madera coe technical use plan

Madera County

Office of Education

2009-2014 Technology Use Plan

CDS#: 20-0014

Madera County Office of Education

28123 Avenue 14, Madera, CA 93638

Jeffrey Bottorff

Chief Information Technology Officer

559.673.6051 X242

[email protected]

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Stakeholders

Madera County Superintendent of Schools Sally L. Frazier Ed.D. Madera County Board of Education

Sara Wilkins, President Grant Sturm, Vice President Leon Bass, Member Maxine Yocum, Member Cathie Bustos, Member Ronald Manfredo, Member Bobbie Thatcher, Member

Administration

Cecilia Massetti Ed.D. , Associate Superintendent Cheryl Mohr, Director of Special Education Nancy Issacs, Director of Alternative Education Cynthia Dolph, Assistant Superintendent Educational Services Geri Kendall Cox, Chief Business and Administrative Officer Cheryl Lara, Chief Human Resources Officer Jeffrey Bottorff, Chief Information Technology Officers Steve Carney, Executive Director, Career and Alternative Education Elaine Craig, Executive Director – Workforce Development

Technology Committee Membership

Cheryl Mohr, Director of Special Education, Susan Pennell, Manager Library Media Services Kelly Hill, Speech Pathologist Lori Kump, Speech Pathologist Neneng Paat-Stansbury, Teacher Donna Niell, Teacher Laura Scott, Teacher Cheryl Clawson, Teacher Mary Donavan, Teacher Dawn Morgan, Teacher Reggi Dorfmeier, Teacher Rosemary Burrows, ITS- Student Programs Deanna Burris, Teacher Stephanie Sly, Teacher

Non-Profits and Community Organizations Madera First Five Commission Madera County Schools Foundation CAES Site Council

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Note: Based on the wide variety of services and programs that Madera COE provides to our community, and the large geographical area that we cover; students, parents, members of the community, non-profits and businesses in Madera County were participants in the writing of this plan. This plan is being submitted by: Jeffrey Bottorff Chief Information Technology Officer

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Executive Summary

Madera County Office of Education

Madera County Office of Education provides many different and important services to the educational community of Madera County. Our responsibilities include the fiscal oversight of all school districts, support services in curriculum and instruction, human resources, teacher credentialing, school management and administration, and information and technology services. Along with these services to school districts throughout Madera County, Madera County Office of Education administers the Special Education programs, Career and Alternative Educational Services for the youth of Madera County and an Afterschool Program supporting 29 sites. Madera County Office of Education specifically supports the following county-wide schools and programs; Special Education, Career and Alternative Education provides services for court appointed and expelled students and a Charter Schools focusing on vocational technologies and independent study that support disadvantaged youths. Our Special Education programs cover preschool (0-5), Kindergarten through High School, and Living Skills through Age 21 for Adults with special needs. Career and Alternative Education programs offer programs and support through grades K -12th and out of school youth to age 21. The Madera County Office of Education also provides support with an Afterschool Programs at 29 School Sites throughout the county, these programs cover the grades of Kindergarten through 12th grade depending on the site. The plan is designed to describe the current status of our computer network and technology, the anticipated development of curricula in the classroom with specific goals and an outline of professional development for our credential staff for the schools and programs that Madera County Office of Education administers. Also we will review the anticipated needs and expected outcome for the purchase and implementation of new hardware and software for our organization. The Madera County Office of Education is fully committed and devoted to furthering the education of our students in technology. Madera COE has been building its technology resources for some time. Madera COE is aware that the technological field is constantly changing and it is the goal of the district to stay informed and utilize every resource made available. By staying informed it will ensure that our students and staff members get the best information in order to enhance our learning environment. In order to achieve the school’s goals our curriculum is undergoing changes to reflect the frameworks and standards, which are in line with IASA, Improving America’s Schools Act. This plan establishes the role technology will play in that effort over the next five years from Fiscal Year 2009 through Fiscal Year 2014. Madera County Office of Education has standardized policies of equipment purchases, software applications, support services and custom programming services for all of the programs that we serve. The combined annual Technology Budget for MCOE exceeds one million dollars, which includes human resources, hardware purchases, maintenance contracts, professional development, network infrastructure and Internet access.

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Our intent is to provide the best possible services and assistance to our students, teachers, classified staff and administrators. The capacity and expectations of our technology services have grown over the last five years and we expect this to continue as we look to provide better services and curriculum through technology. The Madera County Office of Education Technical Use Plan and the Technology Committee The creation of this plan was accomplished with the dedicated staff that makes up the Madera COE Technology Committee and the support of Dr. Sally Frazier. This report took the combined efforts of staff, administration and the Technology Committee. The Technology Committee is made up of certificated staff from every discipline and is responsible for the sites or groups that they represent. With their guidance and support all of the goals and objectives were determined by the site teachers through the direction of their representative. These goals and objectives are from the people who will be responsible for their accomplishment. The Madera County Office of Education vision statement is: Madera County Office of Education’s vision is to “Enhance the quality of life through education” Madera County Office of Education’s “Statement of Values” includes: Providing State-of-the-art technology and training in its use as an important tool. These tools are used in support of our students meeting the requirements of NCLB Mission Statement of Madera County Office of Education Information and Technology Services is: To provide the best possible access of technology to better serve the needs of students, teachers, administrators and staff of Madera County, and to enhance the quality of technology services offered by the Madera County Office of Education Description of Madera County and our schools: Madera County is the third fastest growing county in the state of California. Currently we serve 30,000 students and this amount is expected to double in the next 20 years, matching the expected population growth. The city of Madera is expected to receive approximately 20% of this growth with 70% of this growth expected to be in the Highway 41 corridor moving north east to Oakhurst. Madera County currently has nine (9) School districts. four (4) K-12 Unified Districts; Madera Unified, Chawanakee Unified, Golden Valley Unified and Yosemite Unified (1) high school districts; Chowchilla and four (4) elementary school districts; Alview-Dairyland, Chowchilla, Bass Lake, and Raymond Knowles. Madera County has a combined total of 62 schools; 7 High Schools, 5 Middle Schools, 30 Elementary, 7 Continuation, 8 Alternative and 6 Court and Community Day Schools.

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In addition to supporting the programs and schools administered by the Madera County Office of Education, the Information and Technology Services in conjunction with the California K12 High Speed Network provides Internet Services to all 9 school districts in Madera County. The Madera COE administrative office resides on the county complex with the Juvenile Hall (Endeavor Secondary School), Enterprise Secondary/Court Community School, Boot Camp (Voyager Secondary School) and the Apollo Campus. Madera County Office of Education also has administrative offices at 209 West 7th Street and 1920 Howard Rd in Madera CA.

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Madera COE administers programs at the following sites: SPECIAL EDUCATIONAL CENTERS

• Berenda Educational Center • Howard Educational Center • Millview Educational Center • Norman M. Gould Educational Center • Coarsegold Educational Center • Enterprise Secondary • Yosemite Educational Center (Oakhurst, CA)

SPECIAL EDUCATION CLASSES AT VARIOUS SCHOOL SITES

• Jefferson Middle School • Madera High South • Madera High • Oak Creek Intermediate (Oakhurst, CA) • Regan Elementary School (Chowchilla, CA) • Pioneer Technical Center • Sierra View • Wilson (Chowchilla, CA)

ALTERNATIVE EDUCATION PROGRAMS

• Cal-Safe Program (Pioneer Technical Center) • Enterprise Secondary/Court Day School • Voyager Secondary (Boot Camp) • Endeavor Secondary (Juvenile Hall) • Discovery Secondary (Chowchilla, CA) • Apollo (Middle School)

CHARTER SCHOOLS

• Pioneer Technical Center • Madera County Independent Academy

Administrative Sites

• Madera County Office of Education • Madera County Office of Education, Student Programs • Madera County Office of Education, Educational Services • Madera Workforce Development Office (Madera) • Madera Workforce Development Office (Oakhurst) • Madera County First 5 Resource Center

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Summary of Services to School District and MCOE Schools and Programs:

Madera County Office of Education provides Internet access to the nine school districts and both direct and remote access to the Madera County Financial Services. This service is provided through a countywide area network with strategic access points located throughout the county. Our network is designed to meet the needs of all Madera County’s students and staff. We provide consolidated access points in Oakhurst, Madera and Chowchilla, with the districts and programs paying to reach the access point. Madera County Office of Education is part of the K12 HSN with node sites at our administrative offices in Madera and the Chowchilla node at Discovery Secondary School. Madera COE supplies Internet access with firewall and filtering services that meet the criteria of the Children’s Internet Protection Act (CIPA) of 2000. This service is provided to all of the MCOE schools and the seven (6) of the nine (9) school districts being serviced behind our firewalls.

Madera COE supports 4 regional programs: Regional System of School and District Support (RSSDS,) School Leadership Services (SLS), Medi-Cal Administrative Activities (MAA) and the Madera-Mariposa Special Education Local Plan Area (SELPA), and is the county administrative LEA for the Madera County Workforce Development Agency (WIA) and provides administrative services to the Madera County Children and Families Commission (Madera County First 5).

Madera COE is the program manager for many state and community grant sponsored programs. These grant sponsored programs include Early Start, Healthy Start Extra Special Parents, Healthy Beginnings, School Readiness, Friday Night Live and the After School program.

Madera COE also provides Instruction and Curriculum Services which include the Instructional Media Services, Curriculum Council and Co-operative applications and program management of federal funding sources. Madera COE Information and Technology Services support all of the schools and programs administered by Madera COE. Information and Technology Services maintains all desktops, servers, network infrastructure, routers, printers, and peripherals that are use by Madera COE employees. We are also responsible for the phone circuits, phone systems, and wireless technologies i.e. cellular phones, modems and networks. Services for a fee are provided to all of our school districts on an as needed basis. We have annual contracts with Alview Dairyland, Bass Lake Union and Raymond Knowles school districts. MCOE ITS also supports the Workforce Development Office and the Madera County First Five through contracts.

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Curriculum Driven Technology Goals Current Access to Technology Technology is available to all students and teachers in classrooms, the library and computer labs. Our schools maintain a student to computer ratio of 8:1. A minimum of two computers for student use is available in all classrooms and each teacher has a computer for professional use. Students use the computers at a learning station in the classroom and rotate through on a regular basis. The station is also available for independent student work. Students visit the computer lab at scheduled times. The library and computer lab are available to students during recess and lunch times. All computers are connected to the Internet. These computers are available to teachers and all students, including but not limited to special education, English Language Learners during school and after school hours on an informal basis.

Current Use of Technology Madera County Office of Education has made a focused effort to integrate technology into the curriculum for several years. As a result, our current use of technology in teaching provides a solid foundation for continued growth. The Big Six Skills are used for integrating Information Literacy into instruction. During the school day, students use technology in a variety of ways depending on the curriculum for the school. Students in Alternative Education and the charter school use the Internet to research science experiments and researching grade-level specific topics. Students use electronic resources to better understand maps, geographic features and concepts. Students use the computers to enhance reports and essays by using the keyboarding and other technology skills in accordance with our scope and sequence. For example, spell check allows them to see their misspelling and allows them to view the correct spelling of the word. The grammar check allows the student to view sentences that are run-on, fragmented, verb disagreements, and number disagreements. Word processing skills are applied across the curriculum in the upper grades. Students are required to turn in typed essays and reports. Teachers are using technology as a teaching tool. They use the Internet to research curriculum topics and enhance their lesson plans. They use e-mail to communicate with parents, interact with the office and with each other. Some teachers use presentation software to introduce units of study in content area subjects. Teachers are now using a Web based Student Information System for the taking of daily attendance and the recording of grades. Many of our classrooms have projectors and laptops for accessing the Madera County Office of Education Portal, which include video streaming and other digital content. Additional classrooms also include interactive whiteboard technology, where the interactive curriculum truly integrates the technology into daily student and teacher use. Students in our Special Education Programs use technology in many different ways. Software applications are used in the classroom for basic skills, based on the level that the students can attain. In addition the Intellikeys Keyboard and associated software applications allow custom designed keyboards to be created that then are incorporated into the student’s curriculum.

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In addition, software has been standardized to help create communication tools including assistive technology tools for daily use in the classroom. Active White Boards, projectors and other presentation technologies are now becoming a large part of our classroom technology. These tools allow teachers, and students to communicate and present concepts of the standardized curriculum, in ways that enhance the learning moments for all students. The use of digital camcorders and cameras has proliferated in the classrooms of Madera COE. These tools are used in the creation of communication tools in our special education classrooms and digital video is being used to record progress of students for evaluation and planning of educational content. In an effort to promote better communication with parents, Madera County Office of Education has implemented Connect-Ed automated phone calling system to better communicate activities and issues that pertain to school. Madera COE also publishes email addresses on their web site to allow parents who have the ability to email, access to the student’s teachers. Madera County Office of Education Educational Resources Services provides a countywide educational portal offers digital content to enhance the use of computers in a student’s day-to-day activity.

Madera County Office of Education’s Curricular Focus The schools and programs operated by Madera County Office of Education focus on the needs of the students, whether they are in Special Education, or the schools of our Career Alternative Educational Services (CAES). All curriculums are designed around the State of California standards as designated by the California State Board of Education and the Madera County Board of Education. Individualized Education Plans (IEP’s) are designed for all students that participate in special education programs and technology goals are integrated into these plans. CAES has implemented a new philosophy using technology to assess the current skill and grade level of every student and develop an education plan based on the student’s current skills. Using the Plato Learning system we are focusing the students to achieving growth at their skill levels, with a goal of remediation and credit enhancement to meet need grade levels for standardized testing and the California High School Exit Exam. Curriculum Goals The curriculum goals for Special Education, Career and Alternative Education services will be presented separately. All schools have a common goal of integrating technology into their day-to-day activities.

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Gifted and Talented Education (GATE) Curriculum The student populations that Madera County Office of Education serves in the alternative and special education programs have very few GATE students. All GATE students are supported through differentiate instruction in support of their academic needs. English Language Learners (ELL) Students recognized as ELL’s in special and alternative education are provided the specific English language training as specified by California education code. For Special Education students, IEP’s include specific ELL goals determined by CLAD-trained teachers or delivered based on the students’ ability. Students recognized as ELL’s in Alternative Education are provided specific English language training by CLAD trained teachers or with SDAIE methods across the curriculum. The primary delivery of this training is through the High Point curriculum which is focused in language arts and the teaching of English. Career and Alternative Education and the Afterschool Program have invested in the online curriculum “Plato” from Plato Learning, this curriculum meets the California State Standards.. This curriculum allows students to participate in credit recovery and intervention of the California High School Exit Exam.

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Special Education Program Curriculum Objectives and Goals

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MCSOS Special Education Programs Curriculum Goals and Objectives

Goal 1 of 3: MCSOS students will improve their Individualized Education Plan (IEP) goals of reading and vocabulary by utilizing a variety of technologies

Objectives and Annual Benchmarks Implementation Overview Evaluation

Objective 1 of 2: 60% of MCSOS students will improve their reading skills utilizing technology

• Rotary scanner and letter recognition activity plus switch.

• Digital camera to produce books (i.e. “All About Me”)

• Intellitools Literacy Bundle • AbelNet BookWorm • Basic phonemic & reading software

programs (i.e. Help me to Learn Software or Edmark)

• Mayer-Johnson Reading Series • Phonics LeapPad Program

• Documentation by staff • Achievement of student specific IEP

goals and objectives. • CA state standards for language arts

End of Year 1: 20% of MCSOS students will improve their reading skills utilizing technology End of Year 2: 30% of MCSOS students will improve their reading skills utilizing technology End of Year 3: 40% of MCSOS students will improve their reading skills utilizing technology. End of Year 4: 50% of MCSOS students will improve their reading skills utilizing technology. End of Year 5: 60% of MCSOS students will improve their reading skills utilizing technology Objective 2 of 2: 60% of MCSOS students will improve their vocabulary skills utilizing technology.

• Picture cards plus word cards • Vocabulary software (i.e. Words

Around Me) • Intellitools Literacy Bundle • Intellitools Overlay Maker (student

specific) • Digital camera to produce books

of daily activities • Mayer-Johnson language builder

picture cards. • Camcorders for review of student

progress

• Documentation by staff • Achievement of student specific IEP

goals and objectives • CA state standards for language arts

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End of Year 1: 20% of MCSOS students will improve their vocabulary skills utilizing technology. End of Year 2: 30% of MCSOS students will improve their vocabulary skills utilizing technology End of Year 3: 40% of MCSOS students will improve their vocabulary skills utilizing technology. End of Year 4: 50% of MCSOS students will improve their vocabulary skills utilizing technology. End of Year 5: 60% of MCSOS students will improve their vocabulary skills utilizing technology.

Goal 2 of 3: MCSOS students will improve their Individualized Education Plan (IEP) goals in mathematics by utilizing technology.


Objective 1 of 1: 60% of MCSOS students will improve their math skills utilizing technologies

• Intellitools Math –Number Concepts 1 & 2

• Intellitools Overlay Maker (student specific)

• Mayer-Johnson Math for Nonreaders

• Software for number recognition, basic math skills, coin counting & recognition, and telling time.

• ABELNET Math in Motion Activity Set

• Don Johnston’s software (Co: Writer 4000 or Write: Outloud)

• Use of Camcorder to review and evaluate

Documentation by staff Achievement of IEP goals and objectives. CA state standards for writing.

End of Year 1: 20% of MCSOS students will improve their math skills utilizing technologies.

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End of Year 2: 30% of MCSOS students will improve their math skills utilizing technologies




Goal 3 of 3: MCSOS students will improve their Individualized Education Plan (IEP) goals for writing and communication by utilizing technologies.


Objective 1 of 2: 60% of MCSOS students will improve their writing skills utilizing technologies.

Mayer – Johnson software program (Writing With Symbols 2000) Don Johnston’s software (Co: Writer 4000 or Write: Outloud) Use of Camcorder to review and evaluate


End of Year 1: 20% of MCSOS students will improve their writing skills utilizing technologies. End of Year 2: 30% of MCSOS students will improve their writing skills utilizing technologies

End of Year 3: 40% of MCSOS students will improve their writing skills utilizing technologies.



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Objective 2of 2: 60% of MCSOS students will improve their communication skills utilizing technologies.

• Communication Boards • Sign Language • Picture Exchange Communication

System (PECS) • Switches and switch interfaces • IntelliTalk II • Mayer – Johnson Boardmaker or • Speaking Dynamically Pro software • Reference books (i.e. Visual

Strategies for Improving Communication or Social Stories)

• Digital Camera - developing communication books that are student specific

• I – Zone camera for student specific materials


End of Year 1: 20% of MCSOS students will improve their communication skills utilizing technologies

End of Year 2: 30% of MCSOS students will improve their communication skills utilizing technologies.



End of Year 5: 60%of MCSOS students will improve their communication skills utilizing technologies.

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Career and Alternative Education Service Curriculum Objectives and Goals

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CAES Curriculum Goals and Objectives

Goal 1 of 5: By the end of the 9th grade year, current students will be given the opportunity to learn keyboarding skills and be able to type a minimum of 15 words per minute with 90% accuracy.


Objective: 60% of students will be given the opportunity to learn keyboarding skills and be able to type a minimum of 15 words per minute with 90% accuracy.

Teachers will incorporate a typing program such as Ultra-Key/Mavis Beacon into their curriculum.

Teachers will evaluate students by typing tests and quizzes.

End of year 1: 20% of students will be given the opportunity to learn keyboarding skills and be able to type a minimum of 15 words per minute with 90% accuracy.





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Goal 2 of 5: Students will be given the opportunity to learn a word processing program and be able to Utilize those skills when completing an assigned project.


Objective: 60% of students will be given the opportunity to use a word processing program and be able to format various types of documents.

Teachers will give the students opportunities to complete assignments using a word processing program, such as Microsoft Word.

Teachers will evaluate the student’s skills by using proper language rules when grading their assignments.

End of year 1: 20% of students will be given the opportunity to use a word processing program and be able to format various types of documents.





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Goal 3 of 5: Students will be given the opportunity to conduct web searches, navigate through The internet and be able to evaluate information that is needed to complete an assignment.


Objective: 60% of the students will be given the opportunity to conduct a personal career search using a web-based version of the Computer based Career program, and be able to evaluate information to assist them in future career choices.

The teacher will give assignments that will allow the students the opportunity to do web searches and navigate through the internet.

The teacher will evaluate the student’s ability to navigate and search the internet by the assignments that are completed.

End of year 1: 20% of the students will be given the opportunity to conduct a personal career search using a web-based version of the Computer based Career program and be able to evaluate information to assist them in future career choices.





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Goal 4 of 5: Students will be given the opportunity to conduct web searches, navigate through The internet and be able to evaluate information that is needed to complete an assignment.


Objective: 60% of the students will be given the opportunity to conduct a personal career search using a web-based version of the Computer based Career program, and be able to evaluate information to assist them in future career choices.

The teacher will give assignments that will allow the students the opportunity to do web searches and navigate through the internet.

The teacher will evaluate the student’s ability to navigate and search the internet by the assignments that are completed.






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Goal 5 of 5: Long term students will be given the opportunity and instruction in the use of a Presentation application and will be able to utilize these skills in assigned projects


Objective: 100% of long term students will be given the opportunity to use a presentation program and be able to create and deliver presentations, with multimedia and researched based content.

Teachers will give the long term students opportunities to complete assignments using a presentation program, such as Microsoft PowerPoint and using the interactive white board and projector.

Teachers will evaluate the long term students’ skills by using proper language rules, presentation and content when grading their assignments.

End of year 1: 30% of long term students will be given the opportunity to use a presentation program and be able to create and deliver presentations





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Computer Literacy and Safety:

The schools and programs of Madera County Office of Education have always focused on the computer information literacy, safety and responsibility.

All students are that will be using the Internet are provided 30 minute instruction on the following topics:

Responsibility and expectations concerning the Acceptable Use Policies of our schools

• Basic courtesy’s and protocols on computer lab use • Copyright laws and the impact of failing to adhere to these laws • Internet Web Filtering and the tracking of Information • Username and password protocols • Cyber Safety and the responsibility of the individuals in this environment

Many tools are used in the implementation of these trainings including web sites and: CTAP 4 – Cyber Safety www.ctap4.org Cybersmart.org www.cybersmart.org

This 30 minute instructional period is a requirement prior to being able to access school computers.

As our organization continues to integrate technology into development of individualized educational plans, we stress with our students the responsibility that comes with these changes.

Staff Development: Annually we review these issues with our staff in our back to school activities; we continue to provide updated information and resources at this time and on our Intranet

Equitable access for all students:

Madera County Office of Education with our diverse and challenged student population encourages the use of technology in the individual education of every child. We insure that all children that have the desire are provided access to technology in appropriate setting using the adaptive technology required to meet the needs of the students.

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Record Keeping and Assessment Goals The staff at all schools and programs will be trained in the use of web based grading and attendance application. This application will meet the requirements of the state reporting and the data driven decision assessments for individualized teaching. CST and ongoing assessments will be included in this information tool. On going assessments will be provide by Plato Learning systems application that provide students the ability to take assessments that will gage their growth on core material, and formulate a individual education plan for growth in the core subjects.

Benchmarks and Timeline The benchmarks for each of the goals are stated in each of the goal forms above and the timeline for implementing the strategies and activities is contained in our overall timeline for the plan in Appendix C.

Monitoring and Evaluation The process for utilizing technology in the curriculum, technology and Information Literacy areas begins with the teachers. They are responsible for implementing the goals, working with the students and collecting test results, student book reports, student work portfolios, CST scores and record this data. The Technology Committee will monitor the efforts and review data annually. The Technology Committee reports to Leadership who reviews the input and makes recommendations to the Technology Committee and the teachers. For the goals dealing with appropriate access, and record keeping, the Technology Committee will work closely with the school site administrators and the Program Directors to implement and monitor the programs. The Committee will meet annually to evaluate progress and report to Leadership.

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Staff Development Madera County Office of Education employees over 500 people whom have a wide range of education and technology knowledge. Providing professional development using technology is a challenge that we have addressed in different methods.

Madera County provides technology training with our own technical staff, our technology specialist and the Instructional Media Center staff. Trainings are created to meet the needs of the staff being trained; it is customized to meet the level of expertise and desired applications. Self-paced online training is available to those employees who have a desire to participate. This training focuses on the Microsoft Office Suite of applications which is the standard suite for all computers.

Summary of the teachers’ and administrators’ current technology skills and needs for professional development. All certificated staff has taken the Ed-Tech Profile self-assessment. A chart showing the results is contained in the Summary Chart below. This chart reflects our districts full certificated staff. This graph represents a 10% increase in “Intermediate” level of knowledge as compared to the previous testing period of 2007. Teaching Staff Professional Development Over the past five years the teaching staffs of our Career and Alternative Education and Special Education Division have all been supplied with specific technology training using the Internet, Email, Word Processing, Presentations, Electronic Publishing and Spreadsheet applications. This training was provided by our office using an online service with multi-media courses with Microsoft Office Applications, the standard software applications provided with all staff and student computers. These trainings were a combination of hands-on lab training in conjunction with on-line multimedia trainings on these applications. MCOE purchased licenses for each of the teachers and provided specific training times in the student computer lab after normal school hours. Each teacher was then required to complete each of the trainings and pass a proficiency test on the subject. Each teacher did accomplish proficiency in each of 6 areas of technology. This training has reached over 40 staff members and is still on-going on an annual basis. Over the past five years Madera County Office of Education has also used the services of the California Technology Assistance Program (CTAP) and has contracted out trainers from this educational organization to train larger groups on specific applications. MCOE has offered one to three day trainings on Microsoft applications which include Word, Excel, PowerPoint, Access, Publisher and Front Page. These trainings were also used with teaching and administrative staff

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to allow them the ability to learn the application and immediately use them with their day to day activities. This type of training has supported over 30 staff members and is used on specific occasions As part of our technology committee requests for funding, we have standardized on the process of required training of the hardware, software or specific peripheral that was purchased for the classroom. By doing this process we are creating a teacher of teachers’ model of professional development on products that are used in the classroom. This process also has allowed us to standardize the product that we are purchasing and using across all class rooms under our direction as an organization. This program has been most effective in bringing in proven technology with immediate uses as the sites have experienced teachers who must provide that teaching support with their colleges. This method of training has supported over 100 staff members and is still ongoing.

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IP Based Video Conferencing: Madera COE is also participating in Professional Development using IP Based Video Conferencing. This technology is used to provide college course work through the California State University system. Madera COE is currently participating in grant based child development courses offered through California State University, Sacramento. This program provides needed training with continuing college credits that are required by teachers to maintain their credentials and meet the Highly Qualified Teaching status of No Child Left Behind. Video Streaming: At Madera COE, the ongoing support of professional development targeted to our specialized staff, Video Streaming Trainings are being designed and created to support the wide variety of services and cover the long distances that our county services. Trainings on the basic setup and use of the applications and required hardware to meet the outlined goals and objectives of this plan is a major system goal of Madera COE. This technology will allow us to record and save the teacher trainings that are a requirement of the Technology Committee Purchases. This will allow teachers that attend the trainings or teachers that are unable to attend, to access the presentations and see them when they are able or when they require a review of the material. This method allows the Information and Technology Services to create and maintain basic instructions in using technology that is specific to Madera COE. This will be very helpful to employees that are in-house or at remote sites. The following are the Goals and Objectives for Professional Development of Staff by School or Program.

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Special Education Program Staff Development Objectives and Goals

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Goal 1 of 2: MCSOS will provide clients with professional development opportunities and resources for the clients that use technology in the classroom to achieve student goals and objectives.


Objective 1 of 1: 70% of MCSOS clients will be trained in the use of various technologies to aide student goals and objectives.

• Professional Development Courses for Intellitools and other vendors

• Staff to staff training • Online courses • Switch Training Courses • Active White Board training • Projector training • Picture Exchange Communication

(PECS) training

• Annual review of training opportunities of MCSOS staff to MCSOS Technology Committee

• Statistics related to specific IEP goals and objectives

End of Year 1: 30% of MCSOS clients will be trained in the use of various technologies to aide student goals and objectives

End of Year 2: 40% of MCSOS clients will be trained in the use of various technologies to aide student goals and objectives End of Year 3: 50% of MCSOS clients will be trained in the use of various technologies to aide student goals and objectives. End of Year 4: 60% of MCSOS clients will be trained in the use of technologies to aide student goals and objectives. End of Year 5: 70% of MCSOS clients will be trained in the use of technologies to aide student goals and objectives.

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Goal 2 of 2: MCSOS will provide clients with professional development opportunities and support related to telecommunications (i.e. internet use and web page design


Objective 1 of 1: 70% of MCSOS clients will participate in workshops designed to enable optimum use of the internet

• Workshops offered through CTAP Region VII

• MCSOS ITS workshops • Staff to staff training • Online courses • Curriculum and Instruction Data

Collection

MCSOS Technology Committee: • Biannual review of CTAP

offerings & completion rates

• Biannual review of funding sources.

• Review of Data collection strategies

End of Year 1: 30% of MCSOS clients will participate in workshops designed to enable optimum use of the internet. End of Year 2: 40% of MCSOS clients will participate in workshops designed to enable optimum use of the internet.

End of Year 3: 50% of MCSOS clients will participate in workshops designed to enable optimum use of the internet. End of Year 4: 60% of MCSOS clients will participate in workshops designated to enable optimum use of the internet. End of Year 5: 70% of MCSOS clients will participate in workshops designated to enable optimum use of the internet

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Career and Alternative Education Services

Professional Development Objectives and Goals

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Goal 1 of 3: Teachers will be provided with professional development opportunities and learning resources for clients that use technology as a tool to improve CA Standard aligned core-curricular instruction and learning


Objective 1 of 2: 60% of CAES teachers will attend trainings/seminars and/or training for CA Standards aligned core-curriculum courses that support individual learning needs.

Seminars and online/video training resources facilitated by:

• Alternative Education Program Director

• Site Principals • Curriculum and Instruction

Coordinators • Various Educational and Online

Courses

MCSOS Technology Committee: • Electronic course

offerings • Completion statistics • Technology survey

End of year 1: 20% of CAES teachers will attend trainings/seminars and complete distance learning, on-line and/or video training for CA Standards aligned core-curriculum course s that support individual learning needs. End of year 2: 30% of CAES teachers will attend trainings/seminars and complete distance learning, on-line and/or video training for CA Standards aligned core-curriculum course s that support individual learning needs. End of year 3: 40% of CAES teachers will attend trainings/seminars and complete distance learning, on-line and/or video training for CA Standards aligned core-curriculum course s that support individual learning needs. End of year 4: 50% of CAES teachers will attend trainings/seminars and complete distance learning, on-line and/or video training for CA Standards aligned core-curriculum course s that support individual learning needs. End of year 5: 60% of CAES teachers will attend trainings/seminars and complete distance learning, on-line and/or video training for CA Standards aligned core-curriculum course s that support individual learning needs. Objective 2 of 2: 60% of Alternative Education teachers will participate in standards aligned core-curricular training that incorporates information literacy and multi-media presentation skills.

Training projects that use: • Technology based research skills

such as Eureka or another similar product

• Multi-media formats such as PowerPoint

• Use of Active White Boards and projectors

MCSOS Technology Committee: • Electronic course

offerings • Completion statistics

Technology survey • Peer Review

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End of year 1: 20% of Alternative Education teachers will participate in standards aligned core-curricular training that incorporates information literacy and multi-media presentation skills.





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Goal 2 of 3: Teachers will demonstrate their knowledge of acquired skills by incorporations technology into their daily lesson plans in order to improve CA Standard aligned core-curricular instructions and learning.


Objective: 80% of the teachers will utilize a variety of software programs in their lesson planning and presentations

Observation by the Alternative Education Director or designated person Training on the Big Six Computer Literacy applications through On-Line learning and In-house screen casts Training in the use of active whiteboards and projectors

As Determined by the Alternative Education Director or designated person

End of year 1: 30% of the teachers will utilize a variety of software programs in their lesson planning and presentations

End of year 2: 40% of the teachers will utilize a variety of software programs in their lesson planning and presentations End of year 3: 50% of the teachers will utilize a variety of software programs in their lesson planning and presentations End of year 4: 60% of the teachers will utilize a variety of software programs in their lesson planning and presentations End of year 5: 80% of the teachers will utilize a variety of software programs in their lesson planning and presentations

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Goal 3 of 3: Administrators, teachers and staff will be trained to use a student information system that provides real time access to electronic attendance, grade books and standards tracking.


Objective: 90% of Administrators, teachers and staff will be trained to use a student information system such as Power School that provides real time access to electronic grade books and standards tracking.

Observation by the Alternative Education Director or designated person Training on the PowerSchool by in-house personnel

As Determined by the Alternative Education Director or designated person

End of year 1: 50% of Administrators, teachers and staff will be trained to use a student information system such as Power School, that provides real time access to electronic grade books and standards tacking End of year 2: 60% of Administrators, teachers and staff will be trained to use a student information system such as Power School, that provides real time access to electronic grade books and standards tacking End of year 3: 70% of Administrators, teachers and staff will be trained to use a student information system such as Power School, that provides real time access to electronic grade books and standards tacking End of year 4: 80% of Administrators, teachers and staff will be trained to use a student information system such as Power School, that provides real time access to electronic grade books and standards tacking End of year 5: 90% of Administrators, teachers and staff will be trained to use a student information system such as Power School, that provides real time access to electronic grade books and standards tacking

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Summary of the classified staffs current technology skills and needs for professional development. Administrative and Classified Staff Madera County Office of Education offered Online training courses to our administrative and classified staff on an annual basis. This type of self paced training best fits our organization and was effective in specific instances; however it is very difficult to implement organization wide. Individuals have taken advantage of the trainings and have improved their day to day work activity using technology. To accommodate these opportunities MCOE has created both a small 4 station lab that resides in the administration building and an 20 station mobile lab that is fully integrated into our network. MCOE plans to continue offering online trainings at all of our locals and offices. Online Trainings are focused on the Microsoft Office suite of products which include Word, Excel, Access, PowerPoint, Outlook and Internet Explorer. Technical Staff Madera County Office of Education provides our technical staff ongoing training in many different areas. Over the past three years Madera County has been providing in-house trainings in the use of Microsoft Server and Cisco Routers. These advanced trainings are on-going and will continue on an annual basis. Madera County Office of Education Information Services supports and promotes cross training on all of the important functions within the office. This philosophy has promoted a well educated and well rounded technician who can be counted on to solve most common computer and network problems. MCOE IS has also supported on going training with support of test taking for MCSE and CISCO Certifications. Madera County Office of Education continues to host network specific trainings for MCOE and school district personnel. These trainings are focused on the Technology professionals that support the school sites and the MCOE WAN. Support of the technology online training courses will be made available to staff. These courses will be purchased from TechSets, the California Department of Education supported web portal dedicated to Educational Technologists.

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Infrastructure, Hardware, Technical Support and Software Madera COE Wide Area Network is designed to support all of the schools, programs, classrooms and administrative sites as describe throughout this document with the appropriate connectivity within their site through the desktop of both student and staff, to the Internet. To accomplish this Madera COE over the last 4 years has upgraded facilities, circuits, routers, servers and desktops meeting the needs of our clients. The current configuration requires High Speed ATM Circuits supported by the California K12 High Speed Network along with T-1 connectivity to most sites that support our classrooms. To accomplish this goal we have written agreements with all school districts in Madera County that allow transmission of electronic data between our service sites to meet the needs of our students. Madera COE has developed a Wide Area Network that connects the outlining classrooms and educational centers to local access points that then travel to K12HSN Nodes. These nodes reside at Madera COE administrative offices in Madera and at Discovery Secondary School in Chowchilla. All circuits that connect to these nodes are a minimum of T-1 point to point service. We also have invested in dark fiber optic services for both the Madera and Chowchilla campuses. Madera COE has consolidated our T-1 circuits into a DS3 ATM circuit. This consolidation allows for cost savings on a per month circuit cost, but it also allows Madera COE great savings on the maintenance and upkeep of the routers and circuits. Madera COE is currently waiting for approval to move forward with Ethernet based Many of these investments have provided the necessary support of services to meet the goals and objectives of the past and present Madera COE Technical Use Plans. County Wide application and services that Madera COE provides: Firewall IP Routing and IP Security Domain Names Servers Content and Filtering Services System Configuration and Monitoring Email Services Anti Virus Protection Internet Access Web Based Portals Document Management Phone Infrastructure The phone structure for Madera COE is based on site needs. Madera COE currently has 7 sites that have analog based Nortel PBX’s and Nortel phone sets. The sites are the Madera COE Administrative Office, Enterprise Secondary School, Apollo Campus, Student Programs/

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Workforce Development Office, the Gould Educational Center, Educational Services at Howard Road and the Oakhurst Workforce Development Center. All other sites have POTS lines and basic phones or they are supported by the school district sites that they are being hosted by. The Administrative Building and the Workforce Building are supported by T-1 Circuits for their phone access with DID Blocks. The phone system at all sites that have a Nortel PBX also are supported with a Nortel Voice Mail System. Annual maintenance is provided by LaserTel Systems. Madera COE Hardware and Software Policies Madera COE has implemented network infrastructure/computer purchase policies as follows: All Wide Area Network infrastructure requirements are documented and reviewed annually by the Director of Information Services and appropriate recommendations are brought to Leadership for discussion and action. Servers, High Speed Switches and Routers will be replaced based on need and changes to the network or in five year intervals, whichever comes first. Specialized Servers and dedicated computers with high priority tasks will be reviewed annually and will be replaced based on need or five year intervals, whichever comes first. Administrative desktop computers are to be replaced every three (3) years on a schedule. This scheduled is kept as part of the Madera COE IS Inventory system and is reviewed annually. Teaching staff computers are replaced every 4 years on a rotating schedule. This schedule is kept as part of the Madera COE IS Inventory system and is reviewed annually. All administrative and teaching staff computers are to be maintained and then recycled back into the classroom or site labs based on need. Classroom computers are to be replaced or recycled every five years. This is to be scheduled and coordinated through the Information Services and the Technology Committee. Madera COE has standardized our basic desktop computers and servers to be Dell Computers configured based on expected use. All purchases on the DGS/WSCA contract receive best pricing available. All server and desktop operating systems are Microsoft Windows based. All personnel that have access to a computer use Microsoft Office Suite of Microsoft Word, Excel, Publisher, PowerPoint, Access, Outlook, and Front Page. We purchase new licenses for each computer that we purchase. Microsoft software is procured through the Cal-Save contract. All of our servers, which number over 75 at this count, use Microsoft Windows 2003 or Windows server 2008 and other server applications such as Microsoft Exchange 2003, SQL 2005 and the Microsoft SharePoint Portal.

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Classroom and student specific software purchases: In standardizing our policy with purchases through the MCOE Technology Committee we have brought out the best possible solution to supporting regional based programs for special needs students. The purchase of the “Intellitools” keyboard with the software applications allows teachers to create specific icons and applications in the repetitive use and training of children of special needs. MCOE has purchased off site licenses for the Ed-mark series of vocabulary building and writing. MCOE is also using the Mayer-Johnston applications for vocabulary and writing skills for children with learning disabilities that require a site method of recognition versus a phonic method of learning. These applications are also used at all levels of grades and students. As previously described any purchase made through this committee come with the requirement that the teacher making the request must then provide training on the actual use of the applications within their site and region. Students with specific needs such as sight or hearing impaired have other resources based on their Individual Education Plans; this provides specific purchase of computer hardware and software for these students. These funds are provided through specific federal and state funding and do not come from general fund budgeting. Annually Madera County Office of Education reviews the current status of the software and computer inventory and updates all computers that are not working within a three year range of updates. Staffing Madera County Office of Education’s Information Systems and Technology Services currently staffs 16 employees. Information and Technology Services is lead by the CITO who reports directly to the Superintendent. The CITO has a Senior Administrative Assistant which supports all of the clerical activity in the Department. The department is has developed in to two divisions, Network Infrastructure and Application Development Network Infrastructure Staffing includes:

Coordinator of Network Development Network and Database Administrator Five (5) PC Network Technicians Three (3) Program Managed Network Technicians

Application Development:

Coordinator of Application Development Two (2) Sr. Application Specialist Application Support Specialist

Our Staff includes Cisco Certified and Microsoft Certified technicians with expertise and experience to support the needs of the Madera COE Wide Area Network.

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A. Site Inventory

Site Admin PC’s

Teach PC’s

Student PC’s

Printer Pro WB

Access Points

Scanner Switch Router Server UPS

A-School 27 93 A –School Sites 7 53 27 27

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Apollo 5 6 28 6 2/1 1 1 3 1 1 Berenda 4 6 7 Voyager 1 12 6 1 Cal Safe 2 1 2 2/1 CAERS 1 2 5 Challenger 4 15 2 1 Coarsegold 2 5 10 1 1 1 1 1 Desmond 2 16 3 1 Discovery 27 1 3 1 1 2 5 2 2 EdServices 58 31 5 8 6 1 1 1 2 ESS 5 15 24 18 3/2 2 4 Gould 17 30 16 34 3/1 4 6 Howard 9 15 9 1/1 1 1 1 1 1 JVH 5 24 7 1 1 2 Liberty HS 2 2 2 1 Admin 148 47 9 3 8 8 3 48 15 MHS N 1 4 1 1 MHS S 4 8 10 5 Millview 5 6 4 5 1 Nishimoto 2 4 3 2/1 OCI 1 PTC 5 21 48 18 8/8 3 1 2 3 SierraView 1 2 2 Speech 18 2 18 Yosemite 1 2 15 4 1 2 3 1 1 WDO/SP 99 22 1 2 4 1 5 3 WDO Oak 3 2 1 Totals 356 183 403 301 72/15 41 31 44 18 56 29 All computers meet the standard of multimedia as designated by the California Department of Education and are connected to the Internet. All classrooms are connected to the Internet either by Cat 5 Cabling or 802.11b/g/n Wireless connectivity.

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Site Connectivity and Circuits Berenda All Classrooms are wired with Cat5 Cabling / T1 Circuit Coarsegold Fiber Backbone / Classrooms Cat5 Cabling / T1 Circuit Gould Fiber Backbone ? Classrooms Cat5 Cabling / 2-T1 Circuits Howard Classrooms Cat5 Cabling / T1 Circuit Liberty High School Classrooms Cat 5 / 3-T1 Circuit Madera High Classrooms Cat 5 Cabling / T1 Circuit Millview 802.11 B Wireless / T1 Circuit Sierra View Classroom Cat 5 Cabling / Wireless to GVUSD Thomas Jefferson Classroom cat 5 Cabling / T1 Circuit Wilson Classroom Cat 5 / Dark Fiber/ ATM Yosemite Classroom Cat 5/ 802.11b wireless/ 3- T1 Circuits Pioneer Tech Classroom Cat 5 Cabling / 2- T1 Circuits Discovery Classroom Cat 5 Cabling/ Dark Fiber Campus/ ATM Circuit JH Classroom Cat 5 Cabling / Dark Fiber Campus/ ATM Circuit ESS Classroom Cat 5 Cabling/ Dark Fiber Campus/ ATM Circuit Apollo Campus Classroom Cat 5 Cabling / 802.11g wireless / ATM Circuit Boot Camp Classroom Cat 5 Cabling/ Dark Fiber Campus/ ATM Circuit Madera COE Dark Fiber Campus / ATM Circuit

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Planned Infrastructure, Hardware and Software purchased to meet Madera COE Goals and Objectives

Telephone System

General Description Madera County Office of Education supports all sites and itinerants with phone and cellular support. MCOE Administration, the Workforce Development Office, Gould Educational Center and the Alternative Educational Services which house the majority of MaderaCOE employees are supported with a Nortel Phone Solution. This solution provides basic PBX supported activities with standard voice mail solution. Employees, classrooms and students that reside at remote sites are supported with the phone system at the site that houses their classrooms. Each classroom either has a phone supplied by the school district of residence or we have installed a phone line and phone directly from the carrier. Cellular phones and Cellular Broadband technologies are also used within our organization. Most itinerants are supplied a phone since their job duties require a substantial amount of travel. MaderaCOE supplies approximately 70 employees with cellular phones that support the direct teaching and administration of classroom activity. We also use cellular phones for the administrators and support personnel that travel throughout Madera County in support of their classrooms and students. Planned Phone upgrades: Madera County Office of Education will continue to use the current Nortel system for the next three years. We will add one additional upgrade which will convert the Gould site to a high speed trunk with a T1 Circuit. At the end of the three year period Madera COE will look at the current available technologies which will include Voice over IP solutions and any other technologies that may become available. If the Madera County Office of Education decides to build a new administration building prior to 2013, we will at that time look at phone technologies available for the new construction.

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Plan implementations and Upgrades

Network Over the next five years Madera COE will refurbish or replace all servers, switches and or other parts of the computer infrastructure. This will coincide with established cycles of replacement or refurbishment of computers, routers, switches and other network peripherals. During this time period we will upgrade all server memory, hard drive space and operating systems to meet the growing demands of the organization. We will also continue to consolidate phone lines and T1 circuits into DS3 circuits for speed and stability. It is expected that most of our school districts will continue to grow and will require additional bandwidth. To accommodate this growth additional capacity will be provided by using the existing infrastructure of the OC-12 optical circuit. Madera County Office of Education is connected to both SBC of California and the Digital California Project for Internet service. MCOE runs Border Guard Protocol (BGP), allowing for load balancing of our data traffic. This is accomplished with an OC-12 fiber optic connection point and two (2) Cisco 7500 Routers at the MCOE Administrative Offices. In Chowchilla at the Discovery Secondary School we have an OC-3 fiber optic connection point to support a multi-homed connection point for the schools of Chowchilla. This access point will consist of two (2) Cisco 7120 routers running Border Guard Protocol (BGP). All of the servers that perform DNS services and other necessary internet functions to maintain and protect the network will be replaced in FY2009-2010. This will include the Email Server, Backup Server and Web Servers. In addition, routers that currently are the backbone of the network will be replaced. All high speed switches will be replaced to meet the needs of the network and supported sites. We will add servers as needed with a focus on the financial systems, the Instructional Media Center and web based applications. The changes to Internet technologies will change Madera COE’s method to deliver content. Many of the services for student information systems, testing, assessment and benchmark testing based on state standards will be delivered in this fashion. Video Streaming of trainings and classes will also be introduced during the next five years as it will be one of the methods used to record best teaching practices and replay them to staff based on their time schedules and commitments. Uninterruptible Power Supplies (UPS) are also necessary in the maintenance and consistent service of the network. The nature of our network has changed to the point where 24/7, 365 days a year services are an expectation of our clients. In FY 2009-2010 and 2012-2013 Madera COE will apply for E-rate internal connections and will replace all major servers, switches, routers, firewalls and eligible applications.

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Bandwidth growth: Expected growth will be with dedicated fiber optic circuits, dark fiber circuits, and Channelized DS3 circuits or with a new technology or service provided by our service provider ATT. Madera County Office of Education will support any technology that will lower our monthly costs and provide reliable service. Madera COE Information Services expect that district connectivity to our sites will be the major focus over the next 5 years. Madera Coe in keeping with its philosophy of lower ongoing costs will look to implement High Speed microwave wireless connectivity between as many school sites, District Offices and other buildings. This would be accomplished in a consortium setting with school districts, local government and other business partners. MCOE is considering partnering in a community wide wireless backbone to support data, VoIP, Video and other forms of communication. To accomplish something of this magnitude would require a combined effort of many different agencies with the county of Madera, State of California and Federal programs. This project would start with in the 5 years of this technology plan; however this may or may not be accomplished. Wireless Connectivity: Madera County Office of Education will support and implement different methods of wireless connectivity. MCOE has installed and will continue to install 802.b/g/n wireless connection and access points throughout our classrooms and administrative offices. Madera County Office of Education, in conjunction with our local school districts and local government, are considering a county-wide implementation of a dedicated wireless high speed broadband network to support the growth and demands of our agencies.

Intranet / Custom Applications MCOE and the Information and Technology Services staff will support many of the different programs custom intranet applications for the collection and desegregation of data. These data bases will be web based using Microsoft SQL, and .NET services along with programming tools that work with these services. MCOE is working with all programs that require collaboration as part of their day to day work and implementing Share Portal from Microsoft as a method to create and maintain the knowledge base of Madera County Office of Education. In addition we are investing time and programming knowledge in the creation of an application that will collect all student testing scores and allow us to aggregate and disaggregate this very important student information.

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Microsoft Share Portal / Intranet MCOE will implement the Microsoft Share Portal application. This application is designed to offer MCOE and its different working divisions the ability to collaborate common information. The Share Portal will become the entry to all of the Madera County Office of Education information, applications and custom access for collaboration.

Web Page / Internet Madera County Office of Education has implemented the SharePoint Internet Portal and the SharePoint Portal product. This implementation is the foundation of changing the method in which we communicate with staff, student, teachers and administrative personnel. The Web Content manager allows administrative control with simple and easy to use methods for the creation and implementation of web pages. This process will allow all teaching staff to have custom home pages associated with their classrooms where they can post pertinent information concerning lesson plans, student resources, and other information to allow students access to information on their current courses. In addition this application will allow MCOE to instantly distribute information through MCOE Intranet and the Internet. This instant method will allow MCOE to incorporate many student applications and dissemination of information for staff and students in an easy to use application.

Video Conferencing Madera County Office of Education has purchased two (2) Polycom View Station FX H.323 video conferencing systems. These devices will anchor our commitment to video-conferencing as it will allow three other devices to connect to it as the base station. In addition it will connect with other View Stations and allow daisy chaining of these devices to create large meeting groups. This is a statewide initiative to control the costs and still provide the communication and distance learning programs. The statewide K12HSN is driving this initiative to also connect the community colleges and state universities with their ability to provide content for professional development. This cooperative between Madera COE and the colleges is a needed and necessary function of our network. As our bandwidth has increased the use of this technology has also increased. We look to the very near future to incorporate this technology into the classrooms for virtual field trips, and discussion with experts in their field of study.

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Student Information System Madera County Office of Education is currently implementing a web based Student Information Systems (SIS) organization wide. PowerSchool (Application Service Provider) is designed to cover the needs of all schools and Programs that Madera COE administers.

Automated Library Management System Madera County Office of Education currently uses Follett Library Management software to maintain the books and other resources that we provide at the following educational centers:

• Howard Educational Center • Coarsegold Educational Center • Enterprise Secondary School • Pioneer Technical Center

Planned Upgrades: The necessary server and workstations that support this system will be upgraded and maintained under the established guidelines of this plan. The expected lifecycle of this system is 5 years for servers and 3 years for workstations. Review of wireless solutions will be considered and applied for as implemented following E-rate Guidelines. Video conferencing equipment and video streaming equipment will be purchased under E-rate Internal Connection Guidelines in FY 2009-2010 to meet the curriculum and professional development goals of this plan. Construction Projects Madera COE has many construction projects that are in the planning and funding process. Included in these projects are school buildings on district sites, and our educational and CAES sites as we continue to have growth. Madera COE is also planning a new Administrative building on the current Pioneer Technical Center Campus. This center would include facilities for student teaching in the Culinary Arts and management and multimedia centers for teaching and professional development. Requests for E-rate eligible Internal Connections will be made using the 2 of 5 rule in the coming 5 years of this plan.

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6. Funding and Budget

The Madera COE will seek resources other than the one budgeted, such as general district funds, school improvement program, Title I, Title VI and Eisenhower funds. State Funds for competitive grants and the Microsoft Settlement will be included in the year that we apply and receive the funding. In years that Madera COE will be participating in building projects, appropriate funding will be made available for the cost associated with the infrastructure and technology. Most funding for Madera COE will be generated from General Funds. Appropriate Indirect expenses are taken from local, state and federal grants that Madera COE will receive.

Estimated Budgets for the next 5 years follow:

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School Year 2009-2010

Budget Form: Object of Expenditure

Major Object of

Expenditure

Partner Contributions (a)

Specific Grant Funds (Add

multiple columns if receiving multiple

grants) (b)

School District General Fund

(c)

Total Funds by Object of

Expenditure (a)+(b)+(c)

1000-1999 Certificated Personnel Salaries

NA CTAP $45,000.00 $45,000.00

2000-2999 Classified Personnel Salaries

NA $2,000.00 $550,000.00 $552,000.00

3000-3999 Employee Benefits

NA $0.00 $150,000.00 $150,000.00

4000-4999 Books and Supplies

NA CTAP $250.00 $150,000.00 $150,250.00

5000-5999 Services and Other Operating Expenditures

NA NA $75,000.00 $75,000.00

Indirect Costs at an Established Rate (excluding the 6000-6999 category)

NA Block Grant $0.00 $0.00

$0.00

6000-6999 Capital Outlay NA NA $30,000.00 $30,000.00

Total Funds NA CTAP $47,250.00 $905,000.00 $1,02,250.00

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Major Object of

Expenditure




grants) (b)


(c)




NA CTAP $45,000.00 $45,000.00


NA $2,000.00 $550,000.00 $552,000.00


NA $0.00 $150,000.00 $150,000.00


NA CTAP $250.00 $150,000.00 $150,250.00


NA NA $75,000.00 $75,000.00


NA Block Grant $0.00 $0.00

$0.00



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Major Object of

Expenditure




grants) (b)


(c)




NA CTAP $45,000.00 $45,000.00


NA $2,000.00 $550,000.00 $552,000.00


NA $0.00 $150,000.00 $150,000.00


NA CTAP $250.00 $100,000.00 $150,250.00


NA Construction $250,000.00 $75,000.00 $325,000.00


NA $0.00 $0.00

$0.00


Total Funds NA $297,250.00 $955,000.00 $1,302,250.00

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Major Object of

Expenditure




grants) (b)


(c)




NA CTAP $45,000.00 $45,000.00


NA $2,000.00 $550,000.00 $552,000.00


NA $0.00 $150,000.00 $150,000.00


NA CTAP $250.00 $100,000.00 $150,250.00


NA NA $75,000.00 $75,000.00


NA $0.00 $0.00

$0.00



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Major Object of

Expenditure




grants) (b)


(c)




NA CTAP $45,000.00 $45,000.00


NA $2,000.00 $550,000.00 $552,000.00


NA $0.00 $150,000.00 $150,000.00


NA CTAP $250.00 $100,000.00 $150,250.00


NA NA $75,000.00 $75,000.00


NA $0.00 $0.00

$0.00



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Technical support During school hours technical support is provided by the Technology Consultant on staff. Outside school hours technical support will be provided by an Administrator who will decide whether the Network Coordinator needs to be notified. The Director of Information Services and staff covers the County Office’s needs, due to the size of the County Office and the districts that it supports. Should additional funding become available for technology, additional technical support will be added. If the Madera COE’s number of computers exceeds one thousand, the district will require additional technical support. Budget reviews See Appendix D for the Management Chart. The Administration provides the overall management, evaluation, and coordination of the plan. The Director of Information Services also coordinates the technical support, staff development, ongoing partnership involvement and the collection of relevant staff and student data. The Director of Information Services is responsible for the procurement of equipment and maintenance. The Technology Committee uses collected data to monitor and evaluate progress toward benchmarks and the timeline to plan and make modifications. Teachers are responsible for collecting data regarding student’s academic achievement. All information gathered is presented to Executive Leadership for comment and action as determined by the council. E-Rate Information The Madera County Office of Education annually budgets over $60,000 in the 5900 category for communications. This amount is double the amount necessary to meet our annual commitment for e-rate purchases of communications services. Once every 3-5 years Madera County Office of Education will increase our budget outlay in the 6400-6500 categories to make capital purchases. Although many of the items that will be purchased will not meet the threshold of the 5,000.00 in Madera COE Expense, the actual value of the equipment will exceed this threshold, so we choose to treat the equipment as capital outlay that exceeds this value.

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7. Monitoring and Evaluation The Technology Committee will evaluate the Technology Plan annually. The committee will work closely with the Director of Information Services, Director of Special Education, The Library Media Manager and the certificated teachers that have collected and reviewed student’s work throughout the year. The committee will then report its findings to the administrator and the administrator will evaluate whether students performance standards are being met at each grade level. The data will be shared with all stakeholders via the district website and newsletter. All stakeholders have an open invitation to Technology Committee meetings. At times, the Committee contacts various stakeholders for input based on their expertise. The process for utilizing technology in the curriculum and technology and Information Literacy areas begins with the teachers. They are responsible for implementing the goals, working with the students and collecting Accelerated Reader test results, student book reports, student work portfolios, Sat 9 scores and record this data. The Technology Committee will monitor the efforts and review data once a trimester. The Technology Committee reports to the administrator who reviews the input and makes recommendations to the Technology Committee and the teachers. For the goals dealing with appropriate access, record keeping and home-school connection, the Technology Committee will work closely with leadership to implement and monitor the programs. Schedule for evaluating the effect of plan implementation. Staff meetings are held on an ongoing basis based on the site functions and availability of staff, and the staff will have the opportunity to report any specific needs to the administration. These weekly meetings will be a tool to assure that all concerns and evaluations are dealt with immediately and effectively. Semi-annually each site will discuss the progress in meeting technology goals and will report back to the Technology Committee. The Technology Committee will meet monthly and will prepare an annual report to present to Leadership. Description of how the information obtained through the monitoring and evaluation will be used. The evaluation of the information will be used to ensure student learning of technology and that teachers will access student learning, reading comprehension, and written curricular goals utilizing technology. Teachers will make the assessments on student learning and the reports are to be given to Administration and Technology Committee for monitoring and evaluating purposes. The technology coordinator will invite feedback from the stakeholders involved in the creation of the Technology Use Plan through scheduled meetings, email, and personal interaction with personnel involved in the process. Administration and/or the Technology Committee will use the information that has been gathered to analyze the plan and then make the recommended modifications as needed.

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8. Effective Collaborative Strategies with Adult Literacy Providers to Maximize the Use of Technology Madera COE is located in a rural area. Madera COE has two Adult Literacy programs; Even Start and Extra Special Parents. The Even Start program is designed to support the English as Second Language (ESL) families with preschool children and adults with literacy problems. The program supports the children in a day care setting providing these children with tools and support, including technology, to raise their learning abilities and development. At the same time Adult Literacy classes are held with the adults of the family and they are given individual attention to better their reading and writing skills in both Spanish and English. The Extra Special Parents program is focused on families identified with preschool children with special needs. This program is focused on providing the parents with all available services and support, including adult literacy classes. This program is very individualized and again focuses on the well being of the family. Through the Workforce Development Office we also support Adult Literacy in the evaluation and job placement support of Madera County Adults. All adults are first tested and required to pass an established reading test. If any adult does not pass this test, they must attend remedial training in reading, prior to moving through the system for job placement. The Madera Adult School is contracted to provide this support.

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9. Effective, Researched–Based Methods and Strategies CEO Forum. (2001, June). The CEO Forum school technology and readiness report: Key building blocks for student achievement in the 21st century. http://www.ceoforum.org/downloads/report4.pdf This report concludes that effective uses of technology to enhance student achievement are based on four elements:

1. alignment to curricular standards and objectives 2. assessment that accurately and completely reflects the full range of academic and

performance skills 3. holding schools and districts accountable for continuous evaluation and improvement

strategies 4. an equity of access across geographic, cultural, and socio-economic boundaries.

District specific analysis of how the research will be used: Consistent with this research, Madera COE and it schools and programs will carefully analyze learning resources and lessons both for alignment with California content standards and for the ability to measure growth/achievement on those standards in a variety of ways. Our curricular goals in the Plan directly address California content standards in Language Arts, a curricular focus for our district. Through the ongoing data collection and analysis stated in our goal implementation plans and our timeline, our district will continuously monitor its attainment of the goals and objectives in the Technology Use Plan. Results will be reported annually to the County Superintendent of Schools, the Madera County Board of Education, and the public. Throughout the plan, attention is paid to providing appropriate and equitable access to all students in our community, including students in special populations. Becker, J.H., and Riel, M.M. (2000). Teacher professional engagement and constructivist-compatible computer use, Center for Research on Information Technology and Organizations. Retrieved September 23, 2002, online. http://www.crito.uci.edu/tlc/findings/report_7/startpage.html This report describes a number of aspects of the professional engagement of American teachers. It also examines relationships between professional engagement and teaching practice, including instruction involving computer use. We defined professional engagement as a teacher taking effort to affect the teaching that occurs in classrooms other than his or her own. We measured professional engagement by (1) the frequency that a teacher had informal substantive communications with other teachers at their school, (2) the frequency and breadth of professional interactions with teachers at other schools, and (3) the breadth of involvement in specific peer leadership activities-mentoring, workshop and conference presentations, and teaching courses and writing in publications for educators. Specific analysis of how the research will be used at Madera COE: As indicated in our Technology Use Plan, we value ongoing professional development. The Plan is consistent with the research in the following ways: (1) Teachers collaborate with various staff to produce and practice technology integrated activities. (2) Teachers are provided with the opportunity to attend workshops and conferences that cover basic-to-advance use of technology, as funds are

58

available; (3) Our technology savvy teachers are involved in leadership activities such as coaching, facilitating, and modeling the effective use of instructional technology. (4) The purchase of hardware or software comes with a commitment from the select teacher to train the staff on the use of the purchased equipment. This assures buy-in from the teaching staff on the recommendations that they are requesting and committing to use in their classroom. Description of thorough and thoughtful examination of externally or locally developed education technology models and strategies. Marzano, R, Pickering, D., and Pollock, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Virginia: Association for Supervision and Curriculum Development. This book summarizes the research supporting a variety of instructional strategies with proven successes in improving student achievement. The research-based strategies include 1) identifying similarities and differences; 2) summarizing and note-taking; 3) reinforcing effort and providing recognition; 4) homework and practice; 5) nonlinguistic representations; 6) cooperative learning; 7) setting objectives and providing feedback; 8) generating and testing hypotheses; and 9) cues, questions, and advance organizers. COE specific analysis of how the research will be used: Technology is used and will continue to be used and further developed to implement a variety of the identified instructional strategies to support student achievement in literacy and content areas. Some examples follow. Most of the children that Madera COE schools and programs serve require an Individualized Education Plan (IEP); during these planning sessions technology is integrated into their individual plans and is very specific to their needs. Madera COE Alternative Education Programs have instituted the STAR testing series for literacy. This assessment tool allows individuals to be tested and then placed in the appropriate level of reading and language arts to meet their needs. This tool is also used to gauge their improvement and set literacy goals for each individual student.

Activities for homework and practice will be enhanced and extended by using the Internet and other electronic resources.

Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with Technology: Creating student-centered classrooms. New York: Teachers College Press. “And in the ACOT study, student engagement remained highest when technology use was integrated into the larger curricular framework, rather than being an “add-on” to an already full curriculum.” COE specific analysis of how the research will be used: The goal for our schools and programs are to integrate technology into the curriculum. Our curriculum and staff development goals in the plan reflect this commitment. The implementation plans and activities in the timeline will lead teachers to make the use of educational technology part of their daily practice rather than something extra or technology for its own sake. To facilitate this practice Madera COE

59

Alternative Education classes will also implement an Image writing product that allows the teacher to produce the task that the teacher is explaining to an individual student onto the classroom screen allowing the class to follow along. This teacher interaction will provide the forum for discussion and interaction with localized technology. Our school district serves a K-12 student population. Most distance learning courses are aimed at high school or higher education students. However, our district will use other online resources to enhance and extend the basic curriculum and course offerings. Even though we are a remote, rural district, we will take advantage of information technology to bring heretofore-unavailable educational resources to our district. For example, we will draw upon the resources of SCORE (Schools of California Resources for Education) for additional lessons linked to State content standards and CLRN (California Learning Resource Network) for supplemental electronic learning resources. Internet-based learning activities such as WebQuests will be integrated into the curriculum to include cooperative learning and lead students to higher level thinking skills. Our staff development program will take advantage of our County Office of Education and CTAP Region VII resources for technology training in curriculum integration. As our staff successfully implements this plan and grows in its ability to use instructional technology, students will continue to receive the best possible education through our staff’s increased ability to integrate technology and differentiate instruction. In our model, integrated technology can offer all students, whether they be developmentally delayed or gifted, English Language Learner or physically challenged, a challenging, specialized and exciting school experience.

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Appendix A – Criteria for EETT-Funded Education Technology Plans In order to be approved, a technology plan needs to have “Adequately Addressed” each of the following criteria:

1. PLAN DURATION CRITERION

Page in District

Plan

Example of Adequately Addressed

Example of Not Adequately Addressed

a. The plan should guide the district’s use of education technology for the next three to five years.

Page 1 The education technology plan describes the districts use of education technology for the next three to five years.

The plan is less than three years or more than five years in length.

2. STAKEHOLDERS CRITERION Corresponding EETT Requirement(s): 7 & 11 (Appendix F)

Page 2-3 Example of Adequately Addressed

Not Adequately Addressed

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

Page 4-6 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 Corresponding EETT Requirement(s): 1, 2, 3, 8, 10, & 12 (Appendix F)



a. Description of teachers’ and students’ current access to technology tools both during the school day and outside of school hours.

Page 4-11 The plan describes the technology access available in the classrooms, library/media centers, or labs for all students and teachers.

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

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

Page 9-10 The plan describes the typical frequency and type of use (technology skills/information literacy/integrated into the curriculum).

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

61

c. Summary of the district’s

curricular goals and academic content standards in various district and site comprehensive planning documents.

Page in District

Plan

Pages 9-16

The plan references other district documents that guide the curriculum and/or establish goals and standards.

The plan does not reference district curriculum goals.

d. List of clear goals and a specific implementation plan for using technology to improve teaching and learning by supporting the district curricular goals and academic content standards.

Pages 9-16

The plan delineates clear, specific, and realistic goals and target groups for using technology to support the district’s curriculum goals and academic content standards to improve learning. The implementation plan clearly supports accomplishing the goals.

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 and a

specific implementation plan detailing how and when students will acquire technology and information literacy skills needed to succeed in the classroom and the workplace.

Pages 9-16

For the focus areas, the plan delineates clear, specific and realistic goals for using technology to help students acquire technology and information literacy skills. The implementation plan clearly supports accomplishing the goals.

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

f. List of clear goals and a specific implementation plan for programs and methods of utilizing technology that ensure appropriate access to all students.

Pages 9-16

For the focus areas, the plan delineates clear, specific and realistic goals for using technology to support the progress of all students. The implementation plan clearly supports accomplishing the goals.


g. List of clear goals and a specific implementation plan to utilize technology to make student record keeping and assessment more efficient and supportive of teachers’ efforts to meet individual

Pages 18-26

The plan delineates clear, specific and realistic goals for using technology to support the district’s student record-keeping and assessment efforts. The implementation plan clearly supports accomplishing the


62

student academic needs. goals. h. List of clear goals and a

specific implementation plan to utilize technology to make teachers and administrators more accessible to parents.

Page in District

Plan Pages 18-26

The plan delineates clear, specific and realistic goals for using technology to facilitate improved two-way communication between home and school. The implementation plan clearly supports accomplishing the goals.


i. List of benchmarks and a

timeline for implementing planned strategies and activities.

Page 9-16 &

Appendix B

The benchmarks and timeline are specific and realistic. Teachers, administrators and students implementing the plan can easily discern what steps will be taken, by whom, and when.

The benchmarks and timeline are either absent or so vague that it would be difficult to determine what should occur at any particular time.

j. Description of the process that will be used to monitor whether the strategies and methodologies utilizing technology are being implemented according to the benchmarks and timeline.

Pages 18-37

& Appendix

C

The monitoring process is described in sufficient detail so that who is responsible, and what is expected is clear.

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

4. PROFESSIONAL DEVELOPMENT COMPONENT CRITERIA Corresponding EETT Requirement(s): 5 & 12 (Appendix F)

Pages 18-37



a. Summary of the teachers’ and administrators’ current technology skills and needs for professional development.

Pages 18-37

The plan provides a clear summary of the teachers’ and administrators’ current technology skills and needs for professional development. The findings are summarized in the plan by discrete skills to facilitate providing professional development that meets the identified needs and plan goals.

Description of current level of staff expertise is too general or relates only to a limited segment of the 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

63

grade levels.

b. List of clear goals and a

specific implementation plan for providing professional development opportunities based on the needs assessment and the Curriculum Component goals, benchmarks, and timeline.

Page in District

Plan

Pages 18-37

The plan delineates clear, specific and realistic goals for providing teachers and administrators with sustained, ongoing professional development necessary to implement the Curriculum Component of the plan. The implementation plan clearly supports accomplishing the goals.

The plan speaks only generally of professional development and is not specific enough to ensure that teachers and administrators will have the necessary training to implement the Curriculum Component.

c. List of benchmarks and a timeline for implementing planned strategies and activities.

Pages 18-37

The benchmarks and timeline are specific and realistic. Teachers and administrators implementing the plan can easily discern what steps will be taken, by whom, and when.

The benchmarks and timeline are either absent or so vague that it would be difficult to determine what steps will be taken, by whom, and when.

d. Description of the process that will be used to monitor whether the professional development goals are being met and whether the planned professional development activities are being implemented in accordance with the benchmarks and timeline.

Pages 18-37

& Appendix

C

The monitoring process is described in sufficient detail so that who is responsible and what is expected is clear.


5. INFRASTRUCTURE,

HARDWARE, TECHNICAL SUPPORT, AND SOFTWARE COMPONENT CRITERIA Corresponding EETT Requirement(s): 6 & 12 (Appendix F)

Pages 38- 42



64

a. 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.

Page in District

Plan

Pages 38-42

The plan clearly summarizes the technology hardware, electronic learning resources, networking and telecommunications infrastructure, physical plant modifications, and technical support proposed to support the implementation of the district’s Curriculum and Professional Development Components. The plan also includes the list of items to be acquired, which may be included as an appendix.

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

b. Describe the existing

hardware, Internet access, electronic learning resources, and technical support already in the district that could be used to support the Curriculum and Professional Development Components of the plan.

Pages 38 - 42

The plan clearly summarizes the existing technology hardware, electronic learning resources, networking and telecommunication infrastructure, and technical support to support the implementation of the Curriculum and Professional Development Components. The current level of technical support is clearly explained.

The 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.

c. List of clear benchmarks and a timeline for obtaining the hardware, infrastructure, learning resources and technical support required to support the other plan components.

Pages 43-47

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

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

d. Description of the process that will be used to monitor whether the goals and benchmarks

Pages 43-47

The monitoring process is described in sufficient detail so that who is responsible and what is expected is

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

65

are being reached within the specified time frame.

clear. expected.

6. FUNDING AND BUDGET COMPONENT CRITERIA Corresponding EETT Requirement(s): 7 & 13, (Appendix F)

Pages 48-54



a. List of established and potential funding sources and cost savings, present and future.

Pages 48-54

The plan clearly describes resources* that are available or could be obtained to implement the plan. The process for identifying future funding sources is described.

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

b. Estimate implementation

costs for the term of the plan (three to five years).

Pages 48-54

Cost estimates are reasonable and address the total cost of ownership.

Cost estimates are unrealistic, lacking, or are not sufficiently detailed to determine if the total cost of ownership is addressed.

c. Description of the level of ongoing technical support the district will provide.

Page 54 The plan describes the level of technical support that will be provided for implementation given current resources and describes goals for additional technical support should new resources become available. The level of technical support is based on some logical unit of measure.

The description of the ongoing level of technical support is either vague or not included, is so inadequate that successful implementation of the plan is unlikely, or is so unrealistic as to raise questions of the viability of sustaining that level of support.

d. Description of the district’s replacement policy for obsolete equipment.

Page 39 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.

e. Description of the feedback loop used to monitor progress and update funding and budget decisions.

Page 24 & Appendix

D

The monitoring process is described in sufficient detail so that who is responsible, and what is expected is clear.


* In this document, the term “resources” means funding, in-kind services, donations, or other items of value.

66

7. MONITORING AND EVALUATION COMPONENT CRITERIA Corresponding EETT Requirement(s): 11 (Appendix F)

Page in District

Plan



a. Description of how technology’s impact on student learning and attainment of the district’s curricular goals, as well as classroom and school management, will be evaluated.

Page 58 The plan describes the process for evaluation utilizing 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 58 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.

c. Description of how the information obtained through the monitoring and evaluation will be used.

Page 58 The plan describes a process to report the monitoring and evaluation results to persons responsible for implementing and modifying the plan, as well as to the plan stakeholders.

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 Corresponding EETT Requirement(s): 11 (Appendix F)



a. If the district has identified adult literacy providers, there is a description of how the program will be developed in

Page 56 The plan explains how the program will be developed in collaboration with adult literacy providers. Planning included or will include

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

67

collaboration with those providers.

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.

technology.

9. EFFECTIVE, RESEARCHED-BASED METHODS, STRATEGIES, AND CRITERIA Corresponding EETT Requirement(s): 4 & 9 (Appendix F)

Page in District

Plan


Not Adequately Addressed

a. Description of how education technology strategies and proven methods for student learning, teaching, and technology management are based on relevant research and effective practices.

Page 57-59

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. Description of thorough

and thoughtful examination of externally or locally developed education technology models and strategies.

Pages 57-59

The plan describes references to research literature that supports why or how the model improves student achievement.

No research is cited.

c. Description of development and utilization of innovative strategies for using technology to deliver rigorous academic courses and curricula, including distance-learning technologies (particularly in areas that would not otherwise have access to such courses or curricula due to geographical distances or insufficient resources).

Pages 57-59

The plan describes the process for development and utilization of strategies to use technology to deliver specialized or rigorous academic courses and curricula, including distance learning.

There is no plan to utilize technology to extend or supplement the district’s curriculum offerings

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Appendix B

Scope and Sequence:

Code Key: I = Introduce R = Reinforce IU = Independent User

1. Basic Computer K 1 2 3 4 5 6 7 8 Operate TV, VCR, and a mouse I R IU IU IU IU IU IU IU Be able to start and shut down computer and printer I R IU IU IU IU IU IU IU Open and quit an application I R IU IU IU IU IU IU IU Work with windows, menus, and icons I R R R IU IU IU IU IU Work independently or in cooperative groups I R R R R R R R R Communicate using appropriate and accurate terminology I R R R R R R R Be able to explain/identify computer hardware such as: mouse, keyboard, CPU, CD-ROM, printer, disk, monitor, and CD/RW

I R R R R R

Be able to explain/identify higher-level terms such as: modems, hard drive, RAM, and scanners.

I R R R R R

Be able to identify/use utility applications such as: calculator, scrapbook, stickies, Fast Find, and balloon help

I R R R R R

Be able to use basic trouble shooting techniques I R R R R IU Discuss the importance of technology in our society I R R R R R Discuss the common uses of technology in our everyday lives I R R R R R 2. Word Processing K 1 2 3 4 5 6 7 8 Learn keyboarding skills and placement I R R R R IU IU IU Type 20 words a minute I R R R IU IU Format a document I R R IU IU IU Format graphs I R R R IU IU Insert and edit text I R R R IU IU Insert a graph I R R R IU IU Use a word processor for book reports and writing assignments

I R IU IU IU IU

Use word processor for first and final drafts I R IU IU IU IU Use margins, ruler, and tabs I R R R IU IU Insert headers and footers I R R R IU IU Insert page, section, and column breaks. I R R R IU IU Transfer files into a document I R R R IU IU Use word processor for Accelerated Reader I R R IU IU IU IU IU IU Use spell checker and thesaurus I R R IU IU IU Save onto a floppy disk I R R IU IU IU

3. Content Area Specific Software K 1 2 3 4 5 6 7 8 Log on to the Accelerated Reader network I R R IU IU IU IU IU IU Find files and folders . I R R IU IU IU IU IU IU

69

Be able to access Reading Count tests. I R IU IU IU IU IU Check progress by accessing point totals I R IU IU IU IU Share files over network and email I R R IU IU Describe hardware and software problems. I R R IU IU Organizes, Manages, and secures technology in the classroom. I R R IU IU Saves work in most formats I R R IU IU Customizes the desktop I R R IU IU Can be technological mentor (advanced students) I R R R IU Creates and follows all rules for computer use in all school settings.

I R R R R R R R R

Collaborates online and shares work via email I R R IU IU 4. Email K 1 2 3 4 5 6 7 8 Explain the parts of an email address I R R R R R R R R Find an appropriate email program to implement I R R R R R R R R Create user names and passwords I R R IU IU Compose and send email messages I R IU IU IU Reply to received messages I R IU IU IU Forward mail I R IU IU IU Attaching, opening, and receiving attachments I R IU IU IU Create an address book and mailgroups I R IU IU IU Organize email messages into folders I R IU IU IU I R IU IU IU Communicate with peers I R IU IU IU Communicate with teachers and faculty I R IU IU IU 5. Internet K 1 2 3 4 5 6 7 8 Find an appropriate filter to monitor use I R R R R R R R R Log on I R IU IU IU IU IU IU IU Launches a browser and uses the toolbar I R R R IU IU IU IU IU Navigate by clicking on links on web pages I R R R IU IU IU IU IU Explain the parts of a URL I R R R R R Type URL’s correctly I R R R IU IU IU IU IU Return to sites using the back button, history, and bookmark/favorite

I R R R IU IU IU IU IU

Configure homepage I R R R R R Review Internet vocabulary I R R R R R R R R Evaluate information and site for validity I R R R R R Edit bookmarks/favorites by adding and deleting I R R R R Copy and paste text or images I R R R R R Explain search engines, subject directories, and metasearch engines

I R R R IU

Two or more browser windows at the same time I R R IU IU

70

The Big6 Skills for Information Literacy

1. Task Information Define the information problem Identify information needed in order to complete the task

2. Information Seeking Strategies

Determine the range of possible sources (brainstorm) Evaluate different possible sources to determine priorities (select best sources)

3. Location and Access

Locate sources (intellectually and physically) Find information within sources

4. Use of Information

Engage (e.g. read, hear, view, touch) the information in a source Extract relevant information from a source

5. Synthesis

Organize the information from multiple sources Present the information

6. Evaluation

Judge the product (effectiveness) Judge the information problem-solving process (efficiency)

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Appendix C: Timeline 2009-2014 Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Training Student Evaluation using Technology,- Training X X

Advanced Evaluation using Technology, - Training X X

Use of Online Curriculum Training X X

Internet Security Training (Faculty) X X

Internet Security Training (Students) X X

Cal Standards Test X Tech/Information Literacy Skills X X X X

PowerGrade X Student Information Database: Class X

Computer Using Educators Conf. X X

Monitoring/Evaluation

Collect student tech skills data X X

Collect technology-curriculum data X X

Student Leadership Team (BMS) X

COE Technology Team X X COE Curriculum Council X X COE Management Team X X X X County Board of Education Colloquy X

Technology Repair Log X X X Web Access Log X X X Staff Development Log X X Purchasing Log X X

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Appendix D

Management Chart

Individual(s) Responsible (Person(s)

or Job Title(s) Responsibilities (Samples)

Time Estimate (Hours per month of no. of full-time

staff)

Technology Committee and Administration

Provide overall management and coordination. 6 Hours

Administration Manage and coordinate funding and budget. 2 Hours

Administration Manage and coordinate staff development. .5 FTE

Director of Information Services

Manage and coordinate hardware acquisition and installation.

.25 FTE

Network Development Coordinator Manage and coordinate technical support. .25 FTE

Administration Coordinate ongoing partner involvement. 1

Administration, Technology Committee, and Teachers

Collect data regarding students’ computer skills. .3 FTE

Teachers Collect data regarding student’s academic achievement. .3 FTE

Administration and Technology Committee

Collect staff development data on technology proficiencies. .2 FTE


Collect data regarding staff development focused on student computer knowledge and skills.

.3 FTE


Collect data regarding staff development focused on integration of technology into the curriculum to improve academic achievement.

.3 FTE


Use collected data to monitor and evaluate progress toward benchmarks and the timeline and to plan and make modifications.

.3 FTE

madera coe technical use plan

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