available funding.

Implementation Plan

Component Activity Start Date Completion Date

Team Responsible

Infrastructure LAN/WAN Upgrades

07/01/2014 06/30/2017 Technology Services

Infrastructure Connectivity to OCDE/ Internet


Infrastructure Network Switches 07/01/2014 06/30/2017 Technology Services

Infrastructure Network Management


Infrastructure Video Conferencing 07/01/2014 06/30/2017 Technology Services

Infrastructure Facilities Upgrades 07/01/2014 06/30/2017 Modernization Team Hardware Windows Servers 07/01/2014 06/30/2017 Technology Services Hardware Interactive Devices 07/01/2014 06/30/2017 Technology Services Software Windows 7/

Windows 8/ Apple iOS/Chrome OS


Software Office 2010/ Office 2013


Learning Management System

LMS implementation

07/01/2014 06/30/2016 Curriculum, Instruction and Assessment/ Technology Services

Student Information System

Aeries.NET SIS implementation


Data Management System

EADMS implementation


IT staffing and training

Training and staffing needs assessment


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

The Director of Curriculum, Instruction and Assessment, the Director of Technology Services and the Coordinator of Instructional Technology attend Orange County Department of Education meetings and bring back all relevant items to the complete team. The information from these meetings will be used to keep current on new educational technologies and for technology implementation and planning strategies. Purchase orders and budget information as well as our own research in monitoring our progress and needs. A yearly evaluation of progress in meeting those goals will be presented to the Cypress Board of Trustees at the end of each school year. At that time goals, benchmarks, and timelines will be further adjusted as needed and added to the implementation plan.

6a. List of established and potential funding sources.

Established Funding Sources: District Level

Site Level

General Fund Capital Project Funds Local Control Funding Formula Title I Technology Grants (such as OC Innovate, Schools First, Donors Choose, etc.) E-rate discounts and rebates Cypress Education Foundation Donations Lottery

Site budgets Local fundraising efforts Donations Grants

Potential Funding Sources:

1. E-rate discounts and rebates

2. K-12 EdTech Vouchers

3. Donations

4. Redevelopment Fees

5. Future Potential grants (such as OC Innovate, Schools First, Donors Choose, etc.)

6. General Fund

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

The following is a proposed budget and its implementation may need to be adjusted depending on availability of funds.

Item Description Year 1 Year 2 Year 3 Funding Source Including E-

Rate 1000‑1999 Certificated Salaries Certificated Salaries $30,000 $30,000 $30,000 General Fund 2000‑2999 Classified Salaries Classified Salaries $343,000 $353,000 $364,000 General Fund 3000‑3999 Employee Benefits Benefits $72,300 $74,500 $76,000 General Fund 4000‑4999 Materials and Supplies Supplies- (Toner/Bulbs/etc.)

$10,000 $11,000 $14,000 Capital Projects Fund, General Fund, Site Budgets, Cypress Education Foundation

Reading Counts $5,000 $5,000 $5,000 General Fund Destiny software $3,000 $3,000 $3,000 General Fund Microsoft Licenses $12,000 $12,000 $12,000 General Fund, Cypress Education

Foundation Other Curriculum-oriented software (new purchases, additional licenses & M.A.'s)

$12,000 $12,000 $12,000 Site Budgets, General Fund, Grants, Cypress Education Foundation

Systems Management $10,000 $12,000 $14,000 General Fund 5000‑5999 Other Services and Operating Expenses Networked Copiers $80,000 $80,000 $80,000 General Fund, Site Budgets, Local

Fundraising Study Island $8,000 $8,000 $8,000 General Fund Discovery Education $5,000 $5,000 $5,000 General Fund Student Information Management System/ Data Management System

$55,000 $55,000 $55,000 General Fund

Staff: Stipends/extra duty/sub release

$30,000 $30,000 $30,000 General Fund, Capital Projects Fund, Site Budgets, Cypress Education Foundation

Outside training program costs, conferences

$5,000 $5,000 $5,000 General Fund, Site Budgets, Cypress Education Foundation

Consultants $1,500 $1,500 $1,500 General Fund, Capital Projects

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Fund Contracted Services $7,000 $5,000 $3,000 General Fund, Capital Projects

Fund 6000‑6999 Equipment Student & Teacher Computers

$15,000 $15,000 $15,000 Capital Projects Fund, General Fund

Interactive Whiteboards


Student Tablets $300,000 $200,000 $200,000 Capital Projects Fund, General Fund

Networked Laser Printers


Document Cameras $2,000 $2,000 $2,000 Capital Projects Fund, General Fund

Assistive Technology as required for Special Education

$10,000 $10,000 $10,000 Special Ed Budget, General Fund

Other-laptops/projectors/etc.

$22,000 $5,000 $5,000 Site Budgets, General Fund, Grants

Content Management/Filtering Software

$7,000 $7,000 $7,000 General Fund

Network Security Management

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

Other Air Conditioning needs at Landell ES

$0 $0 $10,000 General Fund

District Office Data Center


Totals: $1,145,800 $1,032,000 $1,057,500

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

Thanks to the passage of Measure M, the District is committed to modernizing all six school facilities. SMART Boards have been installed in every classroom. In addition, a new phone system has been installed at every school and the District office. Four school sites (King ES, Luther ES, Morris ES and Vessels ES) have completed their modernization with new computers being purchased for the entire school and the phasing out of older obsolete hardware and software. The modernization of Arnold ES is currently underway and will be completed by the start of the 2014-15 school year. Landell ES will receive a technology overhaul prior to the start of this plan in order to maintain technological parity with the other five sites.

Equipment will generally be used until it can no longer be repaired as long as its specifications

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still comply with the requirements of the Common Core State Standards and its associated testing system and does not negatively impact the learning environment.

Computers and other hardware which cannot be used to sustain the goals of the technology plan will be removed from school sites and taken to the district warehouse for removal from the inventory system and disposal. All technology hardware that is declared obsolete is disposed of according to hazardous waste guidelines.

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.

Schools create a requisition request for each item to be purchased. Site administrators approve the requisition, and the requisition is then submitted to the District for final approval. If funds are available, a purchase order is generated and sent to the vendor. The item is delivered to the warehouse, where it is added to inventory, tagged and routed to sites. A clerk or site administrator verifies that the delivery was correct.

Individual(s) Responsible

Responsibilities Feedback Loop

Site Administrators Develop and monitor site budgets Work with site-based planning teams to determine site technology needs and priorities Budget to meet those needs and priorities as appropriate

Report progress and needs as assessed Submit recommended plan changes Incorporate it in Single School Plan

Director, Technology Services

Monitor all Tech PO’s (hardware and software) Contribute/assist on Modernization District‑wide Technology Meetings

Report to other stakeholders as appropriate Resolve problems/issues with principals Provide leadership and oversight to modernization facilities projects and other areas related to technology

Director, Curriculum, Instruction and Assessment

Review for Local Control Accountability Program compliance and for alignment to site and district plans

Report to other stakeholders as appropriate Resolve problems/issues with principals

Assistant Superintendent, Business Services

Budget Check Monitor all Tech PO’s (hardware and software) Interim reporting

Alerts sent to site principals Report to other stakeholders as appropriate

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Purchasing Account Clerk

Budget and expense review

Technology Tech/Trainer

Contribute/assist on Modernization District-wide Technology Meetings

Contribute to modernization facilities projects in areas related to technology

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

learning.

Evaluation activities are included in each subsection of the technology plan. Overall progress towards meeting plan goals will be monitored by the Educational Technology Team.

The Educational Technology Team will analyze the results of the evaluation tools in each subsection of the plan to determine that students were able:

• to utilize technology resources to the greatest practical, cost-effective extent. • to have access to a high-quality K-6 education. • to prepare for a successful transition to middle school.

The Educational Technology Team will analyze the results of the evaluation tools in each subsection of the plan to determine that teachers were able to:

• know the District’s Education Technology Plan goals. • provide students access to technology. • integrate technology across the curriculum. • conduct an teacher survey to evaluate the status and needs of students, staff, and sites.

The Educational Technology Team will:

• review the progress on timelines and benchmarks within the plan and complete quarterly reviews on progress made towards stated goals.

• report in the results of the overall evaluation to the stakeholders: parents, teachers, administrators, school board members, and community members.

Based on the analysis and survey results The Educational Technology Team will annually update and revise the Technology plan based on evaluation results and needs assessment 7b. Schedule for evaluating the effect of plan implementation.

The Education Technology Team meets at least four times a year to review the goals, objectives, and benchmarks listed in the Education Technology Plan. The Director of Curriculum, Instruction, and Assessment, and the Director of Technology Services update the Superintendent’s Cabinet on the plan's progress. In November of each year, the Board will receive a report on the Education Technology Plan.

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Evaluation Schedule

Sept Oct Nov Dec Jan Feb Mar Apr May Jun Jul AugTechnology Team Meetings

x x x x

Data Reviewed by Technology Team

x x x x

CAASPP Student Proficiency Data collected

x x x

Student Survey

x

Staff Survey

x

Periodic class visits

x x x x x x x x x

Review of lesson plans and student work samples,

x x x x

Cabinet Review of the Tech Plan

x x x x

Board Update on Plan

x

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

The Educational Technology Team meets with representatives from all school sites to collaboratively analyze data and determine the level of impact technology is having on learning. An important tool for evaluating professional development is the district’s annual parent and teacher surveys. Based on the totality of all available data, the Educational Technology Team makes data-driven decisions about ongoing program modifications needed to fully implement the goals, objectives, activities, benchmarks and timelines described in the Education Technology Plan.

The committee discussions and decisions are brought to cabinet by the Director of Curriculum, Instruction, and Assessment and the Director of Technology Services and with the cabinet’s confirmation, to school faculties via principals. The School Board is informed annually of progress toward benchmarks and any requests for modifications to the plan. The chart in section 7b provides a timeline of communication to stakeholders.

8. Collaborative Strategies with Adult Literacy Providers

The Cypress School District maintains collaborations with local agencies to provide adult literacy services to ensure effective integration of technology. Adult literacy programs for English Language Learners are offered at the local Cypress Community College. Childcare is available for those community members participating in these programs.

As a feeder elementary district, Cypress School District works closely with Anaheim Union High School District to provide adult literacy programs to the local community. Within the boundaries of the Anaheim Union High School District, adult literacy needs are served through a variety of agencies: Anaheim Adult Education, Trident Continuation High School, North Orange County Regional Occupational Program, North Orange County Community College District and California State University, Fullerton. AUHSD Adult Education currently provides literacy training to over 4,000 adults in English Language Development (ELD), English, and Reading at the adult education sites. Other classes include Adult Basic Skills, Vocational Courses, High School Diploma, Concurrent Classes, RSP/Handicapped, Parenting, and English as Second Language (ESL) classes at various locations. Distance learning is also available through on‑line courses and students may learn English at home through a check-out system of a combination of videos, audio cassettes, other materials and teacher support.

Community members seeking adult literacy programs are referred to Cypress Community College for further opportunities to enhance educational opportunities. These career-based programs provide training in computer applications and computer-supported career exploration. Although the Cypress branch of the Orange County Library system offers the use of Internet computers, it does not provide as many opportunities as the nearby Anaheim Library. The Anaheim Public Library offers one-to-one tutoring with adults ages 18 and over at each of the

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five branches. Currently at the Anaheim Public Library, there are 65 adults enrolled in LIFE (Literacy Is For Everyone), the adult tutoring program. The Anaheim Library maintains computers that are available to the public at each branch. Tutors in the LIFE program have the opportunity to use the computers with adult learners.

Adult learners may also take advantage of local higher education opportunities. The North Orange County Community College District offers English-as-a-Second-Language at the Anaheim campus and the Computer Internet Center is open to all students 11:00 a.m. to 4:00 p.m. Monday through Friday. Additional specialized courses, such as ESL conversation, grammar, computers, writing, and the arts, are also available. The High School Diploma Program for adult students who are studying subjects to complete a High School Diploma, preparing to take the General Education Development (GED) test, and improving individual skills in a variety of academic areas, is also available at the Anaheim Center.

The nearby California State University, Fullerton, offers adult extension courses that include English as a second language courses (specially designed academic instruction in English -SDAIE) and GED preparation programs for adults. Many instructors of these courses use technology-based tools to assist student learning. 9a. Summarize the relevant research and describe how it supports the plans curricular and

professional development goals.

Curriculum Research:

The following studies were used to guide the curriculum goals of this plan.

21st Century Framework http://bie.org/object/document/21st_century_skills_framework (2010).

This framework shows what various organizations suggest as "21st century skills" and compares how they are described to support students in being college and career ready. This will be used to support our development of a K-6 scope and sequence

Suzie Boss, Bringing Innovation to School, Solution Tree (2012)

• This book explains why innovation is an essential skill for 21st century learners' success. This information will be utilized with planning grade scope and sequence and lesson modules.

21st Century and PBL, Ken Kay, http://bie.org/blog/21st_century_education_and_pbl

This blog reviews the current research on Project-based learning. This information will be used to obtain resources to support the creation of lesson modules.

Slavin, R.E., Lake, C., Chambers, B., Cheung, A., and Davis, S. (2010). Effective Reading Programs for the Elementary Grades: A Best-evidence Synthesis (PDF). Review of Educational Research, 79(4), 1391-1466. “This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 12 weeks, valid achievement

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measures independent of the experimental treatments, and a final assessment at the end of grade 1 or later. A total of 63 beginning reading (starting in kindergarten or first grade) and 79 upper-elementary (grades 2-5) reading studies met these criteria. The review concludes that instructional process programs designed to change daily teaching practices have substantially greater research support than programs that focus on curriculum or technology alone.”

This research will guide our approach to improving reading instruction as it relates to Language arts curriculum and the adoption of instruction materials that imbed instructional technology.

Professional Development Research:

The following studies were used to guide the professional development goals of this plan.

Blank, R.K., and de las Alas, N. (2009). Effects of Teacher Professional Development on Gains in Student Achievement: How Meta-Analysis Provides Scientific Evidence Useful to Education Leaders (PDF). “Washington, DC: Council of Chief State School Officers. This meta-analysis, conducted by the Council of Chief State School Officers (CCSSO) and funded by a National Science Foundation grant, aims to provide K-12 education decision makers at the state and local levels with scientifically based evidence about the effects of teacher professional development on student achievement. Across studies, teacher professional development in mathematics showed significant positive effects on student learning. The results also confirmed the positive relationship of key characteristics of professional-development design identified in previous studies over the past decade to student outcomes: sustained, active teacher learning that is coherently aligned with the school’s organization. The study urges education leaders to make their professional-development decisions based on initiatives showing evidence of positive effects on student achievement.”

This article will be used to help to guide a comprehensive professional development plan based on research.

Guskey, T.R., and Yoon, K.S. (2009). What Works in Professional Development? (PDF) Phi Delta Kappan, 90(7), 495-500. “A research synthesis confirms the difficulty of translating professional development into student achievement gains despite the intuitive and logical connection. Those responsible for planning and implementing professional development must learn how to critically assess and evaluate the effectiveness of what they do. In this analysis, time was found to be a crucial factor to success. While the number of contact hours ranged widely, from five to over 100 hours depending on the study, those initiatives that showed positive effects included 30 or more contact hours. It thus seems clear that effective professional development requires considerable time, and that time must be well organized, carefully structured, purposefully directed, and focused on content or pedagogy or both (Citing: Birman et al., 2000; Garet et al., 2001; Guskey, 1999).”

This article will be used to help to guide a comprehensive professional development plan based on research.

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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.

The Cypress School District utilizes a number of innovative strategies for using technology to deliver rigorous or specialized courses and curricula and will actively investigate developing additional strategies. Increasing the use of existing resources is a major focus of this technology plan along with the implementation of necessary technology in order to accommodate the necessary shifts presented by the Common Core State Standards. As mentioned previously in this tech plan, the District is currently utilizing a variety of eLearning technologies with students to support language acquisition and remediation, to develop writing skills, and to support a strong foundation in mathematics for students. The District intends to continue and expand upon these efforts so that all students will have the skill sets needed to succeed in a modern, information-based economy.

The potential educational applications presented by Google Glass in class projects and field trips are quite interesting and we will investigate them. Likewise, we will re-envision what the classroom looks like and will be looking into the use of Microsoft's Surface technology as well as the potential for both classroom-based and portable 3D technology in tune with new learning models.

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Appendix C ‑ Criteria for EETT Technology Plans (Completed Appendix C is REQUIRED in a technology plan)

In order to be approved, a technology plan needs to "Adequately Address" the following criteria:

• Include this form (Appendix C) with “Page in District Plan” completed at the end of your technology plan.

1. PLAN DURATION CRITERION

Page in District

Plan

Example of Adequately Addressed

Example of Not Adequately Addressed

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

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

The plan is less than three years or more than five years in length. Plan duration is 2008-11.

2. STAKEHOLDERS CRITERION

Page in District

Plan



Description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process.

Page 2 The planning team consisted of representatives who will implement the plan. If a variety of stakeholders did not assist with the development of the plan, a description of why they were not involved is included.

Little evidence is included that shows that the district actively sought participation from a variety of stakeholders.

3. CURRICULUM COMPONENT CRITERIA

Page in District

Plan



a. Description of teachers' and students'

Page 3 The plan describes the technology access

The plan explains technology access in

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current access to technology tools both during the school day and outside of school hours.

available in the classrooms, library/media centers, or labs for all students and teachers.

terms of a student-to-computer ratio, but does not explain where access is available, who has access, and when various students and teachers can use the technology.

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

Page 3 The plan describes the typical frequency and type of use (technology skills/information and literacy integrated into the curriculum).

The plan cites district policy regarding use of technology, but provides no information about its actual use.

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

Page 5 The plan summarizes the district's curricular goals that are supported by the plan and referenced in district document(s).

The plan does not summarize district curricular goals.

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

Page 7 The plan delineates clear goals, measurable objectives, annual benchmarks, and a clear implementation plan for using technology to support the district's curriculum goals and academic content standards to improve learning.

The plan suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.

e. List of clear goals, 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.

Page 10 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire technology skills and information literacy skills.

The plan suggests how students will acquire technology skills, but is not specific enough to determine what action needs to be taken to accomplish the goals.

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

Page 11 The plan describes or delineates clear goals outlining how students and teachers will learn about the concept,

The plan suggests that students and teachers will be educated in the ethical use of the Internet, but is not specific enough to

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use of information technology in the classroom so that students and teachers can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use; distinguishing lawful from unlawful downloading and peer-to-peer file sharing; and avoiding plagiarism

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.

determine what actions will be taken to accomplish the goals.

g. List of goals and an implementation plan that describe how the district will address Internet safety, including how students and teachers will be trained to protect online privacy and avoid online predators.

Page 13 The plan describes or delineates clear goals outlining how students and teachers will be educated about Internet safety.

The plan suggests Internet safety education but is not specific enough to determine what actions will be taken to accomplish the goals of educating students and teachers about internet safety.

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

Page 14 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.

The plan does not describe policies or goals that result in equitable technology access for all students. Suggests how technology will be used, but is not specific enough to know what action needs to be taken to accomplish the goals.

i. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to make student record keeping and assessment

Page 15 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to support the district's


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more efficient and supportive of teachers' efforts to meet individual student academic needs.

student record-keeping and assessment efforts.

j. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan to use technology to improve two‑way communication between home and school.

Page 17 The plan delineates clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve two‑way communication between home and school.


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

Page 18 The monitoring process, roles, and responsibilities are described in sufficient detail.

The monitoring process either is absent, or lacks detail regarding procedures, roles, and responsibilities.

4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA

Page in District

Plan



a. Summary of the teachers' and administrators' current technology proficiency and integration skills and needs for professional development.

Page 19 The plan provides a clear summary of the teachers' and administrators' current technology proficiency and integration skills and needs for professional development. The findings are summarized in the plan by discrete skills that include Commission on Teacher Credentialing (CTC) Standard 9 and 16 proficiencies.

Description of current level of staff expertise is too general or relates only to a limited segment of the district's teachers and administrators in the focus areas or does not relate to the focus areas, i.e., only the fourth grade teachers when grades four to eight are the focus grade levels.

b. List of clear goals, measurable objectives,

Page 21 The plan delineates clear goals, measurable

The plan speaks only generally of professional

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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 ‑ 3j) of the plan.

objectives, 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 ‑ 3j) of the plan.

development and is not specific enough to ensure that teachers and administrators will have the necessary training to implement the Curriculum Component.

c. Describe the process that will be used to monitor the Professional Development (Section 4b) goals, objectives, benchmarks, and planned implementation activities including roles and responsibilities.


The monitoring process either is absent, or lacks detail regarding who is responsible and what is expected.

5. INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA

Page in District

Plan



a. Describe the existing hardware, Internet access, electronic learning resources, and technical support already in the district that will be used to support the Curriculum and Professional Development Components (Sections 3 & 4) of the plan.

Page 25 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 inventory of equipment is so general that it is difficult to determine what must be acquired to implement the Curriculum and Professional Development Components. The summary of current technical support is missing or lacks sufficient detail.

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

Page 28 The plan provides a clear summary and list of the technology hardware, electronic learning

The plan includes a description or list of hardware, infrastructure, and other technology

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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.

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.

necessary to implement the plan, but there doesn't seem to be any real relationship between the activities in the Curriculum and Professional Development Components and the listed equipment. Future technical support needs have not been addressed or do not relate to the needs of the Curriculum and Professional Development Components.

c. 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 identified in Section 5b.

Page 29 The annual benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what needs to be acquired or repurposed, by whom, and when.

The annual benchmarks and timeline are either absent or so vague that it would be difficult to determine what needs to be acquired or repurposed, by whom, and when.

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



6. FUNDING AND BUDGET COMPONENT CRITERIA

Page in District

Plan



a. List established and potential funding sources.

Page 31 The plan clearly describes resources that are available or could be obtained to implement the plan.

Resources to implement the plan are not clearly identified or are so general as to be useless.

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

Page 32 Cost estimates are reasonable and address the total cost of

Cost estimates are unrealistic, lacking, or are not sufficiently detailed to

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ownership, including the costs to implement the curricular, professional development, infrastructure, hardware, technical support, and electronic learning resource needs identified in the plan.

determine if the total cost of ownership is addressed.

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

Page 33 Plan recognizes that equipment will need to be replaced and outlines a realistic replacement plan that will support the Curriculum and Professional Development Components.

Replacement policy is either missing or vague. It is not clear that the replacement policy could be implemented.

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.



7. MONITORING AND EVALUATION COMPONENT CRITERIA

Page in District

Plan



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

Page 35 The plan describes the process for evaluation using the goals and benchmarks of each component as the indicators of success.

No provision for an evaluation is included in the plan. How success is determined is not defined. The evaluation is defined, but the process to conduct the evaluation is missing.

b. Schedule for evaluating the effect of plan implementation.

Page 35 Evaluation timeline is specific and realistic.

The evaluation timeline is not included or indicates an expectation of unrealistic results that does not support the continued implementation of the plan.

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

Page 37 The plan describes the process and frequency of communicating evaluation results to tech plan stakeholders.

The plan does not provide a process for using the monitoring and evaluation results to improve the plan and/or disseminate the findings.

8. EFFECTIVE COLLABORATIVE STRATEGIES WITH ADULT LITERACY PROVIDERS TO MAXIMIZE THE USE OF TECHNOLOGY CRITERION

Page in District

Plan



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.)

Page 37 The plan explains how the program will be developed in collaboration with adult literacy providers. Planning included or will include consideration of collaborative strategies and other funding resources to maximize the use of technology. If no adult literacy providers are indicated, the plan describes the process used to identify adult literacy providers or potential future outreach efforts.

There is no evidence that the plan has been, or will be developed in collaboration with adult literacy service providers, to maximize the use of technology.

9. EFFECTIVE, RESEARCHED‑BASED METHODS, STRATEGIES, AND CRITERIA

Page in District

Plan



a. Summarize the relevant research and describe how it supports the plan's curricular and professional development goals.

Page 38 The plan describes the relevant research behind the plan's design for strategies and/or methods selected.

The description of the research behind the plan's design for strategies and/or methods selected is unclear or missing.

b. Describe the district's plans to use technology

Page 40 The plan describes the process the district will

There is no plan to use technology to extend or

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to extend or supplement the district's curriculum with rigorous academic courses and curricula, including distance-learning technologies.

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).

supplement the district's curriculum offerings.

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Appendix J ‑ Technology Plan Contact Information (Required)

Education Technology Plan Review System (ETPRS) Contact Information

County & District Code: 30 - 66480

School Code (Direct-funded charters only):

LEA Name: Cypress Elementary

*Salutation: Mr.

*First Name: Marcos

*Last Name: Rojas

*Job Title: Director, Technology Services

*Address: 9470 Moody Street

*City: Cypress

*Zip Code: 90630

*Telephone: 714-220-6900 Ext: 6962

Fax: (714) 220-6743

*E-mail: [email protected]

Please provide backup contact information.

1st Backup Name: Tandy Taylor

E-mail: [email protected]

2nd Backup Name: Tim McLellan, Ed. D.

E-mail: [email protected]

* Required information in the ETPRS

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